PR1ME ENGLISH Reading Comprehension Skills L10_U4 TG_LR

TM READING SKILLSCOMPREHENSION Level 10 Teacher’s Guide Reading Skill 5 Making Inferences and Drawing Conclusions Unit 4 Drawing Conclusions from a Set of Details Product code: 9781000116229

Reading Skill 5 Making Inferences Unit 4 and Drawing Conclusions Drawing Conclusions from a Set of Details Resources: • Student Card 1 – Ancient Egypt (1050L) • Presentation 1 – Drawing Conclusions from a Set of Details Lesson 1 Objective: • To read a text closely and draw conclusions from a set of details Introduce the Reading Skill (2-3 minutes) © 2018 Scholastic Education International (S) Pte Ltd 9781000116229 • Read this short passage to students: Maria Luisa told me yesterday that it was her birthday. This morning, as I walked to school, I saw Maria Luisa grinning as she rode past me on a new bike. I could smell sunblock wafting in the air long after she disappeared. • Show Presentation 1 Slide 2. Explain: You can find and connect details in a text to help you draw conclusions. A conclusion is a final opinion, decision, or understanding. • Ask: What do the details in the passage tell us? (Sample answers: We know that Maria Luisa just had her birthday, and today she is riding a new bike, grinning as she rides. The narrator can smell sunblock.) What can we conclude by reading closely and putting this information together? (Sample answers: Maria Luisa must have received a bike for her birthday. Maria Luisa is grinning as she rides, so she must be very happy with her gift. She is wearing sunblock, so it must be summer.) Explain and Engage (15 minutes) • Show Slide 3 to explain why we draw conclusions from details. Explain: An author does not always state ideas in a text explicitly. Details in a text can provide clues that you can piece together to draw conclusions. Ask: Why is it important to do this? (Sample answer: so that you can reach a deeper understanding of the text.) • Show Slide 4. Say: To draw conclusions, ask yourself, “Do these details relate to one another? What clues are in the details? What is being said that is not explicitly stated? How can I piece this information together to come to a conclusion? Can my own experiences add anything to my understanding?” • Distribute/display Student Card 1 and ask students to read the text silently. • Show Slide 5. Explain: Using a graphic organizer helps us sort and organize details from the text in order to draw conclusions. The details should relate to one another and lead us to a final conclusion. • Say: Let’s find three details from the second paragraph in the text that help us draw a conclusion. Add students’ ideas to the graphic organizer as shown on Slide 6. Read the three related details and work with students to identify specific clues in the details. Underline these. • Ask: What conclusion can we draw based on these details? Remind students to ask themselves questions about how these details and clues connect. 2

Sample Answer: Detail: The Egyptian Detail: The material was Detail: There were many Book of the Dead was an intended to guide the different versions of the illustrated collection of deceased through his book. about 200 magical spells, or her journey into the prayers, and rituals written underworld. on papyrus sheets and buried with a dead body. Conclusion: Because ancient Egyptians were buried with one of many different versions of a book that contained detailed spells, prayers, and rituals to guide them through the underworld, it is clear that they held an incredibly strong belief in the afterlife, and being fully prepared for their journey in death was an important step for the living, who must have thought about death a lot. Wrap-Up (2–3 minutes) • Explain: By closely reading details and seeing how they connect, we can draw conclusions, which helps us come to a deeper understanding about the text. We can find out what the author meant but didn’t state explicitly. • Show Slide 7 and review drawing conclusions with students. Remind them to look for details that relate to one another and that are a group, to look for clues in the details, to think about what is not being explicitly stated, and to piece together the clues and information to form a conclusion. STUDENT CARD 1 TM Level Reading Skill 5 Making Inferences and Drawing substance produced by some trees and plants. decompose, or rot. The organs were dried and The resin slowed the decay of the body. The wrapped separately and placed in vessels called READING 10 Conclusions process of mummification we are most familiar canopic jars. The brain was pulled out through with was devised in the Fourth Dynasty. Using the nose with a thin hook-like tool. The brain was SKILLSCOMPREHENSION Unit 4 Drawing Conclusions