Standards Correlations

R.1, R.2, R.3, R.4, R.7, W.3, SL.1, L.4, L.6

Learning Objective

Students will compare and contrast two unique island environments and the species that inhabit them.

Key Skills

compare and contrast, text features, vocabulary, key details, summarizing, critical thinking, narrative writing 

Complexity Factors

Purpose: The first text describes Snake Island, an island off the coast of Brazil known for its deadly golden lancehead vipers. The second describes Pig Beach in the Bahamas, which is famous for its friendly swimming pigs.

 

Structure: Both texts are informational.

 

Language: The language is clear and accessible. Domain-specific vocabulary is defined in the vocabulary box.

 

Knowledge Demands: No prior knowledge is required.

Levels

Lexile: 600L-700L 

Guided Reading Level: Q 

DRA Level: 40

Lesson Plan: Beware Snake Island/Welcome to Pig Beach

Essential Questions

  • What is the role of humans in preserving or disrupting natural habitats?
  • How do legends and myths shape our understanding of the natural world?

Literature Connection

  • Nonfiction: The Daredevil’s Guide to Dangerous Places (Lonely Planet Kids) by Anna Brett

1. Preparing to Read 

Preview Text Features (10 minutes)

Guide students to locate the articles in their magazines or at Action Online. Preview the text features by asking the following questions:

  • Read the first article’s title and subtitle. Look at the map provided and read its caption. Then list three facts about Snake Island that you learn from the map and its caption. Sample answer: Snake Island is off the coast of Brazil. It’s in the Atlantic Ocean. It’s in South America.
  • Read the title and subtitle of the second article. Examine the pictures of Pig Beach and the swimming pigs. Why do crowds of tourists visit Pig Beach every year? How do you think a group of pigs might have ended up living on an island? Make a prediction. Answers will vary.

Preview Vocabulary (10 minutes)

  • Point out the vocabulary box. Read the words (venom, prey, evolved, species, residents) aloud and discuss their definitions.
  • Play the Vocabulary Slideshow.

Make a Plan for Reading

Before students start to read, walk them through a reading plan:

  • Set a purpose for reading by telling students that the first article describes Snake Island, which is near Brazil and is known for its deadly snakes. The second text describes Pig Beach, an island in the Bahamas famous for its swimming pigs.
  • Tell students that after they read, they’ll compare the two islands and the animals for which they’re known.

 2. Reading and Unpacking the Text

Read the articles. (Higher- and lower-Lexile versions are available on the Story page at Action Online. Click Presentation View to access an audio read-aloud.) Then discuss the following close-reading and critical-thinking questions.

Close-Reading Questions (15 minutes)

  • In the first article, what stories does the author mention that show that Snake Island is dangerous? (key details) The article mentions a story about a fisherman who was found in his boat covered in blood and snake bites, and another about a lighthouse keeper whose family was killed by snakes that entered their home.
  • Based on the first article, how did the snakes on Snake Island evolve to be different from snakes that live on the mainland? (compare and contrast) The article explains that the snakes on Snake Island evolved to have more powerful venom that works faster because they prey mainly on birds. Mainland snakes can follow their prey until the venom takes effect, but the ones on Snake Island need quick-acting venom.
  • What reasons does the second article give for why Pig Beach has become a popular tourist destination? (summarizing) The article notes that Pig Beach attracts millions of tourists who want to swim with the pigs, which are friendly and often approach boats looking for treats. It also mentions that the pigs have become celebrities, appearing on TV shows and social media, making the island an appealing travel spot.

Critical-Thinking Questions (10 minutes)

  • Why do you think people continue to pass along myths and legends about places like Snake Island, even if they might not be true? Sample answer: Stories like these can help keep people away from dangerous places. The reason people pass them along is probably that they capture our imagination and tap into our fears.
  • The second article asks, “Is it really a good idea to keep animals in a place where they don’t naturally live?” What do you think?  In what ways might it be bad for pigs to live on Pig Beach? In what ways might it be good? Sample answer: The pigs on Pig Beach could starve if humans stopped visiting, which is a bad thing. On the other hand, the pigs get extra attention and care because tourists love them. 

3. Skill Building and Writing

Learn-Anywhere Activity

An enrichment activity to extend the learning journey at home or in the classroom

Project the task below on your whiteboard or share it with students in your LMS.

Write an Acrostic Poem

An acrostic poem is a poem in which certain letters (usually the first letter) in each line spell out a word or phrase. Usually, the word or phrase has something to do with the content of the poem. Here’s an example using the phrase New York City:

  • Nonstop
  • Excitement
  • Wherever you look.

  • You might see someone selling
  • Oranges, or playing 
  • Rock music, or
  • Kickboxing in the street.

  • Come and enjoy the
  • Island of Manhattan, with its
  • Tall buildings and 
  • Yellow cabs.

Now it’s your turn! Try writing an acrostic poem about Snake Island or Pig Beach. For inspiration, first write down a few facts you know about the place (such as where it’s located, what it’s known for, who visits, and why people visit). Then get started on your poem. Each line can be as long or as short as you want it to be, and you can work in pairs or small groups if it helps you.

Language-Acquisition Springboard

Pre-teach vocabulary to make the texts more accessible.

Before reading the articles, pre-teach the five vocabulary words to help students read more fluently and understand more thoroughly.

First go over the vocabulary words (venom, prey, evolved, species, and residents) and their definitions, found in the vocabulary box or the Vocabulary Slideshow. Then check students’ understanding of the words’ meanings by asking these questions:

  • What might happen if a snake were to bite you and release venom? You might get very sick or die. 
  • If an eagle swoops down toward its prey, what might happen next? The eagle would likely catch and eat the prey.
  • How has the technology for cell phones evolved over the past 25 years? The phones now have touch screens; their cameras and internet access have gotten better. 
  • Would two monkeys of the same species look similar to each other? Yes.
  • Who are usually the residents of a college dorm? The residents of a college dorm are usually students.
Looking for more ELL support? Download our full lesson plan and scroll to p. 5 to find questions that will help your ELLs respond to the text at the level that’s right for them.

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