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L9

Curriculum Integration Reading Program

S U B J E C T

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Subject Link 9

Subject Link L9

Subject Link L9 • Teacher’s Guide• Teacher’s Guide 33 2

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• Do you like or dislike volcanoes? Why? • Do you like or dislike volcanoes? Why?

• What happens to an area when volcanic ash and lava cover • What happens to an area when volcanic ash and lava cover it?it? • Can volcanoes have any good effects? What are they? • Can volcanoes have any good effects? What are they?

2) Turn to the chapter’s Backgrou

2) Turn to the chapter’s Background Knowledge page (p. 8) nd Knowledge page (p. 8) right after the chapterright after the chapter title page. Read through the Lesson 1

title page. Read through the Lesson 1 background knowledge with the studentsbackground knowledge with the students and clarify any confusion they may have. If

and clarify any confusion they may have. If time permits, ask the students basictime permits, ask the students basic comprehension questions about the passage. Explain that this information will comprehension questions about the passage. Explain that this information will bebe helpful to them in understanding the main

helpful to them in understanding the main reading passage.reading passage.

3) Read the discussion question in

3) Read the discussion question in Before You Read part A and encourage theBefore You Read part A and encourage the students to discuss it either in pairs or as a class.

students to discuss it either in pairs or as a class.

4) Introduce the keywords from Before You Read part B.

4) Introduce the keywords from Before You Read part B. Give denitions of the wordsGive denitions of the words to the students and have them match the easier synonyms in

to the students and have them match the easier synonyms in the box with thethe box with the sentences below. Quickly check them as a class, and then offer examples of sentences below. Quickly check them as a class, and then offer examples of thethe words in another context if possible. The

words in another context if possible. The objectives box above also lists otherobjectives box above also lists other suggested vocabulary words that can be dened for

suggested vocabulary words that can be dened for the students, but when thosethe students, but when those are introduced is up

are introduced is up to the teacher’s discretion.to the teacher’s discretion.

5) Have the students ll i

5) Have the students ll i n the sentences with the keywords either individually, in pairs,n the sentences with the keywords either individually, in pairs, or as a class. Check

or as a class. Check their answers to ensure comprehension.their answers to ensure comprehension.

Extra Idea for Vocabulary Practice (optional): Quiz Show

Write all the keywords on the board and

Write all the keywords on the board and split the students into two or split the students into two or three teams.three teams. Have a student from each team come to

Have a student from each team come to the front of the class. the front of the class. Tell them thatTell them that you’re going to read a word denition out loud, and that if

you’re going to read a word denition out loud, and that if they know the answer,they know the answer, they should ring a bell or hit a buzzer (if you have props) or raise their hands. Ask they should ring a bell or hit a buzzer (if you have props) or raise their hands. Ask the student who reacts rst to the

the student who reacts rst to the denition what the answer is. If denition what the answer is. If their answer istheir answer is correct, they get a point for their

correct, they get a point for their team. If it team. If it is incorrect, the other student(s) mayis incorrect, the other student(s) may have a chance to

have a chance to answeranswer. Continue until . Continue until all the all the keywords have been used.keywords have been used.

Lesson

Lesson 1

1 |

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_{Effects of Volcanoes}

Objectives

1. Students will learn about the positive and negative effects of volcanoes. 1. Students will learn about the positive and negative effects of volcanoes. 2. Students will understand the meanings of new words and be able to use them in 2. Students will understand the meanings of new words and be able to use them in

sentences. sentences.

3. Students will practice reading comprehension skills – identifying the main idea and 3. Students will practice reading comprehension skills – identifying the main idea and

supporting details, making inferences, and using

supporting details, making inferences, and using context to understand vocabulary.context to understand vocabulary. 4. Students will practice summarizing passages.

4. Students will practice summarizing passages. 5. Students will

5. Students will make connections between the reading selection and their ownmake connections between the reading selection and their own experiences.

experiences.

