Read
Introduce the selection by reading aloud the title. Model how readers
ask questions and make predictions based on details in the title and
subtitle of an article. Invite students to use what they know about
caribou and life in the Arctic (or other wintry places) to predict
what information the author may reveal in the text. Have students complete
the statement, "In order to live in subzero temperatures of the
snow-blanketed Arctic, caribou need...." Record students responses
on a class chart. (Activating Prior Knowledge, Asking Questions, and
Making Predictions to Set a Purpose for Reading)
Invite students to generate more questions and predictions by using the
Clue Collector activity. Write the following clue words on the board
or chart paper: snowshoes, castanets, scoops, paddles, shovels, click-clack,
metronomes. Ask students to predict how these words will be used in the
nonfiction article. (Activating Prior Knowledge, Asking Questions, and
Making Predictions to Set a Purpose for Reading)
Read "Arctic
Adaptations: These Feet are Made for Walking" aloud with the class. Encourage
students to "mark up the text" by circling unfamiliar words,
underlining key words and phrases, and writing notes in the margins. Revisit
Revisit the selection to highlight similes and metaphors. What words
and phrases does the author use to describe caribou feet? What objects
are compared to caribou feet? (snowshoes, castanets, scoops, paddles,
shovels, click-clack noisemakers, metronomes) Why does the author compare
caribou hooves to each of these items? How are they similar? What facts
about caribou feet are revealed with each of these comparisons?
Revisit the selection to identify generalization statements: "Caribou
are generally silent animals. No one can
say what age the clicking starts." Ask students to share their thoughts
about each statement. Questions to facilitate the discussion: What examples
does the author include to support these generalization statements? What
evidence could the writer include in the article to provide more information
about these generalizations? What questions could be raised to verify
these statements?
Reread the lead sentence in the selection: "Although not elegant,
the caribous feet are beautifully designed." Ask students to
decide if the statement is a fact that can be proven or if it reveals
the authors opinion. Have students to work in small groups to chart facts
and opinions described in the selection.
Reflect
Journaling Questions:
1.The caribous clicking sound can be heard when they move. What might
some of the disadvantages of this be?
2.In what ways would it be helpful for the caribou to make the clicking
sound?
3.The babies dont have the noise-making capabilities. List some ways
this could be an advantage, or a disadvantage.
Making Connections: Human
Adaptations:
How do you adapt to conditions in your environment? For example, what
do people do to survive in severe weather conditions? Create a Venn diagram
to compare caribou adaptations to human adaptations.
At what age do you think caribou begin to make clicking noises? Use facts
about their feet and their phases of growth to help you develop your
hypothesis.
Evaluate: (Readers
examine authors strategies.)
How did the author help readers picture a caribous feet?
What writing strategies did the author use to describe
caribou hooves? How does the
author engage readers' interest to persuade them to read the selection?
Give examples from the text to support your ideas. Why do you think the
author included the subtitle, "These Feet are Made for Walking?"
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