Activity card
Blackline Master: Ponchos, parkas, baseball caps: the who, what, and why Name/s: Use Ponchos, Parkas, and Baseball Caps to complete the data chart.
Ponchos
Parkas
Why were they invented?
WorldWise
™
Baseball caps
Lesson Plan
Content-based Learning
Xx
Level L (24)
Xxxxxxxxx
Ponchos, Parkas, and Baseball Caps outlines the origins of three very useful, and widely used pieces of clothing; ponchos, parkas, and baseball caps. It discusses how these articles were traditionally made, and how they are made today. Informational text types: Report
Who first made them?
WorldWise
Content-based Learning
C3 Social Studies Curriculum links
• D2.Eco.15.K-2 Describe products that are produced abroad and sold domestically and products that are produced domestically and sold abroad • D2.Geo.4.K-2 Explain how weather, climate, and other environmental characteristics affect people’s lives in a place or region
What were they originally made from?
Key concepts
• Ponchos, parkas, and baseball caps were all invented by a group of people for a particular reason. • Today, ponchos, parkas, and baseball caps are used by people throughout the world. Content vocabulary alpacas, Arctic, baseball caps, button, feathers, fur, material, nylon, parkas, peak, plastic, ponchos, towels, traditional, uniform, waterproof, wool, zip
What are they like today?
Text features
• Chapters with headings • Text boxes, photographs with captions • Glossary and index Reading strategy
• Using a range of vocabulary–solving strategies (context, glossary, base words/affixes)
Do you have one? What is it like?
Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Ponchos, Parkas, and Baseball Caps © 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(6) (E) Make connections to personal experiences, ideas in other texts, and society. 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.
Writing 2(12) (B) Compose informational texts, including procedural texts and reports. Speaking and Listening 2(1) (D) Work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, making appropriate contributions, and building on the ideas of others.
First reading session
Second reading session
Going beyond the book
Writing
Getting started
Building understanding
Speaking and listening
Introducing the book
Ask: What did you find out about ponchos? What information surprised you the most? Discuss as a whole group.
Students could work with a partner to create a radio advertisement for a poncho, a parka, or a baseball cap. Encourage students to include details on what the item is made of, the features of the item, and why people must buy one.
Have students write an argument about why everyone must own a poncho, a parka, or a baseball cap. Provide the students with a template detailing the structure and elements of an argument.
Activate students’ prior knowledge. Ask: Do you have a poncho, parka, or baseball cap? Invite students to describe the items they own. Ask: What do you know about ponchos, parkas, and baseball caps? Why might these clothes have been invented? Have students turn and talk about this with a partner. Discuss as a whole group. Provide each student with a copy of Ponchos, Parkas, and Baseball Caps. Say: This book describes these items, why they were invented, how they were originally made, and how they are made today. Have students browse through the book.
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 Ask: When you come to a word and you are not sure what it says or what it means, what can you do? Have students talk about their ideas with a partner, and then discuss with the group.
Reading the text Have students turn to pages 4 and 5 and read the introduction independently. Ask: Which item most interests you? Why? Have students read chapter 1 independently. Say: As you read, remember to use different strategies to solve unknown words. For example, use the glossary, look for a base word within the word, and think about what makes sense in the sentence.
Have students read chapter 2 independently. Ask: How have parkas changed since they were originally invented? Why are they such a popular piece of clothing? In the future, what features might parkas have? Have students turn and talk to a partner about their ideas.
Final reading session Have students read chapter 3 and the conclusion independently. Say: As you read, think about the different things you can do to solve difficult words. And make sure you use the glossary, so that you fully understand the meaning of challenging words.
Bringing it all together Ask: What have you learned about ponchos, parkas, and baseball caps? Have students turn and talk with a partner. Invite students to share their knowledge and create a group chart by recording their responses. Ask: Do you think these clothing items will always be worn? Why? Discuss as a whole group. Students could complete the Blackline Master about ponchos, parkas, and baseball caps.
Reflecting on the reading strategy With a partner, have students talk about the different strategies they use to help them work out what an unfamiliar word says and means. Ask: What things can you do when you come across a word that you’re not sure about? How can you check that you read the word correctly? Invite pairs to share their ideas. Ask: Why is it important to know a range of vocabulary-solving strategies? Discuss as a whole group.
Pairs could record their advertisement on an audio recording device and they could be played back to the group.
Vocabulary Write the word materials on a chart. Ask: What does this word mean? Discuss. Say: Throughout history, ponchos, parkas, and baseball caps have been made out of different types of materials. Have pairs of students browse through the book to find these materials. Have pairs share their findings and record a list. Say: These words are all types of materials. They are all things, and so these words are nouns. Discuss how each of the materials on the chart could be described. For example, ask: How can we describe wool? What is it like? (e.g. soft, fluffy, strong) Say: The words we use to describe the materials are called adjectives.
Visual literacy Have students design a poncho. Say: Think about the type of pattern you would like to have on your poncho. Encourage students to create a detailed pattern. They might like to look at more images of ponchos online for ideas. Alternatively, students could design a logo for a baseball cap. Have them draw the cap with the logo on it.
Download the template at www.worldwise-reading.com/teacherresources Say: Reread information in the book about the item 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 item of clothing you are writing about and what information you will include. 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: Ponchos, parkas, baseball caps: the who, what, and why Name/s: Use Ponchos, Parkas, and Baseball Caps to complete the data chart.
Ponchos
Parkas
Why were they invented?
WorldWise
™
Baseball caps
Lesson Plan
Content-based Learning
Xx
Level L (24)
Xxxxxxxxx
Ponchos, Parkas, and Baseball Caps outlines the origins of three very useful, and widely used pieces of clothing; ponchos, parkas, and baseball caps. It discusses how these articles were traditionally made, and how they are made today. Informational text types: Report
Who first made them?
WorldWise
Content-based Learning
C3 Social Studies Curriculum links
• D2.Eco.15.K-2 Describe products that are produced abroad and sold domestically and products that are produced domestically and sold abroad • D2.Geo.4.K-2 Explain how weather, climate, and other environmental characteristics affect people’s lives in a place or region
What were they originally made from?
Key concepts
• Ponchos, parkas, and baseball caps were all invented by a group of people for a particular reason. • Today, ponchos, parkas, and baseball caps are used by people throughout the world. Content vocabulary alpacas, Arctic, baseball caps, button, feathers, fur, material, nylon, parkas, peak, plastic, ponchos, towels, traditional, uniform, waterproof, wool, zip
What are they like today?
Text features
• Chapters with headings • Text boxes, photographs with captions • Glossary and index Reading strategy
• Using a range of vocabulary–solving strategies (context, glossary, base words/affixes)
Do you have one? What is it like?
Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Ponchos, Parkas, and Baseball Caps © 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(6) (E) Make connections to personal experiences, ideas in other texts, and society. 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.
Writing 2(12) (B) Compose informational texts, including procedural texts and reports. Speaking and Listening 2(1) (D) Work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, making appropriate contributions, and building on the ideas of others.