7.10 Uncontacted Preview

Nonfiction Article of the Week Table of Contents 7-10 Uncontacted! The Hidden Peoples of Brazil

Table of Contents 3

List of Activities, Difficulty Levels, Common Core Alignment, & TEKS 4

Digital Components/Google Classroom Guide 5

Teaching Guide, Rationale, Lesson Plans, Links, and Procedures: EVERYTHING 6-9

Article: Uncontacted! 10-11 *Modified Article: Uncontacted! 12-13 Activity 1: Basic Comprehension Quiz/Check – Multiple Choice w/Key 14-15

Activity 2: Basic Comprehension Quiz/Check – Open-Ended Questions w/Key 16-17

Activity 3: Text Evidence Activity w/Annotation Guide for Article 18-20

Activity 4: Text Evidence Activity & Answer Bank w/Key 21-23

Activity 5: Skill Focus – Analyze Purpose and Point of View in Article w/Key 24-27

Activity 6: Integrate Sources – Video Clip & Questions w/Key 28-29

Activity 7: Skills Test Regular w/Key 31-33

Activity 8: Skills Test *Modified w/Key 34-37

Activities, Difficulty Levels, and Common Core Alignment

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge Activity 1: Basic Comprehension Quiz/Check – Multiple Choice* RI.7.1 Activity 2: Basic Comprehension Quiz/Check – Open-Ended Questions* RI.7.1 Activity 3: Text Evidence Activity w/Annotation Guide for Article** RI.7.1 Activity 4: Text Evidence Activity w/Answer Bank** RI.7.1 Activity 5: Skill Focus – Analyze Purpose & Point of View in Nonfiction *** RI.7.6 Activity 6: Integrate Sources – Video Clip & Questions** RI.7.9 Activity 7: Skills Test Regular w/Key** RI.7.1, RI.7.6 Activity 8: Skills Test *Modified w/Key** RI.7.1, RI.7.6

Activities, Difficulty Levels, and TEKS Alignment

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge Activity 1: Basic Comprehension Quiz/Check – Multiple Choice* ELAR.5(F) Activity 2: Basic Comprehension Quiz/Check – Open-Ended Questions* ELAR.5(F) Activity 3: Text Evidence Activity w/Annotation Guide for Article** ELAR.5(F), 6(C)(E) Activity 4: Text Evidence Activity w/Answer Bank** ELAR.5(F), 6(C)(E) Activity 5: Skill Focus – Analyze Purpose & Point of View in Nonfiction ***ELAR.9(A)(B)(G) Activity 6: Integrate Sources – Video Clip & Questions** ELAR.6(B) 12(F) Activity 7: Skills Test Regular w/Key** ELAR.5(C)(F) 9(A)(B)(G) Activity 8: Skills Test *Modified w/Key** ELAR.5(C)(F) 9(A)(B)(G)

All student activities are available in digital format compatible with Google Classroom. They are available in two formats: Google Slides and Google Forms. Google Slides First, I have made all student pages (excluding assessments) in Google Slides format. Students can simply add text boxes to any area they wish to type on. To access the Google Slides for this article, copy and paste the link below into your browser. *Note that you’ll need to make a copy of the folder or slide before you can use it.*

link omitted in preview file

Google Forms I have made the assessments available in Google Forms. Here, they are self-grading, and I have set them all up with answer keys so they are ready to go for you. You’ll need to find these two files in your download folder to use Google Forms. The first file contains the links to the Forms, and the second file is explicit instructions for use. Look inside the Google Forms folder.

A Couple of Options for Teaching Article of the Week Units Here are my favorite suggestions for organizing these units with your schedule. *Please note that thumbnails show article 6-1 and activities.

Option A: Quickie Unit Simply complete all lesson activities in order OR pick and choose the activities you want to complete in order. Time Needed: 2-3 fifty-minute class periods Pros: Super flexible; perfect filler around your other units; makes it easy to assign easier components for homework; ideal no prep sub plans if you have to be out for 2-3 days in a row. Cons: Fitting them all in around everything else you’ve got to do.

Option B: Daily Model Use as a class starter or specific routine in your classroom everyday at the same time. Time Needed: 15-20 minutes/day, 5 days/week Pros: IDEAL for block scheduling when you need to always change it up; Great way to fit nonfiction articles in with what you’re already doing. Monday Cons: There are 25 total articles for each grade level, so some weeks you’ll need to skip the articles (I’d skip when doing projects, novels, during short weeks, and plan to finish up right before testing); May be difficult to commit to something Tuesday rigid like this if you’re a type B teacher like myself ;)

Here’s how the daily model works:

Monday: Read article & complete basic comprehension Wednesday activity Tuesday: Text evidence activity Wednesday: Skills focus activity (based on one key skill for each article) Thursday Thursday: Integrate information (other sources) Friday: Assessment

Friday

©2018 erin cobb imlovinlit.com Nonfiction Article of the Week Teacher’s Guide 7-10 Uncontacted! The Hidden Peoples of Brazil Walkthrough I have discussed here how I use each activity and included hints and links to help you, too. Feel free to take or leave what you like. Even if you don’t plan to do every activity, I still recommend reading through this section to get the most out of these activities. Looking for a schedule to follow? Check the previous page for two suggested scheduling options.

