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Tommy and the Great Wall

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    Default Tommy and the Great Wall



    Tommy and the Great Wall



    Book Summary
    In Tommy and the Great Wall, Tommy and his friends are transported to present-day China to visit the Great Wall. When they arrived they expected to be amidst hundreds of tourists viewing the 7,200 kilometer wall. However, they find themselves in the middle of hundreds of soldiers carrying weapons and long ladders. Once they realized they were in the middle of a movie set, their fear subsided as they joined in the movie-making efforts. Illustrations support the text.

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    Default Re: Tommy and the Great Wall

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    About the Book
    Text Type: Fiction/Fantasy
    Page Count: 15
    Word Count: 1,104

    Book Summary
    In Tommy and the Great Wall, Tommy and his friends are transported to present-day China to visit the Great Wall. When they arrived they expected to be amidst hundreds of tourists viewing the 7,200 kilometer wall. However, they find themselves in the middle of hundreds of soldiers carrying weapons and long ladders. Once they realized they were in the middle of a movie set, their fear subsided as they joined in the movie-making efforts. Illustrations support the text.

    About the Lesson

    Targeted Reading Strategy

    * Make, revise, and confirm predictions

    Objectives

    * Use the reading strategy of making, revising, and confirming predictions to understand text
    * Sequence events
    * Identify and use contractions
    * Recognize and form compound words

    Materials

    * Book -- Tommy and the Great Wall (copy for each student)
    * Chalkboard or dry erase board
    * World map or globe
    * Prediction, contractions, Fact File worksheets

    Indicates an opportunity for students to mark in the book. (All activities may be completed with paper and pencil if books are reusable.)

    Vocabulary

    * Content words: advancing, approached, attacking, cameraman, Chinese, clambering, conversation, director, emerging, interrupted, kilometers, posing, positioned, soldiers, suggested

    Before Reading

    Build Background

    * Provide students with books and magazines that include pictures of the Great Wall of China. Discuss what students know about the Great Wall and China. Explain that the wall is a famous landmark known worldwide.

    Preview the Book

    Introduce the Book

    * Give students their copy of the book. Guide them to the front and back covers and read the title. Have students discuss what they see on the covers. Encourage them to offer ideas as to what type of book it is and what it might be about.
    * Show students the title page. Discuss the information on the page (title of book, author’s name, illustrator’s name).

    Introduce the Reading Strategy: Make, revise, and confirm predictions

    * Explain to students that good readers often make predictions, or guesses, about what will happen in a story based on what the characters say, do, and think. Emphasize that knowing how to make predictions is more important than whether the prediction is right, or confirmed. Readers continue to make new predictions based on clues they read in a story. Model using the title and story illustrations to make a prediction as you preview the book.
    Think-aloud: When I look at the illustration on page 2, I see a group of children. Two of the children are looking at a photograph of some children and adults near a wall. It looks as though the picture might be from a family trip. In the title I see the words Great Wall. Perhaps the family was visiting the Great Wall of China. The girl might be telling the other children about her trip there. Since Tommy’s name is in the title, I wonder if the girl’s story interests him. I think Tommy decides to learn more about the Great Wall of China and uses what he learns to make-believe visiting it. I’ll have to read the book find out what happens.
    * Introduce and explain the prediction worksheet. Create a similar chart on the board. Model writing a prediction in the Predict column, such as Tommy learns about the Great Wall of China and pretends that he has visited it. Invite students to make a prediction based on the illustrations, and write it on their worksheet. Share and discuss the predictions as a group.
    * As students read, encourage them to use other reading strategies in addition to the targeted strategy presented in this section. For tips on additional reading strategies, click here.

    Introduce the Comprehension Skill: Sequence events

    * Review or explain that stories are generally told in order from beginning to end.
    * Model sequencing the main events of the story Jack and the Beanstalk. Write key words about each event in order on the board as you describe them to students.
    Think-aloud: If I want someone to be able to tell the story of Jack and the Beanstalk, there are certain events they need to include to tell the story correctly. In this story, the first event that happens is that Jack goes to town to sell his cow. Next, a man gives him magic beans for his cow. Then, the beans grow into a beanstalk into the sky. After that, Jack climbs up the beanstalk and finds a giant’s castle. Next, Jack takes some gold coins and climbs down the beanstalk. Then, Jack climbs back up the beanstalk to take a hen that lays golden eggs and returns home. After that, Jack climbs up the beanstalk and takes a singing harp. The harp wakes up the giant and it follows Jack down the beanstalk. Last, Jack cuts down the beanstalk before the giant reaches the bottom.
    * Explain that certain words are often used to explain a sequence of events. Read the list of events on the board to students in order, using words such as first, next, then, and last. Ask students to identify these types of sequencing words from the example.
    * Have a volunteer use the key words on the board to sequence the events of the story out of order. Ask students to explain why the order of the steps is important (the sequence does not make sense out of order).
    * Point out to students that they sequence of events listed on the board shows only the events that were most important for someone to understand the story. It does not include all the details of a retelling of the story.

