Reading peak 2 teachers guide

Power Vocabulary Introduce all the words in the Power Vocabulary section to the students and go through their meanings.. Power Vocabulary Introduce all the words in the Power Vocabular

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Reading Peak 2

Teacher's Guide

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Unit 1 | Lie Detectors

Reading Peak 2: Teacher’s Guide

Unit Objectives:

1 Students will learn about polygraphs and lie detectors

2 Students will practice finding main ideas

3 Students will understand the meanings of new words and be able to use the words

Have the students look at the picture What do they think the machine in the

picture is? (lie detector, polygraph, pulse monitor) Why do they think it is

connected to the person’s wrist? (to see if they’re lying, to check their pulse, to

measure their heart rate) Do they know of any other ways to tell if a person is

lying? (look at their eyes, check if they’re sweating, etc.)

What do you think?

Have the students answer the pre-reading questions as a class or in pairs

Encourage them to answer in complete sentences

Background Knowledge

Introduce the topic and then read the Background Knowledge text aloud for the

students Tell them to follow along in their books as you read

Power Vocabulary

Introduce all the words in the Power Vocabulary section to the students and go

through their meanings

Extra Idea (optional): Whispering Game

Divide the class into two teams and have each team form a line If there are an

odd number of students, one student can be the teacher’s “helper.” Whisper the

meaning of one of the Power Vocabulary words into the ear of the first student in

line for each team Tell the students to “pass the message” down the line until it

gets to the last student for each team That student must then write the correct

word on the blackboard

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During Reading

Have the students listen to the passage (recording) and follow along in the

student book Afterwards, ask the students what they can remember about the

text without looking at their books

 How polygraphs work (measures heartbeat, breathing, and sweating)

 Disadvantages of polygraphs (innocent people can also get nervous and

show a different physical response)

 Acceptance of polygraph tests in the modern world (rejected by most

countries, still used in some places by certain agencies)

As the students answer, take notes on the board Show the students different

ways to take notes (use different colors and/or shapes to separate the different

categories):

Example

Tibetan Nomads Home Shelter Clothes Food

Tibetan plateau Tents made of

Next, have the students read the passage out loud

Finding Main Ideas

Teach the students about the unit’s reading strategy Tell them that the main idea

of a passage tells what the passage is mostly about Then ask the students to tell

you what they think the main idea of the passage is

Extra Idea (optional): The Secret Word

Scan the passage before the class starts and pick out a frequently-used function

word (article, pronoun, preposition, etc.) Have the students stand up and read

the passage as a group, but tell them they are not allowed to say your chosen

word Whenever a student is caught saying the word, have them sit down

Continue until the passage is finished or until there is only one student left

standing Have that student finish reading the passage normally and give him/her

a small prize

After Reading

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through the activities as a class Remind them that they need to answer in

complete sentences for the second activity

Graphic Organizer

Refer the students back to the notes you made together on the board Go over the

different parts of your table/diagram: How polygraphs work (measures heartbeat,

breathing, and sweating); Disadvantages of polygraphs (innocent people can also

get nervous and show a different physical response); Acceptance of polygraph

tests in the modern world (rejected by most countries, still used in some places

by certain agencies)

Move on to the graphic organizer and have the students fill in the blanks Check

the answers as a class

Vocabulary Build-up

Do the exercise with the students Try to make sure they fill in the blanks on their

own

Briefly go through the Word Power box Have the students read the sample

sentences and then point out the words in focus

Extra Idea (optional): Draw Something, Too

Prepare small slips of paper with the Power Vocabulary words written on them

Put all the slips in a hat or bowl Divide the class into two teams and ask one

member from each team to come up to the front Pick a word from the hat/bowl

and whisper it to the two students Split the board into two halves and have the

students try to draw something that will help their team guess the word (no letters

or numbers allowed) The team that guesses the word first gets a point

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ANSWER KEY: STUDENT BOOK

1 How can you tell if someone is lying?

 I usually think someone is lying if they can’t look me in the eyes

 People often look up at the sky or the ceiling before telling a lie

2 Do you believe a machine can tell if people are lying?

 No, because I think people can find ways to trick the machine

 Yes, because machines can track how a person’s body reacts to certain questions

Finding Main Ideas

What is the main idea of this article?

