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GUIDED SILENT READINGUsing non fiction text

sample eBook

BOOK SEVENPart 1 and 2 School Journals 2000-2004

Hilton Ayrey

Copyright © 2006 Handy Resources May be photocopied for use in school of purchase only Guided Silent Reading Book 7 Visit our website at www.handyres.com 2

GUIDED SILENT READING BOOK 7 CONTENTS

Introduction to this Resource 3

Lesson Format for Guided Silent Reading 4

Follow up activities—Using Bloom’s Taxonomy 9

SET 1 : Reading Age 7-8 years

1:1 Huhu Escape by Jan Maguiness School Journal Part 1 Number 1 2002

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1:2 Farmer Chas and his Dogs by Ross Gannon Junior Journal 25

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1:3 Cooking an Uga by John Hart School Journal Part 1 Number 5 2004

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1:4 Happy Hens by Pat Quinn School Journal Part 1 Number 3 1997

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1:5 Spring Chickens by Jan Maguiness School Journal Part 1 Number 4 2001

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SET 2 : Reading Age 8-9 years

2:1 Tame Eels of Anatoki by Angie Belcher School Journal Part 1 Number 4 2003

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2:2 The Lonely Goose by Mike Regan School Journal Part 1 Number 4 2002

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2:3 Umu by John Hart School Journal Part 1 Number 5 2000

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2:4 Penguin Hospital by Rose Hudson School Journal Part 1 Number 4 2000

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2:5 Watch This Space! by Bill O’Brien School Journal Part 1 Number 2 2003

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SET 3 : Reading Age 8½-9½ years

3:1 Move That Tree by Sharon Holt School Journal Part 1 Number 3 2002

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3:2 Zoo Babies by Penny Bailey School Journal Part 1 Number 5 2002

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3:3 Worm Wise by Jude Southee School Journal Part 1 Number 2 2002

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3:4 Monarch Emergency by Dianna Noonan School Journal Part 1 Number 2 2000

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3:5 Sleep Tight by David Hill School Journal Part 2 Number 1 2001

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SET 4 : Reading Age 9-10½ years

4.1 Sniffer Dog by Philippa Werry School Journal Part 2 Number 1 2002

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4.2 Sailing the Pacific by Maria Samuela School Journal Part 2 Number 3 2003

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4.3 Popeye to the Rescue by Anna Kenna School Journal Part 2 Number 3 2001

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4.4 Vanilla Ice Cream, Please! by Jill MacGregor School Journal Part 2 Number 1 2003

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4.5 Return Ticket, Please by David Hill School Journal Part 2 Number 1 2000

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“Guided Reading is the heart of the reading programme for early and fluent readers. It gives the teacher and a group of students the opportunity to talk, read and think their way purposefully through a particular text.” The Learner as a Reader ; Ministry of Education, Learning Media. Wellington, 1996. This resource aims to support the busy classroom teacher in this important instructional procedure by providing detailed lesson plans, suggestions for implementing them, and follow up activities that will encourage meaning-ful revisiting of the text. The major focus is on teaching effective comprehension strategies to readers. The suggestions offered here are a combination of the application of current theory and research on best teaching practice in reading comprehension, the author’s own teaching experience and many hours spent observing and giving feedback on GSR to trainees in the teacher training programme at the New Zealand Graduate School of Education. The challenges of teaching comprehension strategies for Non-Fiction text Non-fiction text presents the reader with challenges that are quite different to those of narrative text. The strategies students learn when reading narrative do not automatically transfer to other kinds of text. Children become very familiar with the features of narrative from an early age. While narrative carries the reader along with its storyline, non-fiction is often an impersonal, systematic unfolding of information. There is little repetition, no frills, it often lacks a personal touch, becomes increasingly laden with specialised vocabulary and longer, more complex sentence structure, and often requires background knowledge to comprehend. It is well documented that many students have difficulty understanding transactional text in secondary schools. The recently published report of the New Zealand government’s Education and Science Committee (2001) on the inquiry into the teaching of reading, emphasised the importance of explicitly teaching comprehension strategies, particularly strategies that help students understand expository or non-fiction text. The report also noted that many students were not taught these strategies. What are these comprehension strategies? The following are three comprehension strategies which are predominant in the current literature on reading comprehension, and are embedded in the Guided Silent Reading process presented here. 1. Encourage Active not Passive reading Many students who do not comprehend material fail to actively seek clarification even when they realise it is needed. They seem to think they are meant to be passive recipients of the author’s message and consequently do not interact with the passage. Active readers approach passages with questions and modify their understanding of passages by attempting to answer them. They monitor what they are reading for meaning and seek clarification when they realise it has been lost. Active readers think behind the text – why did the author write this ? how is the information organised ? how does that fit into what I already know ?

what might come next (Prediction)?

2. Teach text structure—features of the genre...looking behind the information Nicholson (1999) maintains that to teach students about how text is designed and to help them focus on what makes a text interesting, will give them a better understanding of the content of the text. ‘Structure is the key to comprehension – to comprehend a passage is to create a mental picture.’ Calfee and Associates (1984, p.82) 3. Provide opportunities to process information Teach students how to process and make sense out of information (reading, retelling, clarifying), how to organ-ise or reorganise it (summarising, identifying main points, diagramming it in webs and flow charts), all of which help the reader and learner to master and remember content information. Using School Journals School Journal articles are the vehicle for this process. While they do not always represent a consistent genre for exploring non-fiction writing, the articles chosen for this resource do follow a familiar pattern, are written specifically for children, are graded by reading age and are available in all schools.

Introduction to this Resource

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The following is an explanation of the Guided Silent Reading process used in this resource. It outlines a well scaffolded, highly predictable format aimed at developing the internal dialogue of the fluent reader and encouraging him/her to be metacognitive (conscious of thinking). Prereading Discussion Access Prior Knowledge and Personal Experience Brainstorm any information pupils may know about the topic covered in the chosen text and give the opportunity for pupils to share personal experiences. This is a very important part of the scaffolding process. It immediately raises the readability of the text by helping the readers to make connections with prior knowledgw and establishes the context of what is to come. Introduce the title Students should recognise that the title of the article will often provide important clues to the content and this should be discussed to help develop inferential skills.

Introduction “How has the author introduced the article ? Is there a hook ?” The first consideration in understanding School Journal articles is that there is often an introduction where the author orientates the reader. This introduction may include :

• A hook - some sort of device to get the readers attention and draw them into the article. • An overview of the topic to be explored - an indication of what the reader can expect to find.

Encourage the readers to analyse and make judgments about the effectiveness of the introduction. This is included as a Follow up Activity - Evaluation.

Body of the Text The body of the text develops the topic and the following strategies are recommended for each of the passages or chunks of text selected to model the need for close careful reading, clarification of vocabulary and concepts, and summarising of the content. Step 1 : SET A PURPOSE FOR READING and READ SILENTLY Establish a purpose for reading BEFORE assigning a passage of text to read. For the first paragraph, the introduction, it could be : “Read the first paragraph and look for hooks. What does the author do to get your interest?” For passages in the body of the text the purpose will come from the following two questions: “What do you think will come next? …….Read to find out.” “While you are reading be thinking of a heading for this chunk of text” Step 2 : RETELL AND CLARIFY “Have we got the message right?” (Developing Sentence Level Comprehension) Retell Once the chunk of text has been read silently, students are asked to retell all the details using the text (not from memory). They must start at the beginning of the passage.

• each pupil is only allowed to retell one piece of information at a time • everyone else keeps track of the retelling and adds information one at a time

For example….…..”In spring when the hot weather arrives we load the family’s rugs onto the truck to drive it to the village stream to wash them”. Could be retold by a group of students as... “When the hot weather arrives in spring”…….. “the family’s rugs are loaded onto the truck”.…….“they drive to the village stream “

……..”they wash them”. (from Spring Cleaning in Greece GSR Book 1 Set 3:2) This is a very useful strategy especially when first introducing close reading routines. It has the following benefits:

• Allows the teacher to check that the text has been read properly and understood by everyone • Raises accountability for all group members - it gets everyone involved and keeps the pace up • Means that everyone is focused on the same place in the text - retelling from memory will

result in individuals going off on their own tangents which you don’t want at this stage • Avoids lengthy dialogue between one pupil and teacher which allows others to tune out • Develops very valuable skimming and scanning skills - with practice the students begin to

paraphrase the text rather than read it out verbatim.

