teacher’s supplement - cloud object storage | store ... clubs: form small reading groups of...

Muse: No Fooling © March 2016

(Don’t) Fly Me to the Moon . . . . . . . . . . . .10 Expository Nonfiction 1010L

Not Actual Size . . . . . . . . . . . . . . . . . . . . 16 Expository Nonfiction 1070L

Rooked . . . . . . . . . . . . . . . . . . . . . . . . . .20 Expository Nonfiction 790L

What Killed the Dinosaurs? . . . . . . . . . . . .26 Expository Nonfiction 1040L

What’s So Funny? . . . . . . . . . . . . . . . . . 40 Expository Nonfiction 810L

ARTICLESMAGAZINE

Teacher’s Supplement


Contents

OVERVIEW

In this magazine, readers will learn how difficult it is for humans to distinguish between truth and deception. Muse: No Fooling includes

information about the ‘no-moony’ conspiracy theorists, the historical significance of caricatures, and the compelling story of Turk, “android” chess master from the 19th century. Readers are invited to dissect various extinction theories, as well as study the science of laughter.

1

ESSENTIAL QUESTION:

Are the advancements in technology and the availability of information making it easier or more difficult for humans to discern the truth?

Using This Guide . . . . . . . . . . . . . .2

Common Core: Reading, Speaking

& Listening, and Writing . . . . . . . . .3

Article Pages . . . . . . . . . . . . . . . .4

Cross-Text Connections

with Multiple Articles . . . . . . . . . . .9

Mini-Unit . . . . . . . . . . . . . . . . . 10

Printables . . . . . . . . . . . . . . . . . 13

Glossary . . . . . . . . . . . . . . . . . 15

Online Resources . . . . . . . . . . . . 17

Teacher’s Guide for Muse:No Fooling

2 Muse: No Fooling © March 2016

Using This Guide

We invite you to use this magazine as a flexible teaching tool that is ideal for interdisciplinary learning of social studies and science content and core literacy concepts . Find practical advice for teaching individual articles or utilize a mini-unit that helps your students make cross-text connections as they integrate ideas and information .

READ MULTIPLE ARTICLES PAGES 4 – 8

Each article in this magazine is well-suited for teaching Common Core literacy concepts and content area knowledge .

For each individual article page in this guide, you’ll find the following:

Prepare to ReadCCSS.SpeakListen.1, 2, 4

Common Core Connections to teach reading and writing standards

CCSS.Writing.1, 2, 3 & 6

Content ConceptsNext Generation Science Standards

TEACH A MINI-UNIT PAGES 10 – 12

Magazine articles can be easily grouped to make cross-text

connections and comparisons . Our Common Core mini-unit

guides students to read and discuss multiple articles and

integrate ideas and information (CCSS .ReadingInfoText .9) .

Discussing multiple articles (CCSS .SpeakListen .1, 2, 4) prepares

students to write informational texts to share and publish in a

variety of ways (CCSS .Writing .2) .

Key Vocabulary CCSS.Read.4

ARTICLES

SCIENCE CONTENT

CORE LITERACY

Close Reading QuestionsCCSS.Reading.1-10

Essential Question


READINGCore literacy concepts, such as the ones found in the Common Core State Standards, help students access social studies

and science content . Integration of both literacy thinking and content study offers students a great way to become experts

in reading informational text and literature for content knowledge . This guide provides questions to cover many core literacy

concepts .

Common Core Reading, Speaking & Listening, and Writing

Draw Inferences (CCSS.InfoText.1) Summarize (CCSS.InfoText.2) Describe Relationships (CCSS.InfoText.3) Determine Word Meaning (CCSS.InfoText.4) Analyze Text Structure (CCSS.InfoText.5) Understand Author’s Point of View (CCSS.InfoText.6)Interpret Visual Information (CCSS.InfoText.7) Explain Reasons and Evidence (CCSS.InfoText.8)

DISCUSSION OPTIONS—IN CLASS OR ONLINE

Article Clubs: Form small reading groups of students reading the same article . Have students discuss the content, share ideas, and critically evaluate the text .

Jigsaw Clubs: Form small reading groups of students reading different articles . Invite students to share information and resources with each other .

Whole Class: Launch with an essential question . Encourage students to find and share evidence from different articles to build a greater understanding of the question .

SPEAKING AND LISTENINGUse the articles in this magazine to spark meaningful discussions in person and online . Encourage deeper discussions where

students can become topic experts (CCSS.SpeakListen.1, 2, 4).

FOCUS STANDARD: CCSS.InfoText.9: Integrate Ideas and InformationHave students read multiple articles on the same topic from this magazine to build knowledge and make cross-text comparisons .

WRITINGUse the articles in this magazine to prompt informative/explanatory writing (CCSS.Writing.2). Have students use evidence

from the texts to share information about social studies, language arts, or science content in the articles . See the Mini-

Unit section of this guide (pgs . 10 – 12) as well as the Article Pages (pgs . 4 - 8) for ways to incorporate writing into your

instruction .


ARTICLE: (Don’t) Fly Me to the MoonMagazine pages 10 - 14, Expository Nonfiction

KEY VOCABULARYcomponent (p. 11) an important

piece of something

debunk (p. 13) to show that

something is not true (such as a belief

or theory)

module (p. 11) part of a space

vehicle that can work alone

transmission (p. 14) message or

information that is sent by electrical

signals

COMMON CORE CONNECTIONS

Describe Relationships CCSS Info Text 1

Describe the relationship between conspiracy theories and reality . Compare and

contrast .

Explain Reasons and Evidence CCSS Info Text 8

Using specific excerpts from the text, explain why no-moony theorists doubt the

1969 moon landing .

Opinion Writing CCSS Writing 1 & 6

Is it reasonable to believe that the 1969 moon landing may have been a hoax?

Support your answer .

CLOSE READING QUESTIONS

• What specific factors have caused the no-moony theorists to claim that the

moon landing was a NASA hoax?

• Use information from the article to explain why it is so important that scientists

attempt to debunk these myths .

• How does the author explain that we believe what we believe – even when it’s

wrong?

PREPARE TO READ

Build background by asking the class when they’ve heard the term

“conspiracy theory .” Speculate on why such theories might arise . Acquaint

the students with the 1969 moon landing and pose the question, “Why

might this amazing feat have been considered ‘too good to be true’ by some

citizens?”

Lexi

le S

core

: 10

10Have you ever considered that the facts you know to be true

may be based on historical lies? The “no-moony” conspiracy

theorists believe that the 1969 moon landing was a giant NASA

hoax . Board the Apollo 11 and decide for yourself!

SCIENCE CONCEPTScientific knowledge is the result of a

great deal of debate and confirmation

within the scientific community .

CROSS-CURRICULAREXTENSIONSocial Studies

Research famous conspiracy theories

in history . Determine commonalities .

What seems to be the strongest

factors/behaviors surrounding these

theories?

ESSENTIAL QUESTIONAre the advancements in technology and the availability of information making it easier or more difficult for humans to discern the truth?


ARTICLE: Not Actual SizeMagazine pages 16 - 19, Expository Nonfiction

KEY VOCABULARYcommentary (p. 17) spoken/

written discussion expressing opinions

corruption (p. 17) dishonest/illegal

behavior, especially by a person of

power

incite (p. 17) to cause a strong

reaction

simulate (p. 18) made to look, feel,

or behave like something


Interpret Visual Information CCSS Info Text 7

Examine the graphic features within the article and describe how they enhance

your reading experience .

Author’s Point of View CCSS Info Text 6

What is the author’s point of view regarding the use of caricatures in politics?

Locate the passages that give you this information .

Summarize Main Ideas CCSS Info Text 2

What is the main idea of this article? Summarize the information in a single

paragraph .


• In what ways can a caricature be a powerful tool? Share examples from the

article .

• How does the author’s use of various expressions in creating subtitles

contribute to the tone of the article?

• How are the photographs in this article helpful in explaining content to the

reader?

PREPARE TO READ

Present the basic criteria for creating caricatures . Have students choose

names of well-known personalities out of a hat and sketch a caricature . Ask

them to present their drawing and allow others to guess the person’s identity .

Lexi

le S

core

: 10

70 Caricatures are drawings that purposely exaggerate specific

features or characteristics of the subject . This article discusses

the historical dimensions of caricatures and the famous artists

who appreciated this art form . Look beyond the entertainment

value of these funny faces and learn some practical uses for

this creative technique .

SCIENCE CONCEPTHumans rely on facial features to

identify one individual from another .

CROSS-CURRICULAREXTENSIONSocial Studies

Study the use of cartoons in politics

and social commentary . Find actual

examples and discuss their efficiency

as a tool of expression .




Describe Relationships CCSS Reading 3

Describe the relationship between the two different applications for genetic

editing, as discussed on page 11 of the article .

Draw Inferences CCSS Info Text 1

Using specific excerpts from the text for key information, draw your own

conclusion regarding the future of gene manipulation .

Opinion Writing CCSS Writing 1 & 6

Is it important to continue to support this type of gene research? Support your

answer .

ARTICLE: RookedMagazine pages 20 - 22, Expository Nonfiction

KEY VOCABULARYconfirm (p. 22) to state/show that

something is true or correct

deliberately (p. 21) in a way that

was meant or intended

innovator (p. 22) someone who

suggests new ideas

manipulating (p. 21) to move or

control


• What devices does the author use to create a mood of mystery in this article?

• Locate specific sentences that caused you to become suspicious of the

magnificent Turk .

• Highlight sections of text that combine science and history .

PREPARE TO READ

Instruct the children to make a list of their favorite mechanical marvels, from

the bicycle to the computer . Have them work in small groups to speculate

how one invention may build upon another .

Lexi

le S

core

: 790

Travel back in time and witness Ben Franklin, Napoleon and

Edgar Allen Poe playing chess against a robot . Could your

favorite modern device have been inspired by a humanoid

machine that bedazzled onlookers hundreds of years ago?

SCIENCE CONCEPTScientific knowledge may change when

new evidence or new interpretations

are encountered .

CROSS-CURRICULAREXTENSIONInventions in Science

Research inventions from the past

100 years . How are most of the

inventions simply improvements

upon formerly created devices?



ARTICLE: What Killed the Dinosaurs?Magazine pages 26 - 31, Expository Nonfiction

KEY VOCABULARYaccessible (p. 29) able to be

reached or approached

compelling (p. 30) very interesting

evident (p. 31) clear and obvious

renowned (p. 28) known/admired

by many people for a special quality or

achievement

skeptical (p. 30) having or

expressing doubt about something


Discuss Relationships CCSS Info Text 3

Examine the relationships between the various theories surrounding dinosaur

extinction . Where do the similarities and differences lie?

Interpret Visual Information CCSS Info Text 7

The author uses pictures/photographs and a timeline to support his writing . How

would the article be lacking if these features were not included?

Research Based Writing CCSS Writing 2 & 6

Learn more about the various theories of dinosaur extinction . Choose the theory

that you think is most logical and find evidence you feel best supports your

beliefs .


• How does the article “What Killed the Dinosaurs?” relate to the essential

question? Find examples in the article .

• Describe the similarities and differences of the theories discussed in this article .

• Locate the specific sentences in the article that depict the controversy over

what really killed the dinosaurs .

PREPARE TO READ

Prior to reading the article, ask the class to write a quick paragraph stating

what they believe caused the dinosaurs to become extinct . Bullet their ideas

on the board and notice how many different views are present . Refer back to

the chart post-reading and add the new insights to the list .

Lexi

le S

core

: 10

40

This article delves into the various theories surrounding the

extinction of dinosaurs . Scientists present evidence that

support many possible scenarios . Which theory do you think is

most plausible?

SCIENCE CONCEPTThe inability of a species to adapt

within a changing environment may

contribute to the extinction of that

species .

CROSS-CURRICULAREXTENSIONCareers in Science

Explore a day in the life of a

paleontologist . What kind of work do

they perform and why is their work

so important? .



ARTICLE: What’s So Funny?Magazine pages 40 - 44, Expository Nonfiction

KEY VOCABULARYcue (p. 41) a sign that tells a person

to do something

foster (p. 44) to help something

grow or develop

intention (p. 42) an aim or purpose

reference (p. 41) the act of looking

at or in something for information


Narrative Writing CCSS Writing 3 & 6

Write a fictional or non-fictional story using the literary element of humor . Your

aim is to induce laughter/amusement in the reader .

Discuss Relationships CCSS Info Text 3

Examine the relationship between intellectual and physical development and

humor . Explain the correlation .

Expository Writing CCSS Writing 2, 6 & 7

The article includes a section about bullying . Explain the difference between

joking and bullying . Use examples to show the difference .


• Why does the author state that “humor is more than great fun”?

• Explain the difference between a “joke” and a “mistake” using research from

the text .

• How does the author’s writing style generate an interest in the material?

PREPARE TO READ

Gather the class and ask for volunteers to tell a joke or a funny story . After

a sufficient amount of sharing, pose the question, “What makes something

humorous?” List the responses and identify common threads .

Lexi

le S

core

: 810

“Knock, knock!” “Who’s there?”

This article provides scientific evidence that supports the

idea that infants develop a sense of humor within the first few

months of life . Examine the social and psychological aspects of

humor and laughter .

SCIENCE CONCEPTThe continuity of life is sustained

through reproduction and

development .

CROSS-CURRICULAREXTENSIONChild Development

Research the developmental stages

of children under 5 years old .

Create a simple timeline depicting

the physical and psychological

progression .



COMPARE ARTICLES

COMPARING TEXTS

SYNTHESIZE: Guide students to compare articles they read . Help students find the connections between pieces of information in multiple texts . Use prompts, such as the following examples, to have students work together to Integrate Ideas and Information (CCSS.Reading.9) .

• The articles “(Don’t) Fly Me to the Moon” and “Rooked” both address the topics of possible hoaxes . The tone of each of these articles elicits a very different response from the reader . What factors contribute to the varying reactions?

• Many of these articles mention deceptions of some nature . Reread the articles to generate a list of common conditions where people can be fooled . Can you determine why it can be very difficult, or conversely, extremely simple to deceive people based on the criteria of the situation?

• Review the articles “Not Actual Size” and “What’s So Funny?” to find how a sense of humor is shown to be associated with learning .

• Reread the feature articles and highlight sections that contain historical, as well as scientific data . Examine the interconnectedness of History and the Sciences . List the reasons that this information overlaps . Additionally, are there other fields of study represented in this issue of Muse?

• Refer to two or more of the articles that illustrate how an increase in knowledge alters our perception of reality . How does this increase affect our sense of humor, as well as our ability to discern the truth?

CROSS-TEXT CONNECTIONS WITH MULTIPLE ARTICLES



This mini-unit is designed as a flexible teaching tool that can be taught in any order . It lends itself well to the articles mentioned within or you may choose to substitute your own selection of articles . It would be beneficial to gauge the interest level of your students when determining your focus .

ENGAGE: Engage the students in the topic of exploring the role of humor and truth in society. Have students page through the magazine looking at photographs and reading article titles to spark a readiness to read. Discuss the interconnectedness of truth and deception. Create a concept web to display prior knowledge.

EXPLORATORY LEARNING - FLEXIBLE MINI-UNIT DESIGN

ORGAN TRANSPLANTS

Share the essential question:Are the advancements in technology and the availability of information

making it easier or more difficult for humans to discern the truth?

MINI-UNIT


100 YEARS OF

ENGAGE READ AND COMPARE

APPLY

10

“No Fooling”

Humorand Being Fooled

DisciplinesArt, History and

Science

TheoriesConspiracy or Not?


CHOOSE A PURPOSE FOR READINGCLOSE READ: CCSS Reading Info Text 1 Mark the text, noting important details and highlighting what interests, surprises, or confuses you .

UNDERSTAND MAIN IDEAS TO DEVELOP EXPERTISE: CCSS Reading Info Text 2 Record the main ideas in a second article . Note how these main ideas build on the main ideas from the focus article . How is your topic knowledge growing?

REVIEW GRAPHIC FEATURES: CCSS Reading Info Text 7 Examine graphic features within this issue and describe how the images, charts, and photographs enhance your understanding of the content .

READ AND COMPARE ARTICLES: Begin with a focus article as a base for building content knowledge and model how to work through the text.

1) READ ALOUD: Use “(Don’t) Fly Me to the Moon” (pgs . 10 – 14) as a focus article, or choose a different article that works well for your teaching goals . Share the article summary on page 4 of this guide . Students can read their own copies of the article and use sticky notes to mark places they find interesting or have questions about .

2) DISCUSS THE ARTICLE: After reading, guide students to talk about the article . See the Article Pages for Close Reading Questions to enhance the material .

3) READ NEW ARTICLES: Help students choose additional articles to read based on their inquiry questions or what they find interesting . Refer to the Article Pages for summaries of each article within Muse: No Fooling.

4) COMPARE ARTICLES: After students have read multiple articles, guide them to make cross-text connections . Refer to page 9 to Compare Articles using prompts that help students integrate ideas and information .


MINI-UNIT (cont .)

11


APPLY: HUMOR IN OUR PRIVATE AND PUBLIC WORLDS

Focus on the essential question: “Are the advancements in technology and the availability of information making it easier or more difficult for humans to discern the truth?” Divide the class into different groups to discuss and study different facets of this question. Use the activities below to further immerse your students in the material presented in this issue of Muse.


MINI-UNIT (cont .)

• Group One: Focusing on the feature articles from Muse: No Fooling, invite students to become “Word Detectives .” Using the Word Detectives organizer from the Printables section of this guide along with the glossary in this issue, have the students search the articles for the vocabulary words . After they complete a page for each word, bind the pages and instruct the students to create a cover for their work . This group project should be neat and available to the class .

• Group Two: Reread the article “Not Actual Size” and study the methods for creating a caricature . Depending on your classroom materials, have the group use photographs from the computer or pencil and paper to create caricatures of themselves . As a secondary art activity, have the group create caricatures of relevant political figures of our time . Discuss how differing opinions of a person can greatly impact the tone of the caricature . Why are caricatures so appealing to the masses as a social and political commentary?

• Group Three: Using the Concept Chart from the Printables section of this guide, demonstrate how reading multiple articles in this issue of Muse developed your understanding of the essential question posed to the readers . After completing the graphic organizer with your group, convert the information into essay form . Be prepared to share your informational journey with your classmates . Why is it beneficial to read several articles with varying focuses on the same topic? How does it help to expand your general knowledge of the subject matter?

12


NAME: _________________________


Mini-Unit Graphic Organizer

Word Detectives

A picture that will remind me what this word means to me:

My Own Definition:

My Own Sentence:Context Clue:

Part of Speech:WORD:

Context Clue:

Sentence where I found the word:Detective’s Name:


ANALYZE GRAPHIC FEATURES

GRAPHIC FEATURE HOW THIS FEATURE HELPED YOUR UNDERSTANDING

PAGELOCATION

NAME: _________________________



CONCEPT CHART

ESSENTIAL QUESTION OR INQUIRY QUESTION:

ARTICLE 1: ARTICLE 2: ARTICLE 3:

Show how reading multiple articles developed your understanding of the essential question or your own inquiry question.

NAME: _________________________



accessible able to be reached or approached

Stevns Klint is a fossil-rich cliff in Denmark where the K-Pg boundary is visible and accessible. (p. 29)

commentary spoken/written discussion expressing opinions

In the nineteenth century, caricatures took on politics and social commentary. (p. 17)

compelling very interesting

One compelling explanation involved volcanic activity in a region in India known as the Deccan Traps. (p. 30)

component an important piece of something

At NASA facilities around the country, scientists and engineers are busily making all the complicated components for a manned mission to Mars. (p. 11)

confirm to state/show that something is true or correct

After the Turk was destroyed by fire in 1854, its final owner confirmed Poe’s theory. (p. 22)

corruption dishonest/illegal behaviors especially by a person of power

Often known as the Father of the American Cartoon, Thomas Nast used caricature to critique slavery and political corruption. (p. 17)

cue a sign that tells a person to do something

Sometimes the adult gave a cue that the action was meant to be funny, such as laughing or giggling afterward. (p. 41)

debunk to show that something is not true (such as a belief or theory)

The current letter cites the work of just a few of the many scientists who have debunked the Moon Hoax myth. (p. 13)

deliberate in a way that was meant or intended

During his match against the Turk, Napoleon deliberately made an illegal move. (p. 21)

evident clear and obvious

When his analysis showed that 79 percent of the plants that were evident in the rock below the boundary clay layer were gone in the rock above, he changed his mind. (p. 31)

foster to help something grow or develop

Discussions like that foster thinking and learning skills, says Gattis. (p. 44)

incite to cause a strong reaction

Caricatures incite a giggle or a blush, but the funny faces have a rich history. (p. 17)

innovator someone who suggests new ideas

These innovators knew the Turk wasn’t ‘real’. (p. 22)

intention an aim or purpose

“We’re attributing intentions to other people all the time,” says Merideth Gattis. (p. 42)

manipulate to move or control

Turk moved his own chess piece, manipulating his jointed arms and wooden fingers across the board with remarkable skill. (p. 21).

module part of a space vehicle that can work alone

Four days later, Armstrong and Aldrin arrived, via lunar module, at a crater of the moon called the Sea of Tranquility. (p. 11)

reference the act of looking at or in something for information

“And then we use it as a frame of reference,” Mirault says. (p. 41)

renowned known/admired by many people for a special quality or achievement

Alvarez, a professor of Earth and Planetary Science at UCB, showed the rock to his father, renowned physicist Luis Alvarez. (p. 28)

simulate made to look, feel, or behave like something

In their experiment, they simulated AMD vision by showing blurry faces to the test subjects. (p. 18)

skeptical having or expressing doubt about something

However, most of the scientific community was skeptical. (p. 30)

Glossary


Glossarytransmission message or information that is sent by electrical signals

While waiting for the transmission to come through, he wandered out of his house, into the dark. (p. 14)


“(Don’t) Fly Me to the Moon”

• http://www.scientificamerican.com/article/moon-landing-faked-why-people-believe-conspiracy-theories

• http://news.nationalgeographic.com/news/2009/07/photogalleries/apollo-moon-landing-hoax-pictures/

These interesting articles discuss the characteristics of conspiracy theories, as well as give specific information about the no-moony theory surrounding the 1969 moon landing .

“Not Actual Size”

• http://www.aboutfacesentertainment.com/pages/caricature-history.html• http://www.learn-to-draw.com/caricature/default.shtml

Learn the history of caricatures and view detailed instructions on how to draw your own specialized cartoon creations .

“Rooked”

• http://www.uh.edu/engines/epi2765.htm

An informative article and excellent pictures detailing the magnificent Turk .

“What Killed the Dinosaurs”

• http://www.neok12.com/video/Prehistoric-Animals/zX7c0f045e65504e6e56415d.htm

• http://www.neok12.com/video/Prehistoric-Animals/zX060c4178075b5f7f7e6663.htm

Interesting videos pondering the ancient questions surrounding dinosaurs .

“What’s So Funny”

• http://www.laughterremedy.com/articles/child_development.html

Explore the emotional, intellectual, and social benefits of laughter .

Online Resources

http://www.scientificamerican.com/article/moon-landing-faked-why-people-believe-conspiracy-theories

http://www.scientificamerican.com/article/moon-landing-faked-why-people-believe-conspiracy-theories

http://news.nationalgeographic.com/news/2009/07/photogalleries/apollo-moon-landing-hoax-pictures/

http://news.nationalgeographic.com/news/2009/07/photogalleries/apollo-moon-landing-hoax-pictures/

http://www.aboutfacesentertainment.com/pages/caricature-history.html

http://www.learn-to-draw.com/caricature/default.shtml

http://www.uh.edu/engines/epi2765.htm

http://www.neok12.com/video/Prehistoric-Animals/zX7c0f045e65504e6e56415d.htm

http://www.neok12.com/video/Prehistoric-Animals/zX7c0f045e65504e6e56415d.htm

http://www.neok12.com/video/Prehistoric-Animals/zX060c4178075b5f7f7e6663.htm

http://www.neok12.com/video/Prehistoric-Animals/zX060c4178075b5f7f7e6663.htm

http://www.laughterremedy.com/articles/child_development.html

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