5 3 1 the story of flight TG

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

The Story of Flight

SUMMARY The author offers a brief history of

the development of flight, from the drawings

of Leonardo da Vinci to the use of the

Concorde She describes many uses of flight,

including mail delivery, passenger service, and

weapons transport

LESSON VOCABULARY

admiringly permit

scoundrels subject

worthless

INTRODUCE THE BOOK

INTRODUCE THE TITLE AND AUTHOR Discuss with

students the title and the author of The Story

of Flight Ask students to think about the title

and what the book will be about Discuss the

concept that, although today we take airplane

flight for granted, at one time people had to

use other methods of transportation

BUILD BACKGROUND Discuss with students

what they know about the history of flight and

airplanes Ask: Have you ever been on an

airplane? How far did you go, and how many

hours did it take?

Invite students to share personal

experiences with flying, using words from their

home languages Discuss things and people

they might find on an airplane (headphones,

movie, snacks, soft drinks, seat belts,

baggage compartment, flight attendant, pilot,

copilot, etc.)

PREVIEW/USE TEXT FEATURES Have students

look at the illustration on the title page

and compare it to the photo on page 23

Discuss differences between the airplanes

Have students look at the drawing on page

4 Discuss how drawings can help scientists

explain their ideas to others Ask: What other

purposes might this kind of drawing have?

READ THE BOOK SET PURPOSE Have students set a purpose

for their reading and keep track of the most important information related to that purpose

Suggest that a good way to keep track of information is to take notes as you read

STRATEGY SUPPORT: TEXT STRUCTURE Remind

students that authors use one structure to organize a book, such as chapter divisions

They may set up another structure for explaining the information Elicit that the information in this book is organized according

to chronology Ask students to take notes of important dates as they read, so they can follow the development of important events in the history of flight

COMPREHENSION QUESTIONS

PAGE 8 What did the Wright brothers do

when they failed in one of their tests or

experiments? (tried to learn something from

their failure)

PAGE 12 What conclusion can you draw about the effect of World War I on the development

of aviation? (The wish to gain an advantage by

using airplanes in warfare gave a big boost

to aviation.)

PAGE 15 What is the author’s purpose in telling

readers about Amelia Earhart? (The author

wants to inform readers that women pilots made a contribution to the history of flying.)

PAGE 23 Summarize the major developments

in aviation since the Wright brothers’ 1903

controlled airplane flight (Responses will

vary but should include Glenn Curtiss’s public flight; the demand for airplanes to conduct warfare during World War I; daring flights of barnstormers; World War II; development of jet engines; etc.)

5.3.1

AUTHOR’S PURPOSE TEXT STRUCTURE

52 The Story of Flight

Skill Work

REVISIT THE BOOK

READER RESPONSE

1 Possible responses: The author’s purpose is

to inform readers, because of the amount of

factual information presented

2 Possible responses: 1914–1919, WW I

military planes; 1927, Lindbergh flies across

the Atlantic; 1930s, air travel becomes

popular; 1937, Hindenberg explodes;

airships for passengers discontinued; 1939,

WW II military bombers and fighters; 1958,

first jet travels across the Atlantic; 1970s,

Concorde

3 Possible responses: airplanes, ornithopter,

hot-air balloon, jet, rudders, propellers,

glider, Concorde, wings

4 Answers will vary but should refer to

specific functions and reasons for change

EXTEND UNDERSTANDING Suggest that students

look at the illustration and photograph on

pages 22–23 Discuss the concept of the

jumbo jet and what it means for today’s

travelers

RESPONSE OPTIONS

WRITING Invite students to write a few

paragraphs imagining themselves as early

pioneers in the history of flight What kinds

of approaches might they take to creating a

machine that could fly? What would they need

to learn about in order to build this kind of

machine?

WORD WORK Have students review the word

subject in context on page 6 Discuss how

this meaning of subject differs from the way

subject is used in grammar Repeat this

approach with the other multiple-meaning

word, permit.

SCIENCE CONNECTION

Suggest that students go

to the library to research

inventors in the field of

flight Can students find elements in their

backgrounds that led them to become

scientific leaders?

The Story of Flight 53

TEACH/REVIEW VOCABULARY

After you discuss the meanings of the vocabulary words, have students brainstorm

to come up with as many synonyms and then antonyms as they can for each word

TARGET SKILL AND STRATEGY

AUTHOR’S PURPOSE Remind students

that when we read for the author’s purpose,

we ask ourselves, “Why did the author write this book? What was he or she trying to accomplish?” Suggest that as they read, they keep in mind whether the author wants to inform, entertain, persuade, or express herself

TEXT STRUCTURE Remind students that the structure of a book is the pattern that helps to organize its information Discuss how this book has been set up into chapters Ask: By reading the chapter titles, what can you tell about how this book is organized? What do the chapter titles tell you about what the author’s purpose might be?

ADDITIONAL SKILL INSTRUCTION

DRAW CONCLUSIONS Remind students that

when we draw conclusions, we arrive at

ideas based on what we have read Suggest that they examine the illustration on page 7

Ask: What conclusions can you draw about the way in which early inventors thought flight would happen?

© Pearson Education 5

Name

Author’s Purpose

• Author’s purpose refers to the author’s reason for writing

• The author may want to inform, entertain, persuade, or express himself or herself.

Directions Reread the following excerpt from The Story of Flight Then answer the questions below.

Jet engines also had a huge effect on air travel In 1958, the new Boeing 707 carried passengers nonstop across the Atlantic Ocean from New York City to Paris This jet airliner

was remarkable for its speed and size It had room for up to 181 passengers and could travel

600 miles per hour That year, more than one million people flew between the United States and

Europe For the first time in history, more people crossed the Atlantic by plane than by ship

1 Based on these paragraphs, what seems to be the author’s purpose?

2 Which phrase gives you information about the Boeing 707’s size?

3 Which phrase tells you information about the speed of the Boeing 707?

4 Which two sentences give information about the number of people who flew between the

United States and Europe during 1958?

5 What conclusion might you draw about why the author wants to give readers the

information in this paragraph?

The Story of Flight

54

© Pearson Education 5

Name

55

Vocabulary

Directions Write a sentence using each of the vocabulary words Try to make them relate

to airplanes and flight

1.

2.

3.

4.

5.

Directions Draw a line from the vocabulary word to its definition.

6 admiringly to make possible or allow

7 permit having no value

8 scoundrels a person who lives under a king’s or queen’s rule

9 subject with respect and awe

10 worthless dishonest people

The Story of Flight

Check the Words You Know