from a salt and natron, a naturally occurring substance thrown out, because Egyptians believed it did Set of Details found in lake beds in dry climates, Egyptians not have a useful function, even in life. The heart found the most effective way of preserving was left in the body because it was believed STUDENT CARD 1 LESSON 1 a human body. This process was used to to be the center of intelligence, emotion, and chemically mummify bodies for the next three memory. The inside of the corpse was packed Unit 4: Drawing Conclusions from a Set of Details thousand years. The best descriptions of with natron. The body was also completely mummification that scholars have discovered covered in the substance. After 40 days, the Read the text. date to the Eighteenth Dynasty. body was washed and the insides were packed with linen and resin. Then the entire corpse was Ancient Egypt According to the Greek historian Herodotus, wrapped in hundreds of yards of linen bandages. writing in the fifth century CE, the process The person’s facial features were restored by Few societies have ever dealt with death life. If the heart and feather were in balance, the of mummification took roughly 70 days. First, painting them on the wrappings, painting them as extensively and elaborately as the ancient deceased could become a blessed spirit, or akh. the lungs, liver, intestines, and stomach were on a layer of plaster, or by making a separate Egyptians. The average Egyptian prepared for If the deceased failed the balance test, his heart removed. These moist organs were taken mask. The mummy was then ready to be placed his death carefully. His desire was to continue his was thrown to a hideous creature called the out because they would cause the body to in its tomb. earthly life—with the same social status, family, Swallowing Monster, who destroyed the person’s and possessions—long after death. soul by eating the heart. A. Use the graphic organizer to draw a conclusion based on details in the text. The Egyptian Book of the Dead was an© 2018 Scholastic Education International (S) Pte Ltd 9781000116229 If the deceased passed the test, he would Detail Detail Detail illustrated collection of about 200 magical spells,© 2018 Scholastic Education International (S) Pte Ltd ISBN 978-981-4808-80-4appear before 42 gods in the Hall of the Double prayers, and rituals written on papyrus sheets Image: © matrioshka/Shutterstock.comTruth. There, he would try to convince each godConclusion and buried with a dead body. The material was © 2018 Scholastic Education International (S) Pte Ltd ISBN 978-981-4808-80-4that he had never done anything wrong in life. If intended to guide the deceased through his or his skills of persuasion were sharp enough, he was her journey into the underworld and into the ready to be welcomed to the afterlife by Osiris. afterlife. It provided passwords and clues and At that time, he achieved godly status and power, revealed routes that would allow a person’s spirit while still keeping a human personality. to answer questions and pass tests to ensure eternal life. There were many different versions of Mummies the book, which the Egyptians originally called the Book of Going Forth By Day. Preserving the corpse of the deceased was essential to the continuation of life after death. According to the Book of the Dead, Egyptians Egyptians believed that their souls would inhabit believed that upon death, the soul left the body their physical bodies in the afterlife. Therefore, it and embarked on a mystical journey through was important to keep the condition of the body the pathways and corridors of the underworld. as close to perfect as possible after death. At The soul’s final destination was the land of the first, bodies were mummified simply by placing dead—behind the Hall of judgment of Osiris, them in shallow sandpits. The sun and sand dried the protector of the dead. Along its journey, out the bodies, creating natural mummies. Over fierce snakes and demons threatened the soul. time, the process of mummification evolved into Doorkeepers to rooms and passageways would an elaborate system of wrapping chemically allow souls to pass only if they could answer the prepared corpses in linen. Unable to afford this doorkeepers’ questions. advanced technique, the poor continued burying their dead in the sand. Once at the Hall of Judgment, the soul had to pass two more tests to be admitted into the Artificial mummification began in pre-dynastic next world. First, the heart of the deceased was times. Corpses were placed in reed or wooden placed on one side of a balance scale. A feather coffins, which were then put in brick, or wood- was placed on the other side. This was done to lined tombs. The bodies were wrapped in linen test if the person had led an honest and truthful bandages that had been soaked in resin, a sticky 1 1050L 2 3

