5 4 1 adventure to the new world TG

Bộ sách Scott Foresman reading street gồm các quyển sau: 5.1.1 Learning from Ms Liang 5.1.2 The Challenges of Storm Chasing 5.1.3 Tobys Vacation 5.1.4 Famous Women Athletes 5.1.5 A Nation of Many Colors 5.2.1 Using Special Talents a 5.2.2 Holocaust Rescuers 5.2.3 The Gift 5.2.4 Habitats in Need of Help 5.2.5 Paul Revere and the American Revolution 5.3.1 The Story of Flight 5.3.2 Michelangelo and the Italian Renaissance 5.3.3 Searching for Dinosaurs 5.3.4 Legends of the Blues 5.3.5 Very Special Effects Computers in Filmmaking 5.4.1 Adventure to the New World 5.4.2 Everybody Wins The Story of Special Olympics 5.4.3 Changing to Survive Bird Adaptations 5.4.4 The New Kid at School 5.4.5 Strange Sports with Weird Gear 5.5.1 Double Play 5.5.2 Exploring With Science 5.5.3 Sailing the Stars 5.5.4 Journey Through The Earth 5.5.5 The United States Goes West 5.6.1 Life in the Sea 5.6.2 The Kudzu Invasion 5.6.3 The Golden Year 5.6.4 Train Wreck 5.6.5 Grandma Bettys Banjo

Adventure to the New World SUMMARY Jane and her family emigrate with other English families to England’s first American colony at Roanoke They plan to join earlier colonists who settled there, but find the colony deserted Thanks to a lot of hard work and a friendly encounter with an Indian girl, Jane and her family hope the colony will survive LESSON VOCABULARY blunders complex fleeing rustling civilization envy inspired strategy 5.4.1 DRAW CONCLUSIONS ANSWER QUESTIONS READ THE BOOK Have students set a purpose for reading Adventure to the New World Students’ interest in what life was like in Roanoke colony should guide this purpose SET PURPOSE STRATEGY SUPPORT: ANSWER QUESTIONS Challenge students to generate questions when they preview the book, as they read, and after reading Have pairs of students exchange questions Have students identify each type of question, and then answer each other’s questions INTRODUCE THE BOOK COMPREHENSION QUESTIONS Discuss with students the title and the author of Adventure to the New World Based on the title and the title page illustration, ask them to say what they think the book will be about Ask them to explain what historical fiction means PAGE INTRODUCE THE TITLE AND AUTHOR BUILD BACKGROUND Invite students to say what they know about the earliest British colonies in America Ask: “Was it easy for English settlers to adapt to their new environment? What did they have trouble with? What did they need to learn?” Have students preview the book by looking at the illustrations Ask students to discuss how these text features give an idea of what this book will be about Ask what they think they will learn from this book PREVIEW 72 How does Jane feel about journeying to the New World? (She’s scared.) What does Jane’s dream foreshadow? (hints that Roanoke colony may not be successful) PAGE How long was the journey from England to Virginia? (three months at sea) PAGE 10 What conclusion can you draw about Governor White and his leadership abilities? (He is a good leader who thinks of practical solutions and tries to remain optimistic.) PAGE 15 Why was it so important for the settlers to get crops planted? (needed to get seeds in the ground before planting season was over) PAGE 17 What did Jane know about raspberries? (She knew they were edible because she had seen them back in Portsmouth but she had never eaten one because they were too expensive.) PAGE 25 Adventure to the New World 16917_LRD_TG_072-073 72 10/20/05 2:12:52 PM REVISIT THE BOOK READER RESPONSE Students might say the soldiers fought with the Indians or joined a group of Indians Possible response: The Indians were wise and skillful house builders and farmers Acceptable answers: civil, civics, civilian, city Students might say that they would have brought the other settlers back to the ship, and had them return to England Have students comment on the illustrations in the selection What details about life in Roanoke can they learn from the illustrations? What other illustrations would they like to see? EXTEND UNDERSTANDING RESPONSE OPTIONS Invite students to write a journal entry from the point of view of one of the characters from the story Challenge them to use some of the vocabulary words in their journal entry WRITING Invite students to make a dictionary entry or bilingual glossary for each of the vocabulary words Have them include the sentences they write for each word in their entries or glossaries SOCIAL STUDIES CONNECTION Students can learn more about Roanoke Colony by going to the library or using the Internet Challenge them to find out more about the Croatoan Indians who lived in the area Skill Work TEACH/REVIEW VOCABULARY Invite students to use each of the vocabulary words in a sentence Challenge them to write