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Tommy's Trip to France

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    Default Tommy's Trip to France


    Tommy's Trip to France




    Book Summary
    In Tommy's Trip to France, Tommy and his friends are transported to Paris, where they meet Mr. Eiffel just before the Eiffel Tower was proposed. Tommy had worked hard to complete a model of the Eiffel Tower for a social studies project, and he brought it with him when he went to meet the famous French engineer. Mr. Eiffel's model had broken, and he was grateful to Tommy for the use of his perfectly scaled model, which won over the committee for the World's Fair.

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    Default Re: Tommy's Trip to France

    ONLY FOR TEACHERS
    Book Summary
    In Tommy's Trip to France, Tommy and his friends are transported to Paris, where they meet Mr. Eiffel just before the Eiffel Tower was proposed. Tommy had worked hard to complete a model of the Eiffel Tower for a social studies project, and he brought it with him when he went to meet the famous French engineer. Mr. Eiffel's model had broken, and he was grateful to Tommy for the use of his perfectly scaled model, which won over the committee for the World's Fair.

    About the Lesson

    Targeted Reading Strategy

    * Visualize

    Objectives

    * Use the reading strategy of visualizing to understand text
    * Analyze setting
    * Understand the use of quotation marks to identify the dialogue of various speakers
    * Identify French vocabulary words used in the text and understand their translations

    Materials

    * Book -- Tommy's Trip to France (copy for each student)
    * Chalkboard or dry erase board
    * Visualize, content vocabulary, 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: Eiffel Tower, impressed, exposition, design, model, destroyed, translated, committee, enthusiastically, impressive, proposals, submitted, engineer

    Before Reading

    Build Background

    * Show students the picture of the Eiffel Tower on page 14 of the book. Discuss what students know about the Eiffel Tower, such as where it is located, who designed it, and what it is made of. Explain that the tower is located in Paris, France. Invite students to share what they know about France.
    * Explain that the Eiffel Tower is a famous landmark that people often picture when they think of Paris, France. Ask students to identify the meaning of the word landmark. Have students share other landmarks they know about and discuss the places they represent.

    Preview the Book

    Introduce the Book

    * Give students their copy of the book. Guide them to the front and back covers of the book and read the title. Have students discuss what they see on the covers. Encourage them to offer ideas as to what kind of book this is and what it might be about.
    * Ask students if they think this story is fiction or nonfiction and to explain their reasoning.
    * Show students the title page. Talk about the information on the page (title, author's name, illustrator's name).

    Introduce the Strategy: Visualize

    * Explain to students that good readers often visualize, or create pictures in their mind, while reading. Visualizing is based on what a person already knows about a topic. Explain that one way to visualize is to draw a picture. Read aloud to the end of page 2.
    * Model how to visualize using a drawing.
    Think-aloud: Whenever I read a book, I always pause after a few pages to create a picture in my mind of the information I've read. This helps me organize the important information and understand the ideas in the book. For example, Tommy told his friends that the Eiffel Tower is more than 300 meters high. I thought about how tall a meter stick is and then visualized 300 meter standing end-to-end. People standing next to the meter tower would look like ants.
    * Have students draw what they visualized about the Eiffel Tower on a separate piece of paper. Invite students to share their drawings.
    * 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: Analyze setting

    * Review that the setting is the time and place in which a story occurs. Ask students to explain where readers gain clues about a story's setting (the author's words and the illustrations).
    * Model analyzing setting.
    Think-aloud: I know that when I read a story, the words give me clues about where the story is taking place. If I read about a farmer, fields, barns, and animals, I would conclude that the setting of the story was a farm. What other clues might lead readers to conclude that the setting was a farm? What might the reader see in the illustrations?
    * Divide students into small groups. Ask each group to choose a familiar setting, such as the playground, the school, the beach, and so on. Have them list clues that describe the setting on a separate piece of paper. When students have finished, have each group read its list of clues aloud. Have the remaining students use the clues to identify the group's setting.

    Introduce the Vocabulary

    * Divide students into small groups. Provide each group with a large piece of blank paper. Write the following words from the content vocabulary on the board: engineer, design, and model. Say each word aloud with students. Have them divide the paper into three sections. 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.
    * Give groups of students building materials, such as craft sticks, clay, paper, buttons, and straws. Explain that each group needs to create a building using only the materials supplied.
    * Provide each group with a brief amount of time to draw a plan for their building on paper and then create their building using the supplies. When students have finished, have each group describe their building to the class.
    * Point to the word model on the board. Explain that the buildings made by each group are models. Point out that large buildings have a model, or a small representation of its likeness, built before the actual building is constructed.
    * Ask students to explain why people create models before a building is constructed. Have students compare the meaning of the word model with their prior knowledge.
    * Point to the word design on the board. Explain that the drawings each group made before they built their model were designs. Have students compare the meaning of the word design with their prior knowledge.
    * Point to the word engineer on the board. Have a volunteer locate the definition of the word in the dictionary and read it aloud to the class (someone who is trained to design and build structures). Ask students to explain whether they are engineers (no, they are not trained to design and build structures). Have them explain how they were like engineers during the previous activity (they designed a new type of vehicle and built a model of it).
    * For tips on teaching word-attack strategies, click here.

