Activity card
Blackline Master: City time lines word splash Name/s: Use information in the book A City Grows to make a list of words that describe these cities at each stage of their growth.
San Francisco
WorldWise
™
Lesson Plan
Content-based Learning
Xx
Houston Level M (28)
Xxxxxxxxx
A small town
A City Grows recounts the growth of two large cities in the United States; San Francisco and Houston. It outlines the reasons for this growth, and the ways in which both cities have changed and adapted over time. Informational text types: Explanation/Description
WorldWise
Content-based Learning
C3 Social Studies Curriculum links
A big discovery
• D2.Geo.1.K-2 Construct maps, graphs, and other representations of familiar places • D2.Geo.2.K-2 Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them • D2.His.2.K-2 Compare life in the past to life today
Key concepts
• Cities can grow by increasing in population and size. • When cities grow, changes occur, and the people living in the city adapt to these changes. Content vocabulary apartments, bayous, buildings, cable cars, conservation, cultures, factories, ferries, Houston, industries, industry, miners, oil rigs, petroleum, pollution, population, port, ranches, refineries, San Francisco, streetcars, tourists
How the city grew
Text features
• Chapters with headings and sub-headings • Extract, historical photographs and illustrations, captions • Glossary and index Reading strategy
• Making inferences
The city today
Correlations with Texas Essential Knowledge and Skills
WorldWise Lesson Plan A City Grows © 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(7) (C) Use text evidence to support an appropriate response. 2(7) (D) Retell and paraphrase texts in ways that maintain meaning and logical order. 2(9) (D) (ii) Recognize characteristics and structures of informational text, including features and graphics to locate and gain information.
Writing 2(12) (B) Compose informational texts, including procedural texts and reports. Speaking and Listening 2(1) (C) Share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language.
First reading session
Second reading session
Going beyond the book
Writing
Getting started
Building understanding
Speaking and listening
Introducing the book
Ask: What have you learned about the growth of San Francisco? Discuss as a whole group.
Have pairs of students play the game “One truth. One lie.” A student says one true fact about one of the cities, and one false fact, or lie, about it. The other student tries to guess which fact is true, and which one is the lie. The partners then swap roles. Encourage them to use A City Grows as a reference.
Have students write an argument about why people should visit either San Francisco or Houston. Provide the students with a template detailing the structure and elements of an argument.
Activate students’ prior knowledge. Ask: What do you know about the history of our town/city? Do you think it has always been the same size? Invite students to share what they know about the local area and its history.
Have students read chapter 2 independently. Ask: What were the positive outcomes for Houston when oil was discovered? What were the negative impacts of this discovery?
Ask: What do you know about San Francisco? What do you know about Houston? Have students turn and talk about this with a partner. Discuss as a whole group.
Have students turn and talk to a partner about their ideas.
Provide each student with a copy of A City Grows. Say: This book is about the history of two large cities; San Francisco and Houston. Have students browse through the book.
Have students read the conclusion independently. Say: As you read, reflect on everything you now know about the growth of San Francisco and Houston, and draw your own conclusions about how and why cities might grow.
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 think about the new information they are reading about. They combine this with what they already know about the topic to develop new understandings. Sometimes these understandings are about information that the author hasn’t actually written about. This is called inferring.
Reading the text Have students turn to pages 4 and 5 and read the introduction independently. Ask: What does the author mean by saying a city “grows”? Why do you think a city might grow? Have students read chapter 1 independently. Say: As you read, remember to think deeply about what you have read and use this to make inferences. This can help you to understand the text better.
Final reading session
Bringing it all together Ask: What have you learned about the reasons why cities grow, and how this affects the people living there? Have students turn and talk with a partner. Invite students to share their knowledge and record their responses on a group chart. Ask: How has the growth of San Francisco and Houston been similar? In what ways has the growth been different? Discuss as a whole group. Students could complete the Blackline Master about the history of San Francisco and Houston.
Vocabulary Write the words San Francisco and Houston on a chart. Say: These cities are both places, so these words are nouns. Write the word city on the chart. Say: The word “city” is also a noun because a city is a place. What is different about the way I’ve written these words? Discuss and draw out that the names of actual places are written using an uppercase letter at the start of each word. Say: These sorts of nouns are called proper nouns. Proper nouns are written with an uppercase letter at the beginning of the word. Have pairs of students search through the book to find other proper nouns. Use the students’ responses to create a group list on a chart.
Visual literacy Have students use digital technologies to find images of what their city or town once looked like. They then print these images and share them in a small group. Have each group use the images to make a visual display.
Reflecting on the reading strategy With a partner, have students take turns telling their partner their new understandings about why cities grow. Ask: Why do cities grow? What are the good and bad things about growing cities? Do all cities grow? Invite pairs to share their ideas. Ask: Why is it important to be able to make inferences; to be able to use what the author has told you to form new understandings that aren’t actually in the book? Discuss as a whole group.
Download the template at www.worldwise-reading.com/teacherresources Say: Reread information in the book about the city 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 city 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 an argument. Say: Follow the template when you write. Begin by clearly stating your opinion. Then write about your reasons for having this opinion.
Activity card
Blackline Master: City time lines word splash Name/s: Use information in the book A City Grows to make a list of words that describe these cities at each stage of their growth.
San Francisco
WorldWise
™
Lesson Plan
Content-based Learning
Xx
Houston Level M (28)
Xxxxxxxxx
A small town
A City Grows recounts the growth of two large cities in the United States; San Francisco and Houston. It outlines the reasons for this growth, and the ways in which both cities have changed and adapted over time. Informational text types: Explanation/Description
WorldWise
Content-based Learning
C3 Social Studies Curriculum links
A big discovery
• D2.Geo.1.K-2 Construct maps, graphs, and other representations of familiar places • D2.Geo.2.K-2 Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them • D2.His.2.K-2 Compare life in the past to life today
Key concepts
• Cities can grow by increasing in population and size. • When cities grow, changes occur, and the people living in the city adapt to these changes. Content vocabulary apartments, bayous, buildings, cable cars, conservation, cultures, factories, ferries, Houston, industries, industry, miners, oil rigs, petroleum, pollution, population, port, ranches, refineries, San Francisco, streetcars, tourists
How the city grew
Text features
• Chapters with headings and sub-headings • Extract, historical photographs and illustrations, captions • Glossary and index Reading strategy
• Making inferences
The city today
Correlations with Texas Essential Knowledge and Skills
WorldWise Lesson Plan A City Grows © 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(7) (C) Use text evidence to support an appropriate response. 2(7) (D) Retell and paraphrase texts in ways that maintain meaning and logical order. 2(9) (D) (ii) Recognize characteristics and structures of informational text, including features and graphics to locate and gain information.
Writing 2(12) (B) Compose informational texts, including procedural texts and reports. Speaking and Listening 2(1) (C) Share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language.