Exploring Antarctica by Lisa Benjamin Fountas-Pinnell Level P Narrative Nonfiction Selection Summary in 1911, Two Teams of Explorers Set out to Reach the South Pole

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LESSON 21 TEACHER’S GUIDE Exploring Antarctica by Lisa Benjamin Fountas-Pinnell Level P Narrative Nonfiction Selection Summary In 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 Number of Words: 745 to explore Antarctica. Disaster struck, but Shackleton saved his team. 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 • Clear, straightforward language Literary Features • 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.

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2_304724_OL_LRTG_L21_ExploringAntarctica.indd 1 11/4/09 5:50:26 PM Exploring Antarctica by Lisa Benjamin Build Background Help 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 Text Guide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary. Here are some suggestions: Page 2: 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.

Target Vocabulary

ﬁ nally – happening in the end, otherwise – when a situation will waterproof – not letting water p. 2 be different if something does pass through, p. 10 junior – a person or animal not happen, p. 9 webbed – having skin connecting younger than others in a slippery – smooth, wet, or the toes or ﬁ ngers, p. 4 group, p. 8 greasy, p. 6 whistle – a sharp, high sound steer – to control the way made by blowing air, p. 5 something moves, p. 9

Grade 2 2 Lesson 21: Exploring Antarctica © Houghton Mifflin Harcourt Publishing Company

22_304724_OL_LRTG_L21_ExploringAntarctica.indd_304724_OL_LRTG_L21_ExploringAntarctica.indd 2 77/30/09/30/09 110:05:400:05:40 AAMM Read Have 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 Text Personal Response Invite 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 Thinking As 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 • Explorers will face great dangers • The section headings give a continent of Antarctica and is and even the threat of death to good idea about the information harder to reach than the North reach their goals. that will be provided. Pole. • For some people, being the ﬁ rst • The historical photos bring the • In 1911, two teams set out to to reach a faraway place is a past events to life. reach the South Pole. challenge. • The timeline makes it easy to • Both Roald Amundsen and understand when events took Robert Scott reached the South place. Pole, but Amundsen got there • The author’s attitude towards ﬁ rst. Antarctic exploration is positive. • Ernest Shackleton’s attempt to reach the South Pole ended when his ship was stuck in ice.

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/. Grade 2 3 Lesson 21: Exploring Antarctica © Houghton Mifflin Harcourt Publishing Company

2_304724_OL_LRTG_L21_ExploringAntarctica.indd 3 11/4/09 5:50:34 PM Writing about Reading

Critical Thinking Have children complete the Critical Thinking questions on BLM 21.8.

Responding Have 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 Skill Main Ideas and Details 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 Skill Have children ﬁ nd more details in the book to add to the chart.

Writing Prompt: Thinking Beyond the Text Have 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?

Grade 2 4 Lesson 21: Exploring Antarctica © Houghton Mifflin Harcourt Publishing Company

2_304724_OL_LRTG_L21_ExploringAntarctica.indd 4 11/4/09 5:50:41 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 assistance as needed with content words that may be unfamiliar such as continent, surrounding, blizzards, stormy, hopeless, courage, and station.

Oral Language Development Check 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 Speaker 1: Where is the South Pole? Speaker 1: What event ended this book want to go? Shackleton’s attempt to reach the Speaker 2: The South Pole is in the South Pole? Speaker 2: to the South Pole center of Antarctica. Speaker 2: His ship was trapped Speaker 1: Who were the fi rst explorers Speaker 1: Why is the South Pole so in ice, and the crew abandoned to get to the South Pole? hard to get to? it. Speaker 2: Amundsen and Scott Speaker 2: The seas are dangerous. Speaker 1: What made Speaker 1: Who got there fi rst? Shackleton‘s journey both a failure and a success? Speaker 2: Amundsen Speaker 2: He never reached the South Pole, but he saved all the members of his team.

Lesson 21 BLACKLINE MASTER 21.8 Name Date

Exploring Antarctica Think About It Think About It

Read and answer the questions. 1. When did Robert Scott reach the South Pole?

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2. How do you think Robert Scott felt when he reached the South Pole?

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3. How might the way Roald Amundsen used sleds have helped him beat Robert Scott?

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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. Read directions to children. Think About It Grade 2, Unit 5: Changes, Changes Everywhere ¥)PVHIUPO.JGGMJO)BSDPVSU1VCMJTIJOH$PNQBOZ"MMSJHIUTSFTFSWFE

22_304724_OL_LRTG_L21_ExploringAntarctica.indd_304724_OL_LRTG_L21_ExploringAntarctica.indd 5 77/30/09/30/09 110:05:420:05:42 AAMM Name Date Exploring Antarctica

Thinking 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.

22_304724_OL_LRTG_L21_ExploringAntarctica.indd_304724_OL_LRTG_L21_ExploringAntarctica.indd 6 77/30/09/30/09 110:05:440:05:44 AAMM Lesson 21 BLACKLINE MASTER 21.8 Name Date

Exploring Antarctica Think About It Think About It

Read 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?

Write your answer in your Reader’s Notebook.

22_304724_OL_LRTG_L21_ExploringAntarctica.indd_304724_OL_LRTG_L21_ExploringAntarctica.indd 7 77/30/09/30/09 110:05:450:05:45 AAMM 2_304724_OL_LRTG_L21_ExploringAntarctica.indd 8 Exploring Antarctica• Student 3 2 Grade 2 Grade ©Publishing Harcourt Houghton Mifflin Company page Omission sentence, orphrase Repeated word, Read wordcorrectly Behavior Comments: the continentofAntarctica. North Pole.TheSouthPoleisinthecenterof The SouthPolewashardertoreachthanthe Pole thebottomofEarth. to theSouthPole.Somepeoplecall This madeotherexplorersthinkaboutgoing to “thetopofEarth.” place. Ittookalongtime,butfinallytheymadeit They wantedtobethefirstseethisfamous In 1909,explorerstraveledtotheNorthPole. explorer eversaweitherplace. longtime,no cold partsoftheEarth.Foravery The NorthPoleandtheSoutharevery cat — cat ® cat ✓ Code Selection Text 1 0 0 Error L E V E L Date 8

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Self-Corrections Corrections Total Self- 0 1 1 1 Error

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