Looking After Our World

Activity card

Graphic Organizer: Bringing it all together Name/s:

WorldWise

™

As you read the book, record what you learn.

Lesson Plan

Content-based Learning

Xx

Level N (30)

Xxxxxxxxx

Looking After Our World explores some spectacular places. It focuses on UNESCO world heritage sites and explores why they are listed in light of their unique natural and/or cultural features, and what is being done to ensure they remain for future generations.

Informational text types: Report/Recount/Explanation

WorldWise

Content-based Learning

Next Generation Science Curriculum links

• LS2.C Ecosystem dynamics, functioning, and resilience • LS4.D Biodiversity and humans Key concepts

• Consider how and why places are chosen to become world heritage sites • Understand that some places have unique cultural and/or natural features and are important sites to many people • Understand why world heritage sites need to be protected

Content vocabulary artifacts, cistern, customs, diverse, extinct, granite, groves, heritage, modernize, monolith, monument, naturalist, preserve, ranger, sacred, savannah, sequoia, submarine, terracotta, unique, warriors, wilderness

Text features

• Fact files, interview, maps, captions, sidebars, text boxes, glossary Reading strategy

• Synthesizing visual and written information

Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Looking After Our World © 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.worldwise-reading.com

Reading 3(6) (B) Generate questions about text before, during, and after reading to deepen understanding and gain information.

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

3(10) (C) Explain the author’s use of print and graphic features to achieve specific purposes.

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

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 world heritage sites? Have you ever been to one? Why are some places world heritage sites? Give each student a copy of the book Looking After Our World. 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 world heritage sites and any questions this has raised for you. Have the students read chapters 2 and 3 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 report about a world heritage site of their choice, using the prompt: Looking after _____ [name of site] is important because ‌ Provide the students with a template detailing how to plan and write a report.

Exploring vocabulary

Have the students add to their Graphic Organizer. Say: Talk with your partner about about each world heritage site and compare the information you have added to your chart.

Ask: What words or phrases would you expect to see in a book about world heritage sites? Have the students work with a partner and record their words on paper. Say: When you are finished, share your list with another pair. Talk about words that both pairs had. Look at where the lists are different. 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: As readers we need to look at all of the information on the page and think about how it all goes together to help us to completely understand the text. Have the students turn to pages 2 and 3 and read the text. Say: What information is in the words? Now look at the pictures and captions. Why are they here? Draw out the inference that these are world heritage sites.

Reading with teacher support Say: Read chapter 1 to yourself. As you read, make sure to think about all of the information on the pages to fully understand the text.

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 location of world heritage sites? Can you show me where you got this information?

Guide the students in filling out their Graphic Organizer.

Say: This Graphic Organizer will help you bring together all of the information on each page and help you to clarify your thinking. First use it to jot down things you learn while reading chapter 1. Then, as you read further into the book, add to this chart.

Say: Read chapters 2 and 3 to yourself. When you have finished, discuss your thinking with your partner. Ask: How are these world heritage sites the same? How are they different? What did you learn about each place?

Independent and partner work Have the students read the rest of the book 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. Ask: Why did the author include some of the information in visual form? How did it match the written text?

What is a world heritage site? How do people interact with world heritage sites? (Literal) Why are some places selected as world heritage sites and others not?

What might happen to a site if it is taken off the list of world heritage sites? (Inferential) What are the threats to world heritage sites? What should governments do to protect world heritage sites from these threats?

(Synthesizing) What extra information would you like to know about world heritage sites? Why do you think the author didn’t include this information in the text? (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 prepare and present an oral report on world heritage park rangers, using the information in the book.

Vocabulary Have students look through the book to find adjectives used to describe different world heritage sites, and record these on the Graphic Organizer. Students could then work in groups to think of other adjectives that describe each site and add these to the Graphic Organizer.

Visual literacy Have students browse through the book to identify and list the characteristics of the different text features used. Talk about the advantages and disadvantages of each feature and how it can be synthesized to enhance the level of meaning in the book.

Download the template at www.worldwise-reading.com/teacherresources Say: Follow the template to help you to organize your information.

Think about what someone who has never heard of this world heritage site needs to know. Do research to find interesting and accurate information about this place.

Encourage the students to talk about their ideas with a partner before beginning to write. Use the template to remind the students about the structure of a report. Say: You will need to write an introduction and then several paragraphs about the world heritage site.

Activity card

Graphic Organizer: Bringing it all together Name/s:

WorldWise

™

As you read the book, record what you learn.

Lesson Plan

Content-based Learning

Xx

Level N (30)

Xxxxxxxxx

Looking After Our World explores some spectacular places. It focuses on UNESCO world heritage sites and explores why they are listed in light of their unique natural and/or cultural features, and what is being done to ensure they remain for future generations.

Informational text types: Report/Recount/Explanation

WorldWise

Content-based Learning

Next Generation Science Curriculum links

• LS2.C Ecosystem dynamics, functioning, and resilience • LS4.D Biodiversity and humans Key concepts

• Consider how and why places are chosen to become world heritage sites • Understand that some places have unique cultural and/or natural features and are important sites to many people • Understand why world heritage sites need to be protected

Content vocabulary artifacts, cistern, customs, diverse, extinct, granite, groves, heritage, modernize, monolith, monument, naturalist, preserve, ranger, sacred, savannah, sequoia, submarine, terracotta, unique, warriors, wilderness

Text features

• Fact files, interview, maps, captions, sidebars, text boxes, glossary Reading strategy

• Synthesizing visual and written information

Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Looking After Our World © 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.worldwise-reading.com

Reading 3(6) (B) Generate questions about text before, during, and after reading to deepen understanding and gain information.

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

3(10) (C) Explain the author’s use of print and graphic features to achieve specific purposes.

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

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