Then And Now--Four Generations of My Family

Activity card

Graphic Organizer: Making connections Name/s:

WorldWise

™

All about me My life history

How we are the same How we are different

Things of interest

Lesson Plan

Content-based Learning

Xx

Me Level O (34)

Xxxxxxxxx

Then and Now explores the experiences and history of four generations of one family who have immigrated to a new country. A member of each generation shares their story.

Italian vocabulary is introduced throughout the book.

Informational text types: Recount/Procedure

Jade Gabriella Ilaria

WorldWise

Luigia My school life

Content-based Learning

Me

C3 Social Studies Curriculum links

• D2.His.2.3–5 Compare life in specific time periods to life today • D2.Geo.4.3–5 Explain how culture influences the way people modify and adapt to their environments

• D2.Geo.6.3-5 Describe how environmental and cultural characteristics influence population distribution in specific places or regions

Jade

Key concepts

Gabriella

• Our community is made up of a diverse range of cultural groups • These cultural groups have made significant contributions to our society • Emigrating is leaving a country to live somewhere else and immigrating is arriving in a new

Ilaria Luigia My favorite things

country to live

Me

Content vocabulary Topic words: emigrating, genealogists, generations, history, immigrating Italian words: bolognese, brodo, budino, buon appetito, canzoni, ciao, crostoli, gnocchi, il mare, in mezzo, la barchetta, pinsa, polenta, si, titole, tombola

Text features

• Text boxes, glossary of Italian words, map, phonetic pronunciation guides, recipe, glossary

Jade

Reading strategy

Gabriella

• Making connections

Ilaria Luigia

Correlations with Texas Essential Knowledge and Skills

WorldWise Lesson Plan Then and Now © 2019 EC Licensing Pty Ltd. © 2019 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. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. 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: “© 2019 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, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett 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) (E) Make connections to personal experiences, ideas in other texts, and society.

3(7) (C) Use text evidence to support an appropriate response.

3(9) (D) (ii) Recognize characteristics and structures of informational text, including features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding.

Writing 3(7) (B) Write a response to a literary or informational text that demonstrates an understanding of a text.

Speaking and Listening 3(1) (A) Listen actively, ask relevant questions to clarify information, and make pertinent comments.

First reading session

Second reading session

Final reading session

Writing

Getting started

Building understanding

Bringing it all together

Introducing the book

Reading with teacher support

Support the students in activating their prior knowledge.

Ask: What do you know about what life was like for your parents and grandparents? How was their life different from yours? How was it the same? Give each student a copy of the book Then and Now. Direct them to pay attention to the cover, and the title and contents pages. Have the students browse through the book. Say: As you browse through the book, think about what you know about this topic. What connections are you making? Have the students discuss their thinking with the group.

Say: Get yourself ready to read by thinking about what you have already read about Jade and her family and remember to make connections between the people in Jade’s family and yourself. Have the students read chapter 2 to themselves. Invite the students to ask questions about what they have read.

Have students talk about the whole book. Use a range of questions to promote discussion and higher-level thinking.

Where appropriate, have the students lead the discussion.

Have the students write a recount using the prompt: My family – then and now. Provide the students with a template detailing how to plan and write a recount.

Exploring vocabulary Ask: What words or phrases would you expect to see in a book about different generations of the one family? Have the students work with a partner and record their words on paper. Say: When you are finished, talk to your partner about these words. Can you think of phrases that might use some of these words to begin sentences in the book? If some words or phrases are not known to all in the group, have the student who recorded the word explain what it means.

Introducing the reading strategy focus Say: This book provides a good opportunity for you to practice making connections between your own life and the lives of the people in the book. Doing this is an important part of reading and helps with comprehending what you read. It also helps you to learn more about why other people are like they are and is important for understanding the world. Have the students complete the first column of the Graphic Organizer.

Reading with teacher support Say: Read chapter 1 to yourself. As you read, think about what the people in the book tell you about themselves. How are they the same as you or people in your family? How are they different? Jot down any things you notice on the Graphic Organizer. When you have finished reading, be ready to discuss your thinking with your partner. Monitor the students as they read and support them where necessary.

Have students share their thinking with the group. Ask: What did you learn about the Favretto family? How is this family like your own? How are they different?

Say: Read chapter 2 to yourself. When you have finished, discuss your thinking with your partner. Ask: How has school changed over time?

