Reading peak 3 teachers guide

Power Vocabulary Introduce all the words in the Power Vocabulary section to the students and go through their meanings.. Power Vocabulary Introduce all the words in the Power Vocabular

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Reading Peak 3

Teacher's Guide

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Unit 1 | A Fairy Tale

Reading Peak 3:Teacher’s Guide

Unit Objectives:

1 Students will learn about fairy tales written by the Brothers

Grimm

2 Students will practice drawing conclusions

3 Students will understand the meanings of new words and be able to use the words

Have the students look at the picture What do they see in the picture? (house,

forest, castle, rainbow, unicorn, etc.) Where do they think the scene is taking

place? (in a magical place, in a story, on a mountain) How does the picture make

them feel? (happy, curious, excited)

What do you think?

Have the students answer the pre-reading questions as a class or in pairs

Encourage them to answer in complete sentences

Background Knowledge

Introduce the topic and then read the Background Knowledge text aloud for the

students Tell them to follow along in their books as you read Ask the students

if they can think of any magical or imaginary beings from fairy tales

Power Vocabulary

Introduce all the words in the Power Vocabulary section to the students and go

through their meanings

Extra Idea (optional): Verb or Noun

Tell the students that you are going to start reading the Power Vocabulary words

out loud Ask them to look up at the ceiling if the word you read is a noun, and

down at their desk if the word is a verb If the word you read isn’t a noun or a

verb tell them to look straight ahead

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During Reading

Have the students listen to the passage (recording) and follow along

in the student book Afterwards, ask the students what they can

remember about the text without looking at their books

 Origins of the Brothers Grimm fairy tales (two brothers were

German scholars, wanted to introduce German culture, fairy

tales based on German folk stories)

 Characteristics of the original stories (religious, included less

magic than other fairy tales, violent, scary)

 Characteristics of the modern versions (have been changed so

that children can enjoy them, less scary, always have a happy

ending)

As the students answer, take notes on the board Show the students

different ways to take notes (use different colors and/or shapes to

separate the different categories):

Example

Brothers Grimm Fairy Tales

Origins Original Stories Modern Versions

- Two brothers were

German scholars

- Introduce German culture

- Based on German folk

- Have happy endings

Next, have the students read the passage out loud

Drawing Conclusions

Teach the students about the unit’s reading strategy Then ask the students what

conclusion they drew from the passage

Extra Idea (optional): And Now the News

Ask the students to pretend they are TV newscasters Have each student read one

paragraph from the passage Encourage them to use expressive voices and

gestures when reading Afterwards, take a vote to see who the students thought

the best newscaster was

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After Reading

Reading Comprehension

Have the students complete both activities on their own If you feel that the

students are not at the level to answer the questions on their own yet, you can go

through the activities as a class Remind them that they need to answer in

complete sentences for the second activity

Graphic Organizer

Refer the students back to the notes you made together on the board Go over the

different parts of your diagram: Tibetan nomads’ home, shelter, clothes, food,

livelihood, etc

Move on to the graphic organizer and have the students fill in the blanks Check

the answers as a class

Vocabulary Build-up

Go through the Vocabulary Build-up exercise with the students Have them fill

in the blanks on their own

Briefly go through the contents of the Word Power box Ask the students to read

the sample sentences (individually or as a group) and then point out the words in

focus

Extra Idea (optional): Describe It

Prepare small slips of paper with the Power Vocabulary words written on them

Put all of the slips of paper in a hat or bowl Have each student pull out a word

from the hat or bowl Then tell them to describe the meaning of the word (using

other words or actions) without saying the word that is written on their slip of

paper For example, for the word “scholar” they could say “This person studies

a lot.” The rest of the class will try to guess what the word is

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ANSWER KEY: STUDENT BOOK

1 What is a fairy tale?

- A fairy tale is a story for children

- It’s a story about magical creatures

2 What is your favorite fairy tale and why?

- My favorite fairy tale is Snow White and the Seven Dwarfs I think the dwarfs

are very funny

- I love Sleeping Beauty because the princess was kind and beautiful

What conclusion did you draw from the story?

