Reading peak 2 teachers guide

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Reading Peak Teacher's Guide Build your dreams, Grow as a global leader www.ibuildandgrow.com Unit | Lie Detectors Reading Peak 2: Teacher’s Guide Unit Objectives: Students will learn about polygraphs and lie detectors Students will practice finding main ideas Students will understand the meanings of new words and be able to use the words in sentences Students will practice summarizing passages and giving opinions Power Vocabulary: expression, invent, measure, response, innocent guilty, permit, evidence, reject, department LESSON GUIDE Before Reading Have the students look at the picture What they think the machine in the picture is? (lie detector, polygraph, pulse monitor) Why they think it is connected to the person’s wrist? (to see if they’re lying, to check their pulse, to measure their heart rate) Do they know of any other ways to tell if a person is lying? (look at their eyes, check if they’re sweating, etc.) What 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): 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 Reading Peak 2, Unit 1 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  How polygraphs work (measures heartbeat, breathing, and sweating)  Disadvantages of polygraphs (innocent people can also get nervous and show a different physical response)  Acceptance of polygraph tests in the modern world (rejected by most countries, still used in some places by certain agencies) 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 Tibetan Nomads Home Shelter Clothes Food Tibetan plateau Tents made of yak skin Yak skin (good against cold weather) Yak meat, cheese, yogurt, animals that they hunt/fish Next, have the students read the passage out loud Finding Main Ideas Teach the students about the unit’s reading strategy Tell them that the main idea of a passage tells what the passage is mostly about Then ask the students to tell you what they think the main idea of the passage is 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 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 Reading Peak 2, Unit 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: How polygraphs work (measures heartbeat, breathing, and sweating); Disadvantages of polygraphs (innocent people can also get nervous and show a different physical response); Acceptance of polygraph tests in the modern world (rejected by most countries, still used in some places by certain agencies) Move on to the graphic organizer and have the students fill in the blanks Check the answers as a class Vocabulary Build-up Do the exercise with the students Try to make sure they fill in the blanks on their own Briefly go through the Word Power box Have the students read the sample sentences 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 Reading Peak 2, Unit ANSWER KEY: STUDENT BOOK What you think? How can you tell if someone is lying?  I usually think someone is lying if they can’t look me in the eyes  People often look up at the sky or the ceiling before telling a lie Do you believe a machine can tell if people are lying?  No, because I think people can find ways to trick the machine  Yes, because machines can track how a person’s body reacts to certain questions Finding Main Ideas What is the main idea of this article? - The main idea of this article is how lie detectors work and are used Reading Comprehension Choose the best answer c d b d a Write the answers in full sentences What happens when people are telling a lie? Their body response will change because they feel nervous or worried Why most countries not permit the results of polygraphs in court? It’s because most innocent people also get nervous when they have to take a lie detector test and the test might show that someone is guilty just because of signs of stress How can Tibetan nomads trade things? Where are lie detectors used these days? American police departments and government agencies, like the FBI or the CIA, still use polygraphs to question suspects Graphic Organizer Vocabulary Build-up b b 2 c a c Reading Peak 2, Unit ANSWER KEY: WORKBOOK Vocabulary Practice A suspect permits heartbeat B b c d C tell a lie am able to sweat a response d Whether, or not Writing Practice A Even though I told the truth, Isaac wouldn’t believe me Even though I heard the news, I hid it from my friends Even though I practiced the violin very hard, I couldn’t well at the concert B d b e a c C A machine can tell if someone is lying This is why most countries don’t permit lie detector results When people are telling a lie, their body response will change The interviewer asks questions about a crime Innocent people get nervous when they have to take a lie detector test Reading Peak 2, Unit Unit | Ancient Greece Reading Peak 2: Teacher’s Guide Unit Objectives: Students will learn about life in ancient Greece Students will practice recalling facts and details Students will understand the meanings of new words and be able to use the words in sentences Students will practice summarizing passages and giving opinions Power Vocabulary: state, constant, gain, bear, courage, loyalty, brutal, advantage, enemy, envy LESSON GUIDE Before Reading Have the students look at the picture Where they think the two men are from? (ancient Greece, ancient Rome, Sparta) Have they seen people dressed like this before? (Yes, in movies like 300 and Troy; Yes, in