Key Words

simultaneous, peninsula, destruction, obvious, generate, benecial, ash, mineral, simultaneous, peninsula, destruction, obvious, generate, benecial, ash, mineral, fertilizer, plateau, thermal, utilize, regardless of,

fertilizer, plateau, thermal, utilize, regardless of, deadly, posedeadly, pose

LESSON GUIDE

Before Reading

1) Have the students turn to

1) Have the students turn to the title page of Chapter 1 the title page of Chapter 1 and read the chapter title, theand read the chapter title, the Think BIG question, and the Lesson 1 question (other lesson questions are also Think BIG question, and the Lesson 1 question (other lesson questions are also an option). Brainstorm answers to these questions all together. Any response is an option). Brainstorm answers to these questions all together. Any response is desirable, so do not limit the students in

desirable, so do not limit the students in their answers. Some of the following their answers. Some of the following guideguide questions may also be asked of individual students or giv

questions may also be asked of individual students or giv en to pairs to en to pairs to discuss:discuss:

Chapter 1

Subject Link L9 •

Subject Link L9 • Teacher’s GuideTeacher’s Guide 55 4

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During Reading

1) Play the accompanying CD track for the students. Tell them to follow along i n the book as the native speaker reads the passage. If the class is advanced enough, ask basic comprehension questions about the topic, main idea, details, etc.

2) Read the title and subtitle together. Tell the students to keep them in mind while they read the passage themselves since the title and subtitle often contain the passage’s topic and/or main idea.

3) There are many ways to read a passage as a class, and different classes may respond better to different techniques. It is also good to use different techniques on different days to prevent too much routine. Some different ways to read through a passage are:

• Select students to read each paragraph aloud one at a ti me.

• Have the students take turns reading sentences in a predetermined pattern. • Have the students read up to three or four sentences before choosing the next reader.

• Have the entire class read a paragraph or the whole passage out loud together. • Read a paragraph or the passage yourself, but tell the students to say the next word out loud any time you pause mid-sentence.

• Read each sentence and have an individual student or the class repeat it back to you to practice reading pronunciation.

4) Whenever a keyword or phrase is read, have the students underline it. If time permits, ask one or more students for a quick summary of the word’s denition.

5) After each paragraph is read, ask the students what its main idea is and then direct them to the Paragraph Summary below the passage. Have them ll in the sentence summarizing that paragraph and quickly discuss why it is the paragraph’s most important information. If necessary, write the summary on the board as well and/ or explain why it is the best summary. Writing it on the board is useful since you will have a complete summary on the board for easy reference by the end of the passage.

After Reading

1) Ask the students what the main idea of the reading passage was. Since they will be doing more summaries of the information later, there is no need to go in depth into supporting details. If necessary, write the main idea on the board for future reference.

2) Read the Connect to Yourself question at the bottom of the second page of the reading passage. Have the students answer it using the information from the passage and/or their own personal experience to integrate what they have learned into their lives. Any answers or discussion should be encouraged.

3) Reading Comprehension

If you feel that the students have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete the page on their own or with a par tner and check the answers as a class. However, if the students are at a lower level or cannot answer the questions easily, go through the page as a class. Read both the question and answer choices all together, and explain why the correct choice is the answer after the students have identied it. Explain what main idea, purpose, detail, and inference all mean as you do so.

4) Graphic Organizer

Explain how graphic organizers help show information from reading passages in a logical way. Put this unit’s graphic organizer on the board and go through it as a class so the students can process the ow of information better. Check the students’ answers before you move on.

5) Summary

Have the students complete the summary by lling i n the blanks either individually or in pairs. Refer them to their graphic organizers and any notes on the board for assistance. Another option is to ll in the summary all together as a class if students are struggling. Check the students’ answers before continuing.

Subject Link L9 • Teacher’s Guide 7 6

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6) Vocabulary Test

This vocabulary test covers all of the keywords in the objectives box above, not just the ones in Before You Read. It is up to the teacher on when to go over these extra vocabulary words. Some possible places are: right after matching up the words in the Before You Read section, as they come up in the reading passage, or right before the Vocabulary Test itself. This has been left intentionally open ended to allow the teachers some exibility in their class plans.