- The original versions of the Brothers Grimm fairy tales were very violent and

scary, but they have been changed so that they can be told to children

Choose the best answer

Write the answers in full sentences

1 When was “Little Red Riding Hood” first written?

- It was first written in the 1800s

2 What did the Brothers Grimm want to introduce in their fairy tales?

- They wanted to introduce German culture through their stories

3 What was the fairy Maleficent in the Brothers Grimm version of “Sleeping Beauty”?

- It was an ogre who wanted to eat Sleeping Beauty

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ANSWER KEY: WORKBOOK

1 I booked the ticket two weeks in advance so that I can get a discount

2 Brandon sometimes listens to classical music so that he can broaden his views

3 Please raise your hand first so that you can have a chance to answer the question

B

C

1 The original story was even more violent

2 They wanted to introduce German culture through their stories

3 Many children read these stories before going to sleep

4 That’s why fairy tales are usually not too frightening

5 It was written by two brothers, Jacob and Wilhelm Grimm

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Unit 2 | Fair Trade

Reading Peak 3: Teacher’s Guide

Unit Objectives: Students will

1 Students will learn about what fair trade is and what

advantages and disadvantages it has

2 Students will practice distinguishing fact from opinion

3 Students will understand the meanings of new words and be able to use the

Have the students look at the picture What do they see? (children squatting and

kneeling) What do they think the children are doing? (playing, working,

gathering corn, helping parents/adults) What else do they see in the picture?

(adults, sacks, corn, containers)

students Tell them to follow along in their books as you read

Extra Idea (optional): Quiz Show

Write all the Power Vocabulary words on the board Split the students into three

teams Have a student from each team come to the front of the class Tell them

that you’re going to read a word definition out loud, and if they know the answer,

they should ring a bell/buzzer (if you have props) or raise their hand Ask the

student who rings the bell/buzzer or raises their hand first what the answer is If

their answer is correct, they get a point for their team

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During Reading

Have the students listen to the passage (recording) and follow along in the

student book Afterwards, ask the students what they can remember about the

text without looking at their books

 Features of fair trade (alternative to regular trade, giving profit from

products to workers instead of companies or middlemen)

 Advantages of fair trade (helps poor workers earn more for their labor,

safer workplace)

 Disadvantages of fair trade (stores raise prices on fair trade items but

don’t give the extra money to the workers, oversupply/production, brings

prices down)

As the students answer, take notes on the board Show the students different

ways to take notes (use different colors and/or shapes to separate the different

categories):

Example

What is fair trade?

Advantages (Ashley’s Opinion)

Disadvantages (Sean’s Opinion)

Distinguishing Fact from Opinion

Teach the students about the unit’s reading strategy Then ask them about

Ashley’s opinion about fair trade? If there’s time, ask about Sean’s opinion as

well

Extra Idea (optional): Word Scavenger Hunt

Make a list of all the Power Vocabulary words (in the same order they appear in

the passage) on the board Tell your students to start reading the passage quietly

in their seats and to raise their hand when they find one of the words on the list

Ask the student who finds the word first to read the sentence that contains the

word out loud Ask them if they also remember the meaning of the word (they

can check the definition in the Power Vocabulary section if they can’t remember

it)

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After Reading

students are not at the level to answer the exercises on their own yet, you can go

Point out that the answer to question one in the first activity is the main idea of

the unit’s text

different parts of your table/diagram: Features of fair trade (alternative to regular

trade, giving profit from products to workers instead of companies or

middlemen); Advantages of fair trade (helps poor workers earn more for their

labor, safer workplace); Disadvantages of fair trade (stores raise prices on fair

trade items but don’t give the extra money to the workers, oversupply/production,

brings prices down)

Move on to the graphic organizer in the book and have the students fill in the

blanks Check the answers as a class

Briefly go through the contents of the Power Vocabulary box Ask the students

to read the sample sentences (individually or as a group) and then point out the

words in focus

Extra Idea (optional): Sum it Up

Ask the students to work in groups of four Tell them to read the passage again,

and then to work together to write their own summary of the passage Have all

the groups present their summaries to the class Take a vote to see which group

created the best summary and give the winning group a small prize

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1 What is fair trade?

- Fair trade is different from regular trade

- Fair trade means paying a fair price for products so poor workers earn more

2 Do you think our economy is run fairly?

- Yes, I think our economy is run fairly Anybody can become rich

- - No, our economy is unfair Poor workers get so little, while rich

businessmen and businesswomen earn a lot

Distinguishing Fact From Opinion

What is Ashley’s opinion about fair trade?