Reading Skill 5 Making Inferences Unit 4 and Drawing Conclusions Drawing Conclusions from a Set of Details Resources: • Student Card 2A – Ancient Rome (1030L) • Student Card 2B – India (1100L) • Presentation 2 – Drawing Conclusions from a Set of Details • Answer Key Lesson 2 Objectives: • Read a text closely and draw conclusions from a set of details • Plan an information report of their own that includes a set of details and allows the reader to draw a conclusion Recap (Up to 5 minutes) © 2018 Scholastic Education International (S) Pte Ltd 9781000116229 • Ask students: What are some questions you can ask yourself when drawing conclusions from a set of details? • Elicit ideas from students and then review the questions from Presentation 2 Slide 2: Do these details relate to one another? What clues are in the details? What is being said that is not explicitly stated? How can I piece this information together to come to a conclusion? Can my own experiences add anything to my understanding? Engage – Differentiated Practice (20 minutes) Set-Up • Split the class into two groups according to students’ reading proficiency. Students with a reading level of 1075L or below should be given Student Card 2A – Ancient Rome. Students with a reading level of 1076L or above should be given Student Card 2B – India. • Ask students in each group to read the text on their card either silently or to take turns reading a paragraph aloud. Student Card 2A – Ancient Rome • Check in with each group to ensure students are reading the text and to determine if there are any words they need help understanding. • Next, have students complete the Check your understanding activities. • Have groups discuss the Think about it! activity. Check in with each group to hear some of the students’ answers. • Have students complete the Word work activity. When they are finished, they should correct all question sections using the Answer Key. • Show Slide 3. Have students draw and complete an organizer like the one they completed on Student Card 1. • Ask students to reread the text, looking for details that relate to one another and that help the reader get to a deeper understanding of the topic. 4

• Remind students that authors do not always express ideas explicitly when they write. Say: Sometimes, we have to work a bit harder to get to the deeper meaning of a text. I’d like you to use the graphic organizer to draw a conclusion from a set of details that lead you to a deeper understanding. • If students are having difficulty, work with them to find a set of details and remind them to read these closely for clues. Encourage them to underline these clues and look for how they relate to one another. Discuss what conclusion might be drawn. • If time permits, have students or pairs of students compare the conclusions they made with those of the other students in the group. Sample Answer: Detail: When a son Detail: The power of the Detail: Traitorous sons or married, his wife was also paterfamilias was terrifying daughters could be certain placed under his father’s and absolute. of their fate; newborns power. fared no better. Conclusion: We can conclude that the entire family, from newborn to adult, and even extended family, was ruled by the paterfamilias, and that everyone must have lived in fear. It is also clear from these details that women had no power of their own, but rather were treated like possessions. Student Card 2B – India • Check in with each group to ensure students are reading the text and to determine if there are any words they need help understanding. • Next, have students complete the Check your understanding activities. • Have groups discuss the Think about it! activity. Check in with each group to hear some of the students’ answers. • Have students complete the Word work activity. When they are finished, they should correct all question sections using the Answer Key. • Show Slide 3. Have students draw and complete an organizer like the one they completed on Student Card 1. • Say: Now I’d like you to complete the graphic organizer by rereading the text closely to find three sets of interrelated details that help you draw conclusions. After you write the details in the organizer, underline any clues, then write the conclusion you come to. • If time permits, have students compare the conclusions they drew with those of the other students in the group. © 2018 Scholastic Education International (S) Pte Ltd 9781000116229 Sample Answer: Detail: Two broad and Detail: One consists of Detail: The other cultural dissimilar cultural traditions time-honored customs and tradition is made up of run through most of India’s practices. foreign customs and popular culture and art. institutions, mostly British, that took strong root in the country during the years of the Raj. Conclusion: We can conclude that India is a melting pot of cultural traditions of equal significance. 5

