LFO Teacher's Guide - Book - Page 190
. Have the students write the sentences in the correct order of
the events in the diary entries.
Answers:
1. 2. King Tut was very rich.
2. 8. King Tut died suddenly.
3. 4. Workers put King Tut in a secret room.
4. 7. Howard wrote, “We don’t know much about him.”
5. 5. Stories about the room say it had lots of gold.
6. 3. Howard went to Egypt.
7. 6. Howard and his workers found a secret room.
8. 1. It was dark and difficult to see.
9. 9. Howard found King Tut’s gold.
P: Students express a personal
reaction to the content of
something read, seen or heard,
using the appropriate higherorder thinking skills for this level.
7. Let’s Answer!
. Have the students answer the questions in their
notebooks.
Answers:
1. No
2. No
HOTS: GENERATE POSSIBILITIES AND MAKE CONNECTIONS
. For both questions, have the students discuss the ideas
with their partner. They should write down any ideas they
shared or if they both have completely different ideas,
they should write those down too. Then each pair shares
with the class discussing the things that they agreed upon
and those they didn’t. Accept all logical reasoning.
8. Time for a Joke!
Go to www.eadventure.co.il/LFO to play this text.
Have the students read the joke. If they don’t
understand it, then explain.
AI: Students understand the
general meaning, main
ideas and the sequence of
events in a text, and use
this knowledge as needed.
SI: Students interact for a limited
range of purposes, such as following
basic instructions and directions,
asking for and giving information,
making and fulfilling simple requests.
ALC: Students become familiar with
different cultural practices and traditions
from reading literary texts.
WKBK: Have the students turn to workbook pages 167-170 and do exercises 3-7.
Pullout Box
Have the students go back to page 168 and look at the pullout box. Have them read the
clue.
WKBK OPTION: Have the students turn to workbook pages 170-172 and do the Independent
Reading task there. If the reading is too difficult for your class or if you wish to approach this
pullout box differently, you can provide the students with the following information after
you ask them who they met and who they think the mystery person is.
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