- She thinks fair trade is better than regular trade because it helps poor workers

earn a good salary in a safe workplace

1 What does Ashley want to make a difference in?

- She wants to make a difference in the lives of poor people

2 Who does Sean think will make additional money from fair trade items?

- He thinks stores will keep additional money from fair trade items instead of

giving it to the workers

3 According to Sean, where does the money from fair trade go to?

- According to Sean, the money from fair trade goes to stores

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1 Amy bought not a green bicycle but a pink bicycle

2 I took not a train but a bus

3 I put not salt but sugar on my fried chicken

B

C

1 I agree that workers should be paid a fair price

2 This happens because the item isn’t rare anymore

3 We can afford to pay workers with the extra money

4 Stores know that people will pay more for fair trade items

5 When trading goods, there are usually extra companies involved

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Unit 3 | Claude Monet

Unit Objectives:

1 Students will learn about Claude Monet and the impressionist

style of painting

2 Students will learn to understand sequences

3 Students will understand the meanings of new words and

be able to use the words in sentences

4 Students will practice summarizing passages and giving opinions

Have the students look at the picture What do they see? (water lilies, flowers, water,

leaves) What kind of picture is it? (painting, photograph, poster) What

scenery/landscape is shown? (a lake, a pond, a garden) How does the picture make them

feel? (happy, inspired, sad, bored, etc.)

Have the students answer the pre-reading questions as a class or in pairs Encourage

them to answer in complete sentences

Introduce the topic and then read the Background Knowledge text aloud for the students

Tell them to follow along in their books as you read

Introduce all the words in the Power Vocabulary section to the students and go through

their meanings

Extra Idea (optional): Time is Ticking

Have the students work in pairs Tell each pair that they have one minute (you can

extend the time limit if you’d like) to make as many sentences as possible using the

different words from the Power Vocabulary section Each correct sentence (spelling and

grammar count) they make is worth one point The team with the most points will be

the winner

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During Reading

Have the students listen to the recording of the text and follow along in the student book

Afterwards, ask the students what they remember about the text without looking at their

books

 Monet’s early paintings (realistic, painted objects and people)

 Monet’s later paintings (impressionist, not realistic, focused on light and color,

captured mood and emotion)

 Monet’s influence (people were shocked at first but soon began to see how light

can be beautiful; Monet, Renoir, and Degas’ impressionist work paved the way

for other abstract paintings; modern painters have the freedom to paint what

they feel)

As the students answer, take notes on the board Show the students different ways to

take notes (use different colors and/or shapes to separate the different categories):

- Along will artists like Renoir and Degas, paved way for abstract paintings

- Modern painters now can paint what they feel

Understanding Sequences

Teach the students about the unit’s reading strategy Then ask the students what style

Monet’s early paintings were Help the students sequence the events that happened in

the story to show how Monet’s painting style changed over time

Extra Idea (optional): Word Mix-up

Prepare copies of the passage for the students On the copies, switch all of the Power

Vocabulary words around with each other Ask the students to read the text as a group

normally and then tell them to stop after each sentence with a Power Vocabulary word is

read Ask the students which word in the sentence should not be there and what word it

should be replaced with

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After Reading

Have the students complete both exercises on their own If you feel that the students are

not at the level to answer the questions on their own yet, you can go through the

activities as a class Remind them that they need to answer in complete sentences for

the second activity

Point out that the answer to question number one in the first activity is the main idea of

the unit’s text

different parts of your table/diagram: Monet’s early paintings (realistic, painted objects

and people); Monet’s later paintings (impressionist, not realistic, focused on light and

color, captured mood and emotion); Monet’s influence (people were shocked at first but

soon began to see how light can be beautiful; Monet, Renoir, and Degas’ impressionist

work paved the way for other abstract paintings; modern painters have the freedom to

paint what they feel)

Move on to the graphic organizer and have the students fill in the blanks Check the

answers as a class

Go through the Vocabulary Build-up exercise with the students Have them fill in the

blanks on their own

Briefly go through the Word Power box Ask the students to read the sample sentences

(individually or as a group) and then point out the words in focus

Extra Idea (optional): Guess the Word

Have the students work in groups of four Write all the Power Vocabulary words on the

board Give the students one minute to read the meanings of the words from the Power

Vocabulary section Ask the students to close their books and then read the different

definitions from the Power Vocabulary aloud Have each group write down what they

think each word is Correct the answers together as a class

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1 Who is your favorite artist and why?

