Professional Documents
Culture Documents
Confucius
Objectives
1. Students will learn about Confucius.
2. Students will understand the meaning of new words and be able to use the words in sentences.
3. Students will practice reading comprehension skills identifying main idea and supporting details,
making inferences, and classifying details.
4. Students will learn skills in summarizing passages and giving opinions.
Words & Phrases
chaos, recognition, moral, demand, filial piety, hierarchical, disciple, analects, anthology, dedicate,
integral, impose, urge, order, reflect, utmost, dutifully, function, significant, compile, eventually
abide by, lay down, pass down
LESSON GUIDE
Before Reading
1) As a class discuss the three Getting Started Questions. Facilitate the questions as a brain storming
activity, where no answer is incorrect. Encourage students to answer in complete sentences.
2) Ask the class about the title of the unit (Confucius). Ask the students to make inferences on what they
think the unit is about. Guide the student discussion when necessary. Encourage brainstorming and
personal thought. Some of the following guide questions may be asked:
Who was Confucius?
What is leadership?
What makes a good leader?
3) Introduce the units key words and phrases. Offer examples of the key words and phrases in other
context if possible.
3) When a key word or phrase is read, direct the students to the definitions at the bottom of the page.
For more advanced students ask for a definition of the key words or phrases in their own words with
examples.
4) Call on one student to read a paragraph aloud to the rest of the class. Then have the students
immediately write, in their own words, what they think the paragraph is mostly talking about. They
should write this in a complete sentence. Don't use the term "main idea" yet. Ask students to share
with you their sentences. Make a list on the board of their responses, no matter how varied. This
gives the children the opportunity to see how other students may perceive something different from
the same passage. Then explain the term "main idea" to your students: "The main idea is what the
paragraph is mostly telling you about. All the sentences are joining together to give you a message.
The main idea of the paragraph is the message the author is telling you." If one or more of your
students already figured out the main idea with their sentences, then ask the class to find the main
idea on the list you just made on the board. If no one reported the correct main idea, then together
as a class write a main idea sentence. Then discuss why some of the other sentences on the list are
not main ideas. Possible reasons could be that the sentence only discusses part of the paragraph, or
the sentence is more of a title than a main idea. After reading the entire passage, pair up students to
work together on the rest of it, writing a main idea for each paragraph.
After Reading
1) The Big Question
Have a class discussion based on The Big Question. Do not simply focus on the answer, but try to
encourage more in depth answers and examples from the students.
2) On Your Own
Open up this question by asking the students what the characteristics of a good leader are. Give them
examples and support when needed. Encourage students to share their personal experiences. Ask them
about the things they would like to change and how they would want to lead. Write some of the items
mentioned on the board for more effect.
3) Vocabulary Building
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
When going over the answers, ask additional questions to the students pertaining to the vocabulary (ex.
What is another word that has the same meaning?).
4) Reading Comprehension
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
Ask additional questions related to the unit, in order to make sure students have a full understanding of
the text.
Altogether: Questions can also be used to promote discussion among students rather than just
answering questions individually.
5) Summarizing
Have the students fill in the blanks with the given words. Check the answers by having the students take
turns in reading their completed summaries.
Speaking
Have the students think about and write (if necessary) speeches for an election campaign. Encourage
the students to write speeches that emphasize their leadership skills and abilities. When the students
are finished with their speeches, have them present their speeches in front of the class one at a time.
ANSWER KEY
Building Background Knowledge: Sample Answers
The Big Question
- Confucius most important idea was jen, or humanism. Humanism is treating others the same
way we would like to be treated.
On Your Own
- If I were class president, I would try to be nice to all my classmates and help them with their
problems. I would want to be a good leader and earn their respect, so I wouldnt ask them to do
anything I wouldnt do myself.
Vocabulary Building
1. orders
2. integral
3. urge
4. reflect
5. imposes
6. dedicate
7. b
8. c
9. a
10. c
11. a
12.d
Reading Comprehension
1. a
2. b
3. b
4. c
5. b
6. c
7. Confucius thought that great leaders had to earn respect by setting a good example.
8 Confucius said the best way to learn is by studying hard and then reflecting.
9. His disciples worked together to write down his teachings in a book called the Analects of Confucius.
Summary
1. Philosopher / Warring States Period / peace / Humanism / rule / example / Filial piety / elders /
hierarchical / Education / everyone / reflecting / Analects of Confucius / Asia
2. Confucius was a philosopher born in China during the Warring States Period. He spent his life
spreading ideas of love and peace. His philosophy of humanism taught that rulers should rule
themselves before they ruled others because they had to set a good example for the people. Confucius
also believed people should respect their elders and superiors. This is called filial piety, and it is an
important virtue in Confucianism. Additionally, Confucius said everyone should be educated. He
encouraged people to learn by studying and reflecting. His ideas were passed down through the
Analects of Confucius. They influenced Asia and the rest of the world.
Unit 2
Objectives
5. Students will learn about the Silk Road and its influence.
6. Students will understand the meaning of new words and be able to use the words in sentences.
7. Students will practice reading comprehension skills identifying main idea and supporting details,
making inferences, and classifying details.
8. Students will learn skills in summarizing passages and giving opinions.
Words & Phrases
region, route, commodity, artisan, monopoly, porcelain, caravan, bandit, cargo, vessel, custom, impact,
altitude, stretch, exchange, hardship, weave, confront, barren, reliable, harsh, ensure, sought-after
pass through, make it, cut down
LESSON GUIDE
Before Reading
1) As a class discuss the three Getting Started Questions. Facilitate the questions as a brain storming
activity, where no answer is incorrect. Encourage students to answer in complete sentences.
2) Ask the class about the title of the unit (Traveling the Silk Road). Ask the students to make inferences
on what they think the unit is about. Guide the student discussion when necessary. Encourage
brainstorming and personal thought. Some of the following guide questions may be asked:
What is the Silk Road?
Why do you think silk was so valuable?
What was the purpose of the Silk Road?
3) Introduce the units key words and phrases. Offer examples of the key words and phrases in other
context if possible.
3) When a key word or phrase is read, direct the students to the definitions at the bottom of the page.
For more advanced students ask for a definition of the key words or phrases in their own words with
examples.
4) Call on one student to read a paragraph aloud to the rest of the class. Then have the students
immediately write, in their own words, what they think the paragraph is mostly talking about. They
should write this in a complete sentence. Don't use the term "main idea" yet. Ask students to share
with you their sentences. Make a list on the board of their responses, no matter how varied. This
gives the children the opportunity to see how other students may perceive something different from
the same passage. Then explain the term "main idea" to your students: "The main idea is what the
paragraph is mostly telling you about. All the sentences are joining together to give you a message.
The main idea of the paragraph is the message the author is telling you." If one or more of your
students already figured out the main idea with their sentences, then ask the class to find the main
idea on the list you just made on the board. If no one reported the correct main idea, then together
as a class write a main idea sentence. Then discuss why some of the other sentences on the list are
not main ideas. Possible reasons could be that the sentence only discusses part of the paragraph, or
the sentence is more of a title than a main idea. After reading the entire passage, pair up students to
work together on the rest of it, writing a main idea for each paragraph.
After Reading
1) The Big Question
Have a class discussion based on The Big Question. Do not simply focus on the answer, but try to
encourage more in depth answers and examples from the students.
2) On Your Own
Open up this question by briefly comparing some of the similarities of the Internet and the Silk Road.
Then encourage students to come up with their own thoughts. Ask them to compare and contrast the
Internet and the Silk Road. Write some of the items mentioned on the board for more effect.
3) Vocabulary Building
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
When going over the answers, ask additional questions to the students pertaining to the vocabulary (ex.
What is another word that has the same meaning?).
4) Reading Comprehension
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
Ask additional questions related to the unit, in order to make sure students have a full understanding of
the text.
Altogether: Questions can also be used to promote discussion among students rather than just
answering questions individually.
5) Summarizing
Have the students fill in the blanks with the given words. Check the answers by having the students take
turns in reading their completed summaries.
Speaking
Just a Minute. Write topics randomly around the board. Then have a student throw a sticky ball (piece of
rolled up paper) at the board. The topic which is closest to where the ball hits is their topic. The student
must then stand and speak for one minute without hesitation, repetition or undue silliness about the
topic. If the students hesitates, repeats or becomes silly then stop them and write their name and the
time they spoke for on the board.
ANSWER KEY
Building Background Knowledge: Sample Answers
The Big Question
- The Silk Road exposed people to different ideas and cultures from around the world.
On Your Own
- The Internet is like a modern day Silk Road because we can use it to buy and sell products and
share ideas with people from all over the world.
Vocabulary Building
1. impact
2. hardships
3. altitude
4. stretch
5. weave
6. exchange
7. b
8. c
9. c
10. a
11. d
12. a
13. make it
14. cut down
15. pass through
Reading Comprehension
1. b
2. c
3. c
4. a
5. a
6. d
Unit 3
Objectives
9. Students will learn about the Birth Order Theory and its importance.
10.
Students will understand the meaning of new words and be able to use the words in sentences.
11.
Students will practice reading comprehension skills identifying main idea and supporting
details, making inferences, and classifying details.
12.
Students will learn skills in summarizing passages and giving opinions.
Words & Phrases
theory, rebel, parental, strict, entrepreneur, peer-oriented, diplomatic, promoter, manipulative,
persuasive, adoption, discount, inflexible, attempt, affectionate, suited, confident, negotiate,
abundance, capricious, excel, temperament
according to, end up, be likely to
LESSON GUIDE
Before Reading
1) As a class discuss the three Getting Started Questions. Facilitate the questions as a brain storming
activity, where no answer is incorrect. Encourage students to answer in complete sentences.
2) Ask the class about the title of the unit (The Birth Order Theory). Ask the students to make inferences
on what they think the unit is about. Guide the student discussion when necessary. Encourage
brainstorming and personal thought. Some of the following guide questions may be asked:
What is the Birth Order Theory?
Is birth order important in your country?
Does birth order influence behavior?
3) Introduce the units key words and phrases. Offer examples of the key words and phrases in other
context if possible.
During Reading
1) Select students to read each paragraph aloud one at a time.
2) As the passage is being read, have the students underline the sentences with the units key words and
phrases.
3) When a key word or phrase is read, direct the students to the definitions at the bottom of the page.
For more advanced students ask for a definition of the key words or phrases in their own words with
examples.
4) Call on one student to read a paragraph aloud to the rest of the class. Then have the students
immediately write, in their own words, what they think the paragraph is mostly talking about. They
should write this in a complete sentence. Don't use the term "main idea" yet. Ask students to share
with you their sentences. Make a list on the board of their responses, no matter how varied. This
gives the children the opportunity to see how other students may perceive something different from
the same passage. Then explain the term "main idea" to your students: "The main idea is what the
paragraph is mostly telling you about. All the sentences are joining together to give you a message.
The main idea of the paragraph is the message the author is telling you." If one or more of your
students already figured out the main idea with their sentences, then ask the class to find the main
idea on the list you just made on the board. If no one reported the correct main idea, then together
as a class write a main idea sentence. Then discuss why some of the other sentences on the list are
not main ideas. Possible reasons could be that the sentence only discusses part of the paragraph, or
the sentence is more of a title than a main idea. After reading the entire passage, pair up students to
work together on the rest of it, writing a main idea for each paragraph.
After Reading
1) The Big Question
Have a class discussion based on The Big Question. Do not simply focus on the answer, but try to
encourage more in depth answers and examples from the students.
2) On Your Own
Open up this question by describing the birth order of your family; give examples and details. Then
encourage students to describe the birth order of their family (for students without brothers or sisters,
have them describe the birth order of their parents, etc.). Write some of the items mentioned on the
board for more effect.
3) Vocabulary Building
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
When going over the answers, ask additional questions to the students pertaining to the vocabulary (ex.
What is another word that has the same meaning?).
4) Reading Comprehension
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
Ask additional questions related to the unit, in order to make sure students have a full understanding of
the text.
Altogether: Questions can also be used to promote discussion among students rather than just
answering questions individually.
