Activity card
Graphic Organizer: More than words … Name/s:
Record information found in the text and information found in the graphic devices. Combine this information and create a summary. Written information
Visual information
Summary Putting it all together
WorldWise
™
Lesson Plan Xx
Content-based Learning
Level V (50)
Xxxxxxxxx
From Hunter-Gatherers to Farmers traces the history of settlement in North America, from the very first people through to Native Americans and European settlers. It describes the various ways these groups of people got their food and how they adapted and changed to suit their environments. The book also examines the impact these different groups of people have had on the environment. Informational text types: Report
WorldWise
Content-based LearningNext Generation Science Curriculum links • ESS3.C Human impacts in Earth systems • ETS1.A Defining and delimiting engineering problems • ETS1.B Developing possible solutions • ETS1.C Optimizing the design solution
Key concepts
• The first people who arrived in North America were nomadic hunters and gatherers • Native American groups settled throughout North America and developed unique cultures and specialized hunting and farming techniques • European settlers brought their own farming techniques to North America, with massive impacts on the people and the land
Content vocabulary abundant, adapted, ancestry, ancient, archaeologists, colony, conserved, crops, domesticated, drought, erode, evolved, expeditions, generations, genetics, glaciers, harvested, Ice Age, irrigation, livestock, native, nomadic, nutrients, preserve, seasonal, theories, wattle and daub, yield
Text features
• Maps, illustrations, tables, text boxes, time line, sidebar, captions, glossary Reading strategy
• Synthesizing visual and written information
Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan From Hunter-Gatherers to Farmers © 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 5(6) (H) Synthesize information to create new understanding. 5(7) (C) Use text evidence to support an appropriate response. 5(10) (C) Analyze the author’s use of print and graphic features to achieve specific purposes.
Writing 5(12) (B) Compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft. Speaking and Listening 5(1) (A) Listen actively to interpret verbal and non-verbal messages, ask relevant questions, 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 a report on a group of people discussed in the book, such as the Clovis people, a Native American group, or the Jamestown people, using the prompt: How the _________ [insert people’s name] survived. Provide the students with a template detailing how to plan and write a report. Remind them to introduce the topic and then include information about various aspects of the people’s lifestyle, such as how they got their food.
Give each student a copy of the book From Hunter-Gatherers to Farmers. Have the students browse through the book. Say: As you browse through the book, think about what you already know about the first Americans, Native American people, European settlement, and how those groups got the food they needed to survive. 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 hunters and gatherers and early farmers? Have 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: This book has maps, illustrations, photographs, and tables. Browse through the book with a partner and identify some of these graphic devices. Say: As you read, it’s important to combine the information in the text with the information you get from graphic devices. This allows you to put all the information together and fully understand it.
Reading with teacher support Say: Read the introduction and chapter 1 to yourselves. As you read, think about these people, how they got their food, and how they lived. 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, 3, 4, and conclusion independently. Say: As you read, use the same process we used for 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 information you obtained from the graphics and the text, and the overall ideas and concepts you gained by combining these two sources. 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 the first people who came to North America? Share your ideas with a partner. Have the students read chapter 2 to themselves. Review what the students have read. Ask: What new information do you have about Native American people and how they got their food? 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 any new information you got from the text and the graphic devices 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 the visual information in the book add to your overall understanding? Why do you think the author chose to include these graphic devices?
Why did different groups of Native Americans have such different ways of sourcing their food? Why was life so hard for the European settlers? How did European settlement impact on the land in North America? And what effect did this have on the lifestyle of Native Americans? (Inferential) What can happen when two very different cultures share the same land? How does the way a group of people get their food directly impact on their lifestyle? What lessons can modern farmers learn from Native American farmers? (Synthesizing) Think about the term “artist’s impression” that is used on page 4. What do you think this means and why, therefore, does this book include such illustrations? How do the illustrations add to your understanding of events described in the book? What do you think is the author’s view on conservation? Why do you think this? (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 groups of students perform a role-play showing how a particular group of people from the book got their food. Have them present their role-play and explain which group of people they portrayed.
Vocabulary
Download the template at www.worldwise-reading.com/teacherresources
Have students choose five key words from the book and create a word card for each that contains a definition, a symbol for the word, and two or three synonyms. Have them share their word cards with the group.
Say: You will need to research to find out more about the group of people you chose. Encourage the students to talk about their ideas with a partner, then write the report.
Visual literacy
Alternatively, the students could choose to write about modern farming techniques.
Have students create a visual time line that represents the three main topics discussed in the book: the arrival of the first North Americans; the hunting and gathering, and farming techniques of the Native Americans; and the arrival of European settlers.
Activity card
Graphic Organizer: More than words … Name/s:
Record information found in the text and information found in the graphic devices. Combine this information and create a summary. Written information
Visual information
Summary Putting it all together
WorldWise
™
Lesson Plan Xx
Content-based Learning
Level V (50)
Xxxxxxxxx
From Hunter-Gatherers to Farmers traces the history of settlement in North America, from the very first people through to Native Americans and European settlers. It describes the various ways these groups of people got their food and how they adapted and changed to suit their environments. The book also examines the impact these different groups of people have had on the environment. Informational text types: Report
WorldWise
Content-based LearningNext Generation Science Curriculum links • ESS3.C Human impacts in Earth systems • ETS1.A Defining and delimiting engineering problems • ETS1.B Developing possible solutions • ETS1.C Optimizing the design solution
Key concepts
• The first people who arrived in North America were nomadic hunters and gatherers • Native American groups settled throughout North America and developed unique cultures and specialized hunting and farming techniques • European settlers brought their own farming techniques to North America, with massive impacts on the people and the land
Content vocabulary abundant, adapted, ancestry, ancient, archaeologists, colony, conserved, crops, domesticated, drought, erode, evolved, expeditions, generations, genetics, glaciers, harvested, Ice Age, irrigation, livestock, native, nomadic, nutrients, preserve, seasonal, theories, wattle and daub, yield
Text features
• Maps, illustrations, tables, text boxes, time line, sidebar, captions, glossary Reading strategy
• Synthesizing visual and written information
Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan From Hunter-Gatherers to Farmers © 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 5(6) (H) Synthesize information to create new understanding. 5(7) (C) Use text evidence to support an appropriate response. 5(10) (C) Analyze the author’s use of print and graphic features to achieve specific purposes.
Writing 5(12) (B) Compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft. Speaking and Listening 5(1) (A) Listen actively to interpret verbal and non-verbal messages, ask relevant questions, and make pertinent comments.