 My favorite artist is Leonardo da Vinci because he painted the Mona Lisa

 Suh Yong-sun is my favorite artist I like his modern style and colorful paintings

2 Who was Claude Monet?

 Claude Monet was a French painter who started impressionism

 Monet was a famous artist

Understanding sequences

What style were Monet’s early paintings?

 Monet’s early paintings were in the realist style

1 How did the term “impressionist” start?

- A journalist first used the term as a joke

2 Before impressionism, what did people think paintings should look like?

- People thought paintings should look like reality

3 Why were Monet’s paintings of the same objects not all the same?

- That’s because he painted them in various colors and types of light

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1 I don’t know what I should do

2 Tell me how you could make it

3 I want to know when you will come back

B

C

1 People thought paintings should look like reality

2 A journalist used the term as a joke

3 He painted them in various colors and types of light

4 Modern painters have the freedom to paint what they feel

5 Monet focused on emotion rather than realism

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Unit 4 | Shark Fins

Unit Objectives:

1 Students will learn about the role of sharks in the ecosystem

and the harmful effects of overfishing

2 Students will practice recognizing cause and effect

3 Students will understand the meanings of new words and

be able to use the words in sentences

Have the students look at the picture What do they see in the picture? (bowl of soup,

spoon, plate, cup) Where do they think this picture is from? (house, restaurant) What

kind of soup do the students like to eat? (vegetable, chicken noodle, etc.)

Have the students answer the pre-reading questions as a class or in pairs Encourage

them to answer in complete sentences

Introduce all the words in the Power Vocabulary section to the students and go through

their meanings

Extra Idea (optional): Scramble for Words

Prepare small cardboard cards with 5-10 words from the unit’s Power Vocabulary and

their meanings Half of the cards should have vocabulary words written on them and

half should have word meanings (or synonyms) written on them Spread all the cards

out on the floor and have the students come over and pick out two cards that match

After picking their cards, each student goes up to the board and sticks the two cards

next to each other Continue the activity until there are no cards left on the floor

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Review the vocabulary words and their meanings (or synonyms) with the students after

the activity is finished

During Reading

Have the students listen to the passage (recording) and follow along in the student book

Afterwards, ask the students what they can remember about the text without looking at

their books

 Role of sharks in the ecosystem (limit the number of smaller fish,

oxygen-producing plants will not all be eaten)

 Shark fishing (sharks tossed back in the water after fins are cut off, become

prey instead of predators)

 Harmful effects of shark fishing (sharks are increasingly in danger of

overfishing and even extinction, more small fish to eat all the

oxygen-producing plants, less oxygen for humans, not good for the ecosystem of the

ocean)

As the students answer, take notes on the board Show the students different ways to

take notes (use different colors and/or shapes to separate the different categories):

Example

Shark’s Role in the Ecosystem Shark Fishing

Harmful Effects of Shark Fishing

- Limit the number of small fish

- Help maintain the amount of oxygen producing plants

- Sharks tossed back in the water after their fins are cut off

- Become prey instead of predators

- Sharks increasingly in danger of overfishing and extinction

- More small fish to eat plants

- Less oxygen for humans

- Not good for the ecosystem of the ocean

Understanding Sequences

Teach the students about the unit’s reading strategy Give the students one or two

minutes to go through the text and then ask them why they think the ecosystem of the

ocean is being destroyed

Extra Idea (optional): Forward and Backward

Tell the students that they will take turns reading one sentence each from the passage

After each student finishes reading their sentence, they will point either left or right If

they point right, then the next student has to read the sentence AFTER the one that was

just read If they point left, then the next student has to read the sentence BEFORE the

one that was just read

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After Reading

Have the students complete both activities on their own If you feel that the students

are not at the level to answer the questions on their own yet, you can go through the

activities as a class Remind them that they need to answer in complete sentences for

the second activity

Point out that the answer to question number one in the first activity is the main idea of

the unit’s text

different parts of your table/diagram: Role of sharks in the ecosystem (limit the number

of smaller fish, oxygen-producing plants will not all be eaten); Shark fishing (sharks

tossed back in the water after fins are cut off, become prey instead of predators);

