DETECTIVES Teacher's Guide - Book - Page 129
THE DETECTIVES - TEACHER’S GUIDE - Unit 3
PART 3: One Artist, Three Clues (page 87-93)
Let’s Remember
Ask:
Who remembers what we saw in the museum? (the note)
Who wrote the note? (the thief)
What did the thief say? (that he/she will be back) Discuss the title of the section.
Ask:
What kind of clues do you think there might be?
What kind of clues can an artist leave? (Accept all logical answers.)
1. Let's Read! (page 87)
Appreciation of culture
NOTE: The reading passage is about a famous Russian-French artist. It’s a good opportunity to
discuss the culture behind artists and find out if any of the students know other Russian or French
artists. If your class is interested, you can present more information on Chagall or other French or
Russian artists by going online to http://www.france-travel-secrets.com/famous-french-artists.html
for French artists and to http://www.russianartgallery.org/ for Russian artists. Ask the students to
compare and contrast what they learned about the artists's culture and their own culture.
Before Reading
Ask and say:
o Do you remember which pictures were missing in
the museum? (Chagall and Warhol)
o Today we are going to read about Chagall.
NEW WORDS
dreamed
famous
imagination
remind
village
Curriculum:
AI: Students will use simple
information tools such as a glossary,
a simplified learner’s dictionary, and
a table of contents
Present the new words on the board.
Either use the flashcards or write the
words. Discuss each word, by saying a
sentence from the text that contains the new word. This will help the students
guess what the word means.
Vocabulary reinforcement
Have the students go over the text and
Curriculum:
find the words they just learned. Ask them to read the
AI: Students will understand the
sentences where they found the words. If there are still
general meaning, main ideas, and
unclear words, explain them. Have the students copy the
sequence of events in the text and use
words into their notebooks and write their definitions.
this knowledge as needed.
For weaker students: Have them copy the sentence with
the new word into their notebooks, next to the definition
they wrote. This will help them remember the context as
well.
For more ideas, go to pages vi and vii of the Yellow Pages
section.
106
AI: Students will identify different text
types and use this knowledge as
needed.
AI: Students will locate relevant
information for a specific purpose.
AI: Students will use simple
information tools such as a glossary, a
simplified learner’s dictionary, and a
table of contents.