5) Summarizing
Have the students fill in the blanks with the given words. Check the answers by having the students take
turns in reading their completed summaries.
Speaking
Declare a debate topic (ex. It is better to be the first born in a family). Divide the class into two groups
(For & Against). Have the students debate about this topic. Guide students in the debate by offering the
following questions:
ANSWER KEY
Building Background Knowledge: Sample Answers
The Big Question
- It says that the order in which a person was born into their family helps shape their personality
and may even affect which type of career they choose.
On Your Own
- I was born after my older sister and before my younger brother. I am a middle child.
Vocabulary Building
1. attempted
2. discounted
3. suited
4. affectionate
5. inflexible
6. Adoption
7. b
8. c
9. b
10. d
11. b
12. d
13. According to
14. are likely to
15. end up
Reading Comprehension
1. b
2. c
3. b
4. b
5. d
6. c
7. They get more parental attention and financial support and have more rules to follow.
8. They may turn outward from the family in order to define their own particular role.
9. Journalism, advertising or sales may be good because they require persuasive skills.
Summary
1. personality / career / First-born / responsible / presidents / Middle / diplomatic / negotiators /
dependent / journalism / independent / lawyers / dynamics / temperament
2. The birth order theory explains why certain people have common personality traits. It can even affect
which career a person chooses. First born children are often responsible, ambitious and intellectual.
They make good lawyers, doctors and presidents. Middle children are generally rebellious, diplomatic
and social. They might choose jobs as managers or negotiators. Youngest children can be described as
dependent, persuasive and funny. They often find jobs in journalism, advertising or sales. Only children
tend to be creative, mature and independent, and often work as lawyers, doctors or architects. However,
there are other factors to consider such as unique family dynamics and a persons natural temperament.
sister is very outspoken and somewhat bossy, and these traits are opposite of those described for a
second-born child.
Unit 4
Objectives
13.
Students will learn about the camels and how they adapt to the desert.
14.
Students will understand the meaning of new words and be able to use the words in sentences.
15.
Students will practice reading comprehension skills identifying main idea and supporting
details, making inferences, and classifying details.
16.
Students will learn skills in summarizing passages and giving opinions.
Words & Phrases
adaptation, hump, dehydrated, prickly, conserve, eyelash, leathery, pad, fare, domesticated, appetite,
undiscriminating, flatten, slippery, trek, soar, remarkable, misconception, contain, infrequent, adopt,
rubbery
in particular, use up, break a sweat
LESSON GUIDE
Before Reading
1) As a class discuss the three Getting Started Questions. Facilitate the questions as a brain storming
activity, where no answer is incorrect. Encourage students to answer in complete sentences.
2) Ask the class about the title of the unit (Desert Adaptations in Camels). Ask the students to make
inferences on what they think the unit is about. Guide the student discussion when necessary.
Encourage brainstorming and personal thought. Some of the following guide questions may be asked:
What do camels look like?
Why are camels best suited for the desert?
Where else do you think camels would be best suited for?
3) Introduce the units key words and phrases. Offer examples of the key words and phrases in other
context if possible.
During Reading
1) Select students to read each paragraph aloud one at a time.
2) As the passage is being read, have the students underline the sentences with the units key words and
phrases.
3) When a key word or phrase is read, direct the students to the definitions at the bottom of the page.
For more advanced students ask for a definition of the key words or phrases in their own words with
examples.
4) Call on one student to read a paragraph aloud to the rest of the class. Then have the students
immediately write, in their own words, what they think the paragraph is mostly talking about. They
should write this in a complete sentence. Don't use the term "main idea" yet. Ask students to share
with you their sentences. Make a list on the board of their responses, no matter how varied. This
gives the children the opportunity to see how other students may perceive something different from
the same passage. Then explain the term "main idea" to your students: "The main idea is what the
paragraph is mostly telling you about. All the sentences are joining together to give you a message.
The main idea of the paragraph is the message the author is telling you." If one or more of your
students already figured out the main idea with their sentences, then ask the class to find the main
idea on the list you just made on the board. If no one reported the correct main idea, then together
as a class write a main idea sentence. Then discuss why some of the other sentences on the list are
not main ideas. Possible reasons could be that the sentence only discusses part of the paragraph, or
the sentence is more of a title than a main idea. After reading the entire passage, pair up students to
work together on the rest of it, writing a main idea for each paragraph.
After Reading
1) The Big Question
Have a class discussion based on The Big Question. Do not simply focus on the answer, but try to
encourage more in depth answers and examples from the students.
2) On Your Own
Open up this question by describing the items you would take with you for a long trip into the desert;
give examples and details. Then encourage students to describe the things they would take with them to
the desert. Encourage brainstorming. Write some of the items mentioned on the board for more effect.
3) Vocabulary Building
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
When going over the answers, ask additional questions to the students pertaining to the vocabulary (ex.
What is another word that has the same meaning?).
4) Reading Comprehension
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
Ask additional questions related to the unit, in order to make sure students have a full understanding of
the text.
Altogether: Questions can also be used to promote discussion among students rather than just
answering questions individually.
5) Summarizing
Have the students fill in the blanks with the given words. Check the answers by having the students take
turns in reading their completed summaries.
Speaking
The objective is to guess what key word another person is thinking about by asking 20 yes or no
questions. The guesser can ask only 20 questions. The questions have to be yes/no questions. The
person answering has to say a full short answer to practice grammar. The guesser wins if they guess in
less than 20 questions. The person answering wins if the guesser cannot guess the key word in less than
20 questions.
ANSWER KEY
Building Background Knowledge: Sample Answers
The Big Question
- Camels have developed special physical characteristics that help them adapt to the desert. For
example, they store fat in their humps to use as energy when they run out of food and they can
go long periods of time without drinking.
On Your Own
- I would take a lot of water with me because the desert is very dry. I would also take sunglasses
to protect my eyes from the sun and blowing sand.
Vocabulary Building
1. undiscriminating
2. slippery
3. appetite
4. soared
5. flatten
6. trekked
7. d
8. c
9. b
10. b
11. a
12. c
13. used up
14. in particular
15. break a sweat
Reading Comprehension
1. b
2. b
3. d
4. b
5. c
6. a
Unit 5
Objectives
17.
Students will learn about walking and the benefits of it.
18.
Students will understand the meaning of new words and be able to use the words in sentences.
19.
Students will practice reading comprehension skills identifying main idea and supporting
details, making inferences, and classifying details.
20.
Students will learn skills in summarizing passages and giving opinions.
Words & Phrases
Intake, cholesterol, stroke, shed, abdomen, kneecap, tone, dementia, endorphin, beneficial, anxiety,
contract, meditation, depression, workout, maintain, fast-paced, benefit, emphasis, host, moderately,
vital
take a break, at the same time, in good shape
LESSON GUIDE
Before Reading
1) As a class discuss the three Getting Started Questions. Facilitate the questions as a brain storming
activity, where no answer is incorrect. Encourage students to answer in complete sentences.
2) Ask the class about the title of the unit (Walking for the Mind and Body). Ask the students to make
inferences on what they think the unit is about. Guide the student discussion when necessary.
Encourage brainstorming and personal thought. Some of the following guide questions may be asked:
Do you enjoy walking?
What are the benefits of walking?
What do you do for exercise?
3) Introduce the units key words and phrases. Offer examples of the key words and phrases in other
context if possible.
3) When a key word or phrase is read, direct the students to the definitions at the bottom of the page.
For more advanced students ask for a definition of the key words or phrases in their own words with
examples.
4) Call on one student to read a paragraph aloud to the rest of the class. Then have the students
immediately write, in their own words, what they think the paragraph is mostly talking about. They
should write this in a complete sentence. Don't use the term "main idea" yet. Ask students to share
with you their sentences. Make a list on the board of their responses, no matter how varied. This
gives the children the opportunity to see how other students may perceive something different from
the same passage. Then explain the term "main idea" to your students: "The main idea is what the
paragraph is mostly telling you about. All the sentences are joining together to give you a message.
The main idea of the paragraph is the message the author is telling you." If one or more of your
students already figured out the main idea with their sentences, then ask the class to find the main
idea on the list you just made on the board. If no one reported the correct main idea, then together
as a class write a main idea sentence. Then discuss why some of the other sentences on the list are
not main ideas. Possible reasons could be that the sentence only discusses part of the paragraph, or
the sentence is more of a title than a main idea. After reading the entire passage, pair up students to
work together on the rest of it, writing a main idea for each paragraph.
After Reading
1) The Big Question
Have a class discussion based on The Big Question. Do not simply focus on the answer, but try to
encourage more in depth answers and examples from the students.
2) On Your Own
Open up this question by describing the benefits of walking. Give the students examples of how some
people enjoy walking and how some people dislike walking. Then encourage students to describe their
own thoughts on walking as a form of exercise. Encourage brainstorming. Write some of the items
mentioned on the board for more effect.
3) Vocabulary Building
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
When going over the answers, ask additional questions to the students pertaining to the vocabulary (ex.
What is another word that has the same meaning?).
4) Reading Comprehension
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
Ask additional questions related to the unit, in order to make sure students have a full understanding of
the text.
Altogether: Questions can also be used to promote discussion among students rather than just
answering questions individually.
5) Summarizing
Have the students fill in the blanks with the given words. Check the answers by having the students take
turns in reading their completed summaries.
Speaking
Divide class into groups of 6 or more, and arrange each group in a straight line or row. Ask for a
volunteer listener from each group. Take them outside of the classroom and give them a message (one
sentence or more, depending on student level). Open the door, and let the students run to the first
member of their group to whisper the message. Each member passes the message, by whispering, to
their neighbor. When the message reaches the end, the last person should run to the board and write
the message that they heard. The winner could be determined in various ways: first team to pass a
legible, complete message (even if it's wrong), first team to finish, first team with a message closest to
the original.
Questions for Extra Writing or Speaking Practice:
Who would you recommend walking as an exercise?
What other types of exercise would you recommend another person?
What else is good for the mind and body?
ANSWER KEY
Building Background Knowledge: Sample Answers
The Big Question
- Walking makes people healthier and happier.
On Your Own
- I like to walk but I prefer other types of exercise such as group sports.
Vocabulary Building
1. Meditation
2. workout
3. maintain
4. anxiety
5. depression
6. contract
7. b
8. c
9. d
10. a
11. a
12. d
Reading Comprehension
1. d
2. b
3. c
4. b
5. a
6. a
7. The muscle groups in the legs, abdomen and lower back are affected most.
8. Walking helps prevent Alzheimers disease and dementia.
9. Walking is sometimes considered a spiritual activity because it slows people down and gives them a
break from fast-paced society kind of like meditation.
Summary
1. healthier / Easy / Physical / heart / stroke / fat / muscles / Mental / brain / dementia / depression /
habits / clothing / hydrated
2. Walking makes people healthier and happier and it is easy for anyone to do. The physical benefits
include lowered risk of heart disease and stroke, weight loss and strengthened muscles and bones.
Walking also helps the mind by helping the brain process information, reducing risk of Alzheimers
disease and dementia, and reducing stress, anxiety and symptoms of depression. Good walking habits
include stretching before and after, wearing comfortable clothing and shoes, and staying hydrated.
Unit 6
Objectives
21.
Students will learn about Greeces city-states.
22.
Students will understand the meaning of new words and be able to use the words in sentences.
23.
Students will practice reading comprehension skills identifying main idea and supporting
details, making inferences, and classifying details.
24.
Students will learn skills in summarizing passages and giving opinions.
Words & Phrases
territory, dominating, district, elect, official, council, democracy, oligarchy, slave, legacy, rotate, obsess,
contrast, weave, via, conquer, broad, aesthetics, promote, grant, accomplished, deny
take over, in charge, in spite of
LESSON GUIDE
Before Reading
1) As a class discuss the three Getting Started Questions. Facilitate the questions as a brain storming
activity, where no answer is incorrect. Encourage students to answer in complete sentences.