books about ancient Greece/Rome) Why they think the people are wearing metal on their bodies? (to protect them while fighting) What 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 Reading Peak 2, Unit 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  Strong Babies (physically fit, left to die if too weak)  Training (boys and girls started at the age of seven, strong women bear strong babies, harder for boys, boys joined “The Agoge”)  Men and Women Fought (men went to war, women protected their homes and land)  Strong and Powerful Sparta (best warriors in ancient Greece, enemies envied Sparta’s power 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 Strong Babies Training Men and Women Fought Strong and Powerful Sparta Ancient Greece - Babies checked to see if physically fit - If baby was too weak, it was left to die - Boys and girls started at - Believed that strong women would bear strong babies - Harder for boys - Boys joined “The Agoge” - Men went to war - Women protected their homes and land Next, have the students read the passage out loud Recalling Facts and Details Teach the students about the unit’s reading strategy Then ask the students to describe the training that Spartan boys went through See if they can also remember the reasons behind each method of training Extra Idea (optional): And Now the News Ask the students to pretend they are TV newscasters Have each student read one paragraph from the passage Encourage them to use expressive voices and gestures when reading Afterwards, take a vote to see who the students thought the best newscaster was 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 Reading Peak 2, Unit 2 Graphic Organizer Refer the students back to the notes you made together on the board Go over the different parts of your table/diagram: Strong babies (physically fit, left to die if too weak); Training (boys and girls started at the age of seven, strong women bear strong babies, harder for boys, boys joined “The Agoge”); Men and Women Fought (men went to war, women protected their homes and land); Strong and Powerful Sparta (best warriors in ancient Greece, enemies envied Sparta’s power) Move on to the graphic organizer and have the students fill in the blanks Check the answers as a class Vocabulary Build-up Do the exercise with the students Try to make sure they fill in the blanks on their own Briefly go through the Word Power box Have the students read the sample sentences 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 Reading Peak 2, Unit ANSWER KEY: STUDENT BOOK What you think? What was life like in ancient Greece? - There were many wars and battles - People had to spend a lot of time learning how to fight What would life be like for a Spartan child? - It would be difficult because they had to start training at a young age Recalling Facts and Details How were Spartan boys taught? - Spartan boys joined the “Agoge,” an educational system which taught them war songs, hunting, history, and sports Reading Comprehension Choose the best answer b a a c b Write the answers in full sentences What happened to Spartan babies who were NOT physically fit to become warriors? They were left to die Why did Spartan girls go through physical training? Spartan girls went through physical training because Spartans believed that strong women would bear strong babies Also, women had to protect their homes and land during war Why did enemies envy the power and strength of Sparta? Enemies envied the power and strength of Sparta because Sparta produced the best warriors among the 20 polises in ancient Greece Graphic Organizer Vocabulary Build-up b a 2 d b c Reading Peak 2, Unit Unit 14 |Caves Reading Peak 2: Teacher’s Guide Unit Objectives: Students will learn about caves and how they were used by people Students will practice drawing conclusions Students will understand the meanings of new words and be able to use the words in sentences Students will practice summarizing passages and giving opinions Power Vocabulary: uncover, clue, practical, shelter, escape, store, lack, stable, temperature, ancestor LESSON GUIDE Before Reading Have the students look at the picture What they see in the picture? (a cave, rocks/stone) Have they ever been inside a cave? (yes, no) What they think it would be like to live inside a cave? (scary, fun) What 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 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 Reading Peak 2, Unit 14 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  Found in caves (cave paintings, pottery, tools, clothing, food, human skeletons)  Learned from caves (historical information about humans from the past, clues about who lived in caves and how they used them)  How caves were used (shelter, food storage, hospitals) 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 What is found in caves - Cave paintings - Pottery - Tools What can be learned from caves - Historical information abou humans from the past - Clues about who lived in caves and how they used them How caves were used - Shelter - Food storage - Hospitals - Clothing - Food - Human skeletons Drawing Conclusions Teach the students about the unit’s reading strategy Ask your students what they think about the passage Do they think caves were useful? Why they think caves are not used as much these days? 