    Introduce the Vocabulary

    * Write the following words from the content vocabulary on the board: kilometers, conversation, and suggested.
    * Give groups of students a large piece of blank paper. Have them divide the paper into three parts. For each word, have them write or draw what they know about the word. Have groups discuss and create a definition for each word using their prior knowledge.
    * Write the word kilometers on the board and say the word aloud with students. Explain that a kilometer is a unit measurement equal to 1,000 meters. Provide a meter stick for students to view and have them visualize how far 1,000 meters would stretch. (As a reference point, tell them that a football field is approximately 100 meters long.) Have students discuss with a partner how they visualize 7,200 kilometers.
    * Write the word conversation on the board and say the word aloud with students. Explain so students that the discussion with their partner about the length of 7,200 kilometers was a conversation. Point out that a conversation occurs when two or more people talk together about a shared topic.
    * Show students the illustration of the watchtowers on the Great wall (page 6). Write the following sentence on the board: Andy suggested that they should walk to the nearest tower. Ask students to compare their definitions from prior knowledge with the context clues in the sentence. Explain that a suggestion is the act of giving an idea to others as a possible course of action.
    * Encourage students to check the meaning of each word using a dictionary. Then have volunteers use each word in a sentence.
    * For tips on teaching word-attack strategies, click here.

    Set the Purpose

    * Have students read the book to find out more about Tommy and the Great Wall. Remind them to make, revise, and confirm predictions as they read. Have them thing about the events of the story that happened first, next, and so on.

    During Reading

    Student Reading

    * Guide the reading: Have students read to the end of page 6 and then to stop and think about the events that have happened so far in the story. Encourage students who finish early to reread the text.
    * Model revising a prediction.
    Think-aloud: I predicted that Tommy learns about the Great Wall of China and pretends that he has visited it. My prediction is partially correct. Tommy was interested in the Great Wall of China and wanted the robot, RK-5, to take him there to see it. However, since the robot actually took Tommy and his friends to China, it doesn’t make sense that Tommy would pretend to visit there. I will write this information in the Actual column on my chart. I also read how when Tommy and his friends arrived at the Great Wall in China, no one was there. Since they expected to see a lot of people, this event is unusual. It seems as though something is about to happen. Andy suggests that they walk to the nearest tower. Maybe all the people are in the towers. If so, perhaps the people are hiding from something. I think that RK-5 accidentally took the children into the past in the middle of a battle. I will write this new prediction in the Predict column on my chart.
    * Have students review the prediction they made before reading. Have them write a new or revised prediction on their worksheet. Ask students to place a check mark in a prediction box if that prediction was confirmed.
    * Write the following events on the board: Tommy sat on a bench in the park; Kim showed her friends a family picture from the Great Wall of China; the family was posing on top of the wall; the wall is 7,200 kilometers long; Tommy and his friends wanted to see the Great Wall; RK-5 takes them to China; the children were all alone on the wall.
    * Discuss and circle the events that are the most important to correctly tell the story. (Kim showed her friends a family picture from the Great Wall of China; Tommy and his friends wanted to see the Great Wall; RK-5 takes them to China.) Point out that the other information is details that make the story interesting, but are not important events that happen.
    * Check for understanding: Encourage students to use the information they’ve read and discussed to make, revise, or confirm their prediction. Have them write their new prediction under the heading Predict on their worksheet. Model for students how to think through whether or not their predictions were confirmed, and if not, why not. Help them to think about whether or not their reasons for their prediction were valid.
    * Have students read to the end of page 10. Remind them to use the pictures, sentences, and what they already know to make predictions as they read. When they have finished reading, have them make, revise, and/or confirm a prediction on their worksheet. When students have finished, discuss whether their predictions turned out to be true or whether they needed to be revised.
    * Ask students to write additional events important to the story in order on their worksheet. Discuss the important events as a class and write them on the board in order (The children saw soldiers shooting at enemies and climbing ladders on the wall. They pushed over the ladders. They learn that they were on a movie set. The director asks the children to help him.) Allow students to make corrections to their worksheet.
    * Have students read the remainder of the book. Encourage them to continue to make, revise, and confirm their predictions as they read the rest of the story.

    Have students make a question mark in their book beside any word they do not understand or cannot pronounce. Encourage them to use the strategies they have learned to read the words and figure out their meaning.

