Graphic Organizer 1: Searching for extra information Name:
Lesson Plans
Graphic Organizer 2: Comparing text types Name/s:
Use a range of visual images in the book to find out more about polio.
Narrative
Tessa’s story Text feature
Page number
Journal
Grandma’s journal entries
Summarize the information. What does the visual image tell you?
Advanced Fluent reading stage Level R (40)
Photo and caption (your choice)
Features How is it written? (format, voice etc.)
Photo of poster from the 1930s
Timeline
9
24 & 25
Setting and characters involved
Polio: A Frightening Disease outlines the history of polio. It explains what polio is and how it is caught, treated, and prevented. Running words: 1,751 Text type: Report
Tessa is injured and might miss her dance concert. But Tessa’s battle is nothing compared to her grandma’s tragic story. Running words: 2,157 Text type: Narrative
Content vocabulary
Literary language
calipers contagious diagnosed disease epidemic herd immunity immune system immunized iron lung paralyzed paralysis physiotherapy polio quarantine researcher spasms symptoms therapies vaccinated vaccination vaccine virus
Adjectives: difficult exciting frustrated glad lucky proud scared worst Language to build suspense: hands were sweaty heart raced butterflies in her stomach breathing was rapid Verbs (saying): asked blurted out complained cried explained responded screamed sniffed urged
Reading strategies Polio: A Frightening Disease
• Searching for information in a variety of visual images
Dance On!
• Recognizing and understanding the use of a
(photos, a timeline, maps)
Who, when, where?
journal within a narrative structure
Correlations with Texas Essential Knowledge and Skills Maps
30 Flying Start to Literacy Lesson Plans Polio: A Frightening Disease / Dance On! © 2018–2019 EC Licensing Pty Ltd. © 2018–2019 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. 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: “© 2018–2019 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.
Flying Start to Literacy Lesson Plans Polio: A Frightening Disease / Dance On! © 2018–2019 EC Licensing Pty Ltd.
All other rights reserved.
Developed by Eleanor Curtain Publishing
okapi educational publishing
Text: Kerrie Shanahan Consultants: Susan Hill and 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.flying-start-to-literacy.com
Reading 4(6) (F) Make inferences and use evidence to support understanding. 4(7) (D) ) Retell, paraphrase, or summarize texts in ways that maintain meaning and logical order.. 4(9) (D) (ii) Recognize characteristics and structures of informational text, including features to support understanding. 4(10) (B) Explain how the use of text structure contributes to the author’s purpose.
Writing 4(7) (B) Write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources. Speaking and Listening 4(6) (C) Make, correct, or confirm predictions using text features, characteristics of genre, and structures.
Lesson Plan
Polio: A Frightening Disease
Lesson Plan
Synthesizing: Talk about the pair
Dance On!
Key concepts
Key concepts
• S ome diseases cause fear and panic
• C haracters from different eras can be
because they are contagious and can be deadly.
faced with similar challenges.
Say: The discovery of a vaccine for polio changed people’s lives. Imagine you were a child growing up before there was a polio vaccine. How would your view on polio have been different to what it is today? Discuss students’ ideas.
Say: Think about Tessa and her grandma in the story Dance On! How was Tessa’s understanding of polio different from her grandma’s? Discuss students’ ideas. Have students work with a partner to complete the data chart below.
• T he way in which a character responds
• V accinations protect people by
to challenges reveals aspects of their personality.
providing immunity to diseases.
Name:
Compare facts
Before reading Exploring vocabulary Give each student a copy of Polio: A Frightening Disease. Say: This book is about polio. Have you heard of this disease? What do you know about it? Discuss students’ ideas. Ask: What words might be in this book?
★Have students browse through the book and then predict words that might be in it. List their suggestions. Draw students’ attention to the glossary and compare it with your list of words.
Establishing the strategy focus Say: This information book uses more than just words to tell us the facts. It also uses visual images such as photos, a timeline and maps. A visual image presents facts in a different way and can provide extra information to the text. As you read, use all the material on the page to gather information.
During reading Reading with teacher support Read Helen’s story aloud. Ask: What does Helen’s story tell us about polio? Look at the photograph on page 7. Say: Photos can add more details about a topic. What does this photo tell us about school life for children with polio? Discuss students’ ideas. Have students read Chapter 1 independently. Ask: What did you find out about polio? What extra information did the photos and captions provide? Have students read the rest of the text independently. Monitor and support them where appropriate.
Working with a partner Have students turn to pages 24 and 25. Say: The information on these pages is presented on a timeline. Talk with your partner about what the timeline tells you. Ask: In what ways were Salk’s and Sabin’s lives similar? How were they different? Is a timeline a good way to present this information? Discuss students’ ideas. Have students turn to page 30. Say: Talk with your partner about what information the maps provide.
