Text type:
Fact / Informational Text

Word Count:
2,015

Page count:
24 

Text Summary
The text provides a summary of the history of genetics and the results of studies conducted by Gregor Mendel. It explains how some features are inherited and some are acquired. Readers learn about dominant and recessive traits and how to use a Punnett square to determine the probability of inheriting a particular characteristic. 

Vocabulary
Content Words
acquire
chromosomes
domesticate
dominant
DNA
genetics
heredity
genes
override
recessive 

Reproducibles
Worksheets
Worksheet 1: KWL chart
Worksheet 2: Suffixes -ive, -itive, -ative 

Lesson Objectives

Comprehension
You will likely address a number of comprehension skills as students work to understand the text. The targeted comprehension strategy for this lesson is: Extend prior knowledge by connecting it with information gained from the text. 

Word Work
Syllables
Divide words into their syllables
Suffixes -ive -itive, -ative
Use suffixes to create new words from root words 

Visual Literacy
Understand how photos and captions can provide information for the reader
Use a diagram to understand the text 

Before Reading

Introduce the Book
Introduce the book by showing students the front cover and reading the title.
Ask: What do you think makes you, you? What features or characteristics do you think you have inherited, and which do you think you have acquired? 

Give students a copy of the book and have them turn to the table of contents.
Ask: What does the table of contents tell you about what you will read? On what page can we read about acquired and inherited traits? Do you think that some of your questions on the KWL chart might be answered in this book? Which ones?  

Build Background
Write the words heredity and genetics on the board. Ask students what they think the words mean.
Give out the KWL chart. Involve students in a discussion about how characteristics are inherited. Ask them to brainstorm some inherited features. Have students record what they know about heredity in the first column of the KWL chart. Then have them write in the second column some things they would like to learn about heredity. 

Skim and Scan
Have students skim the book, looking at the photos and captions.
Have students look at the bold-faced words in the text and talk about the meanings of the words. Explain to students that they often can use the context to figure out the meaning of a word. Point out the glossary at the end of the book. Have students check the meanings of the words heredity and genetics in the glossary, so they can confirm their understanding of the words. 

During Reading

Set the Purpose
Explain to students that you want them to read the book to see if they can find answers to their questions on the KWL chart. When they find an answer, they should jot down the page number next to the question on their chart. Explain that when they have finished reading, they will write down what they learned and discuss their ideas with the group. 

After Reading

Comprehension
Ask students to share the information on their KWL charts.
Ask: What is something you learned about genetics from reading this book? Did you find out that you had actually misunderstood things you thought you knew? What things? Which of your questions were answered in the book? Which of your questions are still not answered? What do you think we could do to find answers to questions you still have about heredity? Suggest that students do further research on the topic by using the library or the Internet.  

Have students draw conclusions using the information from the text about inherited and acquired characteristics.
Ask: What conclusion could Mendel draw when he produced two tall plants from crossing one short and one tall plant? What conclusion can you draw about the language a child will speak if he or she is born in Japan to Japanese parents? How about a child born in Japan to one American and one Japanese parent?  

Word Work

Syllables
Review what a syllable is, and make sure students understand that each syllable in a word contains a vowel sound. Write the word rabbit on the board, and have students read the word. Ask students how many vowel sounds they hear and how many syllables the word has. Divide the word into syllables (rab-bit), and point out that the syllables end with a consonant, so they are called closed syllables. Most closed syllables have a short vowel sound. Have students read and divide the words napkin, husband, sunset, and fossil. 

Then write the word paper on the board, and have students tell you the number of syllables. Ask them where they would divide the word (pa-per). Explain that the first syllable ends with a vowel, and that this is called an open syllable. Open syllables often have a long vowel sound. 

Write the words generation, genetics, dominant, recessive, environment, and information on the board. Ask volunteers to divide the words into syllables. Have them point out open and closed syllables. Discuss how knowing the sound of the vowel in open and closed syllables can help them work out the pronunciation of a word. 

Suffix -ive, -ative, -itive
Write the word recessive on the board and circle the suffix -ive. Point out that the word recessive is an adjective, and that it describes the word gene in the text. The root word is recede, meaning to draw back. Adding the suffixes -ative and -itive changes words from verbs to adjectives. Talk about how the spelling of the root word has changed with the addition of the suffix: deceive/deceptive; talk/talkative; repeat/repetitive. 

Give students Worksheet 2. Have them create new words by adding the suffix -ive, -ative, or -itive to the words. Have them check the dictionary if they are unsure of the word. They should then use the new word in a sentence. 

Learning Through Visual Devices
Have students use the diagrams of Punnett squares to track genetic traits. Have them first explain how the diagram helps them understand the directions in the text. 

Talk about how the photos and captions support the text and help students better understand the topic of heredity. 

Writing Link
Have students write descriptions of the people in their families. These should include the characteristics of each family member. Have students decide whether the characteristics are inherited or acquired. If the characteristics are inherited, have them decide from which branch of the family these characteristics came from. 

Assessment

• Review students' completed KWL charts to determine if they are able to find specific information in the text and organize it on a chart. Note whether they can ask questions that are relevant to the topic.
• Review students’ completed vocabulary worksheets to assess whether they can use suffixes to create new words. Note whether they understand that the new words are adjectives, and whether they can use the words appropriately in sentences.