    After Reading

    Reflect on the Reading Strategy

    * Ask students what words, if any, they marked in their book. Use this opportunity to model how they can read these words using decoding strategies and context clues.
    * Have students complete their prediction worksheet. Ask them to explain other predictions they make while reading. Invite students to discuss whether their predictions were confirmed or whether they needed to be revised.
    * Think-aloud: I predicted think that RK-5 accidentally took the children into the middle of a battle in the past. That prediction is partially correct. The children arrived at the Great Wall in the middle of a battle. However, the battle was part of a movie scene. The movie was filmed in present-day China. I will write this information in the Actual column on my prediction chart.
    * Ask students to share their predictions about what they thought might happen in the story. Ask them to compare their predictions with what actually happened in the story and to share any predictions that were confirmed. Reassure students by explaining that predicting correctly is not the purpose of this reading strategy.
    * Independent practice: Have students complete their prediction worksheet.

    Reflect on the Comprehension Skill

    * Discussion: Review the sequence of events written on the board and on students’ worksheet. Have students use sequencing words to tell these steps in order. Ask them to explain whether or not details should be included in a sequence of events.
    * Independent practice: Have students complete the sequence events worksheet by identifying the remaining important events of the story.
    * Enduring understanding: In this story, Tommy and his friends caused a lot of trouble when they knocked over ladders that they thought held attacking soldiers. Now that you know this information, why is it important to not quickly judge and them react to people or situations?

    Build Skills

    Grammar and Mechanics: Contractions

    * Direct students to page 4 and point to the word that’s. Review or explain that this word stands for two words. Ask students to use context clues to identify which two words were joined together to make the new word (that and is). Write both the contraction and the two words on the board. Point out that the letter i in is is dropped to make the contraction.
    * Ask a volunteer to read aloud the sentence on page 4, substituting that’s for that is to check if these words make sense. (That is a really cool wall.)
    * Review or explain that a contraction is a word formed by joining two words, and that an apostrophe shows where the letter or letters have been left out.
    * Ask students to identify two other contractions on page 4 (wouldn’t and let’s). Ask students to identify which two words were joined together to make each new word (would and not, let and us). Write each contraction and the two words that were joined together on the board.
    * Ask students to identify which letter was dropped to make the contraction let’s (the u in us). Ask them to identify which letter was dropped to make the contraction wouldn’t (the o in not). Ask volunteers to read the sentences on page 4, substituting let us for let’s and would not for wouldn’t. (Would it not be great to go there and see it? Yes, let us ask RK-5 to take us to see the Great Wall.)
    * Have students turn to page 6. Point to the word robot’s. Have students read the sentence aloud, substituting is for ’s. (RK-5 gave Tommy a series of numbers and letters to enter on the little robot is number pad.) Ask students to explain whether the sentence makes sense. Review or explain that an ’s that shows possession is not a contraction. Point out that using context clues helps readers determine whether a word is possessive or a contraction.

    Check for understanding: Have students circle all of the contractions in the book and write the two words each contraction stands for next to the word. Remind them not to circle any words with an ’s that shows possession. If time allows, discuss their responses.

    * Independent practice: Introduce, explain, and have students complete the contractions worksheet. If time allows, discuss their responses.

    Word Work: Alphabetical order

    * Write the words director, cameraman, and soldiers on the board. Ask students to identify which word would appear first in an alphabetical list and why (cameraman, the initial c comes before the initial d in director and initial s in soldiers.
    * Have a volunteer write the three words in alphabetical order on the board. Circle the initial letter in each word.
    * Write the words approached and advancing on the board. Circle the initial a in each word. Ask students to identify which word would appear first in an alphabetical list (advancing). Circle the second letter in each word (p, d). Explain that when the first letter in words is the same, the next letter in each word is used to determine alphabetical order. Have a volunteer explain why the word advancing would appear before approached in an alphabetical list (the d in advancing comes before the p in approached).
    * Check for understanding: Write the words from the content vocabulary list on the board. Have students write the words in alphabetical order on a separate piece of paper.

    Build Fluency

    Independent Reading

    * Allow students to read their book independently or with a partner. Encourage repeated timed readings of a specific section of the book.

    Home Connection

    * Give students their book to take home to read with parents, caregivers, siblings, or friends. Have students sequence the events of the story with someone at home.

    Extend the Reading

    Writing and Art Connection

    * Have students continue the story of Tommy and the Great Wall. Ask them to tell what happened when Tommy and his friends go to see the Great Wall movie that they were in. Have them include such details as where they saw the movie, who they watched it with, and whether they were able to see themselves within the action scenes. Invite students to illustrate and share their stories aloud.

    Social Studies Connection

    * Read and discuss the Fact File with students. Have students use the discussion to generate questions they would like to have answered about The Great Wall of China. Have them use the Internet to locate China and answers to their questions about the Great Wall. Ask students to report these facts, along with other interesting information, in the form of an oral report.

    Assessment

    Monitor students to determine if they can:

    * make logical predictions based on pictures and text; revise and/or confirm predictions as they preview and read the book
    * accurately sequence story events during discussion and on a worksheet
    * recognize contractions in text and identify the two words that are joined together to make each contraction during discussion and on a worksheet
    * correctly place words in alphabetical order during discussion and on a separate piece of paper

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