Glitzy Gems - McGraw-Hill Education · Review Glossary Vocabulary ... and can be cut to make gems, that minerals are non-living ... pages 11–13 about the properties of minerals

Winners! teacher notes adhere to the following format:

A general introduction to the book

A table of article information for the main articles

Text Type Science Concepts VocabularyNot Glossarized

Visual Literacy Features

High-Frequency Words

Phonics Revision

A table of outcomes, activities, and assessment for the main articles

Language Mode Outcome DemonstrationMaterials

Student Task Assessment

A suggested teaching sequence for each article. The teaching sequence for the main articles has sections for before, during, and after reading. Within these, there are opportunities for you to demonstrate and teach, and for the students to apply learning. The notes also contain graphic organizers for demonstration and for the students to complete.

A wrap-up of the book

Glitzy Gems

Earth ScienceRocks and Minerals

Minerals

Glitzy Gems - �

Glitzy GemsIntroduce the Book

Read the title to the students and have them look at the cover photo. Discuss this photo as it relates to the title. Introduce the discussion by asking questions such as:

What kind of dog do you think this is? Can you say what kind of gem the dog is wearing around its neck?Is this a good cover photo for a book with this title?How would you describe the gems in the photo? What are some words you would use?What connotations does the word glitzy have?

Ask the students to share information about any kinds of gems that they know. Have the students turn to the contents page. Revise the purpose of the table of contents by asking questions such as:

What does the table of contents tell you about what is in the book?Which page would you turn to if you wanted to find out about precious gems?Which article is the longest?Which chapter titles contain alliteration?

Ask the students what specific information they already know about gems. Fill in the brainstorm map graphic organizer OHT (on page 18) with their responses.Have the students turn to pages 2–3 to establish a purpose for reading. Read the questions with the students. Add their answers to the brainstorm map graphic organizer. Explain that as they read the article in the book, they need to be thinking about the information on the brainstorm map and checking to see if they were right.Ask the students to read aloud the words at the bottom of the page. Demonstrate how to use the pronunciation guide. Have the students read chorally the words five times to become fluent with the pronunciation.Have the students turn to the glossary on pages 30–31. Invite them to look at the photos and read the glossary words and definitions. Write on the board any words in the glossary definitions that students do not know the meaning of, for example: matter, crust, solid. Tell the students that they need to look out for these words as they read.

Glitzy Gems - �

Treasure Down DeepArticle Information

Text Type Science Concepts

VocabularyNot Glossarized



Phonics Revision

Feature Article Minerals are solids that occur naturally in the ground or in rocks.Minerals have different properties, e.g. hard/soft, dull/shiny.

amethyst, chalk, citrine, crust, diamond, gems, graphite, particles, pattern, powder, property, quartz, regular, salt, scale, structure, talc

Labelled diagramPhotosFlow chartTable

about, found, know, little, more, much, only, other, small, them, would

c+le: particles, people, purple

Outcomes, Activities, Assessment



Vocabulary Use abstract, derived roots from Greek and Latin to clarify the meaning of complex words.

Word matcher OHT

Complete word matcher.

Word matcher

ReadingComprehension

Discern main ideas and concepts presented in factual text.

Categorization plan OHT

Complete categorization plan.

Categorization plan

Writing Strategies/Applications

Create an expository paragraph. Mineral paragraph OHT

Research a mineral and write a paragraph including the relevant information.

Appropriateness of paragraph to objectives

Speaking and Listening

Use volume, phrasing, and pace to enhance meaning.

Paragraph written as writing demonstration

Rehearse and present paragraph to the group.

Quality and appropriateness of presentation

Glitzy Gems - �

Before ReadingIntroduce the Text and Build Background

Have the students turn to page 4 and read the title of the article. Discuss the word treasure as it relates to the subject of the book. Have the students read the text on page 4. Establish that gems are items of great value.Discuss the words down deep. Why is the treasure down deep? Invite the students to make predictions about the subject matter of the article based on this title. Add any new ideas to the brainstorm map graphic organizer.Ask the students to read the text on page 5. Discuss the concept of the Earth’s crust. Ask the students if they know any other uses of the word crust. Invite them to relate other meanings of the word to that which is used in the text. Ask the students to compare the information on page 5 with their predictions based on the phrase down deep.

