Phobia Factor STUDENT BOOK, Pages 61 64

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1 UNDERSTANDING READING STRATEGIES Summarizing Materials Student Book pages BLMs 2, 3, 6 Audio CD ACCESSIBILITY EASY AVERAGE CHALLENGING Phobia names are challenging, but not crucial to comprehension of the selection. VOCABULARY disrupting excessive exposure intense interacting nausea phobia reasonable unrealistic About the Selection Form: Nonfiction article Phobia Factor STUDENT BOOK, Pages Summary: This article identifies the difference between fears and phobias. Phobias are explored through definitions and connections to famous people. Outcomes S/L: Speaking and Listening R/V: Reading and Viewing W/R: Writing and Representing R/V Recognize and use various reading strategies and cueing systems in print and media texts R/V Talk and write about the various processes applied when reading or viewing R/V Make evaluations/judgments about texts and express personal points of view W/R Produce a range of writing forms Assessment for Learning: Overview Ongoing Observation Differentiated Instruction Assessment Students who understand will: identify the main idea of the whole text identify the key idea and supporting details in each paragraph ignore details that are not important replace long lists with one word or a shorter phrase create a summary of the text in their own words explain how summarizing helps the reader understand what is read If students do not understand the strategy, use Differentiated Instruction (DI) Readiness, page 15. Key Assessment Questions What is the main idea of the whole text? Select a paragraph from the text and use a graphic organizer like the one on page 64 to record the key idea and supporting details. Write a summary of the whole text. Underline a word or shorter phrase you used to replace a long list. How does summarizing help the reader understand what is read? Assessment Tools BLM 2: Speaking & Listening Tracking Sheet BLM 3: Observation Tracking Sheet BLM 6: Rubric: Summarizing NEL Phobia Factor 13

2 BEFORE Speaking & Listening Talk About It As a class, brainstorm situations when a person might feel afraid. Highlight the experiences in which the feeling of fear actually benefited the person involved. Ask students to answer the Talk About It question, What are the advantages of feeling afraid? Compile a list of their responses on chart paper. Making Predictions Scanning the Text Before students look at the article, write the names of a few possibly familiar phobias from the article on the board. Ask students what they know about phobias, then read each phobia aloud. Ask students to provide a definition for each phobia. Ask: What do the words have in common? (the word phobia is included in each word). How did you make a prediction about each phobia definition? Next, explain that the selection they will read is a nonfiction article. Allow students to scan the selection for headings and illustrations. Ask: What do you predict you will learn in this article? (what some phobias are; symptoms of phobias; people who have phobias; how phobias can be treated) Think about some ways to summarize the information in the article. What could you use to organize a summary so it is clear and concise? During Reading Phobia Factor Summarizing Use the first prompt on SB page 61 to model summarizing. Say: A title can often tell the reader the main idea of a selection. The title Phobia Factor looks frightening because the words are in a creepy font and are outlined in red. I think this selection will describe different phobias. Maybe the author s message has to do with overcoming phobias because a factor is usually one part of a whole situation. Ask partners to silently read the paragraph on SB page 61. Read the prompt aloud, then ask: What do you think is the key idea of this paragraph? (Fear can help us succeed in the world.) What are the details in the paragraph that support this key idea? (as babies, we learn to fear and avoid unsafe situations; continue to do the same as we get older; fear is a natural reaction to danger) With their partners, ask students to summarize the paragraph in one sentence, then share responses with the class. (Fear protects by helping us to avoid situations that aren t safe.) Ask pairs to silently read the next two paragraphs on SB page 62, then read the prompt aloud. Ask: 14 Nelson Literacy 7 Teacher s Resource Unit 4: Fears and Phobias NEL

3 What details in this paragraph would you include in a summary? (phobia is an excessive or unreasonable fear; phobias are not based on real threats; phobias can disrupt our daily lives) Read the next section Many Types of Phobias orally for students, then the prompt on SB page Ask: Now that I have read this long list of phobias, how could I summarize the list by using a word or phrase? (many common phobias) Ask pairs to read the rest of the article, stopping at each prompt and responding to it. Then invite students to orally share their summaries, explaining what they used to organize their summaries (headings, graphic organizer). DI readiness To support: For students who are struggling with summarizing, write a paragraph on the board about a hobby you have or had, or a sport you participate(d) in. For example: I know a lot about ballet because I used to take ballet lessons. Our teacher was very strict with her methods. She wore her hair in a tight bun. She used to make us repeat the steps until we could do them in our sleep. The ballet lessons paid off for me because I got to perform on stage with all the older dancers. Ballet dancing was hard work, but now I can watch a performance and appreciate how difficult it is for the dancers. Ask students to pick out the key idea from your paragraph and list the supporting details. Discuss why some details could be left out. Next, ask students to write a short paragraph about their own hobby or favourite sport. Arrange students in pairs or small groups to read each others paragraphs and identify the key idea and important supporting details. As a group, discuss how summarizing helped them to understand and remember the information in the paragraphs. ESL/ELL Building English vocabulary within the context of their study will not only advance English language learners ability to participate with a better understanding of concepts in this unit, but will help them retain and carry their new word knowledge to other areas of the program. Have students create a Fear and Phobia bilingual dictionary, adding words as they work through the unit. Ask students to write the entry word, and then add a sentence from the selection that shows the word (underlined) in context. They can then write a word with the same or similar meaning in their first language, along with a definition and a small diagram that depicts the meaning. To extend the entry, they can include the part of speech, the base word, the origin of the root word, and/or synonyms or antonyms for each English word. NEL Phobia Factor 15

4 After Scripts Scripts usually follow a standard format: characters names in capital letters followed by a colon, then the dialogue the characters speak; stage directions on what actions characters do, how they speak, and other things that happen at that time in parentheses. Reflecting (SB page 64) Summarizing What summarizing strategies did you use as you read this article? How did summarizing help you understand this article? (used the section headings to identify key ideas; made point form notes that identified the key idea and details of each section; made a web to record the main idea, key ideas, and important details; summarizing makes me think about the important ideas in what I read so I don t have to try and remember everything) Metacognition How does understanding your own fears affect your ability to understand the information in this article? (by understanding my own fears, I can understand that other people can have fears, too; the article tells about fears I have heard of before, but I can imagine how others might feel because I know how my fears make me feel) DI readiness To challenge: Have students find out more information about the phobia that interests them the most. Students could use the Internet and library resources to gather additional information. Have students write short paragraphs describing these phobias, to post on a phobia word wall. Speaking & Listening Discussing the Selection 1. Describe a phobia that you have heard about either from the article or your own experience. (Knowledge) 2. How would you explain how exposure therapy would work to a person suffering a phobia? Ask students to choose one of the famous people listed on SB page 63 and describe what steps exposure therapy might follow to help the person, using the example provided in the text for fear of snakes (ophidiophobia) as a model. (Application) 3. How helpful do you think this article would be to someone who has a phobia but doesn t know much about it? (it might be helpful for someone to understand that other people have the same fear; it might be helpful to know that there is therapy for the phobia that they can try). (Analysis) 4. What are the advantages of feeling afraid? Ask students to revisit their list of advantages from the Talk About It activity. Discuss if any of their points were addressed in the article and which points were left out. Ask students to discuss how they might rewrite parts of the article to include the missing information. (Synthesis) 16 Nelson Literacy 7 Teacher s Resource Unit 4: Fears and Phobias NEL

5 follow-up Activities The following literacy activities provide opportunities for students to respond to the text. You may choose specific learning tasks based on student needs or interests. Writing/Speaking & Listening Writing and Reading a Teleprompter Script Ask students to create a script based on the article for a television broadcaster to read from a teleprompter. Explain that the script must be concise and informative, so they can use their summaries to provide the broad outline of the information, and add in other details that they think will add interest to the piece. Have each student revise and edit his or her script, then read it for a small group of students as a broadcaster might read it. Viewing Media Techniques in Texts Have students revisit the text to look for media features. Ask: Why do you think the illustrator used thorny branches for the background design of this article? What other design might the illustrator have used? What is the prominent colour of the article? What does this colour symbolize? Is the colour appropriate? Why or why not? DI interest Representing: Students might wish to choose a phobia and illustrate the word for the classroom word wall. They could choose to illustrate the word itself to show its meaning or the emotions connected to the word, or they may choose to illustrate a situation showing the phobia. Language Conventions Unfamiliar Words: Pronunciation Guides 1. Write the following words and their pronunciations (from the Student Book) on the board. Underline phobia in each: agoraphobia (uh-gore-uh-fo-bee-uh) ophidiophobia (oh-fi-dee-oh-fo-bee-uh) apiphobia (APE-uh-fo-bee-uh) acrophobia (AH-kro-fo-bee-uh) aviophobia (AY-vee-oh-fo-bee-uh) 2. Have students note the word phobia at the end of each of the words, the differing beginnings, and the pronunciation guide. 3. Model the pronunciation of each word using the pronunciation and syllable cues. Point out the capitalized stressed syllables. 4. Use classroom dictionaries to review the pronunciation of words. Explain that dictionaries use different pronunciation systems, but there will be a key to show how words are pronounced. Have students locate the pronunciation key in the classroom dictionaries. 5. On the board, list other words from the selection (for example, overwhelming; therapist; productive; disrupting). Have students work with a partner to find these words in the dictionary, and pronounce them correctly. Monitor the pronunciations. NEL Phobia Factor 17

6 Assessment for Learning Criteria Checking Progress Next Steps identify the main idea of the whole text identify the key idea and supporting details in each paragraph ignore details that are not important replace long lists with one word or a shorter phrase create a summary of the text in their own words explain how summarizing helps the reader understand what is read Record individual progress on BLM 6: Rubric: Summarizing. Key Assessment Questions Students may respond to the Key Assessment Questions in writing, or orally in a conference. What is the main idea of the whole text? Select a paragraph from the text and use a graphic organizer like the one on page 64 to record the key idea and supporting details. Write a summary of the whole text. Underline a word or shorter phrase you used to replace a long list How does summarizing help the reader understand what is read? If students do not understand the strategy, use Differentiated Instruction (DI), page 15. If students need more support in summarizing, use one or more of the following selections for guided reading: My Maturity, in Flames, average, (personal anecdote) King on Fear, average challenging, (essay) Fear!..., easy average, (short story) If students understand summarizing, use one or more of the above selections as practice in independent reading. Choose one or more of these selections based on reading level, text form, or student interest. 18 Nelson Literacy 7 Teacher s Resource Unit 4: Fears and Phobias NEL