What is good about these changes? What is not so good?

Have the students add to their Graphic Organizer. Say: Talk with your partner about the connections they have made with the people in the book. How are their experiences and preferences the same? How are they different?

Independent and partner work Have the students read chapter 3 without your support.

Say: When you have finished reading, talk about your thinking with your partner, and then add to your Graphic Organizer. Share your Graphic Organizer with your partner. On completion, have the students reread the whole book in preparation for the final reading session. Say: Be ready to talk about your thinking and to discuss your questions and wonderings with the group.

Reflecting on the reading strategy Encourage the students to talk about what they did to help themselves as readers. Say: Find a place where you made a connection that helped you understand some new information.

What is Jade’s family like? How do they like to spend their time?

(Literal) How has life changed for each generation of the family in the book?

What has caused these changes? What things are important to this family? What things keep them together as a family? (Inferential) Is it important to know your family history? Why do you think this?

Some people think that the present is the only thing that matters. Do you agree with this? Why or why not? (Synthesizing) Why did the author choose to use Italian words and sayings throughout this book? What purpose do they serve? How could you use words from a different language in your writing? (Critical) Invite students to ask their own questions.

Going beyond the book Have students demonstrate their understandings by choosing one or more of the following tasks. The tasks can be completed independently, in pairs, or in a small group.

Speaking and listening Have students interview people in their own families and find out about their personal heritage. Students could share these interviews with the group.

Vocabulary Have students review the list of words they compiled prior to reading and check this against the book. Ask: Were there any words you were surprised to see? What words told you that this book was written in the first person – as if someone was talking to us?

Visual literacy Have students examine the devices used throughout the book to indicate who was the voice of each section – use of photograph and boxed sections. Have them use this device to write a family anecdote where different people’s voices are used.

Download the template at www.worldwise-reading.com/teacherresources Say: Follow the template to think about what you will write about.

Think about the things in your life that are the most important and which things will be most interesting for readers. Make sure to include these in your writing.

Encourage the students to talk about their ideas with a partner. Use the template to remind the students about the structure of a personal recount. Say: You will need to use words that tell readers about the order in which things happened: in the beginning …, then …, later… Include your feelings as well.

Activity card

Graphic Organizer: Making connections Name/s:

WorldWise

™

All about me My life history

How we are the same How we are different

Things of interest

Lesson Plan

Content-based Learning

Xx

Me Level O (34)

Xxxxxxxxx

Then and Now explores the experiences and history of four generations of one family who have immigrated to a new country. A member of each generation shares their story.

Italian vocabulary is introduced throughout the book.

Informational text types: Recount/Procedure

Jade Gabriella Ilaria

WorldWise

Luigia My school life

Content-based Learning

Me

C3 Social Studies Curriculum links

• D2.His.2.3–5 Compare life in specific time periods to life today • D2.Geo.4.3–5 Explain how culture influences the way people modify and adapt to their environments

• D2.Geo.6.3-5 Describe how environmental and cultural characteristics influence population distribution in specific places or regions

Jade

Key concepts

Gabriella

• Our community is made up of a diverse range of cultural groups • These cultural groups have made significant contributions to our society • Emigrating is leaving a country to live somewhere else and immigrating is arriving in a new

Ilaria Luigia My favorite things

country to live

Me

Content vocabulary Topic words: emigrating, genealogists, generations, history, immigrating Italian words: bolognese, brodo, budino, buon appetito, canzoni, ciao, crostoli, gnocchi, il mare, in mezzo, la barchetta, pinsa, polenta, si, titole, tombola

Text features

• Text boxes, glossary of Italian words, map, phonetic pronunciation guides, recipe, glossary

Jade

Reading strategy

Gabriella

• Making connections

Ilaria Luigia

Correlations with Texas Essential Knowledge and Skills

WorldWise Lesson Plan Then and Now © 2019 EC Licensing Pty Ltd. © 2019 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. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. 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: “© 2019 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, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett 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) (E) Make connections to personal experiences, ideas in other texts, and society.

3(7) (C) Use text evidence to support an appropriate response.

3(9) (D) (ii) Recognize characteristics and structures of informational text, including features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding.

Writing 3(7) (B) Write a response to a literary or informational text that demonstrates an understanding of a text.

Speaking and Listening 3(1) (A) Listen actively, ask relevant questions to clarify information, and make pertinent comments.