Demonstrate Reading Outcome

Use the categorization plan OHT (on page 19). Invite the students to look at the word Food. Explain that food is the subject.Tell the students that for any subject, there are different sub-categories of information. Explain that the categories may overlap, and can therefore be confusing. Tell the students that effective organization of the sub-categories will help with comprehension.Ask the students to look at the sub-categories of food. Demonstrate overlap between the categories, for example that meals and ingredients are different categories but that meals contain ingredients. Reinforce that the categorization plan helps clarify the differences between such overlapping categories. Tell the students they are going to create their own categorization plan.

Glitzy Gems - �

Food

Ingredient

Dish

Meal

One kind of food.It makes part of a mixture.

One part of a meal, like the dessert or salad.It has a mix of ingredients.

All the food people have at one time.Lunch and dinner are meals.

During ReadingReview Glossary Vocabulary

Have the students leaf through the article again, looking for the bold-faced words. Have the students read the words to reinforce the pronunciation. Then invite the students to give the meaning of the words or refer back to the glossary to refresh their memories.

Demonstrate Vocabulary Outcome

Discuss the word mineral with the students. Reinforce that minerals come from under the ground. Ask if they can think of any similar words that also have the connotation of underground. Elicit the answer mine, or mining.Tell the students that both of these words derived from a common Latin root that means mine, and that the word mineral was based on this older word in order to convey the sense of something that is obtained by mining. Explain to the students that many words in English are derived from root words that come from either Latin or Greek. Tell them that awareness of the root can help to clarify the meanings of words.Use the word matcher OHT (on page 21). Draw lines to connect mineral, minera, and mine. Tell the students that other difficult words in the text can be clarified by awareness of their Greek or Latin roots.

Teach Reading Outcome

Hand out the categorization plan (on page 20). Ask the students to locate the words special stones on page 4–5. Tell them that special stones are the subject of their categorization plan. Explain that the three sub-categories will be gemstones, minerals and crystals. Tell the students that they need to look out for these words as they read the article.

Apply Reading Outcome

Have the students write gemstones, minerals, and crystals as the sub-categories of their categorization plans. Ask the students to read the rest of the article. Invite them to make notes on the meanings of the words gemstones, minerals, and crystals.

Glitzy Gems - �

English word Greek/Latin word Meaning mineral carbo (Latin) chalk

crystals gypsos (Greek) brighten

lustre minera (Greek) ice

diamond partem (Latin) mine

carbon lustrare (Latin) hardest

gypsum graphein (Greek) write

graphite crystallum (Latin) charcoal

particles adamentum (Latin) piece

After ReadingApply Comprehension Outcome

Revisit the appropriate pages to complete the categorization plans by describing the distinguishing features of each sub-category. Help the students to identify the salient details in the text, i.e, that gemstones are crystals and minerals, and can be cut to make gems, that minerals are non-living substances found underground that are often crystals, and that crystals are minerals with a regular atomic structure.Revisit the discussion of the sub-categories of food. Compare the special stones categorization plan to reinforce the concept that sub-categories can overlap and be confusing.

Apply Vocabulary Outcome

Hand out the word matcher (on page 21). Revisit the discussion of the Latin root minera and its similarity to both mineral and mine. Ask the students to identify the Latin/Greek root words and meanings of the words on the word matcher by drawing lines to connect them.When the students have completed their word matchers brainstorm any other words they can think of that derive from the Latin/Greek roots on the word matcher. Analyze the way in which the root meaning functions in each of the words, for example light+writing=photography.

Demonstrate Writing Outcome

Use the written paragraph OHT (on page 22). Revisit the information on pages 11–13 about the properties of minerals. Reinforce that colour, shape, size, hardness, lustre, and streak are the terms in which one describes a mineral. Write a description of diamond on the OHT. Think aloud as you write, for example Diamond is a mineral. It is 10 on the Mohs scale. It is clear. It has a white streak. It has a shiny lustre. People use it to make jewellery.

Apply Writing Outcome

Hand out the written paragraph paper (on page 22). Invite the students to choose another mineral mentioned in the article. Have them write a description of the mineral similar to your description of diamond. Ask them to conclude their paragraph by describing a way in which people use the mineral in question.Invite the students to use the library or Internet to research their mineral, and as a source for visual aids.

Glitzy Gems - �

Mineral:

Demonstrate Oral Language Outcome

Present your written paragraph to the group. Show them how to hold it up to the audience, and read it fluently and with expression.

Apply Oral Language Outcome

Have the students rehearse and present their paragraphs to the group. If you have suitable equipment, you may want to have the students scan these and project them to aid their presentation.

High-Frequency Words and PhonicsTeach or revise high-frequency words and phonics as necessary.

