LESSON VOCABULARY caterpillar cocoon disrespect emerge unscrewed INTRODUCE THE BOOK INTRODUCE THE TITLE AND AUTHOR Discuss with students the title and the author of Juan’s Journey..
Trang 1Juan’s Journey
32
Juan’s Journey
SUMMARY Juan, a child in a migrant worker
family, longs for a permanent home as he
deals with the harsh realities of migrant
worker life
LESSON VOCABULARY
caterpillar cocoon
disrespect emerge
unscrewed
INTRODUCE THE BOOK
INTRODUCE THE TITLE AND AUTHOR Discuss with
students the title and the author of Juan’s
Journey Based on the title, whom do students
think the story will be about? What does the
word Journey in the title tell them?
BUILD BACKGROUND Explain that migrant
work-ers are people who travel around the country
picking crops Discuss with students what
they know about the lives of migrant workers
PREVIEW/USE TEXT FEATURES As students
preview the book, draw their attention to the
map on page 3 and discuss that it shows the
route migrant workers travel as they look for
work Then have students look at the pictures
What do they think they might find out about
the migrant workers in this story?
Review the map on page 3 and then
compare it to a classroom map that gives the
names of all the states Point out the states
mentioned on page 3
READ THE BOOK
SET PURPOSE Have students set a purpose
for reading Juan’s Journey If they need help
setting a purpose, ask them what they hope the story will be about and what they hope they will learn about Juan or migrant workers
STRATEGY SUPPORT: ANSWER QUESTIONS Remind
students that answering questions is the
ability to give complete, correct responses
to questions Read page 3 aloud Then ask
students: Why did the Garcias leave Georgia?
(They were migrant workers and the harvest was over.) Lead students to see that the
answer came from information found in several places, or sentences, on the page
Then discuss that answers to other questions might be found in only one sentence, by using prior knowledge or by using what
is in the story plus prior knowledge As students answer the following comprehension questions, have them tell you how they came
up with the answers
COMPREHENSION QUESTIONS
PAGE 8 Why would Juan buy his mom a red
car? (because it was her favorite color)
PAGE 13 Where can you find the answer to the question: “What was the weather like the
week that Juan picked strawberries?” (first
sentence, second paragraph)
PAGE 14 What generalization can you make
about picking strawberries for a living?
(Possible Response: It is hard work.)
PAGE 17 Were you surprised that Manuel
quit working for Spike? Why or why not?
(Responses will vary.)
5.2.1
COMPARE AND CONTRAST ANSWER QUESTIONS
16911_LRD_TG_032-033 32 12/28/05 1:03:28 PM
Trang 2Skill Work
TEACH/REVIEW VOCABULARY
Review the meaning of the words and then give students word cards Have them sort
the words by parts of speech (noun, verb,
adjective) Students can play charades using
the verbs (sketched, unscrewed, emerged)
To give the answer, students should hold up the correct card
TARGET SKILL AND STRATEGY
COMPARE AND CONTRAST Remind
students that to compare is to tell how two
or more things are alike To contrast is to tell
how two or more things are different Invite students to compare and contrast what they are learning to what they already know
Does anything in Juan’s life remind them of their own lives? For example: Some of them might want a dog; some of them might have had to move around a lot Ask if comparing their own lives to Juan’s helped them better understand what he was going through
ANSWER QUESTIONS Remind students
that answering questions can help them understand the text (helps them focus,
checks comprehension, relates what they know to what they are reading) After
read-ing, have students ask questions compar-ing what is happencompar-ing in Juan’s life to what
he wants to happen Students should then
answer each other’s questions
ADDITIONAL SKILL INSTRUCTION
GENERALIZE Remind students that as they
read, they are given ideas about several things or people, and they can make one statement about all of them This is called
a generalization Some are valid; some are faulty Ask: Is the generalization, All kids like
to listen to music, valid or faulty? (Faulty:
All kids may not like to listen to music.) Is
the generalization, Many kids like to listen
do like to listen to music.) Invite students to
make generalizations as they read Remind them to back up generalizations with exam-ples Have the class share generalizations and discuss whether they are valid or invalid
REVISIT THE BOOK
READER RESPONSE
1 Advantages: Crew leader arranged work,
housing, car rides; Disadvantages:
Farmworkers had to give money to crew
leader
2 Responses will vary, but they should relate
to text
3 Responses will vary, but they should show
understanding of how a cocoon is a tight
wrapping that covers something
4 Responses will vary, but students might say
they would do just as Manuel did or call the
police on Mr Spike
EXTEND UNDERSTANDING Ask students to define
character (Possible response: person or animal
who takes part in the events of a story) Who
is the main character in this story? (Juan) Ask
students to describe Juan Do they think he
is a hard-working boy? Is he a boy who cares
about others? Have them find places in the
text that supports their answers
RESPONSE OPTIONS
SPEAKING Have students work in small groups
and discuss whether or not children Juan’s
age should be allowed to be migrant workers
They should create a list of reasons supporting
their decision or decisions Afterwards,
have the groups share their decisions
and supporting reasons
SOCIAL STUDIES
CONNECTION
Encourage students to find
out more about migrant
workers and their lives They can
read biographies of César Chávez and other
books about migrant workers They might be
especially interested in information about
children who were migrant workers
Juan’s Journey 33
16911_LRD_TG_032-033 33 3/20/06 8:49:44 AM
Trang 3Compare and Contrast
• To compare is to tell how two or more things are alike
• To contrast is to tell how two or more things are different
Directions Fill in the following chart to compare what Juan wants to what Juan has
Circle the one thing Juan wanted and then got
What Juan Wants What Juan Has
Directions Look at your chart Draw a picture of Juan leading the kind of life he would like to have.
Juan’s Journey
34
16911_LRD_TG_034-035 1 12/28/05 1:04:29 PM
Trang 435
Vocabulary
Directions Find and circle the following words All words go from left to right.
Check the Words You Know
caterpillar migrant
cocoon sketched
disrespect unscrewed
emerge
Directions Use each vocabulary word in a sentence.
1.
2.
3.
4.
5.
6.
7.
Juan’s Journey
C O C O O N A T Y L J M K R T
L Y M C E M E R G E T C A T P
M T I E N Y E G R L P U F L T
O D I S R E S P E C T K A I L
M I G R A N T K N W J S S R G
T E N A R G E L K M I G A R T
A K T S K E T C H E D Y T C M
C O C O R U N S C R E W E D Y
A J T S K E A T C H E D Y L O
D I T C A T E R P I L L A R T
16911_LRD_TG_034-035 2 12/28/05 1:04:33 PM