City Wildlife

1
City Wildlife

• Unit 2 Open Court

2
An example of city wildlife

• http//community-2.webtv.net/hotmail.com/verle33/H
  ummingBirdNest

3
Unit Overview

• Raise your hands if you can answer the following
  questions
• What do you know about city wildlife before we
  read the selection?
• What do you know about the kinds of animals and
  plants that live and grow in the city?
• Have you already read any books about city
  wildlife?

4
City Wildlife (Read Aloud)

• Prior Reading
• This is a nonfiction article that discusses
  habitat-the natural environment of living things.
• The author of this article has been a biology
  teacher, and a professor of science.

5
City Lots Living Things in Vacant Spots Te
113L-113O

• Focus Questions
• How important are open spaces in a city?
• What makes a city a good place to live for some
  wildlife?
• Listen to the story I read to you.

6
City Lots (article discussion)

• Why is this selection called City Lots living
  Things in Vacant Lots?
• It is about plants, insects, and animals that
  live in city lots.
• Why do many plants and animals live in vacant
  lots all year round?
• They find, everything they need to live there,
  such as food, water, sunlight, and space.

7
City Lots (article discussion)

• How do the plants in city lots help insects live?
• Some insects lay their eggs in the plants others
  feed on the plants and use them for shelter.

8
Objectives

• You will
• recognize antonyms and synonyms,
• Recognize compound words
• Recognize base words and the suffix y and the
  prefix un-
• Practice using the spelling patterns ar and air
• Recognize the long u sound spelled u, u_e, _ue,
  _ew.

9
Word Knowledge

• hollered whispered grinned frowned
• Vacant empty bare
• Streetlight playground tiptoe
• Spiky cottony smelly silvery
• Unbelievable undecorated untied uneaten
  unoccupied
• Started apartments dark car air

10
Word Knowledge

• Tony stopped and made believe his sneaker was
  untied to see what King was going to do.
• Well, come on, man, King whispered, and they
  started down the street.
• Just after the friends passed some apartments,
  they came to a vacant lot.
• An indigo car is a dark blue color.

11
What do these words have in common?

• hollered whispered grinned frowned
• The words are antonyms. Whats an antonym?
• An antonym means opposite. With your partner,
  identify the antonyms.
• Hollered/whispered, grinned/frowned
• Use each word in a sentence and come up with
  other examples of antonyms.
• Hot/cold, hard/soft, up/down, left/right,
  day/night, all/none.

12
What is the same with these words?

• Vacant empty bare
• These words are synonyms. Raise your hand if you
  can tell me what a synonym is.
• Synonyms are words that mean the same thing.
• What is the synonym to these words?
• happy/ ,
• tired/ , large/ ,
• end/ , grow/
• Happy/joyful, tired/sleepy, large/huge/big,
• end/finish/complete, grow/mature/develop

13
What is the spelling pattern in the next set of
words?

• Streetlight playground tiptoe
• The words are compound words.
• What words make up each compound word?
• Do the two words help us understand the meaning
  of the word?

14
Whats the secret pattern between these words?

• Spiky cottony smelly silvery
• The suffix y is added to base words.
• Give a definition for each word and use the word
  in a sentence.
• Identify the part of speech the word becomes in a
  sentence.
• By adding the suffix y , the word becomes an
  adjective (a describing word).

15
What do these words have in common?

• Unbelievable undecorated untied uneaten
  unoccupied
• The prefix un- is added to words.
• What does the prefix un- mean?
• Un- means not.
• Give the base word and explain how the word
  changes when you add un-.
• Example the base word for unbelievable is
  believe.
• When you add un- the word means not true.

16
What is the same with these words?

• Started apartments dark car air
• These words are spelling words found in The Boy
  Who Didnt Believe in Spring.
• Lets review the spelling patterns for
• ar and air.

17
Please read the sentences and find the antonyms

• Tony stopped and made believe his sneaker was
  untied to see what King was going to do.
• Well, come on, man, King whispered, and they
  started down the street.
• Just after the friends passed some apartments,
  they came to a vacant lot.
• Antonyms stopped/started, untied/tied,
  whispered/shouted, down/up, after/before,
  friends/enemies, vacant/occupied

18
Now, lets identify any synonyms, prefixes

• Tony stopped and made believe his sneaker was
  untied to see what King was going to do.
• Well, come on, man, King whispered, and they
  started down the street.
• Just after the friends passed some apartments,
  they came to a vacant lot.
• Synonyms stopped/discontinued, untied/undone,
  started/began, some/several, vacant/bare/empty
• Prefixes untied-not tied.

