Activity card
Graphic Organizer: Comparing information Name/s:
Fill in the data table to compare the lives of Malala and Laura. Malala Yousafzai
Laura Dekker
Goal What did she want to achieve?
WorldWise
™
Lesson Plan Xx
Content-based Learning
Level S (40)
Xxxxxxxxx
Against the Odds highlights two incredible young women who overcame many challenges to achieve their dreams. It focuses on Malala Yousafzai and the extreme obstacles she faced as she fought for the right for all girls to receive an education, and Laura Dekker and her quest to become the youngest person to sail solo around the world. Informational text types: Biography
Challenges What obstacles and dangers did she face?
WorldWise
Content-based Learning
C3 Social Studies Curriculum links
• D2.Civ.10.3–5 Identify the beliefs, experiences, perspectives, and values that underlie their own
Supporters Who supported her and her quest? How?
and others’ points of view about civic issues • D2.Civ.14.3–5 Illustrate historical and contemporary means of changing society • D2.Eco.1.3–5 Compare the benefits and costs of individual choices • D2.Geo.1.3–5 Construct maps and other graphic representations of both familiar and unfamiliar places
Key concepts
• Some people are able to overcome extreme obstacles to achieve their dreams • People have different reasons for tackling enormous challenges
Opponents Who was against her and what did they do and/or say?
Content vocabulary achievement, activist, adventure, burqas, challenges, courage, currents, distance learning, edit, explore, human rights, identity, navigational equipment, non-profit foundation, radical, sextant, ship traffic, Taliban, triumph, voyage
Text features
• Maps, text boxes, illustrations, sidebars, captions, glossary
Achievements What did she accomplish?
Reading strategy
• Comparing information
Correlations with Texas Essential Knowledge and Skills Flying Start to Literacy Lesson Plans Xx / Xx © 2010 EC Licensing Pty Ltd.
WorldWise Lesson Plan Against the Odds © 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)Licensing MakePtyconnections to personal ideas in © 2010 EC Ltd. This work is protected by copyrightexperiences, law, and under international copyright conventions, applicable in the jurisdictions in which it is other and society. published.texts, The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. 4(6) (F) Make inferences and use evidence to support 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 understanding. footnote: “© 2010 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not (iii) exceed the number reasonably required by the purchaser for its 4(9) (D) Recognize characteristics and structures of teaching purposes; (b) those copies are only made by means of photocopying and are not further copied ortext, stored or transmitted byorganizational any means; (c) those copies are informational including patterns such as not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote notice. compare andcopyright contrast. All other rights reserved.
Writing 4(12) (C) Compose argumentative texts, including opinion Developed by Eleanor Curtain Publishing essays, usingText: genre characteristics and craft. Kerrie Shanahan and Lyn Reggett Consultants: Susan Hill and Jenny Feely
Designed by Derek Schneider Speaking and Listening Printed and bound in Hong Kong Distributed in the USA by 4(7) (G) Discuss specific ideas in the text that are important Okapi Educational Publishing Inc. Phone: 866-652-7436 to the meaning. Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com
www.flying-start-to-literacy.com
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 about their opinion using the prompt: Malala and/or Laura are good role models. Provide the students with a template detailing how to plan and write an argument. Remind them to begin by clearly stating their opinion and then provide supporting reasons.
Give each student a copy of the book Against the Odds. Have the students browse through the book. Say: As you browse through the book, think about what “against the odds” means and if you already know some facts about Malala and Laura. 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 overcoming challenges? Students work with a partner and record a list of words. Say: When you are finished, read out your list and I will create a group list. 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: Comparing information means to analyze what you have read and identify the things that are the same and the things that are different. Ask: How can comparing information help your reading? Discuss that it is a good way for readers to check they are understanding what they are reading. Say: Today you are going to compare the lives and achievements of Malala Yousafzai and Laura Dekker.
Reading with teacher support Say: Read the introduction and chapter 1 to yourselves. As you read, think about the challenges that Malala faced and how she overcame them. Have the students discuss their thinking with their partner, and then have a group discussion. Ask: How has the author helped you to see how incredible Malala’s achievements are? Have the students record their ideas on the Graphic Organizer and compare it 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 chapter 2 and the conclusion independently. Say: As you read, use the same process we used with the introduction and chapter 1. Read the chapter to yourself and keep track of your thinking by adding to your Graphic Organizer, then meet with your partner to discuss the challenges that Laura faced and how she overcame these. 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. 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.
