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DAY 1
OBJECTIVES
Build vocabulary by finding words related to the lesson concept.
Target Skill Listen for generalizations.
Concept Vocabulary
field biologist an expert in the
study of life and living things who spends a lot of time outside where animals or organisms live or grow
poachers people who hunt or
fish illegally
salt marsh low-lying watery
ground near the ocean or other bodies of salt water
Monitor Progress
SUCCESS PREDICTOR
then… review the lesson concept. Place the words on the web and provide additional words for practice, such as pincers and tranquilize.
If… students are unable to place words on the web,
Check Vocabulary
DAY 1
Grouping Options
Reading
Whole Group
Introduce and discuss the
Question of the Week. Then
use pp. 354l–356b.
Group Time
Differentiated Instruction
Read this week’s Leveled
Readers. See pp. 354f–354g
for the small group lesson
plan.
Whole Group
Use p. 379a.
Language Arts
Use pp. 379e–379h and
379k–379m.
Set Purpose
Read the title aloud and ask students to set a purpose for reading based on the title. Have students listen for generalizations about the author's life and experiences.
Creative Response
Have students choose a section of the selection and write a short script about what happens. Tell them they may have to imagine what was said in some parts in order to write an interesting script. Then have them act out their scripts for the class. Drama
ELL
Activate Prior Knowledge Before students listen to the Read Aloud, ask them what they know about life near the ocean or sea, or about the kinds of animals that live in Africa.
Access Content Before reading, share this summary: The author is a field biologist who grew up near the ocean and was always interested in nature and wildlife and is now working in Africa to save the wild rhinos and other endangered animals. Explain that endangered means "in danger of becoming extinct."
Homework Send home this week's Family Times newsletter.
School + Home
Vocabulary: SUCCESS PREDICTOR
Build Concepts
FLUENCY
MODEL PACING YOUR READING As you read "Fiddler Crabs to Rhinos," show
students how to pace their reading and read at the appropriate speed. After you
read the first paragraph, draw students' attention to the speed at which you read.
Provide contrast by reading too fast and too slowly and discuss effectiveness of
reading at the right pace.
LISTENING COMPREHENSION
After reading "Fiddler Crabs to Rhinos," use the following questions to assess listening comprehension.
  1. What generalization does the author make about summer in the
    Philadelphia area? (It is always hot.) Generalize
  2. Who or what caused the deaths of so many black rhinos in Africa?
    (the poachers, who were killing them for their horns)
    Cause and Effect
BUILD CONCEPT VOCABULARY
Start a web to build concepts and vocabulary related to this week's lesson and
the unit theme.
  • Draw a Helping Animals Concept Web.
  • Read the sentence with the phrase salt marsh aloud. Ask students to repeat
    the phrase and discuss what it means.
  • Place salt marsh in an oval attached to Environments. Explain that salt marsh
    is related to this concept. Read the sentences in which the words field
    biologist
    and poachers appear. Have students say the words, place them on
    the web, and provide reasons for why they placed them where they did.
  • Brainstorm additional words and categories for the web. Keep the web on
    display and add words throughout the week.
Concept Vocabulary Web
by George W. Frame
Fiddler Crabs to Rhinos
Read ALOUD
   "Ouch!" I jerked my finger out of the fiddler crab's burrow in the black mud.
Hanging on was a little fiddler, with its outsized pincers biting into my finger.
   At the time, I was four years old, exploring with my grandfather. I held up my
finger for him to see. "I guess this one didn't know me, Grandpop," I said.
   My grandfather carefully pried open the big yellow pincers, relieving my pain.
The fiddler scurried back to its burrow.
   I was lucky. My family had a cottage that stood on pilings in the New Jersey
salt marsh, within sight of the ocean. We went there to escape the stifling
summer heat of the Philadelphia area.
   My parents sat on the porch enjoying the sea air. I lay for hours on a rickety
boardwalk, peering through the spaces between the boards and studying
the water below. There I saw a world that my parents never noticed.
   Everywhere I saw life and action. I could hardly bear to leave this world
in the marsh when my mother called me to supper.
   Back in the city, I liked school, especially science class. I rode my bicycle
long distances to collect and identify tree leaves for a science project. I
sifted the soil behind my garage because my teacher said I would find at
least ten different kinds of animals there. The creatures were all very tiny,
of course, but I was amazed at how much life there was right in my backyard.
   For the first two years of college I took lots of chemistry and physics classes.
They were interesting, but I couldn't stay excited about laboratories and
test tubes. I wanted to work out-of-doors.
Off to Africa
  I couldn't wait any longer to see Africa and its wildlife, so I joined the Peace
Corps and went to East Africa. There I worked in the wilderness, where I helped to
plan pipelines to bring clean drinking water to villages.
   I loved Africa, but I seemed to be getting no closer to realizing my dream of
becoming a field biologist. Then something happened that changed my life.
   Nearby, a biologist was studying the ecology of the black rhinoceros. He needed
assistants to find and watch the huge beasts and to help tranquilize them so that
tags could be put on their ears.
   He asked the Peace Corps for helpers. A few days later, the boy who had met a
determined little fiddler crab so many years ago was now a young man, helping
to hold a groggy one-ton rhino while the scientist clipped a bright tag to its ear.
It was the turning point in my career. Suddenly I found what I had been looking for.
   I returned to college and studied until I received a doctoral degree in wildlife
continued on TR1