19
Now, lets read the following sentence together

• An indigo car is a dark blue color.
• Identify the words that have the /ar/ sound
  spelled ar
• Car, dark
• Nice job folks

20
Prior Knowledge

• What do you remember from the Read Aloud?
• Raise you hand if you can share with me what you
  notice about the first signs of Spring.
• Are there any questions on the Concept/Question
  board this story might answer? Lets check

21
Background Information

• The Boy Who Didnt Believe in Spring is
  realistic fiction. Realistic fiction may include
  descriptions of actual places and things, and
  also situations that are made up but could
  happen. The author invents the characters, then
  involves them in solving a problem.

22
Background Information

• The author, Lucille Clifton, uses idiomatic
  spellings and phrases. Some of the spelling in
  the story was used to show natural speech and
  they may differ from the dictionary spelling.
• (bout for about and comin for coming)

23
Preview and Prepare (Reading 2.6 pp.
114O-114P)

• Let s read aloud the title, the author and
  illustrator.
• Now lets browse the first page or two of the
  story.
• Who are the main characters?
• Look at the illustrations in the selections.
• Make sure you make predictions about the text to
  help monitor your comprehension.
• Look for clues, problems, such as unfamiliar
  words (trans. 46)
• Now lets look at the focus question.

24
Student Observation

• Clues Problems Wonderings
• Can a person -Weissmans -How can
  you believe in Spring? Find Spring?

25
Set Purpose (Focus Question)

• What is your purpose for reading this selection?
  Write it down.
• Maybe, you want to learn more about city
  wildlife.
• Look for examples of wildlife and where wildlife
  is found.
• You may also set other reading goals.

26
Selection Vocabulary Reading 1.3, 1.5 p.
114P Trans 10

• Crops decorated vacant mound patch
  (Transparency 37)
• What do these words mean?
• Context clues, word structure (root word, prefix
  suffix), apposition, prior knowledge
• Add vocabulary words to your Writers Notebook in
  the Vocabulary Words section

27
Selection Vocabulary Reading 1.4 p. 114P
Trans 10

• Crops
• decorated
• vacant
• mound
• patch

28
Selection Vocabulary Reading 1.4 p. 114O
Trans 10

• Crops plants grown for food or to sell to make
  money (pg. 115)
• Decorated made beautiful by adding fancy things
  (pg. 119)
• Vacant empty abandoned (pg. 119)
• Mound small hill or pile of dirt, rocks, or
  other material (pg. 120)
• Patch an area different from what is around it
  (pg. 121)

29
Investigating Concepts Beyond the Text TG
125A Inquiry

• What do you know already about city wildlife?
  During the next six weeks, we read stories about
  city wildlife.
• Does anyone have any further questions or points
  to share up to this point?
• Complete Inquiry Journal, pg. 28

30
Language Arts Day 1Word Analysis (TE. P. 35F)

• Spelling This week, we will spell words wit the
  /ar/ sound.
• Started apartments dark car air
• Pretest p. 26
• Vocabulary Skill Words (antonyms)
• Whispered shouted slowly mound vacant

31
English Language ConventionsGrammar, Usage, and
Mechanics (TG p. 125F Eng. Lang. Conv.
1.0, 1.4)

• Quotation Marks (Read L.A. Handbook, p. 272)
• Quotation marks let the reader know that
  something is being said.
• A comma sets of the speakers words from the rest
  of the sentence.
• If the sentence ends with the quotation, the
  punctuation goes inside the closing quotation
  mark.

32
English Language ConventionsGrammar, Usage, and
Mechanics (TG p. 125F Eng. Lang. Conv.
1.0, 1.4)

• Im hungry! Shelly said.
• Are you tired? Michael asked.
• Brian said, Its time to go to school.
• The name of a short story, poem, song or book
  chapter should be in quotes.
• Complete Language Arts and Comprehension Book,
  pgs. 26-27.