Extra Idea (optional)

Divide the class into two to four teams. Have one volunteer from each team come to the front of the classroom facing away from the board. Write a v ocabulary word on the board and have the rest of the students explain the word (without saying it) to their team members who are at the front. The rst student to guess the word receives a point for their team, and the team with the most points at the end wins the game. If necessary, it is also possible to use previous vocabulary words.

Additional Writing and Speaking (optional)

Writing

Have the students answer the Connect to Yourself question either on spare paper or in the blank Memo section in the back of the workbook. Encourage them to write at least ve or six sentences using the information from the passage and their own experience. Then edit their responses and have the students present them at the front of the class.

Speaking

Put the students into pairs. Give each pair a starting line, such as "I was in Hawaii last summer when a volcano erupted." Then have each student take turns adding sentences to the story. Tell the students that they must use keywords and phrases from the unit. Not only will the students be entertained by their classmates' creative adventures, but they will have to use comprehension and vocabulary skil ls to contribute to the story. Continue for a set amount of time or until each pair of students has used all the keywords from the unit.

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ANSWER KEY: STUDENT BOOK

ANSWER KEY: Workbook

Part A 1. benecial 2. thermal 3. regardless of 4. simultaneous 5. peninsula 6. generate 7. destruction 8. pose 9. obvious 10. utilize 11. mineral 12. ash 13. plateau 14. deadly 15. fertilizer Part B (A) since (B) lived (C) were recorded Part C (C) Part D (c)

Before You Read

Discussion

(Sample Answer)Yes, I watched a video of a volcano erupting in science class. It was amazing to see and also a bit frightening.

Vocabulary

1. c 2. d 3. b 4. e 5. a

Paragraph Summary

1. Vulcan / erupt 2. negative / wildlife 3. attractions / electricity 4. advantage / dangers

Connect to Yourself

(Sample Answer)I don’t want to live near a volcano. Regardless of all the positive effects of volcanoes, I don’t think I can feel safe around volcanoes.

Reading Comprehension

1. c 2. a 3. d 4. b 5. b 6. c

7. It comes from the Roman god Vulcan, the god of re.

8. Thousands of people were stuck in airports for weeks when the eruption produced a giant ash cloud.

9. The steam produced by volcanic heat is utilized to create electricity.

Graphic Organizer & Summary

Step 1

Negative – buildings, plants, and wildlife habitats / move quickly / breathing problems / damage jet engines

Positive – major tourist attractions / benecial for farming / a natural fertil izer / create electricity

Step 2

Volcanoes have both negative effects and positive effects. The negative effects include death and destruction. Lava ows can destroy buildings, plants, and wildlife habitats. Mixtures of hot gas and ash can move quickly and are ver y deadly. Finally, volcanic ash can cause breathing problems or can cause houses to collapse. It can also damage jet engines. But there are positive effects of volcanoes as well. Some volcanoes are major tourist attractions. Moreover, volcanic eruptions can be benecial for farming because the ash from volcanic eruptions acts as a natural fertilizer. Finally, volcanic heat can be used to create electricity.

Vocabulary Test

1. c 2. d 3. b 4. a 5. b 6. d 7. d 8. a 9. c 10. minerals 11. generate 12. peninsula

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Lesson 2 |

_{Volcanic Rocks}

Objectives

1. Students will learn about the types of igneous rock.

2. Students will understand the meanings of new words and be able to use them in sentences.

3. Students will practice reading comprehension skills – identifying the main idea and supporting details, making inferences, and using context to understand vocabulary. 4. Students will practice summarizing passages.

5. Students will make connections between the reading selection and their own experiences.

Key Words

determine, picture, dough, harden, igneous, solid, fortress, weapon, cobblestone, rich, iron, rub, polish, abrasive, treat

LESSON GUIDE

Before Reading

1) Have the students turn to the title page of Chapter 1 and read the chapter title, the Think BIG question, and the Lesson 2 question (other lesson questions are also an option). Brainstorm answers to these questions all together. Any response is desirable, so do not limit the students in their answers. Some of the following guide questions may also be asked of individual students or giv en to pairs to discuss:

• Are you interested in studying rocks? Why or why not? • How are volcanic rocks different from other rocks? • What are some ways that volcanic rocks are useful?

