Journey of the Kon-Tiki

LESSON 25 TEACHER’S GUIDE Journey of the Kon-Tiki by Katrina Van Horn Fountas-Pinnell Level O Informational Text Selection Summary Norwegian explorer Thor Heyerdahl wanted to prove that the Polynesian islands had been settled by people from South America. To do so, he and his crew built a raft and sailed 4,300 miles across the Paciﬁ c Ocean from Peru to Polynesia. The journey was a success, but most scientists still believe that Polynesia was settled by people from Asia. Number of Words: 1,040

Characteristics of the Text Genre • Informational text Text Structure • Seven sections with headings • Underlying problem-and-solution text structure Content • Facts about who Thor Heyerdahl was and what he hoped to prove • The building of the Kon-Tiki, and the historic voyage across the Pacifi c Themes and Ideas • Explorers will often go to great lengths to follow a dream. • The success of an idea may not change people’s minds. Language and • Clear language with conversational tone Literary Features • Description but no fi gurative use of language Sentence Complexity • Sentence fragments: Not on an airplane or a ship. • Colons and dashes to set off ideas: Heyerdahl decided to prove they were wrong—or at least prove that his idea could be right. Vocabulary • Many terms that are not defi ned in text: inhabit, species, ocean currents, balsa wood Words • Three-, four-, and fi ve-syllable words: enormous, scientifi c, imagination • Proper nouns for which pronunciations are not provided: Polynesia, Peru, Kon-Tiki, Humboldt Current Illustrations • Map showing the route of the Kon-Tiki • Contemporary photographs Book and Print Features • Table of contents • Captions bearing additional information © 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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3_306971_OL_LRTG_L25_Journey_of_the_Kon-Tiki.indd 1 1/6/10 5:29:01 PM Journey of the Kon-Tiki by Katrina Van Horn Build Background Build interest about explorers and exploration by asking questions such as: Why do you think explorers brave danger to reach a dream? Read the title and author and talk about the cover illustration. What kind of boat is this? Does it look modern? Tell students that this book is informational text, so the words and photos will give factual information about a real journey.

Introduce the Text Guide students through the text, noting important ideas and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions: Page 6: Explain that this book is about an explorer named Thor Heyerdahl (HAY er dahl) who dreamed of crossing the Paciﬁ c Ocean and built a special kind of boat to reach his dream. Suggested language: Turn to page 6. Look at the illustration, and read the caption aloud. What do you notice about this raft? Do you think a raft like this could cross the ocean? Page 9: Have students read the section head, “Supplies for the Journey.” What kinds of equipment, or necessary tools, and supplies might the raft’s crew need for a long ocean voyage? Page 12: Ask students to look at the photo and read the caption. A whale shark is a really big shark. How do you think a shark like this almost brought the raft’s voyage to a halt, or stop? Can you think of anything that would bring a shark to a halt? Page 13: The last section of the book is titled The Journey Ends. What do you think happened to the Kon-Tiki? Do you think Thor Heyerdahl succeeded in reaching his dream? Now turn back to the beginning of the book and read to ﬁ nd out about the voyage of the Kon-Tiki.

Target Vocabulary

altitude - height measured from equipment - things needed for a slopes - stretches of something the earth’s surface, p. 13 particular activity, p. 9 that slant upward or approached - came near, p. 13 halt - to come to a stop, p. 12 downward, p. 11 avalanche - large amounts of increase- to become greater, p. 3 succeed - manage to do what you tried to do, p. 13 snow or rocks that slide down section – a part of something, a mountain, p.11 p. 8 tanks - containers that hold liquids or gases, p. 9

Grade 3 2 Lesson 25: Journey of the Kon-Tiki © Houghton Mifflin Harcourt Publishing Company

33_306971_OL_LRTG_L25_Journey_of_the_Kon-Tiki.indd_306971_OL_LRTG_L25_Journey_of_the_Kon-Tiki.indd 2 77/29/09/29/09 6:19:276:19:27 PMPM Read Have students read silently while you listen to individual students read. Support their problem solving and ﬂ uency as needed.

