Bộ sách Scott Foresman reading street grade 5 advance teaching guides gồm các quyển sau: 5.1.1 This Is the Way We Go to School 5.1.2 Forecasting the Weather (Earth Science) 5.1.3 Harvesting Medicine on the Hill 5.1.4 African American Athletes (Social Studies) 5.1.5 The Land of Opportunity (Social Studies) 5.2.1 When the Disaster Is Over (Social Studies) 5.2.2 A Safe Heaven (Social Studies) 5.2.3 Making Friends in Mali 5.2.4 Saving Endangered Species (Life Science) 5.2.5 The National Guard Modern Minutemen (Social Studies) 5.3.1 The Patent Process (Social Studies) 5.3.2 The Inspiration of Art (Social Studies) 5.3.3 Whats New with Dinosaur Fossils (Life Science) 5.3.4 Music Gets the Blues (Social Studies) 5.3.5 Hollywood Special Effects (Social Studies) 5.4.1 Cheaper, Faster, Better Recent Technological Innovations (Social Studies) 5.4.2 Feel, Think, Move (Life Science) 5.4.3 A Home for Humans in Outer Space Is It Possible? (Space and Technology) 5.4.4 Nathaniel Comes to Town 5.4.5 What Makes Great Athletes? (Social Studies) 5.5.1 The Sandwich Brigade 5.5.2 Inventions from Space Travel (Space and Technology) 5.5.3 Astronauts and Cosmonauts (Space and Technology) 5.5.4 The Shaping of the Continents (Earth Science) 5.5.5 Journey to Statehood (Social Studies) 5.6.1 Oceans of Resources (Social Studies) 5.6.2 MixedUp Vegetables (Life Science) 5.6.3 From Salt to Silk Precious Goods (Social Studies) 5.6.4 Flying into the 21st Century 5.6.5 Unexpected Music (Social Studies)
Trang 1Unexpected Music
SUMMARY After reading Unexpected Music,
students will not look at everyday objects
the same way again A wide variety of
unusual instruments—spanning the ages and
continents—are described Even advanced
readers will benefit from drawing on their prior
knowledge of history and music to clarify the
text
LESSON VOCABULARY
aborigines acoustic antiquity
archaeologists artifacts oboe
ocarina principles reeds
INTRODUCE THE BOOK
INTRODUCE THE TITLE AND AUTHOR Discuss with
students the title and author of Unexpected
Music Encourage students to comment on
how the photograph on the cover relates to
the title Ask students how music can be
unexpected
BUILD BACKGROUND Have students create
music with objects in the classroom Students
can tap on their desks, clap two coat hangers
together, beat a ruler on a can or bottle, or
blow through a drinking straw Ask students
how they might communicate with the sounds
they make Have them imagine what it might
be like to communicate solely through music
PREVIEW/USE TEXT FEATURES As students
pre-view, have them count the number of
differ-ent instrumdiffer-ents named in the headings and
shown in the illustrations and photographs
Draw students’ attention to the household and
natural objects mentioned in the text that may
also be considered musical instruments
READ THE BOOK
SET PURPOSE Encourage students to set a
purpose for reading based on the sense they have developed of this reader by looking at the title, section headings, and illustrations
STRATEGY SUPPORT: PRIOR KNOWLEDGE Remind students that although they are reading about
unfamiliar instruments, they can use their prior knowledge of similar but familiar instruments to
understand the text Model how to make text-to-world connections when students come to page
18 On that page the author compares a glass armonica to running your wet finger around the edge of a glass Ask students to share other places in the text where they can make connec-tions between instruments in the text and their prior knowledge
COMPREHENSION QUESTIONS
PAGES 3 AND 7 Which do you think came first—the bear bone flute or the didgeridoo?
Why? (Possible response: The bear bone flute, because the Neanderthals lived tens of thousands of years in prehistoric times.)
PAGE 15 What conclusion can you draw
about the spoons being popular? (They are commonly found items that anyone can play.)
PAGE 16 Why are the glockenspiel, marimba, and xylophone all percussion instruments that
can play melodies? (These instruments have rows of bars that each play a different note when struck.)