2) Ask the class about the title of the unit (Greeces Powerful City-States). Ask the students to make
inferences on what they think the unit is about. Guide the student discussion when necessary.
Encourage brainstorming and personal thought. Some of the following guide questions may be asked:
Where is Greece?
Why do you think the city states of Greece were so different?
Are there cities like this in your country? Explain your answer.
3) Introduce the units key words and phrases. Offer examples of the key words and phrases in other
context if possible.
3) When a key word or phrase is read, direct the students to the definitions at the bottom of the page.
For more advanced students ask for a definition of the key words or phrases in their own words with
examples.
4) Call on one student to read a paragraph aloud to the rest of the class. Then have the students
immediately write, in their own words, what they think the paragraph is mostly talking about. They
should write this in a complete sentence. Don't use the term "main idea" yet. Ask students to share
with you their sentences. Make a list on the board of their responses, no matter how varied. This
gives the children the opportunity to see how other students may perceive something different from
the same passage. Then explain the term "main idea" to your students: "The main idea is what the
paragraph is mostly telling you about. All the sentences are joining together to give you a message.
The main idea of the paragraph is the message the author is telling you." If one or more of your
students already figured out the main idea with their sentences, then ask the class to find the main
idea on the list you just made on the board. If no one reported the correct main idea, then together
as a class write a main idea sentence. Then discuss why some of the other sentences on the list are
not main ideas. Possible reasons could be that the sentence only discusses part of the paragraph, or
the sentence is more of a title than a main idea. After reading the entire passage, pair up students to
work together on the rest of it, writing a main idea for each paragraph.
After Reading
1) The Big Question
Have a class discussion based on The Big Question. Do not simply focus on the answer, but try to
encourage more in depth answers and examples from the students.
2) On Your Own
Open up this question by thoroughly explaining the differences between Athens and Sparta; give the
students examples of how different life was in both cities. Then encourage students to discuss which city
they prefer and why. Encourage brainstorming. Write some of the items mentioned on the board for
more effect.
3) Vocabulary Building
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
When going over the answers, ask additional questions to the students pertaining to the vocabulary (ex.
What is another word that has the same meaning?).
4) Reading Comprehension
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
Ask additional questions related to the unit, in order to make sure students have a full understanding of
the text.
Altogether: Questions can also be used to promote discussion among students rather than just
answering questions individually.
5) Summarizing
Have the students fill in the blanks with the given words. Check the answers by having the students take
turns in reading their completed summaries.
Speaking
Q&A. Write the question on the board and ask the students to ask you. This provides an excellent
opportunity for you to model some example answers, and to check on their pronunciation. Then have a
few students ask the question (substituting: "Which do you prefer, dogs or cats/tea or coffee...). Then,
when the students understand some of the possible ways of answering the question, move to open
pairs (student A asks student C etc). Two or three times with open pairs should be enough. Next put the
students in (closed) pairs, and walk around the room listening as they ask and answer. Then get some
feedback.
Questions for Extra Writing or Speaking Practice:
What would do you think your life would be like if you lived in Sparta / Athens?
Why do you think Sparta and Athens were so different from each other?
Which way of life do you think is best, Sparta or Athens? Explain your answer.
ANSWER KEY
Building Background Knowledge: Sample Answers
The Big Question
- Athens was interested in cultural things like art and literature. Sparta mainly cared about
building its military power.
On Your Own
- If I were the ruler of a city-state, I would make education the most important thing. I would also
make sure that everyone could go to school for free.
Vocabulary Building
1. weave
2. rotate
3. via
4. obsessed
5. conquer
6. contrast
7. b
8. b
9. b
10. c
11. c
12. c
Reading Comprehension
1. b
2. a
3. c
4. b
5. c
6. d
7. The slave population outnumbered Spartan soldiers (the only citizens) seven to one.
8. They studied art, architecture, drama, literature, philosophy, science, and medicine.
9. Spartan boys were sent to military training camps to live when they turned seven years old.
Summary
1. Ancient / city-states / systems / democracy / oligarchy / values / aesthetics / military / Legacy /
accomplished / Celebrated
2. Ancient Greece was divided into numerous city-states. Athens and Sparta were the two most
powerful. Athens had a democratic-type government where all citizens except foreigners and women
could participate. Sparta was ruled by an oligarchy and the people were given little political power. The
two city-states also had differing values and systems of education. Athens, for example, focused on
culture and aesthetics. On the other hand, Sparta emphasized a military lifestyle. The legacy of Athens
and Sparta is that they were Greeces most accomplished city-states. They have been celebrated
throughout history.
Unit 7
Objectives
25.
Students will learn about the history of chess.
26.
Students will understand the meaning of new words and be able to use the words in sentences.
27.
Students will practice reading comprehension skills identifying main idea and supporting
details, making inferences, and classifying details.
28.
Students will learn skills in summarizing passages and giving opinions.
Words & Phrases
strategy, chariot, peasant, battlefield, mobility, pivotal, commanding, offense, surrender, pastime,
court, sharpen, sway, representative, capture, tactic, outmaneuver, insight, toil, serf, devise, depict,
represent, mighty, conduct
LESSON GUIDE
Before Reading
1) As a class discuss the three Getting Started Questions. Facilitate the questions as a brain storming
activity, where no answer is incorrect. Encourage students to answer in complete sentences.
2) Ask the class about the title of the unit (The History of Chess). Ask the students to make inferences on
what they think the unit is about. Guide the student discussion when necessary. Encourage
brainstorming and personal thought. Some of the following guide questions may be asked:
Do know what chess is?
Can you play chess?
What board games do you like to play?
3) Introduce the units key words and phrases. Offer examples of the key words and phrases in other
context if possible.
During Reading
1) Select students to read each paragraph aloud one at a time.
2) As the passage is being read, have the students underline the sentences with the units key words and
phrases.
3) When a key word or phrase is read, direct the students to the definitions at the bottom of the page.
For more advanced students ask for a definition of the key words or phrases in their own words with
examples.
4) Call on one student to read a paragraph aloud to the rest of the class. Then have the students
immediately write, in their own words, what they think the paragraph is mostly talking about. They
should write this in a complete sentence. Don't use the term "main idea" yet. Ask students to share
with you their sentences. Make a list on the board of their responses, no matter how varied. This
gives the children the opportunity to see how other students may perceive something different from
the same passage. Then explain the term "main idea" to your students: "The main idea is what the
paragraph is mostly telling you about. All the sentences are joining together to give you a message.
The main idea of the paragraph is the message the author is telling you." If one or more of your
students already figured out the main idea with their sentences, then ask the class to find the main
idea on the list you just made on the board. If no one reported the correct main idea, then together
as a class write a main idea sentence. Then discuss why some of the other sentences on the list are
not main ideas. Possible reasons could be that the sentence only discusses part of the paragraph, or
the sentence is more of a title than a main idea. After reading the entire passage, pair up students to
work together on the rest of it, writing a main idea for each paragraph.
After Reading
1) The Big Question
Have a class discussion based on The Big Question. Do not simply focus on the answer, but try to
encourage more in depth answers and examples from the students.
2) On Your Own
Open up this question by describing the traditional games played in your home country. Give the
students examples of the various different games played in different cultures. Give them personal
examples of the games you like are enjoyed playing when you were younger. Then encourage students
to describe the traditional games played in their country. Encourage brainstorming. Write some of the
items mentioned on the board for more effect.
3) Vocabulary Building
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
When going over the answers, ask additional questions to the students pertaining to the vocabulary (ex.
What is another word that has the same meaning?).
4) Reading Comprehension
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
Ask additional questions related to the unit, in order to make sure students have a full understanding of
the text.
Altogether: Questions can also be used to promote discussion among students rather than just
answering questions individually.
5) Summarizing
Have the students fill in the blanks with the given words. Check the answers by having the students take
turns in reading their completed summaries.
Speaking
Q&A. Write the question on the board and ask the students to ask you. This provides an excellent
opportunity for you to model some example answers, and to check on their pronunciation. Then have a
few students ask the question (substituting: "Which do you prefer, dogs or cats/tea or coffee...). Then,
when the students understand some of the possible ways of answering the question, move to open
pairs (student A asks student C etc). Two or three times with open pairs should be enough. Next put the
students in (closed) pairs, and walk around the room listening as they ask and answer. Then get some
feedback.
ANSWER KEY
Building Background Knowledge: Sample Answers
The Big Question
- Chess was used to represent society in both India and Europe. Therefore, we can learn about
the past by understanding the deeper meaning of chess.
On Your Own
- In my country, we have a game called shogi. The board looks very similar to chess, but there's a
rule that you can use the pieces you capture from your opponent.
Vocabulary Building
1. court
2. sway
3. sharpen
4. outmaneuver
5. representative
6. tactic
7. capture
8. insight
9. a
10. c
11. b
12. b
13. c
14. b
15. a
Reading Comprehension
1. a
2. d
3. b
4. d
5. a
6. a
7. It improves concentration and sharpens critical thinking skills. It can also provide insights into history
that might not have been recorded into traditional textual sources.
8. They play a crucial role at the end of the game during the final attack or defense.
9. To win the game, you have to capture the opponent's king.
Summary
1. strategy / India / Europe / medieval / battlefield / represent / Central / queen / king / protected /
context / past
2. Chess is the oldest game of strategy still played, appearing in India around A.D. 500. From there, it
spread to Europe around A.D. 1000. In Europe, the Indian pieces were changed to reflect medieval
European society. Pawns represent the poor serfs, and knights are warriors who fight with mobility.
Castles are the places where the royalty lived, and bishops show the importance of the church. The
queen is the most powerful piece, and she stands next to the king. Although the king is a poor attacker,
he must be protected. When we understand the historical context of chess, it can teach us much about
the past.
example, the peasants had little importance, while bishops held much more power. Chess cannot
replace textbooks, but it could be studied along with them.
Unit 8
Genetics
Objectives
29.
Students will learn about Genetics.
30.
Students will understand the meaning of new words and be able to use the words in sentences.
31.
Students will practice reading comprehension skills identifying main idea and supporting
details, making inferences, and classifying details.
32.
Students will learn skills in summarizing passages and giving opinions.
Words & Phrases
characteristic, trait, generation, recessive, dominant, gene, blossom, offspring, freckle, dimple,
cultivate, relative, include, combination, label, sibling, overwhelmingly, resemble, determine, conduct,
skip, majority
show up, die out, give birth to
LESSON GUIDE
Before Reading
1) As a class discuss the three Getting Started Questions. Facilitate the questions as a brain storming
activity, where no answer is incorrect. Encourage students to answer in complete sentences.
2) Ask the class about the title of the unit (Genetics). Ask the students to make inferences on what they
think the unit is about. Guide the student discussion when necessary. Encourage brainstorming and
personal thought. Some of the following guide questions may be asked:
What are genetics?
Why do you think some people look different from other people? Explain your answer.
What is something you can do that others cannot?
3) Introduce the units key words and phrases. Offer examples of the key words and phrases in other
context if possible.
3) When a key word or phrase is read, direct the students to the definitions at the bottom of the page.
For more advanced students ask for a definition of the key words or phrases in their own words with
examples.
4) Call on one student to read a paragraph aloud to the rest of the class. Then have the students
immediately write, in their own words, what they think the paragraph is mostly talking about. They
should write this in a complete sentence. Don't use the term "main idea" yet. Ask students to share
with you their sentences. Make a list on the board of their responses, no matter how varied. This
gives the children the opportunity to see how other students may perceive something different from
the same passage. Then explain the term "main idea" to your students: "The main idea is what the
paragraph is mostly telling you about. All the sentences are joining together to give you a message.
The main idea of the paragraph is the message the author is telling you." If one or more of your
students already figured out the main idea with their sentences, then ask the class to find the main
idea on the list you just made on the board. If no one reported the correct main idea, then together
as a class write a main idea sentence. Then discuss why some of the other sentences on the list are
not main ideas. Possible reasons could be that the sentence only discusses part of the paragraph, or
the sentence is more of a title than a main idea. After reading the entire passage, pair up students to
work together on the rest of it, writing a main idea for each paragraph.
