Reading peak 1 teachers guide

Reading Peak 1
Teacher's Guide

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Unit 1 |Mosquitoes
Reading Peak 1: Teacher’s Guide

Unit Objectives:
1. Students will learn about the mosquitoes and how to deal with them.
2. Students will practice scanning through a text.
3. Students will understand the meanings of new words and be able to use the words
in sentences.
4. Students will practice summarizing passages and giving opinions.
Power Vocabulary:
bite, spread, disease, female,
produce,
attract, sensor, visual,
detect,
avoid

LESSON GUIDE
Before Reading

Have the students look at the picture. What kind of animal is in the picture?
(insect, mosquito) What do they think it is doing? (eating, drinking blood)
Where is it? (on a person’s arm, on someone’s skin)
What do you think?

Have the students answer the pre-reading questions as a class, in pairs or
individually. Encourage them to answer in complete sentences.
Background Knowledge
Introduce the topic for the day and then read the Background Knowledge text
aloud for the students. Tell them to follow along in their books as you read.
Power Vocabulary
Introduce all the words in the Power Vocabulary section to the students and go
through their meanings.
Extra Idea (optional): Scramble for Words
Prepare small cardboard cards with 5-10 words from the unit’s Power
Vocabulary and their meanings. Half of the cards should have vocabulary words
written on them and half should have word meanings (or synonyms) written on
them. Spread all the cards out on the floor and have the students come over and
pick out two cards that match. After picking their cards, each student goes up to
the board and sticks the two cards next to each other. Continue the activity until
there are no cards left on the floor. Review the vocabulary and their meanings (or
synonyms) with the students after the activity is finished.
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During Reading

Have the students listen to the recording of the text and follow along in the
student book. Afterwards, ask the students what they remember about the text
without looking at their books.
 Facts about mosquitoes and/or mosquito bites (only females bite, they spread diseases,
etc.)
 Why mosquitoes like to bite people (visual sensors, sense bright colors,

etc.)
 How to avoid mosquitoes (avoid bright clothes, use mosquito nets, use
mosquito spray)
As the students answer, take notes on the board. Show the students different
ways to take notes (use different colors and/or shapes to separate the different
categories):

Example
Mosquitoes

What are they?
- They are insects
- They spread diseases
- Only females bite


Why do they bite us?
- Sweat
- Bright clothes
- Warm bodies


How do we avoid them?
- Don’t wear bright clothes
- Use mosquito lotions/sprays
- Use mosquito nets

Scanning
Teach the students about the unit’s reading strategy and then read the scanning
question aloud.

Next, have the students read the passage out loud.
Extra Idea (optional): Forward and Backward
Tell the students that they will take turns reading one sentence each from the
passage. After each student finishes reading their sentence, they will point either
left or right. If they point right, then the next student has to read the sentence
AFTER the one that was just read. If they point left, then the next student has to
read the sentence BEFORE the one that was just read.

After Reading

Reading Comprehension
Have the students complete both activities on their own. If you feel that the
students are not at the level to answer the questions on their own yet, you can go

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through the activities as a class. Remind them that they need to answer in
complete sentences for the second activity.
Point out that the answer to question number one in the first activity is the main
idea of the unit’s text.
Graphic Organizer
Refer the students back to the notes you made together on the board. Go over the
different parts of your table/diagram: mosquitoes’ main sensors (chemical, visual,
heat), what they sense/detect (sweat, bright colors, body heat), and how to avoid
mosquitoes (not wearing bright clothes, using lotion/spray, using mosquito nets).
Move on to the graphic organizer in the book and have the students fill in the
blanks. Check the answers as a class.

Vocabulary Build-up
Go through the Vocabulary Build-up exercise with the students. Have them fill
in the blanks on their own.
Briefly go through the contents of the Power Vocabulary box. Ask the students
to read the sample sentences (individually or as a group) and then point out the
words in focus.
Extra Idea (optional): Word Lottery
Prepare small slips of paper with the Power Vocabulary words written on them.
Put all of the slips of paper in a hat or bowl. Have each student come to the front
and pull out a word. Tell the student to read the word out loud for the class and
then to use that word in a sentence.

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ANSWER KEY: STUDENT BOOK
What do you think?
1. When and where do you usually get bitten by mosquitoes?
 I usually get bitten when I’m in bed at night.
 I usually get bitten when I go camping near rivers and lakes.
2. What attracts mosquitoes?
 I think mosques like the smell of blood.
 Maybe mosquitoes like certain colors.
Scanning

What are the three main sensors of mosquitoes?
 They are chemical sensors, visual sensors, and heat sensors.
Reading Comprehension

Choose the best answer.
1. a
2. b

3. b

4. d

5. a

Write the answers in full sentences.
1.
2.

Why do female mosquitoes need to drink blood?
They need to drink blood to produce eggs.
Which sensors help mosquitoes smell sweat?
Chemical sensors help mosquitoes smell sweat.

3. What kinds of colors attract mosquitoes?
- Bright colors attract mosquitoes.
Graphic Organizer

Vocabulary Build-up
1.
4.

a
d

2.
5.

c
d

3.

c

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ANSWER KEY: WORKBOOK
Vocabulary Practice
A.
1. bite
2. chemicals
B.
1. d
2. b

3.

female

4.

sensors

5.

attract

3.

c

4.

c

5.

c

C.
1.

section

2.

find

3.

escape

Writing Practice
A.
1. It is my father that bought me a new watch.
2. It is swimming class that I take on Saturdays.
3. It is a sandwich and a salad that Susie ate for lunch.
B.
1. e
2. c
3. d
4. b
C.
1. Mosquitoes can find you, even in the dark.
2. Certain chemicals in sweat also attract mosquitoes.
3. You have been bitten by a mosquito before.
4. Female mosquitoes need to drink blood to produce eggs.
5. Using mosquito spray will keep mosquitoes far away from you.

5.

a

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Unit 2 |Self-Care Technology
Reading Peak 1: Teacher’s Guide

Unit Objectives:
1. Students will learn about self-care technology and its benefits.
2. Students will practice guessing word meanings through context clues.
3. Students will understand the meanings of new words and be able to use the
words in sentences.
4. Students will practice summarizing passages and giving opinions.
Power Vocabulary:
snore, rate, decide, exist, record,
information, appointment, alert, notice, aware

LESSON GUIDE
Before Reading

Have the students look at the picture. What can they see in the picture? (a
stethoscope) Where have they seen one of these instruments before? (at the
doctor’s office/hospital, doctors wear them around their necks) What about the
paper underneath the stethoscope – where have they seen this kind of form before?
(at the doctor’s office/hospital)
What do you think?
Have the students answer the pre-reading questions as a class, in pairs or
individually. Encourage them to answer in complete sentences.
Background Knowledge
Introduce the topic for the day and then read the Background Knowledge text
aloud for the students. Tell them to follow along in their books as you read.
Power Vocabulary
Introduce all the words in the Power Vocabulary section to the students and go
through their meanings.
Extra Idea (optional): Whispering Game
Divide the class into two teams and have each team form a line. If there are an
odd number of students, one student can be the teacher’s “helper.” Whisper the

meaning of one of the Power Vocabulary words into the ear of the first student in
line for each team. Tell the students to “pass the message” down the line until it
gets to the last student for each team. That student must then write the correct
word on the blackboard.
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During Reading
Have the students listen to the passage (recording) and follow along in the
student book. Afterwards, ask the students what they can remember about the
text without looking at their books.
 People who can use self-care technology (people who have just had
surgery, elderly people)
 What information is recorded (heart rate, body temperature)
 People alerted (doctors, nurses)
As the students answer, take notes on the board. Show the students different
ways to take notes (use different colors and/or shapes to separate the different
categories):

Example
“Health Helpers”
Products of Self-Care

What are they?
- Records your information
such as heart rate and body
temperature
- Prevents illness by teaching

people about health issues


How does it work?


Who uses them?

- Sends this information to
your doctor.