2) Turn to the chapter’s Background Knowledge page (p. 8) right after the chapter title page. Read through the Lesson 2 background knowledge with the students and clarify any confusion they may have. If time permits, ask the students basic comprehension questions about the passage. Explain that this information will be helpful to them in understanding the main reading passage.

3) Read the discussion question in Before You Read part A and encourage the students to discuss it either in pairs or as a class.

4) Introduce the keywords from Before You Read part B. Give denitions of the words to the students and have them match the easier synonyms in the box with the sentences below. Quickly check them as a class, and then offer examples of the words in another context if possible. The objectives box above also lists other suggested vocabulary words that can be dened for the students, but when those are introduced is up to the teacher’s discretion.

5) Have the students ll i n the sentences with the keywords either individually, in pairs, or as a class. Check their answers to ensure comprehension.

Extra Idea for Vocabulary Practice (optiona l): Time is Ticking

Have the students work in pairs. Tell each pair that they have one minute (you can extend the time limit if necessary) to make as many sentences as possible using the different words from the keyword section. However, remind the students that spelling and grammar still count. E ach correct sentence they make is worth one point. The team with the most points is the winner.

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During Reading

After Reading

5) Summary

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6) Vocabulary Test

Extra Idea (optional)

After reading the passage, have the students come up with their own questions and answer choices about it. Have them write the questions on index cards and shufe them carefully. Then, distribute the cards back to students and have them answer the questions. If it is a small class, you can even have the students write and answer several questions each.

Additional Writing and Speaking (optional)

Writing

Speaking

Select three or four vocabulary or topic categories within the reading passage’s theme. Put the students into three or four groups and divide the board into sections, one for each team. Have a student from each group come to the board as the designated writer. These writers are not allowed to bring any paper up with them. Instead, after you give the students a category, have their team members shout out ideas for the writers to put on their sections of the board. For advanced students, have them say the correct spelling for the writer as well. The team with the most relevant words on the board at the end of a set time wins. Change writers until each student has had a chance to write.

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ANSWER KEY: Workbook

ANSWER KEY: STUDENT BOOK

Part A 1. dough 2. solid 3. cobblestone 4. rich 5. harden 6. fortress 7. determine 8. iron 9. abrasive 10. polish 11. weapon 12. rub 13. treat 14. igneous 15. picture Part B (A) combined (B) rock (C) how Part C (B) Part D (a)

Before You Read

Discussion

(Sample Answer)My apartment is made out of rock. My pencil eraser is made out of rock too.

Vocabulary

1. b 2. a 3. e 4. c 5. d

Paragraph Summary

1. igneous / hardens 2. Intrusive / extrusive 3. cobblestone / erasers 4. Magma / lava

Connect to Yourself

(Sample Answer)If I could make something with igneous rock, I would make a building with granite because granite is very hard.

1. d 2. b 3. d 4. c 5. c 6. d

7. It is formed when liquid magma from volcanoes cools and becomes solid. 8. Basalt is rich i n iron and is used to make roads or statues.

9. People commonly rub pumice on their feet to remove dead skin. Pumice is also used in pencil erasers, polishes, and abrasive hand soaps.

Step 1

Intrusive – magma cools and hardens / make buildings and gravestones / make cobblestone streets

Extrusive – lava cools and hardens / make roads and statues / thousands of tiny bubbles / remove dead skin

Step 2

Igneous rock is formed by volcanoes. There are two types of igneous rock: intrusive rock and extrusive rock. Intrusive igneous rock is formed when magma cools and hardens under the earth’s surface. Granite and diorite are examples of intrusive rock. Granite is a ver y hard rock used to make buildings and gravestones. Diorite is a hard rock used to make cobblestone streets. Extrusive igneous rock is formed when lava cools and hardens on the earth’s surface. Basalt and pumice are examples of extrusive rock. Basalt is rich in iron and used to make roads and statues. Pumice is very light because it contains thousands of tiny bubbles and it is often used to remove dead skin from people’s feet.