Reading with teacher support Ask: What have we learned so far about facing challenges? Share your ideas with a partner. Have the students read up to the end of page 25 to themselves. Review what the students have read. Ask: What information do you have about Laura? What do you think was her biggest challenge in the first part of her journey? Invite the students to talk about their understandings. Have the students read the rest of chapter 2 and the conclusion to themselves. Say: Now add your thinking about Laura’s challenges and achievements to your Graphic Organizer. 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: How did comparing the lives of Malala and Laura help you to recognize their challenges, achievements, and qualities? How did it help your understanding of the book?
How are Malala and Laura’s achievements similar? How are they different? How are Malala and Laura still impacting on people today? (Inferential) Can you relate to aspects of either Malala’s or Laura’s life? If so, in what ways? Are Malala and Laura good role models? Explain why you think this. Malala and Laura both had supportive fathers. Do you think this was a good thing? Why? (Synthesizing) Why do you think the author chose to focus on Malala and Laura’s lives? Who would you have chosen to be in a book like this one? Is the title of this book appropriate? Explain your thinking. (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 work with a partner to role-play a mock interview between a reporter and either Malala or Laura. Have them write questions and answers, practice the interview, and then present it to the group.
Vocabulary Have students use a Venn diagram to record adjectives that can be used to describe Malala, adjectives that can be used to describe Laura, and adjectives that can be used to describe both girls.
Visual literacy Have students choose to focus on either Malala or Laura. Have them fold a piece of paper in half and draw two pictures: one to represent the most difficult and/or challenging obstacle that confronted Malala or Laura, and the other to represent that girl’s biggest achievement.
Download the template at www.worldwise-reading.com/teacherresources Say: Are Malala and Laura good role models? Why? What can you learn from their lives? Encourage the students to talk about their ideas with a partner, then write a persuasive argument supporting their opinion. Alternatively, the students could choose to write about another person they know of who has inspired them by overcoming challenges.
Activity card
Graphic Organizer: Comparing information Name/s:
Fill in the data table to compare the lives of Malala and Laura. Malala Yousafzai
Laura Dekker
Goal What did she want to achieve?
WorldWise
™
Lesson Plan Xx
Content-based Learning
Level S (40)
Xxxxxxxxx
Against the Odds highlights two incredible young women who overcame many challenges to achieve their dreams. It focuses on Malala Yousafzai and the extreme obstacles she faced as she fought for the right for all girls to receive an education, and Laura Dekker and her quest to become the youngest person to sail solo around the world. Informational text types: Biography
Challenges What obstacles and dangers did she face?
WorldWise
Content-based Learning
C3 Social Studies Curriculum links
• D2.Civ.10.3–5 Identify the beliefs, experiences, perspectives, and values that underlie their own
Supporters Who supported her and her quest? How?
and others’ points of view about civic issues • D2.Civ.14.3–5 Illustrate historical and contemporary means of changing society • D2.Eco.1.3–5 Compare the benefits and costs of individual choices • D2.Geo.1.3–5 Construct maps and other graphic representations of both familiar and unfamiliar places
Key concepts
• Some people are able to overcome extreme obstacles to achieve their dreams • People have different reasons for tackling enormous challenges
Opponents Who was against her and what did they do and/or say?
Content vocabulary achievement, activist, adventure, burqas, challenges, courage, currents, distance learning, edit, explore, human rights, identity, navigational equipment, non-profit foundation, radical, sextant, ship traffic, Taliban, triumph, voyage
Text features
• Maps, text boxes, illustrations, sidebars, captions, glossary
Achievements What did she accomplish?
Reading strategy
• Comparing information
Correlations with Texas Essential Knowledge and Skills Flying Start to Literacy Lesson Plans Xx / Xx © 2010 EC Licensing Pty Ltd.
WorldWise Lesson Plan Against the Odds © 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)Licensing MakePtyconnections to personal ideas in © 2010 EC Ltd. This work is protected by copyrightexperiences, law, and under international copyright conventions, applicable in the jurisdictions in which it is other and society. published.texts, The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. 4(6) (F) Make inferences and use evidence to support 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 understanding. footnote: “© 2010 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not (iii) exceed the number reasonably required by the purchaser for its 4(9) (D) Recognize characteristics and structures of teaching purposes; (b) those copies are only made by means of photocopying and are not further copied ortext, stored or transmitted byorganizational any means; (c) those copies are informational including patterns such as not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote notice. compare andcopyright contrast. All other rights reserved.
Writing 4(12) (C) Compose argumentative texts, including opinion Developed by Eleanor Curtain Publishing essays, usingText: genre characteristics and craft. Kerrie Shanahan and Lyn Reggett Consultants: Susan Hill and Jenny Feely
Designed by Derek Schneider Speaking and Listening Printed and bound in Hong Kong Distributed in the USA by 4(7) (G) Discuss specific ideas in the text that are important Okapi Educational Publishing Inc. Phone: 866-652-7436 to the meaning. Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com
www.flying-start-to-literacy.com