Helping Hands

Activity card

Graphic Organizer: What’s the author’s purpose?

Name/s:

Identifying the author’s purpose and/or messages Page number/s

WorldWise

™

Lesson Plan Xx

Content-based Learning

Author’s purpose What is the reason for this text? What is the author’s message?

Level Q (40)

Xxxxxxxxx

Helping Hands explores the many varied ways that people help others, with a view to creating and maintaining a safe and healthy world for everyone. It outlines the roles of both paid and volunteer workers, and how they help in their local communities and in other parts of the world. Helping Hands also discusses how large organizations help people.

Informational text types: Report/Recount/Explanation

WorldWise

Content-based Learning

C3 Social Studies Curriculum links

• D2.Civ.2.3–5 Explain how a democracy relies on people’s responsible participation, and draw implications for how individuals should participate • D2.Civ.8.3–5 Identify civic virtues and democratic principles that guide government, society, and communities • D2.Geo.9.3–5 Analyze the effects of catastrophic environmental and technological events on human settlements and migration

Key concepts

• Many people work to make the world a safe and healthy place • Some people help in their local community and some help in other places around the world • People need help for various reasons such as living in poverty, having a medical emergency, or being affected by a natural disaster

Content vocabulary blizzard, community, debris, disastrous, donate, emergency, evacuate, fundraising, globally, interview, locally, organization, shelter, tornado, torrential, tsunami, volunteer

Text features

• Text boxes, sidebars, diagram, captions, glossary Reading strategy

• Identifying the author’s purpose

Correlations with Texas Essential Knowledge and Skills

WorldWise Lesson Plan Helping Hands © 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) (F) Make inferences and use evidence to support understanding.

4(10) (C) Analyze the author’s use of print and graphic features to achieve specific purposes.

4(10) (E) Identify and understand the use of literary devices, including first- or third-person point of view.

Writing 4(12) (C) Compose argumentative texts, including opinion essays, using genre characteristics and craft.

Speaking and Listening 4(1) (A) Listen actively, ask relevant questions to clarify information, and make pertinent comments.

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: We must help other people who are in need. Provide the students with a template detailing how to plan and write an argument. Remind them to clearly state their opinion and then provide clear and concise supporting reasons.

Give each student a copy of the book Helping Hands. Have the students browse through the book. Say: As you browse through the book, think about what you already know about how some people help others who are in need. 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 people helping other people who are in need? Students work with a partner and record their words on sticky notes. Say: When you are finished, add your sticky notes to our group chart.

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: Authors usually have a purpose for writing a particular text.

They often have a message or a point of view they want the reader to understand. Today when you read, think about the author’s purpose for writing each text.

Ask: How could identifying the author’s purpose help your reading?

Discuss that knowing the author’s purpose shows that the reader fully understands the text.

Reading with teacher support Say: Read the introduction and chapter 1 to yourselves. As you read, think about the author’s purpose: Why has she written this? What messages do you get? Have the students discuss their thinking with their partner, and then have a group discussion. Ask: What have you learned about communities? How has the author helped you to see the purpose of her writing? 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 chapters 2 and 3 independently.

Say: As you read, use the same process we used with the introduction and chapter 1. 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 author’s purpose for writing each text.

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 read the rest of the book and complete their 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.

Reading with teacher support Ask: What have we learned so far about safe and happy communities?

Share your ideas with a partner. Have the students read chapter 2 to themselves. Review what the students have read. Ask: What was the author’s purpose for writing about working together in emergencies? How did it differ from chapter 1? Invite the students to talk about their understandings. Have the students read chapters 3, 4, and the conclusion to themselves. Say: Now add your thinking about the author’s purpose 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 identifying and understanding the purpose of the texts help you as a reader?

In what different ways do people help others? Is this important? Why? Why do some people need more help than others? (Inferential) What do you think would happen if you needed help from your community? How does this make you feel? What do you think the phrase “Thinking locally, acting globally” means? Think of an example of this in action. (Synthesizing) What is the main purpose of this book? Did you find the purpose of each text easy to identify? What did the author do to help this? What other examples of people helping others could have been included in this book? (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 think of a way they could help people in their local community. Have them orally present their idea to the group. Encourage students to explain clearly the reasons for their idea.

Vocabulary Have students turn to page 11 and identify the words that describe the qualities of people who help others in an emergency.

Have students make a list of these, discuss what each means, and then add other qualities these people might have to the list.

Visual literacy Have students create a poster that advertises a community event (the event could be real or imagined). Have students use the poster on page 19 as a model.

Download the template at www.worldwise-reading.com/teacherresources Say: Think about why it is important to help people in need.

Encourage the students to talk about their ideas with a partner, then write their persuasive argument. Say: You will need to research to find out some examples of situations when people have helped others.

Alternatively, the students could choose to write a report about an organization that helps others.

Activity card

Graphic Organizer: What’s the author’s purpose?

Name/s:

Identifying the author’s purpose and/or messages Page number/s

WorldWise

™

Lesson Plan Xx

Content-based Learning

Author’s purpose What is the reason for this text? What is the author’s message?

Level Q (40)

Xxxxxxxxx

Helping Hands explores the many varied ways that people help others, with a view to creating and maintaining a safe and healthy world for everyone. It outlines the roles of both paid and volunteer workers, and how they help in their local communities and in other parts of the world. Helping Hands also discusses how large organizations help people.

Informational text types: Report/Recount/Explanation

WorldWise

Content-based Learning

C3 Social Studies Curriculum links

• D2.Civ.2.3–5 Explain how a democracy relies on people’s responsible participation, and draw implications for how individuals should participate • D2.Civ.8.3–5 Identify civic virtues and democratic principles that guide government, society, and communities • D2.Geo.9.3–5 Analyze the effects of catastrophic environmental and technological events on human settlements and migration

Key concepts

• Many people work to make the world a safe and healthy place • Some people help in their local community and some help in other places around the world • People need help for various reasons such as living in poverty, having a medical emergency, or being affected by a natural disaster

Content vocabulary blizzard, community, debris, disastrous, donate, emergency, evacuate, fundraising, globally, interview, locally, organization, shelter, tornado, torrential, tsunami, volunteer

Text features

• Text boxes, sidebars, diagram, captions, glossary Reading strategy

• Identifying the author’s purpose

Correlations with Texas Essential Knowledge and Skills

WorldWise Lesson Plan Helping Hands © 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) (F) Make inferences and use evidence to support understanding.

4(10) (C) Analyze the author’s use of print and graphic features to achieve specific purposes.

4(10) (E) Identify and understand the use of literary devices, including first- or third-person point of view.

Writing 4(12) (C) Compose argumentative texts, including opinion essays, using genre characteristics and craft.

Speaking and Listening 4(1) (A) Listen actively, ask relevant questions to clarify information, and make pertinent comments.