After Reading
1) The Big Question
Have a class discussion based on The Big Question. Do not simply focus on the answer, but try to
encourage more in depth answers and examples from the students.
2) On Your Own
Open up this question by describing how you look and the characteristics shared by the rest of your
family. Give the students examples of the various differences each member of your family has. Then
encourage students to describe the characteristics shared by their families. Ask the students if they take
after their mother or father. Encourage brainstorming. Write some of the items mentioned on the board
for more effect.
3) Vocabulary Building
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
When going over the answers, ask additional questions to the students pertaining to the vocabulary (ex.
What is another word that has the same meaning?).
4) Reading Comprehension
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
Ask additional questions related to the unit, in order to make sure students have a full understanding of
the text.
Altogether: Questions can also be used to promote discussion among students rather than just
answering questions individually.
5) Summarizing
Have the students fill in the blanks with the given words. Check the answers by having the students take
turns in reading their completed summaries.
Speaking
Student Interviews. Choose a topic from the passage that you feel will interest the students. Ask
students to write five or more questions about this topic (students can also come up with the questions
in small groups). Once they have finished the questions, they should interview at least two other
students in the class and take notes on their answers. When the students have finished the activity, ask
students to summarize what they have found out from the students they have interviewed.
Questions for Extra Writing or Speaking Practice:
Why is the study of genetics important? Explain your answer.
Do you have some traits that none of your family has? Explain your answer.
What are the traits you got from your grandparents?
ANSWER KEY
Building Background Knowledge: Sample Answers
The Big Question
- People and animals get their looks from their parents. Parents pass down certain physical traits
through their genes.
On Your Own
- I got my eyes and nose from my mother but I am tall and thin like my father.
Vocabulary Building
1. relative
2. sibling
3. includes
4. cultivate
5. label
6. combination
7. a
8. b
9. d
10. c
11. b
12. b
Reading Comprehension
1. a
2. b
3. d
4. d
5. c
6. a
7. Some recessive traits from the first generation do not show up in the second generation. However,
they can show up in the third generation. This is called skipping a generation.
8. The gene for red colored blossoms is dominant so only red flowers will be produced.
9. Two dominant genes, one dominant and one recessive gene, or two recessive genes.
Summary
1. scientist / pea plants / traits / cultivation / common / Dominant / Recessive / White / Passed down /
Genetic / humans / height
2. Austrian scientist Gregor Mendel researched pea plants and learned that our physical traits come
from our parents. When he cultivated pea plants, he learned that red blossoms are more common than
white blossoms because of the dominant red color gene. The white color gene is recessive, but it can
still be passed down through red flowered plants. Genetic traits affect humans and animals, too. They
determine things like our blood type, hair color, eye color, and height.
Unit 9
Objectives
33.
Students will learn about the Stages of Sleep.
34.
Students will understand the meaning of new words and be able to use the words in sentences.
35.
Students will practice reading comprehension skills identifying main idea and supporting
details, making inferences, and classifying details.
36.
Students will learn skills in summarizing passages and giving opinions.
Words & Phrases
conceivable, drowsiness, external, stimulus, disoriented, restore, exert, rate, span, acuity, maintain,
noticeably, assist, proper, flutter, divert, initial, generate, crucial, disorder, assume, sufficient
break up, slow down, cool down
LESSON GUIDE
Before Reading
1) As a class discuss the three Getting Started Questions. Facilitate the questions as a brain storming
activity, where no answer is incorrect. Encourage students to answer in complete sentences.
2) Ask the class about the title of the unit (The Stages of Sleep). Ask the students to make inferences on
what they think the unit is about. Guide the student discussion when necessary. Encourage
brainstorming and personal thought. Some of the following guide questions may be asked:
Is sleep important? Why or why not?
Why do you think happens to you when you sleep? Explain your answer.
What happens to you if you do not get enough sleep?
3) Introduce the units key words and phrases. Offer examples of the key words and phrases in other
context if possible.
3) When a key word or phrase is read, direct the students to the definitions at the bottom of the page.
For more advanced students ask for a definition of the key words or phrases in their own words with
examples.
4) Call on one student to read a paragraph aloud to the rest of the class. Then have the students
immediately write, in their own words, what they think the paragraph is mostly talking about. They
should write this in a complete sentence. Don't use the term "main idea" yet. Ask students to share
with you their sentences. Make a list on the board of their responses, no matter how varied. This
gives the children the opportunity to see how other students may perceive something different from
the same passage. Then explain the term "main idea" to your students: "The main idea is what the
paragraph is mostly telling you about. All the sentences are joining together to give you a message.
The main idea of the paragraph is the message the author is telling you." If one or more of your
students already figured out the main idea with their sentences, then ask the class to find the main
idea on the list you just made on the board. If no one reported the correct main idea, then together
as a class write a main idea sentence. Then discuss why some of the other sentences on the list are
not main ideas. Possible reasons could be that the sentence only discusses part of the paragraph, or
the sentence is more of a title than a main idea. After reading the entire passage, pair up students to
work together on the rest of it, writing a main idea for each paragraph.
After Reading
1) The Big Question
Have a class discussion based on The Big Question. Do not simply focus on the answer, but try to
encourage more in depth answers and examples from the students.
2) On Your Own
Open up this question by describing how you feel the next day when you do not get enough sleep. Give
the students examples of the various problems and difficulties you face with a lack of sleep. Then
encourage students to describe what happens to them when they do not get enough sleep. Encourage
brainstorming. Write some of the items mentioned on the board for more effect.
3) Vocabulary Building
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
When going over the answers, ask additional questions to the students pertaining to the vocabulary (ex.
What is another word that has the same meaning?).
4) Reading Comprehension
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
Ask additional questions related to the unit, in order to make sure students have a full understanding of
the text.
Altogether: Questions can also be used to promote discussion among students rather than just
answering questions individually.
5) Summarizing
Have the students fill in the blanks with the given words. Check the answers by having the students take
turns in reading their completed summaries.
Speaking
Story telling & Memory Game. Have the students sit in a circle. Ask one student to say a sentence in a
story form ex. "once there was a boy". The next student will have to repeat that sentence and add
something more to it like "once there was a boy whose name was John". In this way the children keep
building up a story as well as remembering what the previous sentences were. The student who forgets
a line will go out of the game.
Questions for Extra Writing or Speaking Practice:
What kinds of dreams do you have?
Do you sleep a lot? Why or why not?
Why is it so hard to remember dreams? Explain your answer.
ANSWER KEY
Building Background Knowledge: Sample Answers
The Big Question
- When we fall asleep, we progress through different stages of sleep. Sometimes I lose my temper.
On Your Own
- If I dont get enough sleep, I feel very tired and crabby.
Vocabulary Building
1. maintain
2. noticeably
3. assist
4. proper
5. flutter
6. divert
7. b
8. d
9. a
10. b
11. b
12. d
Reading Comprehension
1. a
2. d
3. d
4. a
5. d
6. c
7. REM stands for "rapid eye movement," because a persons eyes flutter under their eyelids when they
dream.
8. The body is relaxed during deep sleep and some people sleepwalk or talk.
9. Stage 2 lasts 20 minutes or so while stage 1 lasts only about 5 to 10 minutes. Also, during stage 1 we
are simply drowsy but during stage 2, the body starts to cool down and the heartbeat slows.
Summary
1. Stages / non-REM sleep / Light / drowsy / awakened / Deep / disoriented / sleepwalking / REM / heart
/ benefits / stress / immune system
2. When asleep, we experience different stages of sleep that can be divided into REM and non-REM
categories. During stage 1, we are simply drowsy and are easily woken. We relax in stage 2 but can still
be awakened easily. Stage 3 is considered deep sleep, and we will be disoriented if woken. In stage 4,
the body is very relaxed but sleepwalking or talking is possible. REM sleep, stage 5, is the stage when we
dream, and this happens four or five times during the night. Sleep has many health benefits. REM sleep
helps us process our emotions and stress. Additionally, deep sleep helps the immune system, the mind,
and growth hormones function properly.
LESSON GUIDE
Before Reading
1) As a class discuss the three Getting Started Questions. Facilitate the questions as a brain storming
activity, where no answer is incorrect. Encourage students to answer in complete sentences.
2) Ask the class about the title of the unit (Math in Nature and Art). Ask the students to make inferences
on what they think the unit is about. Guide the student discussion when necessary. Encourage
brainstorming and personal thought. Some of the following guide questions may be asked:
Do you know of any examples of math in nature or art?
Are math, nature and art related? Explain your answer.
What are the main differences in math, nature and art?
3) Introduce the units key words and phrases. Offer examples of the key words and phrases in other
context if possible.
3) When a key word or phrase is read, direct the students to the definitions at the bottom of the page.
For more advanced students ask for a definition of the key words or phrases in their own words with
examples.
4) Call on one student to read a paragraph aloud to the rest of the class. Then have the students
immediately write, in their own words, what they think the paragraph is mostly talking about. They
should write this in a complete sentence. Don't use the term "main idea" yet. Ask students to share
with you their sentences. Make a list on the board of their responses, no matter how varied. This
gives the children the opportunity to see how other students may perceive something different from
the same passage. Then explain the term "main idea" to your students: "The main idea is what the
paragraph is mostly telling you about. All the sentences are joining together to give you a message.
The main idea of the paragraph is the message the author is telling you." If one or more of your
students already figured out the main idea with their sentences, then ask the class to find the main
idea on the list you just made on the board. If no one reported the correct main idea, then together
as a class write a main idea sentence. Then discuss why some of the other sentences on the list are
not main ideas. Possible reasons could be that the sentence only discusses part of the paragraph, or
the sentence is more of a title than a main idea. After reading the entire passage, pair up students to
work together on the rest of it, writing a main idea for each paragraph.
After Reading
1) The Big Question
Have a class discussion based on The Big Question. Do not simply focus on the answer, but try to
encourage more in depth answers and examples from the students.
2) On Your Own
Open up this question by briefly reviewing and explaining the Fibonacci sequence to the class. Make
sure the students understand the basic concept and then show the students your hands. Then
encourage students to look at their hands with the Fibonacci sequence in mind. Encourage
brainstorming. Write some of the items mentioned on the board for more effect.
3) Vocabulary Building
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
When going over the answers, ask additional questions to the students pertaining to the vocabulary (ex.
What is another word that has the same meaning?).
4) Reading Comprehension
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
Ask additional questions related to the unit, in order to make sure students have a full understanding of
the text.
Altogether: Questions can also be used to promote discussion among students rather than just
answering questions individually.
5) Summarizing
Have the students fill in the blanks with the given words. Check the answers by having the students take
turns in reading their completed summaries.
Speaking
Just a Minute. Write topics randomly around the board. Then have a student throw a sticky ball (piece of
rolled up paper) at the board. The topic which is closest to where the ball hits is their topic. The student
must then stand and speak for one minute without hesitation, repetition or undue silliness about the
topic. If the students hesitates, repeats or becomes silly then stop them and write their name and the
time they spoke for on the board.
Questions for Extra Writing or Speaking Practice:
Do you know of any other examples of math in nature or art?
Do you think math in nature is a coincidence? Explain your answer.
Do you think good art depends on good math? Explain your answer.
ANSWER KEY
Building Background Knowledge: Sample Answers
The Big Question
- The Fibonacci sequence is important because it shows that there is special relationship between
math and beauty. Numbers from the sequence can be found in nature and art.
On Your Own
- We have two hands with five fingers on each hand. We also have three joints on each finger
and two joints on our thumbs. All these numbers occur in the Fibonacci sequence.
Vocabulary Building
1. acknowledged
2. equals
3. derives
4. aesthetically
5. renowned
6. guideline
7. c
8. c
9. d
10. b
11. d
12. a
Reading Comprehension
1. d
2. c
3. a
4. c
5. a
6. d
7. The next number is 233 because it is the sum of the last two numbers (144 and 89).
8. She produces mainly flowers whose number of petals adds up to a Fibonacci number.
9. You take two consecutive numbers from the Fibonacci sequence and divide the larger one from the
smaller one. The length divided by the width of some rectangles also gives us the golden ratio.