- The main idea of this article is how lie detectors work and are used.

Reading Comprehension

Choose the best answer

Write the answers in full sentences

1 What happens when people are telling a lie?

- Their body response will change because they feel nervous or worried

2 Why do most countries not permit the results of polygraphs in court?

- It’s because most innocent people also get nervous when they have to take a lie detector test and the test might show that someone is guilty just because of signs of stress How can Tibetan nomads trade things?

- American police departments and government agencies, like the FBI or the CIA, still use polygraphs to question suspects

1 b 2 c 3 c

1 b 2 a

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ANSWER KEY: WORKBOOK

1 Even though I told the truth, Isaac wouldn’t believe me

2 Even though I heard the news, I hid it from my friends

3 Even though I practiced the violin very hard, I couldn’t do well at the concert

B

1 d 2 b 3 e 4 a 5 c

C

1 A machine can tell if someone is lying

2 This is why most countries don’t permit lie detector results

3 When people are telling a lie, their body response will change

4 The interviewer asks questions about a crime

5 Innocent people get nervous when they have to take a lie detector test

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Unit 2 | Ancient Greece

Unit Objectives:

1 Students will learn about life in ancient Greece

2 Students will practice recalling facts and details

in sentences

4 Students will practice summarizing passages and giving opinions

Power Vocabulary:

state, constant, gain, bear, courage, loyalty, brutal,

advantage, enemy, envy

LESSON GUIDE

Before Reading

Have the students look at the picture Where do they think the two men are from?

(ancient Greece, ancient Rome, Sparta) Have they seen people dressed like this

before? (Yes, in movies like 300 and Troy; Yes, in books about ancient

Greece/Rome) Why do they think the people are wearing metal on their bodies?

(to protect them while fighting)

Extra Idea (optional): Verb or Noun?

Tell the students that you are going to start reading the Power Vocabulary words

out loud Ask them to look up at the ceiling if the word you read is a noun, and

down at their desk if the word is a verb If the word you read isn’t a noun or a

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During Reading

student book Afterwards, ask the students what they can remember about the

text without looking at their books

 Strong Babies (physically fit, left to die if too weak)

 Training (boys and girls started at the age of seven, strong women bear

strong babies, harder for boys, boys joined “The Agoge”)

 Men and Women Fought (men went to war, women protected their

homes and land)

 Strong and Powerful Sparta (best warriors in ancient Greece, enemies

envied Sparta’s power

categories):

Example

Ancient Greece Strong Babies - Babies checked to see if physically fit - If baby was too weak, it was left to die

Training - Boys and girls started at 7

- Believed that strong women would bear strong babies

Men and Women Fought - Harder for boys

- Boys joined “The Agoge”

Strong and Powerful

Sparta

- Men went to war

- Women protected their homes and land

Recalling Facts and Details

Teach the students about the unit’s reading strategy Then ask the students to

describe the training that Spartan boys went through See if they can also

remember the reasons behind each method of training

Extra Idea (optional): And Now the News

Ask the students to pretend they are TV newscasters Have each student read one

paragraph from the passage Encourage them to use expressive voices and

gestures when reading Afterwards, take a vote to see who the students thought

the best newscaster was

After Reading

Have the students complete both activities on their own If you feel that the

students are not at the level to answer the questions on their own yet, you can go

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different parts of your table/diagram: Strong babies (physically fit, left to die if

too weak); Training (boys and girls started at the age of seven, strong women

bear strong babies, harder for boys, boys joined “The Agoge”); Men and Women

Fought (men went to war, women protected their homes and land); Strong and

Powerful Sparta (best warriors in ancient Greece, enemies envied Sparta’s

power)

own

Extra Idea (optional): Missing Words

Prepare sample sentences containing the words in the Power Vocabulary and

write them on slips of paper with the actual Power Vocabulary words blanked out

Put all the slips of paper in a hat or bowl Have each student come up to the front

and pull one piece of paper out Tell them to read the sentence out loud and then

guess what the correct word for the blank is

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1 What was life like in ancient Greece?