Harmful effects of shark fishing (sharks are increasingly in danger of overfishing and

even extinction, more small fish to eat all the oxygen-producing plants, less oxygen for

humans, not good for the ecosystem of the ocean)

Move on to the graphic organizer and have the students fill in the blanks Check the

answers as a class

Go through the Vocabulary Build-up exercise with the students Have them fill in the

blanks on their own

Briefly go through the Word Power box Ask the students to read the sample sentences

(individually or as a group) and then point out the words in focus

Extra Idea (optional): Word Lottery

Prepare small slips of paper with the Power Vocabulary words written on them Put all

of the slips of paper in a hat or bowl Have each student come to the front and pull out

a word Tell the student to read the word out loud for the class and then to use that

word in a sentence

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1 Have you ever heard of or eaten shark fin soup?

 Yes, I tried it once at a Chinese restaurant

 I’ve heard of shark fin soup, but I’ve never eaten it

2 Do you know how shark fin soup is made?

 No, I don’t know how it is made

 It is made with fins from sharks

Recognizing Cause and Effect

Why is the ecosystem of the ocean being destroyed?

- Because of the overfishing of sharks, the ecosystem of the ocean is being destroyed

1 Why are sharks an important part of the ecosystem?

- That’s because sharks are at the top of the food chain in the ocean

2 Before impressionism, what did people think paintings should look like?

- People thought paintings should look like reality

3 Why should new international laws be created?

- They should be created so that countries can work together to monitor shark fishing

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1 What a colorful and lively doll it was!

2 What a good sense of humor you have!

3 What a wonderful world we are living in!

B

C

1 Sharks are very important to the ecosystem’s balance

2 It may surprise you to know that some people eat them

3 More and more people are eating it these days

4 A ban on shark fin soup would decrease demand for sharks’ fins

5 Without sharks, there would be too many smaller fish

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Unit 5 | Nomadic People

Unit Objectives:

1 Students will learn about the lifestyle of Tibetan nomads and the

threats to their survival

2 Students will practice drawing conclusions

in sentences

Power Vocabulary:

shelter consider grassland possession harsh

boil consist crop outdated respect

LESSON GUIDE

Before Reading

Have the students look at the picture What do they see? (camels, desert, sand,

sky, etc.) Where do they think the people are? (the desert, Tibet, etc.) How

would they describe this landscape? (barren, hot, etc.)

Extra Idea (optional): Naming Examples

Have the students give examples for selected nouns and adjectives from the

Power Vocabulary section

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Examples:

shelter = houses, cottages, caves, etc

possession = clothes, cars, money, houses, etc

grasslands = savannas, prairies, etc

crop = wheat, rice, corn, potatoes

outdated = typewriters, bell-bottom pants, disco music

During Reading

Have the students listen to the recording of the text and follow along in the

 Tibetan nomads’ home (mountains and grasslands of the Tibetan plateau)

 Their shelter (tents made from yak wool)

 Their clothes (made from yak skin, good for cold weather)

 Their food (yak meat, cheese, yogurt, animals they hunt and fish, crops

they grow)

categories):

Example

Teach the students about the unit’s reading strategy Then ask the students what

conclusion they drew from the story

Extra Idea (optional): Coach and Player

Ask the students to work in pairs Tell the students to take turns reading the

passage aloud to their partners The students listening to the passage will give

their partners feedback about how to improve their reading, pronunciation, and

intonation

Tibetan nomads

Shelter:

tents made of yak wool

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After Reading

Point out that the answer to question number one in the first activity is the main

idea of the unit’s text

different parts of your table/diagram: Tibetan nomads’ home (mountains and

grasslands of the Tibetan plateau);

Their shelter (tents made from yak wool); Their clothes (made from yak skin,

good for cold weather); Their food (yak meat, cheese, yogurt, animals they hunt

and fish, crops they grow)

Move on to the graphic organizer and have the students fill in the blanks Check

the answers as a class

focus

Extra Idea (optional): Around the World

Have a discussion about different lifestyles around the world Ask the students to

tell you about the ways other cultures (nomadic and settled) live You could also

have them talk about this in pairs or small groups

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1 What kind of shelter do you live in?