★As a class, brainstorm a list of adjectives that describe feelings such as excited, worried, and scared.
Say: When you read this book, you gained information by reading the words and by viewing the photos, timeline, and maps. Introduce Graphic Organizer 1: Searching for extra information. Say: Look at each visual image. Think about what it tells you and write a summary of this information.
Say: A journal is written in the first person, as if the writer is speaking. The book we are going to read is a narrative with some journal entries in it. Why might an author include journal entries in a story?
After reading Talking about the book Have students talk about the whole text. Use a range of questions to promote discussion and higher-level thinking. Is it important to know about a disease like polio? Why? (Inferential) Why might some people stop getting vaccinated for polio? (Synthesizing) What visual images did the author use? Were they helpful? Why? (Critical) Invite students to ask their own questions.
Vocabulary reflection
★Refer back to the vocabulary list created earlier. Ask
Discuss the use of visual images to provide information and why particular ones were used.
Strategy reflection
★
Say: A journal usually describes events that happen to the writer of the journal. It often includes comments about how the writer felt. What words might be used in a journal to describe events? What words might be used to describe feelings?
Establishing the strategy focus
students to say the words in a sentence to a partner.
page. Say: Look at the photograph. Now read the caption.
Exploring vocabulary
Quick write
Check for understanding
★Encourage students to use all the information on the
Before reading
Encourage students to understand how viewing the visual images in a book can provide them with extra information. Ask: What information did you learn about polio from visual images in this book? Discuss students’ responses.
These activities are also suitable for English Language Learners (ELL).
During reading Reading with teacher support Give each student a copy of Dance On! Have them read Chapter 1 and then predict what might happen next. Have students read Chapter 2 silently. Ask: What different text types were included in this chapter? Draw out that a letter and a journal entry were included.
Reading with teacher support Discuss Chapter 3. Ask: What might Tessa have learned from reading her grandma’s journal? How might this affect her actions in the future? Have students read Chapters 4 and 5 independently. Monitor and support them where appropriate.
Working with a partner In pairs, have one student retell the main events in the narrative. The other student retells the main events in the journal entries. Ask: How is a journal different to a narrative? Have students discuss the features of a journal and compare these to the features of a narrative. Pairs of students then work together to complete Graphic Organizer 2: Comparing text types.
After reading
Vocabulary reflection
Have students read Chapter 3 aloud with a partner. One student reads the narrative text and the other student reads the journal. Have them write down two things that are similar and two things that are different about Tessa and her grandma.
Compare feelings How do people feel about polio? Does it affect people’s lives? If so, how? Before the discovery of a polio vaccine
After the discovery of a polio vaccine
Talking about the book
Working with a partner
★Explain that the journal is written in the first person.
After the discovery of a polio vaccine
Ask: Whose “voice” did you hear as you read the journal? How is this different to the voice in the narrative?
Point out the use of “I” to indicate this. Ask: What features does a journal have? Draw out the use of a date and a series of entries.
Discuss how the letter and the journal entry differ to the structure of the narrative. Ask: How is the language different in the letter and journal entry?
Before the discovery of a polio vaccine
Check for understanding
Have students talk about the whole text. Use a range of questions to promote discussion and higher-level thinking. How and why did Tessa’s attitude about her injury change throughout the story? (Inferential) How were Tessa and her grandma’s challenges different? What does this tell you about their lives? (Synthesizing) Why might the author have included the letter, journal, and text messages? (Critical) Invite students to ask their own questions.
Check for understanding
How does polio affect people? How do people deal with polio?
★Return to the brainstormed list of feeling adjectives. Ask: What other words can we add to our list?
Assessment
Strategy reflection
Can students use information from factual and fictional sources to understand how an event can impact people’s lives?
Have students reflect on the use of the journal entries. Ask: Did including the journal in this story make the story better? If so, how?
Flying Start to Literacy Lesson Plans Polio: A Frightening Disease / Dance On! © 2018 EC Licensing Pty Ltd.
Graphic Organizer 1: Searching for extra information Name:
Lesson Plans
Graphic Organizer 2: Comparing text types Name/s:
Use a range of visual images in the book to find out more about polio.
Narrative
Tessa’s story Text feature
Page number
Journal
Grandma’s journal entries
Summarize the information. What does the visual image tell you?
Advanced Fluent reading stage Level R (40)
Photo and caption (your choice)
Features How is it written? (format, voice etc.)