Vocabulary Test

1. b 2. c 3. d 4. b 5. a 6. d 7. c 8. b 9. c 10. polish 11. cobblestone 12. rich

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Lesson 3 |

_{The Giant’s Causeway}

Objectives

1. Students will learn about the Giant’s Causeway and how it was formed. 2. Students will understand the meanings of new words and be able to use them in

sentences.

Key Words

devastating, countless, phenomenon, bishop, existence, curiosity, warrior, pretend, column, crack, attraction, weathering, scenery, conservation, litter

LESSON GUIDE

Before Reading

1) Have the students turn to the title page of Chapter 1 and read the chapter title, the Think BIG question, and the Lesson 3 question (other lesson questions are also an option). Brainstorm answers to these questions all together. Any response is desirable, so do not limit the students in their answers. Some of the following guide questions may also be asked of individual students or given to pairs to discuss:

• What is a giant? What is a causeway?

• Does your country have any interesting legends about natural features? • What do you think made the interesting rocks in the picture above?

Extra Idea for Vocabulary Practice (optiona l): Guess the Word

Have the students work in groups of two to four. Write all the keywords on the board. Give the students one minute to l ook at the keywords and their sentences in the book. Then have the students close their books, and have each group write down what they think each word’s denition is. Call on different groups for answers and write the best denitions on the board. Correct the answers together as a class.

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During Reading

After Reading

5) Summary

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6) Vocabulary Test

This vocabulary test covers all of the keywords in the objectives box above, not just the ones in Before You Read. It is up to the teacher on when to go over these extra vocabulary words. Some possible places are: right after matching up the words in the Before You Read section, as they come up in the reading passage, or right before the Vocabulary Test itself. This has been left i ntentionally open ended to allow the teachers some exibility in their class plans.

Extra Idea (optional): Word Mix-up

Prepare copies of the passage for the students. On the copies, switch all of the keywords 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 keyword is read. Ask the students which word in the sentence should not be there and what word i t should be replaced with.

Additional Writing and Speaking (optional)

Writing

Speaking: Storytelling & Memory Game

Have the students sit in a circle. Ask one student to start a story with a sentence that has one of the unit’s keywords. For example, if “empty” is a keyword, the sentence could be, "Once there was a boy with an empty box." The next student will continue the story with another keyword sentence, and so on until every student has participated or every keyword has been used. For advanced students, have them repeat the previous sentences before adding their own. Any student who forgets a line is out of the game. In this way, the students will build a stor y while remembering and repeating the previous sentences.

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ANSWER KEY: STUDENT BOOK

ANSWER KEY: Workbook

Vocabulary Test

1. c 2. a 3. d 4. a 5. c 6. d 7. b 8. a 9. d 10. bishop 11. existence 12. columns

Part A 1. attraction 2. bishop 3. litter 4. phenomenon 5. warrior 6. pretend 7. column 8. conservation 9. devastating 10. scenery 11. countless 12. curiosity 13. existence 14. crack 15. weathering Part B (A) number (B) that (C) to Part C (E) Part D (B)

Before You Read

Discussion

(Sample Answer)I see lots of different rocks by the sea. Vocabulary

1. c 2. b 3. a 4. e 5. d

Paragraph Summary

1. devastating / landscapes 2. Bishop / existence 3. giant / cracked 4. attraction 5. Conservation / preserve

Connect to Yourself

(Sample Answer)I would like to visit the Giant’s Causeway because I want to see the Giant’s Boot.

1. b 2. a 3. c 4. d 5. a 6. d

7. It was formed when Fingal came to Ireland to ght with Finn McCool. 8. Volcanic activity created a lava plateau, and this hardened and cracked as it cooled.