Whole Class © 2018 Scholastic Education International (S) Pte Ltd 9781000116229 • Bring the class back together. Explain that students will be writing an information report which includes their own details that allow the reader to draw a conclusion. • Explain: An information report provides important details about a subject or topic. Show Slide 6. Briefly review the features of an information report: introduction, body of main ideas and details, and conclusion that ties the information together. • Say: When you are writing, you should provide details that connect to each other so that the reader can piece them together to form a conclusion. • Ask students to plan their information report using the Write now section. Wrap-Up (5 minutes) • Ask: Have you been sure to include details that give clues to the reader? • Ask for volunteers to share ideas from their plan. Have other students suggest conclusions they could draw from the details in the plans. 6

STUDENT CARD 2A TM Level Reading Skill 5 Making Inferences and Drawing A daughter continued to have the same relationship with her father under Roman law after marrying, but she lived separately with her husband and saw her father less often. Many aristocratic women were READING 10 Conclusions married by age 14 and were expected to provide their husbands with children. By the late republic, aristocratic women, who could own property, were very involved in business transactions. Many SKILLSCOMPREHENSION Unit 4 Drawing Conclusions from a had grown less interested in traditional motherhood, which had existed during previous centuries. Set of Details Consequently, aristocratic birth rates declined, even as the slave population was expanding. STUDENT CARD 2A LESSON 2 The first Roman emperor, Augustus, was so alarmed by this that he passed laws granting important privileges to women who had at least three children. A woman’s role could be exceptionally demanding. Unit 4: Drawing Conclusions from a Set of Details An aristocratic woman was expected to manage a large household, but she had slaves who did most of the routine labor. Aristocratic women were often responsible for educating their children. Women Read the text. whose husbands governed provinces might have to take full command of several estates and hundreds of slaves for years, making all of the husband’s social and business decisions in his absence. Plebeian ANCIENT (common) women might be midwives, dancers, or secretaries. Others prepared food for sale. Weaving was a skill that was expected of all women, regardless of social standing. Men dominated family life in ancient Rome. The family’s oldest Glossary Meaning living male, the paterfamilias, traditionally held absolute power over traditions in a culture or society his wife, children, adopted children, and slaves. He was expected to Word controlled, or ruled maintain ancestral customs and Rome’s time-honored code of moral customs mentally ill, unable to think properly conduct within his family. He honored his clan’s ancestral gods and dominated skilled public speakers participated in Rome’s political and religious institutions, setting insane consent, or agreement to allow something to happen an example of citizenship for members of his household. The power orators areas or districts in some countries of the paterfamilias, patria potestas, also extended over his sons’ permission stopped, or ended children. Each family could have only one paterfamilias. When a provinces disloyal young man reached adulthood, he was not a paterfamilias until his terminated father died or chose to free him. Patria potestas could be terminated traitorous under a few specific conditions, such as if the son or sons were © 2018 Scholastic Education International (S) Pte Ltd 9781000116236 adopted by a new family or if the paterfamilias became insane. 1030L Image: © Macrovecto/Shutterstock.com Check your understanding © 2018 Scholastic Education International (S) Pte Ltd 9781000116236 Literal When a son married, his wife was also placed under his father’s A. Write the answer to each question using words or phrases. power. If a daughter wished to marry, she could not do so without her father’s consent. The power of the paterfamilias was terrifying 1. Who was the first Roman emperor? and absolute. Adult children could be banished or executed on his command. Traitorous sons or daughters could be certain of their 2. What sort of relationship did a daughter have with her father after marrying? fate. Newborns fared no better. After being born, they were placed on the ground. If the paterfamilias picked the child up, he or she 3. What happened to a newborn baby if the paterfamilias chose not to pick it up was taken into the clan. If not, he or she was abandoned. Sons and off the ground? daughters could own no property of their own, but only care for property belonging to the paterfamilias, with his permission. 