21 teacher’s guide exploring antarctica€¦ · number of words: 745 lesson 21 teacher’s guide...

Number of Words: 745

L E S S O N 2 1 T E A C H E R ’ S G U I D E

Exploring Antarcticaby Lisa Benjamin

Fountas-Pinnell Level PNarrative NonfictionSelection SummaryIn 1911, two teams of explorers set out to reach the South Pole. Roald Amundsen of Norway led one team. Robert Scott of Great Britain led the other. Both reached the South Pole, but Amundsen’s team got there fi rst. Scott’s team never made it back. In 1914, Ernest Shackleton tried to explore Antarctica. Disaster struck, but Shackleton saved his team.

Copyright © by Houghton Mifflin Harcourt Publishing Company

All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Miffl in Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-30472-4 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09

If you have received these materials as examination copies free of charge, Houghton Miffl in Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited.

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

Characteristics of the Text Genre • Narrative nonfi ction

Text Structure • Chronological narrative of Antarctic exploration in fi ve chapters• Each section a different category of information about Antarctic exploration

Content • Antarctic exploration• The 1911 race to the South Pole between Roald Amundsen and Robert Scott• The Shackleton expedition of 1914

Themes and Ideas • Exploring the Antarctic is dangerous.Language and

Literary Features• Clear, straightforward language• Vivid details

Sentence Complexity • A mix of short and more complex sentences• Multiple items in series: The surrounding seas are dangerous, the winds strong, and the

water freezing.Vocabulary • Terms that may not be familiar: snowshoes, blizzards

Words • Many words made from base words, such as surrounding, hungry, stormy, hopeless, luckily

Illustrations • Photos, many historical, or graphics on every page• Photo of Earth from space, with callouts for North Pole and South Pole• Map showing Antarctica

Book and Print Features • Easy-to-read section headings that indicate contents• Timeline of Antarctic expeditions

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

2_304724_OL_LRTG_L21_ExploringAntarctica.indd 1 11/4/09 5:50:26 PM

Target Vocabulary

fi nally – happening in the end, p. 2

junior – a person or animal younger than others in a group, p. 8

otherwise – when a situation will be different if something does not happen, p. 9

slippery – smooth, wet, or greasy, p. 6

steer – to control the way something moves, p. 9

waterproof – not letting water pass through, p. 10

webbed – having skin connecting the toes or fi ngers, p. 4

whistle – a sharp, high sound made by blowing air, p. 5

Exploring Antarctica by Lisa Benjamin

Build BackgroundHelp children use their knowledge of explorers to visualize the book. Build interest by asking a question such as the following: Why do you think some people want to explore wild, dangerous parts of the world? Read the title and author and talk about the cover illustration. Tell students that this book tells true stories about explorers who decided to try to reach the South Pole at the bottom of the Earth.

Introduce the TextGuide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary. Here are some suggestions:

: Explain that the Earth’s North and South Poles have drawn many explorers to face the challenge of reaching these cold, distant places. Explain how to pronounce Amundsen’s name (AHM und sun).Suggested language: Turn to page 2. The photo shows Earth as seen from space. Where is the North Pole in this photo? Where is the South Pole? When some explorers fi nally reached the North Pole after many tries, what do you think this made other explorers want to do?

Pages 4-5: Explain that the photos on these pages are historical; they were taken in the early 1900s and show people and events from that time. What is different in the two photos? Which team do you think would have a harder time, the men pulling their own sleds or the men with dog teams?

Pages 8-9: Point out that the photos on these pages are also historical. What has happened to the ship shown in the photo on page 9? Would you be able to steer a ship that is stuck in ice? Sailors can’t control the way a ship moves unless the ship is in open water. Otherwise, it just stays where it is.

Page 14: Point out that a timeline shows events in the order in which they happened. In what year does the fi rst event take place? The last event?

Now turn back to the beginning of the book and read to fi nd out about some famous attempts to explore Antarctica.

2 Lesson 21: Exploring AntarcticaGrade 2© Houghton Mifflin Harcourt Publishing Company

2_304724_OL_LRTG_L21_ExploringAntarctica.indd 22_304724_OL_LRTG_L21_ExploringAntarctica.indd 2 7/30/09 10:05:40 AM7/30/09 10:05:40 AM

ReadHave children read silently while you listen to individual children read. Support their problem solving and fl uency as needed.

Remind children to use the Infer/Predict Strategy , and to use text clues to fi gure out important ideas.

Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the book. Suggested language: What do you think about the early explorers of Antarctica? Were they really brave, or do you think they were foolish to put themselves in danger? Why do you think this?

Ways of ThinkingAs you discuss the text, help children understand these points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• The South Pole is on the continent of Antarctica and is harder to reach than the North Pole.

• In 1911, two teams set out to reach the South Pole.

• Both Roald Amundsen and Robert Scott reached the South Pole, but Amundsen got there fi rst.

• Ernest Shackleton’s attempt to reach the South Pole ended when his ship was stuck in ice.

• Explorers will face great dangers and even the threat of death to reach their goals.

• For some people, being the fi rst to reach a faraway place is a challenge.

• The section headings give a good idea about the information that will be provided.

• The historical photos bring the past events to life.

• The timeline makes it easy to understand when events took place.

• The author’s attitude towards Antarctic exploration is positive.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for Further Support• Fluency Invite children to choose a passage from the text and demonstrate phrased

fl uent reading. Remind them to group words into meaningful phrases to show that they understand what they are reading.