- There were many wars and battles

- People had to spend a lot of time learning how to fight

2 What would life be like for a Spartan child?

- It would be difficult because they had to start training at a young age

How were Spartan boys taught?

- Spartan boys joined the “Agoge,” an educational system which taught them war

songs, hunting, history, and sports.

1 b 2 a 3 a 4 c 5 b

1 What happened to Spartan babies who were NOT physically fit to become

warriors?

- They were left to die

2 Why did Spartan girls go through physical training?

- Spartan girls went through physical training because Spartans believed that strong women would bear strong babies Also, women had to protect their homes and land during war

- Enemies envied the power and strength of Sparta because Sparta produced the best warriors among the 20 polises in ancient Greece

1 b 2 d 3 c

1 a 2 b

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1 Hawaii is more beautiful than the Mediterranean

2 The movie is more interesting than this book

3 The Christmas tree is taller than my sister

B

1 b 2 c 3 a 4 e 5 d

C

1 Spartans believed that strong women would bear strong babies

2 There were constant battles to gain land

3 If they thought a baby was too weak, it was left to die

4 Girls and women had to protect their homes

5 Their tough education was an advantage during times of war

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Unit 3 | Beavers

Unit Objectives:

1 Students will learn about beavers

2 Students will learn to recognize causes and effects

3 Students will understand the meanings of new words and be

able to use the words in sentences

Have the students look at the picture Have they seen a beaver before? (yes, at the

zoo; no) What does a beaver look like? (mouse, rat) What do they think the

beaver is carrying? (branch, stick) Why do they think beavers gather

branches/sticks? (to build homes, to make dams)

Have the students answer the pre-reading questions as a class, in pairs or

individually Encourage them to answer in complete sentences

Introduce the unit’s key words and go through the word meanings

Extra Idea (optional): Quiz Show

Write all the Power Vocabulary words on the board Split the students into three

teams Have a student from each team come to the front of the class Tell them

that you’re going to read a word definition out loud, and if they know the answer,

they should ring a bell/buzzer (if you have props) or raise their hand Ask the

student who rings the bell/buzzer or raises their hand first what the answer is If

their answer is correct, they get a point for their team

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During Reading

student book Afterwards, ask the students what they remember about the text

without looking at their books

 How beavers build (cut trees down with teeth; pileup logs, branches, and

leaves; fill in gaps with mud)

 What beavers can build (dams when the water is low, lodges when the

water is high)

 Benefits of beavers’ construction (maintain water systems’ health,

provide safe homes for beavers, help other animals survive)

categories):

Example

Beavers How They Build What They Build Benefits of Their Construction

- Cut down trees with teeth

- Pile up logs, branches, and leaves

- Fill in gaps with mud

- Dams when water is low

- Lodges when water is high

- Maintain water systems’ health

- Provide safe homes for beavers

- Help other animals survive

Recognizing cause and effect

Teach the students about the unit’s reading strategy Then ask the students why

it is safe for beavers to live in lodges If they have trouble thinking of the answer,

ask them where the entrances for lodges are (underneath the water) and then ask

them if all animals can swim

Extra Idea (optional): Word Scavenger Hunt

Make a list of all the Power Vocabulary words (in the same order they appear in

the passage) on the board Tell your students to start reading the passage quietly

in their seats and to raise their hand when they find one of the words on the list