Remind students to use the Question Strategy and to think of questions before, while, and after they read.

Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the book. Suggested language: Would you have wanted to be a member of the Kon-Tiki’s crew on this journey? Why or why not?

Ways of Thinking As you discuss the text, help students understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text • Thor Heyerdahl wanted to prove • An explorer will go to great • The author includes a lot of that people from South America lengths and face dangers to details about Thor Heyerdahl’s could have settled the Polynesian follow a dream. dream and how he achieved it. islands. • Someone can succeed in a task • The section headings help • Heyerdahl built a raft modeled but not change people’s minds. readers know what they will on ancient rafts and sailed from learn from each text section. • It takes a lot of planning to have Peru to Polynesia. a successful journey. • The map, photographs, and • Heyerdahl’s voyage was a captions help readers understand success, but it did not prove the text information. that Polynesia was settled from South America.

Choices for Further Support • Fluency Invite students to choose a passage from the text and demonstrate phrased ﬂ uent reading. Remind them to pay attention to punctuation and use it to make their reading sound natural. • Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students 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. Guide students to recognize words that have multiple meanings, such as pretty (page 3: “almost,” “pleasing to the eye”) and watches (page 9: “devices for telling time,” “looks at”).

Grade 3 3 Lesson 25: Journey of the Kon-Tiki © Houghton Mifflin Harcourt Publishing Company

3_306971_OL_LRTG_L25_Journey_of_the_Kon-Tiki.indd 3 11/2/09 10:38:01 PM Writing about Reading

Critical Thinking Have students complete the Critical Thinking questions on BLM 25.8.

Responding Have students complete the activities at the back of the book. Use the strategy below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension Skill Text and Graphic Features Remind students that paying attention to how words, photos, and other graphics work together can help them understand what they are reading. Model the skill, using a “Think Aloud” like the one below:

Think Aloud The text on page 6 says that Thor Heyerdahl began to build a raft. The drawing at the bottom of the page shows what the early raft looked like. The purpose of the drawing is to show where Heyerdahl got his raft design.

Practice the Skill Have students tell the purpose of the photograph on page 8 and how it helps them understand the text on that page.

Writing Prompt: Thinking Beyond the Text Have students 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 • Complete this sentence in your own words: At the end of the book, the reader can probably tell that ______. • In paragraph 1 on page 8, ﬁ nd the word that means almost the same as back. • Find the sentence on page 9 that shows that the Kon-Tiki’s crew planned to catch some of their own food during the voyage.

Grade 3 4 Lesson 25: Journey of the Kon-Tiki © Houghton Mifflin Harcourt Publishing Company

3_306971_OL_LRTG_L25_Journey_of_the_Kon-Tiki.indd 4 11/2/09 10:38:08 PM English Language Development Reading 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 help as needed with the meaning of words formed from sufﬁ xes, such as plentiful (page 7); equipment, measurements, and location (page 9); and imagination and determination (page 14).

Oral Language Development Check student comprehension, using a dialogue that best matches your students’ English proﬁ ciency level. Speaker 1 is the teacher, Speaker 2 is the student. Beginning/Early Intermediate Intermediate Early Advanced/Advanced Speaker 1: What do you see on the Speaker 1: What kind of boat did Thor Speaker 1: How was Heyerdahl’s cover? Heyerdahl build? voyage a success? How was it not a success? Speaker 2: a boat with sails Speaker 2: He built a raft. Speaker 2: Heyerdahl’s voyage Speaker 1: What is a journey? Speaker 1: Where did Heyerdahl start was a success because he was his journey from? Speaker 2: A journey is a long trip. able to sail a raft from South Speaker 2: He started from Peru in America to Polynesia. It wasn’t a South America. success because it didn’t prove that this was how the islands were settled.