33
Writing Process Strategies Getting Ideas
Responding to Fiction TG p. 125F (writing 1.1,
1.4)

• Read Language Arts handbook, pgs. 78-79
• in order to find out about Expository
  writing.
• Lets read L.A. handbook, pgs. 84-87
• (Responding to Fiction)
• Lets good over an example of good writing
  responding to fiction (transparency 4)
• Let me show you the writing rubric with you

34
Writing Process Strategies Getting Ideas
Responding to Fiction TG p. 125F (writing 1.1,
1.4)

• Total point value 10
• Ideas are stated clearly and are easy to
  understand. (2 points)
• There is a topic sentence for each paragraph.
• (2 points)
• There is at least one supporting detail or
  example for each topic sentence (2 points)
• The final copy is clean, neat, and legible. (2
  points)
• Mechanics-punctuation, spelling, and
  capitalization is correct. (2 points)

35
Writing Process Strategies Getting Ideas
Responding to Fiction TG p. 125F (writing 1.1,
1.4)

• I like the character King Shabazz in the story
• The Boy Who Didnt Believe in Spring.
• I could write a response to fiction explaining
  why.
• What plots, settings, and ideas could you use to
  write responses to fiction?
• Write your ideas for your response in your
  Writers Notebook.

36
Word Knowledge-Day 2 (TG p. 114L)

• hollered whispered grinned frowned
• Vacant empty bare
• Streetlight playground tiptoe
• Spiky cottony smelly silvery
• Unbelievable undecorated untied uneaten
  unoccupied
• Started apartments dark car air
• Partner work
• One student selects a word from above and
  your partner will put the word in a sentence.
• Then we will switch!

37
The Boy Who Didnt Believe in Spring Te. 114Q-R
(first reading-orally pgs. 114-123)

• When I read this story I will
• Predict what the story might be about
• What Questions come to mind?
• What images that pop into my
• mind? (Visualize)
• Summarize story in own words
• Listen/Speak 1.1,1.2

38
The Boy Who Didnt Believe in Spring Te. 114Q-R
(first reading-orally pgs. 114-123)

• Focus Questions
• What is city wildlife?
• What types of wildlife would you
• expect to find in a city?

39
Discussing Strategy UseTG 122

• How did you clarify confusing passages?
• What questions did you ask yourself as you read
  the story?
• Did you make predictions as you read the story?
  What were they?
• What did you visualize as you read the story?

40
Discussing Strategy UseTG 123A

• Lets use handing off to answer these questions
• Why didnt King believe in Spring?
• What did King and Tony do to find Spring?
• What signs of Spring did they find?
• What types of wildlife are common in cities?
• Write your responses in the orange section of
  your writers notebook.

41
Concept/Question Board TE p. 125B

• Lets use the Concept/Question board to
• Post questions we have about the story that have
  not been answered yet.
• Post articles about city wildlife.
• Answer our story focus question.

42
Language Arts Day 2Word Analysis (TE. P.125G)
ELC 1.8, Reading 1.4

• Here is Sound/Spelling card 27 /ar/.Repeat after
  me armadillo. Sort your spelling words by ar,
  are, air, or ear spellings.
• Vocabulary Antonyms
• Whispered
• Antonyms are two words with opposite meanings.
• The antonym for whispered is __________.
• Shouted, screamed, yelled, hollered
• Complete Spelling Book pages 26-27.

43
English Language Conventions Grammar, Usage, and
Mechanics (TG p. 125G E.L.C., 1.5)

• Review Quotation Marks. When are quotation marks
  used?
• Quotation marks are used when someone speaks, for
  short story, poem and song titles and chapters in
  a book.
• Name two or more animals that live in the city.
• Imagine what animals would say to each other
  about how humans treat them.
• What would they say? (write on the board and
  punctuate)
• Find one declarative(.), one interrogative(?),
  and one exclamatory (!) quotation in The Boy Who
  Didnt Believe in Spring.
• Look through your accelerated reader books for
  more examples.

44
Writing Process Strategies Prewriting-
Responding to Fiction TG p. 125G (Writing 1.1,
1.4)

• Lets review our ideas for responding to fiction
  from yesterday.
• Lets read Writers Workbook, pg. 6 (Prewriting).
• Graphic organizers help writers organize their
  thoughts.
• Now, we will go over a Character Web
  (transparency 11).
• In a Character Web, you need to add details and
  examples.
• Assignment Complete Writers Workbook, pages 6
  and 7.