Lesson format for Guided Silent Reading

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This will be slow to begin with and may amount to a second reading of the text. You will quickly identify those children who find it difficult to process text like this. They get lost very easily or are the ones who drift off task. Because individual contributions are short (one fact / piece of information) the capable child doesn’t dominate proceedings and the students quickly develop skimming and scanning strategies rather than relying on a linear tracking of text. Children are encouraged to point out where pieces of information are left out, and soon take over the responsibility for the process. Clarify During the retell there will be the opportunity to clarify ideas and concepts as the need arises. Because the retelling is detailed and everyone is following along, clarification can be dealt with quickly and systematically. This is a natural part of the retelling. It starts with the teacher prompting “What does that mean?” when a difficult concept or word is encountered as the passage is retold. It can also involve ...“Why has the author written it like that?’…. which prompts an exploration of the language strategies employed by the author. This models the internal dialogue of the active reader and prompts the students to extract accurate meaning from text and not to be a glib or passive reader. These strategies are very important for ensuring that the material is being comprehended at the sentence level. Step 3 : Summarise “What is this passage about? (Developing Big Picture Comprehension) Heading Once the retelling and clarify has taken place the next step is to work on the big picture comprehension. As a group the students come up with a heading which summarises what was covered in the passage or chunk of text that has just been read. Main Points Pupils then decide on the main ideas in the passage and state them as bullet points. An analogy for this is to ‘strip back the flesh’ (additional information) until you have just the ‘bare bones’ (the essential ideas or the skeleton). This develops a very important information processing skill. See all lesson plans for examples of this. Initially this process can be modeled by the teacher, then becomes a group activity with the teacher scribing on a whiteboard or chart. As the students become familiar with the routine they can work on their own. This also takes care of the fast finishers who complete the silent reading of the passage quickly and get frustrated with waiting for others. It will also increases the accountability of the superficial readers who say they have read the passage but have only skimmed it. This is an important step towards diagramming the text (converting the text into information webs and sequence flow charts - see Follow up activities - Analysis) and is the key to developing an understand-ing of the structure of the article. Back to Step 1 for the next chunk of text

Conclusion At the end of the article, the readers are encouraged to evaluate how the author has wrapped up the piece of writing. Students can be taught to identify summarising and reflective statements and comment on their effectiveness. Initially this process may take a long time as it involves a lot of explicit teaching of new strategies, and the establishment of new routines. This is not intended as a quick fix and needs to be persevered with over a period of time to achieve the desired results with your readers. For that reason, start with material that is at a recreational reading level so that your students are not struggling with decoding issues. Also, select short pieces of text (3-5 paragraphs) to start with. To help with this, each set of articles in this resource starts with shorter, simpler articles, moving on to longer, more complex articles within each age range.

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Set 3:2 LESSON PLAN Zoo Babies RA 8½ - 9½yrs SJ Part 1 Number 5 2002 by Penny Bailey

SPECIFIC LEARNING OUTCOMES Students can…………..

Summary Wellington Zoo is doing its best to help animals that are endangered in their natural habitat Text structure A descriptive text structure (what is being done for these animals). Can be diagrammed as an information web (Activity 6). Introduction - introduction to the problem. No obvious hook Body of Text - looks at three different species and what is being done for each one. Conclusion - summary statement about the work being done.

Critical Thinking 1. Identify text structure / select main ideas in non fiction text 2. Respond to non-fiction text through Bloom’s Taxonomy Exploring Language 3. Identify “hooks” in the introduction to a non fiction article 4. Identify summarising and reflective statements in the conclusion of a non fiction article Processing Information 5. Gather, sort, summarise, present information

GSR Strategies Text divided into Chunks for Guided Silent Reading

BEFORE READING Introduce the title Zoo Babies “What clues are there in the title?” “What information do you expect to find in this article?”

Brainstorm what students already know about endangered animals. “What does it mean? Why are animals endangered?”

GUIDED READING For each selected chunk of text . . . Step 1: SET A PURPOSE As you read ….. • Look for the main topic • Think of a suitable heading READ SILENTLY “Engaging the reader” Step 2: RETELL and CLARIFY Have we got the message right? • DETAILED RETELLING to

make sure the text has been read closely

• CLARIFY AS WE GO to ensure vocab and concepts are understood

“Developing sentence level comprehension” Step 3: SUMMARISE What is this passage about? • Decide on a suitable HEADING or HEADINGS which would summarise the information in the chunk • Reduce information to bullet

points - ie. main ideas “Developing big picture comprehension” (see page 4 for further details)

Page 2 “How has the author introduced the topic? Is there a hook?” ……defines endangered animals. No obvious hook.

Summary of text (Step 3)

Page 3 Paragraph 1 Explains the need to keep records of where the animals come from May need to clarify - “...as much variety as possible” Why?

Record keeping • know where they have come from • as much variety as possible • results in healthy babies

Page 3 Rest of the page and Page 4 Paragraphs 1 and 2 All about the Sumatran tigers at the zoo and why they are endangered

Sumatran tigers • Cantik 9yrs came from Holland • Jambi from Sydney died • had 2 sets of triplets • only 400-500 left in Sumatra • hunted and habitat destroyed

Page 4 Last Paragraph and Page 5 All about the Red Pandas at the Zoo

Red Pandas • being breed at Wellington Zoo • come form Tibet, Nepal, India,

China • habitats being destroyed (bamboo

forests) • Reka (mother) from Auckland Zoo • Jay (father) from South Africa

Page 7 Last Paragraph : Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” ………...summarising statement: “The zoo is working to help endangered animals”

FOLLOW UP ACTIVITIES

• Go through the ACTIVITIES sheet with the children • Brainstorm and discuss ideas, model activities where necessary

Page 6 All about the Chimpanzees at Wellington Zoo - how many and how they keep the breeding groups healthy

Chimpanzees at Wellington Zoo • they have 16 • 6 adult females • 3 adult males • 7 young chimps - 9yrs to 2yrs • live in groups • females move to a new group

Page 7 Explains some of the reasons why chimpanzees are endangered

Reason chimps are endangered • kept as pets • laboratory testing • hunted for food • habitat destroyed

Brief summary of the article

content

Suggestions for prereading discussion

Suggestions for passage topic and

main points

Once the article has been

completed the follow up activities

provide opportunities to revisit the text

SLO’s derived from

English achievement objectives

Suggested format for Guided Silent

Reading to ensure close and active reading of

the text

Instructional Reading Age

of text

GUIDED SILENT READING using non-fiction text sample LESSON PLAN from BOOK SEVEN

Identifies significant features of the article

Purpose of each step In the Suggested

GSR process

Division of the article into small chunks of

text

Summary of the content

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We are learning to read non fiction text using

THE THREE STEPS

1. Set a Purpose Read Silently

“Knowing what we are looking for”

2. Detailed Retelling

Clarify as You Go “Making sure we have got the message right”

3. Decide on a Heading

Reduce to Main Points “Summarising new information we have found”

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We are learning to identify the text structure in

School Journal Articles

Introduction Are there any HOOKS

Body of the Text Identifying TOPICS in the article

Conclusion Finding SUMMARISING and REFLECTIVE statements

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The activities that follow each article in this resource, have been designed using Bloom’s Taxonomy. Each level represents a higher level of thinking skills. The activities therefore present a range of challenges for children with different abilities and learning styles. Students quickly latch on to the differences in the levels if they are explained to them, and find the variety of activities motivating. There is a deliberate continuity in the activities chosen. The rationale is that your main focus as the teacher during your reading programme will be with your instructional group(s) and you want the rest of the class to be working independently. To be introducing a new range of activities after every lesson means a lot of instructional time and / or off task behaviour from students who are unsure of what to to. I recommend that you spend time teaching the whole class the activities before embarking on group instruction so they are familiar with the process. Once the process involved in each activity is understood, the challenge comes from applying the process to new content. Teachers can use these activities in a variety of ways. While the expectation is that they will be used as described above, they can also be used as a prompt for further group discussion or as co-operative activities. The teacher may choose to assign specific activities or allow choice depending on the students’ needs and / or the amount of time available. Another approach could be to set up a work contract with a points target to be met, where higher level activities attract more points than lower level activities. Bloom’s Levels defined Bloom’s levels have been applied in many different ways. The following definitions indicate the particular emphasis chosen for these resources. Level 1 : Knowledge – What are the facts These activities require students to locate factual information that can be found in the text. Level 2 : Comprehension – Show that you understand the information The activities require some inferential understanding of the text or the ability to make connections

between information from different parts of the text. Students are asked to answer direct questions, provide explanations or descriptions in their own

words, think of another title to demonstrate their understanding of the topic, and occasionally draw diagrams.

Level 3 : Application – Using what you have read These activities require students to take the information in the article and present it in a different way. Activities include posters, letters, poems, advertisements and signs. Level 4 : Analysis – Organising information from the article These activities involve diagramming the information in the text and are seen to be a very important part of helping students to understand text structure. The articles are classified into two categories, descriptive text structure which can be diagrammed as an information web, and sequential text structure which can be diagrammed using flow charts (see examples pages 11 and 12) Level 5 : Synthesis – Coming up with new ideas

These activities require students to make some creative connections to the information in the articles. The focus is on a bit of imaginative fun. Level 6 : Evaluation - Seeing both sides Evaluating an idea that is related to the text topic, learning to look at both sides of an argument and being able to list points of agreement and disagreement. - Making judgments about information

These activities encourage students to evaluate the effectiveness of the article. Book 7 asks students to rate the article based on how much information there was. Book 8 provides more specific criteria : 1. How effective was the introduction—did the author attempt to draw the reader into the article by using a hook. 2. Was the information in the body of the text well organised. Was there a clear progression of topics and were these topics divided into paragraphs. 3. Was there an effective conclusion to the article. Teach the students to recognise reflective and summarising statements and make a judgment about whether this made for a satisfactory ending.

Follow up Activities – Bloom’s Taxonomy

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GUIDED SILENT READING using non-fiction text sample ACTIVITIES from BOOK SEVEN

Bloom’s Level One Locating literal

information from the text

Bloom’s Level Two Interpreting information

Bloom’s Level Three Using the information

in the article in another situation

Bloom’s Level Four Organising the information

diagrammatically

Bloom’s Level Five Creating new ideas from the information

Bloom’s Level Six Evaluating an idea.

