UNIT X UNIT 5 | 163 Critical Viewing • Generate content vocabulary Give students time to closely view the photo and think of words to describe it. • Use visuals to develop vocabulary Point to vocabulary already on the word wall. Spiral back to words students have already used: nature, Earth, night sky, stars, planets, universe, myths, constellations. Have students repeat each word and point to where they see it represented in the image. • Interpret images to preview Direct students’ attention to specific aspects of the photo by pointing to the outline of stars that make up the constellations. This will help them infer what a pattern is. To introduce question 2, point out the animals and ask: What animals are these? (a bear, a swan, and a lynx) Have you ever seen these constellations? You may wish to begin a class mural on chart paper of images connected to myths and add to it as students learn more myths throughout the unit. • Ask and answer Read each question aloud. Guide students to answer in full sentences. ANSWERS 1. Planets, stars, moons, and comets have names. 2. Sample answer: They are both bears. One is larger than the other. Their positions are different. 3. Sample answer: People spent many hours looking at the sky. They gave stars and constellations names to identify them. MY GOALS for this unit • Preview In this unit, students will use viewing, active listening, oral language, and reading and writing to discover more about myths and patterns. They will read two myths and summarize them. They will also read a pourquoi tale and identify the theme. They will connect the solar system to mythology, analyze how Vikings used tools, and identify patterns in place value. They will listen to and sing a chant about sun myths. They will discover gargoyle sculptures and myth expressed in art. Finally, students will write a myth to explain something in nature. • Match icons with ideas Have students closely view the unit goals. Point out each icon and name it. Have students repeat each term. DIFFERENTIATED INSTRUCTION Scaffold • Solidify new vocabulary by frequently pointing to and labeling depictions connected to myth in your idea map and throughout this unit. Direct students to point to and talk about the images after you. • Have students create their own word banks and add new vocabulary to them. Then ask students to use these words in a discussion that reinforces the meaning of myth as a traditional story of a people that tries to explain something in nature. Amplify Ask students to write and say more about the traditional myths of peoples and about the types of myths people create. Ask follow-up questions to prompt more relevant details. UNIT X5 MY GOALS for this unit Reading • Read two myths • Summarize Language Arts • Read a pourquoi tale • Identify theme Science Connect the solar system and mythology Social Studies Analyze how Vikings used tools Math Identify patterns in place value Music Listen and chant Art Discover gargoyle sculptures Writing Write a myth CONNECT TO THE THEME These constellations are Ursa Major (the big bear), Cygnus (the swan), and Ursa Minor (the little bear). 1. What other objects in the sky have names? 2. Look at Ursa Major and Ursa Minor. What similarities and differences do you see in the star patterns? 3. Why do you think people named the patterns of stars? UNIT 5 163
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