45
Day 3-Phonics and FluencyReview the long u sound
spelled u, u_e, _ue, _ew TE 114M

• Here is the Sound/Spelling Card 36, the long u
  sound.
• Unit used menu Utah
• Cue human humid January
• Puny fuel pupil unicorn
• Mew few unify universe
• My favorite month is January.
• I ate a few cookies after dinner.
• He used to sit with his friend Tony Polito on the
  bottom step when the days started getting longer
  and warmer and talk about it.

46
Day 3-Phonics and FluencyReview the long u sound
spelled u, u_e, _ue, _ew TE 114M

• Here is the Sound/Spelling Card 36, the long u
  sound.
• Unit used menu Utah
• Cue human humid January
• Puny fuel pupil unicorn
• Mew few unify universe
• Identify the long u spelling in each word.
• Unitu used u_e menuu UtahU
• Cueue humanu humidu Januaryu
• Punyu fuelue pupilu unicornu
• Mewew fewew unifyu universeu

47
Day 3-Phonics and FluencyReview the long u sound
spelled u, u_e, _ue, _ew TE 114M

• My favorite month is January.
• I ate a few cookies after dinner.
• Identify the words with the long u sound and use
  them in a different sentence.
• January, few
• He used to sit with his friend Tony Polito on the
  bottom step when the days started getting longer
  and warmer and talk about it.
• Identify the word in the above sentence with the
  long u sound.
• used

48
Investigating Concepts Beyond the Text TG
377B Workshop time

• Concept/Question Board
• Post questions you have about the story.
• Post questions you may have about the story
  before reading it, if they were unanswered.
• Bring in items, newspaper articles and stories
  about competition, and cooperation.
• You can sign out and read books from the
  concept/question board (for in class only).

49
Day 3 Second Reading (choral) pgs. 114-123
Reading 2.1

• Comprehension Skills Classify and Categorize
• What does classifying and categorizing mean?
• It is sometimes useful to put story information
  into sections or categorizes.
• Putting things that are alike together in a group
  will help you understand and learn information.
• As you read the story, try to classify and
  categorize different things.
• Signs of Spring , , ,

50
The Boy Who didnt Believe in Spring Second
Reading-Checking Comprehension, pg. 123 (reading
2.3)

• What does this story have to do with city
  wildlife?
• Tony and King find plants beginning to grow and a
  birds blue eggs in the car in a vacant lot.
• What do Tony and King realize when they find the
  flowers and the birds eggs?
• They realize that spring has really arrived.

51
The Boy Who didnt Believe in Spring Second
Reading-Checking Comprehension, pg. 123 (reading
2.3)

• How do you think they feel about their discovery?
• The feel happy and amazed at finding signs of
  spring in the city.

52
Interviewing, TE. 125D

• In an interview, you ask another person questions
  to get information about a subject or to find out
  what she or he thinks or feels about something.
• In an interview, a person is the source.
• Here are the rules of doing an interview
• Always ask permission to interview a person.
• Ask Who? What? Where? Why? And How? Questions.
• Write down your questions in the order you want
  to ask them.
• Speak clearly and politely during an interview.
• Take notes as the person answers the questions.
• Thank the person after the interview.

53
Interviewing, TE. 125c

• Use the calendar to play your Investigation on
  City Wildlife.
• Complete Inquiry Journal pages 33 to 34 and plan
  your unit investigation.
• Choose what you want to learn about City Wildlife
  and plan your investigation.

54
Day 3 Language Arts (Spelling) p. 125H

• Bare bear
• Listen to the /ar/ sounds in bare and bear
• Complete Spelling Book, pg. 28
• Vocabulary (antonyms) mound
• Hole, indentation, and valley are antonyms to
  mound
• What does mound mean by knowing its antonyms?
  (hill, bump, pile)
• Think up more antonyms for mound
• Flat land, valley, dip

55
Day 3 English Language Conventions TG. p. 125H

• Read L.A. Handbook, pg. 272 to review quotations.
• Where does the quotation marks go for the
  following sentences?
• Fragrant flowers are flourishing in the field,
  Fred said gratefully.
• Fragrant flowers are flourishing in the field,
  Fred said gratefully.
• Rachel Carson said, We need to protect the
  natural world.
• Rachel Carson said, We need to protect the
  natural world.