• Comprehension Based on your observations of the children’s reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind children to go back to the text to support their ideas.

• Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind children that the letter r can affect the sound of a vowel letter or letters that come before it. For example, point out that on page 3, the vowel letters in reach stand for the long e vowel sound, but that in early, they stand for /er/.



Writing about ReadingCritical ThinkingHave children complete the Critical Thinking questions on BLM 21.8.

RespondingHave children complete the activities at the back of the book. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension SkillMain Ideas and Details

Target Comprehension Skill Remind children that they can tell important ideas

and details about a topic. Model the skill, using a “Think Aloud” like the one below:

Think Aloud

Look at the chart on page 15. It already tells what the main idea of the book is: “In the early 1900s, explorers made expeditions to Antarctica.” What details that you’ve read support that main idea? Turn back to page 4 in the book. This page says that Roald Amundsen and Robert Scott had a race to get to the South Pole. That would be the fi rst detail to include in the chart.

Practice the SkillHave children fi nd more details in the book to add to the chart.

Writing Prompt: Thinking Beyond the TextHave children write a response to the prompt on page 6. Remind them that when they think beyond the text, they use what they know and their own experience to think about what happens in the story.

Assessment Prompts• What is the author’s purpose for writing this selection?

• What does the phrase “the top of the Earth” mean on page 2?



English Language DevelopmentReading Support In Introduce the Text (p.2), use pictures, concrete objects, or demonstrations that will help children understand the concepts and ideas in the text. Don’t ask children to read any text they will not understand.

Vocabulary Provide assistance as needed with content words that may be unfamiliar such as continent, surrounding, blizzards, stormy, hopeless, courage, and station.

Oral Language DevelopmentCheck children’s comprehension, using a dialogue that best matches their English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the child.

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: Where did the explorers in this book want to go?

Speaker 2: to the South Pole

Speaker 1: Who were the fi rst explorers to get to the South Pole?

Speaker 2: Amundsen and Scott

Speaker 1: Who got there fi rst?

Speaker 2: Amundsen

Speaker 1: Where is the South Pole?

Speaker 2: The South Pole is in the center of Antarctica.

Speaker 1: Why is the South Pole so hard to get to?

Speaker 2: The seas are dangerous.

Speaker 1: What event ended Shackleton’s attempt to reach the South Pole?

Speaker 2: His ship was trapped in ice, and the crew abandoned it.

Speaker 1: What made Shackleton‘s journey both a failure and a success?

Speaker 2: He never reached the South Pole, but he saved all the members of his team.

Read directions to children.

Think About ItRead and answer the questions.

1. When did Robert Scott reach the South Pole?

2. How do you think Robert Scott felt when he reached

the South Pole?

3. How might the way Roald Amundsen used sleds

have helped him beat Robert Scott?

Making Connections Explorers often keep diaries to tell about what they found and how they felt. Imagine you are one of the explorers mentioned in Exploring Antarctica. Write an imaginary diary entry based on an event you read about.

Write your answer in your Reader’s Notebook.

Grade 2, Unit 5: Changes, Changes Everywhere

Name Date

Think About It

Exploring AntarcticaThink About It

Lesson 21B L A C K L I N E M A S T E R 2 1 . 8



Name Date

Exploring AntarcticaThinking Beyond the Text

Think about the questions below. Then write your answer in one or two paragraphs.

This book explains the many dangers of exploring Antarctica. What kind of leader do you think was needed for an early expedition to Antarctica? What kind of leader was Robert Scott? What kind of leader was Ernest Shackleton? Do you think these men were good leaders? Use details from the book to support your ideas.



Think About ItRead and answer the questions.

1. When did Robert Scott reach the South Pole?

2. How do you think Robert Scott felt when he reached

the South Pole?

3. How might the way Roald Amundsen used sleds

have helped him beat Robert Scott?

Making Connections Explorers often keep diaries to tell about what they found and how they felt. Imagine you are one of the explorers mentioned in Exploring Antarctica. Write an imaginary diary entry based on an event you read about.

Write your answer in your Reader’s Notebook.

Name Date

Exploring AntarcticaThink About It

Lesson 21B L A C K L I N E M A S T E R 2 1 . 8



1413801

Student Date Lesson 21

B L A C K L I N E M A S T E R 2 1 . 1 2

Exploring AntarcticaRunning Record Form

Exploring Antarctica • LEVEL P

Behavior Code Error

Read word correctly ✓cat 0

Repeated word, sentence, or phrase

®cat

0

Omission —cat 1

Behavior Code Error

Substitution cutcat 1

Self-corrects cut sccat 0

Insertion the

cat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

2

3

The North Pole and the South Pole are very

cold parts of the Earth. For a very long time, no

explorer ever saw either place.

In 1909, explorers traveled to the North Pole.

They wanted to be the first to see this famous

place. It took a long time, but finally they made it

to “the top of Earth.”

This made other explorers think about going

to the South Pole. Some people call the South

Pole the bottom of Earth.

The South Pole was harder to reach than the

North Pole. The South Pole is in the center of

the continent of Antarctica.

Comments: Accuracy Rate (# words read

correctly/103 × 100)

%

Total Self- Corrections



21 teacher’s guide exploring antarctica€¦ · number of words: 745 lesson 21 teacher’s guide...

Documents