nonfiction article of the week - i'm lovin' lit › wp-content › uploads › 2019 › 07...

©2018 erin cobb imlovinlit.com

Nonfiction Article of the Week7-10 Uncontacted! The Hidden Peoples of Brazil

Table of Contents

Terms of Use 2

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

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge

Activity 1: Basic Comprehension Quiz/Check – Multiple Choice*

Activity 2: Basic Comprehension Quiz/Check – Open-Ended Questions*

Activity 3: Text Evidence Activity w/Annotation Guide for Article**

Activity 4: Text Evidence Activity w/Answer Bank**

Activity 5: Skill Focus – Analyze Purpose & Point of View in Nonfiction ***

Activity 6: Integrate Sources – Video Clip & Questions**

Activity 7: Skills Test Regular w/Key**

Activity 8: Skills Test *Modified w/Key**

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge

Activity 1: Basic Comprehension Quiz/Check – Multiple Choice*

Activity 2: Basic Comprehension Quiz/Check – Open-Ended Questions*

Activity 3: Text Evidence Activity w/Annotation Guide for Article**

Activity 4: Text Evidence Activity w/Answer Bank**

Activity 5: Skill Focus – Analyze Purpose & Point of View in Nonfiction ***

Activity 6: Integrate Sources – Video Clip & Questions**

Activity 7: Skills Test Regular w/Key**

Activity 8: Skills Test *Modified w/Key**

ELAR.5(F)

ELAR.5(F)

ELAR.5(F), 6(C)(E)

ELAR.5(F), 6(C)(E)

ELAR.9(A)(B)(G)

ELAR.6(B) 12(F)

ELAR.5(C)(F) 9(A)(B)(G)

ELAR.5(C)(F) 9(A)(B)(G)

RI.7.1

RI.7.1

RI.7.1

RI.7.1

RI.7.6

RI.7.9

RI.7.1, RI.7.6

RI.7.1, RI.7.6



Teacher’s Guide

Activities, Difficulty Levels, and Common Core Alignment

Activities, Difficulty Levels, and TEKS Alignment



Teacher’s Guide

Instructions for Google Classroom Digital ComponentsAll student activities are available in digital format compatible with Google Classroom. They are available in two formats: Google Slides and Google Forms.

Google SlidesFirst, 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 FormsI 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.



Teacher’s Guide

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

Option A: Quickie UnitSimply complete all lesson activities in order OR pickand choose the activities you want to complete in order.

Time Needed: 2-3 fifty-minute class periodsPros: 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 ModelUse as a class starter or specific routine in yourclassroom everyday at the same time.

Time Needed: 15-20 minutes/day, 5 days/weekPros: 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.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 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 activityTuesday: Text evidence activityWednesday: Skills focus activity (based on one key skill for each article)Thursday: Integrate information (other sources)Friday: Assessment

Monday

Tuesday

Wednesday

Thursday

Friday



Teacher’s Guide

WalkthroughI 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.

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 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 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.

Article Modified Article

Activity 1

Activity 2



Teacher’s Guide

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 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 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 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 integrate information from multiple sources.

• Video clip on youtube: https://youtu.be/AKB46PTBJlA

• Backup: https://goo.gl/qs49zn

Activity 3

Activity 3

Activity 4

Activity 5

Activity 6



Teacher’s Guide

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?!

• 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.

• Activity 7 is the regular assessment.• 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).

• 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)

Google Forms assessments always included!

Activity 7

Activity 8


these tribes. However, the tribes are still under threat. Mining and logging often approaches their communities.

In 2014, the government of Brazil released a report stating that seven members from an uncontacted tribe had emerged from the forest 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.

Should We, or Shouldn’t We?

The swimming pool debate: Should Californians be allowed to fill and maintain backyard pools during a drought?

Rainforest, which is massive and dense. It is easy for communities to remain isolated and avoid detection.

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-planned way. Some also say that these 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 of the world. There are also concerns about immunity to diseases.

When Brazil tried to contact communities in the 1980s, large numbers of uncontacted peoples died from diseases. Because they had never been exposed to the diseases before, their immune systems didn’t know how to fight the viruses. Because of this, Brazil no longer reaches out to

This map shows approximate locations of uncontacted tribes in South America. Source: Uncontactedtribes.org

Dwellings belonging to an uncontacted indigenous tribe in the Brazilian state of Acre, photographed in 2009.



Informational TextSkill: Text Evidence

Activity 3



Informational Text

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.

Skill: Analyze Point of View & Purpose

Activity 5

Text From Article Inferences Made About Author’s POV

1. You might wonder how we know these communities exist. Well, sometimes their villages are spotted by someone flying a plane. Also, sometimes other communities living nearby will get a glimpse of them. But typically uncontacted peoples want to stay that way. They are aware of the existence of the outside world but either do not want to make contact or are afraid to make contact. They choose to continue their traditional way of life. Some use force to defend their isolation. Communities have been spotted firing arrows at planes in warning.

A. Many uncontacted peoples see airplanes flying low to photograph them as an intrusion.

B. Most uncontacted tribes are probably trying to figure out a way to contact someone from the outside world.

C. Uncontacted tribes would benefit from modern-day technology.

D. It is no accident that many uncontacted tribes have managed to stay uncontacted.

2. 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 protect uncontacted peoples, clearer protection strategies will need to be put in place.

A. In some cases, the logging industry is a real problem for uncontacted tribes.

B. The Brazilian government should take steps to prevent uncontacted tribes from being encroached upon.

C. Google Satellite footage is an invasive way to 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.

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Informational Text

B. Analyze Author’s PurposeAnswer each question or provide the correct information in the graphic organizers.

Skill: Analyze Point of View & Purpose

Activity 5

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?

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

article?

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.

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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.

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.

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.”



Informational Text

Integrate InformationView 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.

Skill: Integrate Multiple Sources

Activity 6

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.

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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 ______________.

nonfiction article of the week - i'm lovin' lit › wp-content › uploads › 2019 › 07...

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