c


c


 

 

Name: Kelly Gibbons

Grade Level/Subject: 5/Reading

Prerequisite Knowledge: The students should have developed independent reading skills. The students should
also have an idea of what is means to be a critical reader (pick out specific elements of a story, etc.) The
students should have worked in a discussion group previously to this assignment so that they understand how
small group discussion runs.

Approximate Time: 30-40 minutes

Student Objectives/Student Outcomes:

— Student should be able to identify cause and effect relationships in literature.
— Student should be able to define specific vocabulary words mentioned in the story.
— Student should be able to identify the text features of a nonfiction work.
— Students should be able to orally explain their thoughts on specific literary questions.
— Student should be able to follow oral directions in order to complete a task.
— Student should be able to work independently without much guidance from the teacher.

Content Standards:
1.A. Apply word analysis and vocabulary skills to comprehend selections
1.A.1a Apply word analysis skills (word patterns, phonics, etc.) to recognize new words
1.B. Apply reading strategies to improve understanding and fluency.
1.B.2b Identify structure (e.g., description, compare/contrast, cause and effect, sequence) of nonfiction
texts to improve comprehension.
1.B.2d Read age-appropriate material with fluency and accuracy.
1.C. Comprehend a broad range of reading materials.
1.C.2b Make and support inferences and form interpretations about main themes and topics.
3.C Comprehend a large range of reading material
3.C.1b Identify important themes in language and topics in order to make predictions
4.A Listen effectively in formal and informal situations
4.A.1a Listen attentively by facing the speaker, making eye contact and paraphrasing what is said
4.A.1b Ask questions and respond to questions from the teacher to improve comprehension
4.A.1c Follow oral directions accurately

Materials/Resources/Technology:
1. Four Great Cities by Margaret Lysecki (copy for each student)
2. Writing Utensil (one for each student)
3. Hard surface (one for each student)
4. Chair (one for each student)
5. Vocabulary picture cards (made by teacher)
6. Before/After worksheet (one for each student)

Implementation
  Time
10 minutes Opening of lesson:
The teacher should instruct the student to sit in his/her chair and be attentive
while directions are explained to the whole class. The teacher should tell the students
that they are going to work in a reading groups. The expectations of the reading
group are that each student reads independently and quietly. There will be a group
meeting before the chapter is assigned and then a discussion after everyone has
finished reading the story. The teacher will then break the class up into their
designated reading groups (grouped by ability level according to teacher preference.)
The teacher will first ask the group to talk about what is means when something
is ³nonfiction.´ The teacher will also ask the students what features they expect to
be included in a nonfiction text. After the students have been given a chance to
respond, the teacher will have the students open their books and have them follow
along while they look through the table of contents, the index, the glossary, labels
and sidebars. The teacher should explain to the students that nonfiction texts are
informational and can help the reader to find out factual information about a specific
subject. The teacher should also inform that students that nonfiction texts are
usually organized in a specific way. The teacher should have the students flip through
the book again to try and find out how this specific text is organized.
The teacher will then have the students use the text features to make
predictions about what cities are going to be covered in the book and what they will
learn about the cities in each chapter. The teacher will hold a discussion and
establish that Toronto, Sydney, London and New York are the four cities that will
be covered in the book and that the book will tell us about the industrialization and
growth of each of these cities. The book is organized in a before and after sequence.
The teacher will tell the students that they are going to be reading the chapter on
London for this session of reading group The teacher will then use the picture
vocabulary card for the London chapter to have the children first try and guess what
each vocabulary word means and then listen to the actual definition of the word. The
vocabulary words for this chapter are: urban, efficient, goods, interact, rural and
thrive. The teacher will pass out the before and after worksheets to the students.
The teacher will ask them to select 4 parts of the chapter about London and record
how these 4 events were years ago (before) and how they are not (after) and what
event or thing sparked the change.