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 Reading Peak 2, Unit 14 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 Graphic Organizer Refer the students back to the notes you made together on the board Go over the different parts of your table/diagram: Found in caves (cave paintings, pottery, tools, clothing, food, human skeletons); Learned from caves (historical information about humans from the past, clues about who lived in caves and how they used them); How caves were used (shelter, food storage, hospitals) 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 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 Reading Peak 2, Unit 14 ANSWER KEY: STUDENT BOOK What you think? What is it like inside a cave?  Caves are dark and scary  There are usually a lot of rocks hanging from the ceilings of caves How can people use caves?  Caves can provide shelter  Some kinds of food like kimchi and cheese are kept in caves to ferment Drawing Conclusions What conclusion did you draw from the story? - People used caves for many practical purposes Reading Comprehension Choose the best answer d a a a b Write the answers in full sentences What have scientists found inside caves?? They have found cave paintings, pottery, tools, clothing, food, and human skeletons How did thieves use caves? They used caves as places where they could escape from the law and hide stolen goods Why are caves important now? They help us better understand our ancestors Graphic Organizer Vocabulary Build-up A d b b c Reading Peak 2, Unit 14 ANSWER KEY: WORKBOOK Vocabulary Practice A breathed shelter B b a C a variety of practical escape temperature c a b take advantage of as well Writing Practice A Since it was sunny, we decided to go for a walk Since our team won the prize, we had a party Since her favorite soda was on sale, Emma bought two bottles of it B b a d c C Humans used caves for shelter and protection These records give clues about the people who lived in caves Humans learned that caves were good places to store food The dark and cool environment kept food fresh for a long time Research shows us that caves were used for a variety of reasons e Reading Peak 2, Unit 14 Unit 15 |Mummies Reading Peak 2: Teacher’s Guide Unit Objectives: Students will learn about mummification and why it was done Students will practice guessing word meanings Students will understand the meanings of new words and be able to use the words in sentences Students will practice summarizing passages and giving opinions Power Vocabulary: tomb, ruin, belong, approximately, period, separate, unite, spiritual, method, discovery LESSON GUIDE Before Reading Have the students look at the picture Who they think drew this picture? (ancient Egyptians) Where they think pictures like this can be seen? (in old Egyptian buildings, museums) What they think the picture is meant to do? (tell a story, show someone’s life) What 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): 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 words and their meanings (or synonyms) with the students after the activity is finished Reading Peak 2, Unit 15 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  Who? (pharaohs, over 70 million other people over a period of 3,000 years)  Why? (united a person’s three different parts – physical body, personality, life-force; helped the dead enter the afterlife safely)  When? (ancient times, no longer used) 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 Mummies Who? - Pharoahs - 70 million people over a period of 3,000 years Why? - United a person’s three parts – physical body, personality, and life-force - Helped the dead enter the afterlife safely When? - Practiced in Ancient Egypt - Lost its spiritual meaning; no longer used Guessing Word Meaning Teach the students about the unit’s reading strategy Then ask the students if there are any words in the passage that they don’t understand What they think the words mean? Then ask them what they think the word “reunited” in line 15 means 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 Reading Peak 2, Unit 15 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: Who? (pharaohs, over 70 million other people over a period of 3,000 years); Why? (united a person’s three different parts – physical body, personality, life-force; helped the dead enter the afterlife safely); When? (ancient times, no longer used) 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 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): 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 Reading Peak 2, Unit 15 ANSWER KEY: STUDENT BOOK What you think? What you know about mummies?  They are wrapped in cloth bandages  People who died in ancient times got turned into mummies What happens after people die?  