lesson 6 teacher’s guide go green - forms.hmhco.com · pdf fileby asking questions such...

Number of Words: 1,542

L E S S O N 6 T E A C H E R ’ S G U I D E

Go Green by Daniel Spiero

Fountas-Pinnell Level RRealistic FictionSelection SummaryShen and Isabel are upset when they see the park near their old school littered with trash. They learn that the city failed to replace old trash cans. Their former teacher advises them to contact an environmental protection group called Go Green, which could help them get a solar-powered trash compactor.

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Characteristics of the Text Genre • Realistic fi ction

Text Structure • Third-person narrative in fi ve chaptersContent • Community activism; park clean-up

• City hall; environmental groupsThemes and Ideas • You can improve your community if you are persistent.

• Gather facts to support your position.Language and

Literary Features• Conversational tone• Realistic dialogue• Details giving insight into characters’ motivation

Sentence Complexity • Mix of simple and complex sentences• Questions, dashes

Vocabulary • Vocabulary words that readers must derive from context or dictionary: berate, fl air, lingered, phenomenal, savor

Words • Some multisyllable words: explained, expensive, organizationIllustrations • Realistic color illustrations on almost every page

• Captions explain pictures and clarify contentBook and Print Features • Thirteen pages of text

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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Target Vocabulary

berate – angrily lecture someone, p. 11

brainwashed – pressured or forced to change beliefs

fl air – display of stylish skill, p. 13

fundamental – basic

gloat – brag about success or show selfi sh satisfaction

lingered – remained in a place for a while, p. 4

phenomenal – extraordinary or remarkable, p. 14

reserve – save for future usesavor – enjoy as much as

possible, p. 14showdown – a decisive contest or

battle between rivals

Go Green by Daniel Spiero

Build BackgroundHelp students use their knowledge of their community to visualize the story. Build interest by asking questions such as the following: What would you like to improve or change in your community? How would you go about doing it? Read the title and author and talk about the cover illustration. Tell students that this story is realistic fi ction set in the present day with events that could take place in real life.

Introduce the TextGuide students through the text, noting important ideas and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions:

Pages 2–3: Explain that this story is about two friends, Isabel and Shen, who decide to get new trash cans for a litter-strewn park. Suggested language: Read the caption on page 3. Describe what you see on the ground in the park.

Page 4: Point out the word lingered. Ask: What does it mean to linger somewhere?

Page 11: Point out the word berate in the fi rst paragraph on page 11. Have students read the sentence in which it appears. Ask: Is berate a positive word or a negative word? Ask: What does it mean to berate someone?

Page 13: Have students locate the word flair in the fi rst paragraph and read the sentence in which it appears. Ask: Would having a fl air for public speaking make it easier or harder to talk in front of a group of people?

Now turn back to the beginning to read how a visit to the place where they used to play motivates Shen and Isabel to “go green.”

2 Lesson 6: Go Green Grade 6© Houghton Mifflin Harcourt Publishing Company

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ReadHave students read silently while you listen to individual students read aloud. Support their understanding of the text as needed..

Remind students to use the Analyze/Evaluate Strategy as they read and to think carefully about the story and form an opinion about it.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the story.Suggested language: Do you think it was realistic that Isabel and Shen decided to take it upon themselves to address the litter problem in the park where they used to play? Why or why not?

Ways of ThinkingAs you discuss the text, help students understand these points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• Isabel and Shen are dismayed by the litter covering the park where they used to play.

• Isabel says more trash cans in the park would keep people from littering.

• Their former teacher suggests they ask the city for more trash cans; when that fails, she urges them to ask for help from an environmental group.

• When seeking change, it’s essential to have a plan.

• If at fi rst you don’t succeed, try a different approach.

• Anyone can help their environment by “going green.”

• Green chapter headings emphasize the title and the content of the story.

• Captions below illustrations help readers follow the story.

• The dialogue is informal and realistic.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for Further Support• Fluency Invite pairs of students to choose a passage of dialogue from the story to

demonstrate phrased fl uent reading as they act out characters’ words and actions. Remind them to use any clues provided by question marks, exclamations, or dashes to make their reading livelier and to convey the author’s meaning.

• Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the story to clarify or extend comprehension. Remind students to go back to the text to support their ideas.

• Phonics/Word Work The story contains some idioms that might be unfamiliar. Explain the meaning of expressions such as a fl ood of memories (page 3), this is your show (page 9), and the man’s expression softened (page 10).



Writing about ReadingCritical ThinkingHave students complete the Vocabulary questions on BLM 6.7.

RespondingHave students complete the activities at the back of their book, using their Reader’s Notebook. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension SkillConclusions and Generalizations

Target Comprehension Skill Tell students that they can draw

conclusions about a character or a situation by looking for key details in the story. Model how to add details to the Graphic Organizer using a “Think Aloud” like the one below:

Think Aloud

On page 14, “Go Green” agrees to take on Shen and Isabel’s project. On that same page, other important details about the new trash can are explained: The trash can is solar powered, and it squeezes the trash so that the can holds more.

