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3.4.3 A Gem of a Tale! GENERALIZE PRIOR KNOWLEDGE SUMMARY A Gem of a Tale! describes the R EAD TH E BOO K 12 gemstones that serve as traditional SET PURPOSE Use the Prior Knowledge activity birthstones. This nonfiction reader includes to guide students to set a purpose for read- pictures of each gem, descriptions of its ing. Remind students to think about what qualities, and details about where the gem is they would like to know about gems and birth- found in the world. stones. Then have them choose what they LESSON VOCABULARY would most like to learn, and invite them to birthstone brilliant crystal read to find out more about this topic. flaws minerals mined STRATEGY SUPPORT: PRIOR KNOWLEDGE To help quartz rockhounds transparent students activate prior knowledge, have each student create a KWLS chart with the head- INTRO D UCE TH E BOO K ings, What I Know, What I Would Like to Know, Discuss with What I Learned, and What I Still Want to INTRODUCE THE TITLE AND AUTHOR students the title and the author of A Gem Know. Students can use the ideas from the of a Tale! Ask students if they recognize the concept web about gems to fill in the Know stone in the cover photograph. (diamond) column together. Then ask students to fill in Point out the content triangle, and talk about the second column with the facts they would why a book featuring diamonds would relate to like to learn about gems and birthstones. Tell science. students to complete the last two columns of the chart when they have finished reading the BUILD BACKGROUND Put the word gem at the selection. center of a content web. Invite students to suggest all the words that come to mind when COMPREHENSION QUESTIONS they think of the word gem. Suggest that they PAGE 4 What is the effect of cutting and pol- think not only about the finished product, but ishing gemstones? (makes them sparkle and where gems come from. Then tell students shine) that the selection they are about to read will Make a generalization about where describe some well-known gems. PAGES 6–7 gemstones are found. (Possible response: PREVIEW/USE TEXT FEATURES Have students Many gemstones are found in the southern part look through the pictures, charts, and map in of Africa.) the book. Ask what students expect to learn What prior knowledge helped you from the book about gems. (information about PAGE 11 the twelve birthstones that belong to each understand the information on this page? month, where the birthstones are found, how (Possible response: I know what a diamond they are formed) looks like, so I could imagine how hard it is.) Invite ELL students to talk about gems PAGE 14 Why do you think there is a picture that are found in their home countries or are of the British Crown Jewels on this page? important to their families’ cultures. Have vol- (Possible response: The page is about rubies, unteers describe the gems and why they are so there are probably rubies in the Crown considered special or valuable to their families Jewels.) and friends. PAGE 19 What generalization does the author make on this page? (Most of the blue topaz that we see today has been treated with light.) 80 A Gem of a Tale!
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R EVISIT TH E BOO K Skill Work READER RESPONSE 1. Yes, even though there are some places in TEACH/REVIEW VOCABULARY the world where gemstones are not found, it Read through the Glossary with students. is true that they are found in many places. Have each student find a picture of his or 2. Possible responses: I knew that a diamond her birthstone in the reader. Ask students to is the hardest stone. I wanted to know more use the pictures and the vocabulary words about my birthstone, amethyst. I learned to write paragraphs describing their stones. that my birthstone is in the British Crown Jewels. TARGET SKILL AND STRATEGY 3. Possible responses: My grandmother wore GENERALIZE Remind students that some- her stunning birthstone ring to the opera. times authors make a general statement The rockhound searched for shiny, green about several ideas or things in a book. emeralds in North Carolina. This statement, called a generalization, can 4. Africa and Asia tell how the ideas or things are all alike or mostly alike, or how the ideas or things EXTEND UNDERSTANDING are mostly different. Point out that certain Have students analyze the structure of the clue words, such as all, many, most, always, sections in pages 8–19 to identify how each some, usually, seldom, few, or in general, may section is set up. Elicit that each section con- alert students to generalizations that an sists of a photograph of the gemstone, its author makes. Have students look for gen- name and related month, textual discussion of eralizations that the author makes as they the gemstone that identifies where it is found, read. and another photograph that highlights an interesting fact about the gemstone. PRIOR KNOWLEDGE Remind students that their prior knowledge is what they already RESPONSE OPTIONS know about a topic. Point out that prior VIEWING Show students images of some knowledge can help them understand gener- of the precious gems at the Smithsonian alizations that an author makes in a text or Museum of Natural History, including the Hope even help them make their own generaliza- Diamond and the British Crown jewels. Have tions. Review with students the concept web students write brief paragraphs describing about gems on the board. Have students which gems are their favorites and why. use this prior knowledge to make some gen- eralizations about gems before they read. SCIENCE CONNECTION Explain to students that ADDITIONAL SKILL INSTRUCTION geologists are people who study Review with students that the physical nature of the earth CAUSE AND EFFECT an effect is what happens and a cause is and rocks. Tell students to imagine why that event happens. To figure out the that they are geologists. Have each student cause of something, a reader may have to choose a gem described in the text, such ask questions such as “Why did this proba- as their birthstone, and find out how bly happen?” Have students think about the their gem is formed. qualities of the gems described in the book, and tell them to suggest what caused these gemstones to be assigned as birthstones. A Gem of a Tale! 81
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Name A Gem of a Tale! Generalize • A generalization is a broad statement about several ideas or things in a book. • A valid generalization is adequately supported by specific facts and by logic. Directions Read the passage below. Most gems are formed from minerals. these raw chunks of mineral become brilliant To become a gem, a mineral must gemstones. The best gemstones are often cool and harden into a solid crystal. Crystals made into jewelry. are minerals that have special shapes and Gemstones are like snowflakes. No two patterns. are exactly the same. Gemstones come in When they are first discovered and every color of the rainbow. When they are cut mined, most gems look like ordinary rocks. and polished, gemstones’ colors sparkle and They are often rough and unevenly shaped. In shine. The gemstones that sparkle and shine the hands of talented gem cutters, however, the most are worth the most money! Directions Write three generalizations the author makes about gemstones in this passage. For each generalization, write a detail from the passage that supports the generalization. 1. Generalization: 2. Supporting Detail: 3. Generalization: 4. Supporting Detail: © Pearson Education 3 5. Generalization: 6. Supporting Detail: 82
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Name A Gem of a Tale! Vocabulary Directions Use eight words from the box to complete the puzzle below. Check the Words You Know birthstone brilliant crystal flaws mined minerals quartz rockhounds transparent 1 2 3 4 5 8 6 7 Across: 2. very bright and shiny 4. defects or blemishes 5. the nickname given to people who hunt, dig, and collect rocks and gems 6. a gemstone associated with one of the twelve months of the year 7. a very hard mineral found in many different types of rock © Pearson Education 3 Down: 1. a hard, solid piece of some substance that is naturally formed of flat surfaces and angles 3. allowing light to pass through 8. dug up from under the ground 83
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