Ask the student who finds the word first to read the sentence that contains the

word out loud Ask them if they also remember the meaning of the word (they

can check the definition in the Power Vocabulary section if they can’t remember

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Point out that the answer to question one in the first activity is the main idea of

the unit’s text

different parts of your table/diagram: How beavers build (cut down trees using

teeth; pile up logs, branches, and leaves; fill in gaps with mud); What beavers

can build (dams when the water is low, lodges when the water is high); Benefits

of beavers’ construction (maintain water systems’ health, provide safe homes for

beavers, help other animals survive)

own

Briefly go through the Word Power box Ask the students to read the sample

sentences (individually or as a group) and then point out the words in focus

Extra Idea (optional): Sum it Up

Ask the students to work in groups of four Tell them to read the passage again,

and then to work together to write their own summary of the passage Have all

the groups present their summaries to the class Take a vote to see which group

created the best summary and give the winning group a small prize

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1 What do beavers look like?

- They look like big, furry rats

- They have feet like ducks and a big tail

2 What is an important feature of beavers?

- They can swim

- They have large, powerful front teeth

Why is it safe for beavers to live in lodges?

- Since it is difficult for other animals to swim underwater, the homes are safe

places for beavers to live in

1 What do beavers’ dams attract?

 They attract other animals that live in or near water.

2 Why do beavers need dams?

 Beavers need dams because dams maintain a steady water level and stop floods from destroying their homes

3 When do beavers build dams?

 When the water levels are low in wetlands, beavers build dams

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1 It is difficult for me to fully understand my parents

2 It is not hard for me to read John’s feelings

3 It is easy for Emma to wake up early in the morning

B

1 e 2 d 3 a 4 c 5 b

C

1 Beavers use mud to fill in the gaps

2 These homes have entrances underneath the water

3 When the water level is high enough, beavers build lodges

4 The construction of dams and lodges provides safe homes for beavers

5 Dams stop floods from destroying their homes

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Unit 4 | Ultraviolet Light

Unit Objectives:

1 Students will learn about ultraviolet light and how it affects us

2 Students will practice scanning through a text

LESSON GUIDE

Before Reading

Have the students look at the picture What do they see? (bright light, shining

light) What differences do they notice between the picture and the sunlight they

see every day? (color is blue/violet, sky is dark around it instead of bright)

Extra Idea (optional): Time is Ticking

Have the students work in pairs Tell each pair that they have one minute (you

can extend the time limit if you’d like) to make as many sentences as possible

using the different words from the Power Vocabulary section Each correct

sentence (spelling and grammar count) they make is worth one point The team

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During Reading

 Different kinds of light (visible, UV)

 Kinds of UV light (UVA, UVB, UVC)

 How far UV rays travel (some don’t reach the Earth, some only reach

your skin’s surface, some penetrate the skin)

Pass into skin Only reach the surface of skin Do not reach Earth

Scanning

Teach the students about the unit’s reading strategy Then ask the students to

briefly look through the text and tell you which type of UV rays cause the aging

and wrinkling of the skin

Extra Idea (optional): Word Mix-up

Prepare copies of the passage for the students On the copies, switch all of the

Power Vocabulary words around with each other Ask the students to read the

text as a group normally and then tell them to stop after each sentence with a

Power Vocabulary word is read Ask the students which word in the sentence

should not be there and what word it should be replaced with

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After Reading

Have the students complete both exercises on their own If you feel that the

the unit’s text

different parts of your table/diagram: Different kinds of light (visible, UV);

Kinds of UV light (UVA, UVB, UVC); How far UV rays travel (some don’t

reach the Earth, some only reach your skin’s surface, some penetrate the skin)

own

Extra Idea (optional): Guess the Word

Have the students work in groups of four Write all the Power Vocabulary words

on the board Give the students one minute to read the meanings of the words

from the Power Vocabulary section Ask the students to close their books and

then read the different definitions from the Power Vocabulary aloud Have each

group write down what they think each word is Correct the answers together as

a class

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1 What color is light?

