Could You Live Here?

Activity card

Blackline Master: Remote living PMI Name/s: Think about the positives, the negatives, and the interesting things about living where Tocho lives and where Mia lives. List your ideas on the table.

Plus

Minus

Hopi Country

Interesting

WorldWise

™

Lesson Plan

Content-based Learning

Xx

Level L (24)

Xxxxxxxxx

Could You Live Here? describes two remote places to live; a Hopi village in the desert and a tiny island home in Michigan. It discusses the lifestyle of the people who live in these places, such as how they get their food, go to school, and get medical help.

Informational text types: Report/Description

WorldWise

Content-based Learning

C3 Social Studies Curriculum links

• D2.Geo.2.K-2 Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them • D2.Geo.6.K-2 Identify some cultural and environmental characteristics of specific places

Tocho

Key concepts

• Some people live in remote places that are a long way from major towns and cities.

• People that live in remote places have different ways of getting the things they need, such as food,

Mackinac Island

water, and medical help.

Content vocabulary apartments, arid, ceremonies, climate, crops, customs, desert, ferry, groceries, horse-drawn cart, ice bridge, island, mainland, reservation, rock formations, snowmobiles, tanks, tour guide, tourist, village

Text features

• Chapters with headings and sub-headings • Photographs with captions, text boxes • Glossary and index Reading strategy

• Visualizing

Mia

Correlations with Texas Essential Knowledge and Skills

WorldWise Lesson Plan Could You Live Here? © 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(6) (G) Evaluate details read to determine key ideas.

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

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

Speaking and Listening 2(1) (D) Work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, making appropriate contributions, and building on the ideas of others.

First reading session

Second reading session

Going beyond the book

Writing

Getting started

Building understanding

Speaking and listening

Introducing the book

Ask: What do you think the positive things are about living where Tocho lives? What are the negative things? Discuss as a whole group.

Ask: What things might Tocho and Mia discuss if they met each other? What things could they tell each other about the place where they live? Discuss as a group.

Have students write an imaginary recount about a visit to either Tocho’s home or Mia’s home. Provide the students with a template detailing the structure and elements of a recount.

Have students read chapter 2 independently.

In pairs, students could pretend that one of them is Tocho, and the other one is Mia. Have the pairs sit face to face and have a conversation in the roles of Tocho and Mia.

Activate students’ prior knowledge. Ask: What do you like about the town/city/village where you live? Invite students to share their “two best things” with the group.

Ask: What do you know about living a long way from a town or city? How would you get your food? What would you do if you were sick? Have students turn and talk about this with a partner. Discuss as a whole group.

Provide each student with a copy of Could You Live Here?

Say: This book is about two children who live in very remote places: one in a tiny village in a desert, and the other on a tiny island. 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 each word on a chart and invite students to make suggestions about what the 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: Good readers can “see” images in their mind when they read. This is called visualizing. When you visualize, you create a picture in your mind by thinking about the words you are reading.

Reading the text Have students turn to pages 4 and 5 and read the introduction independently. Ask: Could you live in these places? Talk about it with your partner.

Have students read chapter 1 independently. Say: As you read, remember to concentrate on visualizing; forming pictures in your mind about what you are reading. This can help you to understand the text better.

Ask: What would be the most challenging thing about living where Mia lives? What would the best thing be? What surprised you about this place?

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

Final reading session Have students read the conclusion independently. Say: As you read, remember to think about the words and the images they create in your mind.

Bringing it all together Ask: What have you learned about living in remote places?

Have students turn and talk with a partner. Invite students to share their knowledge and record their responses on a group chart.

Ask: What is similar about Tocho’s and Mia’s lives? In what ways are their lives different? Discuss as a whole group.

Students could complete the Blackline Master about the positives, the negatives, and the interesting things about living where Tocho and Mia live.

Reflecting on the reading strategy With a partner, have students discuss the different images they formed in their minds as they read the book. Ask: How do the words in the book help you to visualize? Invite pairs to share their ideas.

Ask: How does visualizing help you as a reader? Discuss as a whole group.

Vocabulary Have students work with a partner to create two word lists; a list of foods mentioned in the book (e.g. corn, melons, beans, pine nuts, berries, yucca plants, piki bread, and groceries) and a list of modes of transport (e.g. ambulance, rescue boat, bicycle, horse-drawn cart, roller skates, snowmobiles, crosscountry skis, and snowshoes).

Use students’ lists to create a group list. Choose words from the lists that have something similar (e.g. roller skates and pine nuts are compound words; berries and snowshoes both have two syllables; groceries and cross-county skis both end in the same sound). Explain how each pair of words is similar. Invite students to take a turn.

Visual literacy Have students create four equal squares on a piece of paper.

In each square, students could draw an image that represents the place where they live. Encourage them to think about the landscape, weather, transport, types of houses, landmarks, etc.

Students could sit in a small group and take turns to share their finished drawings.

Download the template at www.worldwise-reading.com/teacherresources Say: Reread information in the book about the place 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 reasons why people should visit the place you are writing about and what information you will include to persuade them to visit.

Use the template to remind the students about the structure of a recount. Say: Follow the template when you write. Begin by writing about where the recount is set. Then write about the things that you did and saw on your imaginary visit

Activity card

Blackline Master: Remote living PMI Name/s: Think about the positives, the negatives, and the interesting things about living where Tocho lives and where Mia lives. List your ideas on the table.

Plus

Minus

Hopi Country

Interesting

WorldWise

™

Lesson Plan

Content-based Learning

Xx

Level L (24)

Xxxxxxxxx

Could You Live Here? describes two remote places to live; a Hopi village in the desert and a tiny island home in Michigan. It discusses the lifestyle of the people who live in these places, such as how they get their food, go to school, and get medical help.

Informational text types: Report/Description

WorldWise

Content-based Learning

C3 Social Studies Curriculum links

• D2.Geo.2.K-2 Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them • D2.Geo.6.K-2 Identify some cultural and environmental characteristics of specific places

Tocho

Key concepts

• Some people live in remote places that are a long way from major towns and cities.

• People that live in remote places have different ways of getting the things they need, such as food,

Mackinac Island

water, and medical help.

Content vocabulary apartments, arid, ceremonies, climate, crops, customs, desert, ferry, groceries, horse-drawn cart, ice bridge, island, mainland, reservation, rock formations, snowmobiles, tanks, tour guide, tourist, village

Text features

• Chapters with headings and sub-headings • Photographs with captions, text boxes • Glossary and index Reading strategy

• Visualizing

Mia

Correlations with Texas Essential Knowledge and Skills

WorldWise Lesson Plan Could You Live Here? © 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(6) (G) Evaluate details read to determine key ideas.

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

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

Speaking and Listening 2(1) (D) Work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, making appropriate contributions, and building on the ideas of others.