FSTL TEKS FP Perspectives - Setting Goals

Graphic Organizer: Forming Opinions

Lesson Plan

What do you need to think about when you choose a goal?

Section 1: My initial opinion

Fluent Plus reading stage

What do you need to think about when setting goals?

Level P (38)

Section 2: Gathering information: What I have learned

Section 3: My informed opinion

PERSPECTIVES

Contents • The tortoise and the hare • The light bulb • Speak out!

• Is it okay to quit?

Paired connected texts

Under the Ice tells of the first submarine voyage under the Arctic ice and the difficulties that were overcome.

In Professor Valdor and the Giant Laser, secret agents Roxby and Crispo race to stop the evil Professor Valdor from using her giant laser to melt the Arctic ice and flood the world.

Content vocabulary achieve activities attempts capable effort fail goals inspires motivate quit realistic unrealistic win

Correlations with Texas Essential Knowledge and Skills Flying Start to Literacy Lesson Plan Perspectives Setting Goals: What’s Important? © 2020 EC Licensing Pty Ltd. © 2020 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2020 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan Consultant: Linda Hoyt Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com

Reading 3(6) (F) Make inferences and use evidence to support understanding.

3(6) (H) Synthesize information to create new understanding.

3(9) (E) Recognize characteristics and structures of argumentative text.

3(10) (A) Explain the author’s purpose and message within a text.

Writing 3(12) (C) Compose argumentative texts, including opinion essays, using genre characteristics and craft.

Speaking and Listening 3(7) (G) Discuss specific ideas in the text that are important to the meaning.

PERSPECTIVES Setting Goals: What’s Important?

Key concepts • S etting realistic goals helps people to achieve things.

• S ometimes people reach the goals they set, and sometimes they don’t.

Draw conclusions

Express opinions

Read the text

Setting the task Students can choose one or both of the following options as a way to show their thinking or express their opinion.

Initiate ideas

Explore further

Ask: Do you do any after-school or weekend activities? Are there activities you’d like to try? Have students talk with a partner about this.

Have students turn to pages 12 and 13, and read the title to them. Ask: Have you ever quit something? What happened?

Why did you quit? Provide time for students to share their personal stories.

Have students read the text independently. Ask: What message did you get from this recount? Discuss as a group.

Introduce the book

Read the text

Ask: What does it mean to set a goal? Have students talk about this with a partner. Show the students the front cover of PERSPECTIVES: Setting Goals: What’s Important?

Say: This book is about setting goals. It has several texts that discuss different points of view about goal setting.

Read the title and ask: What is important to think about when you are setting a goal? Discuss students’ ideas.

Have students turn to pages 8 and 9. Say: Read the text independently, and then talk to your partner about what you learned from it.

Ask: What sort of person do you think Edison might have been? Why do you think he kept persisting? Do you think he may have set himself goals? Discuss as a group. Use students’ ideas to add to your group Setting Goals chart.

Have students turn to the “Speak out!” section on pages 10 and 11, and read the introduction.

Invite a student to read aloud one of the “speak outs” to the group. Ask: What is your view on this opinion?

Continue reading and discussing each “speak out” opinion in a similar manner.

Respond to the text

Read the text Give each student a copy of PERSPECTIVES: Setting Goals: What’s Important? Have them browse through the book.

Have students turn to page 4, and read the introduction aloud to them. Ask: What do you think about these questions?

Have students share their ideas with the group.

Have students turn to pages 6 and 7. Say: The title of this story is “The tortoise and the hare.” Read the introduction aloud to the students. Say: Keep this in mind as you read the story.

Have students read the story independently. Ask: What messages did you get from the story? Have students talk with a partner and then share their ideas. Record students’ ideas on a chart with the heading, “Setting Goals.”

Respond to the text Introduce the Graphic Organizer: Forming Opinions.

Ask: What do you think is important about setting goals? What things should you think about? Have students talk with a partner.

Say: Write your thoughts about goal setting in section one of your graphic organizer.

Collect students’ graphic organizers to revisit later.

Respond to the text Revisit the Setting Goals chart. Ask: Do you have any new points about goal setting to add? Record students’ ideas on the chart.

Have students revisit their graphic organizers. Say: Think about what you have read. What new things have you learned about goal setting? What different opinions do people have about it? Have students talk with a partner.

Say: Use this information to add to section two of your Forming Opinions charts.

Collect students’ graphic organizers to revisit later.

Read aloud the following statement: You should persist at things.

Ask students to move to one side of the room if they agree with the statement and move to the other side if they disagree.

Discuss students’ choices and invite individual students to share the reasons for their opinion.

Repeat with other statements, such as: It’s okay to quit. It’s difficult to know what activities you like doing. It’s okay to change your goals.

Have students revisit their graphic organizers. Say: Think about the information you now have and add points to section three of your Forming Opinions charts.

Bring it all together Have students meet with their completed graphic organizers.

Invite students to share their Forming Opinions charts at a group discussion. Use the students’ ideas to record points on the group Setting Goals chart.

Discuss the various points of view and opinions that arise.

During the discussion, encourage students to draw on information in the texts to back up their opinions.

Writing Have students respond by writing about their opinion. Say: Think about what you have learned about setting goals and how you feel about this information.

Present the Graphic Organizer: How to write about your opinion (see PERSPECTIVES: Setting Goals: What’s Important?, page 16).

Support students by guiding them through the steps involved.

1. Have students revisit the questions posed in the introduction on page 4. Ask: What is your opinion now about setting goals? What’s important to think about? Have students discuss with a partner.

2. Model how to find further information about the topic, or, if appropriate, students could do independent research.

3. Say: Now that you have the information you need, you can write a plan. Use the graphic organizer to help you.

4. Have students publish their writing. Say: Think about the graphics or images you can include to support your written opinion.

Role-play Have small groups of students present a role play about an aspect of goal setting. They could base it on Thomas Edison, “The tortoise and the hare”, or James’ experiences (pages 13–15). Alternatively, they could create their own stories.

Have the groups practice their plays and present them to the class.

Think tank If students are passionate about the issue, they may like to think about it further and take action.

Have them use this list to create a slideshow that guides others through the challenge of setting goals.

Have small groups of students come up with their “Top 5 tips” on setting goals.

The students could present their slideshow to another class or to a group of teachers.

Graphic Organizer: Forming Opinions

Lesson Plan

What do you need to think about when you choose a goal?

Section 1: My initial opinion

Fluent Plus reading stage

What do you need to think about when setting goals?

Level P (38)

Section 2: Gathering information: What I have learned

Section 3: My informed opinion

PERSPECTIVES

Contents • The tortoise and the hare • The light bulb • Speak out!

• Is it okay to quit?

Paired connected texts

Under the Ice tells of the first submarine voyage under the Arctic ice and the difficulties that were overcome.

In Professor Valdor and the Giant Laser, secret agents Roxby and Crispo race to stop the evil Professor Valdor from using her giant laser to melt the Arctic ice and flood the world.

Content vocabulary achieve activities attempts capable effort fail goals inspires motivate quit realistic unrealistic win

Correlations with Texas Essential Knowledge and Skills Flying Start to Literacy Lesson Plan Perspectives Setting Goals: What’s Important? © 2020 EC Licensing Pty Ltd. © 2020 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2020 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan Consultant: Linda Hoyt Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com

Reading 3(6) (F) Make inferences and use evidence to support understanding.

3(6) (H) Synthesize information to create new understanding.

3(9) (E) Recognize characteristics and structures of argumentative text.

3(10) (A) Explain the author’s purpose and message within a text.

Writing 3(12) (C) Compose argumentative texts, including opinion essays, using genre characteristics and craft.

Speaking and Listening 3(7) (G) Discuss specific ideas in the text that are important to the meaning.