Glitzy Gems - �

Precious GemsArticle Information

Text Type Science Concepts VocabularyNot Glossarized



Phonics Revision

Comparison Some minerals are cut and polished. Then they change their appearance.

beryl, chromium, corundum, diamonds, emeralds, gems, iron, precious, rubies, sapphires, semi-precious, titanium

Photo montage many, more, much, than

Double vowels: chromium, diamonds, titanium




Vocabulary Use affixes to analyze meanings of words.

Word web OHT Fill in word web. Word web


Organize information from factual text.

Comparison chart OHT

Complete comparison chart.

Comparison chart


Use effective and coherent organizational pattern.

Complete sentences to compare and contrast information.

Quality and appropriateness of completed sentences


Have the students turn to page 14 and read the title of the article. Discuss with the students the word precious. Invite volunteers to provide definitions of the word precious and examples of its use. Elicit that precious means very valuable, and can connote a monetary sense, as in this article, but also an emotional sense. Revisit the discussion of Greek and Latin roots and tell the students that precious is derived from the same root as price.

Glitzy Gems - �

During ReadingTeach Reading Outcome

Have the students read pages 14–15. Revisit the discussion of the properties of minerals. Ask the students to identify which properties are discussed for each of the precious gems on pages 14–15. Elicit that colour and Mohs scale hardness are discussed.Use the comparison chart OHT (on page 23). Note that diamonds are treated differently from the other gems in that they: have the same name as their component mineral; and are not mixed with any other substance. Tell the students that the other gems are made from minerals with names that are different from that of the gem itself, and that the mineral is mixed with another substance. Tell the students that they must identify the information for these categories from the text.


Hand out the comparison chart (on page 23). Have the students fill in the chart using the information from the text.

After ReadingApply Comprehension Outcome

Discuss the differences between the various gems with the students. Ask the students which properties of minerals that were discussed in the previous articles have not been discussed here. Elicit lustre and streak.Revisit the previous article to obtain further information about the four precious gems. Ask the students if they think the other gems have the same lustre as diamonds and invite them to recall the information about the lustre of diamonds in the first article. Reinforce that sapphires and rubies are made of corundum, and have the students revisit the first article to find information about corundum and infer the streak colour of sapphires and rubies.

Diamonds Rubies Sapphires Emeralds

Mohs scale 10

Colour clear

Mineral

Mixed with

Glitzy Gems - �

Teach Vocabulary Outcome

Discuss with the students the way in which semi in semi-precious modifies the word precious. Invite volunteers to provide a definition of semi. Elicit that semi is a prefix that modifies words by adding the connotation of partly or to a lesser extent.Revisit the discussion of Greek and Latin roots and tell the students that semi is derived from Latin. Explain that the Latin word itself is derived from an even earlier root that is similar to the Greek root hemi, and that hemi also appears in modern English. English thus has two separate Latin and Greek words that both mean half. Discuss the word hemisphere as an example.Use the word web OHT (on page 24). Write the word semi in the centre bubble.Discuss the difference between semi meaning half, and semi in the modern sense of partly, or less than.

Teach Vocabulary Outcome

Hand out the word web (on page 24).Invite the students to brainstorm any words they can think of containing semi. Discuss which of these words still retain the sense of half, such as semicircle, and which mean partly.

Teach Writing Outcome

Tell the students that the four precious gems on pages 14–15 are compared and contrasted in terms of their properties. Explain that the information provided does not simply allow the students to describe the properties of a given gem, but also to compare it to another gem. Invite volunteers to provide words that are useful for comparing and contrasting. Elicit words such as more, less, than, and the -er ending.


Hand out the sentences paper (on page 25). Invite the students to use the information on pages 14–15 to complete the sentences.

Apply Oral Language Outcome

Have the students rehearse and present their sentences to the group.

High-Frequency Words and Phonics

Teach or revise high-frequency words and phonics as necessary.

Glitzy Gems - �0

1. ______________________is the hardest gem.

2. ______________________is harder than ______________.

3. ______________________is softer than _______________.

4. ______________________is the softest gem.

5. _______________________________ and _______________ are both made from _________________ .

6. ___________________, _______________________________, and _________________have more colour than ____________.

The Four C’sArticle Information

Text Type Science Concepts Visual Literacy Features

Brochure Some minerals are cut and polished. Then they change their appearance.

Photos





Extract information from factual text.

Idea web OHT Complete idea web. Idea web


Write a personal letter, including date, salutation, body, closing, and signature.