Learning to see both sides of an argument

Making judgments about the quality of the writing based on

the amount of information

Set 3:2 ACTIVITIES School Journal Part 1 Number 5 2002

KNOWLEDGE - What are the facts

1. Why are Sumatran tigers endangered?

2. What is the red pandas habitat?

COMPREHENSION - Show that you understand the information

4. Why do they have to move the young female chimpanzees to other zoos and bring in other young females?

APPLICATION - Using what you read in the article

5.

Write a poem or a rap song about one of the endangered animals mentioned in this article that could be used to make people aware of the problem.

ANALYSIS - Organising information from the article

6. Make an INFORMATION WEB titled Helping Endangered Animals summarising what the Wellington Zoo is doing for the animals mentioned in this article. This is a good activity to help you remember the information.

SYNTHESIS - Coming up with new ideas

7. Design some interesting and fun zoo habitats for the animals mentioned in this article. Use drawings and labels to explain your interesting ideas.

EVALUATION - Seeing both sides

8.

EVALUATION - Making judgments about information

9. Give this article a rating from 1 to 10 depending on how much information there was in it.

3. Why does the zoo keep records of where their animals have come from?

“It is important to look after endangered animals”

List your reasons for agreeing and disagreeing with this statement. I agree with this statement because…….. I disagree with this statement because……….

Zoo babies by penny bailey

Write down a reason for giving the rating you have decided on. What else would you like to know about the topic?

10 -------------------- 5 --------------------- 1 Lots of information Some information No information

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Sample Information Web 4:1 Sniffer Dogs

A good sniffer dog

Taken for a run

Collected from kennel

Daily Routine

Isaak’s job

Keep out foreign pests and diseases

Energetic and healthy Not upset by loud noises

Sniffs luggage for fruit and plant material

SNIFFER DOGS

Work for rewards

Beagles are just right

Excellent sense of smell

Small and friendly

Don’t frighten passengers

Meets passengers collecting luggage

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Sample Flow Chart 3:1 Move That Tree

Prune extra fronds

Place a net around the fronds

Tie carefully to truck trailer

Transport to new destination

Cut the roots

Use a crane to lift it out

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Set 1:1 LESSON PLAN Huhu Escape RA 7- 8yrs SJ Part 1 Number 1 2002 by Jan Maguiness SPECIFIC LEARNING OUTCOMES Students can…………..

Summary A short article on the life cycle of the huhu grub. Text structure A sequential text structure (series of events that progress over time). Can be diagrammed as life cycle flow chart (Activity 5). Introduction - the author’s personal recount of actual events may be a hook for this age group. Body of Text - very short simple paragraphs. Conclusion - a summarising statement which concludes the observation and connects back to the title.

Critical Thinking 1. Identify text structure / select main ideas in non fiction text 2. Respond to non-fiction text through Bloom’s Taxonomy Exploring Language 3. Identify “hooks” in the introduction to non fiction passages 4. Identify summarising and reflective statements in the conclusion of a non-fiction article Processing Information 5. Gather, sort, summarise, present information

GSR Strategies Text divided into Chunks for GSR

BEFORE READING Brainstorm what the students already know about huhu grubs

Introduce the title Huhu Escape “What clues are there in the title? What information do you expect to find in this article?” ………...something about a huhu escaping



• CLARIFY AS WE GO to en-sure vocab and concepts are understood

“Developing sentence level comprehension” Step 3: SUMMARISE What is this passage about? • Decide on a suitable HEADING or HEADINGS which would summarise the information in the chunk • Reduce information to bullet points - ie. main ideas

“Developing big picture comprehension” (see page 4 for further details)

Page 10 Paragraph 1 : Introduction “How has the author introduced the topic? Is there a hook?” ……...a personal recount - they may want to know more

Summary of text (Step 3) Finding Huhu grugs • in author’s garden • in a rotting log

Page 10 Paragraph 2 The author talks about wanting to observe huhu grubs and how she went about it. May need to clarify - observe (vocab)

Page 11 Paragraph 1 Describes what the author observed May need to clarify - “change into an adult” (new concept)

Observations • ate lots • lay very still • legs and feet grew • wings grew • body got harder • body changes colour • disappeared

Page 11 Paragraphs 2 and 3 Describes how the adult beetles escaped through the tunnels that the grubs had eaten

The Escape • ate holes in the wooden box • turned into adult beetles • crawled through the tunnels • flew away

Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” ……….makes a summarising statement about what had happened - ‘the escape’


• Go through the ACTIVITIES sheet with the children • Brainstorm and discuss ideas, model activities where necessary • Assign activities or allow choice depending on time constraints / needs of children

Setting up to observe • in a wooden box • rotting log for food

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1. Where did the author find huhu grubs?

2. What do huhu grubs eat?


3. Why did the huhu grubs stop eating and lie very still?


4.

You are a huhu grub. Write a short story about how you are feeling during the changes that happen to you.


5. Make a FLOW CHART titled The Life Cycle of a Huhu Beetle to show the steps the huhu goes through. Making a flow chart is a good way to help you remember information.


6. Design your own creature that emerges from the huhu grub. Draw a picture with labels to describe its special features.


7.



“It would be fun to observe a huhu grub”

List your reasons for agreeing and disagreeing with this statement.

I agree with this statement because…….. I disagree with this statement because……….

Huhu Escape by Jan Maguiness



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Set 1:2 LESSON PLAN Farmer Chas and His Dogs RA 7- 8yrs Junior Journal 25 by Allyson Ross SPECIFIC LEARNING OUTCOMES Students can…………..

Summary An article about a sheep farmer Chas and the work his dogs do on his sheep farm. This is an article from a Junior Journal. Text structure A descriptive text structure (one topic - dogs’ work on a farm). Can be diagrammed as an information web (Activity 5) using topic headings like those in the Summary of Text below. Introduction - introduces Chas the farmer - no hook. Body of Text - simple description of the work the dogs do on the farm. Conclusion - reflective conclusion about how the farmer and his dogs feel about each other.



BEFORE READING Introduce the title Farmer Chas and His Dogs “What clues are there in the title about the information you will find in this article?”

Brainstorm what the students already know about farm dogs and the work they do.






Page 21 : Introduction “How has the author introduced the topic? Is there a hook?” ………...Introduces Chas the farmer. There is no hook.

Summary of text (Step 3) Chas’s Farm • Pongaroa • 1 hour from a town • 10,000 sheep • 200 cattle

Page 22 Introduces the nine dogs that Chas has on his farm to help him move the sheep.

Page 23 Describes what happens at shearing time

Shearing time • bring sheep into sheep yards • sheep wait quietly • pleased to be out of the sun • happy to get wool off

Page 24 Describes how Chas and the sheep get around the farm on a four-wheeler motorbike

Getting around the farm • 4 wheeler motorbike • dogs on the trailer • 2 go on the motorbike • like going to work

Page 25 : Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” …..Reflective statement about how the farmer feels about his dogs and how they feel about him.



Help on the farm • nine dogs • move the sheep

Page 25 Comments on how hard the dogs work and how they feel at the end of the day

End of the day • dogs work hard • tired at the end of the day

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Set 1:2 ACTIVITIES Junior Journal 25


1. How many sheep, cattle and dogs does Chas have on his farm?

2. Why does Chas need dogs on his farm?


3. Why do the sheep jump and leap about?


4.

Make a Wanted: Sheep Dog poster including the things that a dog would have to be able to do to work on Chas’s farm.


5. Make an INFORMATION WEB titled Farmer Chas and his Dogs using the information in this article. This is a good activity to help you remember the information.


6. Design a new improved sheep dog to control the sheep on Chas’s farm OR an invention that would replace the dogs altogether. Use drawings and labels to explain your ideas.


7.



“It would be better to be a sheep dog than a pet dog”





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Set 1:3 LESSON PLAN Cooking an Uga RA 7- 8yrs SJ Part 1 Number 5 2004 by John Hart SPECIFIC LEARNING OUTCOMES Students can…………..

Summary A practical experience of cooking a Niuean coconut crab for a class who are studying crabs. Text structure A sequential text structure (series of events which progress over time). Can be diagrammed as a flow chart - Cooking an Uga (Activity 5). Introduction - a strange crab turns up outside the children’s classroom. Body of Text - how to cook an uga. Conclusion - reflection on the eating experience. Additional Facts



BEFORE READING

Introduce the title Cooking an Uga “What clues are there in the title? What information do you expect to find in this article?” ……....an explanation about what an uga is and how to cook it



• CLARIFY AS WE GO to ensure vocab and concepts are understood “Developing sentence level comprehension” Step 3: SUMMARISE What is this passage about? • Decide on a suitable HEADING or HEADINGS which would summarise the information in the chunk • Reduce information to bullet points - ie. main ideas


Page 2 : Introduction “How has the author introduced the topic? Is there a hook?” The author starts recounting an event. No real introduction. ……....”they found a surprise waiting for them…” Hooks might be - What was the surprise? What is a uga?

Summary of text (Step 3) No need to summarise

Page 3 Paragraph 1 - Explains how the uga got there May need to clarify - Niue : a pacific island uga - appears to be a kind of crab Page 3 Paragraph 2 - Uata tests to see if it is a fresh uga

How it got there • class studying crabs • teacher from Niue • her family sent it Test for freshness • straighten the tail • fresh if it snaps back

Page 4 Description of how to cook an uga

How to cook an uga • boil a large pot of water • put in uga • bright red - cooked - 4 mins • remove top shell • remove tails and claws

Conclusion - Page 4 “How has the author finished off the article? Look for summarising and reflective statements.” ……… reflection : “Mmmmmm, delicious” - good to eat

Page 5 An additional facts sheet about uga added on to the end of the article

About Uga • live for 50 yrs • up to 4 kg • grows new shell • stays buried for a month



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“ It’s good to try different and unusual foods”







1. How can you tell whether an uga is fresh?

2. How do you know when the uga is properly cooked?


3. Explain in your own words how the uga got to be in the garden outside the classroom.


4.