15 minutes Procedure:
The students will read the chapter on London and fill out their before/after worksheet.
When they are finished reading, the teacher should tell the students to go back
through the text and find the vocabulary words. The teacher should let the students
know that he/she will be available for questions during the lesson, but most of the
work should be done independently if possible during this time. If a student is
really struggling, the teacher can use prompts such as, ³Think about what you just
read. Describe one thing that has changed and one thing that has not changed,´ ³How
do the headings help you understand the chapter?´

10 -15 minutes Summary/Closing:

The teacher should instruct the students to reread page 6 and compare and contrast
London of the past to modern day London. The students should talk freely to one
another during this time without much direction from the teacher. After the
students have pointed out the changes in industry, transportation and people hold a
group discussion about the following questions:
1) How did comparing and contrasting help you understand what you were reading?
 2) What are some of the similarities and differences that you noticed in this
chapter?
3) Was there anything that surprised you about this chapter?
After having the students answer these questions through oral discussion (with little
intervention from the teacher), the teacher should ask the students
to define a cause and effect relationship. The teacher should tell the students that a
cause is the event or action and the effect is what happened as a result of that event or
action. The teacher should tell the students that there are many cause/effect
relationships that happened with the development of London. The teacher should
pose the following questions for small group discussion.
1) What caused so many people to move to London?
2) What effect did this have on the city?
The students should be given 5 minutes to freely discuss these questions among
each other. The teacher should then pull the students back together to go through their
worksheets and talk about some of the causes that they came up with for the before
and after events they chose in the chapter. The teacher should have each student
share one thing they filled in from the worksheet. The teacher should offer
constructive feedback for the students. For example, if a student came up with
an unlikely cause for the before/after the teacher may say ³do you think that cause
makes sense with what we just learned about London? Do you think its logical for
that to happen. If that was the cause, does it make sense that the µafter¶ stage
would look like the chapter described?´ The teacher should review the vocabulary
words one last time to check for student learning, collect the worksheets and then
send the group back to their seats in the classroom.

Student Assessment:
The students will be assessed on their participation in group discussion, as this is the
best way for the teacher to see if they understand what is going on in the story. The
students will also be assessed on their completion of the worksheet. Finally, the
students will be assessed on their listening and behavior in the group work setting.
Name___________________________________________
Date______________________________

Fill out the boxes below for the O

chapter of this book.

 c  c  c

  
c
 c


 

 


Name: Kelly Gibbons

Grade Level/Subject: 5/Reading

Prerequisite Knowledge: The students should have developed independent reading skills. The students should
also have an idea of what is means to be a critical reader (pick out specific elements of a story, etc.) The
students should have worked in a discussion group previously to this assignment so that they understand how
small group discussion runs.

Approximate Time: 30-40 minutes

Student Objectives/Student Outcomes:

— Student should be able to identify cause and effect relationships in literature.
— Student should be able to define specific vocabulary words mentioned in the story.
— Student should be able to identify the text features of a nonfiction work.
— Students should be able to orally explain their thoughts on specific literary questions.
— Student should be able to follow oral directions in order to complete a task.
— Student should be able to work independently without much guidance from the teacher.

Content Standards:
1.A. Apply word analysis and vocabulary skills to comprehend selections
1.A.1a Apply word analysis skills (word patterns, phonics, etc.) to recognize new words
1.B. Apply reading strategies to improve understanding and fluency.
1.B.2b Identify structure (e.g., description, compare/contrast, cause and effect, sequence) of nonfiction
texts to improve comprehension.
1.B.2d Read age-appropriate material with fluency and accuracy.
1.C. Comprehend a broad range of reading materials.
1.C.2b Make and support inferences and form interpretations about main themes and topics.
3.C Comprehend a large range of reading material
3.C.1b Identify important themes in language and topics in order to make predictions
4.A Listen effectively in formal and informal situations
4.A.1a Listen attentively by facing the speaker, making eye contact and paraphrasing what is said
4.A.1b Ask questions and respond to questions from the teacher to improve comprehension
4.A.1c Follow oral directions accurately

Materials/Resources/Technology:
1. Four Great Cities by Margaret Lysecki (copy for each student)
2. Writing Utensil (one for each student)
3. Hard surface (one for each student)
4. Chair (one for each student)
5. Vocabulary picture cards (made by teacher)
6. Before/After worksheet (one for each student)
 Implementation
 Time
10 minutes Opening of lesson:
The teacher should instruct the student to sit in his/her chair and be attentive
while directions are explained to the whole class. The teacher should tell the students
that they are going to work in a reading groups. The expectations of the reading
group are that each student reads independently and quietly. There will be a group
meeting before the chapter is assigned and then a discussion after everyone has
finished reading the story. The teacher will then break the class up into their
designated reading groups (grouped by ability level according to teacher preference.)
The teacher should remind the students that the text is nonfiction, meaning that it is
factual. The teacher should ask the students to recall how the O

