That's A Good Idea!

Activity card

Graphic Organizer: Making connections Name/s:

How do inventions impact on your life?

Invention

(Include any interesting facts you have learned about this invention)

WorldWise

™

The problem this invention solves

How this invention impacts on your life

Lesson Plan Xx

Content-based Learning

Level Q (40)

Xxxxxxxxx

That’s a Good Idea! provides information about inventions that have changed the way we live. The book explores technologies that have been around for hundreds of years as well as modern inventions.

Informational text types: Report/Time line/Procedure/Recount/Explanation

WorldWise

Content-based Learning

Next Generation Science Curriculum links

• ETS1.A Defining and delimiting engineering problems • ETS1.B Developing possible solutions • ETS1.C Optimizing the design solution Key concepts

• There is a difference between an invention and a discovery • An invention is a new idea or way of making or doing something • A discovery is finding something that no one has known about before • Inventions change over time Content vocabulary altitude, astronaut, buggy, burr, chariot, discoveries, dugout, invention, inventor, machines, model, modify, orbit, patent, pole, preserve, prototype, tools, Viking

Text features

• Diagrams, illustrations, time line, text boxes, sidebars, captions, glossary Reading strategy

• Connecting to personal experiences

Correlations with Texas Essential Knowledge and Skills

WorldWise Lesson Plan That’s a Good Idea! © 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 4(6) (E) Make connections to personal experiences, ideas in other texts, and society.

4(6) (F) Make inferences and use evidence to support understanding.

Writing 4(1) (C) Express an opinion supported by accurate information, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively.

Speaking and Listening 4(1) (C) Express an opinion supported by accurate information, 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

Choose to have students either read independently or, if they need more support, to meet with you in a small group.

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 compare and contrast report about their favorite invention from the book, using the prompt: __________ [invention name]: Now, that’s a good idea. Provide the students with a template detailing how to plan and write a report. Remind them to introduce the invention, then use the structure of then and now.

Give each student a copy of the book That’s a Good Idea! Say: This book explores inventions that have changed the way we live today. Have the students browse through the book. Say: As you browse through the book, think about what you already know about each of the inventions discussed. What connections are you making? Have the students discuss their thinking with the group.

Exploring vocabulary Ask: What words or phrases would you expect to see in a book about inventions? Students work with a partner and record their words on notepaper. Say: When you are finished, share your list with another pair. Talk about which words are about actual inventions and which words are about the process of inventing.

If some words or phrases are not known, have the student who recorded the word explain what it means. Compare the students’ vocabulary words with the words in the glossary.

Introducing the reading strategy focus Say: Thinking about how the things you read connect with your own experience enables you to understand the information more deeply. As you read, ask yourself: Have I experienced this? If so, where and when?

What was it like? What do I already know about this? What do I think about it? Do I agree or disagree? What is interesting about this to me?

Reading with teacher support Say: Read chapters 1 and 2 to yourselves. As you read, make sure to think about how the things you are reading about connect with your own experiences and ideas. Note these on the Graphic Organizer.

Have the students discuss their thinking with their partner, and then have a group discussion. Ask: How has the author helped you to see the way life has changed because of these inventions?

What connections were you able to see between your life and the ideas in the book? Have the students compare the information recorded on their Graphic Organizer with their partner’s.

Say: Be ready to talk about what you noticed with the whole group.

Independent and partner work Have the students read chapters 3–6 independently. Say: As you read, use the same process we used with chapters 1 and 2. Read the chapters to yourself and keep track of your thinking by adding to your Graphic Organizer, then meet with your partner to discuss the connections you made with the text. Notice where you and your partner made the same connections and where you made different connections.

Talk about why this is so.

Have the students meet as a group to share and talk about what they have read and what they recorded on their Graphic Organizer. Monitor the group’s progress and support them, if necessary.

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.

Reading with teacher support Ask: What have we learned so far about why inventions are important and how they have changed our lives? Share your ideas with a partner.

Have the students read chapter 3 to themselves. Review what the students have read. Ask: What new information do you have about inventions that have changed the ways we can travel? What is the impact, both positive and negative, of these changes? Invite the students to talk about their understandings. Have the students read chapters 4–6 to themselves. 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: What connections did you make? How did these connections help you to have a deeper understanding of the book?

What is an invention? How is it different from a discovery? How might inventions lead to new discoveries? How might discoveries lead to new inventions? What inventions have changed the way we eat? get around? communicate? How might they change these things in the future?

(Inferential) What drives inventors to invent things? Can anyone be an inventor?

What might they need to succeed as an inventor? (Synthesizing) Are all inventions a good idea? What makes you think this? What areas of your life would you like to see changed by inventions in the future? (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 create a design-style drawing of something that they think might change their lives. Ask the students to present this to the group, explaining how it works and why it is a good idea.

Vocabulary Have students explore the different grammatical forms of words in the book e.g. invent, invention, inventor, inventing. Have them build tables of like words under headings such as noun, verb, adverb, and adjective.

Visual literacy Have students return to chapter 2 to explore the various ways the information is presented: text – then and now; photographs; historic drawings; and “Did you know?” boxes. Discuss the value of each visual device and the ways that each supports and adds to the meaning of the chapter.

Download the template at www.worldwise-reading.com/teacherresources Say: Think about what will help your reader to make connections with your text. What might interest them? What might they not know?

Encourage the students to talk about their ideas with a partner, then write their report. Say: You may need to research the invention further to learn as much as you can.

Alternatively, the students could choose to write an advertisement intended to sell the invention they created in the speaking and listening activity.

Activity card

Graphic Organizer: Making connections Name/s:

How do inventions impact on your life?

Invention

(Include any interesting facts you have learned about this invention)

WorldWise

™

The problem this invention solves

How this invention impacts on your life

Lesson Plan Xx

Content-based Learning

Level Q (40)

Xxxxxxxxx

That’s a Good Idea! provides information about inventions that have changed the way we live. The book explores technologies that have been around for hundreds of years as well as modern inventions.

Informational text types: Report/Time line/Procedure/Recount/Explanation

WorldWise

Content-based Learning

Next Generation Science Curriculum links

• ETS1.A Defining and delimiting engineering problems • ETS1.B Developing possible solutions • ETS1.C Optimizing the design solution Key concepts

• There is a difference between an invention and a discovery • An invention is a new idea or way of making or doing something • A discovery is finding something that no one has known about before • Inventions change over time Content vocabulary altitude, astronaut, buggy, burr, chariot, discoveries, dugout, invention, inventor, machines, model, modify, orbit, patent, pole, preserve, prototype, tools, Viking

Text features

• Diagrams, illustrations, time line, text boxes, sidebars, captions, glossary Reading strategy

• Connecting to personal experiences

Correlations with Texas Essential Knowledge and Skills

WorldWise Lesson Plan That’s a Good Idea! © 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 4(6) (E) Make connections to personal experiences, ideas in other texts, and society.

4(6) (F) Make inferences and use evidence to support understanding.

Writing 4(1) (C) Express an opinion supported by accurate information, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively.

Speaking and Listening 4(1) (C) Express an opinion supported by accurate information, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively.