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1、The House in the DesertV V1 Learning AZ All rights reserved.www.readinga-Focus Question:Why does the main character go to the house in the desert?What does she find there?Book SummaryText Type:Fiction/FantasyQynns adventures continue in The House in the Desert,the next story in the Hollow Kids serie
2、s.This time,she wanders through a barren desert and discovers an odd house,where she encounters another strange creature.This mysterious and engaging book encourages students to make inferences and draw conclusions while also providing the chance to use adverbs and similes.Guiding the ReadingBefore
3、ReadingBuild Background Displaythecoverillustrationofthestory.Askstudents what they know about the characters from the Hollow Kids series.Have students discuss the adventures that the Hollow Kids have gotten into in the past and what type of adventure this story might be on the basis of the cover.Ex
4、plaintostudentsthatthestorytheyareabout to read is fantasy.Remind students that the fantasy genre has elements that include talking animals,magic,oraquestorjourney.Askstudentstopreview the pictures of the book and see if they can find fantasy elements within the story.Introduce the Book Givestudents
5、theircopyofThe House in the Desert.Guidethemtothefrontandbackcoversandreadthe title.Have students discuss what they see on thecovers.Encouragethemtoofferideasastowhat type of book it is(genre,text type,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformation on the page(ti
6、tle of book,authors name,illustrators name).Introduce the Reading Strategy:SummarizeExplaintostudentsthatengagedreaderssummarize themainpointsofthestoryastheyread.Explainthatreaders use details from the story to understand and describe the main ideas or events that have happened.Askstudentswherethey
7、commonlyseesummariesofstories.(Acceptallanswersthatstudentscanjustify.)Read aloud a summary from the back of a book,a bookcluborder,oralibrarysite.Askstudentswhatinformation the summary gives and what information it leaves out.Introduce the Comprehension Skill:Make inferences/draw conclusionsExplain
8、tostudentsthatauthorsmaygiveinformationto readers without explicitly writing it in the story.They provide readers with clues,and readers use those clues and what they already know to make inferences or draw conclusions about what is happening.Lesson EssentialsInstructional Focus Summarizedetailsfrom
9、astoryaccurately Use textual evidence to make inferences and draw conclusions Describeinformationprovided by illustrations Recognizeanduseadverbs Identify and use similesMaterials Book:The House in the Desert(copy for each student)Make inferences/draw conclusions,adverbs,similes worksheets Discussio
10、ncards Bookquiz Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:benign(adj.),desolation(n.),meander(v.),radiant(adj.),sensibilities(n.),vagabond(n.)Enrichment:bamboozled(v.),enthusiastic(adj.),foliage(n
11、.),miscreant(n.),profusely(adv.),rapscallion(n.)Academicvocabulary:approach(v.),believe(v.),encounter(n.),observe(v.),remember(v.),response(n.)The House in the DesertV V2 Learning AZ All rights reserved.www.readinga- Reviewwithstudentsthestorythatprecedesthis book in the Hollow Kids series(The Villa
12、ge).Then,have students listen to page 3 of this story.Using the information they already have from the previous story and the clues the author gives on page 3,ask students to make an inference about Qynnslocation.Explainthatusingwhatweknowhappened in the story before,and the clues about the octopus
13、creatures,we can infer they are all in the same place just far apart from each other.VocabularyHave students turn to the“Words to Know”box on thecopyrightpage.Discusseachwordwithstudents.Then,have students turn to the glossary on page 16.Explainthattheglossaryprovidesdefinitionsforthevocabulary word
14、s in the book.Point out the use of each content word and academic vocabulary word in the book,and then use each word in a different model sentence.Have students work in groups to create posters for these words.Have them include on each poster the word and its part of speech,the definition,the word i
15、n an example sentence,and a picture illustrating the meaning of the word.Set the Purpose HavestudentsreadtodiscoverwhathappenstoQynn in this adventure.Write the Focus Question on the board.Invite students to look for evidence in the book to support their answer to the question.Havestudentsmakeasmall
16、questionmarkintheirbook beside any word they do not understand or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAsstudentsreadthebook,monitortheirunderstandingwiththefollowingquestions.Encouragestudentstosupport their answers by citing evidence
17、from the book.Why is the main character,Qynn,running through the forest?(level 1)page 3 What details lead you to believe that the forest is leading Qynn somewhere?(level 3)pages34 Why does Qynn go toward the dark spot and out of the forest?(level 2)page4 What memories does Qynn have about her uncle?