PAGE 16 What type of instrument is the gong?
(percussion)
PAGE 21 What would you say is the main idea
of this reader? (Possible response: Over time, humans have used unusual and unexpected objects to make music.)
5.6.5
SEQUENCE PRIOR KNOWLEDGE
Unexpected Music
128
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TEACH/REVIEW VOCABULARY
Have students practice using context clues
to find the meaning of vocabulary words
Begin with the word archaeologists on
page 3 Invite students to say the meaning
in their own words and explain which context clues helped them understand the word
Repeat for each vocabulary word
Write the vocabulary words on separate index cards as well as any additional words you think will be difficult for English language learners Hold up a card and help students define it by using it in sentences and having students use context clues to determine meaning
TARGET SKILL AND STRATEGY
SEQUENCE Point out that a time line is
an excellent way to show sequence Ask
students to plot the evolution of music and musical instruments on a time line Lead students to organize the time line by general time periods, such as Prehistoric, Ancient, and Modern, instead of specific dates
PRIOR KNOWLEDGE Activating prior knowl-edge will aid students’ comprehension of the
evolution of music Review with students the three types of connections they can make:
text-to-self—the feeling of hearing or play-ing an instrument, text-to-world—general knowledge of music and instruments, text-to-text—books about music or history Have students note that many of the unusual instruments discussed in this reader are likened to instruments students are likely
to know, and this helps students develop a
concept of the unfamiliar instrument
ADDITIONAL SKILL INSTRUCTION
DRAW CONCLUSIONS Remind students that
a conclusion is a sensible decision reached
after thinking about details and facts in the text When drawing a conclusion, readers often use prior knowledge Have students pause at the end of each section and write down one conclusion they can draw After reading, prompt students to share and explain their conclusions from the text
REVISIT THE BOOK
READER RESPONSE
1 The first instruments discussed are wind
instruments Wind: flutes, horns, didgeridoo,
pungi, bagpipes, pyrophone; Percussion:
boulders, drums, o-daiko, gongs
2 Responses will vary but should include
using students’ understanding of wind and
percussion instruments
3 Antiquity deals with ancient times and
artifacts are items made by humans.
4 Responses will vary.
EXTEND UNDERSTANDING Pause when students
finish reading page 11 and then have
students look at the percussion instruments
on page 10 Encourage students to predict
how the instruments are played and why they
are considered percussion instruments
RESPONSE OPTIONS
WRITING Have students imagine a new
instrument Invite them to both draw and write
about their idea
SOCIAL STUDIES
CONNECTION
Have students plot the
instruments discussed
in the book on a map of the
world Invite them to find out about
even more instruments on the Internet or
at a library and add them to the map
Unexpected Music 129
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Name
Sequence
• Sequence refers to the order of events in both fiction and nonfiction
• Sequence can also refer to the steps in a process
Directions Write a summary of Unexpected Music Include at least three of the facts listed below
Organize the facts in sequence Use time order cues such as dates and time periods, and/or time
order words such as first, then, following, and recently.
• The didgeridoo is an ancient instrument
made by Australian aborigines It could
be 40,000 years old
• Bagpipes were played by the ancient
cultures of Greece and Rome
• Stone Age percussion instruments were
found in India
• The first pyrophones were built in the 1700s and 1800s
• The earliest instrument known is a flute made from a bone of a bear at least 43,000 years ago
• Spoons and saws were popular instruments of the early 1900s in the United States
Unexpected Music
130
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Name
131
Unexpected Music
Vocabulary
Directions Choose the word from the box that best matches each definition
Write the word on the line
1. scientists who study the people, customs, and life of ancient times
2. basic rules of science that explain how something works
4. thin pieces of wood, metal, or plastic inside some musical
instruments that produce a sound when a current of air moves them
5. a small wind instrument, traditionally made of clay, with finger
holes and a whistlelike mouthpiece
Directions Draw a line to match the synonyms.
8 antiquity natives
Directions Write a short paragraph about one of the instruments from Unexpected Music
Use as many vocabulary words as possible
Check the Words You Know
aborigines acoustic antiquity archaeologists artifacts oboe ocarina principles reeds