What Makes A City?

Activity card

Graphic Organizer: Fact or opinion?

Name/s:

City Chicago

Facts about this city

Author’s opinion

My opinion

My opinion

(before reading)

(after reading)

1.

Lesson Plan Xx

Content-based Learning

Level R (40)

Xxxxxxxxx

2.

Ur

WorldWise

™

1.

What Makes a City? provides information about the importance of cities to our lives. It explains how towns and villages can grow into a city.

It also explores Ur, the first city in the ancient world, and famous cities around the world.

Informational text types: Explanation/Report/Time line

2.

Beijing

1.

WorldWise

Content-based Learning

2.

C3 Social Studies Curriculum links

• D2.Geo.3.3–5 Use maps/satellite images/photographs to explain relationships between locations Rome

of places and regions and their environmental characteristics • D2.Geo.8.3–5 Explain how human settlements and movements relate to locations and use of various natural resources • D2.His.2.3–5 Compare life in specific historical time periods to life today

1.

2.

Key concepts

Mexico City

• Cities are built where there is transport, hence their location in relation to natural ports and rivers • Cities grow because people often move there in search of work • Some cities have existed for a very long time and others, such as New York, are relatively new

1.

2.

Venice

Paris

Content vocabulary

1.

architecture, arts, boulevard, commemorate, empire, government, groundwater, illuminated, industry, lake basin, maze, migrated, official, patron saint, population density, ports, satellite, skyscrapers, trade, village, water table

2.

Text features

• Time line, maps, sidebars, fact file (city snippets), glossary Reading strategy

1.

• Distinguishing fact and opinion

2.

Correlations with Texas Essential Knowledge and Skills

WorldWise Lesson Plan What Makes a City? © 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) (C) Make, correct, or confirm predictions using text features, characteristics of genre, and structures.

4(6) (F) Make inferences and use evidence to support understanding.

4(7) (C) Use text evidence to support an appropriate response.

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

Speaking and Listening 4(7) (G) Discuss specific ideas in the text that are important to the meaning.

First reading session

Second reading session

Final reading session

Writing

Getting started

Building understanding

Bringing it all together

Introducing the book

Choose to ask students to 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 of cities using the prompt: Cities are the best places to live. Provide the students with a template detailing how to plan and write an argument. Remind them to use clear, relevant arguments to support their opinion.

Give each student a copy of the book What Makes a City? Have the students browse through the book. Say: As you browse through the book, think about a city you know. What makes it a city? What connections are you making? What questions do the pictures or chapter headings raise in your mind? 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 cities? Have students work with a partner and have them record their words on sticky notes. Say: When you are finished share your words with another pair.

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: All writers have a point of view about the things they write about.

This is true even in reports. Today, as we read the book What Makes a City?, I want you to focus on working out which parts of the book are facts, and which are the author’s or someone else’s opinion. Hand out the Graphic Organizer and have the students quickly write down their opinion of each city in the fourth column.

Reading with teacher support Say: Read pages 4–15 to yourselves. As you read, think about which parts are fact and which, if any, are opinion. Have the students discuss their thinking with their partner, and then have a group discussion. Ask: What have you learned that the cities of Chicago, Ur, and Beijing have in common? What is fact and what is opinion? 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 the rest of chapter 4 independently.

Say: As you read, use the same process we used with the pages we have read so far. When you have finished, keep track of your thinking by adding to your Graphic Organizer, then meet with your partner to discuss what the author’s opinion is, what your opinion is now that you have read the book, and whether or not you agree with the author.

What is the same about all cities? What makes each city different from other cities? (Inferential) Why have cities become so big? If you were founding a city what things would you include? (Synthesizing) Are cities the best places for people to live? What are the advantages and disadvantages of cities? (Critical)

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.

Invite students to ask their own questions.

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.

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.

Reading with teacher support Ask: What have we learned so far about what makes a city? Share your ideas with a partner. Have the students read the rest of chapter 4 to themselves. Review what the students have read.

Ask: What makes these great cities? What is your opinion? What city would you like to live in? Invite the students to talk about their understandings. Have the students read chapter 5 to themselves. Say: Now add your thinking about Venice and Paris 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: Did your opinion about these cities change? If so, what made you change your mind?

Going beyond the book

Speaking and listening Have students create “What am I?” clues about a city in the book. When complete, students could take turns to say their clues for other students to guess the city. Extend this to include cities that are not in the book.

Vocabulary Have students reread the book and list any words they find that they need to know the meaning of when reading and writing about cities. Students could use these words to create a word web about the name of a city in the book.

Visual literacy Have students create a time line history of their town or city using pages 6–9 as a model.

Download the template at www.worldwise-reading.com/teacherresources Say: In your writing you need to take a point of view – do you agree or disagree? You also need to give reasons for your opinions. Remember to use words such as “because,” “as can be seen by,” and “as proven by” to support your point of view.

Encourage the students to talk about their ideas with a partner, then write their argument.

Say: Make sure to find out about the cities you refer to by looking for facts that support your point of view. Knowing about the city’s history, population, and businesses might help.

Alternatively, the students could choose to design and write a brochure for your local area.

Activity card

Graphic Organizer: Fact or opinion?

Name/s:

City Chicago

Facts about this city

Author’s opinion

My opinion

My opinion

(before reading)

(after reading)

1.

Lesson Plan Xx

Content-based Learning

Level R (40)

Xxxxxxxxx

2.

Ur

WorldWise

™

1.

What Makes a City? provides information about the importance of cities to our lives. It explains how towns and villages can grow into a city.

It also explores Ur, the first city in the ancient world, and famous cities around the world.

Informational text types: Explanation/Report/Time line

2.

Beijing

1.

WorldWise

Content-based Learning

2.

C3 Social Studies Curriculum links

• D2.Geo.3.3–5 Use maps/satellite images/photographs to explain relationships between locations Rome

of places and regions and their environmental characteristics • D2.Geo.8.3–5 Explain how human settlements and movements relate to locations and use of various natural resources • D2.His.2.3–5 Compare life in specific historical time periods to life today

1.

2.

Key concepts

Mexico City

• Cities are built where there is transport, hence their location in relation to natural ports and rivers • Cities grow because people often move there in search of work • Some cities have existed for a very long time and others, such as New York, are relatively new

1.

2.

Venice

Paris

Content vocabulary

1.

architecture, arts, boulevard, commemorate, empire, government, groundwater, illuminated, industry, lake basin, maze, migrated, official, patron saint, population density, ports, satellite, skyscrapers, trade, village, water table

2.

Text features

• Time line, maps, sidebars, fact file (city snippets), glossary Reading strategy

1.

• Distinguishing fact and opinion

2.

Correlations with Texas Essential Knowledge and Skills

WorldWise Lesson Plan What Makes a City? © 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) (C) Make, correct, or confirm predictions using text features, characteristics of genre, and structures.

4(6) (F) Make inferences and use evidence to support understanding.

4(7) (C) Use text evidence to support an appropriate response.

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

Speaking and Listening 4(7) (G) Discuss specific ideas in the text that are important to the meaning.