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1、The Plague!WW1 Learning AZ All rights reserved.www.readinga-Focus Question:What was the impact of the Black Death on Europes history?Book SummaryText Type:Nonfiction/InformationalImagine half of the people of your city are suddenly gone.Thats exactly what happened to many Europeans who survived the
2、Black Death.In The Plague!,students will learn about the bubonic plague,which caused the deaths of half of the people of Europe in the 1300s.Engaging text and detailed graphics will keep students interested in learning about this important historical event.This book can also be used to teach student
3、s how to ask and answer questions as well as to identify cause-and-effect relationships in text.The book and lesson are also available for levels Z and Z1.Guiding the ReadingBefore ReadingBuild Background PlaceontheboardamapofEuropefromthe1300s and write the words bubonic plague on the board.Ask stu
4、dents to work with a partner to list any facts they know about Europe from the 1300s or the bubonic plague.Have volunteers share the information with the class.CreateaKWLSchartontheboard,andintroduceand explain the KWLS/ask-and-answer-questionsworksheet.Review or explain that the K stands for knowle
5、dge we know,the W stands for information we want to know,the L stands for what we learned,and the S stands for what we still want to know about the topic.Discuss and fill in the first column(K)on the board with information students know about the bubonic plague.Have students completethesamesectionof
6、theirKWLS/ask-and-answer-questions worksheet.Introduce the Book GivestudentstheircopyofThe Plague!Guide them to the front and back covers and read the title.Have students discuss what they see on the covers.Encourage them to offer ideas as to what type of book it is(genre,text type,and so on)and wha
7、t it might be about.Showstudentsthetitlepage.Discusstheinformation on the page(title of book,authors name,illustrators name).Previewthetableofcontentsonpage3.Remindstudents that the table of contents provides an overview of the book.Ask students what they expect to read about in the book,on the basi
8、s of what they see in the table of contents.(Accept all answers that students can justify.)Introduce the Reading Strategy:Ask and answer questionsExplain to students that having prior knowledge about a topic,and asking and answering questions while reading,can help readers understand and Lesson Esse
9、ntialsInstructional Focus Ask and answer questions to understand text Determine cause-and-effect relationships Describe information provided by graphics Identify and use dashes PlacewordsinalphabeticalorderMaterials Book:The Plague!(copy for each student)KWLS/askandanswerquestions,causeand effect,da
10、shes,alphabetical order worksheets Discussion cards Book quiz Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:bacteria(n.),immune system(n.),infected(adj.),outbreak(n.),sanitation(n.),viruses(n.)Enrichm
11、ent:boils(n.),incense(n.),pus(n.),starvation(n.),supernatural(adj.),symptoms(n.)Academicvocabulary:area(n.),authority(n.),confirm(v.),event(n.),likely(adj.),source(n.)The Plague!WW2 Learning AZ All rights reserved.www.readinga-remember information in a book.Direct students tothe“WordstoKnow”boxonthe
12、copyrightpageand model asking questions about the list of words as they relate to the topic of the book.Ask students what they would like to know about the Bubonic Plague.Havethemfillinthesecondcolumn(W)of theirworksheet.Writetheirquestionsontheclasschart as well.As students read,encourage them to a
13、skquestionsandrecordthemontheirKWLS/ask-and-answer-questions worksheet.Introduce the Comprehension Skill:Cause and effect Discusscause-and-effectrelationships.Explainthata cause is an action or event that makes something happen and the effect is what happens because of,or as a result of,the action o
14、r event.Explaintostudentsthattherecanbemorethanoneeffectfromacause.Copythetopofthecause-and-effect worksheet on the board,and write didnt do chores in the Cause box and phone taken away in the Effect box.Ask students what else can happen when someone doesnt do his or her chores at home.Record respon
15、ses.Explaintostudentsthattheywillbelookingforcause-and-effect relationships as they read the book.VocabularyHavestudentsturntothe“WordstoKnow”boxonthe copyright page.Discuss each word with students.Then,have students turn to the glossary on page 16.Explain that the glossary provides definitions for
16、the vocabularywordsinthebook.Pointouttheuseofeach 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,
17、the word in an example sentence,and a picture illustrating the meaning of the word.Set the Purpose Havestudentsreadtofindoutmoreaboutthebubonicplague.WritetheFocusQuestionontheboard.Invite students to look for evidence in the book to support their answer to the question.Havestudentsmakeasmallquestio
18、nmarkintheirbook beside any word they do not understand or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAs students read the book,monitor their understanding with the following questions.Encourage students to support their answers by citing evi
19、dence from the book.Where and when was the bubonic plague first seen in Europe?(level 1)page 4 What was the major cause of the spread of the bubonic plague?(level 2)pages 67 Why is the bubonic plague also known as the Black Death?(level 3)multiple pages What were some ways people tried to fight the