Summary
1. sequence / beauty / art / numbers / rare / petals / ratio / width / preceding / Math / relationship /
preferred
2. The Fibonacci sequence is important to beauty and design. It can be found throughout nature and art.
In nature, for instance, four-leaf clovers are rare. That is because the number of a flowers leaves or
petals flowers is usually related to the numbers in the Fibonacci sequence. The golden ratio can be
found in art. It is the length divided by the width or a rectangle. It can also be found by dividing a larger
number in the Fibonacci sequence by its preceding smaller number. Math has a closer relationship to
nature and art than many people think. It explains why some forms have traditionally been preferred
over others.
one, and I know that I am not the only person to feel this way. Also, the Mona Lisa is most famous for
her smile, which, as far as I know, has nothing to do with the golden rectangle.
LESSON GUIDE
Before Reading
1) As a class discuss the three Getting Started Questions. Facilitate the questions as a brain storming
activity, where no answer is incorrect. Encourage students to answer in complete sentences.
2) Ask the class about the title of the unit (The History of the Potato in Europe). Ask the students to
make inferences on what they think the unit is about. Guide the student discussion when necessary.
Encourage brainstorming and personal thought. Some of the following guide questions may be asked:
Do you like potatoes? Why or why not?
Why do you think potatoes were so important in Europe?
Are potatoes healthy for you? Why or why not?
3) Introduce the units key words and phrases. Offer examples of the key words and phrases in other
context if possible.
3) When a key word or phrase is read, direct the students to the definitions at the bottom of the page.
For more advanced students ask for a definition of the key words or phrases in their own words with
examples.
4) Call on one student to read a paragraph aloud to the rest of the class. Then have the students
immediately write, in their own words, what they think the paragraph is mostly talking about. They
should write this in a complete sentence. Don't use the term "main idea" yet. Ask students to share
with you their sentences. Make a list on the board of their responses, no matter how varied. This
gives the children the opportunity to see how other students may perceive something different from
the same passage. Then explain the term "main idea" to your students: "The main idea is what the
paragraph is mostly telling you about. All the sentences are joining together to give you a message.
The main idea of the paragraph is the message the author is telling you." If one or more of your
students already figured out the main idea with their sentences, then ask the class to find the main
idea on the list you just made on the board. If no one reported the correct main idea, then together
as a class write a main idea sentence. Then discuss why some of the other sentences on the list are
not main ideas. Possible reasons could be that the sentence only discusses part of the paragraph, or
the sentence is more of a title than a main idea. After reading the entire passage, pair up students to
work together on the rest of it, writing a main idea for each paragraph.
After Reading
1) The Big Question
Have a class discussion based on The Big Question. Do not simply focus on the answer, but try to
encourage more in depth answers and examples from the students.
2) On Your Own
Open up this question by briefly reviewing and explaining the different types of foods you do not like to
eat. Give them examples of the types of foods you do not like and the types you absolutely do not eat.
Then encourage students to describe the types of foods they do not like and the types of foods they will
not eat; ask them why they feel this way. Encourage brainstorming. Write some of the items mentioned
on the board for more effect.
3) Vocabulary Building
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
When going over the answers, ask additional questions to the students pertaining to the vocabulary (ex.
What is another word that has the same meaning?).
4) Reading Comprehension
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
Ask additional questions related to the unit, in order to make sure students have a full understanding of
the text.
Altogether: Questions can also be used to promote discussion among students rather than just
answering questions individually.
5) Summarizing
Have the students fill in the blanks with the given words. Check the answers by having the students take
turns in reading their completed summaries.
Speaking
This game can be played in pairs or as a full class. Give a starting line, such as "A funny thing happened
to me in the grocery store yesterday." Then have each student take a turn adding a sentence to the
story; tell the students that they must use key words and phrases from the unit. Not only will students
be entertained by their classmates' creative adventures, but they will have to use comprehension and
vocabulary skills to contribute to the story.
Questions for Extra Writing or Speaking Practice:
What is your favorite food? Why?
Describe the type of food you eat on a typical day.
Are you a picky eater? Explain your answer.
ANSWER KEY
Building Background Knowledge: Sample Answers
The Big Question
- Spanish explorers brought potatoes to Spain in the 16th century and sent them to other
European countries. Then, Europeans shared them with people in other continents.
On Your Own
- I dont like to eat broccoli because it looks funny and kind of gross. I dont really like the taste,
either.
Vocabulary Building
1. indispensable
2. ingredient
3. counter
4. edible
5. eager
6. circulating
7. c
8. b
9. b
10. b
11. b
12. c
Reading Comprehension
1. d
2. a
3. c
4. a
5. d
6. c
LESSON GUIDE
Before Reading
1) As a class discuss the three Getting Started Questions. Facilitate the questions as a brain storming
activity, where no answer is incorrect. Encourage students to answer in complete sentences.
2) Ask the class about the title of the unit (Great Britains Industrial Revolution). Ask the students to
make inferences on what they think the unit is about. Guide the student discussion when necessary.
Encourage brainstorming and personal thought. Some of the following guide questions may be asked:
Where is Great Britain? What do you know about it?
What is the Industrial Revolution?
How do machines help us in everyday life?
3) Introduce the units key words and phrases. Offer examples of the key words and phrases in other
context if possible.
3) When a key word or phrase is read, direct the students to the definitions at the bottom of the page.
For more advanced students ask for a definition of the key words or phrases in their own words with
examples.
4) Call on one student to read a paragraph aloud to the rest of the class. Then have the students
immediately write, in their own words, what they think the paragraph is mostly talking about. They
should write this in a complete sentence. Don't use the term "main idea" yet. Ask students to share
with you their sentences. Make a list on the board of their responses, no matter how varied. This
gives the children the opportunity to see how other students may perceive something different from
the same passage. Then explain the term "main idea" to your students: "The main idea is what the
paragraph is mostly telling you about. All the sentences are joining together to give you a message.
The main idea of the paragraph is the message the author is telling you." If one or more of your
students already figured out the main idea with their sentences, then ask the class to find the main
idea on the list you just made on the board. If no one reported the correct main idea, then together
as a class write a main idea sentence. Then discuss why some of the other sentences on the list are
not main ideas. Possible reasons could be that the sentence only discusses part of the paragraph, or
the sentence is more of a title than a main idea. After reading the entire passage, pair up students to
work together on the rest of it, writing a main idea for each paragraph.
After Reading
1) The Big Question
Have a class discussion based on The Big Question. Do not simply focus on the answer, but try to
encourage more in depth answers and examples from the students.
2) On Your Own
Open up this question by briefly describing the inventions you wish were available today; things that
would make life easier. Give them examples of the different inconveniences you face and the inventions
you think would improve life. Then encourage students to describe their own ideas for inventions to
improve life. Encourage brainstorming. Write some of the items mentioned on the board for more effect.
3) Vocabulary Building
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
When going over the answers, ask additional questions to the students pertaining to the vocabulary (ex.
What is another word that has the same meaning?).
4) Reading Comprehension
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
Ask additional questions related to the unit, in order to make sure students have a full understanding of
the text.
Altogether: Questions can also be used to promote discussion among students rather than just
answering questions individually.
5) Summarizing
Have the students fill in the blanks with the given words. Check the answers by having the students take
turns in reading their completed summaries.
Speaking
The objective is to guess what key word another person is thinking about by asking 20 yes or no
questions. The guesser can ask only 20 questions. The questions have to be yes/no questions. The
person answering has to say a full short answer to practice grammar. The guesser wins if they guess in
less than 20 questions. The person answering wins if the guesser cannot guess the key word in less than
20 questions.
Questions for Extra Writing or Speaking Practice:
Is modernization a good thing? Why?
Do you have a convenient life? Why or why not?
What invention has changed your life (had the most impact) the most?
ANSWER KEY
Building Background Knowledge: Sample Answers
The Big Question
- The Industrial Revolution improved Great Britains economy and it positively and negatively
changed the way people lived.
On Your Own
- I think we need robots that can do all the hard work around the house and protect us from
intruders.
Vocabulary Building
1. skyrocketing
2. bulk
3. going rate
4. mutilated
5. afford
6. generate
7. b
8. d
9. d
10. c
11. d
12. a
13. sped up
14. from scratch
15. come by
Reading Comprehension
1. d
2. b
3. d
4. b
5. c
6. d
7. It was led by advancements in the textile industry that sped up the clothing production process.
8. The factories created a lot of pollution, which was bad for peoples health. Workers, including women
and children, were also mistreated and underpaid by factory owners. The machinery they used was also
very dangerous.
9. We can find a variety of goods at affordable prices and we can travel easily from place to place.
Summary
1. Industrial Revolution / Great Britain / bad / Mass / economy / affordable / Problems / Pollution /
working / impact / advancements / U.S.
2. The Industrial Revolution began in Great Britain and brought about good and bad changes. For
example, mass production improved the economy and made products more affordable. However, there
were also many problems created by the new factories. The factories created pollution that made
people sick. Factory employees also suffered from poor working conditions. The Industrial Revolution
has had a major impact on our lives, though. It led to advancements in other industries and spread
through Europe and to the United States.
the Industrial Revolution would have created more businesses and therefore more employment
opportunities for everyone.
LESSON GUIDE
Before Reading
1) As a class discuss the three Getting Started Questions. Facilitate the questions as a brain storming
activity, where no answer is incorrect. Encourage students to answer in complete sentences.
2) Ask the class about the title of the unit (The Physics of a Roller Coaster). Ask the students to make
inferences on what they think the unit is about. Guide the student discussion when necessary.
Encourage brainstorming and personal thought. Some of the following guide questions may be asked:
What is a rollercoaster?
Do you like to ride roller coasters? Why or why not?
What are the common characteristics of all roller coasters?
3) Introduce the units key words and phrases. Offer examples of the key words and phrases in other
context if possible.
2) As the passage is being read, have the students underline the sentences with the units key words and
phrases.
3) When a key word or phrase is read, direct the students to the definitions at the bottom of the page.
For more advanced students ask for a definition of the key words or phrases in their own words with
examples.
4) Call on one student to read a paragraph aloud to the rest of the class. Then have the students
immediately write, in their own words, what they think the paragraph is mostly talking about. They
should write this in a complete sentence. Don't use the term "main idea" yet. Ask students to share
with you their sentences. Make a list on the board of their responses, no matter how varied. This
gives the children the opportunity to see how other students may perceive something different from
the same passage. Then explain the term "main idea" to your students: "The main idea is what the
paragraph is mostly telling you about. All the sentences are joining together to give you a message.
The main idea of the paragraph is the message the author is telling you." If one or more of your
students already figured out the main idea with their sentences, then ask the class to find the main
idea on the list you just made on the board. If no one reported the correct main idea, then together
as a class write a main idea sentence. Then discuss why some of the other sentences on the list are
not main ideas. Possible reasons could be that the sentence only discusses part of the paragraph, or
the sentence is more of a title than a main idea. After reading the entire passage, pair up students to
work together on the rest of it, writing a main idea for each paragraph.
After Reading
1) The Big Question
Have a class discussion based on The Big Question. Do not simply focus on the answer, but try to
encourage more in depth answers and examples from the students.
2) On Your Own
Open up this question by briefly describing your favorite rollercoaster; tell the students the particular
characteristics of that rollercoaster. Give them examples of the different types of roller coasters you
have ridden on, and the different emotions you felt riding each one. Then encourage students to
describe their own experiences with riding roller coasters. Encourage brainstorming. Write some of the
items mentioned on the board for more effect.
3) Vocabulary Building
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
When going over the answers, ask additional questions to the students pertaining to the vocabulary (ex.
What is another word that has the same meaning?).
4) Reading Comprehension
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
Ask additional questions related to the unit, in order to make sure students have a full understanding of
the text.
Altogether: Questions can also be used to promote discussion among students rather than just
answering questions individually.