Write a letter to Mary-Anne’s family in Niue thanking them for the surprise and telling them what the class did with it.


5. Make an INFORMATION WEB titled Uga using the information in this article OR a FLOW CHART titled How to cook an uga. These are good activities to help you remember the information.


6. Design your own monster crab. Give it a name and describe where it lives and what it does. Use drawings and labels to explain your ideas.


7.



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Set 1:4 LESSON PLAN Happy Hens RA 7- 8yrs SJ Part 1 Number 3 1997 by Pat Quinn

SPECIFIC LEARNING OUTCOMES Students can…………..

Summary An article about some happy hens who live on a free range poultry farm. Text structure A descriptive text structure (information about a free range poultry farm). Can be diagrammed as an information web (Activity 6) using topic headings like those in the Summary of Text below. Introduction - introduces the family, no attempt at a hook. Body of Text - information about the hens daily routines. Conclusion - reflective conclusion about the well being of the hens.



BEFORE READING Brainstorm what the students already know about poultry farming.

Introduce the title Happy Hens “What clues are there in the title about the information you will find in this article?” “Why might the hens be ‘happy’?”






Page 12 Paragraph 1 : Introduction “How has the author introduced the topic? Is there a hook?” ………...Introduces Zachary, his family and their 3,000 hens There is no deliberate hook.


Page 12 Rest of the page Two topics

• Where the hens sleep at night • Food they eat

May need to clarify - field houses, wooden perch

Page 14 Two topics

• Information about when and where the hens lay their eggs • What happens to the eggs

Laying eggs • lay eggs after being fed • like dark hiding places • usually in nesting boxes • have favourite boxes • will wait for a turn What happens to the eggs • collected twice a day • put in egg trays • small end facing down • sold at supermarket and farm shop

Page 16 Two topics

• Describes what the hens do during the day • An account of a school pet day

Free range hens • spend the day in the fields • eat grass, seeds and insects • don’t fly away • know they will be fed Free range hens • took a hen to pet day • waited until it got home to lay

Page 16 : Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” ……….. A reflective statement by Zachary - “I think the hens like our farm.”



Where hens sleep • inside field houses • on long wooden perches Feeding the hens • drink water when they wake up • special food pellets - grains and

vitamins • helps them lay good eggs

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1. What do the hens on Zachary’s farm eat?

2. What happens to the eggs?


4. Why are these hens happy?


5.

You are one of the hens on Zachary’s farm. Write a letter to a hen friend telling them how lucky you are to be living on this farm.


6. Make an INFORMATION WEB titled Free Range Hens using the information in this article. This is a good activity to help you remember the information.


7. Design a new field house for these hens with luxury nesting boxes and anything else you can think of that will make them even happier. Use drawings and labels to explain your ideas.


8.



3. Why are the hens called free-range hens?

“Free-range hens have a good life”



HAPPY HENS BY PAT QUINN



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Set 1:5 LESSON PLAN Spring Chickens RA 7- 8yrs SJ Part 1 Number 4 2001 by Jan Maguiness SPECIFIC LEARNING OUTCOMES Students can…………..

Summary A report on a class project hatching baby chickens. Special Features A sequential text structure (a series of events that occur over time) Can be diagrammed as a flow chart (Activity 6) using topic headings like those in the Summary of Text below. Introduction - introduces a classroom project Body of Text - simple description. Conclusion - a reflective statement about what one of the students wants to do next year.



Brainstorm what students already know about hatching chickens.

Introduce title Spring Chickens “What clues are there in the title? What information do you expect to find in this article?” ………...baby chickens because they are born in spring






Page 23 : Introduction “How has the author introduced the topic? Is there a hook?” …….hatching chickens in the classroom - sounds like fun

Summary of text (Step 3) A spring project • winter over • want spring in the classroom • hatch some chickens

Page 24 This page describes how an incubator works May need to clarify - fertilized incubator electronic arm

Incubating eggs • electric bulb keeps the eggs warm • must be 39.7 degrees • for 21 days • turned every 12 hours

Page 25 Paragraph 1 Describes what the children did to look after the eggs in the incubator during the 21 days Page 25 Paragraph 1 Second paragraph tells us that after 20 days there were signs that the chickens were ready to hatch

Keeping the conditions right • check temp. with thermometer • water to stop eggs drying out Ready to hatch • day 20 pecking and cheeping noises

Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” ………...makes a reflective statement - plans for next year



BEFORE READING

Page 26 The chickens hatch while the children are holding them

Hatching • wet when they came out • dried out under a light bulb

Page 27 Three topics

• Describes how the chickens start feeding themselves • Describes how long they stayed and what happened to

them after that • Cassandra’s plans for next year - emu chicks

Feeding themselves • drank water • ate mash • hungry after hard work Growing up • stayed for 10 weeks • very tame • went to live on a farm Plans for next year • emu chicks

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1. How long does it take for chickens to hatch?

2. What is the right temperature for the eggs in the incubator?


4. Why do the eggs have to be turned every 12 hours?


5.

Draw a diagram of the egg incubator. Include labels to show how it works.


6. Make a FLOW CHART titled Incubating Chickens using the information in this article. This is a good activity to help you remember the information.


7. Design a new improved incubator that is fully automatic. Use drawings and labels to explain your ideas.


8.



3. What would happen if the light bulb in the incubator wasn’t working?

“Chickens would be good classroom pets”



SPRING CHICKENS BY JAN MAGUINESS



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Set 2:1 LESSON PLAN The Tame Eels of Anatoki RA 8 - 9yrs SJ Part 1 Number 4 2003 by Angie Belcher SPECIFIC LEARNING OUTCOMES Students can…………..

Summary A very short article about some tame eels. A good introduction for the GSR process at this age level. Text structure A descriptive text structure (focuses on one topic - the eels) Can be diagrammed as an information web (Activity 6). Introduction - asks questions of the reader about stroking, feeding, hugging eels. Body of Text - history of the eels and information about them today. Conclusion - a summary statement that connects back to the original questions in the introduction.



BEFORE READING






Page 22 Introduction “How has the author introduced the topic? Is there a hook? “ ……...asks the reader questions about whether they would like to stroke or hug an eel.


Page 23 The history of the Anatoki Eels May need to clarify - “...would hear her footsteps…”

Pages 24 and 25 Facts about these New Zealand long-finned eels

NZ long-finned eels • among the largest in the world • up to 1.75 metres long • up to 20 kg • live for up to 50 years • free in the river • follow the gold miners • protected • allowed to feed them

Page 25 Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” ……....makes a reflective statement - a connection back to the questions in the introduction.



Brainstorm what the students know already about eels. Introduce the title The Tame Eels of Anatoki “What information do you expect to find in this article?”

History of Anatoki Eels • Margaret McCallum started feeding

eels in 1914 • more turned up • heard girl’s footsteps • today famous • people visit to feed them

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1. For how many years did Margaret McCallum feed the eels?

2. How long can a New Zealand long-finned eel grow?


4. Why do the eels follow the gold miners around all day?


5.

Make a poster advertising the tame eels of Anatoki. Include a heading to get people’s attention, some information about the eels, and drawings or illustrations.


6. Make an INFORMATION WEB titled Tame Eels of Anatoki using the information in this article. This is a good activity to help you remember the information.


7. Design a new habitat for these eels so that visitors can watch them swimming about and play with them if they want to. Use drawings and labels to explain your ideas.


8.



3. Explain how the eels could hear the girl coming to feed them?

“The eels of Anatoki should be made into a tourist attraction”



by angie belcher



The Tame Eels of Anatoki

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Set 2:2 LESSON PLAN The Lonely Goose RA 8 - 9yrs SJ Part 1 Number 4 2002 by Mike Regan SPECIFIC LEARNING OUTCOMES Students can…………..

Summary An article about a goose that loses her lifelong mate, goes looking for company and finds an unusual new friend. Text structure A sequential text structure (a series of events that occur over time). Can be diagrammed as flow chart (Activity 6) using topic headings like those in the Summary of Text below. Introduction - statement to create interest ( “Sad Day” hook). Body of Text - simple paragraphs reporting the events. Conclusion - a reflective statement that brings an end to the series of events



BEFORE READING Brainstorm what the students know already about Geese. Introduce the title The Lonely Goose “What information do you expect to find in this article? Remember it is an article not a story”






Page 21 Introduction “How has the author introduced the topic? Is there a hook?” ………...”a sad day at the Wellington Zoo…” may be a hook. The reader wants to know how the goose died.

Summary of text (Step 3) Mates for life • 20 years together • different from most other birds

Page 22 Paragraph 1 An explanation about how Cape Barren geese mate for life

Page 22 Paragraph 2 Describes how Cape Barren geese are very territorial

What happened to the other geese • don’t like sharing territory • chased others away • even their babies

Page 22 Rest of the page Describes how the remaining lonely goose reacted to the loss of her mate. May need clarification: She seemed to stand taller and straighter Her colouring became sharper and prettier

Page 23 Paragraph 1 and 2 A hopeless search by the remaining goose but there were no other Cape Barren geese around

Page 23 Rest of the page and Page 24 Paragraph 1 Decsribes the goose’s encounter with the pelicans

Among the Pelicans • didn’t mind her hanging around • goose tried to push them around • they didn’t seem to notice

Page 24 Rest of the page A friendship develops between the goose and one of the pelicans

A new friend • didn’t understand each other • ate different food • liked swimming together • cuddled • enjoyed each other’s company

Page 25 Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” ………....summarising statement “She has finally found a place to stay”



Looking for a new mate • wandered the zoo • preened her feathers • stood taller and straighter • colouring improved A hopeless search • found a quiet place at night • continued searching every morning

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1. How long had the two geese been together?

