UNIT X UNIT 2 | 51 DIFFERENTIATED INSTRUCTION Scaffold • Pair students who are developing reading fluency with those who are more fluent. More fluent readers should read a paragraph first aloud. Then developing readers should imitate their classmates’ pronunciation, intonation, and pace. • Have students add more facts they learned from the text to the bulleted list in their notebooks. They can also include words and an image that helped them to understand the text. Amplify In groups, students can design their own sundial and present it to the class outside, showing the time of day. If possible, students can mark each day at recess and during breaks to see how the shadow changes position. Reading • Understand images Ask students to compare the different images. Students can analyze the images to deepen their understanding of the text. If possible, show them how a sundial tells the time, either by showing a video or doing a practical experiment outside. Students can watch how the shadows change and move as the Sun moves. Ask: Why is Stonehenge a mystery? (Archeologists aren’t sure why people made Stonehenge.) Why is it important for farmers to know when the longest or shortest days of the year are? (to know when they can plant, grow, and harvest food) Why have some of the rocks fallen down? (Stonehenge is old and the weather has damaged the structure over time.) What do you like or dislike about this world wonder? • Connect to self Ask: If there were a similar structure of rocks close to where you live, what use do you think it could have in modern times? Work with a partner to exchange ideas of what people could do at the site. Have volunteers share their ideas with the class. Check In Ask and answer text-based questions Have pairs ask each other the questions and reread pages 50–51 to find the answers. Remind them that rereading helps us to find and understand facts. It is also good practice to review our notes to remind us of what we have learned. ANSWERS 1. They know that the stones came from about 15 miles away. They know that two stones mark the longest and shortest days of the year. 2. Sample answer: People are amazed by the huge stones. They want to learn more about why the structure was built. PRACTICE Archeologists aren’t sure why people made Stonehenge, but they have some ideas. They observed that the Sun rises over the top of one of the rocks on the longest day of the year. The Sun sets on the opposite side of the rocks on the shortest day. Some archeologists think that farmers used the structures to know when to plant crops. Other archeologists think that the structure was a place to celebrate the Sun. Over the years, some of the rocks have fallen down. But today, most of the rocks are still standing. CHECK IN 1. Retell What do archeologists know about Stonehenge? 2. Make inferences Why do you think people visit Stonehenge? UNIT 2 Secrets of the Ancient World 51 UNIT 2 / READING
RkJQdWJsaXNoZXIy MjUyNzA0NQ==