5) Summarizing
Have the students fill in the blanks with the given words. Check the answers by having the students take
turns in reading their completed summaries.
Speaking
Give the students several minutes to design their own rollercoaster. Make sure they use the concepts
explained in the passage. When they are finished, have the students present their roller coasters to the
rest of the class. Encourage other students to ask questions and make comments to each presenter.
Questions for Extra Writing or Speaking Practice:
Are roller coasters safe? Why or why not?
Why do you think some people afraid of riding roller coasters? Explain your answer.
What kind of rollercoaster would you like to ride? Why?
ANSWER KEY
Building Background Knowledge: Sample Answers
The Big Question
- They use mechanical energy, which is potential energy and kinetic energy, as well as other laws
of physics such as conservation of energy, gravitational pull, and momentum.
On Your Own
- My favorite roller coaster has a really big drop at the very beginning. I get really nervous going
up the hill but I have so much fun going down it!
Vocabulary Building
1. stimulating
2. brim
3. atop
4. death-defying
5. amass
6. process
7. a
8. a
9. d
10. c
11. d
12. c
Reading Comprehension
1. d
2. b
3. a
4. b
5. c
6. a
7. Roller coaster cars have the most potential energy when they are at the top of the highest hill.
8. Potential energy is converted into kinetic energy by gravitational pull.
9. It is converted when it a roller coaster drops down a hill.
Summary
1. complex / physics / mechanical / Potential / Highest / mechanical / Kinetic / gravity / Momentum /
hills
2. Roller coasters do not need complex mechanisms. They function with the simple laws of physics. The
first type of mechanical energy is potential energy, or stored energy. The highest position gives the most
potential energy. The second type of mechanical energy is kinetic energy, or energy from movement.
Gravity turns potential energy into kinetic energy when it drops down a hill. Momentum keeps a moving
object in motion. This helps roller coaster cars climb hills.
Unit 14 Jellyfish
Objectives
53.
Students will learn about Jellyfish.
54.
Students will understand the meaning of new words and be able to use the words in sentences.
55.
Students will practice reading comprehension skills identifying main idea and supporting
details, making inferences, and classifying details.
56.
Students will learn skills in summarizing passages and giving opinions.
Words & Phrases
invertebrate, current, digestive sac, central nervous system, circulatory system, respiratory system,
migratory, swarm, sensory organ, tentacle, venom, approach, sting, visibility, venture, marine,
irritation, caution, expose, substance, house, adapt, detect, compose, instantaneous, threat
LESSON GUIDE
Before Reading
1) As a class discuss the three Getting Started Questions. Facilitate the questions as a brain storming
activity, where no answer is incorrect. Encourage students to answer in complete sentences.
2) Ask the class about the title of the unit (Jellyfish). Ask the students to make inferences on what they
think the unit is about. Guide the student discussion when necessary. Encourage brainstorming and
personal thought. Some of the following guide questions may be asked:
Have you ever seen a live jellyfish before? What was it like?
Why do you think jellyfish look the way they do?
Why do you think some people are scared of jellyfish?
3) Introduce the units key words and phrases. Offer examples of the key words and phrases in other
context if possible.
3) When a key word or phrase is read, direct the students to the definitions at the bottom of the page.
For more advanced students ask for a definition of the key words or phrases in their own words with
examples.
4) Call on one student to read a paragraph aloud to the rest of the class. Then have the students
immediately write, in their own words, what they think the paragraph is mostly talking about. They
should write this in a complete sentence. Don't use the term "main idea" yet. Ask students to share
with you their sentences. Make a list on the board of their responses, no matter how varied. This
gives the children the opportunity to see how other students may perceive something different from
the same passage. Then explain the term "main idea" to your students: "The main idea is what the
paragraph is mostly telling you about. All the sentences are joining together to give you a message.
The main idea of the paragraph is the message the author is telling you." If one or more of your
students already figured out the main idea with their sentences, then ask the class to find the main
idea on the list you just made on the board. If no one reported the correct main idea, then together
as a class write a main idea sentence. Then discuss why some of the other sentences on the list are
not main ideas. Possible reasons could be that the sentence only discusses part of the paragraph, or
the sentence is more of a title than a main idea. After reading the entire passage, pair up students to
work together on the rest of it, writing a main idea for each paragraph.
After Reading
1) The Big Question
Have a class discussion based on The Big Question. Do not simply focus on the answer, but try to
encourage more in depth answers and examples from the students.
2) On Your Own
Open up this question by briefly describing your feelings on jellyfish; tell the students the particular
reasons you like or dislike jellyfish. Give them examples of why you feel this way, and also offer other
opinions. Then encourage students to describe their own feelings towards jellyfish. Encourage
brainstorming. Write some of the items mentioned on the board for more effect.
3) Vocabulary Building
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
When going over the answers, ask additional questions to the students pertaining to the vocabulary (ex.
What is another word that has the same meaning?).
4) Reading Comprehension
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
Ask additional questions related to the unit, in order to make sure students have a full understanding of
the text.
Altogether: Questions can also be used to promote discussion among students rather than just
answering questions individually.
5) Summarizing
Have the students fill in the blanks with the given words. Check the answers by having the students take
turns in reading their completed summaries.
Speaking
Q&A. Write the question on the board and ask the students to ask you. This provides an excellent
opportunity for you to model some example answers, and to check on their pronunciation. Then have a
few students ask the question (substituting: "Which do you prefer, dogs or cats/tea or coffee...). Then,
when the students understand some of the possible ways of answering the question, move to open
pairs (student A asks student C etc). Two or three times with open pairs should be enough. Next put the
students in (closed) pairs, and walk around the room listening as they ask and answer. Then get some
feedback.
Questions for Extra Writing or Speaking Practice:
Would you like a jellyfish as a pet? Why or why not?
Why do you think jellyfish are transparent? Explain your answer.
How are jellyfish different from other fish? Explain your answer.
ANSWER KEY
Building Background Knowledge: Sample Answers
The Big Question
- They are marine invertebrate that can be found in every ocean.
On Your Own
- I think jellyfish are interesting and fun to look at, but they seem a little scary.
Vocabulary Building
1. caution
2. whim
3. marine
4. visibility
5. irritation
6. stung
7. expose
8. venture
9. c
10.d
11. a
12. a
13. b
14. b
15. a
Reading Comprehension
1. d
2. b
3. c
4. b
5. c
6. a
7. Radial symmetry means there is no left or right side and bilateral symmetry is when something can be
divided in half to form two mirror-like images
8. They suck water into their bell and spit it out like a jet stream. The oceans current also pushes them
around.
9. Jellyfish have sensory organs called rhopalia that help them detect passing organisms. They use their
venomous tentacles to attack potential predators and prey. They also swarm for protection.
Summary
1. Jellyfish / ocean / sizes / composition / radial / water / Aquatic / movement / Swarm / feeding /
Sensory / tentacles / Danger / poison / death
2. Jellyfish are more than 650 million years old and can be found in every ocean. There are more than
2,000 species of jellyfish that come in a variety of sizes. A jellyfishs body has radial symmetry and three
layers, including the epidermis, gastrodermis and mesoglea. Jellyfish are made up mostly of water. They
only have limited movement and swarm for protection. They also protect themselves with their sensory
organs that detect light, smell and pressure and they feed using their venomous tentacles that kill prey.
Jellyfish can be a danger to humans, although not all of them have poison. Those that do can cause
irritation or death.
Unit 15 Loanwords
Objectives
57.
Students will learn about loanwords.
58.
Students will understand the meaning of new words and be able to use the words in sentences.
59.
Students will practice reading comprehension skills identifying main idea and supporting
details, making inferences, and classifying details.
60.
Students will learn skills in summarizing passages and giving opinions.
Words & Phrases
linguistic, existence, invasion, occupation, lexicon, scholar, parliament, demote, trilingual, deformation,
administration, court, anonymous, exotic, kiosk, peasant, sophisticated, traitor, catastrophe, amplify,
slight, transformation
as a result of, take over, break out
LESSON GUIDE
Before Reading
1) As a class discuss the three Getting Started Questions. Facilitate the questions as a brain storming
activity, where no answer is incorrect. Encourage students to answer in complete sentences.
2) Ask the class about the title of the unit (Loanwords). Ask the students to make inferences on what
they think the unit is about. Guide the student discussion when necessary. Encourage brainstorming and
personal thought. Some of the following guide questions may be asked:
Can you explain what loanwords are?
How do you think words from some languages find their way into other languages?
Do you often use words that are not from your native language? Why or why not?
3) Introduce the units key words and phrases. Offer examples of the key words and phrases in other
context if possible.
3) When a key word or phrase is read, direct the students to the definitions at the bottom of the page.
For more advanced students ask for a definition of the key words or phrases in their own words with
examples.
4) Call on one student to read a paragraph aloud to the rest of the class. Then have the students
immediately write, in their own words, what they think the paragraph is mostly talking about. They
should write this in a complete sentence. Don't use the term "main idea" yet. Ask students to share
with you their sentences. Make a list on the board of their responses, no matter how varied. This
gives the children the opportunity to see how other students may perceive something different from
the same passage. Then explain the term "main idea" to your students: "The main idea is what the
paragraph is mostly telling you about. All the sentences are joining together to give you a message.
The main idea of the paragraph is the message the author is telling you." If one or more of your
students already figured out the main idea with their sentences, then ask the class to find the main
idea on the list you just made on the board. If no one reported the correct main idea, then together
as a class write a main idea sentence. Then discuss why some of the other sentences on the list are
not main ideas. Possible reasons could be that the sentence only discusses part of the paragraph, or
the sentence is more of a title than a main idea. After reading the entire passage, pair up students to
work together on the rest of it, writing a main idea for each paragraph.
After Reading
1) The Big Question
Have a class discussion based on The Big Question. Do not simply focus on the answer, but try to
encourage more in depth answers and examples from the students.
2) On Your Own
Open up this question by briefly describing the languages and word used in English that were originally
from other languages (ex. deja vu). Explain to the students the background of the languages and words
from other languages that are used in English. Then encourage students to talk about languages and
words from other countries that are used in their native language. Encourage brainstorming. Write
some of the items mentioned on the board for more effect.
3) Vocabulary Building
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
When going over the answers, ask additional questions to the students pertaining to the vocabulary (ex.
What is another word that has the same meaning?).
4) Reading Comprehension
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
Ask additional questions related to the unit, in order to make sure students have a full understanding of
the text.
Altogether: Questions can also be used to promote discussion among students rather than just
answering questions individually.
5) Summarizing
Have the students fill in the blanks with the given words. Check the answers by having the students take
turns in reading their completed summaries.
Speaking
Story telling & Memory Game. Have the students sit in a circle. Ask one student to say a sentence in a
story form ex. "once there was a boy". The next student will have to repeat that sentence and add
something more to it like "once there was a boy whose name was John". In this way the children keep
building up a story as well as remembering what the previous sentences were. The student who forgets
a line will go out of the game.
ANSWER KEY
Building Background Knowledge: Sample Answers
The Big Question
- Words can be traded back and forth between languages in a process called borrowing.
On Your Own
- My native language is Hindi, and it was heavily influenced by the Persian and Arabic languages.
Vocabulary Building
1. court
2. administration
3. peasant
4. exotic
5. anonymous
6. kiosk
7. a
8. a
9. d
10. a
11. d
12. d
13. as a result of
14. take over
15. break out
Reading Comprehension
1. c
2. b
3. b
4. c
5. c
6. d
7. Normally, a community adopts the words of a socially, economically or politically stronger one.
8. The Norman invasion of England introduced many French words to the English language and the
Hundred Years War made Latin more popular.
9. Globalization increased the borrowing and reborrowing of loanwords.
Summary
1. Borrowing / cultures / Adopted / Norman / French / politics / Hundred Years War / Latin / foreign /
Globalization / loanwords
2. Borrowing is an exchange between cultures and languages. Foreign words that are adopted into
another language are called loanwords. The Norman invasion of England introduced many French
words to the English language and French became the language for politics and government. However,
the Hundred Years War made less French powerful and Latin more popular. Various words from around
the world entered the English language. The English language continues to grow and change because of
globalization. More loanwords are borrowed into English and there is an increased reborrowing of
English words into other languages, too.