    Set the Purpose

    * Have students read the book to find out more about Tommy's trip to France. Introduce and explain the visualize worksheet. Remind students to stop after every few pages to visualize important details about the setting of the story, and to draw what they visualized on their worksheet.

    During Reading

    Student Reading

    * Guide the reading: Have students read to the end of page 5. Encourage those who finish early to go back and reread. Have students draw what they visualized about the setting of the story.
    * Model visualizing.
    Think-aloud: When I read about Mr. Eiffel's studio, I pictured a large, messy room with drawings all over the walls and floor. What clues in the text might have led me to visualize these events? (big room; drawings, plans, and models everywhere) Have students share the drawings of what they visualized while reading.
    * Check for understanding: Ask students to read to the end of page 9. Have them add something they visualized about the setting to their worksheet drawing that leads readers to know the story's setting is France (Mr. Eiffel and the two children are speaking in French, RK-5 has to translate because Tommy and his friends do not speak French). Invite students to share their drawing.
    * Have students read the remainder of the book. Ask them to add to their worksheet drawing as they continue to visualize the setting of the book.

    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 each word and figure out its meaning.

    After Reading

    Reflect on the Reading Strategies

    * 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.
    * Ask students to explain or show how the strategy of visualizing helped them understand the setting in the story.
    * Think-aloud: When I read about the French meal, I pictured how surprised the children looked when they learned that the delicious foods they smelled were frog legs and snails. This helped me to identify that France is a setting that Tommy and his friends likely have never been to before. What clues led me to that conclusion? (They didn't recognize any of the foods, and they made faces.) What other story clues might lead a reader to conclude that France is a new setting for the children? (They were learning French words, and RK-5 had to translate for them.)
    * Independent practice: Have students complete the visualize worksheet. If time allows, have students share their finished pictures.

    Reflect on the Comprehension Skill

    * Discussion: Have students use their drawings on the visualize worksheet to review the details of the setting provided by the words and pictures in the story. Discuss with students the importance of the setting, and the way in which it establishes a story's meaning.
    * Independent practice: On a separate piece of paper, have students explain in writing how the pictures and words from the story provided clues about the setting in France.

    Enduring understanding

    * People develop different habits according to the geography and the people around them. Now that you know this, what does this information teach us about respecting others and their differences?

    Build Skills

    Grammar and Mechanics: Quotation marks

    * Write the following sentence on the board: "Yes, let's go!" yelled Sam. "It will be fun." Read the sentence aloud to students. Ask them to explain which words are being spoken. Explain that quotation marks are the punctuation marks around dialogue in text. Point out the placement of the comma and the quotation marks around the words. Discuss which words the character says (Yes, let's go! It will be fun.) and which words are not spoken (yelled Sam).
    * Direct students to page 7 in the book. Read the page aloud as students follow along. Ask students to raise their hand while dialogue is being read aloud (I am due to present my model, This is very good, and so on), and to lower their hand when a character is not speaking (A little voice said, RK-5 translated, and so on).
    * Point out that certain words are often used directly before or after quotation marks to signal dialogue in text. Ask students to identify words in the book that were used to signal dialogue (said, yelled, cried, translated, replied, asked, suggested, continued). Write these words on the board.
    * Check for understanding: Ask students to provide examples of dialogue. Model how to write each sentence using correct placement of the comma and quotation marks. Encourage students to come to the board to insert the comma and quotation marks in the correct place.

    Word Work: Content vocabulary--French

    * Discuss the vocabulary used in this book that is written in a different language (French). Ask students to identify the change in font when the author used these words in the book (the French words are all italicized within the text). Point out the italicized print in the book (pages 8, 9, 11, 12, and 13). Explain that italicizing is a way for the author to make the words stand out from other words in text.
    * Have students turn to page 9. Write the French words on the board. Ask students to come up to the board to write their English equivalents. Practice saying the French words aloud.
    * Check for understanding: Write each of the French words on the front of an index card. Flash the cards to students, one at a time, and ask them to identify the word's English equivalent. Repeat the process for additional practice.
    * Independent practice: Introduce, explain, and have students complete the vocabulary worksheet. If time allows, invite students to share their responses.

    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 identify the details of the story's setting with someone at home.

    Extend the Reading

    Writing and Art Connection

    * Ask students to imagine that Mr. Eiffel saw Tommy again, after the Eiffel Tower was built. Have them use their knowledge of quotation marks to write a conversation between Mr. Eiffel and Tommy.
    * Students may also draw a picture to illustrate their poem.

    Social Studies Connection

    * Read and discuss the Fact File with students. Then have them use the Internet to research information about the history of the Eiffel Tower. Ask students to locate three new facts about the Eiffel Tower and write them on a separate piece of paper. When finished, have them share the information they learned with the class.

    Assessment

    Monitor students to determine if they can:

    * consistently use the strategy of visualizing to comprehend the text during discussion and on a worksheet
    * correctly identify details about the story's setting during discussion
    * understand the use of quotation marks and dialogue words; use them within sentences
    * correctly identify the meaning of irregular content vocabulary (French)

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