Letter OHT Write a personal letter. Appropriateness and coherence of letter


Have the students turn to pages 16–17 and read the text type sidebar. Discuss the concept of a brochure, and what its purpose is. Ask the students about the man on page 16. Where does he work? What kind of job does he do? Who is he showing the jewellery to?Tell the students that this brochure provides potential customers with information that they need to know when shopping for diamond jewellery. Its purpose is to invite customers to come to the store and use the information in the brochure to choose diamonds.

Glitzy Gems - ��


Use the idea web OHT (on page 26). Write The Four C’s in the centre bubble.Reinforce with the students that the four C’s are carat, colour, clarity, and cut. Explain to the students that these are specialist words, known to people such as the man in the picture who work with diamonds, but possibly not known to all potential customers. Reinforce that the purpose of the brochure is to help such customers understand the specialist words that they will encounter if they go to the store.


Hand out the idea web (on page 26). Ask the students to fill in the bubbles with the four C’s, and to briefly summarize for the customer what each of the four C’s means, with a key word or key phrase.

After ReadingTeach Writing Outcome

Reinforce that the brochure is a tool by which the diamond store communicates with potential customers.Explain to the students that customers who receive the brochure will hopefully be persuaded to buy some of the store’s diamonds. Using the letter OHT (on page 27), tell the students that it is from a potential customer who has read the brochure and wants more information about a diamond that the store has in stock.Read through the letter with the students, identifying the standard features of a letter, i.e., date, salutation, body, closing, and signature. Tell the students that they are going to write their own letter in reply on behalf of the store.


Hand out the letter paper (on page 28). Invite the students to use the information provided to write an answer to the customer letter. Remind the students to include the standard features of a letter.

7/12/2008

Dear Sir/Madam

Thank you for your brochure. I am writing about the diamond on page 5. It is called the Queen Mary. Can you tell me what carat weight it is? How about the cut, clarity, and colour? Finally, how much does it cost?

Thank you very much.

Yours sincerely,

Calvin Cable


Stardust or Precious Gem?Article Information

Text Type Visual Literacy Elements

Comic Strip Illustrations Speech bubbles




ReadingFluency

Read fluently with expression and intonation.

Make a presentation in groups of four.

Ability to read fluently with expression


Read pages 18–19 with the students and discuss the title. Why is the word stardust in the title? Invite the students to identify a word that relates to stardust, i.e., meteorite, and elicit that the characters are not sure if the rock they have found is a gem or a meteorite. Do the students think the title is appropriate for this story?Explain to the students that they are going to read this comic strip as if it was a play script. The background colour behind the text will help them know which character is speaking.

Demonstrate Reading Outcome

Read the entire text to the students, changing your voice for each different character.


Have the students read the text along with you, changing their voices appropriately.


Assign the students different roles. Have them practise reading the article until they are fluent. Present readings to the class.


After ReadingDiscuss the story with the students. Use starter questions, such as:

Why are the three characters digging when the story begins?Do you think this story does a good job of describing the process of identifying a mineral by its properties?What is a word to describe the way Kelly is feeling in the bottom left panel on page 23?Did you learn any extra information about gems and minerals from the story?


Multimedia InformationExplore the multimedia pages with the students.

FAQS

Discuss with the students how they use the Internet to access information.Have them read the FAQS page. Invite the students to formulate further questions that they think may be frequently asked about gems and minerals and to which they do not know the answers. List these questions and discuss the keywords that they would use in an Internet search for the answers.Assign the students the task of finding the answers on the Internet.Discuss the answers and also the process they used. Use questions such as these to start the discussion if necessary:

How many sites did you have to visit in order to find the answers? Could you have refined your search better at the outset? Are there some sites, for example, Wikipedia, that you go to first? How can you check that information you find on the Internet is correct?

Are You a Diamond in the Rough?

Discuss the text on page 27. Ask the students if they have ever heard of these kinds of diamonds. Ask them if they think the information is true, or if it has been made up.Invite the students to use the Internet to track down information about the human diamonds.Discuss the students’ research when it is complete. Ask if they were able to confirm the truth or otherwise of the information. Use starter questions such as:

Which search tools did you find useful?Which websites did you find useful?Were you able to confirm your findings by cross-referencing them with two or more websites?How is it different using the Internet to track down a specific event, as opposed to using it to gather information about a generalized subject, such as minerals?


Quick 8 QuizHave the students take the quiz. Choose whether you want them to give the answers orally or write their responses. If you choose to have the students write their responses, hand out page 29.You may want to use this as a formal assessment of science concepts, in which case you will not allow them to refer back to the text. If you are using the quiz as an informal assessment, let the students turn to page 32 of the book for clues that will direct them back to the appropriate page for the information.