LESSON GUIDE
Before Reading
1) As a class discuss the three Getting Started Questions. Facilitate the questions as a brain storming
activity, where no answer is incorrect. Encourage students to answer in complete sentences.
2) Ask the class about the title of the unit (The Boston Tea Party). Ask the students to make inferences
on what they think the unit is about. Guide the student discussion when necessary. Encourage
brainstorming and personal thought. Some of the following guide questions may be asked:
What was the Boston Tea Party?
Why was the American Revolution fought? Explain your answer.
How do you think the Boston Tea Party changes America?
3) Introduce the units key words and phrases. Offer examples of the key words and phrases in other
context if possible.
3) When a key word or phrase is read, direct the students to the definitions at the bottom of the page.
For more advanced students ask for a definition of the key words or phrases in their own words with
examples.
4) Call on one student to read a paragraph aloud to the rest of the class. Then have the students
immediately write, in their own words, what they think the paragraph is mostly talking about. They
should write this in a complete sentence. Don't use the term "main idea" yet. Ask students to share
with you their sentences. Make a list on the board of their responses, no matter how varied. This
gives the children the opportunity to see how other students may perceive something different from
the same passage. Then explain the term "main idea" to your students: "The main idea is what the
paragraph is mostly telling you about. All the sentences are joining together to give you a message.
The main idea of the paragraph is the message the author is telling you." If one or more of your
students already figured out the main idea with their sentences, then ask the class to find the main
idea on the list you just made on the board. If no one reported the correct main idea, then together
as a class write a main idea sentence. Then discuss why some of the other sentences on the list are
not main ideas. Possible reasons could be that the sentence only discusses part of the paragraph, or
the sentence is more of a title than a main idea. After reading the entire passage, pair up students to
work together on the rest of it, writing a main idea for each paragraph.
After Reading
1) The Big Question
Have a class discussion based on The Big Question. Do not simply focus on the answer, but try to
encourage more in depth answers and examples from the students.
2) On Your Own
Open up this question by briefly explaining exactly what the Boston Tea Party was about; tell them why
people aggressively protested rule from Great Britain. Explain to the students what it means to protest
something and the consequences involved. Then encourage students to talk about their feelings
towards the protest. Ask them what they would do or what other alternative actions could have been
taken. Encourage brainstorming. Write some of the items mentioned on the board for more effect.
3) Vocabulary Building
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
When going over the answers, ask additional questions to the students pertaining to the vocabulary (ex.
What is another word that has the same meaning?).
4) Reading Comprehension
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
Ask additional questions related to the unit, in order to make sure students have a full understanding of
the text.
Altogether: Questions can also be used to promote discussion among students rather than just
answering questions individually.
5) Summarizing
Have the students fill in the blanks with the given words. Check the answers by having the students take
turns in reading their completed summaries.
Speaking
Just a Minute. Write topics randomly around the board. Then have a student throw a sticky ball (piece of
rolled up paper) at the board. The topic which is closest to where the ball hits is their topic. The student
must then stand and speak for one minute without hesitation, repetition or undue silliness about the
topic. If the students hesitates, repeats or becomes silly then stop them and write their name and the
time they spoke for on the board.
Questions for Extra Writing or Speaking Practice:
Would you ever protest anything? Why or why not?
What do you think America would be like of Great Britain had won the American Revolution?
How could the situation been handled differently? Explain your answer.
ANSWER KEY
Building Background Knowledge: Sample Answers
The Big Question
- It was a symbol of the American resistance movement leading up to the American Revolution.
On Your Own
- I dont think it was fair of the British to tax the colonists without giving them fair representation
in Parliament. Therefore, I would have joined the protestors.
Vocabulary Building
1. board
2. representation
3. intensify
4. repeal
5. defiance
6. resistance
7. b
8. c
9. a
10. b
11. d
12. c
Reading Comprehension
1. b
2. b
3. b
4. c
5. d
6. a
7. Great Britain became Europes strongest colonial power but it had a lot of debt.
8. Colonists had to pay a tax on all printed materials, including writing paper, legal documents,
newspapers and even playing cards.
9. He thought the Americans would eventually give up their fight and allow the ships to unload their tea.
Summary
1. Result / colonial / debt / Taxes / authority / representation / boycotts / tea / docking / Angry /
American Revolution
2. The Seven Years War made Great Britain Europes strongest colonial power but also left it with a lot
of debt. The British government taxed its colonies in order to pay back its war debts and to establish its
authority in America. However, the colonists did not want to pay the taxes since they had no
representation in parliament. They organized boycotts until Parliament removed all the taxes except a
tea tax. The colonists did not want to pay that either, and tried to prevent Britains tea ships from
docking in America. Despite their efforts, three ships successfully docked in Boston Harbor. Angry
colonists boarded the ships and dumped their tea overboard. This was called the Boston Tea Party and it
was a symbolic act leading up to the American Revolution.
displeasure through other means than the destruction of other peoples property. By refusing to follow
laws they disagreed with, the colonists inevitably caused an increase in tension and made any peaceful
resolution impossible.
LESSON GUIDE
Before Reading
1) As a class discuss the three Getting Started Questions. Facilitate the questions as a brain storming
activity, where no answer is incorrect. Encourage students to answer in complete sentences.
2) Ask the class about the title of the unit (The Creation of the Euro). Ask the students to make
inferences on what they think the unit is about. Guide the student discussion when necessary.
Encourage brainstorming and personal thought. Some of the following guide questions may be asked:
What is a Euro?
Why do you think many different nations made one currency? Explain your answer.
How does the Euro help European countries? Explain your answer.
3) Introduce the units key words and phrases. Offer examples of the key words and phrases in other
context if possible.
During Reading
1) Select students to read each paragraph aloud one at a time.
2) As the passage is being read, have the students underline the sentences with the units key words and
phrases.
3) When a key word or phrase is read, direct the students to the definitions at the bottom of the page.
For more advanced students ask for a definition of the key words or phrases in their own words with
examples.
4) Call on one student to read a paragraph aloud to the rest of the class. Then have the students
immediately write, in their own words, what they think the paragraph is mostly talking about. They
should write this in a complete sentence. Don't use the term "main idea" yet. Ask students to share
with you their sentences. Make a list on the board of their responses, no matter how varied. This
gives the children the opportunity to see how other students may perceive something different from
the same passage. Then explain the term "main idea" to your students: "The main idea is what the
paragraph is mostly telling you about. All the sentences are joining together to give you a message.
The main idea of the paragraph is the message the author is telling you." If one or more of your
students already figured out the main idea with their sentences, then ask the class to find the main
idea on the list you just made on the board. If no one reported the correct main idea, then together
as a class write a main idea sentence. Then discuss why some of the other sentences on the list are
not main ideas. Possible reasons could be that the sentence only discusses part of the paragraph, or
the sentence is more of a title than a main idea. After reading the entire passage, pair up students to
work together on the rest of it, writing a main idea for each paragraph.
After Reading
1) The Big Question
Have a class discussion based on The Big Question. Do not simply focus on the answer, but try to
encourage more in depth answers and examples from the students.
2) On Your Own
Open up this question by briefly explaining exactly different symbols and meanings to the currency of
your country. If possible, show the students a real example of money from your home country; show the
students the different markings and symbols used. Then have students look at money from their
country; have them examine all of the symbols and markings. Encourage brainstorming. Write some of
the items mentioned on the board for more effect.
3) Vocabulary Building
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
When going over the answers, ask additional questions to the students pertaining to the vocabulary (ex.
What is another word that has the same meaning?).
4) Reading Comprehension
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
Ask additional questions related to the unit, in order to make sure students have a full understanding of
the text.
Altogether: Questions can also be used to promote discussion among students rather than just
answering questions individually.
5) Summarizing
Have the students fill in the blanks with the given words. Check the answers by having the students take
turns in reading their completed summaries.
Speaking
This game can be played in pairs or as a full class. Give a starting line, such as "A funny thing happened
to me in the grocery store yesterday." Then have each student take a turn adding a sentence to the
story; tell the students that they must use key words and phrases from the unit. Not only will students
be entertained by their classmates' creative adventures, but they will have to use comprehension and
vocabulary skills to contribute to the story.
Questions for Extra Writing or Speaking Practice:
Do you think the entire world should use the same currency? Why or why not?
What symbols do you think should be on your countrys money? Explain your answer.
Compare the currency from your country to that of the Euro. How do they differ?
ANSWER KEY
Building Background Knowledge: Sample Answers
The Big Question
- The euro is the common currency used by 16 of the 27 member states of the European Union.
On Your Own
- There are pictures of former presidents on the U.S. dollar bills.
Vocabulary Building
1. complicated
2. embody
3. cooperative
4. evoke
5. reflect
6. initials
7. inflation
8. distinct
9. b
10. d
11. c
12. d
13. d
14. c
15. d
Reading Comprehension
1. d
2. a
3. d
4. b
5. c
6. b
was introduced, people from different European countries feel a stronger sense of belonging to a shared
community.
LESSON GUIDE
Before Reading
1) As a class discuss the three Getting Started Questions. Facilitate the questions as a brain storming
activity, where no answer is incorrect. Encourage students to answer in complete sentences.
2) Ask the class about the title of the unit (Lunar and Solar Eclipses). Ask the students to make inferences
on what they think the unit is about. Guide the student discussion when necessary. Encourage
brainstorming and personal thought. Some of the following guide questions may be asked:
What is an eclipse?
What is the difference between a lunar and a solar eclipse?
Have you ever seen an eclipse? What was it like?
3) Introduce the units key words and phrases. Offer examples of the key words and phrases in other
context if possible.
3) When a key word or phrase is read, direct the students to the definitions at the bottom of the page.
For more advanced students ask for a definition of the key words or phrases in their own words with
examples.
4) Call on one student to read a paragraph aloud to the rest of the class. Then have the students
immediately write, in their own words, what they think the paragraph is mostly talking about. They
should write this in a complete sentence. Don't use the term "main idea" yet. Ask students to share
with you their sentences. Make a list on the board of their responses, no matter how varied. This
gives the children the opportunity to see how other students may perceive something different from
the same passage. Then explain the term "main idea" to your students: "The main idea is what the
paragraph is mostly telling you about. All the sentences are joining together to give you a message.
The main idea of the paragraph is the message the author is telling you." If one or more of your
students already figured out the main idea with their sentences, then ask the class to find the main
idea on the list you just made on the board. If no one reported the correct main idea, then together
as a class write a main idea sentence. Then discuss why some of the other sentences on the list are
not main ideas. Possible reasons could be that the sentence only discusses part of the paragraph, or
the sentence is more of a title than a main idea. After reading the entire passage, pair up students to
work together on the rest of it, writing a main idea for each paragraph.
After Reading
1) The Big Question
Have a class discussion based on The Big Question. Do not simply focus on the answer, but try to
encourage more in depth answers and examples from the students.
2) On Your Own
Open up this question by briefly explaining exactly what a solar eclipse is; then explain what a total solar
eclipse is. Give the students a few examples of what would happen during a total solar eclipse. Then
have students think of the other things that would happen during a total solar eclipse. Encourage
brainstorming. Write some of the items mentioned on the board for more effect.
3) Vocabulary Building
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
When going over the answers, ask additional questions to the students pertaining to the vocabulary (ex.
What is another word that has the same meaning?).
4) Reading Comprehension
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
Ask additional questions related to the unit, in order to make sure students have a full understanding of
the text.
Altogether: Questions can also be used to promote discussion among students rather than just
answering questions individually.
5) Summarizing
Have the students fill in the blanks with the given words. Check the answers by having the students take
turns in reading their completed summaries.
Speaking
The objective is to guess what key word another person is thinking about by asking 20 yes or no
questions. The guesser can ask only 20 questions. The questions have to be yes/no questions. The
person answering has to say a full short answer to practice grammar. The guesser wins if they guess in
less than 20 questions. The person answering wins if the guesser cannot guess the key word in less than
20 questions.