These lessons and activities were designed to meet the needs of seventh graders during the middle part of the school year. The articles, activities, questions, and assessments will become increasingly rigorous and challenging as we progress through the year.

Article Modified Article

Activities 1-2 • *There are no higher order thinking questions included here – only basic, literal comprehension. • These activities are designed to be completed on an either/or basis, meaning your students should only complete one of them, not both. • Use Activity 1 for a quick cold-read assessment or Activity 1 after you’ve read the article together. I use these to hold students accountable for reading carefully. I recommend having students complete activity 1 without the article as long as they’ve just read the article (so not the next day), unless you’re providing a testing accommodation. Answer key included but not shown. • Use Activity 2 for an open-ended option for the Activity 2 same exact questions. Students may have a harder time answering this one without the article, so choose this one if you want students to use the article but still prove that they’ve understood the content. ©2018 erin cobb imlovinlit.com Nonfiction Article of the Week Teacher’s Guide 7-10 Uncontacted! The Hidden Peoples of Brazil Activity 3

Activities 3-4 • Again, these activities are either/or, so choose one or the other but not both. • Activity 3 requires students to annotate text evidence in the article and includes an article Activity 3 annotation key. • Activity 4 requires students to choose text evidence from a bank at the bottom. This format prepares students to choose from and distinguish between pieces of text evidence on a state assessment. I recommend mixing it up and going back and forth between these among units until your students are proficient at both methods. Activity 4

Activity 5 • This activity is focused around the main skill for this article: RI.7.6 – Analyze the Purpose and Point of View in a Nonfiction Article. • Complete answer keys included, as always. Activity 5

Activity 6 • This activity requires students to integrate information from another source or media. • Here, students view a short video clip and answer questions that force students to Activity 6 integrate information from multiple sources. • Video clip on youtube: https://youtu.be/AKB46PTBJlA • Backup: https://goo.gl/qs49zn

Activities 7-8 • Skills assessments should ALWAYS be given with access to the text. ALWAYS. This is always the case on standardized tests, and hey, in real life too, right?! Activity 7 • What’s the best way to make sure your students are prepared for the state assessment? Assess them regularly with that format. I always let my students practice for the first few before I start counting them for a grade, and I always use the basic comprehension assessment (activity 1 or 2) as an easy grade so it levels the playing field. Google Forms assessments • Activity 7 is the regular assessment. always included! • Activity 8 is the modified assessment. The modified assessment offer students only two answer choices instead of four. Note that only the multiple choice portion of the modified test is different from the original. Simply put, only page one is different. Complete keys included as always (not shown). Activity 8 • In a hurry? I always include only multiple choice questions on the first page in case you’re in a hurry and need to skip the open-ended portion of the test. I don’t recommend skipping regularly but every now and then, I need a grading break.

Self-grading Google Forms assessment always included for: • Activity 1 (Comprehension Quiz) • Activity 7 (Skills Test) • Activity 8 (Modified Skills Test)

©2018 erin cobb imlovinlit.com Rainforest, which is massive and dense. It is easy for communities to remain isolated and avoid detection. Should We, or Shouldn’t We? There is much debate about whether we should attempt to reach out to uncontacted peoples. Some people say that communities cannot remain isolated forever, so we should begin to bring them into larger society in a well- The swimming pool debate: Should Californians be allowed planned way. Some also say that these to fill and maintain backyard pools during a drought? communities would benefit from many of the technologies and medical advancements that have been discovered in recent years, so we have a responsibility to contact them. On the other hand, some say that these communities have a right to remain isolated and preserve their culture-- they should be able to choose for themselves if they want to join the rest This map shows approximate locations of uncontacted of the world. There are also concerns about tribes in South America. Source: Uncontactedtribes.org immunity to diseases. these tribes. However, the tribes are still under When Brazil tried to contact communities in threat. Mining and logging often approaches their the 1980s, large numbers of uncontacted peoples communities. died from diseases. Because they had never been In 2014, the government of Brazil released a exposed to the diseases before, their immune report stating that seven members from an systems didn’t know how to fight the viruses. uncontacted tribe had emerged from the forest Because of this, Brazil no longer reaches out to bordering Peru. They approached a Brazilian village near Peru. These uncontacted people explained through translators that they had been driven from their homes by violent attacks. Some of them were killed and their homes and crops were burned. It is thought that illegal loggers and drug traffickers are to blame. Google Satellite footage also shows some communities moving their villages further and further from encroaching development in an attempt to remain safe. Unless governments get more involved, these uncontacted peoples will become victims of violence or lose their land, and thus their way of life will become extinct. In order to shield uncontacted peoples, clearer protection strategies will need to be put in place.