9. Many people work as conservation volunteers to help preserve the area and keep it clean.

Step 1

Legend – ght with an Irish warrior, Finn McCool / pretended to be his own baby / much sm aller t han Fing al / F ingal r an away

Scientic Facts – experienced heavy volcanic activity / columns formed as a result / a popular tourist attraction / its beautiful scenery

Step 2

Volcanic eruptions have caused new natural landscapes. An example of this is the Giant’s Causeway in County Antrim, Northern Ireland. An Irish legend says that Fingal, a giant from Scotland, came to Ireland to ght with an Irish warrior, Finn McCool. Finn McCool was much smaller than Fingal, so he pretended to be his own baby. This scared Fingal, and the Giant’s Causeway was destroyed when he ran away. Scientists, however, know that the area where the Giant’s Causeway is located experienced heavy volcanic activity 50 to 60 mill ion years ago. Columns formed as a result of a lava plateau hardening and cracking. It became a popular tourist attraction and is still known for its beautiful scenery.

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Lesson 4 |

_{The Story of Pele}

Objectives

1. Students will learn about the story of Pele, the goddess of the volcano. 2. Students will understand the meanings of new words and be able to use them in

sentences.

Key Words

goddess, chant, sacred, settle, slope, cliff, disturb, sibling, shore, chief, discourage, attracted, grove, length, furious

LESSON GUIDE

Before Reading

1) Have the students turn to the title page of Chapter 1 and read the chapter title, the Think BIG question, and the Lesson 4 question (other lesson questions are also an option). Brainstorm answers to these questions all together. Any response is desirable, so do not limit the students in their answers. Some of the following guide questions may also be asked of individual students or giv en to pairs to discuss:

• What is Hawaii like?

• Do you know any legends about volcanoes?

• What would happen if you made a volcano goddess angry?

Extra Idea for Vocabulary Practice (optiona l): Scramble for Words

Prepare small cardboard cards with the unit’s keywords, their meanings, and their synonyms. Half of the cards should have vocabulary words written on them, and half should have their meanings or synonyms written on them. Spread all the cards out on the oor and have a student come over and pick out two cards that match. After picking the cards out, have the student go up to the board and stick the two cards next to each other. Continue the activity until there are no cards left on the oor. Review the vocabulary words and their meanings or synonyms with the students after the activity is nished.

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During Reading

After Reading

5) Summary

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6) Vocabulary Test

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. Afterward, take a vote to see who the students thought the best newscaster was.

Additional Writing and Speaking (optional)

Writing

Speaking

Write each keyword from the unit on a piece of paper and put it in a bowl or hat. Have each student draw out a keyword and use it in a sentence aloud. Encourage the students to use different sentence forms like declarative, imperative, interrogative, and exclamatory sentences. For vocabulary words that are verbs, ask the students to change their sentences into the past, present, and future tenses.

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Chapter 1 REVIEW CLASS LESSON GUIDE

Objectives

1. Students will review the information from each lesson using the concept map. 2. Students will apply what has been learned about the chapter topic by completing a

project worksheet on it.

3. Students will practice the keywords that they have learned in this chapter.

LESSON GUIDE

Chapter 1 Wrap-up

1) Have the students turn to the Chapter 1 Wrap-up on p. 33. Remind them of the chapter’s topic (“Volcano”).

2) The idea of the concept map is to solidify all the information that the students have learned in whatever way the teacher prefers. One recommended way is to have the students brainstorm either individually or in pairs and write down any and all ideas that they remember from each lesson. Another way is to divide the class into four groups and have the groups review one lesson each and present it to the class. Your job is to facilitate the conversation in each group and answer any questions that come up. As each group or pair presents the ideas from their lesson, write them on the board for more effect. Also, encourage the students to use as many keywords as possible when they write or speak.

3) Once all the lessons have been reviewed by the students, split them into pairs and have them briey discuss what they learned from this chapter to connect each lesson’s ideas to the overall topic.

Chapter 1 Project Worksheet

1) Before class, download the Chapter 1 project worksheet from www.ibuildandgrow. com (“For Teachers”→ “Teaching Materials”→ “Reading” tab→ “Subject Link

9 Project Worksheet”). Make enough copies so that each student has their own worksheet.

2) The purpose of these project worksheets is to encourage the students to creatively make or do something related to the chapter topic. For Chapter 1, the end result will be a science report about a simple volcano experiment that each student can do. Have the students follow the steps on the worksheet to work their way up to the nished project. Offer advice and answer questions as needed. For lower levels, you may want to do the project yourself before class to show the students as an example.