chapter
was organized. The students should come up with the response ³before and after.´ If
the students are struggling to remember, the teacher should encourage them to look
back at the chapter to figure out the answer. The teacher should reiterate that
nonfiction texts are usually organized in a specific way. The teacher should tell
the students that they are going to read the   chapter. The teacher should
have the students flip through the book again to try and find out how the   
section is organized. The teacher should have the students use the text features to
make predictions about what cities are going to be covered in the book and what
they will learn about the city in this chapter. The teacher will hold a discussion and
help the students to establish that they will learn about the industrialization and
growth of each of New York through its businesses, people and transportation.
They should also be able to tell that the chapter is organized in a before and after
sequence, just like the previous chapter. The teacher will then use the picture
vocabulary cards for this chapter to have the children first try and guess what
each vocabulary word means and then listen to the actual definition of the word. The
vocabulary words for this chapter are: commuters, employ and relied.
The teacher will pass out the before and after worksheets to the students.
The teacher will ask them to select 4 parts of the chapter about New York and record
how these 4 events were years ago (before) and how they are not (after) and what
event or thing sparked the change.

15 minutes Procedure:
The students will read the chapter on New York and fill out their before/after
worksheet. When the student is finished reading, the teacher should tell the students
to go back through the text and find the vocabulary words. The teacher should let the
students know that he/she will be available for questions during the lesson, but most
of the work should be done independently if possible during this time. If a student is
really struggling, the teacher can use prompts such as, ³How do these paragraphs
help you compare and contrast? What was it like a long time ago? What is it like
now?´ ³Look at the bolded words, how dos that help you figure out what the
paragraph wants you to learn?´

10 -15 minutes Summary/Closing:

The teacher should instruct the students to reread page 16 and note the part about the
³el.´ Ask students to discuss what caused the ³el´ to be built and what happened as
an effect of the ³el´ being built. The students should talk freely to one
another during this time without much direction from the teacher. After the
students have discussed the teacher should pose the following questions for
group discussion:
1) How does the ³before´ New York compare to the ³after´ New York?
 2) What part of the transformation is the most interesting to you?
3) Do you think that this transformation happened in all of the United States
cities? Why or why not?
4) Was there anything that surprised you about this chapter?
After having the students answer these questions through oral discussion (with little
intervention from the teacher), the teacher should ask the students if they remember
what a cause and effect relationship is. The teacher should help the students reach
the conclusion that a cause is the event or action and the effect is what happened as a
result of that event or action. The teacher should tell the students that there are many
cause/effect relationships that happened with the development of London and now,
New York. The teacher should pose the following questions for small group
discussion.
1) What caused so many people to move to New York?
2) Do you think the location of New York has anything to do with its growth?
3) What effect did the growth have on the city?
The students should be given 5 minutes to freely discuss these questions among
each other. The teacher should then pull the students back together to go through their
worksheets and talk about some of the causes that they came up with for the before
and after events they chose in the chapter. The teacher should have each student
share one thing they filled in from the worksheet and what text feature helped
them come up with the event (pictures, text, sidebars, etc.)The teacher should offer
constructive feedback for the students. For example, if a student came up with
an unlikely cause for the before/after the teacher may say ³do you think that cause
makes sense with what we just learned about New York? Do you think its logical for
that to happen. If that was the cause, does it make sense that the µafter¶ stage
would look like the chapter described?´ The teacher should review the vocabulary
words one last time to check for student learning, collect the worksheets and then
send the group back to their seats in the classroom.

Student Assessment:
The students will be assessed on their participation in group discussion, as this is the
best way for the teacher to see if they understand what is going on in the story. The
students will also be assessed on their completion of the worksheet. Finally, the
students will be assessed on their listening and behavior in the group work setting.
Name___________________________________________
Date______________________________

Fill out the boxes below for the   chapter of this book.

 c  c  c

  
c
 c


 

 


Name: Kelly Gibbons

Grade Level/Subject: 5/Reading

Prerequisite Knowledge: The students should have developed independent reading skills. The students should
also have an idea of what is means to be a critical reader (pick out specific elements of a story, etc.) The
students should have worked in a discussion group previously to this assignment so that they understand how
small group discussion runs.

Approximate Time: 30-40 minutes

Student Objectives/Student Outcomes:

— Student should be able to identify cause and effect relationships in literature.
— Student should be able to define specific vocabulary words mentioned in the story.
— Student should be able to identify the text features of a nonfiction work.
— Students should be able to orally explain their thoughts on specific literary questions.
— Student should be able to follow oral directions in order to complete a task.
— Student should be able to work independently without much guidance from the teacher.