Dwellings belonging to an uncontacted indigenous tribe in the Brazilian state of Acre, photographed in 2009. ©2018 erin cobb imlovinlit.com Nonfiction Article of the Week Informational Text 7-10 Uncontacted! The Hidden Peoples of Brazil Skill: Text Evidence

Activity 3 ©2018 erin cobb imlovinlit.com Nonfiction Article of the Week Informational Text 7-10 Uncontacted! The Hidden Peoples of Brazil Skill: Analyze Point of View & Purpose A. Analyze Author’s Point of View Read each text excerpt from the article in the left column. Then, read the inferences made about the author’s point of view in the right column. Circle the two inferences for each excerpt that can be made about the author’s point of view based on the text excerpt in the left column only.

Text From Article Inferences Made About Author’s POV

1. You might wonder how we know these A. Many uncontacted peoples see airplanes communities exist. Well, sometimes their flying low to photograph them as an villages are spotted by someone flying a plane. intrusion. Also, sometimes other communities living nearby will get a glimpse of them. But typically B. Most uncontacted tribes are probably uncontacted peoples want to stay that way. trying to figure out a way to contact They are aware of the existence of the outside someone from the outside world. world but either do not want to make contact or are afraid to make contact. They choose to C. Uncontacted tribes would benefit from continue their traditional way of life. Some use modern-day technology. force to defend their isolation. Communities have been spotted firing arrows at planes in D. It is no accident that many uncontacted warning. tribes have managed to stay uncontacted. 2. Google Satellite footage also shows some A. In some cases, the logging industry is a real communities moving their villages further and problem for uncontacted tribes. further from encroaching development in an attempt to remain safe. Unless governments get B. The Brazilian government should take steps more involved, these uncontacted peoples will to prevent uncontacted tribes from being become victims of violence or lose their land, encroached upon. and thus their way of life will become extinct. In order to protect uncontacted peoples, clearer C. Google Satellite footage is an invasive way to protection strategies will need to be put in place. monitor uncontacted tribes and shouldn’t be used.

D. Peace treaties are one strategy that can be used to prevent unwanted contact with the outside world.

3. Reread the text excerpt from #2 above and think again about the author’s points of view that you identified in your answers. Now, identify an alternate point of view expressed elsewhere in the article. Cite one piece of text evidence from the article to support this alternate point of view.

______

Activity 5 ©2018 erin cobb imlovinlit.com Nonfiction Article of the Week Informational Text 7-10 Uncontacted! The Hidden Peoples of Brazil Skill: Analyze Point of View & Purpose B. Analyze Author’s Purpose Answer each question or provide the correct information in the graphic organizers.

4. The author’s main purpose in the article is to ______. a. persuade b. entertain c. inform d. explain 5. What is the author’s purpose for including the map on the second page of the article?

______The author included the map on the second page of the article in order to show the reader______the approximate locations of uncontacted tribes in South America. This visual aid______helps the reader understand how these tribes are scattered around the northern half______of the continent.

6. What is the author’s purpose for including the photograph on the second page of the article?

______The author included the photograph on the second page of the article in order to ______show the reader how one uncontacted tribe lives. The photograph shows dwellings ______that belong to one tribe set up in a circular pattern with dense rainforest ______surrounding them.

7. What do you think the author wants you to know about uncontacted peoples after reading the article? Keep your response to one or two points. Include text evidence in your response.

______The author wants the reader to know that making contact with uncontacted ______tribes can be dangerous, as they can contract viruses from the outside world ______that their immune systems cannot fight off. The author is also concerned that ______these tribes are at risk from illegal loggers and drug traffickers. The author says, ______“Unless governments get more involved, these uncontacted peoples will become ______victims of violence or lose their land, and thus their way of life will become extinct. ______In order to protect uncontacted peoples, clearer protection strategies will need to ______be put in place.” ______

Activity 5 ©2018 erin cobb imlovinlit.com Nonfiction Article of the Week Informational Text 7-10 Uncontacted! The Hidden Peoples of Brazil Skill: Integrate Multiple Sources Integrate Information View the video clip, “BBC Uncontacted Amazon Tribe First ever aerial footage” and answer these questions. You may need to view the video more than once.

1. What information about how this uncontacted tribe lives is discovered through the captured film and images? Make a bulleted list.

2. Uncontacted tribes are at risk from ______and ______.

3. What is the point of view of Jose Carlos Morales in regards to collecting images of these uncontacted tribes? Identify two opinions, and explain each using details from the video. ______