2. How are Cape Barren geese different from most other birds?


4. How did the lonely goose’s behaviour change after her mate died? Explain why she started to behave differently.


5.

Make a poster for people visiting the zoo explaining what has happened to the lonely Cape Barren goose. You should include an eye-catching heading, drawings and information.


6. Make a FLOW CHART titled Finding a Mate showing the sequence of events that happened in the article. This is a good activity to help you remember the information.


7. Design a special zoo enclosure for Cape Barren geese that would keep them happy and allow the zoo to have more than just one pair at the zoo. Use drawings and labels to explain your ideas.


8.



3. Why were there no other Cape Barren geese at the zoo?

“The lonely goose and the pelican will make a good couple”



The Lonely Goose by Mike Regan



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Set 2:3 LESSON PLAN Umu RA 8 - 9yrs SJ Part 1 Number 5 2000 by John Hart SPECIFIC LEARNING OUTCOMES Students can…………..

Summary Onehunga Primary School is having a feast. A description of how to build an umu and cook a feast for a whole school. Text structure A sequential text structure (series of events over time - making an umu) Can be diagrammed as flow chart (Activity 6) using headings similar to those suggested in the Summary of Text below. Introduction - a statement about the intention to have a feast. Body of Text - the steps involved in the umu process. Conclusion - reflection on a meal worth waiting for



BEFORE READING






Page 26 Introduction “How has the author introduced the topic? Is there a hook?” ……... Just a statement that the school is having a feast

Summary of text (Step 3) Step 1: Prepare the pit • dig the pit • corrugated iron on the bottom • scoria rocks • manuka logs • set fire to the logs

Page 26 Paragraph 2 and Page 27 The first step in preparing an umu is to dig the pit and set up the fire

Page 28 A list of the food and the order it will go on the umu

Step 2: Prepare the food • tuna sliced into big chunks • pork and veges go first • tuna on top - less time to cook

Page 29 Other things that need to be prepared - wet newspaper and a shelter over the umu in case it rains

Step 3: Other preparations • soak newspaper • shelter over umu • move the rocks around

Pages 30 and 31 Describes what is done to set the umu

Step 4: Putting in the food • 3hrs for rocks to heat up • some rocks taken out • coconut leaves for flavour • food wrapped in foil • placed on top of leaves • covered with rest of rocks • covered with wet newspaper • heat and steam cook the food • stop steam escaping with tarpaulin

and sheets of iron

Page 32 The umu is ready and it is time to eat

Step 5: Time to eat • food uncovered • banana leaves laid on the floor • parents serve food • feeds 400 children and 20 teachers

Page 32 Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” ………..reflective statement : “….this meal was definitely worth waiting for!”



Introduce the title Umu Brainstorm what the students already know about an umu or a hangi. “What information do you expect to find in this article?”

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1. Why are sheets of corrugated iron laid on the bottom of the pit?

2. Why do they build a shelter over the pit?


4. Use your own words to explain what an umu is.


5.

Make a poster advertising the feast at Onehunga Primary School. Include as much information as you can about the time, place, and what to expect.


6. Make a FLOW CHART titled An Umu Feast showing the steps for preparing an umu. This is a good activity to help you remember the information.


7. Design an outdoor underground oven for cooking all your food at home. Use drawings and labels to explain your ideas.


8.



3. Explain why it is necessary to soak newspaper in water.

“Cooking food in an umu is a better way of cooking food than a normal oven” List your reasons for agreeing and disagreeing with this statement.


BY JOHN HART



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Set 2:4 LESSON PLAN Penguin Hospital RA 8 - 9yrs SJ Part 1 Number 4 2000 by Rose Hudson SPECIFIC LEARNING OUTCOMES Students can…………..

Summary An article about a penguin hospital at Days Bay in Wellington and the people who run it. Text structure A descriptive text structure (one topic - a penguin hospital). Can be diagrammed as an information web (Activity 6) using topic headings like those in the Summary of Text below. Introduction - poses a problem - what to do with a sick penguin? Body of Text - explanation of how this penguin hospital operates. Conclusion - a reflection about the birds in the hospital



BEFORE READING

Introduce the title Penguin Hospital “What information do you expect to find in this article?” Brainstorm what the children already know about animal hospitals






Page 19 Introduction “How has the author introduced the topic? Is there a hook?” … the author establishes the problem - a sick penguin and poses the question “How do you look after it?”


Page 20 Background information about Viv Hextall and her bird hospital

The penguin hospital • run by Viv and her nephews • lives close to the beach • has a way with animals • people bring injured birds • 3 birds a day

Page 21 Explains the reasons why birds (penguins) end up at the hospital

Reasons for injured penguins • dog attacks • fishing nets

Page 22 This page has two topics

• Tony the seagull who thinks he is the penguins dad • feeding the penguins - problems with food that is not live

Tony the penguins “dad” • herds the penguins into the pool • checks cages before going to sleep Feeding the penguins • chopped fish • hand fed • don’t recognize dead food

Page 23 This page also has two topics

• Describes what the boys do to look after the penguins • What happened to the author’s penguin

Philip and Jonathon’s jobs • clean the cages • feed the birds • take them for a swim Progress with the penguin • settled in really well • Tony was looking after him • been for a swim with the boys • nearly ready to be set free

Page 24 : Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” ………..Reflection - maybe the author’s penguin and Tony the seagull will meet again out at sea

What to do • cover the bird • pick it up • place in warm dark place • ring Dept of Conservation (native),

SPCA, or a vet



Page 24 : Additional Information Provides some advice about what to do if you find a sick or injured bird

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1. How many birds are brought to the bird hospital every day?

2. What are the two most common ways that these birds get injured?


4. Explain why there is a problem feeding penguins at the hospital.


5.

Make a sign for the beach warning dog owners that there are baby penguins on the beach. Your sign should be colourful, easy to read, and have some sort of symbol to attract attention.


6. Make an INFORMATION WEB titled Penguin Hospital to summarise all the information in the article. This is a good activity to help you remember the information.


7. Design a way of protecting young penguins from dogs on the beach OR a way of protecting young penguins from drifting fishing nets. Use drawings and labels to explain your ideas.


8.



3. Explain how you think the Penguin Hospital got started.

“Dogs shouldn’t be allowed on the beach at Day’s Bay”



by Rose Hudson



Penguin Hospital

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Set 2:5 LESSON PLAN Watch This Space! RA 8 - 9yrs SJ Part 1 Number 2 2003 by Bill O’Brien SPECIFIC LEARNING OUTCOMES Students can…………..

Summary An article about a community decision to do something about some large concrete walls alongside a motorway. Children came up with the ideas and artist Janet de Wagt created the mural. Text structure A sequential text structure (series of events over time - creating a mural). Can be diagrammed as a flow chart (Activity 6) using topic headings like those in the Summary of Text below. Introduction - identifies the problem. Body of Text - description of the process. Conclusion - reflection on the finished product.



BEFORE READING Introduce the title Watch This Space “What clues are there in the title?” Brainstorm possibilities

Discuss what the students already know about painting large murals on walls.






Page 7 Introduction “How has the author introduced the topic? Is there a hook?” … a description of some grey drab walls. The reader may want to know what happens to them because of the hook in the title

Summary of text (Step 3) Upgrade • plant trees / shrubs • kids design a mural • artist to paint it on the wall

Page 8 The community decides to do something about the roadside and the drab walls

Page 9 and Page 10 paragraph 1 Introduces the artist that was chosen for the project and some of the children involved and their ideas

Ideas for the mural • 400 children drew ideas • had a choice • something near their house • something near their school • train on tracks • fish and rocks in the sea • rugby clubhouse • water and sea views

Page 10 Paragraph 2 and 3 Describes Janet’s decisions about what to include in the painting and the conditions she had to work under

Painting the mural • used everything children had drawn • worked every day for months • cold, draughty, noisy place to work

Page 11 Two topics on this page

• what the mural was made up of • how people driving past would encourage Janet while

she painted

The final effect • like an unfolding map • self portraits, sports, hobbies, fun things, wildlife around the harbour

Encouragement for Janet • children waved and tooted

Page 12 Describes the reaction to the mural

Response to the mural • children are proud • teacher think it’s good • want one at school now

Page 12 : Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” ……...makes a reflective statement - “Everyone driving past…...would agree.”



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1. Why have these concrete walls been built?

2. Who was the professional artist that painted the mural?


4. Why would it have been an unpleasant job painting the mural?


5.

Make a sign explaining the mural to people passing by. Your sign should be colourful, easy to read, explain why the mural is there and what the pictures are about.


6. Make a FLOW CHART titled Watch This Space showing the sequence of events that took place to get the mural completed. This is a good activity to help you remember the information.


7. Design a mural to go on a wall at your school. Use drawings and labels to explain your ideas. Make a flow chart showing what you would have to do to get it done.


8.