Content Standards:
1.A. Apply word analysis and vocabulary skills to comprehend selections
1.A.1a Apply word analysis skills (word patterns, phonics, etc.) to recognize new words
1.B. Apply reading strategies to improve understanding and fluency.
1.B.2b Identify structure (e.g., description, compare/contrast, cause and effect, sequence) of nonfiction
texts to improve comprehension.
1.B.2d Read age-appropriate material with fluency and accuracy.
1.C. Comprehend a broad range of reading materials.
1.C.2b Make and support inferences and form interpretations about main themes and topics.
3.C Comprehend a large range of reading material
3.C.1b Identify important themes in language and topics in order to make predictions
4.A Listen effectively in formal and informal situations
4.A.1a Listen attentively by facing the speaker, making eye contact and paraphrasing what is said
4.A.1b Ask questions and respond to questions from the teacher to improve comprehension
4.A.1c Follow oral directions accurately

Materials/Resources/Technology:
1. Four Great Cities by Margaret Lysecki (copy for each student)
2. Writing Utensil (one for each student)
3. Hard surface (one for each student)
4. Chair (one for each student)
5. Vocabulary picture cards (made by teacher)
6. Before/After worksheet (one for each student)
 Implementation
 Time
10 minutes Opening of lesson:
The teacher should instruct the student to sit in his/her chair and be attentive
while directions are explained to the whole class. The teacher should tell the students
that they are going to work in a reading groups. The expectations of the reading
group are that each student reads independently and quietly. There will be a group
meeting before the chapter is assigned and then a discussion after everyone has
finished reading the story. The teacher will then break the class up into their
designated reading groups (grouped by ability level according to teacher preference.)
The teacher should ask the students to recall how the O

and   chapters
were organized. The students should come up with the response ³before and after.´ If
the students are struggling to remember, the teacher should encourage them to look
back at the chapters to figure out the answer. The teacher should reiterate that
nonfiction texts are usually organized in a specific way. The teacher should tell
the students that they are going to read the

 chapter. The teacher should
have the students flip through the book again to try and find out how the

 
section is organized. The teacher should have the students use the text features to
make predictions about what cities are going to be covered in the book and what
they will learn about the city in this chapter. The teacher will hold a discussion and
help the students to establish that they will learn about the industrialization and
growth of each of Toronto through its businesses, people and transportation.
They should also be able to tell that the chapter is organized in a before and after
sequence, just like the previous chapter. The teacher will then use the picture
vocabulary cards for this chapter to have the children first try and guess what
each vocabulary word means and then listen to the actual definition of the word. The
vocabulary words for this chapter are: tourists and ruins. The teacher will pass out
the before and after worksheets to the students. The teacher will ask them to select
4 parts of the chapter about Toronto and record how these 4 events were years ago
(before) and how they are not (after) and what event or thing sparked the change.

15 minutes Procedure:
The students will read the chapter on Toronto and fill out their before/after
worksheet. When the student is finished reading, the teacher should tell the students
to go back through the text and find the vocabulary words. The teacher should let the
students know that he/she will be available for questions during the lesson, but most
of the work should be done independently if possible during this time. If a student is
really struggling, the teacher can use prompts such as, ³How do these paragraphs
help you compare and contrast? What was it like a long time ago? What is it like
now?´ ³Look at the information that is provided other than the words on the page.
Can these things help you try and figure out what the author wants you to know
about this page?´

10 -15 minutes Summary/Closing:

The teacher should instruct the students to reread page 20-21. The teacher should ask
the students to name and describe the country that Toronto is extremely important to.
The teacher should encourage the students to look at the pictures and read the
captions about why Toronto is so important to Canada. The students should talk
freely to one another during this time without much direction from the teacher.
After the students have discussed the teacher should pose the following questions
for group discussion:
1) How does the Toronto¶s industry then compare to its business now?
 2) What part of the transformation is the most interesting to you?
3) Was there anything that surprised you about this chapter?
After having the students answer these questions through oral discussion (with little
intervention from the teacher), the teacher should ask the students if they remember
what a cause and effect relationship is. The teacher should help the students reach
the conclusion that a cause is the event or action and the effect is what happened as a
result of that event or action. The teacher should tell the students that there are many
cause/effect relationships that happened with the development of London, New York
and now, Toronto. The teacher should pose the following questions for small group
discussion.
1) What caused so many people to move to Toronto?
2) How do you think this affected the rest of Canada?
3) What effect did the growth have on the city?
4) Do you think that this affected the United States at all?
The students should be given 5 minutes to freely discuss these questions among
each other. The teacher should then pull the students back together to go through their
worksheets and talk about some of the causes that they came up with for the before
and after events they chose in the chapter. The teacher should have each student
share one thing they filled in from the worksheet and what text feature helped
them come up with the event (pictures, text, sidebars, etc.) The teacher should offer
constructive feedback for the students. For example, if a student came up with
an unlikely cause for the before/after the teacher may say ³Do you think that cause
makes sense with what we just learned about Toronto? Do you think its logical for
that to happen. If that was the cause, does it make sense that the µafter¶ stage
would look like the chapter described?´ The teacher should review the vocabulary
words one last time to check for student learning, collect the worksheets and then
send the group back to their seats in the classroom.

Student Assessment:
The students will be assessed on their participation in group discussion, as this is the
best way for the teacher to see if they understand what is going on in the story. The
students will also be assessed on their completion of the worksheet. Finally, the
students will be assessed on their listening and behavior in the group work setting.
Name___________________________________________
Date______________________________

Fill out the boxes below for the


 chapter of this book.

 c  c  c

  
c
 c


 

 


Name: Kelly Gibbons

Grade Level/Subject: 5/Reading

Prerequisite Knowledge: The students should have developed independent reading skills. The students should
also have an idea of what is means to be a critical reader (pick out specific elements of a story, etc.) The
students should have worked in a discussion group previously to this assignment so that they understand how
small group discussion runs.

Approximate Time: 60 minutes

Student Objectives/Student Outcomes:

— Student should be able to identify cause and effect relationships in literature.
— Student should be able to define specific vocabulary words mentioned in the story.
— Student should be able to identify the text features of a nonfiction work.
— Students should be able to orally explain their thoughts on specific literary questions.
— Student should be able to follow oral directions in order to complete a task.
— Student should be able to work independently without much guidance from the teacher.

Content Standards:
1.A. Apply word analysis and vocabulary skills to comprehend selections
1.A.1a Apply word analysis skills (word patterns, phonics, etc.) to recognize new words
1.B. Apply reading strategies to improve understanding and fluency.
1.B.2b Identify structure (e.g., description, compare/contrast, cause and effect, sequence) of nonfiction
texts to improve comprehension.
1.B.2d Read age-appropriate material with fluency and accuracy.
1.C. Comprehend a broad range of reading materials.
1.C.2b Make and support inferences and form interpretations about main themes and topics.
3.C Comprehend a large range of reading material
3.C.1b Identify important themes in language and topics in order to make predictions
4.A Listen effectively in formal and informal situations
4.A.1a Listen attentively by facing the speaker, making eye contact and paraphrasing what is said
4.A.1b Ask questions and respond to questions from the teacher to improve comprehension
4.A.1c Follow oral directions accurately

Materials/Resources/Technology:
1. Four Great Cities by Margaret Lysecki (copy for each student)
2. Writing Utensil (one for each student)
3. Hard surface (one for each student)
4. Chair (one for each student)
5. Vocabulary picture cards (made by teacher)
6. Before/After worksheet (one for each student)
7. Vacation Worksheet (one for each student)
 Implementation
 Time
10 minutes Opening of lesson:
The teacher should instruct the student to sit in his/her chair and be attentive
while directions are explained to the whole class. The teacher should tell the students
that they are going to work in a reading groups. The expectations of the reading
group are that each student reads independently and quietly. There will be a group
meeting before the chapter is assigned and then a discussion after everyone has
finished reading the story. The teacher will then break the class up into their
designated reading groups (grouped by ability level according to teacher preference.)
The teacher should ask the students to recall how the previouschapters have been
organized. The students should come up with the response ³before and after.´ If
the students are struggling to remember, the teacher should encourage them to look
back at the chapters to figure out the answer. The teacher should reiterate that
nonfiction texts are usually organized in a specific way. The teacher should tell
the students that they are going to read the j 
 chapter. The teacher should
have the students flip through the book again to try and find out how the j 
 
section is organized. They should also be able to tell that the chapter is organized in
a before and after sequence, just like the previous chapters. The teacher should have
the students flip to pages 4-5 and find Sydney on the map. The teacher should
explain that Sydney is located on the continent of Australia and note that the
Australia is both a country and continent. The teacher should ask the students to share
anything they know about Australia. The teacher will then use the picture
vocabulary cards for this chapter to have the children first try and guess what
each vocabulary word means and then listen to the actual definition of the word. The
vocabulary words for this chapter are: flourished, congested and destinations.
The teacher will pass out the before and after worksheets to the students.
The teacher will ask them to select 4 parts of the chapter about Sydney and record
how these 4 events were years ago (before) and how they are not (after) and what
event or thing sparked the change.

