What Is Work?

Graphic Organizer: The good, the bad, and the interesting!

Name/s:

Fill in the PMI tables to summarize the information about each family and how work impacts on their lifestyle.

Guzman family Plus

Minus

WorldWise

™

Lesson Plan

Content-based Learning

What Is Work? explores varied aspects of work, such as different workplaces, work times, paid and unpaid work, and how work impacts on families. It does this through comparing and contrasting the working lives of three families, examining how work is an integral part of their lifestyles.

Level O (34)

Interesting

Informational text types: Report/Description

WorldWise

Content-based Learning

Selina’s family Plus

Minus

Interesting

C3 Social Studies Curriculum links

• D2.Eco.1.3–5 Compare the benefits and costs of individual choices • D2.Eco.2.3–5 Identify positive and negative incentives that influence the decisions people make Key concepts

• People earn an income in a variety of ways; the work a person does impacts their lifestyle • Different types of work require different skills and knowledge and are valued differently • Some work can be dangerous, and strategies are put in place to reduce workplace risks Content vocabulary adapt, assistant, boss, chores, citrus, clinic, college, company, dentistry, factory, full-time, hire, hygiene, inherited, irregular, operate, orchard, overhead, patients, reliable, responsibility, retired, society, sterilized, techniques, thrive, training, welfare

Griffin family Plus

Minus

Interesting

Text features

• Text boxes, photographs, glossary Reading strategy

• Summarizing information

Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan What is Work? © 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.

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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) (C) Speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively.

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 work? What is it? Who does it? Why do people work? Give each student a copy of the book What Is Work? 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 work and how it impacts on families. 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 an argument using the prompt: The best job! Provide the students with a template detailing how to plan and write an argument. Say: Follow the template and write about what you think the best job for you would be.

Exploring vocabulary Ask: What words or phrases would you expect to see in a book about work? Have the students work with a partner and record a list of words on sticky notes. Say: When you are finished, share your words and I will compile our group list. 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: Summarizing information helps you to understand what you have read. What do you know about summarizing? Discuss and draw out that summarizing involves reading information and identifying the main ideas in that information.

Say: Today, as you read, you will list the main ideas on a PMI table. A PMI table helps you to look at the plus, minus, and interesting ideas or points in the information you read.

Reading with teacher support Say: Read chapter 1 to yourself. As you read, look out for the positive things about the Guzman family, their work, and how they live. Also search for the negative or difficult things this family deals with. 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 were the main things you learned about the Guzman family? What works well for this family? What challenges do they face?

Guide the students in filling out their Graphic Organizer.

Say: This Graphic Organizer will help you with your thinking. First, think about the main ideas or facts you learned about the family, then record these on the plus, minus, and interesting table.

Ask: What things worked well for this family? What are the good things about the work this family does? What is difficult or challenging for them?

Have the students add to their Graphic Organizer. Say: Talk with your partner about the plus, minus, and interesting points you have read about each family.

Why are the Guzman family moving to a new house? Why does Selina need a nanny? How do the Griffin children help their family? (Literal) What are the good and bad things about being a part of a farming family? Why is work “constantly evolving and changing?” Does everyone get paid for the work they do? Give examples. Why are some jobs more dangerous than others? (Inferential)

Independent and partner work

In what ways are the three families similar? What are their main differences? How are the families in the book similar to your family?

What things did you learn about work by reading about these families?

(Synthesizing)

Have the students read chapters 3, 4, and the conclusion without your support.

Why do you think the author chose these three families? What other types of work would you like to have read about? (Critical)

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.

Invite students to ask their own questions.

Reflecting on the reading strategy Encourage the students to talk about what they did to help themselves as readers. Ask: Why is it important to be able to summarize what you have read? Did thinking about the plus, minus, and interesting points about each family help you to summarize? How?

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 work in pairs to write questions about the work done by a family member or friend. Students use their partner’s questions as the basis of an interview. Students could use an audio recording device to record the interview. Alternatively, students could play a game of charades, where one student acts out doing a particular job and the other students try to guess what the job is.

Vocabulary Have students create a semantic word web based around the word “work,” by writing words related to the topic.

Visual literacy Have students fold a piece of paper in half lengthwise and widthwise to make four squares. Students draw a different type of work in each square using the categories: work I would one day love to do; work I would never want to do; work I do now; and dangerous work.

Download the template at www.worldwise-reading.com/teacherresources Encourage the students to talk about their ideas with a partner. Use the template to remind the students about the structure of an argument. Say: You will need to start by writing about what you think the best job is and then write the reasons why you believe this. Use strong, clear arguments that support your opinion.