Living Away From It All

Activity card

Graphic Organizer: What’s your point?

Name/s: Summarize the information in Living Away from It All by listing the main ideas from the book under the appropriate heading.

WorldWise

™

Lesson Plan Xx

Content-based Learning

Level T (50)

Shelter and food

Education

Xxxxxxxxx

Living Away from It All provides information on the way people in remote communities live their lives. It investigates issues for these people such as food, shelter, education, health services, and communication.

Informational text types: Report/Recount/Explanation/Interview

WorldWise

Content-based LearningC3 Social Studies Curriculum links • D2.Geo.3.3–5 Use maps, satellite images, photographs and other representations to explain relationships between the locations of places and regions and their environmental characteristics • D2.Geo.6.3–5 Describe how environmental and cultural characteristics influence population distribution in specific places or regions • D2.Eco.1.3–5 Compare the benefits and costs of individual choices

Living Away from It All

Key concepts

Health

Communication

• Throughout the world there are people who live in remote places that are isolated from towns or cities • People who live in remote places have various ways of meeting their needs for food, shelter, communication, health, and education • Some people who live in isolated places have little or no contact with the rest of the world

Content vocabulary airstrip, appliances, chartered, clinics, culture, expedition, immunity, indigenous, insulated, isolated, muster, outback, probe, rugged, satellite, tele surgery, traditional, tutor, ultrasound, unique, videoconferencing

Text features

• Maps, daily time line, text boxes, newspaper report, sidebars, glossary Reading strategy

• Summarizing

Correlations with Texas Essential Knowledge and Skills

WorldWise Lesson Plan Living Away from It All © 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(7) (C) Use text evidence to support an appropriate response.

5(7) (D) Retell, paraphrase, or summarize texts in ways that maintain meaning and logical order.

5(10) (C) Analyze the author’s use of print and graphic features to achieve specific purposes.

Writing 5(12) (C) Compose argumentative texts, including opinion essays, using genre characteristics and craft.

Speaking and Listening 5(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 students write about their opinion, using the prompt: It would be enjoyable to live in a remote, isolated place. Provide the students with a template detailing how to plan and write an argument. Remind them to firstly state their opinion and support this with clear, strong reasons.

Give each student a copy of the book Living Away from It All. Have the students browse through the book. Say: As you browse through the book, think about what you already know about remote communities and the people who live there. 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 living in isolated, remote places? Have students work with a partner and have them record their words on sticky notes.

Say: When you are finished, place your sticky notes on our group chart.

Discuss the words.

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: Summarizing information helps you to understand a text more fully. Making clear, accurate summaries takes practice. After you have read sections of this book you will get the chance to practice your summarizing skills. What things do you need to think about when you summarize factual information? Discuss that summarizing involves listing the main ideas in a sentence, paragraph, page, or chapter.

Reading with teacher support Say: Read chapters 1, 2, and 3 to yourselves. As you read, think about the main ideas and the most important information. After reading each section, list this information on sticky notes. Have the students discuss their thinking with their partner, and then have a group discussion. Ask: How do people in remote communities adapt to living in these isolated environments? 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 4 and 5 independently.

Say: As you read, use the same process we used for chapters 1, 2, and 3. 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 included and why you chose those points.

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: Can you summarize what you have learned about one of the remote communities you have been reading about? Share your ideas with a partner.

Have the students read chapter 4 to themselves. Review what the students have read. Ask: What new information do you have about the challenges of living in isolated areas? Invite the students to talk about their understandings. Have the students read chapter 5 to themselves. Say: Now add your thinking 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.

How is life similar in Chesterfield Inlet, an Australian outback cattle station, and in a remote Navajo community? What things are different in these places? In what ways has technology enhanced the lives of people who live in isolated places? Why do you think some people choose to live “away from it all?” (Inferential) Which home discussed in the book would you find the most challenging place to live? Why? If you could live anywhere in the world, where would it be? Why? (Synthesizing) Did the maps and the text boxes enhance the book? If so, how? What do you think is the author’s opinion about living in remote places? Why do you think this? Why do you think the author included the content found in chapter 6? Did this information change your perspective on what it means to live “away from it all?” If so, how? (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 plan and present a quiz show. Have them write questions and answers using information from Living Away from It All. Encourage students to think about rules to make the quiz show fair. Students can play the quiz, taking turns being the host and being a contestant.

Reflecting on the reading strategy

Vocabulary

Encourage the students to talk about what they did to help themselves as readers. Ask: What is difficult about summarizing what you read? Can you choose a part of the book and tell us how you would go about summarizing that section?

Have students create a word find using ten words related to the topic of living away from it all. Each student can complete a partner’s finished word find.

Visual literacy Have students create a real estate advertisement that advertises a home for sale in one of the places discussed in Living Away from It All. Encourage students to use visual images and strong, persuasive language to “sell” the property.

Download the template at www.worldwise-reading.com/teacherresources Say: Do you agree or disagree with this statement? Encourage the students to talk about their ideas with a partner, then write an argument that supports their position. Say: You will need to research other isolated places to gather information that you can use to support your opinion.

Alternatively, the students could write about the pros and cons of living a traditional lifestyle like the People of the Arrow, who have no contact with the outside world.

Activity card

Graphic Organizer: What’s your point?

Name/s: Summarize the information in Living Away from It All by listing the main ideas from the book under the appropriate heading.

WorldWise

™

Lesson Plan Xx

Content-based Learning

Level T (50)

Shelter and food

Education

Xxxxxxxxx

Living Away from It All provides information on the way people in remote communities live their lives. It investigates issues for these people such as food, shelter, education, health services, and communication.

Informational text types: Report/Recount/Explanation/Interview

WorldWise

Content-based LearningC3 Social Studies Curriculum links • D2.Geo.3.3–5 Use maps, satellite images, photographs and other representations to explain relationships between the locations of places and regions and their environmental characteristics • D2.Geo.6.3–5 Describe how environmental and cultural characteristics influence population distribution in specific places or regions • D2.Eco.1.3–5 Compare the benefits and costs of individual choices

Living Away from It All

Key concepts

Health

Communication

• Throughout the world there are people who live in remote places that are isolated from towns or cities • People who live in remote places have various ways of meeting their needs for food, shelter, communication, health, and education • Some people who live in isolated places have little or no contact with the rest of the world

Content vocabulary airstrip, appliances, chartered, clinics, culture, expedition, immunity, indigenous, insulated, isolated, muster, outback, probe, rugged, satellite, tele surgery, traditional, tutor, ultrasound, unique, videoconferencing

Text features

• Maps, daily time line, text boxes, newspaper report, sidebars, glossary Reading strategy

• Summarizing

Correlations with Texas Essential Knowledge and Skills

WorldWise Lesson Plan Living Away from It All © 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(7) (C) Use text evidence to support an appropriate response.

5(7) (D) Retell, paraphrase, or summarize texts in ways that maintain meaning and logical order.

5(10) (C) Analyze the author’s use of print and graphic features to achieve specific purposes.

Writing 5(12) (C) Compose argumentative texts, including opinion essays, using genre characteristics and craft.

Speaking and Listening 5(7) (G) Discuss specific ideas in the text that are important to the meaning.