18、(level 1)page 6 How would you describe the house that Qynn finds?(level 1)page 7 What makes Qynn believe that the creature outside the door knows her uncle?(level 3)page 13Text Features:IllustrationsExplainthatillustrationsprovidereaderswithdetailedimages of the characters and setting of the story.T
19、hey also help explain the plot to readers.Have students work with a partner to review the illustration on page 12.Askstudents:How does this illustration help to create an image of the plots climax,or most exciting point?How does it help the reader to better understand the main characters emotions?Ha
20、ve students review other illustrations in the book and discuss in groups how they help to create strong images and aid the reader in understanding the story.SkillReview Remindstudentsthatasummaryofastorydescribesthe most important events and characters.Have students work in groups to describe the ch
21、aracters in the story,and identify the important events.Invite volunteers to share details with the rest of the class and record this information on the board.Havestudentsworkingroupstocreateasummaryof what they are reading,referring to the information on the board.Call on groups to share their summ
22、ary with the rest of the class.Modelmakinginferencesanddrawingconclusions.Think-aloud:The story mentions the narrators uncle,Jasper,on pages 5 and 6.While I read these pages,I thought about my family and how important they are to me.I also know that authors introduce characters that are important to
23、 the plot of the story.Therefore,I infer that Uncle Jasper will be important to the story.As I read further,I notice that Jaspers name is mentioned again on page 13.This confirms my conclusion that Jasper will be important to the story.Introduce,explain,and have students complete the make-inferences
24、/draw-conclusions worksheet.Have students identify details from the story and prior knowledge they have about those details.Then,have students make inferences on the basis of that information.Have students discuss the inferences with a partner.After ReadingAskstudentswhatwords,ifany,theymarkedinthei
25、r book.Use this opportunity to model how they can read these words using decoding strategies and context clues.SkillReviewGraphic Organizer:Make inferences/Draw conclusionsReview the make-inferences/draw-conclusions worksheet that students completed.Have students share their work in groups.Invite vo
26、lunteers to discuss their inferences as a class and share why and how they made those inferences.Guiding the Reading(cont.)The House in the DesertV V3 Learning AZ All rights reserved.www.readinga-Comprehension ExtensionDiscussioncards covering comprehension skills and strategies not explicitly taugh
27、t with the book are provided for extension activities.Response to Focus QuestionHave students cite specific evidence from the book toanswertheFocusQuestion.(Answerswillvary.Reasons should include that the setting appeared to be leading the main character to the desert,and she needed to get out of th
28、e hot sun,so she went to the house.Answersshouldalsoincludethatshefoundher brothers dog and a smaller version of the octopus creature that was chasing her through the forest at the beginning of the story.Comprehension Checks Bookquiz Retelling rubricBook Extension ActivitiesBuild SkillsGrammar and M
29、echanics:Adverbs Displayapictureofapersonsinging.Askstudentsto describe how the person is singing(quietly,softly,loudly).Explaintostudentsthatwordsthatmodify verbs are called adverbs and that adverbs tell when,where,how,in what manner,or to what extent the verb is performed.Writethefollowingsentence
30、ontheboard:Rubi carefully stacked the dishes in the sink.Askavolunteer to come to the board and circle the verb inthesentence.Askanothervolunteertounderlinethe adverb in the sentence.Have partners discuss whether the adverb tells when,where,how,in what manner,or to what extent the dishes were stacke
31、d.Asaclass,agreethatcarefully tells how the dishes were stacked.Repeat the process with the following sentences:Gretchen runs fast.The students arrived early on the first day.Linda quickly passed the papers out.Pointouttostudentsthatadverbsusuallyendin-ly.Have students read page 3 and locate an adve
32、rb.Create a chart on the board with four columns:page number,verb,adverb,how it modifies the verb.Have students copy the chart on a separate sheet of paper.Then,have students work in groups to fill in the chart with information from pages 3 through 6.Check for understanding:Have partners work togeth
33、er to fill in their own chart for pages 7 through9.Discussthesechartsasaclass.Independent practice:Introduce,explain,and have students complete the adverbs worksheet.If time allows,discuss their answers.WordWork:Similes Writethefollowingsentenceontheboard:Their tentacles stretched across the ground
34、like angry snakes.Read the sentence aloud with students.Explaintostudentsthatauthorswilloftenusefigurative language to enhance their writing.Figurative language provides a better,more colorfuldescriptionforreaders.Explainthatonetype of figurative language is a simile.Similesuselike or astocomparetwo
35、things.Askstudentstoreread the sentence on the board and identify the simile in the sentence.Have students discuss what two things are being compared in each one.Havestudentslookthroughthebookforexamplesof similes.Record simile examples on the board and ask students to discuss with a partner what is
36、 being compared.Check for understanding:Have students work in pairs to create sentences with similes to describe the desert,the house,or the main character.Have students share their sentences with the class.Independent practice:Introduce,explain,and have students complete the similes worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)