Photo of poster from the 1930s
Timeline
9
24 & 25
Setting and characters involved
Polio: A Frightening Disease outlines the history of polio. It explains what polio is and how it is caught, treated, and prevented. Running words: 1,751 Text type: Report
Tessa is injured and might miss her dance concert. But Tessa’s battle is nothing compared to her grandma’s tragic story. Running words: 2,157 Text type: Narrative
Content vocabulary
Literary language
calipers contagious diagnosed disease epidemic herd immunity immune system immunized iron lung paralyzed paralysis physiotherapy polio quarantine researcher spasms symptoms therapies vaccinated vaccination vaccine virus
Adjectives: difficult exciting frustrated glad lucky proud scared worst Language to build suspense: hands were sweaty heart raced butterflies in her stomach breathing was rapid Verbs (saying): asked blurted out complained cried explained responded screamed sniffed urged
Reading strategies Polio: A Frightening Disease
• Searching for information in a variety of visual images
Dance On!
• Recognizing and understanding the use of a
(photos, a timeline, maps)
Who, when, where?
journal within a narrative structure
Correlations with Texas Essential Knowledge and Skills Maps
30 Flying Start to Literacy Lesson Plans Polio: A Frightening Disease / Dance On! © 2018–2019 EC Licensing Pty Ltd. © 2018–2019 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. 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: “© 2018–2019 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.
Flying Start to Literacy Lesson Plans Polio: A Frightening Disease / Dance On! © 2018–2019 EC Licensing Pty Ltd.
All other rights reserved.
Developed by Eleanor Curtain Publishing
okapi educational publishing
Text: Kerrie Shanahan Consultants: Susan Hill and 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.flying-start-to-literacy.com
Reading 4(6) (F) Make inferences and use evidence to support understanding. 4(7) (D) ) Retell, paraphrase, or summarize texts in ways that maintain meaning and logical order.. 4(9) (D) (ii) Recognize characteristics and structures of informational text, including features to support understanding. 4(10) (B) Explain how the use of text structure contributes to the author’s purpose.
Writing 4(7) (B) Write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources. Speaking and Listening 4(6) (C) Make, correct, or confirm predictions using text features, characteristics of genre, and structures.
Graphic Organizer 1: Searching for extra information Name:
Lesson Plans
Graphic Organizer 2: Comparing text types Name/s:
Use a range of visual images in the book to find out more about polio.
Narrative
Tessa’s story Text feature
Page number
Journal
Grandma’s journal entries
Summarize the information. What does the visual image tell you?
Advanced Fluent reading stage Level R (40)
Photo and caption (your choice)
Features How is it written? (format, voice etc.)
Photo of poster from the 1930s
Timeline
9
24 & 25
Setting and characters involved
Polio: A Frightening Disease outlines the history of polio. It explains what polio is and how it is caught, treated, and prevented. Running words: 1,751 Text type: Report
Tessa is injured and might miss her dance concert. But Tessa’s battle is nothing compared to her grandma’s tragic story. Running words: 2,157 Text type: Narrative
Content vocabulary
Literary language
calipers contagious diagnosed disease epidemic herd immunity immune system immunized iron lung paralyzed paralysis physiotherapy polio quarantine researcher spasms symptoms therapies vaccinated vaccination vaccine virus
Adjectives: difficult exciting frustrated glad lucky proud scared worst Language to build suspense: hands were sweaty heart raced butterflies in her stomach breathing was rapid Verbs (saying): asked blurted out complained cried explained responded screamed sniffed urged
Reading strategies Polio: A Frightening Disease
• Searching for information in a variety of visual images
Dance On!
• Recognizing and understanding the use of a
(photos, a timeline, maps)
Who, when, where?
journal within a narrative structure
Correlations with Texas Essential Knowledge and Skills Maps
30 Flying Start to Literacy Lesson Plans Polio: A Frightening Disease / Dance On! © 2018–2019 EC Licensing Pty Ltd. © 2018–2019 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. 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: “© 2018–2019 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.
Flying Start to Literacy Lesson Plans Polio: A Frightening Disease / Dance On! © 2018–2019 EC Licensing Pty Ltd.
All other rights reserved.
Developed by Eleanor Curtain Publishing
okapi educational publishing
Text: Kerrie Shanahan Consultants: Susan Hill and 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.flying-start-to-literacy.com
Reading 4(6) (F) Make inferences and use evidence to support understanding. 4(7) (D) ) Retell, paraphrase, or summarize texts in ways that maintain meaning and logical order.. 4(9) (D) (ii) Recognize characteristics and structures of informational text, including features to support understanding. 4(10) (B) Explain how the use of text structure contributes to the author’s purpose.
Writing 4(7) (B) Write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources. Speaking and Listening 4(6) (C) Make, correct, or confirm predictions using text features, characteristics of genre, and structures.