- People who have just had
surgery

- Doctor makes an
appointment if there is a
problem

- Elderly people that live alone

- Doctor is alerted during an
emergency

Next, have the students read the passage out loud.
Guessing Word Meaning
Teach the students about the unit’s reading strategy and then read the guessing
word meaning question aloud. Have the first student that raises their hand tell
you what they think the word “emergency” means.
Extra Idea (optional): The Secret Word
Scan the passage before the class starts and pick out a frequently-used function

word (article, pronoun, preposition, etc.). Have the students stand up and read
the passage as a group, but tell them they are not allowed to say your chosen
word. Whenever a student is caught saying the word, have them sit down.
Continue until the passage is finished or until there is only one student left
standing. Have that student finish reading the passage normally and give him/her
a small prize.

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After Reading

Reading Comprehension
Have the students complete both activities on their own. If you feel that the students
are not at the level to answer the questions on their own yet, you can go through the
activities as a class. Remind them that they need to answer in complete sentences for
the second activity.
Point out that the answer to question number one in the first activity is the main
idea of the unit’s text.
Graphic Organizer
Refer the students back to the notes you made together on the board. Go over the
different parts of your table/diagram: people who can use self-care technology
(people who have just had surgery, elderly people), what information is recorded
(heart rate, body temperature), and people alerted (doctors, nurses).
Move on to the graphic organizer in the book and have the students fill in the
blanks. Check the answers as a class. There are two incorrect answers included
with the phrases in the box. Ask the students why those phrases are wrong.
Vocabulary Build-up

Go through the Vocabulary Build-up exercise with the students. Have them fill
in the blanks on their own.
Briefly go through the contents of the Word Power box. Ask the students to read
the sample sentences (individually or as a group) and then point out the words in
focus.
Extra Idea (optional): Draw Something, Too
Prepare small slips of paper with the Power Vocabulary words written on them.
Put all the slips in a hat or bowl. Divide the class into two teams and ask one
member from each team to come up to the front. Pick a word from the hat/bowl
and whisper it to the two students. Split the board into two halves and have the
students try to draw something that will help their team guess the word (no letters
or numbers allowed). The team that guesses the word first gets a point.

ANSWER KEY: STUDENT BOOK

What do you think?
1. How do you have your health checked?
 I go to the doctor’s office to have my health checked.
 I go to the school clinic to have my health checked.
2. What do you need to check your health?
 I need an appointment with my doctor.
 I need a thermometer.

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Scanning
Guess the meaning of the word “emergency” in line 11.

 I think “emergency” means something unexpected (and sometimes dangerous)
that you need help with.
Reading Comprehension
Choose the best answer.
1. a
2. b
3. b
4. d
5. a
Write the answers in full sentences.
1. What kinds of information do “health helpers” show?
They show information about you, such as your heart rate and body temperature.
2. Who will get the information checked by “health helpers”?
A doctor will get the information checked by “health helpers”.
3. What happens when a person checked by “health helpers” has a problem?
The doctor can make an appointment to see him or her in person.
Graphic Organizer

Vocabulary Build-up
1. d
4. b

2.
5.

a
b

3.

b

ANSWER KEY: WORKBOOK

Vocabulary Practice
A.
1. notice
2. decide
B.
1. a
2. c
C.
1. happened

3.

record

4.

surgery

5.

serious

3.

c

4.

b

5.

d

2.

stop

3.

meeting

Writing Practice
A.
1. The old man who sent me flowers is in the store.
2. Did you see the woman in the park who looked like my boss?
3. I went shopping with my friend who transferred to my
school last month.

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B.
1.

b

2.

d

3.

c

4.

e

1.
2.
3.
4.
5.

It might be because I drink too much coffee.
It sounds like something from a science fiction book.
People don’t notice when they start to get sick.
She decided not to have caffeine before bedtime.
The doctor can make an appointment to see you in person.

5.

a

C.