3) After the students have nished their projects, have them briey present their worksheets to the rest of the class. This helps the students practice their spoken English and encourages them to share their creative ideas more freely.

Other Ideas and Activities

1) Any time l eft over in this review class may be used at the teacher’s discretion. One recommendation is to complete any lesson comprehension questions, vocabulary review, or workbook homework that the students have not nished already.

2) If the students have nished all their work, look through the “Extra Idea” and speaking activities suggested in each lesson and pick out one or two for the class to do. These are useful since they are fairly easy but still help the students practice their keywords, reading, and passage comprehension.

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ANSWER KEY: STUDENT BOOK

Before You Read

Discussion

(Sample Answer)Yes, I have. I went there with my family a few years ago. The beaches there were amazing.

Vocabulary

1. c 2. e 3. a 4. b 5. d

Paragraph Summary

1. goddess / chased 2. ooded / settled 3. spirit / sibling 4. furious / lava

Connect to Yourself

(Sample Answer)I think Pele can be kind, but she can also be scar y when she is angry.

1. d 2. b 3. c 4. c 5. a 6. b

7. They describe Pele as “She who shapes the sacred land.”

8. Hi‘iaka promised to bring Lohi‘au to Pele and discourage him if he became attracted to her. Pele promised not to send re and lava ows to a grove of trees where Hi‘iaka liked to dance with her friend.

9. Lohi‘au had already died of sadness because Pele had left.

Step 1

Beginning – chased to Hawaii / settled on Mauna Loa Mountain Middle – turned into a spirit / return to the Big Island / go to Kauai

End – became attracted to her / had broken her promise / burn down Hi‘iaka’s grove

Step 2

Pele, goddess of re, made her older sister angr y and was chased to Hawaii. Pele settled on Mauna Loa Mountain on the Big Island. One day, Pele turned into a spirit and visited Kauai. She fell in love with Lohi‘au, but she had to return to the Big Island. She told Hi‘iaka to go to Kauai and bring Lohi‘au to her. Hi‘iaka promised to discourage Lohi‘au if he became attracted to her, and Pele promised not to destroy Hi‘iaka’s favorite grove. It took so long to bring Lohi‘au, that Pele thought Hi‘iaka had broken her promise. Pele was angry, so she sent a ood of lava to burn down Hi‘iaka’s grove and kill Lohi‘au. That’s why it was traditionally believed that Pele caused volcanic eruptions in Hawaii.

Vocabulary Test

1. c 2. a 3. c 4. b 5. a 6. d 7. a 8. d 9. b 10. slopes 11. goddess 12. chant

CHAPTER 1 WRAP-UP ANSWER KEY

Chapter 1 Concept Map Sample Responses

Chapter 1 Project Worksheet

will vary by student

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ANSWER KEY: Workbook

Part A 1. slope 2. furious 3. attracted 4. length 5. grove 6. disturb 7. chant 8. cliff 9. chief 10. settle 11. shore 12. sibling 13. sacred 14. goddess 15. discourage Part B (A) goddesses (B) where (C) by Part C (E) Part D (d)

Lesson 5 |

_{Bouncing and}

Bend-ing Light

Objectives

1. Students will learn about the absorption, reection, and refraction of light. 2. Students will understand the meanings of new words and be able to use them in

sentences.

Key Words

linear, path, outcome, refract, occur, bounce, smooth, rough, manner, scatter, at, equivalent, skyscraper, bend, material

LESSON GUIDE

Before Reading

1) Have the students turn to the title page of Chapter 2 and read the chapter title, the Think BIG question, and the Lesson 5 question (other lesson questions are also an option). Brainstorm answers to these questions all together. Any response is

Chapter 2

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desirable, so do not limit the students in their answers. Some of the following guide questions may also be asked of individual students or giv en to pairs to discuss: • How can we see color?

• How does light move?

• What happens when you put things in water? Do they l ook different?

Extra Idea for Vocabulary Practice (optiona l): Word Lottery

Prepare small slips of paper with the keywords written on them. Put all the slips of paper in a hat or bowl. Have a student come to the front of the class and pull out a word. Tell the student to read the word out loud for the class and use it in a sentence. Repeat until all the words have been used.