 It’s white/yellow/orange

 There are many different colors of light

2 Why do we need sunscreen when we go out on sunny days?

 We need it so we don’t get a sunburn

 If we don’t use sunscreen, we may get skin cancer

Scanning

Which UV rays cause the aging and wrinkling of the skin?

- UVA rays cause the aging and wrinkling of the skin

1 How is UV light different from normal light?

- UV light has shorter wavelengths than visible light and it has more energy, so it can pass through objects

2 Which UV rays can pass deeper into the skin?

- UVA rays can pass deeper into the skin

3 What are the two benefits of sunscreen?

- Sunscreen can protect you from sunburns and lowers the risk of skin cancer

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1 I’m reading a book that was written by a famous novelist

2 Sean joined the club that is one of the most popular in his school

3 I wore my new hat that was given to me by my friend Julie

B

C

1 UVB rays reach the surface of the skin

2 This doesn’t mean we’re safe from UVA and UVB rays

3 It can protect your skin cells from the greater danger of skin cancer

4 UVA rays are capable of passing into the skin

5 It is harmful because it can cause changes in the cells

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Unit 5 | Greek Mythology

Unit Objectives:

1 Students will learn about Greek mythology and the story of

Apollo, Daphne and laurel crowns

2 Students will learn to understand sequences

Have the students look at the picture Who do they think the statues in the

picture are? (characters from Greek mythology, Greek gods and goddesses)

Where do they usually see statues like these? (museums, theaters) Why did the

ancient Greeks have so many gods? (represented different things, some were

good/bad)

Extra Idea (optional): Scramble for Words

Prepare small cardboard cards with 5-10 words from the unit’s Power Vocabulary

and their meanings Half of the cards should have vocabulary words written on

them and half should have word meanings (or synonyms) written on them Spread

all the cards out on the floor and have the students come over and pick out two cards

that match After picking their cards, each student goes up to the board and sticks

the two cards next to each other Continue the activity until there are no cards left

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on the floor Review the vocabulary words and their meanings (or synonyms) with

the students after the activity is finished

During Reading

 Aphrodite (goddess of beauty, falls in love with Apollo, gets angry and

tells her son to make Apollo fall in love)

 Apollo (known for his charm, did not love any girls, is made to fall in

love with Daphne)

 Eros (son of Aphrodite, god of love, makes Apollo fall in love with

Daphne)

 Daphne (a beautiful fairy, did not love Apollo, father turned her into a

laurel tree to save her)

categories):

Example

Aphrodite Apollo Eros Daphne

- Goddess of Beauty

- Falls in love with Apollo

- Gets angry, tells her son

to make Apollo fall in love

- Son of Aphrodite

- God of love

- Makes Apollo fall

in love with Daphne

Understanding Sequences

Teach the students about the unit’s reading strategy Ask the students what

happened when Eros used his power on Apollo Also ask them about the most

important events in the story and discuss each one

Extra Idea (optional): Forward and Backward

Tell the students that they will take turns reading one sentence each from the

passage After each student finishes reading their sentence, they will point either

left or right If they point right, then the next student has to read the sentence

AFTER the one that was just read If they point left, then the next student has to

read the sentence BEFORE the one that was just read

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After Reading

Have the students complete both exercises on their own If you feel that the students

are not at the level to answer the questions on their own yet, you can go through the

activities as a class Remind them that they need to answer in complete sentences

for the second activity

the unit’s text

different part of your table/diagram: Aphrodite (goddess of beauty, falls in love

with Apollo, gets angry and tells her son to make Apollo fall in love); Apollo

(known for his charm, did not love any girls, is made to fall in love with Daphne);

Eros (son of Aphrodite, god of love, makes Apollo fall in love with

Daphne);Daphne (a beautiful fairy, did not love Apollo, father turned her into a

laurel tree to save her)

own

Extra Idea (optional): Word Lottery

Prepare small slips of paper with the Power Vocabulary words written on them Put

all of the slips of paper in a hat or bowl Have each student come to the front and

pull out a word Tell the student to read the word out loud for the class and then to

use that word in a sentence

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1 Do you know any Greek myths?