Lesson 25 Name Date BLACKLINE MASTER 25.8

Journey of the Kon-Tiki Critical Thinking Critical Thinking

Read and answer the questions. Possible responses shown. 1. Think within the text Why did Thor Heyerdahl believe the ﬁ rst settlers of Polynesia came from South America?

He noticed the plants and animals in Polynesia are like the ones in South America.

He noticed the winds and currents came from South America.

2. Think within the text How long did it take the Kon-Tiki to travel from Peru to Polynesia?

three months

3. Think beyond the text Why did Heyerdahl take fresh water on the trip?

The ocean is made of salt water, and people can’t survive on salt water.

4. Think about the text How did the drawing of an old balsa wood raft help you better understand the Kon-Tiki ?

Responses will vary.

Making Connections How is Thor Heyerdahl like Temba Tsheri in Mountains: Surviving on Mt. Everest ? Write your answer in your Reader’s Notebook. Read directions to students. Critical Thinking 10 Grade 3, Unit 5: Going Places © Houghton Mifflin Harcourt Publishing Company. All rights reserved.

3_246239RTXEAN_L21-25CT.indd Sec4:10 12/7/09 9:31:06 PM Grade 3 5 Lesson 25: Journey of the Kon-Tiki © Houghton Mifflin Harcourt Publishing Company

First Pass 3_306971_OL_LRTG_L25_Journey_of_the_Kon-Tiki.indd 5 1/5/10 5:00:02 PM Name Date Journey of the Kon-Tiki

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

Imagine that you were on the crew of Kon-Tiki. What exciting things would you have seen and done on the trip? Write a postcard home and describe your experiences.

33_306971_OL_LRTG_L25_Journey_of_the_Kon-Tiki.indd_306971_OL_LRTG_L25_Journey_of_the_Kon-Tiki.indd 6 77/29/09/29/09 6:19:316:19:31 PMPM Lesson 25 Name Date BLACKLINE MASTER 25.8

Journey of the Kon-Tiki Critical Thinking Critical Thinking

Read and answer the questions. 1. Think within the text Why did Thor Heyerdahl believe the ﬁ rst settlers of Polynesia came from South America?

2. Think within the text How long did it take the Kon-Tiki to travel from Peru to Polynesia?

3. Think beyond the text Why did Heyerdahl take fresh water on the trip?

4. Think about the text How did the drawing of an old balsa wood raft help you better understand the Kon-Tiki ?

Making Connections How is Thor Heyerdahl like Temba Tsheri in Mountains: Surviving on Mt. Everest ? Write your answer in your Reader’s Notebook.

3_306971_OL_LRTG_L25_Journey_of_the_Kon-Tiki.indd 7 1/6/10 10:45:25 PM 33_306971_OL_LRTG_L25_Journey_of_the_Kon-Tiki.indd 8 _ 3 0 6 9 7 1 _ O Journey oftheKon-Tiki • Student L _ 1Duringtheirjourney, the 11 L Grade 3 Grade R © Houghton Publishing Harcourt Mifflin Company aeSlcinTx rosSelf-Corrections Errors SelectionText page T G _ Read wordcorrectly Omission sentence, orphrase Repeated word, L 2 5 _ J o eairCd Error Code Behavior u r n Comments: e air, flippingitover. raft likeanavalanche.Orthesharkmightliftinto a suddenmove,itcouldcreatehugewavethatwouldhitthe down toitsgiant,flatheadontheotherend.Ifsharkmade shark’s downtoitstailononeendoftheraft,and backcurving directly underneathit.Thecrewcouldseetheslopesof enormous creatureswamtowardtheraftandthendown, with disaster. Faroutatsea,theyspottedawhaleshark.The y _ o f _ t h e _ K o n - T i k i . i n d d cat — cat ® cat ✓

8 Kon-Tiki 1 0 0 crewhadatleastonebrush Date Date LEVEL 8 Word told Insertion Self-corrects Substitution

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