During Reading

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After Reading

5) Summary

6) Vocabulary Test

Extra Activity (optional)

Select a word related to the reading passage from the dictionary that the students are sure not to know. On slips of paper, have the student write what they think the denition of the word is. Write the real denition on a slip yourself, and then mix up all the slips. After reading and talking about all the denitions, have the students guess which denitions they think are correct. Gi ve them a point for guessing the correct denition and a point for each person who picked the denition they wrote.

Additional Writing and Speaking (optional)

Writing

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ANSWER KEY: STUDENT BOOK

Before You Read

Discussion

(Sample Answer)The lights are being reected off the water’s surface. Vocabulary

1. a 2. e 3. d 4. c 5. b

Paragraph Summary

1. object / refract 2. Absorption / light 3. Reection / absorbed 4. rough / mirror 5. materials / bent

Connect to Yourself

(Sample Answer)Sometimes I can see my reection in the surface of a lake or in very shiny, polished shoes.

1. a 2. c 3. d 4. d 5. a 6. c

7. The object can absorb the light, reect it, or refract it.

8. Some objects appear white because they reect all colors of light. 9. It bounces off, but does not scatter. Instead, it is reected at an equivalent angle and a mirror image is reected.

Step 1

Absorption – takes light in / different colors of light

Reection – bounces off objects / a rough surface / a smooth surface Refraction – moves from air to water / has two par ts

Step 2

When light hits an object, the object can absorb the light, reect it, or refract it. When an object takes light in, it is called absorption. Different colors of light are absorbed by different objects. Reection takes place when light bounces off objects. When light hits a rough surface, it scatters. If light hits a smooth surface like glass or metal, it reects a mirror image. Light bends instead of bouncing if it passes from one substance to another. It can occur when li ght moves from air to water. It can make a solid object look like it has two parts because of refraction.

Vocabulary Test

1. b 2. a 3. b 4. c 5. a 6. d 7. a 8. d 9. b 10. materials 11. skyscraper 12. refracted

Speaking

Divide the students into two teams and give them time to look through the reading passage for comprehension questions to ask the other team. The teams will alternate asking and answering questions, and each team should designate which student from their team will answer the next question before it is read. Each student gets to ask ONE question and answer ONE question to ensure that every student gets to participate. Give points for questions that are answered correctly and questions that are phrased properly.

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ANSWER KEY: Workbook

Part A 1. linear 2. refract 3. manner 4. rough 5. bend 6. material 7. path 8. equivalent 9. bounce 10. occur 11. scatter 12. skyscraper 13. outcome 14. smooth/at Part B (A) to see (B) until (C) appears Part C (B) Part D (c)

Lesson 6 |

_{Georges-Pierre}

Seurat

Objectives

1. Students will learn about Georges-Pierre Seurat’s artwork and pointillism. 2. Students will understand the meanings of new words and be able to use them in

sentences.

5. Students will make connections between the reading selection and their own experiences

Key Words

emerge, strive, capture, depict, canvas, renowned, dot, complete, physically, blend, theory, vivid, fascination, masterpiece, crucial

LESSON GUIDE

Before Reading

1) Have the students turn to the title page of Chapter 2 and read the chapter title, the Think BIG question, and the Lesson 6 question (other lesson questions are also an option). Brainstorm answers to these questions all together. Any response is

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Chapter 2

desirable, so do not limit the students in their answers. Some of the following guide questions may also be asked of individual students or giv en to pairs to discuss: • Who was Georges-Pierre Seurat?

• How do artists show light in paintings? • Do you want to be an ar tist? Why or why not?

Extra Idea for Vocabulary Practice (optional): Draw Something

Prepare small slips of paper wi th the unit’s keywords written on them. Put the slips in a hat or bowl. Divide the class into two teams and ask one member from each team to come up to the front. Have one of them pick a word from the bowl or hat and show it to the other student. Split the board into two halves and have the students draw pictures that will help their teams guess the word (no letters or numbers allowed). The team that guesses the word rst gets a point. Repeat until all the keywords have been used.