3. Why did they have to get a professional artist to paint the mural?

“Painting murals on ugly walls is a great idea”



Watch this space! by Bill O’Brien



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Set 3:1 LESSON PLAN Move That Tree RA 8½ - 9½yrs SJ Part 1 Number 3 2002 by Sharon Holt SPECIFIC LEARNING OUTCOMES Students can…………..

Summary A description of the removal of a large Phoenix palm tree and its transportation to a new home. Text structure A sequential test structure (series of events over time). Can be diagrammed as a flow chart (Activity 5). Introduction - statement of the problem. Body of Text - description of the procedure. Conclusion - no conclusion.



BEFORE READING Brainstorm what the students know already about moving or transplanting a tree so that it doesn’t die.

Introduce the title Move That Tree and the illustration on page 20. “What clues are there in the title? Why would anyone want to move this tree? How difficult would it be?”






Page 20 Introduction “How has the author introduced the topic? Is there a hook?” ……...no obvious hook statement of the problem could be a hook. Explain footnote “leaves of a tree”

Page 21 Saturday : Step one in the process - men arrive to prune the tree May need to clarify - pruning (specialised vocab)

Page 23 Describes how trenches are dug around the tree and a thick wire is used to cut the roots under the tree May need to clarify - the cutting process. Use diagrams to make sure the readers understand what is happening

Cutting the roots • mark a square with paint • dig a trench • rope winched to cut under the tree

Page 24 and 25 The crane arrives to lift the tree out of the ground and place it on a flatbed truck

Lifting it out • attach a chain to the trunk • wood between the trunk and tree • chain connected to crane • lowered onto back of truck

Page 26 Describes attaching the tree to the truck

Tying it down • net around the fronds • tied with strong ropes

Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” ………...no conclusion



Summary of text (Step 3) Pruning • cut off the extra fronds • helps the plant survive • need safety gear

Page 27 Joe explains what will happen next to the tree

Destination • new office block • would have company

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1. Why did the people in this article want to get rid of their palm tree?

2. What was the reason for pruning the tree before they dug it out?


3. Draw diagrams with labels to show that you understand what the men were doing with the trench digger, the wire rope, and the winch.


4.

Now that you know what has to be done to remove a large tree like this, write an advertisement for your new Phoenix palm tree removal business. Think of a name for your business, a heading that will get peoples attention, how to contact you and what you will do to remove their tree.


5. Make a FLOW CHART titled Move That Tree showing the steps involved in safely removing the palm tree. This is a good activity to help you remember the information.


6. Design another way of removing very big trees. Use drawings and labels to explain your interesting ideas.


7.



“Big trees are a nuisance”

List your reasons for agreeing and disagreeing with this statement. I agree with this statement because…….. I disagree with this statement because……….

Move that tree by Sharon Holt



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Set 3:2 LESSON PLAN Zoo Babies RA 8½ - 9½yrs SJ Part 1 Number 5 2002 by Penny Bailey SPECIFIC LEARNING OUTCOMES Students can…………..

Summary Wellington Zoo is doing its best to help animals that are endangered in their natural habitat Text structure A descriptive text structure (what is being done for these animals). Can be diagrammed as an information web (Activity 6). Introduction - introduction to the problem. No obvious hook Body of Text - looks at three different species and what is being done for each one. Conclusion - summary statement about the work being done.



BEFORE READING Introduce the title Zoo Babies “What clues are there in the title?” “What information do you expect to find in this article?”

Brainstorm what students already know about endangered animals. “What does it mean? Why are animals endangered?”






Page 2 “How has the author introduced the topic? Is there a hook?” ……defines endangered animals. No obvious hook.


Page 3 Paragraph 1 Explains the need to keep records of where the animals come from May need to clarify - “...as much variety as possible” Why?

Record keeping • know where they have come from • as much variety as possible • results in healthy babies

Page 3 Rest of the page and Page 4 Paragraphs 1 and 2 All about the Sumatran tigers at the zoo and why they are endangered

Sumatran tigers • Cantik 9yrs came from Holland • Jambi from Sydney died • had 2 sets of triplets • only 400-500 left in Sumatra • hunted and habitat destroyed • 250 in zoos

Page 4 Last Paragraph and Page 5 All about the Red Pandas at the Zoo

Red Pandas • being breed at Wellington Zoo • come form Tibet, Nepal, India, China • habitats being destroyed (bamboo

forests) • Reka (mother) from Auckland Zoo • Jay (father) from South Africa • babies will go to other zoos

Page 7 Last Paragraph : Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” ………...summarising statement: “The zoo is working to help endangered animals”



Page 6 All about the Chimpanzees at Wellington Zoo - how many and how they keep the breeding groups healthy

Chimpanzees at Wellington Zoo • they have 16 • 6 adult females • 3 adult males • 7 young chimps - 9yrs to 2yrs • live in groups • females move to a new group when

ready to breed

Page 7 Explains some of the reasons why chimpanzees are endangered

Reason chimps are endangered • kept as pets • laboratory testing • hunted for food • habitat destroyed

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1. Why are Sumatran tigers endangered?

2. What is the red pandas habitat?


4. Why do they have to move the young female chimpanzees to other zoos and bring in other young females?


5.

Write a poem or a rap song about one of the endangered animals mentioned in this article that could be used to make people aware of the problem.


6. Make an INFORMATION WEB titled Helping Endangered Animals summarising what the Wellington Zoo is doing for the animals mentioned in this article. This is a good activity to help you remember the information.


7. Design some interesting and fun zoo habitats for the animals mentioned in this article. Use drawings and labels to explain your interesting ideas.


8.



3. Why does the zoo keep records of where their animals have come from?

“It is important to look after endangered animals”



Zoo babies by penny bailey



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Set 3:3 LESSON PLAN Worm Wise RA 8½ - 9½yrs SJ Part 1 Number 2 2002 by Jude Southee SPECIFIC LEARNING OUTCOMES Students can…………..

Summary This article reports on a class trip to a worm farm and explains the purpose of worm farms and how they work. Text structure A descriptive text structure (focuses on one topic - worm farms) Can be diagrammed as an information web (Activity 6) using topic headings like those in the Summary of Text below. “Collecting castings” can be a flow chart within the information web. Introduction - makes a comparison between conventional farms and a worm farm Body of Text - explanation of the workings of a worm farm. Some information is not very clear. Conclusion - a reflection by the children.



BEFORE READING Introduce the title Worm Wise “What clues are there in the title?” Encourage lateral thinking of all possibilities from this title.

Brainstorm prior knowledge about worms and worm farms. “Why would anyone want to farm worms?”






Page 17 Paragraph 1 : Introduction “How has the author introduced the topic? Is there a hook?” …. The idea of a worm farm is unusual - may be a hook


Page 19 Two topics

• they don’t like light • breeding

Where they like to be • don’t like light • at the bottom of the bed Breeding • 3 or 4 worms in an egg • a worm can have 1500 babies a year

Page 20 and 21 Two topics

• Explains how the castings are collected and sold as fertiliser

• Discusses having your own worm farm

Collecting castings (worm pooh) • put food in one end of box • worms move out of castings towards

new food • barrel separates out the castings • worms put back in the bed Having your own worm farm • use kitchen scraps • tiger worms daily eat own body weight

Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” …….…..children make a reflective statement about the possible advantages of having a worm farm in the classroom



Page 17 Paragraph 2 and Page 18 Two topics

• the children are shown the worm beds • what the worms eat

Where the worms live • big wooden boxes • woollen underfelt covers What the worms are fed • pig manure • eat anything that has been alive

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1. How many baby worms can one adult worm produce in one year?

2. How much can a tiger worm eat in one day?


4. Make a list of the things you would need to run a successful worm farm? Give a reason for each item on your list.


5.

Make a poster advertising worm castings as fertiliser for gardens. Your poster should have a catchy title, drawings, and information about the usefulness of the worm castings.


6. Make an INFORMATION WEB titled Worm Farming summarising the information in this article about worm farming OR a FLOW CHART showing the steps in collecting worm castings. These are good activities to help you remember the information.


7. Design your own method of collecting worm castings. Use drawings and labels to explain your interesting ideas.


8.



3. Why are the worms kept in wooden boxes with covers made from woollen underfelt?

“You could make a lot of money from worm farming”



Worm wise by Jude Southee



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Set 3:4 LESSON PLAN Monarch Emergency RA 8½ - 9½yrs SJ Part 1 Number 2 2000 by Dianna Noonan SPECIFIC LEARNING OUTCOMES Students can…………..

Summary The article describes the transformation of a caterpillar into a butterfly. Text structure A sequential text structure (a series of events over time). Can be diagrammed as a flow chart - “Becoming a monarch butter-fly” ( Activity 6). Introduction - a special birthday present. Body of Text - description of the transformation. Conclusion - reflection…Jesse is sad to see it go.



BEFORE READING Brainstorm students’ prior knowledge about monarch caterpillars turning into monarch butterflies.

Introduce the title Monarch Emergency “What information do you expect to find in this article?”