They are buried in the ground or cremated Guessing Word Meaning What does the word ‘reunited’ mean in line 15? - People used caves for many practical purposes Reading Comprehension Choose the best answer d b d d a Write the answers in full sentences What happened to most Egyptian tombs before they were discovered? They had been robbed or ruined by treasure hunters How did ancient Egyptians think the dead could move into the afterlife successfully? They thought that all three parts of a person had to be brought back together Why is discovering mummies from the past important today? That’s because finding and studying well-preserved mummies gives us the opportunity to better understand what life was like in ancient Egypt Graphic Organizer Vocabulary Build-up d c d a c Reading Peak 2, Unit 15 ANSWER KEY: WORKBOOK Vocabulary Practice A ruin opportunity separates B c a b C belong to no longer lack methods c a is made of Writing Practice A I heard the result, which shocked me I got a gift from Sam, which I lost My parents always say cheerful words, which makes me happy B b d e c 5 One of the few tombs found untouched belonged to Tutankhamen All three parts had to be brought back together Mummies give us the opportunity to better understand our ancestors The discovery of mummies from the past is important Mummification is no longer a common method of treating dead bodies a C Reading Peak 2, Unit 15 Unit 16 |Animation Reading Peak 2: Teacher’s Guide Unit Objectives: Students will learn about what animation is and how it has changed over the years Students will practice scanning through a text Students will understand the meanings of new words and be able to use the words in sentences Students will practice summarizing passages and giving Power Vocabulary: traditional, require, slightly, motion, rely, whole, enable, realistic, silly, appeal LESSON GUIDE Before Reading Have the students look at the picture Do they recognize the character? (yes, Mickey Mouse) Who are their favorite animated characters? (SpongeBob, Shrek, Voltron, etc.) How they think animated films are made? (with computers, by combining many drawings) What 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): 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 Reading Peak 2, Unit 16 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  Traditional animation (Mickey Mouse, drawing thousands of pictures, each frame changed slightly to create motion, for young children)  Computer animation (Toy Story, use computers to make pictures faster, more realistic images, for people of all ages) 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 What? Examples How they are made? Computer Animation Mickey Mouse, Donald Duck Shrek, Toy Story  Requires thousands of drawings   Draw series of pictures and each frame changed slightly to create motion Use computers to make images faster than before  More realistic characters, items, and backgrounds  For Whom? Traditional Animation Frames shown one after the other For children For people of all ages Scanning Teach the students about the unit’s reading strategy and then ask the scanning question Give the students a few seconds to quickly scan the text to find the answer Next, have the students read the passage out loud 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 Reading Peak 2, Unit 16 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: Traditional animation (Mickey Mouse, drawing thousands of pictures, each frame changed slightly to create motion, for young children); Computer animation (Toy Story, use computers to make pictures faster, more realistic images, for people of all ages) 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): 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 Reading Peak 2, Unit 16 ANSWER KEY: STUDENT BOOK What you think? How are animation characters made?  Artists draw a lot of pictures and then show them in sequence  People use computers to make animation characters Why is animation so popular?  Animated films are usually funny and exciting to watch  Animation can show things that you will never see in real life Scanning What was the first full-length computer animation? - It was Toy Story Reading Comprehension Choose the best answer b d c a d Write the answers in full sentences How artists make traditional animation? They had been robbed or ruined by treasure hunters How were Mickey Mouse, Donald Duck, and Shrek brought to life? They were brought to life with the process of animation What are the differences between traditional and computer animation? Computer animation enables artists to make thousands of images faster than traditional animation It also allows artists to create more realistic characters, items, and backgrounds Graphic Organizer Vocabulary Build-up b b d c c Reading Peak 2, Unit 16 ANSWER KEY: WORKBOOK Vocabulary Practice A invention B a C A series of appeal whole realistic slightly a d a c thanks to rely on Writing Practice A Thanks to her high grades, Samantha was able to get a great job Thanks to the advanced technology, the price of sugar became cheaper Thanks to the use of the new antibiotic, the spread of the virus has been stopped B b d a e c C Filmmakers have begun to rely on computers Animation has come a long way since its beginning Toy Story, the first full-length computer animation, was made in 1995 They change each frame slightly to create motion Traditional animation uses drawings or photo images Reading Peak 2, Unit 16 ... people get nervous when they have to take a lie detector test Reading Peak 2, Unit Unit | Ancient Greece Reading Peak 2: Teacher’s Guide Unit Objectives: Students will learn about life in ancient... homes Their tough education was an advantage during times of war d Reading Peak 2, Unit Unit | Beavers Reading Peak 2: Teacher’s Guide Unit Objectives: Students will learn about beavers Students... for beavers Dams stop floods from destroying their homes b Reading Peak 2, Unit Unit | Ultraviolet Light Reading Peak 2: Teacher’s Guide Unit Objectives: Students will learn about ultraviolet
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