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Unit 3 | Earthworms
Reading Peak 1: Teacher’s Guide

Unit Objectives:
1. Students will learn about earthworms and their benefits.
2. Students will practice finding main ideas.
3. Students will understand the meanings of new words and be able to use the words in
sentences.
4. Students will practice summarizing passages and giving opinions.
Power Vocabulary:
soil, fertile, absorb, prepare, flow,
loose, protect, recycle,
trash,

nature

LESSON GUIDE
Before Reading

Have the students look at the picture. What can they see in the picture? (a worm,
rock, leaves, soil) Can they describe the earthworm? (long, red/brown/pink, no eyes)
Where have they seen earthworms before? (in a garden, at the park)

What do you think?
Have the students answer the pre-reading questions as a class or in pairs. Encourage
them to answer in complete sentences.
Background Knowledge
Introduce the topic and then read the Background Knowledge text aloud for the
students. Tell them to follow along in their books as you read.
Power Vocabulary
Introduce all the words in the Power Vocabulary section to the students and go
through their meanings.
Extra Idea (optional): Verb or Noun
Tell the students that you are going to start reading the Power Vocabulary words out
loud. Ask them to look up at the ceiling if the word you read is a noun, and down at
their desk if the word is a verb. If the word you read isn’t a noun or a verb tell them
to look straight ahead.

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During Reading

Have the students listen to the recording of the text and follow along in the student
book. Afterwards, ask the students what they remember about the text without
looking at their books.
 What earthworms affect (soil, plants, the environment)
 Things earthworms do (eat soil, dig burrows, eat trash)
 Benefits of earthworms (fertile soil, healthy plants, recycle trash)
As the students answer, take notes on the board. Show the students different ways to
take notes (use different colors and/or shapes to separate the different categories):

Example
Soil

Ground

Trash

Earthworms eat the soil

Earthworms burrow through
the ground

Earthworms eat the trash

Fertile soil comes out of the
earthworms

Ground becomes loose and
healthy

Trash is recycled and
becomes plant food

Finding Main Ideas
Teach the student’s about the unit’s reading strategy. Tell them that the main idea of
a text is the most important information in the reading and that it is usually found in
the first paragraph. Ask them what they think the main idea of the passage is.
Next, have the students read the passage out loud.
Extra Idea (optional): That’s not Right!
Read the passage to the students. Make some small mistakes while you are reading.

The students should follow along in their student books and correct you when you
read something incorrectly.

After Reading

Reading Comprehension
Have the students complete both activities on their own. If you feel that the students
are not at the level to answer the questions on their own yet, you can go through the
activities as a class. Remind them that they need to answer in complete sentences for
the second activity.
Graphic Organizer
Refer the students back to the notes you made together on the board. Go over the
different parts of your table/diagram: What earthworms affect (soil, plants, the
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environment); Things earthworms do (eat soil, dig burrows, eat trash); Benefits of
earthworms (fertile soil, healthy plants, recycle trash).
Move on to the graphic organizer and have the students fill in the blanks. Check the
answers as a class.
Vocabulary Build-up
Go through the Vocabulary Build-up exercise with the students. Have them fill in the
blanks on their own.
Briefly go through the Word Power box. Ask the students to read the sample
sentences (individually or as a group) and then point out the words in focus.
Extra Idea (optional): Missing Words
Prepare sample sentences containing the words in the Power Vocabulary and write
them on slips of paper with the actual Power Vocabulary words blanked out. Put all

the slips of paper in a hat or bowl. Have each student come up to the front and pull
one piece of paper out. Tell them to read the sentence out loud and then guess what
the correct word for the blank is.

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ANSWER KEY: STUDENT BOOK
What do you think?
1. What do earthworms look like?
 They are long and thin.
 They are pink, red, or brown and sometimes have stripes.
2. What do earthworms eat?
 They eat soil.
Finding Main Ideas
What is the main idea of this passage?
 The main idea of this passage is the roles (benefits) of earthworms.
Reading Comprehension
Choose the best answer.
1. b
2. d

3.

d

4.

c

5.

c

Write the answers in full sentences.
1. Why are earthworms called “nature's plows?”
Earthworms are called “nature’s plows” because they are good at breaking
up hard soil by digging large burrows in it. What is the daily diet of Tibetan
nomads?
2. What allows rainwater to move down into the soil?
The burrows allow rainwater to move down deep into the soil.
3. How do earthworms recycle trash?
They eat trash, it moves through their body, and plant food comes out.
Graphic Organizer
Benefits of Earthworms:
On Soil – make the soil fertile by eating and letting it back out
On Plants – make plants nutritious by letting rainwater and air in
On Environment – protect the environment by changing trash into plant food
Vocabulary Build-up
1. d
4. c

2.
5.

c
d

3.

b

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ANSWER KEY: WORKBOOK

Vocabulary Practice
A.
1. trash
2. dig
B.
1. c
2. d

3.

prepare

4.

loose

5.

nature

3.

a

4.

d

5.

a

C.
1.

runs

2.

waste

3.

save

Writing Practice
A.
1. I was so hungry that I could eat eight pieces of pizza.
2. I was too tired that I couldn’t go shopping with my friends.

3. My computer was so slow that I couldn’t finish my homework on time.
B.
1. d
2. a
3. b
4. c
5.
C.
1. Earthworms are truly more than farmers.
2. This soil can be absorbed and used by plants.
3. When it rains, the water goes into the ground.
4. Earthworms prepare the soil for the rain.
5. Earthworms protect the environment by recycling trash.

e

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Unit 4 | Sleep Debt
Reading Peak 1: Teacher’s Guide

Unit Objectives:
1. Students will learn about sleep debt and its effects.
2. Students will practice recognizing causes and effects.
3. Students will understand the meanings of new words and be
able to use the words in sentences.
4. Students will practice summarizing passages and giving opinions.

Power Vocabulary:
owe, allow, lack, affect, irritable,
fatigue, concentrate, normal, debt, recover

LESSON GUIDE
Before Reading

Have the students look at the picture. What do they see in the picture? (woman
waking up, woman turning on/off an alarm clock) Do they have an alarm clock?
(Yes / No, my parents wake me up) What time do the students go to bed at night?
What time do they wake up in the morning?
What do you think?
Have the students answer the pre-reading questions as a class or in pairs. Encourage
them to answer in complete sentences.
Background Knowledge
Introduce all the words in the Power Vocabulary section to the students and go
through their meanings.
Power Vocabulary
Introduce all the words in the Power Vocabulary section to the students and go
through their meanings.
Extra Idea (optional): Quiz Show
Write all the Power Vocabulary words on the board. Split the students into three
teams. Have a student from each team come to the front of the class. Tell them that
you’re going to read a word definition out loud, and if they know the answer, they
should ring a bell/buzzer (if you have props) or raise their hand. Ask the student who
rings the bell/buzzer or raises their hand first what the answer is. If their answer is
correct, they get a point for their team.

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During Reading

Have the students listen to the passage (recording) and follow along in the student
book. Afterwards, ask the students what they remember about the text without
looking at their books.
 Different levels/amounts of sleep debt (a few hours, one day, several days)
 Effects of sleep debt (fatigue, inability to concentrate, seeing things that
aren’t real)
As the students answer, take notes on the board. Show the students different ways to
take notes (use different colors and/or shapes to separate the different categories):
Example
Missing a few hours of sleep
Adds to sleep debt

Missing one night of sleep
Tired and irritable the next day

Missing two nights of sleep
Can’t concentrate and may make mistakes when
doing normal tasks

Missing three nights of sleep
May see things that aren’t there, may not be able to
tell what’s real and what’s not

Recognizing Cause and Effect
Teach the student’s about the unit’s reading strategy. Tell them that the main idea of

a text is the most important information in the reading and that it is usually found in
the first paragraph. Ask them what they think the main idea of the passage is.
Next, have the students read the passage out loud.
Extra Idea (optional): Word Scavenger Hunt
Make a list of all the Power Vocabulary words (in the same order they appear in the
passage) on the board. Tell your students to start reading the passage quietly in their
seats and to raise their hand when they find one of the words on the list. Ask the
student who finds the word first to read the sentence that contains the word out loud.
Ask them if they also remember the meaning of the word (they can check the
definition in the Power Vocabulary section if they can’t remember it).

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After Reading

Reading Comprehension
Have the students complete both activities on their own. If you feel that the students
are not at the level to answer the exercises on their own yet, you can go through the
activities as a class. Remind them that they need to answer in complete sentences for
the second activity.
Point out that the answer to question one in the first activity is the main idea of the
unit’s text.
Graphic Organizer
Refer the students back to the notes you made together on the board. Go over the
different parts of your table/diagram: Different levels/amounts of sleep debt (a few
hours, one day, several days); Effects of sleep debt (fatigue, inability to concentrate,
seeing things that aren’t real).

Move on to the graphic organizer and have the students fill in the blanks. Check the
answers as a class.
Vocabulary Build-up
Go through the Vocabulary Build-up exercise with the students. Have them fill in the
blanks on their own.
Briefly go through the Word Power box. Ask the students to read the sample
sentences (individually or as a group) and then point out the words in focus.
Extra Idea (optional): Sum it Up
Ask the students to work in groups of four. Tell them to read the passage again, and
then to work together to write their own summary of the passage. Have all the
groups present their summaries to the class. Take a vote to see which group created
the best summary and give the winning group a small prize.

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ANSWER KEY: STUDENT BOOK

What do you think?
1. How many hours do you usually sleep at night?
 I usually sleep for only 5 or 6 hours.
 I sleep for at least 8 hours.
2. What would you be like if you didn't sleep for several days?
 I would be very tired.
 I would make a lot of mistakes.
Recognizing Cause and Effect
What are the effects of sleep debt?
- Serious sleep debt can lead to relationship problems, high blood pressure, and even

heart attacks.
Reading Comprehension
Choose the best answer.
1. b
2. c

3. a

4. b

5. a

Write the answers in full sentences.
1. What happens to a person who does NOT sleep for one night?
He or she is usually irritable and feels fatigue the next day.
2. What happens if you do NOT sleep for more than three nights?
I might see things that are not there, and I won’t know what is real anymore.
3. Why is it NOT good to sleep only a few hours each night?
That’s because the lost hours add up each day, just like debt.
Graphic Organizer

Vocabulary Build-up
1. a
4. c

2.
5.

c
d

3.

d

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ANSWER KEY: WORKBOOK

Vocabulary Practice
A.
1. owes
2.
B.
1. b
2.

miss

3.

c

3.

task
d

4.
4.

debt

5.

b

happens
5.

d

5.

a

C.
1.

focus

2.

ordinary

3.

Writing Practice
A.
1. I became tired while waiting in a long line.
2. I stayed at youth hostels while traveling around Europe.
3. John didn’t listen to me carefully while packing his bag.
B.
1. d
2. e
3. b
4. c
C.
1. A lack of sleep can affect the quality of our life.
2. People won’t know what is real anymore.
3. Sleep makes us restful and calm.
4. If they miss sleep for two nights, they can’t concentrate.
5. If you don’t sleep enough, you owe yourself some rest!

shortage

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Unit 5 |
Harlem Renaissance
Reading Peak 1: Teacher’s Guide

Unit Objectives:
1. Students will learn about the Harlem Renaissance.

2. Students will practice guessing word meanings using context clues.
3. Students will understand the meanings of new words and be able to use the words in
sentences.
4. Students will practice summarizing passages and giving opinions.
Power Vocabulary:
movement, literature, proud, race, independent,
wit, experiment,
reflect, mood, influence