20 minutes Procedure:
The students will read the chapter on Sydney and fill out their before/after
worksheet. When the student is finished reading, the teacher should tell the students
to go back through the text and find the vocabulary words. The teacher should let the
students know that he/she will be available for questions during the lesson, but most
of the work should be done independently if possible during this time. If a student is
really struggling, the teacher can use prompts such as, ³How does what you just read
connect with what you read earlier in the chapter or in a previous chapter? Look at
the sidebars and headings, how do those help you find out what the author wants
you know from the chapter?´

30 minutes Summary/Closing:
The teacher should instruct the students to reread page 26. The teacher should
Encouraged the children to think about how geography affected the industries that
developed in Sydney. The students should discuss the answer to this questions
without much direction from the teacher. After the students have discussed,
the teacher should pose the following questions for further group discussion:
1) How does the Sydney from before compare to now?
2) What part of the growth of Sydney was the most interesting to you? Why?
3) How do you think the transformation of Sydney affected the people who lived
there?
 4) Was there anything that surprised you about this chapter?
After having the students answer these questions through oral discussion (with little
intervention from the teacher), the teacher should ask the students if they remember
what a cause and effect relationship is. The teacher should help the students reach
the conclusion that a cause is the event or action and the effect is what happened as a
result of that event or action. The teacher should tell the students that there are many
cause/effect relationships that happened with the development of London,
New York, Toronto and now Sydney. The teacher should pose the following questions fo
small group discussion.
1) What caused so many people to move to Sydney?
2) Do you think the location of Sydney has anything to do with its growth?
3) What effect did the growth have on the city?
4) Do you think that growth in Sydney takes longer than other countries?
Why or why not?
The students should be given 5 minutes to freely discuss these questions among
each other. The teacher should then pull the students back together to go through their
worksheets and talk about some of the causes that they came up with for the before
and after events they chose in the chapter. The teacher should offer
constructive feedback for the students. For example, if a student came up with
an unlikely cause for the before/after the teacher may say ³do you think that cause
makes sense with what we just learned about Sydney? Do you think its logical for
that to happen. If that was the cause, does it make sense that the µafter¶ stage
would look like the chapter described?´ The teacher should review the vocabulary
words one last time to check for student learning. To make the ending of the book
cohesive the teacher should have the students go back and look through the
photographs of Sydney and orally compare and contrast them with the ones that were
taken in London, New York and Toronto. The students should have an open
discussion about their observations.

After the discussion has died down, the teacher should have the students turn to the
appendix on page 30. The teacher should have the students read the appendix.
The teacher should then ask, ³if you were going on a vacation, which of these four
cities would you pick to visit?´ The teacher should instruct the students that they
are going to write a two paragraphs on why they would go to ____. The teacher
should explain to the students that each paragraph should state a reason and then have
supporting sentences for that reason. This example can be given: ³I would want to
travel to New York because it I think that it¶s blend of many cultures would help me
to learn more about people other than myself. ³ Supporting sentences for that reason
could talk about the different restaurants, museums and spoken languages that were
mentioned in the book. The teacher should also remind the students of punctuation
and capital letters. Finally, the teacher should show the students the large box on the
worksheet. The teacher should tell the students that they are also responsible for
drawing a picture of the city they would like to vacation to inside that box. The
teacher should then pass out the vacation worksheet and give the students 20 minutes
to work. If the students do not finish in this allotted time, the teacher should assign
the worksheet for homework.

Student Assessment:
The students will be assessed on their participation in group discussion, as this is the
best way for the teacher to see if they understand what is going on in the story. The
students will also be assessed on their completion of the worksheets. The students
will be graded on their grammar/punctuation, logical thought process, organization,
sentence structure and completion of the required elements. Finally, the
students will be assessed on their listening and behavior in the group work setting.
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The city I would travel to is«_____________________________

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Here is a picture of_______________________________.