By Land, Sea, And Air

Activity card

Blackline Master: Land, sea, and air compare and contrast Name/s: Compare traveling by land, sea, and air in the past with the same journeys today.

WorldWise

™

Lesson Plan

Content-based Learning

Travel by …

Journeys then

Xx

Journeys now Level M (28)

Xxxxxxxxx

By Land, Sea, and Air tells about the first times people made significant journeys across land by train, and around the world in boats and planes.

It details some of the difficulties that had to be overcome and compares them to the ease with which such journeys can be taken today.

Informational text types: Report

WorldWise

Content-based Learning

C3 Social Studies Curriculum links

• D2.Geo.7.K-2 Explain why and how people, goods, and ideas move from place to place • D2.His.2.K-2 Compare life in the past to life today Key concepts

• Traveling into the unknown is difficult and dangerous.

• Advances in technology have improved safety and comfort while traveling.

Content vocabulary bridges, computers, diesel, electricity, engines, fly, journey, land, pilots, plane, radios, railroad, ride, sail, sea, ship, steam, storms, track, train, tunnels, weather

Text features

• Chapters with headings and sub-headings • Text boxes, maps, historic photographs, labels • Glossary and index Reading strategy

• Linking graphics and visual images to the written text

Correlations with Texas Essential Knowledge and Skills

WorldWise Lesson Plan By Land, Sea, and Air © 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. 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: “© 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, 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.worldwise-reading.com

Reading 2(6) (E) Make connections to personal experiences, ideas in other texts, and society.

2(7) (D) Retell and paraphrase texts in ways that maintain meaning and logical order.

2(9) (D) (ii) Recognize characteristics and structures of informational text, including features and graphics to locate and gain information.

Writing 2(12) (B) Compose informational texts, including procedural texts and reports.

Speaking and Listening 2(1) (A) Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses.

First reading session

Second reading session

Going beyond the book

Writing

Getting started

Building understanding

Speaking and listening

Introducing the book

Ask: What were early train journeys like? What made them difficult?

How do they compare with train journeys today? Discuss as a whole group.

Have students write a recount about a journey they have been on, either across the land, over the sea, or through the air. Provide the students with a template detailing the structure and elements of a recount.

Activate students’ prior knowledge. Ask: Is it possible to take a journey around the world? How would you do it? Would it be easy?

Invite students to imagine the kind of journey they would like to take. Have them share these ideas with a partner.

Ask: What do you know about the first times people traveled right around the world? How did they do it? What would such a trip have been like? Have students turn and talk about this with a partner. Discuss as a whole group.

Provide each student with a copy of By Land, Sea, and Air. Say: This book compares the journeys that people can take today with the journeys that the first people to travel across a country or around the world made. Have students browse through the book.

Exploring vocabulary Ask: What words or phrases might be in this book? Have students work with a partner, then share with the group. List the words on a chart and invite students to make suggestions about what each word means. Where appropriate, have the students add a drawing (for example, a picture or a symbol) to the words on the chart to make the meaning clear. Discuss each word as you list them on the chart. If necessary, introduce the content vocabulary and add these words to the list.

Introducing the reading strategy Say: In this book, you will need to link what you see in the photos and on maps with what you read in the text. This will help you to understand all of the information contained in the book. Have students turn to page 5. Ask: What do you see in the photos? Why are some of them in color and others in black and white? Turn to page 13 and point out the paintings. Ask: Why did the author use a painting and not a photograph? Say: Knowing this helps you to understand the information in the book.

Reading the text Have students turn to pages 4 and 5 and read the introduction independently. Ask: Which of these pictures are from the past? How do you know? Why were journeys in the past difficult and dangerous?

Have students read chapter 1 independently. Say: As you read, remember to link the pictures to the written text. This can help you to understand the text better.

Have students work in pairs to prepare a short drama about one of the first journeys described in the book. Students can present this to the class.

Have students read chapter 2 independently.

Vocabulary

Ask: What has happened to make sea journeys safer and more comfortable? Why was the first journey around the world by sea so important?

Have students turn to page 8. Point out the words up and down. Ask: What do these words tell you about what trains can do?

Say: “Up” and “down” are called prepositions. Prepositions link the noun in the sentence (the train) to what the sentence is about (where the train can or cannot go). Have the students look through the book to find and list other prepositions.

Have students turn and talk to a partner about their ideas.

Final reading session Have students read chapter 3 and the conclusion independently. Say: As you read, don’t forget to scan the photos and take note of the information they contain.

Bringing it all together

Visual literacy Have students turn to page 13. Ask: What do you notice about the painting of Magellan? Why has the artist placed him by the sea?

What other things in the painting tell us something about Magellan?

How do such paintings help us to understand the past?

Ask: What have you learned about traveling across land and sea?

Have students turn and talk with a partner. Invite students to share their knowledge and create a group chart by recording their responses.

Ask: Why were the first journeys so amazing? Why were they important? Discuss as a whole group.

Students could complete the Blackline Master about traveling by land, sea, and air then and now.

Reflecting on the reading strategy With a partner, have students talk about what they learned from the photos and map. Ask: How did linking these things to the written text expand your understanding? What have you learned from the photographs? Invite pairs to share their ideas.

Ask: What are the dangers and difficulties of making the first journey to a new place? What do such journeys teach us? Discuss as a whole group.

Download the template at www.worldwise-reading.com/teacherresources Say: Reread information in the book about the journey that is like the one you are going to write about. Students can also use research skills to find out extra information.

Encourage students to share their ideas with a partner. Say: Talk about the stages of your journey. What happened first? What came next? Think about the order of the journey you are writing about and what information you will include.

Use the template to remind the students about the structure of a recount. Say: Follow the template when you write. Use terms such as: in the beginning, firstly, then, next, after that.

Activity card

Blackline Master: Land, sea, and air compare and contrast Name/s: Compare traveling by land, sea, and air in the past with the same journeys today.

WorldWise

™

Lesson Plan

Content-based Learning

Travel by …

Journeys then

Xx

Journeys now Level M (28)

Xxxxxxxxx

By Land, Sea, and Air tells about the first times people made significant journeys across land by train, and around the world in boats and planes.

It details some of the difficulties that had to be overcome and compares them to the ease with which such journeys can be taken today.

Informational text types: Report

WorldWise

Content-based Learning

C3 Social Studies Curriculum links

• D2.Geo.7.K-2 Explain why and how people, goods, and ideas move from place to place • D2.His.2.K-2 Compare life in the past to life today Key concepts

• Traveling into the unknown is difficult and dangerous.

• Advances in technology have improved safety and comfort while traveling.

Content vocabulary bridges, computers, diesel, electricity, engines, fly, journey, land, pilots, plane, radios, railroad, ride, sail, sea, ship, steam, storms, track, train, tunnels, weather

Text features

• Chapters with headings and sub-headings • Text boxes, maps, historic photographs, labels • Glossary and index Reading strategy

• Linking graphics and visual images to the written text

Correlations with Texas Essential Knowledge and Skills

WorldWise Lesson Plan By Land, Sea, and Air © 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. 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: “© 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, 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.worldwise-reading.com

Reading 2(6) (E) Make connections to personal experiences, ideas in other texts, and society.

2(7) (D) Retell and paraphrase texts in ways that maintain meaning and logical order.

2(9) (D) (ii) Recognize characteristics and structures of informational text, including features and graphics to locate and gain information.

Writing 2(12) (B) Compose informational texts, including procedural texts and reports.

Speaking and Listening 2(1) (A) Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses.