UNIT X UNIT 2 | 53 DIFFERENTIATED INSTRUCTION Scaffold • Be aware that some students may need a little more time to prepare their oral answers to the Check In questions. Read the questions aloud and then tell students to think about and formulate their answers in pairs before discussing them as a class. • Guide students to a create a Venn diagram to organize the similarities and differences between the Standing Stones at Al-Rajajil and Stonehenge. Write an example on the board. Have students use their notes to add to the diagram on the board or in their notebooks. Amplify Have students work independently to create a Venn diagram to show the similarities and differences between the Standing Stones at Al-Rajajil and Stonehenge. Reading • Identify and read academic vocabulary Ask students to choral read the word definition, and example. Call on individual students to give their own example of how to use research in a sentence. • Use text features to support comprehension Have students look at the map. Ask: Is your country shown on this map? Where is it in relation to this region? What features about the map do you notice? Which world wonder that we learned about is in Egypt? What does the key show? Why are there arrows on the blue lines and not the red lines? Where are the Standing Stones at Al-Rajajil located? • Use a glossary Ask volunteers to identify the words in bold type. (legend and trade route) Then point out the glossary. Ask students to choral read the definitions. Have students use the words in a sentence to show understanding. • Compare and contrast Have students find and underline words that help them to compare and contrast the Standing Stones with Stonehenge. Students can use two colors. • Generate questions during reading Ask students if they have any questions about what they have learned so far. If they need prompting, provide an example, such as Why have people not done more research on the Standing Stones? Guide students to discuss their questions with each other and offer answers and ideas. Check In Recall relevant details Divscuss the questions as a class. Then have students respond to the questions independently, reminding them to locate relevant details in the text to support their responses. ANSWERS 1. Like Stonehenge, the Standing Stones at Al-Rajajil are very old and very tall, they both line up with the sunrise and sunset. Both are human-made and constructed with stone. Unlike Stonehenge, the Standing Stones might line up with the position of stars and planets. 2. The map shows land routes and water routes. The map shows the possible routes that are marked by the stones, which is one of the opinions mentioned in the text. PRACTICE Egypt Sudan Saudi Arabia UAE Qatar Bahrain Oman Yemen Iraq Israel Kuwait Jordan Lebanon Iran Syria Rajajil Columns KEY land route water route A legend says that the stones were a group of lost people who turned to stone. Archeologists think people put the stones in this place to see the position of the stars and planets. They think the stones line up with the sunrise and sunset. Other scientists think travelers used the stones. These scientists think the stones marked a spot near a trade route people used in the past. There is still a lot to learn about the Standing Stones. Archeologists have been researching Stonehenge for hundreds of years. However, they have only been studying the Standing Stones for about 50 years. ACADEMIC VOCABULARY research (verb) Definition study closely to find facts Example I will research stone structures to write a paper for my history class. CHECK IN 1. Compare and contrast How are the Standing Stones like Stonehenge? 2. Use the map What two kinds of trade routes are on the map? How does the map connect to the text? GLOSSARY legend a story from the past that often is not true trade route a path people use to exchange things 53 UNIT 2 Secrets of the Ancient World UNIT 2 / READING
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