- I know the story of Ulysses and the sphinx

- I heard that Zeus was the father of the gods and could throw thunderbolts

2 Who is your favorite god from Greek mythology?

- I like Hermes because he could run very fast

- My favorite is Athena because she was strong and smart

What happened when Eros used his powers on Apollo?

- Apollo fell in love with Daphne, a beautiful fairy

1 In Greek mythology, who could make anyone fall in love?

 Eros could make anyone fall in love with one pull of his bow and arrow?

2 What did Daphne’s father do to help her?

 He turned his daughter into a laurel tree

3 Who did Apollo give laurel crowns to?

 He gave laurel crowns to great athletes and poets

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1 Have you tasted meat pie?

2 Have you built a building with bricks?

3 Have you been to Paris and visited the Louvre?

B

C

1 Eros could make anyone fall in love

2 He chased after Daphne but she ran away from him

3 Aphrodite commanded Eros to make Apollo fall in love

4 These crowns stem from the story of Apollo and Daphne

5 Apollo gave laurel crowns to great athletes and poets

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Unit 6 | UFOs

Unit Objectives:

1 Students will learn about UFOs and the story behind them

2 Students will learn to identify an author’s purpose

Have the students look at the picture What do they see? (A UFO, a flying saucer)

Where have they seen UFOs before? (alien movies, TV) Have they ever seen

lights in the sky? (airplanes, high towers, fireworks) Do they think UFOs and

aliens exist? (yes, no)

Extra Idea (optional): Whispering Game

Divide the class into two teams and have each team form a line If there are an odd

number of students, one student can be the teacher’s “helper.” Whisper the meaning

of one of the Power Vocabulary words into the ear of the first student in line for

each team Tell the students to “pass the message” down the line until it gets to the

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During Reading

Have the students listen to the recording of the text and follow along in the

 First “sightings” of UFOs (many reports in the 1940s and 1950s)

 US military investigates reports (announced that there was no evidence

in 1970)

 Experts explain UFOs (strange clouds, light, airplanes)

 UFOs today (still no evidence, but people still believe)

categories):

Example

1 Many “sightings” of UFOs in the 1940s and 1950s

2 US Military investigation yields no evidence

3 Experts say UFOs could be just strange clouds, lights, or

airplanes in the sky

4 Still no evidence of UFOs, but people still believe in them

Identifying the Author’s Purpose

Teach the students about the unit’s reading strategy Then ask the students what

the author is trying to explain in the third paragraph

Extra Idea (optional): The Secret Word

Scan the passage before the class starts and pick out a frequently-used function word

(article, pronoun, preposition, etc.) Have the students stand up and read the passage

as a group, but tell them they are not allowed to say your chosen word Whenever a

student is caught saying the word, have them sit down Continue until the passage is

finished or until there is only one student left standing Have that student finish

reading the passage normally and give him/her a small prize

After Reading

Have the students complete both activities on their own If you feel that the students

are not at the level to answer the questions on their own yet, you can go through the

activities as a class Remind them that they need to answer in complete sentences for

the second activity

Point out that the answer to question number one in the first activity is the main

idea of the unit’s text

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different parts of your table/diagram: First “sightings” of UFOs (many reports in

the 1940s and 1950s); US military investigates reports (announced that there was

no evidence in 1970); Experts explain UFOs (strange clouds, light, airplanes);

UFOs today (still no evidence, but people still believe)

Go through the Vocabulary Build-up exercise with the students Try to make

sure they fill in the blanks on their own

Briefly go through the contents of the Word Power box Ask the students to read

the sample sentences (individually or as a group) and then point out the words in

focus

Extra Idea (optional): Draw Something, Too

Prepare small slips of paper with the Power Vocabulary words written on them

Put all the slips in a hat or bowl Divide the class into two teams and ask one

member from each team to come up to the front Pick a word from the hat/bowl

and whisper it to the two students Split the board into two halves and have the

students try to draw something that will help their team guess the word (no letters

or numbers allowed) The team that guesses the word first gets a point

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1 Do you think UFOs really exist?