 My family has a house

 I live in an apartment with my parents

2 How many times have you moved in your lifetime?

 I’ve never moved

 I’ve moved twice I used to live in a different city, but now I live here.

What conclusion did you draw from the story?

- Even if the nomadic lifestyle seems to be outdated, it is important to respect

and maintain every way of life

1 Why are yaks the most important possession for Tibetan nomads?

- They are important because they are used for shelter, clothes, and food

2 What is the daily diet of Tibetan nomads?

- The daily diet of Tibetan nomads consists of yak meat, cheese, yogurt, and animals that can be hunted or fished for in local areas

3 How can Tibetan nomads trade things?

- They trade things at markets or festivals once or twice a year

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1 It is easy to point out a person’s mistakes

2 It is difficult to make others understand me fully

3 It is not easy to create sounds with wind instruments

B

C

1 Yak skin protects them from harsh weather

2 They take full advantage of them to survive

3 They go to another place before the soil turns bad

4 Tibetan nomads make tents from yak wool

5 The lifestyle of Tibetan nomads is being threatened by big cities

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Unit 6 | Constellations

Reading Peak 3: Teacher’s Guide

Unit Objectives:

1 Students will learn about the constellation Ursa Major and a

Native American myth about its origin

2 Students will practice distinguishing real from make-believe

Have the students look at the picture What do they see? (stars, planets) Do they

know what constellations are? (Yes, group of stars that forms a particular shape

in the sky; No, I don’t know that word) What constellations have they seen in the

night sky? (Big Dipper, Little Dipper, etc.)

Extra Idea (optional): Synonyms and Antonyms

Have the students work in pairs or small groups Give each pair (or small group)

selected words (adjectives and nouns) from the Power Vocabulary section Give

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them two minutes (you can make the time limit longer if you want) to write down

as many synonyms and antonyms as possible for each of the words on their list

Examples:

enormous = big, large, gigantic ≠ small, tiny

vicious cruel, brutal ≠ kind, gentle

tough = hard, ≠ soft, weak

courageous = brave, fearless, unafraid ≠ fearful, timid

coward ≠ fighter

During Reading

Have the students listen to the recording of the text and follow along in the

 Ursa Major (includes the Big Dipper, “Great Bear” in Latin, many stories

told)

 Algonquin myth (bear attacks villages, warriors hunt bear, bear ran into

the night sky, one of the warriors shot bear with an arrow, bear began to

bleed, bear’s blood drips onto Earth in fall, causes leaves to change color)

categories):

Example: Algonquin Myth of Ursa Major

Distinguishing Real from Make-believe

Teach the students about the unit’s reading strategy Then have the students

identify the real and make-believe aspects of the article Help the students

understand the difference between real (what can happen in real life) and

make-believe (what cannot happen in real life)

Extra Idea (optional): Different Voices

Assign different characters to the students (newscaster, disc jockey, pop icon,

etc.) Have each student read one or two sentences from the passage while

mimicking the voice of their assigned character

Ursa Major

A bear

attacks

villages

Warriors hunt the bear

The bear escapes to the sky

Warrior shoots the bear with an arrow

The bear bleeds

Why trees turn red in fall

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After Reading

different parts of your diagram: Ursa Major (includes the Big Dipper, “Great Bear” in

Latin, many stories told); Algonquin myth (bear attacks villages, warriors hunt bear,

bear ran into the night sky, one of the warriors shot bear with an arrow, bear began to

bleed, bear’s blood drips onto Earth in fall, causes leaves to change color)

focus

Extra Idea (optional): Word Lottery

Put all of the slips of paper in a hat or bowl Have each student come to the front

and pull out a word Tell the student to read the word out loud for the class and

then to use that word in a sentence

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1 Can you name a constellation?

 Yes, I have heard of the Big Dipper and the Little Dipper

 No, I don’t know the names of any constellations

2 What does the Great Bear look like?

 It’s a group of stars that are shaped like a big bear

Distinguishing Real from Make-believe

What are the make-believe aspects of this story?