20、bubonic plague?(level 2)pages 1011 What were the negative consequences of the bubonic plague?(level 3)multiple pages What were the positive results of the bubonic plague?(level 3)multiple pages How would the history of the bubonic plague been different if penicillin had been invented by then?(level
21、3)page 14Text Features:GraphicsExplain that graphics help readers better understand the information presented in the book.Have students turn to page 6.Ask them to identify the graphic and share with a partner how the graphic helps the reader better understand how the bubonic plague was spread.Invite
22、 volunteers to share with the rest of the class.Repeat with other graphics,such as the graphic on page 9.Ask students:How does this graphic help you better understand what the author is trying to tell you?Would the information be easier or harder to understand without the graphic?Invite volunteers t
23、o share their answers with the class.SkillReviewModel for students how to ask and record questions whilereadingontheKWLS/ask-and-answer-questions worksheet.Invite volunteers to share their questions.Discuss with students how posing questions helps them better understand the book.Havestudentsworkingr
24、oupstoperiodicallyreviewthe cause-and-effect relationships they find in the book.Have groups discuss their opinion of these relationships.Modelevaluatingdetailstodeterminecause-and-effect relationships.Think-aloud:The book is providing me with information about the cause-and-effect relationships ass
25、ociated with the bubonic plague in Europe.For example,on page 6,I read that fleas carried the bubonic plague in their gut,and when they bit a person,they would infect that person with the disease.After reading this,I know the cause is being bitten by a flea infected with the plague and the effect is
26、 getting the bubonic plague.This is one of the many cause-and-effect relationships I read about in the book.Modelhowtocompletethecause-and-effectworksheet.Have students identify details from the book and circle them.Then,have students discuss the details with a partner and determine the cause-and-ef
27、fect relationships in the book.Guiding the Reading(cont.)The Plague!WW3 Learning AZ All rights reserved.www.readinga-After ReadingAsk students what words,if any,they marked in their book.Use this opportunity to model how they can read these words using decoding strategies and context clues.SkillRevi
28、ewGraphic Organizer:Cause and effectReview the cause-and-effect worksheet that students completed.Have students share their work in groups.Invite volunteers to share with the rest of the class the examples they chose.Discuss with students how the cause-and-effect relationships changed the course of
29、history in Europe.Comprehension ExtensionDiscussion cards covering comprehension skills and strategies not explicitly taught with the book are provided to be used for extension activities.Response to Focus QuestionHave students cite specific evidence from the book toanswertheFocusQuestion.(Answerswi
30、llvary.Sample:The Black Death had a major impact on Europes history.Since the plague caused the death of half of the Europeans at the time,there were not enough workers to plow the fields or be skilled craftspeople.Farmers tried new practices to grow food with fewer hands,while laborers were able to
31、 demand better pay and treatment.There were also advances in public health as people began to understand the importance of cleanliness and sanitation to prevent outbreaks of disease.)Comprehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Dashes Expl
32、ainthatadash is a punctuation mark that is used for different purposes:to show an afterthought or summary at the end of a sentence or to“setoff,”orclarify,informationwithinasentence.Writethefollowingsentenceontheboard:In October 1347,a dozen trading ships sailed into the port of Messina,Sicilypart o
33、f Italy today.Explain to students that in this sentence the dash is being used to add a thought or more information to the end of the sentence.Explain the difference between a dash and a hyphen.Remind students that hyphens are used in adverbs,nouns,and compound adjectives,such as plague-infected shi
34、ps.Pointoutthathyphensareshorter in length and used to connect two or more words.Check for understanding:Have students reread the second paragraph on page 4 and highlight the sentence containing a dash.Then,have them turn to a partner and explain how the dash is being used.Review students findings w
35、ith the class.Independent practice:Introduce,explain,and have students complete the dashes worksheet.If time allows,discuss their answers.WordWork:Alphabetical order Writethewordsbacteria and boils on the board.Pointoutthatthewordsbeginwiththesameletter(Bb).Model how to list these words in alphabeti
36、cal order.Review the process of putting a list of words in alphabetical order.Remind students that if the first letter of two words is the same they must compare the second letter,and if the second letter of the two words is the same they continue to compare the third letter,and so on,until they fin
37、d two letters that are different.Writethewordssupernatural and symptoms on the board.Have a volunteer explain which word would appear first in alphabetical order and why.Check for understanding:Writethewordssanitation and starvation on the board.Have the students write the words in alphabetical orde
38、r and explain their thinking on a separate piece of paper.Discuss their answers with the class.Independent practice:Introduce,explain,and have students complete the alphabetical order worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)