LESSON GUIDE
Before Reading

Have the students look at the picture. What do they see in the picture? (cars, a bridge,
a train station) What do they think the picture has to do with today’s topic? (about a
city, about the place in the picture) How would they describe the city in the picture?
(busy, rainy, a lot of traffic)
What do you think?
Have the students answer the pre-reading questions as a class or in pairs. Encourage
them to answer in complete sentences.
Background Knowledge
Introduce the topic and then read the Background Knowledge text aloud for the
students. Tell them to follow along in their books as you read.
Power Vocabulary
Introduce all the words in the Power Vocabulary section to the students and go
through their meanings.
Extra Idea (optional): Time is Ticking
Have the students work in pairs. Tell each pair that they have one minute (you can
extend the time limit if you’d like) to make as many sentences as possible using the
different words from the Power Vocabulary section. Each correct sentence (spelling
and grammar count) they make is worth one point. The team with the most points

will be the winner.
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During Reading

Have the students listen to the passage (recording) and follow along in the student
book. Afterwards, ask the students what they remember about the text without
looking at their books.
 People in the Harlem Renaissance (Zora Neale Hurston, Langston Hughes)
 Cultural contributions (novels, poetry)
 Social contributions (wanted to tell the world about black culture, spoke out
in support of poor and homeless black people)
As the students answer, take notes on the board. Show the students different ways to
take notes (use different colors and/or shapes to separate the different categories):
Example
People in the Harlem
Renaissance

Cultural Contributions

Social Contributions

Zora Neale Hurston

Novels

Wanted to tell the world

about black culture

Langston Hughes

Poetry

Spoke out in support of poor
and homeless black people

Guessing Word Meaning
Teach the students about the unit’s reading strategy. Then read line 14 aloud for your
students and ask them what they think the word “inspired” means.
Next, have the students read the passage out loud.
Extra Idea (optional): Reading Orchestra
Divide the class into three groups. Ask one group to read the passage in a high voice,
tell the second group to read in a normal voice, and have the third group read with a
low, deep voice. Tell each group that they should read only when you gesture to
them. As the conductor, you can have the groups reading individually, two at a time,
or all at once.

After Reading

Reading Comprehension
Have the students complete both exercises on their own. If you feel that the students
are not at the level to answer the questions on their own yet, you can go through the
activities as a class. Remind them that they need to answer in complete sentences for
the second activity.

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Point out that the answer to question one in the first activity is the main idea of the
unit’s text.
Graphic Organizer
Refer the students back to the notes you made together on the board. Go over the
different parts of your table/diagram: People in the Harlem Renaissance (Zora Neale
Hurston, Langston Hughes); Cultural contributions (novels, poetry); Social
contributions (wanted to tell the world about black culture, spoke out in support of
poor and homeless black people).
Move on to the graphic organizer and have the students fill in the blanks. Check the
answers as a class.
Vocabulary Build-up
Go through the Vocabulary Build-up exercise with the students. Have them fill in the
blanks on their own.
Briefly go through the Word Power box. Ask the students to read the sample
sentences (individually or as a group) and then point out the words in focus.
Extra Idea (optional): Guess the Word
Have the students work in groups of four. Write all the Power Vocabulary words on
the board. Give the students one minute to read the meanings of the words from the
Power Vocabulary section. Ask the students to close their books and then read the
different definitions from the Power Vocabulary aloud. Have each group write down
what they think each word is. Correct the answers together as a class.

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ANSWER KEY: STUDENT BOOK

What do you think?
1. What do you know about Harlem?
 It’s in New York City.
 There’s a basketball team named after that place.
2. What is the meaning of the word “renaissance”?
 It’s a time of new achievements in arts and culture.
Guessing Word Meaning
What is the meaning of the word “inspired” in line 14?
- The word “inspired” in line 14 of the passage means “influenced.”

Reading Comprehension
Choose the best answer.
1. c
2. b

3. b

4. d

5. d

Write the answers in full sentences.
1. When did Harlem become the center of a growing black middle class?
Harlem became the center of a growing black middle class at the beginning
of the 20th century.
2. When did Zora Neale Hurston become well known?
She became well known in the 1920s.
3. What does the Harlem Renaissance still influence today?

The Harlem Renaissance is still felt today in the arts, literature, society, and
politics.
Graphic Organizer

Vocabulary Build-up
1. d
4. d

2.
5.

c
b

3.

a

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