4. Under what two specific conditions could patria potestas be terminated? 5. At what age were many aristocratic women married? Women had little power. They could neither hold political office nor vote. However, the legal status of women improved by 6. What was a skill expected of both aristocratic and plebeian women? the late republic. Even in the early republic, some women owned 2 land and composed their own wills. Others were skillful orators and represented themselves in court. Though it was customary that daughters would always be loyal to their fathers, married women had more freedom. 1 Inferential Write now B. Write the answer in full sentences. F. Plan an information report about the importance of cultural customs in your country. 1. Why was Augustus so alarmed by the decline in aristocratic birth rates? Include at least three related details in the main body of your information report that allow readers to draw a conclusion. 2. Why had many women grown less interested in traditional motherhood? Title: 3. Why might the tradition of placing a newborn baby on the ground for the paterfamilias to accept or reject have existed? Introduction Think about it! C. What would it be like to have such a powerful and controlling “paterfamilias”? Word work Body D. Complete the sentences. Use words from the word bank. Detail 1 © 2018 Scholastic Education International (S) Pte Ltd 9781000116229 customs dominated insane orators Detail 2 © 2018 Scholastic Education International (S) Pte Ltd 9781000116236 permission provinces terminated traitorous Detail 3 1. My family follows many because we believe it keeps our culture strong. Conclusion of report 2. Many of the regions in the Philippines are divided into . 3. Listening to good speak is a pleasure. 4. He was so angry, he seemed almost . 5. My mother did not give me to go to the concert. 6. When he left his sports team for the opposing team, some of his teammates considered him . 7. The leader politics for many years. © 2018 Scholastic Education International (S) Pte Ltd 9781000116236 8. The bus trip at the beach. Post-reading activity Conclusion(s) that readers can draw E. Draw an organizer like the one you completed on Student Card 1. Write a set of details from the text. Write the conclusion that you draw from the set of details. 3 4 7

STUDENT CARD 2B TM Level Reading Skill 5 Making Inferences and Drawing slogan for India’s huge film industry. The chief movie studio, Film City, is in Mumbai. It shoots films mostly in Hindi. Smaller but very active studios READING 10 Conclusions that make movies in Tamil and Bengali are located in Chennai and Kolkata. Together, these studios turn out more than 800 films annually. SKILLSCOMPREHENSION Unit 4 Drawing Conclusions from a That is more than twice the output of U.S. filmmakers. An estimated Set of Details 14 million people pack the country’s movie theaters every day. Most Indian films follow a formula that has come to be called STUDENT CARD 2B LESSON 2 masala, a word meaning “mixed spice.” This is because the average film combines romance, action, and comedy with periodic scenes of Unit 4: Drawing Conclusions from a Set of Details characters singing and dancing. Though the films often address social issues, everything works out for the better at the end of the typical Read the text. Bollywood movie. For this reason, some viewers, both inside and outside India’s cultural and India India, have complained that these films ignore most of life’s problems. One artistic heritage is prominent Indian movie producer answered this charge by saying, “It’s called amazingly diverse, escapist cinema. Why should somebody pay to see a film with poverty in it when expressive, and they see poverty in their neighborhood every day?” vibrant. Indians enjoy playing a wide array of sports. They love music, dancing, theater, and other performing arts. Literary traditions Glossary are strong in India. People of all walks of life cherish a collection of epics and other ancient play it in Word written works. And Indians are as crazy about backyards, on coveted Meaning school fields, or dissimilar wanted very much even though it may belong to someone else movies as Americans are. In fact, India’s film on professional distinctly not alike industry is the world’s largest, far surpassing