Learn MoreChoose whether you want the students to work independently, in pairs, in ability groups or mixed ability groups to learn more about glitzy gems. You may need to specifically teach the following:

• How to use people, and/or books, and/or the Internet to find information• How to take notes • How to draw diagrams• How to order facts• How to choose subheadings• How to revise a draft• How to check spelling, grammar, and punctuation• How to present work appropriately

Set a time for the research project to be finished. Tell the students the form that the presentation will take.


Wrap-UpRefer back to the initial brainstorm map graphic organizer. Reread the map. Add to or revise any information on the map. Draw a square around the map. Have the students say where they found the information in the brainstorm map graphic organizer. Record this information in the rectangle.

Discuss the book with the students. Use the following questions as discussion starters if necessary: What do you now know about minerals and gems that you did not know before you started reading?What made this book easy or hard to understand?Which article did you like the most? Why?What did you like best about the book? Why?Which words did you find hard to pronounce, understand, read?If you had written the book, what would you have included, left out? Why?Do you think the author did a good job of interesting you in minerals? Why or why not?How could you use the information and strategies somewhere else that you learned while you were reading this book?


Glitzy Gems

Permission is given to teachers to reproduce this page for classroom use.

Page ��

Name:____________________________

Treasure Down Deep Brainstorm Map

Glitzy Gems


Page ��

Treasure Down Deep Categorization Plan

Food

Ingredient

Dish

Meal

One kind of food.It makes part of a mixture.

One part of a meal, like the dessert or salad.It has a mix of ingredients.

All the food people have at one time.Lunch and dinner are meals.

Glitzy Gems


Page �0

Name:____________________________

Treasure Down Deep Categorization Plan

Glitzy Gems


Page ��

Treasure Down Deep Word Matcher

Name:____________________________

Treasure Down Deep Word Matcher

English word Greek/Latin word Meaning

mineral carbo (Latin) chalk

crystals gypsos (Greek) brighten

lustre minera (Greek) ice

diamond partem (Latin) mine

carbon lustrare (Latin) hardest

gypsum graphein (Greek) write

graphite crystallum (Latin) charcoal

particles adamentum (Latin) piece

Glitzy Gems


Page ��

Name:____________________________

Treasure Down Deep Written Paragraph

Mineral:

Glitzy Gems


Page ��

Name:____________________________

Precious Gems Comparison Chart

Name:____________________________

Diamonds Rubies Sapphires Emeralds

Mohs scale 10

Colour clear

Mineral

Mixed with

Precious Gems Word WebGlitzy Gems


Page ��

Name:____________________________

Precious Gems Complete SentencesGlitzy Gems


Page ��

Name:____________________________

1. ______________________is the hardest gem.

2. ______________________is harder than _______________.

3. ______________________is softer than _______________.

4. ______________________is the softest gem.

5. _______________________________ and _______________ are both made from __________________ .

6. ___________________, _______________________________, and _________________have more colour than _____________.

Glitzy Gems


Page ��

The Four C’s Idea Web

Name:____________________________

Glitzy Gems


Page ��

The Four C’s Letter

7/12/2008

Dear Sir/Madam

Thank you for your brochure. I am writing about the diamond on page 5. It is called the Queen Mary. Can you tell me what carat weight it is? How about the cut, clarity, and colour? Finally, how much does it cost?

Thank you very much.

Yours sincerely,

Calvin Cable

Queen Mary Diamond $2,000

10 carat

Flawless clarity

Pale pink

Brilliant cut

Glitzy Gems


Page ��

Name:____________________________

The Four C’s Letter

1. Where do people find minerals?

___________________________________________________________

___________________________________________________________

2. Why are diamonds so hard?

___________________________________________________________

___________________________________________________________

3. What kind of carbon is in pencils?

___________________________________________________________

___________________________________________________________

4. What does the Mohs scale show?

___________________________________________________________

___________________________________________________________

5. What colour is amethyst?

___________________________________________________________

___________________________________________________________

6. What gem is made from beryl?

___________________________________________________________

___________________________________________________________

7. What do people call clear diamonds?

___________________________________________________________

___________________________________________________________

8. What else can diamonds be made from?

___________________________________________________________

___________________________________________________________

Glitzy Gems


Page ��

Name:____________________________

Quick � Quiz

Documents

Glitzy Gems - McGraw-Hill Education · Review Glossary Vocabulary ... and can be cut to make gems, that minerals are non-living ... pages 11–13 about the properties of minerals