- No, I think people just saw other things in the sky

- Yes, I think there really are aliens and UFOs

2 What do UFOs look like?

- I think they are round and flat

- I think they look like the ships from movies like Star Wars

 The author tries to explain that most reports of UFOs are from people with no

knowledge about astronomy

1 What do most people think about UFOs?

- Most people don’t believe that aliens have visited the Earth in spaceships What is the daily diet of Tibetan nomads?

2 What do people mistake for an alien spaceship?

- They mistake a strange cloud, light, or airplane for an alien spaceship

3 What is the problem with the UFO debate?

- It is that it’s almost impossible to prove that aliens have never visited the Earth

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1 If there are any health problems

2 If you can come to the party on time

3 If Christine has been to any foreign countries

B

C

1 Astronomers who study these kinds of things are very firm

2 Scientists lack evidence that UFOs don’t exist

3 They announced that there was no evidence of UFOs

4 No astronomer has ever reported seeing a UFO

5 The U.S military received many reports of UFOs in the 1940s

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Unit 7 | Five Senses

Unit Objectives:

1 Students will learn about the five senses

2 Students will practice using a graphic organizer

3 Students will understand the meanings of new words and be

able to use the words in sentences

Have the students look at the picture What do they think today’s lesson will be

about? (parts of the body, five sense organs) Which of their five senses do they

use the most often? (sight, sound, touch) Which one do they use the least? (smell,

taste)

Extra Idea (optional): Verb or Noun

Tell the students that you are going to start reading the Power Vocabulary words out

loud Ask them to look up at the ceiling if the word you read is a noun, and down at

their desk if the word is a verb If the word you read isn’t a noun or a verb tell them

to look straight ahead

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During Reading

Have the students listen to the recording of the text and follow along in the student

book Afterwards, ask the students what they remember about the text without

looking at their books

 Elephants’ sense of sound (communication, helps them avoid danger)

 Elephants’ sense of smell (recognize individual members of the herd)

 Elephants’ sense of touch (helps them find water)

As the students answer, take notes on the board Show the students different ways

to take notes (use different colors and/or shapes to separate the different categories):

Example

Elephants Senses Sense of Sound Sense of Smell Sense of Touch

- Used for communication

- Helps them avoid danger

- Allows them to recognize each other

- Helps them find water

Using a Graphics Organizer

Teach the students about the unit’s reading strategy Then ask the students why

using graphic organizers is helpful Have them make their own graphic organizers

to organize the senses of elephants

Extra Idea (optional): And Now the News

Ask the students to pretend they are TV newscasters Have each student read one

paragraph from the passage Encourage them to use expressive voices and

gestures when reading Afterwards, take a vote to see who the students thought the

best newscaster was

After Reading

through the activities as a class Remind them that they need to answer in complete

sentences for the second activity

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helps them avoid danger); Elephants’ sense of smell (recognize individual members

of the herd); Elephants’ sense of touch (helps them find water)

Move on to the graphic organizer and have the students fill in the blanks Check the

answers as a class

Go through the Vocabulary Build-up exercise with the students Have them fill in

the blanks on their own

Extra Idea (optional): Missing Words

Prepare sample sentences containing the words in the Power Vocabulary and write

them on slips of paper with the actual Power Vocabulary words blanked out Put

all the slips of paper in a hat or bowl Have each student come up to the front and

pull one piece of paper out Tell them to read the sentence out loud and then guess

what the correct word for the blank is

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1 Which sense do you think is the most important?