sentences related to the selection TARGET SKILL AND STRATEGY Remind students that drawing conclusions means making sensible decisions or forming reasonable opinions after thinking about the facts and details in what you are reading Challenge students to jot down notes as they read about possible conclusions they may be able to draw after completing the reading Challenge them to test their conclusions when they finish reading Have them ask: Are my conclusions valid? What details support them? DRAW CONCLUSIONS ANSWER QUESTIONS Remind students that answering questions is the ability to provide complete, accurate, and focused responses to questions posed by others Explain the four kinds of questions: Right There (answer in one sentence of text), Think and Search (answer in different sentences throughout the text), Author and You (reader needs text plus prior knowledge to answer question), and On My Own (reader uses prior knowledge to answer question) Challenge students to preview the Reader Response questions at the end of the book Identify each question’s category Remind students that answering questions can also help them draw conclusions about the text ADDITIONAL SKILL INSTRUCTION Remind students that the plot is an organized pattern of events The organization is often sequential, but authors may also introduce flashbacks, which interrupt the story to tell about something that happened in the past, and with foreshadowing, which hints at events to come Challenge students to use a graphic organizer to track the plot of the story Invite them to look for flashbacks and foreshadowing PLOT Adventure to the New World 16917_LRD_TG_072-073 73 73 10/20/05 2:12:54 PM Adventure/New World Name Draw Conclusions • A conclusion is a sensible decision you reach after you think about details or facts in what you read • Drawing conclusions means to make sensible decisions or form reasonable opinions after thinking about the details or facts in what you read Directions Read the paragraph below Then, answer the questions that follow J ane and the other passengers also took comfort from the fact that they would be greeted by a small group of English soldiers when they arrived at Roanoke During the previous year, a large group of colonists had left Roanoke and returned to England after running low on supplies and encountering difficulties with the local Indians The leaders of Roanoke wouldn’t allow the island to be totally abandoned, so they had a dozen soldiers sent over from England to guard the settlement until Jane’s family and everyone else arrived What conclusion can you draw about the new colonists’ expectations about Roanoke? Give two facts or details to support your conclusion Give two facts or details to support your conclusion © Pearson Education What conclusion can you draw about why the first group of colonists returned to England? Write a well-supported conclusion about how Jane and her family might have felt differently about their plans if they had known what awaited them 74 16917_LRD_TG_074_075 10/20/05 2:13:29 PM Adventure/New World Name Vocabulary Directions Read each sentence Write the word from the Word Box that fits correctly in each sentence Some words may be used more than once Check the Words You Know blunders civilization complex envy fleeing inspired rustling strategy Jane and her family, like many others, were economic hardships in England They were by stories they heard of a new colony in Virginia, where the climate was good and the land was fertile Queen Elizabeth’s in the New World for England’s future was to build colonies The relationship between the early colonists and the local Indians was very The English believed their own Indians’ way of life was more advanced than the The English colonists hoped to avoid repeating the earlier settlers © Pearson Education They did not of the the fate of the earlier colonists Instead, they listened to Governor White’s passionate speech and were by it The colonists’ get some crops planted 10 As the wind gently blew through the at the Indian village was to first build themselves shelters, and then bushes, Jane peeked out 75 16917_LRD_TG_074_075 10/20/05 2:13:30 PM ... the plot of the story Invite them to look for flashbacks and foreshadowing PLOT Adventure to the New World 16917_LRD _TG_ 072-073 73 73 10/20/05 2:12:54 PM Adventure/ New World Name Draw Conclusions... interrupt the story to tell about something that happened in the past, and with foreshadowing, which hints at events to come Challenge students to use a graphic organizer to track the plot of the story... students to jot down notes as they read about possible conclusions they may be able to draw after completing the reading Challenge them to test their conclusions when they finish reading Have them