Questions for Extra Writing or Speaking Practice:
Why is it important to study eclipses? Explain your answer.
What would you do if there was a total solar eclipse right now?
What do you think life would be like without the Sun? Explain your answer.
ANSWER KEY
Building Background Knowledge: Sample Answers
The Big Question
- An eclipse is when the Earth, sun, and moon line up so that either the moon or sun seems to
disappear.
On Your Own
- During a total solar eclipse, everything would get very dark because the moon would be blocking
most of the sun's light.
Vocabulary Building
1. slip
2. witness
3. occur
4. conversely
5. duration
6. fairly
7. d
8. b
9. a
10. b
11. b
12. c
Reading Comprehension
1. d
2. b
3. a
4. a
5. a
6. c
7. Whether an eclipse is total or partial depends on how much of the shadow falls on the Earth or the
moon.
8. When viewing a solar eclipse, it's important to protect your eyes. You should use a special solar filter
if you want to look directly at the Sun.
9. An eclipse season is a period of time when conditions align for a potential lunar or solar eclipse.
Summary
1. Moon / line up / Solar / Earth / dark / Lunar / total / shadow / Rarity / orbit / often / protect
2. Eclipses occur when Earth, the Moon, and the Sun line up properly. In a lunar eclipse, Earth passes
between the Sun and Moon. Our planet's shadow darkens the Moon, which may also change color.
During a solar eclipse, the Moon passes between Earth and the Sun. Due to the small size of the Moon's
shadow, it is more common for a partial solar eclipse to occur than a total eclipse. The rarity of eclipses
is caused by the tilt of the Moon's orbit. It is necessary to protect your eyes when viewing a solar eclipse.
Unit 19
Objectives
73.
Students will learn about why Shakespeare is studied.
74.
Students will understand the meaning of new words and be able to use the words in sentences.
75.
Students will practice reading comprehension skills identifying main idea and supporting
details, making inferences, and classifying details.
76.
Students will learn skills in summarizing passages and giving opinions.
Words & Phrases
playwright, literary, sonnet, witty, metaphor, allusion, soliloquy, dramatic irony, plot, ethical, sensitive,
combine, interpret, corruption, revenge, deception, mastery, temptation, icon, loose, array, accessible,
heighten, dilemma, detest
LESSON GUIDE
Before Reading
1) As a class discuss the three Getting Started Questions. Facilitate the questions as a brain storming
activity, where no answer is incorrect. Encourage students to answer in complete sentences.
2) Ask the class about the title of the unit (Why Study Shakespeare?). Ask the students to make
inferences on what they think the unit is about. Guide the student discussion when necessary.
Encourage brainstorming and personal thought. Some of the following guide questions may be asked:
Who was William Shakespeare?
Why is it important to study people like Shakespeare? Explain your answer.
What are some of the stories Shakespeare wrote?
3) Introduce the units key words and phrases. Offer examples of the key words and phrases in other
context if possible.
3) When a key word or phrase is read, direct the students to the definitions at the bottom of the page.
For more advanced students ask for a definition of the key words or phrases in their own words with
examples.
4) Call on one student to read a paragraph aloud to the rest of the class. Then have the students
immediately write, in their own words, what they think the paragraph is mostly talking about. They
should write this in a complete sentence. Don't use the term "main idea" yet. Ask students to share
with you their sentences. Make a list on the board of their responses, no matter how varied. This
gives the children the opportunity to see how other students may perceive something different from
the same passage. Then explain the term "main idea" to your students: "The main idea is what the
paragraph is mostly telling you about. All the sentences are joining together to give you a message.
The main idea of the paragraph is the message the author is telling you." If one or more of your
students already figured out the main idea with their sentences, then ask the class to find the main
idea on the list you just made on the board. If no one reported the correct main idea, then together
as a class write a main idea sentence. Then discuss why some of the other sentences on the list are
not main ideas. Possible reasons could be that the sentence only discusses part of the paragraph, or
the sentence is more of a title than a main idea. After reading the entire passage, pair up students to
work together on the rest of it, writing a main idea for each paragraph.
After Reading
1) The Big Question
Have a class discussion based on The Big Question. Do not simply focus on the answer, but try to
encourage more in depth answers and examples from the students.
2) On Your Own
Open up this question by briefly explaining some of the more famous works of Shakespeare to the class.
Give the students a few examples of how these stories influence many modern stories and movies. Then
have students think of the works of Shakespeare (or related works) they know; ask them how they feel
about these stories. Encourage brainstorming. Write some of the items mentioned on the board for
more effect.
3) Vocabulary Building
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
When going over the answers, ask additional questions to the students pertaining to the vocabulary (ex.
What is another word that has the same meaning?).
4) Reading Comprehension
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
Ask additional questions related to the unit, in order to make sure students have a full understanding of
the text.
Altogether: Questions can also be used to promote discussion among students rather than just
answering questions individually.
5) Summarizing
Have the students fill in the blanks with the given words. Check the answers by having the students take
turns in reading their completed summaries.
Speaking
Divide class into groups of 6 or more, and arrange each group in a straight line or row. Ask for a
volunteer listener from each group. Take them outside of the classroom and give them a message (one
sentence or more, depending on student level). Open the door, and let the students run to the first
member of their group to whisper the message. Each member passes the message, by whispering, to
their neighbor. When the message reaches the end, the last person should run to the board and write
the message that they heard. The winner could be determined in various ways: first team to pass a
legible, complete message (even if it's wrong), first team to finish, first team with a message closest to
the original.
Questions for Extra Writing or Speaking Practice:
How has Shakespeare influenced society? Explain your answer.
Why are the stories by Shakespeare so popular? Explain your answer.
What other writers do you like? Explain your answer.
ANSWER KEY
Building Background Knowledge: Sample Answers
The Big Question
- Teachers think students should study Shakespeare because he was an important playwright and
poet who greatly influenced English literature and Western culture.
On Your Own
- I havent read any of Shakespeares work, but I have heard of Rome and Juliet.
Vocabulary Building
1. temptation
2. combine
3. revenge
4. mastery
5. interpret
6. deception
7. corruption
8. sensitive
9. b
10. c
11. c
12. b
13. a
14. c
15. d
Reading Comprehension
1. d
2. b
3. c
4. b
5. d
6. a
7. He wrote his plays and poems in Old English that is very difficult to understand.
8. He made soliloquies and dramatic irony popular.
9. They are timeless and accessible to many different people.
Summary
1. Difficult / Outdated / literary / language / literature / themes / behavior / Western / cultural / films
2. Some students dont like to study Shakespeare in school. His works are often difficult to understand
because they were written in an outdated language. However, some educators say that Shakespeares
rich use of literary devices makes students sensitive to language. They also think it gives students a
better appreciation for literature and the arts. Shakespeares works also have universal themes that can
be enjoyed by everyone. They give students an insight into human behavior. Finally, Shakespeare has
influenced modern Western society. He is a widely quoted cultural icon and is frequently present in films,
music and art.
LESSON GUIDE
Before Reading
1) As a class discuss the three Getting Started Questions. Facilitate the questions as a brain storming
activity, where no answer is incorrect. Encourage students to answer in complete sentences.
2) Ask the class about the title of the unit (Euclid, the Father of Geometry). Ask the students to make
inferences on what they think the unit is about. Guide the student discussion when necessary.
Encourage brainstorming and personal thought. Some of the following guide questions may be asked:
Who was Euclid?
What is geometry? Why is it important?
What are some examples of geometry in everyday life? Explain your answer.
3) Introduce the units key words and phrases. Offer examples of the key words and phrases in other
context if possible.
3) When a key word or phrase is read, direct the students to the definitions at the bottom of the page.
For more advanced students ask for a definition of the key words or phrases in their own words with
examples.
4) Call on one student to read a paragraph aloud to the rest of the class. Then have the students
immediately write, in their own words, what they think the paragraph is mostly talking about. They
should write this in a complete sentence. Don't use the term "main idea" yet. Ask students to share
with you their sentences. Make a list on the board of their responses, no matter how varied. This
gives the children the opportunity to see how other students may perceive something different from
the same passage. Then explain the term "main idea" to your students: "The main idea is what the
paragraph is mostly telling you about. All the sentences are joining together to give you a message.
The main idea of the paragraph is the message the author is telling you." If one or more of your
students already figured out the main idea with their sentences, then ask the class to find the main
idea on the list you just made on the board. If no one reported the correct main idea, then together
as a class write a main idea sentence. Then discuss why some of the other sentences on the list are
not main ideas. Possible reasons could be that the sentence only discusses part of the paragraph, or
the sentence is more of a title than a main idea. After reading the entire passage, pair up students to
work together on the rest of it, writing a main idea for each paragraph.
After Reading
1) The Big Question
Have a class discussion based on The Big Question. Do not simply focus on the answer, but try to
encourage more in depth answers and examples from the students.
2) On Your Own
Open up this question by briefly explaining some of various different topics covered in math (ex.
Geometry, algebra, trigonometry, etc.). Give the students a few examples of the different topics in math
you studied, and try to offer examples of their everyday usage. Then have students discuss the math
topics they are currently learning in school. Try to get them to relate the math topics they are learning
to everyday life. Encourage brainstorming. Write some of the items mentioned on the board for more
effect.
3) Vocabulary Building
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
When going over the answers, ask additional questions to the students pertaining to the vocabulary (ex.
What is another word that has the same meaning?).
4) Reading Comprehension
Individually: If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
Ask additional questions related to the unit, in order to make sure students have a full understanding of
the text.
Altogether: Questions can also be used to promote discussion among students rather than just
answering questions individually.
5) Summarizing
Have the students fill in the blanks with the given words. Check the answers by having the students take
turns in reading their completed summaries.
Speaking
Q&A. Write the question on the board and ask the students to ask you. This provides an excellent
opportunity for you to model some example answers, and to check on their pronunciation. Then have a
few students ask the question (substituting: "Which do you prefer, dogs or cats/tea or coffee...). Then,
when the students understand some of the possible ways of answering the question, move to open
pairs (student A asks student C etc). Two or three times with open pairs should be enough. Next put the
students in (closed) pairs, and walk around the room listening as they ask and answer. Then get some
feedback.
Questions for Extra Writing or Speaking Practice:
How does math help us in life? Explain your answer.
How do you think Euclid got so interested in math; specifically geometry? Explain your answer.
What would the world be like without any mathematical topics? Explain your answer.
ANSWER KEY
Building Background Knowledge: Sample Answers
The Big Question
- Euclid is best known for his writings about geometry.
On Your Own
- Right now, I'm studying algebra. Its a little bit challenging but very fun because it seems to be
connected to everything.
Vocabulary Building
1. denominator
2. prove
3. contribution
4. infinitude
5. field
6. logical
7. edition
8. translation
9. c
10.b
11. a
12. c
13. b
14. a
15. d
Reading Comprehension
1. c
2. d
3. c
4. a
5. a
6. c
7. It has been translated into many different languages, and more than 1,000 editions have been
published. It also influenced famous people like Isaac Newton.
8. Alexandria was a major Greek cultural center with universities.
9. It says that there is an endless amount of numbers that can be divided by 1 and themselves.
Summary
1. life / Greece / mathematics / Elements / Organized / proofs / Structure / Pythagorean Theorem /
Infinitude / Influence / languages / mathematicians
2. Euclid was a mathematician who was born in Greece but lived in the Egyptian city of Alexandria. He
taught math at a school there. Euclid is most famous for having organized the well known works of other
mathematicians in his text Elements. The text presented problems accompanied by proofs. Books 1-4
and 6 of Elements cover plane geometry and prove the Pythagorean Theorem. The remaining books
discuss number theory and Euclids Proof of the Infinitude of Primes. It was very influential, and it was
translated into many languages over time. Later mathematicians studied Euclid's book, and it was taught
in schools up until the 19th century.
be structured in a similar way as Elements, with introductions to topics, problems for students to work
through, and explanations of the answers.