- The bear that was being hunted ran into the sky, and the warriors entered the sky

with him and chased him around Ursa Major // Every fall, the bear’s blood

drips onto the Earth and causes trees to turn red and orange

1 Why was Ursa Major given the name “Great Bear” in Latin?

- It was given the name because the stars form a shape similar to a big bear

2 According to one myth about Ursa Major, why did the bear run into the sky?

- He ran into the sky to escape the warriors chasing him

3 According to the myth, why do the trees turn red and orange in the fall?

- The bear was shot with an arrow by one of the warriors and began to bleed Every fall, when the bear approaches the horizon, his blood drips onto the Earth and causes the trees to turn red and orange

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1 Josh was so angry that his face turned red

2 Mike ran so fast that I couldn’t catch him

3 Ashley was so wise that she could deal with the problem

B

C

1 They looked for a group of stars called the Big Dipper

2 He didn’t expect them to pursue him!

3 One of the warriors shot the bear with an arrow

4 The story says there was an enormous bear that was very vicious

5 When the bear approaches the horizon, his blood drips onto the Earth

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Unit 7 | LOHAS

Unit Objectives:

1 Students will learn about the LOHAS, a group of people

concerned about their health and the environment

2 Students will practice guessing word meaning

Have the students look at the picture What do they see? (a man, a woman, two

elderly people) How do they look? (happy, peaceful) What do they think the

people are doing? (taking a rest, inline skating, laughing at a funny story)

Extra Idea (optional): Quiz Show

Write all the Power Vocabulary words on the board Split the students into three

teams Have a student from each team come to the front of the class Tell them

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that you’re going to read a word definition out loud, and if they know the

answer, they should ring a bell/buzzer (if you have props) or raise their hand Ask

the student who rings the bell/buzzer or raises their hand first what the answer is

If their answer is correct, they get a point for their team

During Reading

Have the students listen to the recording of the passage and follow along in the

 LOHAS (definition, members)

 Mission (encourage consumers and companies to care about personal

well-being and the well-being of the environment)

 Practices (support companies that use fewer resources, buy local food

and organic food)

categories):

Example

Guessing word meaning

Teach the students about the unit’s reading strategy Then ask them to guess

what the word “support” means in line 13 of the passage

Extra Idea (optional): Word Mix-up

Prepare copies of the passage for the students On the copies, switch all of the

Power Vocabulary words around with each other Ask the students to read the

text as a group normally and then tell them to stop after each sentence with a

LOHAS

- LOHAS:

Lifestyles of Health and Sustainability

- members are consumers and companies

MISSION

- Encourage caring for the well-being of people and the environment

PRACTICES

- Support companies that use fewer essential resources

- Buy local food (use less fuel to transport)

- Buy organic food (grown without pesticides)

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Power Vocabulary word is read Ask the students which word in the sentence

should not be there and what word it should be replaced with

After Reading

different parts of your diagram: LOHAS (definition, members); Mission

(encourage consumers and companies to care about personal well-being and the

well-being of the environment); Practices (support companies that use fewer

resources, buy local food and organic food)

focus

Extra Idea (optional): Guessing Game

(for example, pesticides, consumer, etc) Put all of the slips of paper in a hat or

bowl Split the class into two teams Have one member from each team come to

the front and pull out a word Have their team try to guess the word by asking

questions (Is it a noun/adjective/verb? How many letters is it? Is it a

person/place/object? Do we eat it/use it?) The student can only answer with

“yes,” “no,” or “maybe.” Whichever team guesses the word first gets a point

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1 What are some ways to eat healthy?

 You can eat vegetables and fruits every day

 Not eating fast food and candy are good ways to eat healthy

2 What are some ways to help the environment?

 We can recycle plastic, paper, and bottles

 We can plant more trees

Guessing word meaning

What does the word 'support' mean in line 13?