56
Day 3 English Language Conventions TG. p. 125H

• Where does the quotation marks go for the
  following sentences?
• When will the cardinal eggs hatch? asked Ellen.
• When will the cardinal eggs hatch? asked Ellen.
• That cardinal is bright red! Gasped Deonte.
• That cardinal is bright red! Gasped Deonte.
• Note The end punctuation goes inside the closing
  quotation mark.
• Assignment Write a brief dialogue among animals
  about life in the city.

57
Writing Process Strategies Day 3 Drafting
Responding to Fiction (TG 125H)

• Although responding to fiction means giving
  opinions, these opinions need to be supported
  with examples from the writing.
• Time order words are words that show the
  transition of events.
• Before, after, first, next, later, last, until,
  then, finally
• Time order words are used to help readers follow
  actions.
• Lets read L.A. handbook, pgs. 198-199 for more
  examples.
• Lets complete Comprehension and L.A. skills
  book, pgs. 28-29.
• Guided Practice
• Complete your first draft using Writers
  Workbook, pg. 7.

58
Developing Oral Language, p. 114N

• Unit used menu Utah
• Cue human humid January
• Puny fuel pupil unicorn
• Mew few unify universe
• A is a mammal.
• Human
• is a cold month.
• January
• I need to run my gold car.
• fuel

59
Developing Oral Language, p. 114N

• Unit used menu Utah
• Cue human humid January
• Puny fuel pupil unicorn
• Mew few unify universe
• The state of is very pretty.
• Utah
• Our Open Court is called City Wildlife.
• Unit
• The word means small.
• puny

60
Dictation (routine cards 6 and 9) pg. 114 N

• Take out a piece of paper and lets begin out
  dictation!
• Line 1
• Line 2
• Challenge word
• Sentence

61
Dictation pg. 114 N (routine cards 6 and 9)

• Lets now proofread our dictation
• Line 1 humor utilize unity
• Line 2 useful mute menu
• Challenge word community
• Sentence The band wants new bugles and uniforms
  in the future.

62
Reading and Responding (day 4)

• Meet the Author/Illustrator (Read Pg. 124)
• Lucille Clifton was the first person in her
  family to earn a scholarship and attend college.
  What does this tell you about her desire to
  learn?
• What do you thin is special about Lucille
  Cliftons writing that makes her one of the most
  famous poets and childrens author?

63
Reading and Responding (day 4)

• Meet the Author/Illustrator (Read Pg. 124)
• Brinton Turkle writes and illustrates books in
  the hope that they will teach children kindness,
  honesty, and a love of life. Why do you think he
  chose to illustrate this story for Lucille
  Clifton?
• Look back at the pictures in They Boy Who Didnt
  Believe in Spring. Brinton Turkle had to do
  research for the background scenery for new York
  City. Why would an artist do research?

64
Literary Elements Characterization Day 4TG p.
123D

• Characterization is the way that a writer shows
  what the characters in his or her story are like.
  
• Writers do this by telling what the characters
  do, say, think, and feel.
• Lets completed Reading Transparency 53 on
  characterization.
• Character What I know about Him Evidence
• King Shabazz Hes mad. He would holler.
  (characters actions)
• Tony Polito Hes scared. He acts like his
  sneaker is untied. (characters action)
• Assignment Look in your Writing Folders for
  stories you have written. Read the story and see
  if you can improved the characterization by
  showing more of your characters actions, thoughts
  or words.

65
Interviewing, TE. 125D

• In an interview, you ask another person questions
  to get information about a subject or to find out
  what she or he thinks or feels about something.
• In an interview, a person is the source.
• Here are the rules of doing an interview
• Always ask permission to interview a person.
• Ask Who? What? Where? Why? And How? Questions.
• Write down your questions in the order you want
  to ask them.
• Speak clearly and politely during an interview.
• Take notes as the person answers the questions.
• Thank the person after the interview.

66
Interviewing, TE. 125D

• In an interview, you ask another person questions
  to get information about a subject or to find out
  what she or he thinks or feels about something.
• In an interview, a person is the source.
• Here are the rules of doing an interview
• Always ask permission to interview a person.
• Ask Who? What? Where? Why? And How? Questions.
• Write down your questions in the order you want
  to ask them.
• Speak clearly and politely during an interview.
• Take notes as the person answers the questions.
• Thank the person after the interview.