Practice the SkillHave students share an example of another book in which someone drew a conclusion about how to solve a problem.

Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6. Remind students that when they think beyond the text, they use their personal knowledge to reach new understandings.

Assessment Prompts• What is the meaning of the word lingered on page 4?

• What was the biggest challenge for Shen and Isabel?

• The fi rst paragraph on page 14 is mainly about

________________________________________________________________.



Critical ThinkingRead and answer the questions.

1. Think within the text Where are Isabel and Shen headed when they

decide to take a shortcut through Tubman Park?

2. Think within the text What do Isabel and Shen discover when they

reach Tubman Park?

3. Think beyond the text Why do you think Isabel and Shen are so

easily discouraged after speaking with someone at City Hall?

4. Think about the text What can you conclude about Isabel and Shen

based on this story?

Making Connections Think of some ways that you might “go green.” Come up with a plan of action for taking better care of our planet.

Write your answer in your Reader’s Notebook.

Go GreenCritical Thinking

Critical Thinking© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Grade 6, Unit 2: Common Ground9

Name Date

Lesson 6B L A C K L I N E M A S T E R 6 . 7

They are headed to the library to do research.

They fi nd the park cluttered with litter.

Isabel and Shen don’t think they are being taken seriously

because of their age.

Isabel and Shen are committed to improving the environment.

They care about keeping the city clean and are proactive about

accomplishing their goals.

Possible responses shown.

06.07_6_246260RNLEAN_Crtl Thk.in3 3 6/15/09 1:29:59 PM

English Language DevelopmentReading Support Pair advanced and intermediate readers to read the story softly, or have students listen to the audio or online recordings. Make sure that they understand how a solar-powered trash compactor would help the city deal with the litter problem.

Vocabulary The story contains some vocabulary that might be unfamiliar. Explain the meanings of litter and bin (page 3), rubbish (page 4), and compactor (page 14).

Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’ English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the student.

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: Who are the main characters?

Speaker 2: Isabel and Shen

Speaker 1: What do Shen and Isabel notice in the park?

Speaker 2: litter

Speaker 1: What does “Go Green” help them do?

Speaker 2: get a new trash can

Speaker 1: Where are Shen and Isabel going when they stop at the park?

Speaker 2: They are on their way to the library.

Speaker 1: Who do they see at the library?

Speaker 2: They see the teacher they had in fi fth grade, Mrs. Evans.

Speaker 1: Why does the City Clerk deny their request for trash cans?

Speaker 2: He says they cost too much and will get damaged.

Speaker 1: What is the purpose of “Go Green”?

Speaker 2: It warns people about dangers to the environment and to their health.


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Name Date

Go GreenThinking Beyond the Text

Think about the question below. Then write your answer in one or two paragraphs.

Remember that when you think beyond the text, you use your personal knowledge to reach new understandings.

On page 11, Isabel reports to Mrs. Evans that the City Clerk turned down their request for trash cans. “I guess they don’t take kids our age very seriously after all,” she explains. Mrs. Evans replies: “Don’t let one person tell you that you can’t make a difference.” Do you think that just anyone can make a difference? What special qualities do you think it takes to make a difference? How do Isabel and Shen demonstrate those qualities?



Critical ThinkingRead and answer the questions.

1. Think within the text Where are Isabel and Shen headed when they

decide to take a shortcut through Tubman Park?

2. Think within the text What do Isabel and Shen discover when they

reach Tubman Park?

3. Think beyond the text Why do you think Isabel and Shen are so

easily discouraged after speaking with someone at City Hall?

4. Think about the text What can you conclude about Isabel and Shen

based on this story?

Making Connections Think of some ways that you might “go green.” Come up with a plan of action for taking better care of our planet.

Write your answer in your Reader’s Notebook.


Go GreenCritical Thinking

Name Date

Lesson 6B L A C K L I N E M A S T E R 6 . 7


1414

446

Student Date

Go GreenRunning Record Form

Lesson 6B L A C K L I N E M A S T E R 6 . 1 1

Go Green • LEVEL R

Behavior Code Error

Read word correctly ✓cat 0

Repeated word, sentence, or phrase

®cat

0

Omission —cat 1

Behavior Code Error

Substitution cutcat 1

Self-corrects cut sccat 0

Insertion the

ˆcat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

13

14

Just then, Shen heard his name being announced. It was time

to present!

“Tubman Park needs a new kind of trash barrel,” Shen

explained, pointing to a poster of a trash can. “This kind is

actually a compactor that uses the power of the sun to operate.

It squeezes the trash down, so that it doesn’t have to be

emptied as often. These new trash compactors save time,

money, and energy.”

After the meeting, Isabel greeted Shen. “You were

phenomenal,” she said excitedly. “‘Go Green’ has agreed to

take on our project!”

Comments: Accuracy Rate (# words read

correctly/92 × 100)

%

Total Self- Corrections



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