Flight and Fancy Pg. 12, Tricks and Trips
The purpose of the anticipation guide is two-fold. First it gets students thinking about the passage before reading.
Second, it focuses the students’ reading.
True False True False
The first successful passenger airplane made in the U.S. was made by Ford.
The first successful U.S. made airplane could only carry 42 passengers.
The first cross-country airline service in 1928 could get passengers across the country in
People used to jump from one plane to another in mid-flight.
Airships, called zeppelins (similar to blimps), were a safe way to travel in the 1920’s.
Flying in the 1920’s was a luxurious experience.
Tri- = 3
Trans- = across
corrugated = shaped into ridges to increase strength (corrugated cardboard)
luxurious = very comfortable
enthusiasm = having excitement for something
Lesson (Whole Group):
1. Begin by having students evaluate the statements on the anticipation guide. Use the left two columns to
predict if the statements are true or false.
2. Read the selection
a. Echo read the first section (“The first successful passenger airplane…), the teacher reading a sentence or
two followed by students reading the same sentence(s). Teacher summary/clarification of section read.
b. Chorally read the second section (“The U.S. company…”) with teacher guidance. Teacher
summary/clarification of section read.
c. Students chorally read the third section (“During the 1920’s…”) with teach guidance only if needed.
Teacher summary/clarification of section read.
3. Discuss any questions or comments on the selection (avoiding items on the anticipation guide)
4. Allow students to complete the anticipation guide. Use the right two columns to determine if the statements
were true or false based on the reading of the selection.
5. Review/discuss the final answers on the anticipation guide (having students identify the correct answers in the
text), noting that some answers were not stated in the body of the text but in the captions next to the pictures.
6. Review vocabulary
a. State the word and have students repeat it
b. Refer to word in context
c. Give definition of word
d. Give examples/non-examples of word and have students determine example or non-example with a
thumbs up/thumbs down
e. Describe situations and have students determine (thumbs up/thumbs down) if the word describes/fits
f. Reviewt the word and definition and have students repeat