 The sense of sight is important because people need to see

 Hearing is important because people get a lot on information from listening to

other people talk

2 Could you survive without your senses?

 I think I could survive if I lost maybe one or two of my senses

 No, I need all five senses to survive

Using a Graphic Organizer

Organize the senses of elephants

1 b 2 a 3 d 4 a 5 c

1 What would life be like without our senses?

- Humans and animals would have a hard time trying to live in the world

2 Why is elephants’ hearing thought to be the best out of all the creatures on land?

- Elephants talk to each other in a way that is beyond humans’ hearing abilities

3 How can a mother elephant recognize her baby?

- A mother elephant can recognize her baby by the smell from her dung

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1 Without money, you can’t buy a ticket

2 Without a jacket, I can’t stay warm

3 Without a great tutor, Mary can’t get good grades at school

B

1 d 2 e 3 a 4 b 5 c

C

1 The value of each sense is different for every creature

2 They can tell where rainwater is

3 A mother elephant drops her baby elephant into a pile of her dung

4 Senses are used to gather necessary things

5 Their hearing is thought to be the best out of all the creatures on land

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Unit 8 |

Operas vs Musicals

Unit Objectives:

1 Students will learn about the differences between operas and musicals

2 Students will practice comparing and contrasting

in sentences

Power Vocabulary:

perform, costume, audience, composer, tragic,

character, dialog, element, inspire, fairly

LESSON GUIDE

Before Reading

Have the students look at the picture What do they see? (mask, piano) What does

the picture remind them of? (The Phantom of the Opera, masquerade ball) Are

they familiar with the story of The Phantom of the Opera? (Yes, my parents took

me to watch it; No, I’ve never heard of it)

Extra Idea (optional): Quiz Show

Write all the Power Vocabulary words on the board Split the students into three

teams Have a student from each team come to the front of the class Tell them

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During Reading

Have the students listen to the recording of the text and follow along in the

 Similarities between operas and musicals (singing, performed on stage,

costumes)

 Differences between operas and musicals (vocal style, kinds of stories,

venues, operas are older)

categories):

Example

Musicals vs Operas Similarities Differences

- Much older than musicals

Comparing and Contrasting

Teach the students about the unit’s reading strategy Then ask the students how the

singing in operas is different than the singing in musicals

Extra Idea (optional): Word Scavenger Hunt

Make a list of all the Power Vocabulary words (in the same order they appear in the

passage) on the board Tell your students to start reading the passage quietly in

their seats and to raise their hand when they find one of the words on the list Ask

the student who finds the word first to read the sentence that contains the word out

loud Ask them if they also remember the meaning of the word (they can check the

definition in the Power Vocabulary section if they can’t remember it)

After Reading

students are not at the level to answer the exercises on their own yet, you can go

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different parts of your table/diagram: Similarities between operas and musicals

(singing, performed on stage, costumes); Differences between operas and

musicals (vocal style, kinds of stories, venues, operas are older)

Go through the Vocabulary Build-up exercise with the students Have them fill

in the blanks on their own

Extra Idea (optional): Sum it Up

Ask the students to work in groups of four Tell them to read the passage again,

and then to work together to write their own summary of the passage Have all

the groups present their summaries to the class Take a vote to see which group

created the best summary and give the winning group a small prize

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1 What kinds of performances have you experienced?

 I watched a play in school

 I saw a ballet performance on TV

2 Have you heard of The Phantom of the Opera?

 Yes, it’s the story of a man who lives in an opera house

 I think it’s a story about a man with a mask

Comparing and Contrasting

How is the singing in operas different from the singing in musicals?

- Generally, musicals have a lighter vocal style than operas

1 Why must opera singers sing loudly?

- They must sing loudly because most opera houses don’t have microphones

2 When were the first musicals performed?

- They were performed in 1879

3 What is the vocal style of musicals like?

- Musicals generally have a lighter vocal style than operas

1 d 2 d 3 c

4 b 5 a

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