- It means to buy products from a company or group to encourage them to

continue doing something

1 What is the mission of the LOHAS movement?

- Its mission is to encourage consumers and companies to care about both their personal well-being and the well-being of the environment

2 What companies do LOHAS members support?

- They support companies that offer goods and services that use fewer essential resources

3 What will happen if people continue to use too much of natural resources?

- If people continue to use so much oil and other natural resources there will be nothing left in the future for our children

Mission: encourage /environment

Practice: natural / local / organic

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1 James writes not only children’s books but also adults’ books

2 I enjoy not only reading books but also doing outdoor activities

3 Physical education strengthens not only students’ bodies but also minds

B

C

1 They hope that everyone will care about the environment

2 Local food does not have to be shipped long distances

3 Less fuel is used when transporting it

4 It is not sustainable to continue to use so much oil

5 The mission is to encourage consumers to care about the environment

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Unit 8 | The Secret Garden

Unit Objectives:

1 Students will learn about The Secret Garden and its positive

message

2 Students will practice recognizing an author’s purpose

Have the students look at the picture What do they see? (flowers, a garden, a

door, a walkway) How would they describe the picture? (beautiful, relaxing,

inviting) How does the picture make them feel? (happy, calm)

Extra Idea (optional): Fill in the blanks

Prepare sentences that contain words from the Power Vocabulary section Write

the sentences on the board and substitute blanks for the Power Vocabulary words

Have the students try to guess which word is needed to complete each sentence

Examples:

She’s not here now, but I expect her to _ very soon

Let’s find a quiet _ so we can talk

My mother me back to health when I got sick

I can _ speak Chinese so I should take more language classes

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He was unhappy with his present and spent the whole party _

During Reading

Have the students listen to the recording of the passage and follow along in the

 Facts about the story (written by Frances Dodgson Burnett, 1911)

 The story’s characters (Mary, Colin, Mr Craven, Martha)

 The story’s plot (Mary lives with her uncle; Mary’s uncle is away a lot;

Martha tells Mary about the garden; Mary takes care of the garden: Mary

becomes friends with Colin; Mary helps Colin walk to the garden;

Mary’s uncle returns and finds the two are friends)

 The story’s message (about positive change; through hard work and a

relationship with nature, characters learn to care about others and think

positively)

categories):

Example

Identifying an author's purpose

The Secret Garden

- Popular children’s story

Mary becomes friends with Colin

Mary helps Colin walk to the garden

The plot:

The message:

- About positive change

- Learn to care about others and think positively

0

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Teach the student’s about the unit’s reading strategy Ask them what they think

the purpose of this article is

Extra Idea (optional): The Secret Word

Scan the passage before the class starts and pick out a frequently-used function

word (article, pronoun, preposition, etc.) Have the students stand up and read

the passage as a group, but tell them they are not allowed to say your chosen

word Whenever a student is caught saying the word, have them sit down

Continue until the passage is finished or until there is only one student left

standing Have that student finish reading the passage normally and give him/her

a small prize

After Reading

different parts of your diagram: Facts about the story (written by Frances Dodgson

Burnett, 1911); The story’s characters (Mary, Colin, Mr Craven, Martha); The story’s

plot (Mary lives with her uncle; Mary’s uncle is away a lot; Martha tells Mary about

the garden; Mary takes care of the garden: Mary becomes friends with Colin; Mary

helps Colin walk to the garden; Mary’s uncle returns and finds the two are friends);

The story’s message (about positive change; through hard work and a relationship

with nature, characters learn to care about others and think positively)

focus

Extra Idea (optional): The Suffix -ive

Have students think of other words with the suffix –ive (from the Word Power

focus) Write their answers on the board Then give the students two minutes

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(you can make the time period shorter or longer if you’d like) to write as many

sentences as possible using the suffix –ive words

1 Who is your favorite author and why?

 I like J.K Rowling because she made the Harry Potter books funny and

amazing

 I like Lewis Carroll because he wrote Alice in Wonderland He had a great

imagination

2 What kinds of stories do you like to read?

 I like stories about animals that learn from each other

 I like mystery stories because I think it is fun to solve mysteries

Identifying the author's purpose

What is the purpose of this article?

- It is to introduce story of The Secret Garden and its message about positive

change

1 Who tells Mary about the hidden garden?

- A maid named Martha tells Mary about the hidden garden

2 How do Mary and Colin become friends?

- Mary and Colin become friends thanks to the secret garden

3 Why did Colin almost always stay in his bedroom?

- Colin almost always stays in his bedroom because he’s sick

Story line: hidden / friends / walk

Message: nature / care / positively

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