Page 2 Paragraph 1 “How has the author introduced the topic? Is there a hook?” …….birthday present personalises the article


Page 2 Paragraph 2 The contents of the letter that came with the swan plant and the caterpillar May need to clarify - the changes in the caterpillar

Instructions • monarch would munch the plant • changes into a chrysalis • hatches into a butterfly • swan plant good caterpillar food

Page 3 A description of the behaviour of the caterpillar and the arrival of seven baby caterpillars

Behaviour of the caterpillar • caterpillar ate lots • would there be enough leaves? • seven baby caterpillars

Page 4 Jesse finds homes for the baby caterpillars and solves the problem

The emergency • not enough food • Jesse’s friends took the babies • caterpillar had swan plant

Page 5 Describes the changes that start to take place in the caterpillar

Pages 6 and 7 From pupa to chrysalis to butterfly

Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” ……….. reflection - Jesse sad to say goodbye but he can visit his friends if he wants to do more butterfly watching



The transformation • 5 cm long • left the swan plant • spun a silk thread • skin split • pupa came out • becomes jelly bean shape • bright green chrysalis • chrysalis breaks open after 3 weeks • butterfly rests • spreads its wings

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1. What do monarch caterpillars like to eat?

2. What colour was the caterpillar? Draw a picture showing how it is coloured.


4. After the butterfly came out of its chrysalis, what had to happen before it could fly away?


5.

You have a swan plant with a monarch caterpillar on it which you want to give away. Write a letter with your own set of instructions about what to do and what the new owner can expect.


6. Make a FLOW CHART titled Becoming a Monarch Butterfly showing all the steps from a caterpillar to a butterfly. This is a good activity to help you remember the information.


7. “The chrysalis broke open and out came a … “ Design your own new improved monarch butterfly. Use drawings and labels to explain your interesting ideas.


8.



3. In your own words, explain what the emergency was.

“Monarch caterpillars are good pets”



Monarch emergency by Diana noonan



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Set 3:5 LESSON PLAN Sleep Tight RA 8½ - 9½yrs SJ Part 2 Number 1 2001 by David Hill SPECIFIC LEARNING OUTCOMES Students can…………..

Summary This article takes a look at sleep, explaining what happens to the body and how the brain responses. Text structure A descriptive text structure (explores a topic). Can be diagrammed as an information chart (Activity 7) using topic headings like those in the Summary of Text below. Introduction - poses a question to get the reader’s interest. Body of article - a series of explanations. Conclusion - no conclusion. Asks a question.



BEFORE READING Introduce the title Sleep Tight “What clues are there in the title?”

Brainstorm what students already know about what happens when you are asleep.






Page 20 Paragraph 1 “How has the author introduced the topic? Is there a hook?” …….…poses a scenario and asks a question to hook the reader. “You’re fast asleep. Nothing is happening to you - right? WRONG!


Page 20 Rest of the page Describes some of the things that are happening while we are asleep - two topics

• Physical changes to our body • Some of the strange things that people do

Body changes • body cools • heart slows down • breathe slower • stop making saliva • older people need less sleep Some strange behaviour • turn over • suck thumbs, talk, pull faces, grind teeth

• pedal their legs • sleep walk

Page 21 Two topics - scientific tests that have been done to test

• Hearing while asleep • Learning while asleep

Hearing while asleep • ears still work • messages still travel to the brain Learning while asleep • play tapes • don’t remember much

Page 22 Gives an explanation about dreams

Dreams • proves brain is still awake • everyone does it • up to 8 a night • as long as 20 mins • the blind dream in sounds • most dreams are forgotten

Page 23 Discusses the meaning of dreams

Meaning of dreams • some think so • some think they tell the future

Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” ……….no conclusion. Finishes with a question - “Did you dream last night?”



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1. How much sleep do babies and adults need each night?

2. How many dreams do most people have each night and how long can they last for?


4. Explain in your own words the tests that were done to see if people could learn while they were asleep.


5.

Make a poster explaining some of the things that might be happening when a person is asleep. Your poster should have a catchy title to get peoples attention, some diagrams or illustrations, and some information.


6. Make an INFORMATION WEB titled Sleep Tight summarising the information in this article. This is a good activity to help you remember the information.


7. Design a machine to record your dreams at night so that you can play them back to yourself the next day. Use drawings and labels to explain your interesting ideas.


8.



3. Explain in your own words the tests that showed we are still hearing when we are asleep.

“It is a waste of time trying to find out about your dreams”



Tmffq ujhiU cz!ebwje!ijmm



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Set 4:1 LESSON PLAN Sniffer Dog RA 9-10yrs SJ Part 2 Number 1 2002 by Philippa Werry SPECIFIC LEARNING OUTCOMES Students can…………..

Summary Isaak the sniffer dog is a beagle whose job is to find fruit and plant material in passenger’s bags and suitcases at the airport. Text structure A combination of descriptive text (information about the qualities of a sniffer dog) and sequential text structure (a sequence of events over time - Isaak’s day at the airport). See activity 6. Introduction - a surprise - Isaak is a dog Body of Text - attributes of a sniffer dog, then the daily routine. Conclusion - a reflection on how Isaak loves his job.



BEFORE READING






Page 14 Paragraph 1 “How has the author introduced the topic? Is there a hook?” ……….”Isaak is a beagle” is a surprise for the reader - hook May need to clarify - beagle (vocab)


Page 14 Rest of the page Two topics in this chunk of text

• Details of Isaak’s job • Explains why beagles are chosen for this job

Isaak’s job • sniff for fruit and plant material • keep out foreign pests and diseases Beagles are just right • excellent sense of smell • small and friendly • won’t frighten passengers

Page 15 Two topics in this chunk of text

• Describes the attributes needed to be a sniffer dog • Isaak’s daily rountine

What is needed for the job • starts at 1 yrs old • have to be energetic and healthy • not upset by loud noises • rewarded with dog biscuits • has to be enjoyable work Daily routine • collected from kennel • taken for a run • meet passengers collecting luggage

Page 16 and 17 Describes Isaak at work

Isaak in action • eager to start • follows his nose around • Lisa follows • finds some fruit • emptied into quarantine bin • gets his reward

Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” ………...reflection on how Isaak loves his job



Introduce the title Sniffer Dogs “What information do you expect to find in this article?” . Brainstorm students’ prior knowledge about sniffer dogs working at airports

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1. Why does Isaak love going to work each day?

2. Why do beagles make good sniffer dogs?


4. Think of another title that summarises what the article is about and would be a good hook for the reader.


5.

Make a WANTED poster as an advertisement for sniffer dogs. Your poster should have a catchy title to get people’s attention, a picture or illustration, and a list of the qualities a dog must have for the job.


6. Make an INFORMATION WEB titled Sniffer Dogs summarising the information in this article OR a FLOW CHART of A day in the life of Isaak the sniffer dog. These are good activities to help you remember the information.


7. Design a machine or a security system that could do Isaak’s job. Use drawings and labels to explain your interesting ideas.


8.



3. Why is working with a sniffer dog like working with a three year old?

“Isaak’s job isn’t very important”



Sniffer Dog BY PHILLIPA WERRY



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Set 4:2 LESSON PLAN Sailing the Pacific RA 9-10yrs SJ Part 2 Number 3 2003 by Maria Samuela SPECIFIC LEARNING OUTCOMES Students can…………..

Summary An article about the ancient Polynesian sailors who discovered Aotearoa and how they navigated the open seas to get here. Text structure A descriptive text structure (focuses on one topic - navigation) Can be diagrammed as an information web (Activity 6) using topic headings like those in the Summary of Text below. Introduction - the history behind the discovery of Aotearoa. Body of Text - a series of headings each dealing with navigational aids and the types of boat used for the voyages. Conclusion - no conclusion



BEFORE READING Introduce the title Sailing the Pacific “What information do you expect to find in this article?”

Brainstorm prior knowledge of how sailors find their way at sea today and how they did it before there was a lot of modern technology.






Page 12 First three paragraphs “How has the author introduced the topic? Is there a hook?” ………...Tells the story of the first Polynesian explorers discovering Aotearoa. No deliberate hook. Pages 12 and 13 “Clouds” Explained how clouds were used to help navigators know when land was close

Summary of text (Step 3) Using Clouds to find land • slow down when passing over land • over land underside green • colour brightens over lagoon

Page 13 “Birds” Describes how the actions of birds were used by navigators to help guide their way and find land

Using Birds to find land • return to land in the evening • following migrating birds

Page 14 “Stars” Describes how the sun during the day and the position of stars at night help navigators to know where they are going

Using the Stars • sun always rises in the east • sets in the west • stars always in the same positions • made instruments to help

“starpeeker”

Page 14 “Ocean Swells” Describes how navigators were able to work out if land was near by the pattern of the ocean swells

Using the Ocean Swells • ocean swells bounce off islands • make unusual patterns

Page 15 “The Vaka” Describes the boats that were designed for long voyages across the ocean - the vaka Page 16 Some special anchor stones which Kupe carried in his waka

The vaka for long voyages • double-hulled canoes • long planks stitched together • sails woven pandanus leaves • paddles at rear to steer • up to 150 people • 21 metres long • carried supplies and plants as well Kupe’s anchor stones • presented to him • from a sacred mountain

Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” …...….No conclusion



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1. When was Kupe supposed to have discovered Aotearoa?

2. Make a list of the materials you would need to make a vaka.




5.

Make a WANTED poster as an advertisement for a navigator on a vaka. Your poster should have a catchy title to get people’s attention, a picture or illustration, and a list of the skills needed for the job.


6. Make an INFORMATION WEB titled Sailing the Pacific summarising the information in this article about navigation aids and the boats used. This is a good activity to help you remember the information.


7. Design a new improved vaka for sailing the pacific today. You can include anything you like to make the journey safe and comfortable, and show how you would store food for the long voyage. Use drawings and labels to explain your interesting ideas.


8.



