|Lesson Plans for THE MIGHTY SAGUARO CACTUS Level U
Fact / Informational Text
Worksheet 2-antonyms, multiple meaning words
Read and interpret a bar graph
Ask: What do you see on the cover? What do you think the book will be about?
Turn the book over to the back cover. Ask: What other information does this give us about the book?
Elicit Prior Knowledge and Build Background
Skim and Scan
Explain that a contents page shows where they might find information on a particular subject within the book.
Ask: In what chapter might you find information on how the cactus survives in the desert? What page does that chapter start on?
Have students find the word pollinates on page 10. That a glossary is similar to a dictionary, but that it defines special or difficult words used in a book. A glossary appears at the back of this book. Ask: Where might we find the meaning of this word?
Have students find the glossary by looking up the page number in the contents page. Have them find the word and read the meaning from the glossary.
Set the Purpose
Say: You will need to read the text The Mighty Saguaro Cactus and then fill in the spaces on this worksheet. It may be easier to read one chapter at a time and fill in the area relating to each chapter as you go.
Hand out the books and have students read quietly at their own pace.
Ask students to restate facts and details in their own words.
Ask: What animals live in the desert in the same area as the saguaro cactus?
Ask: What is the Cactus Hotel and who stays there?
Ask: What is the Cactus Diner and what is served there?
Ask: What are three things the saguaro cactus uses to help it survive?
Ask: Where might you find a saguaro today?
Ask: What are some ways in which saguaros are killed?
Use the following example: dry / flood, page 6.
Ask: Can you think of any other words that are antonyms to these words? Can you find any other words in the book that are antonyms?
Use the following example from the story there on page 11. Say: Read the sentence on page 11 with the word there in it. Ask: What is the meaning of the word in that sentence? How is it spelled? Are there words that sound the same, but are spelled differently? What are they? What do they mean?
Write students' suggestions on a chart.
Ask: Can you find any other words in the story that are homophones? What are they? What are their meanings?
Introduce the second worksheet. Explain to students that it is related to the work just covered on antonyms and homophones.
Learning through Visual Devices
Read and Interpret a Map
Title: Tells what the map is about.
Legend or key: Shows what particular markings on the map stand for.
Using these features, ask students to suggest information they can see in the map.
Ask: Using the features we have talked about, what information can you see in this map?
Read and Interpret a Bar Graph
Title: Tells what the graph is about.
Title for each axis: Tells what each axis represents.
Bars: Represent the information.
Using these features, ask students to suggest information they can see in the bar graph.
Ask: Using the features we have talked about, what information can you see in this bar graph?
They should think about the information they wish to share with the friend.
Students should include information such as the following:
Where they went
What they saw
How they felt