67
Day 4 Spelling p. 125I

• We will use the Consonant Substitution strategy
  to complete Spelling Book page 29.
• Dark
• Knowing the spelling of dark can help us know
  that the rhyming word park is spelled the same
  way.
• Complete Spelling book, pg. 29.
• Vocabulary (antonyms) vacant
• Empty, clear, and blank are synonyms of vacant.
• What are the antonyms for vacant?
• Full, loaded, crowded
• What is the definition of vacant , now that we
  know its antonyms and synonyms?
• Empty space, clear area

68
English Language Convention Day 4 TG 125I
listen/Speak 1.1

• Remembering what we hear
• Being able to recall a story is an important
  listening skill.
• If we listen well the first time, we wont have
  to get the information again.
• Another good listening skill is repeating and
  paraphrasing what we hear in our own words. This
  helps us share information with others. We can
  give the same message using our own words.
• Assignment In small groups, paraphrase the
  important points and details of the story.
• Students will decide on a group leader.
• The group leader will record the important
  points.
• As a class, we will call on the group leader to
  share their information with the class.

69
Writing Process Strategies Day 4 Revising
(routine card 7) TG 125I Writing 1.1, 1.4

• Lets read Writers Workbook, pg. 8 on revising.
• Lets discuss Language Arts Transparency 26 on
  revising.
• When the supporting sentences stray from the
  topic of the paragraph, readers lose interest.
• When statements about a character, setting, idea,
  or plot are not supported with details from the
  story, it makes the statements hard to believe.
• Misspelling names of people and places can be
  distracting and it makes it seem like you did not
  read the story carefully.

70
Writing Process Strategies Day 4 Revising
(routine card 7) TG 125I Writing 1.1, 1.4

• Guided Practice
• Revise your drafts using time order words.
• Use the checklist on page 9 of your Writers
  Workbook to help you revise your response to
  literature.

71
Day Five

• General Review
• Word Knowledge
• Lesson Assessment (Reading 2.1, 2.2 3..3 )
• The Boy Who Didnt Believe in Spring pp.2-3
  (TG p. 35I)
• Spelling The /ar/ sound (E.L.C. 1.8)
• Unit 2 Assessment 1 p. 27
• Vocabulary Assessment Unit 2,lesson 1 p. 27
  (Reading 1.2, 1.3 1.4)

72
Selection Vocabulary Reading 1.4 p. 114P
Trans 10

• Crops
• decorated
• vacant
• mound
• patch

73
Selection Vocabulary Reading 1.4 p. 114O
Trans 10

• Crops plants grown for food or to sell to make
  money (pg. 115)
• Decorated made beautiful by adding fancy things
  (pg. 119)
• Vacant empty abandoned (pg. 119)
• Mound small hill or pile of dirt, rocks, or
  other material (pg. 120)
• Patch an area different from what is around it
  (pg. 121)

74
English Language Conventions (Penmanship)

• Lets practice using cursive n and m
• N NNNNNn n n n n n n n n
• M MMMM m m m m m m m m m
• Raise your hand and trace the letters n and m.
• Practice writing rows of Ns and Ms in your
  Writers Notebook.
• Write the words, once, time, named and spring to
  practice your letter formation.

75
Writing Process Strategies Editing/Proofreading/P
ublishing (Day 5) Writing 1.1, 1.4

• Lets read Writers Workbook, pg. 9 on
  editing/proofreading.
• Now, lets look at transparency 35, Presentation
  Responding to Literature.
• Assignment Edit your response to fiction.
• Use the checklist on Writers Workbook, pg. 9 to
  help you.
• Make a neat final copy.

76
Investigating Concepts Beyond the Text TG
377B Workshop time

• Concept/Question Board
• Post questions you have about the story.
• Post questions you may have about the story
  before reading it, if they were unanswered.
• Bring in items, newspaper articles and stories
  about competition, and cooperation.
• You can sign out and read books from the
  concept/question board (for in class only).

77
California Theme Connection, Social Studies-
Explorers, TE 123F

• King Shabazz and Tony were searching for
  something they had heard of but had never seen.
  In a way, they are like the explorers who settled
  America.
• Who are some explorers that you know?
• Christopher Colombus in 1492, sailed the ocean
  blue and discovered America.
• Who are some other explorers that you know?