formula clearly; easily noticeable that of the United States in the sheer number teams. The obsession fixed or accepted way of doing things with little originality best players are prestigious something that you constantly talk or think about of movies made each year. Two broad and surpassing having high status and great respect dissimilar cultural traditions run through most national celebrities. vibrant being better, greater, or stronger than another person or thing of India’s popular culture and art. One consists Eyes are glued to full of energy and enthusiasm; bright or lively of time-honored customs and practices. Many televisions across India when the national team of these developed before the British arrived in the subcontinent. The other cultural tradition plays. Regular foes include England, is made up of foreign customs and institutions, Australia, New Zealand, Sri Lanka, Bangladesh, mostly British, that took strong root in the Pakistan, and South Africa. In 2011, India won the coveted Cricket World Cup in a hard-fought country during the years of the Raj. Most © 2018 Scholastic Education International (S) Pte Ltd 9781000116243 Motifs: © antoninaart/Shutterstock.com; Photos: 1tr © LMspencer/Shutterstock.com, 2tr © Marco Saroldi/Shutterstock.com Indians did not want British rule and longed for battle against Sri Lanka. independence. Yet many Indians came to admire Although tennis lacks the enormous fan British culture and customs and adapted them following of cricket, it has been growing in to one degree or another. As a result, today, popularity among Indians in recent decades. © 2018 Scholastic Education International (S) Pte Ltd 9781000116243 after gaining independence in 1947, various Check your understanding aspects of Indian culture have a distinctly The sport enjoyed a major boost in 1999 when Literal British flavor. Leander Paes and Mahesh Bhupathi won A. Write the answer to each question using words or phrases. the doubles title at Wimbledon, the world’s That British legacy is most obvious in the world most prestigious tennis tournament. In 2009, 1. What are four of India’s most popular sports? of sports. Several of the country’s most popular Bhupathi teamed up with Sania Mirza to capture 2. What is Bollywood? sports—including field hockey, tennis, and the doubles title at the Australian Open. 3. What did India win in 2011? 4. Which country has the biggest film industry, India or the U.S.? football—were introduced by the British. But the Any discussion of modern Indian culture would 5. For how long has India had independence from British rule? greatest example is cricket. Invented in England be incomplete without a look at the unique 6. Why do some viewers criticize Bollywood movies? in the 1500s, cricket is the most beloved sport cultural phenomenon known as Bollywood. A in India. Indeed, it is widely viewed as a national takeoff on the name Hollywood, the center 2 obsession. People of all ages and backgrounds of U.S. filmmaking, the term Bollywood is a 1 1100L Inferential Write now B. Write the answer in full sentences. F. Plan an information report about the role of women in your country. Include at least three 1. If Indian people admired many British customs, why did they not want British rule, related details in the main body of your information report that allow the reader to draw a and wish for independence? conclusion. 2. Why do you think Indians admired and adopted many British customs? Title: 3. What might happen if Indian filmmakers changed the “formula” of their movies? Introduction Think about it! C. Do you think it is important that people honor cultural traditions? Why? Word work Body D. Complete the sentences. Use words from the word bank. Detail 1 coveted dissimilar distinctly formula Detail 2 © 2018 Scholastic Education International (S) Pte Ltd 9781000116243 obsession prestigious surpassing vibrant Detail 3 © 2018 Scholastic Education International (S) Pte Ltd 9781000116229 1. The artist was known for her striking and paintings. Conclusion of report 2. My sister had a new set of headphones that I secretly . 3. My mother won a award for the book she wrote. 4. Arvin and his brother looked alike but their personalities were . 5. When sales of the perfume dropped, the company decided to change the . 6. The sauce had a sour taste. © 2018 Scholastic Education International (S) Pte Ltd 9781000116243 7. She practiced her violin so often, that soon she began all the other students. 8. He has an about keeping his room tidy. Post-reading activity Conclusion(s) that readers can draw E. Draw an organizer like the one you completed on Student Card 1. Write a set of details from the text. Write the conclusion that you draw from the set of details. 3 4 8