A Review
Build Background
As a group, discuss the following:
How have people explained day and night?
People explain patterns in nature in different ways.
Add new words to the concept map.
Unit 3 Week 3 Day 1
A Activity
Leveled Reader: Darkness into Light
Before Reading
Preview the text by looking at the illustrations in the book. What do you think you will learn in this book? Set a purpose for reading.
Make a T-chart with the labels Where We Live and Other Places. As you read, look for facts about the day and night in these places.
During Reading
As you read, fill in your chart.
How do the motions of Earth cause day and night?
When is it coldest in the Arctic?
After Reading
Compare your charts. Discuss whether all the statements listed are facts.
Did people always know what really caused day and night?
If you didn’t know about the sun and the motions of Earth, how might you explain day and night?
Unit 3 Week 3 Day 1
A Review
Generalize
Review the definitions of generalize on p. EI-7. Generalizations that you can support with examples are valid. Other generalizations, such as All cats have long tails, are faulty.
Visualize
Review the definition of visualize. Visualize the people and actions in the story as you read, particularly when there is no picture.
Unit 3 Week 3 Day 2
A Activity
Reading Street Book: How Night Came from the Sea
Revisit
Read How Night Came from the Sea on pp. 378-387 and use the comprehension skill and strategy as you read.
Make a chart with the heads Generalization and Support. Fill in the chart as you read aloud the first three pages of How Night Came from the Sea.
GENERALIZATION SUPPORT
Unit 3 Week 3 Day 2
A Review
Unfamiliar Words / Context Clues
The word longing appears on p. 383. Try replacing an unfamiliar word with a familiar one to figure out its meaning. Use context clues to get ideas for other words. For example, Iemanja’s daughter is longing to return to her mother’s kingdom because she misses the darkness. When I miss something, I want it. Words that could replace longing and still make sense include desiring, wishing, and wanting.
Unit 3 Week 3 Day 3
A Activity
Reading Street Book: How Night Came from the Sea
Revisit
Read How Night Came from the Sea on pp. 388-391. As you read, use context clues to figure out the meanings of any unfamiliar words.
Why were the servants afraid of what was in the bag?
What context clues can you use to figure out the meaning of coward on p. 385?
Look at the picture on pages 386-387. What kinds of animals do you see? Do you think these animals are active during the day or night? Why?
Considering the context, what word could you use to replace “kinship spirits” on p. 388?
Unit 3 Week 3 Day 3
A Activity
Reading Street Book: The Ant and the Bear
Before Reading
Preview The Ant and the Bear on pp. 396-399. Read the genre information about myths. Set a purpose for reading. What do you predict will happen in this story?
During Reading
How are “The Ant and the Bear” and How Night Came from the Sea alike?
How are the myths different?
After Reading
Share your reactions to the selection.
Write a short myth about day and night.
Unit 3 Week 3 Day 4
A Activity
Leveled Reader: Darkness into Light
Read aloud p. 3 emphasizing appropriate phrasing. Then read the page again, with inappropriate phrasing. Which is easier to understand? How does correct phrasing help organize words into meaningful groups? How can you use sentence structure to decide how to phrase a sentence?
Reread for Fluency
Silently reread passages from Darkness into Light. Then reread them aloud with a partner or individually.
For optimal fluency, you should reread passages three to four times.
Retell
What was the main idea of this book?
What did you learn from reading this book?
Unit 3 Week 3 Day 5