3. Why would it be dangerous to sail on the open sea one thousand years ago?

“The early pacific sailors were crazy to try and cross the Pacific Ocean in small boats” List your reasons for agreeing and disagreeing with this statement. I agree with this statement because…….. I disagree with this statement because……….

Sailing the Pacific by Maria Samuela



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Set 4:3 LESSON PLAN Popeye to the Rescue RA 9½-10½yrs SJ Part 2 Number 3 2001 by Anna Kenna SPECIFIC LEARNING OUTCOMES Students can…………..

Summary An article about a rather full on parrot who works for the good guys, the Auckland Volunteer Coastguard Text structure A descriptive text structure (focuses on the attributes of one thing - Popeye the rescue parrot) Can be diagrammed as an information web (Activity 6) using topic headings like those in the Summary of Text below. Introduction - comparison between pirate parrots and Popeye. Body of Text - descriptive paragraphs about Popeye and his behaviour. Conclusion - reflective statement about Popeye.



BEFORE READING Discuss prior knowledge of parrots and their association with pirates.

Introduce the title Popeye to the Rescue “What clues are there in the title? What information do you expect to find in this article?”

Page 14 Paragraph 1 “How has the author introduced the topic? Is there a hook?” …...makes a comparision between pirates’ parrots and this parrot - “works for the good guys”- a strong interest hook Page 14 Paragraph 2 and 3 Gives the background to the article - the crew of the Consort, a rescue boat for the Auckland Volunteer Coastguard May need to clarify - coastguard Pages 14 Last paragraph and Page 15 First paragraph Describes the place that Popeye has in the crew and how he really helps with the rescues

Summary of text (Step 3) Consort crew • belong to Auckland Volunteer Coast-

guard • Graham, Nancie, parrot Popeye • together for 10 years • has been on all the rescues How Popeye helps • not just cute • cheers scared people up • has a Merit Award

Page 15 Rest of the page Describes a real rescue call and how Popeye is a real ‘stickybeak’ May need to clarify - stickybeak, run aground

Popeye in action • wants to be part of everything • squawks into radio headset

Page 16 Describes how Popeye can also be a real show-off

Popeye the show-off • loves sweet things • mimics the radio and microwave • copies seagulls • empties cutlery drawer • has toppled overboard

Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” …….….reflective statement about Popeye - “It’s lucky he belongs to a rescue boat…..” Additional Information Some facts about the NZ Volunteer Coastguard








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1. What job does the Auckland Volunteer Coastguard do?

2. What sort of parrot is Popeye?




5.

Popeye has gone missing. Make a LOST poster with a drawing of Popeye, a description of what he looks like, the way he behaves, why he is so valuable, and who to contact if he is found.


6. Make an INFORMATION WEB titled Popeye to the Rescue summarising the information in this article. This is a good activity to help you remember the information.


7. Design a new improved version of Popeye who can help the Auckland Volunteer Coastguard in all sorts of interesting ways. Use drawings and labels to explain your interesting ideas.


8.



3. Explain in your own words how Popeye helps on rescues?

“The people who work for the Auckland Volunteer Coastguard should be paid for what they do” List your reasons for agreeing and disagreeing with this statement.


Popeye to the Rescue by Anna Kenna



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Set 4:4 LESSON PLAN Vanilla Ice Cream, Please! RA 9½-10½yrs SJ Part 2 Number 1 2003 by Jill MacGregor SPECIFIC LEARNING OUTCOMES Students can…………..

Summary A visit to a vanilla plantation in Tonga describing the harvesting process of vanilla beans and how they end up flavouring vanilla ice cream. Text structure A sequential text structure (series of events which progress over time - harvesting vanilla). Can be diagrammed as a flow chart (Activity 6). Introduction - a Tongan girl poses a question. Body of Text - description of the harvesting process. Conclusion - no real conclusion.



BEFORE READING Introduce the title Vanilla Ice Cream Please! “What clues are there in the title? What information do you expect to find in this article?”

Discuss prior knowledge about how ice cream is made and where vanilla flavouring comes from.

Page 22 Paragraphs 1 and 2 “How has the author introduced the topic? Is there a hook?” …....…. Introduces Veisinia a girl who loves ice cream. Question “Where does vanilla come from?” is a hook

Summary of text (Step 3) Where vanilla comes from • grows on plantations • needs to be warm and wet • fertile soil • sheltered by tall banana plants

and coconut palms

Page 22 Rest of the page A visit to a vanilla plantation in Tonga describing how vanilla grows

Page 23 Begins a description of the harvesting process

• how you know when the beans are ready to be picked • once picked the beans have to be cured - fermented and

dried

Page 24 Paragraphs 1 and 2 The steps in the curing process are described

Picking the beans • ready when one end is slightly yellow • bruise easily • curing produces vanilla for flavouring Curing the beans • put in wire basket • short time in boiling water • put in a “heat box” • covered with woollen blankets • sweat for 48 hours - turn brown • if sunny dried in the sun • if wet on wire racks in drying room • left for 2 months • moisture has to be removed

Page 24 Paragraph 3 Describes how the beans are then stored to develop their flavour

Developing the flavour • tied in bundles of 100 • stored in wooded boxes for 3 months • checked for moisture • if too wet turn mouldy Exporting the beans • long time to make • very expensive • exported to other countries • crushed to make vanilla oil / essence • used in cakes, medicines, shampoo,

perfume and ICE CREAM

Page 24 Last paragraph Explains what happens to the beans once they are ready

Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” …….…..no conclusion, just a reference back to the introduction - ice cream








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1. Why do vanilla beans grow well in Tonga?

2. How do the pickers know the beans are ready to be picked?




5.

Make a WANTED poster advertising holiday jobs for NZ kids picking vanilla beans on a vanilla plantation in Tonga. Give as much information as you can about the job from what you have learnt in the article.


6. Make a FLOW CHART titled Getting the Vanilla Flavouring into your Ice Cream including all the steps from growing the vanilla beans to crushing the dried beans. This is a good activity to help you remember the information.


7. Design a quick way of getting the beans ready using technology that is already available or create some inventions of your own. Use drawings and labels to explain your interesting ideas.


8.



3. Why does it take so long to get the beans ready for exporting?

“Vanilla beans should be grown in NZ rather than in Tonga”



by Jill Macgregor



Vanilla Ice Cream, please!

SAM

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Set 4:5 LESSON PLAN Return Ticket, Please! RA 9½-10½yrs SJ Part 2 Number 1 2000 by David Hill SPECIFIC LEARNING OUTCOMES Students can…………..

Summary The author reviews the first man on the moon and then looks at the possibility of landing a man on another planet - Mars Text structure A descriptive text structure (one topic - manned travel to Mars). Can be diagrammed as an information web - travel to Mars. Introduction - description of the first man on the moon, then poses a question for the reader. Body of Text - discussion of the possibilities of a “man on Mars.” Conclusion - includes a summarising and a reflective statement.



Introduce the title Return Ticket, Please “What clues are there in the title? What information do you expect to find in this article?” Brainstorm what the students know already about space travel to other planets and the possibility of life there.






Page 6 Paragraphs 1, 2 and 3 “How has the author introduced the topic? Is there a hook?” …..……Description of first man on the moon Poses a question “What would you say?” as a hook

Summary of text (Step 3) US plans • Mars by 2010 • a manned flight

Page 6 Paragraph 4 Outlines the US plan to have a manned flight to Mars by 2010

Page 6 Paragraph 5 The history of unmanned flights to Mars Page 6 Paragraph 6 Explains just how far away Mars is Page 7 Justifies why Mars is the planet chosen to visit Page 8 Discusses some of the problems of being in space for 14 months Page 9 Explains the extreme distances involved and the need for everything on the spacecraft to work properly Page 10 Discusses the problems that would face new arrivals once they got to Mars

History of flights to mars • unmanned landings since 1970’s • Patherfinder in 1997 • robot explored surface A long trip • 3 days to the moon • 20 months to Mars • 7 months in today’s ships Why Mars? • Venus closer but life not possible • Mars only possible planet for life • probably no water • may have had primitive life More than a Year in Space • astronauts have to get along • need room for supplies • washing water recycled • sweat gathered • processed for drinking It’s a Long Way Away • 4mins 20 secs for a radio message • no chance for repairs if things go wrong

Problems on Mars • no oxygen • very cold, can be -140°C at night • dust storms - can’t see much

Page 10 Last paragraph : Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” ……...….summarising statement - “...hardly sounds like the ideal holiday…” reflective statement - people will probably want to go



BEFORE READING

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1. What is the United States planning for the year 2020?

2. Why would Venus not be a good place to visit?




5.

Design an advertising poster for a return trip to Mars. You need illustrations and a catchy title so people will want to read it. Include the information in the article about how long the trip will take and what they will find when they get there.


6. Make an INFORMATION WEB titled Return Ticket, Please summarising the information in the article. This is a good activity to help you remember the information.


7. Design a passenger spacecraft for regular sightseeing trips to Mars. Include activities to keep your tourists happy for the 14 months it would take for the return trip - remember the problem of weightlessness in space! Use drawings and labels to explain your interesting ideas.


8.



3. What information would scientists get from Pathfinder’s mission to Mars in 1997?

“Exploring Space is a waste of time and money”



Return Ticket, Please! by David Hill



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GUIDED SILENT READING - static.shop033.comstatic.shop033.com/UserFiles/4309-Files/file/Sample ebooks/GSR7... · Guided Silent Reading Book 7 Visit our website at 3 ... the passages