UNIT x UNIT 4 | 153 UNIT 4 / CONNECT TO SOCIAL STUDIES • Read closely Once students have listened to the text twice, give them a chance to read it closely in pairs. Remind students to pay attention to the words in bold type and to use the strategies they have learned to determine the meaning using visual and context clues and word parts. • Summarize informational text Ask students to summarize the text for a partner. Then work with the class to generate a brief summary and write it on the board. Ensure that students can identify the major topics of lifestyle discussed in the article, one example of each, and the period in the 1800s the article refers to. Confirm time comprehension by writing an 1800 to 1900 timeline on the board and having students point out early and late 1800s. B Build academic language proficiency Read aloud the questions. Have students work in groups to answer them, referring to the text to find evidence. ANSWERS 1. They ate fresh vegetables, grains, fruits, meat, eggs, and milk because they had no refrigerators, few grocery stores, and had to make their own food. 2. They worked in the fields and took care of animals. They were most active in the daytime and during the spring, summer, and fall. After work, they read books, sewed clothes, or did housework. 3. There weren’t many doctors or hospitals. C • Use a graphic organizer Echo read the row and column headings and review how to read the organizer. Ask a volunteer to read the example answers and work together to revisit the text to find the supporting evidence. Then have students work individually to find information in the text and complete the chart. ANSWERS Sample answers: Physical activity: then: took care of animals, worked in fields; now: go to gym, run, play ball. Household chores: then: sewing, cooking fresh; now: buy clothes at store, use microwave. Medical care: then: few doctors or hospitals; now: many doctors and hospitals • Make connections Have students discuss their answers with a classmate and make comparisons. Provide sentence frames such as: In the 1800s, _____, but now _____. Then, people _____. Today, we _____. Practice Book p. 83 Assessment Program p. 69 PRACTICE COMMUNICATE FORMATIVE ASSESSMENT DIFFERENTIATED INSTRUCTION Scaffold Copy the graphic organizer in large format onto the board. Model finding text evidence about food in the 1800s and now and writing it on a sticky note. Together determine where to put the note on the chart. Continue with additional sticky notes, eliciting responses from students as much as possible. Amplify Have students work in small groups to prepare presentations about life on farms in the 1800s and life today. Provide students with access to images to share in their presentations and time to practice. Remind students to use presentation skills. Write: Use vocabulary Complete the sentences. Farmers ate _____ food; they did not go to restaurants. Farmers got _____ activity by working in the fields. Farms have many animals, and farmers feed and _____ them. Mrs. Smith cleaned and did other _____ on Saturdays. B Comprehension Share your answers with a group. 1. What did most people eat in the 1800s? Why? 2. How did people get physical activity in the 1800s? When were they the most active? What did they do when they were done working? 3. Why didn’t people in the 1800s live as long as they do now? C Making connections How is life today similar to life in the 1800s? How is it different? Complete the chart with at least two things for each category, and then discuss with a classmate. sewing a hole in a sock scrubbing a pot repairing a chair then (1800s) now food most food from the farm some food from local farms, some from grocery stores physical activity household chores medical care UNIT 4 153
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