weekly literature - ellis familyellis2020.org/treasures/tg-treasures/unit3_week2_1.pdf · 2 weekly...

Dear Mrs. Parks by Rosa Parks

by Lily Tuttle

Weekly Literature

Week At A Glance

Tested Skills for the Week

Read-Aloud AnthologyListening Comprehension

Readers’ Theater

•

•

Vocabulary/Comprehension

Weekly Theme: People Who Made a Difference

Whole Group

VOCABULARY

unfair, ancestors, numerous,

segregation, unsuspecting,

avoided, injustice

Using Word Parts/Prefixes

COMPREHENSION

Strategy: Evaluate

Skill: Author’s Purpose

WRITING

Poem

Social Studies LinkHistory

Small Group Options

Differentiated Instructionfor

Tested Skills


Genre Letters

Social Studies LinkMain Selection Genre Biography

304A

A

UDIO CD

CorettaCoretta Scott Scott KingKing

by Robert O’Brien

Biography


by Robert O’Brien

Biography


by Robert O’Brien

Biography


by Robert O’Brien

Biography


by Robert O’Brien

Biography


by Robert O’Brien

Biography

by Ann M. Rossi

Susan B. Anthony and Elizabeth Cady Stanton

Fighfor Rights

Biography

by Ann M. Rossi


Fighfor Rights

Biography

by Ann M. Rossi


Fightfor Rights

Biography

by Ann M. Rossi


Fightfor Rights

Biography

by Ann M. Rossi


Fightifor Rights

Biography

by Ann M. Rossi


Fightingfor Rights

Biography

Resources for Differentiated Instruction

Leveled ReadersLeveled Readers

• Same Theme• Same Vocabulary• Same Comprehension Skills

LEVELED PRACTICE

CLASSROOM LIBRARY

Approaching On Level Beyond

On-Level Reader

sheltered for English

Language Learner

ELL Teacher’s Guide

also available

Beyond LevelApproaching Level

English Language Leveled Reader

On Level

ELL

ONLINEINSTRUCTION

www.macmillanmh.com

AUDIO CD

Listening

Library

Fluency

Solutions

•

•

CD ROM

Vocabulary

PuzzleMaker

•

A

UDIO CD CD ROM

Also AvailableLEVELED READER PROGRAM

Genre Biography

Genre Folk TaleGR Levels O–T

O Q T

Phonics and Decoding

Comprehension

Vocabulary

Also available Reading Triumphs,

Intervention Program

•

•

•

INTERVENTION ANTHOLOGY

Approaching On Level Beyond

Trade books to apply Comprehension Skills

HOME-SCHOOL CONNECTION

Family letters in

English and Spanish

Take-Home Stories

•

•

My Brother Martin 304B

http://www.macmillanmh.com


by Robert O’Brien

Biography

b A M R i


Fightingfor Rights

Biography

My Brother Martin,

308–321

ORAL LANGUAGE• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing

Focus Question Why would someone paint a picture as large as the one on pp. 304–305?

Build Background, 304

Read Aloud: “I Have a Dream,” 305

Listening/Speaking

Focus Question What does Dr. Martin Luther King, Jr.’s sister want you to know about him?

WORD STUDY• Vocabulary

• Phonics/Decoding

Vocabulary

unfair, ancestors, numerous, segregation, unsuspecting, avoided, injustice, 306

Practice Book A-O-B, 82

Strategy: Using Word Parts/Prefixes, 307

Vocabulary

Review Vocabulary, 308

Phonics

Words with Silent Letters, 329E


READING• Develop

Comprehension

• Fluency

“It Took Courage,” 306–307

Comprehension, 307A–307B

Strategy: Evaluate



Model Fluency, 305

Partner Reading, 304I

My Brother Martin, 308–321

Comprehension, 308–321

Strategy: Evaluate




LANGUAGE ARTS• Writing

• Grammar

• Spelling

Writing

Daily Writing Prompt: Think of someone who has made a difference in your life. Write an e-mail to that person to explain how your life has been changed.

Poem, 328–329B

Grammar Daily Language Activities, 329I

Verb Tenses, 329I

Grammar Practice Book, 71

Spelling Pretest Words with Silent Letters, 329G

Spelling Practice Book, 71–72

Writing

Daily Writing Prompt: What are some examples of things you would like to change in the world? Write a journal entry giving your reasons why these things should change.

Poem, 328–329B


Verb Tenses, 329I


Spelling Word Sorts, 329G

Spelling Practice Book, 73

ASSESSMENT• Informal/Formal Vocabulary, 306

Comprehension, 307B

Comprehension, 315, 321

Phonics, 329E

Leveled Readers

Student Book

by Lily Tuttle

Student Book

Differentiated Instruction 329M-329VDifferentiated Instruction 329M-329VTurn the Page for

Small Group Lesson Plan

Suggested Lesson Plan Instructional NavigatorInteractive Lesson Planner

304C304C

Vocabulary

Vocabulary Words

Word Parts/Prefixes

Comprehension

Strategy: Evaluate


Writing

Poem

Differentiated Instruction 329M-329VDifferentiated Instruction 329M-329VDifferentiated Instruction 329M-329V

Listening/Speaking

Focus Question Compare how segregration affected Thurgood Marshall and Rev. Dr. Martin Luther King, Jr. What did they both accomplish?

Summarize, 323


Focus Question Think about this week’s main selection, My Brother Martin. What might Martin’s sister say in a letter to Rosa Parks?

Expand Vocabulary: Making a Difference, 329F


Focus Question If you wanted to describe an injustice you saw or heard about, how would you write about it? As an essay? A play? A short story? A letter? Explain your choice.

Speaking and Listening Strategies, 329A

Vocabulary

Review Words in Context, 329C

Strategy: Word Parts/Prefixes, 329D


Phonics

Decode Multisyllabic Words, 329E

Vocabulary

Content Vocabulary: activist, unconstitutional, nonviolence, 324

Prefixes, 329FApply Vocabulary to Writing, 329F

Vocabulary

Spiral Review: Vocabulary Game, 329F

My Brother Martin, 308–321

Comprehension

Comprehension Check, 323

Maintain Skill: Make Inferences, 323B

Repeated Reading, 323A



“Dear Mrs. Parks,” 324–327

Comprehension

Social Studies: LettersSalutation and Body, 324



Self-Selected Reading, 304I

Comprehension

Connect and Compare, 327

Practice, 323A


Writing

Daily Writing Prompt: Write a short news article describing how volunteers can help in other parts of the world.

Writer’s Craft: Formal and Informal Language, 329A

Poem, 329B


Mechanics and Usage, 329J


Spelling Word Meanings, 329H


Writing

Daily Writing Prompt: Write a diary entry about a time when you made a difference in someone’s life. How did you make this person feel?

Writing Trait: Sentence Fluency, 329B

Poem, 328–329B


Verb Tenses, 329J


Spelling Review and Proofread, 329H


Writing

Daily Writing Prompt: Write a paragraph about a character from a book or movie who made a difference in some way.

Poem, 328–329B


Verb Tenses, 329J

Grammar Practice Book, 75–76

Spelling Posttest, 329H


Fluency, 323A Vocabulary, 329D Weekly Assessment, 149–156

Student Book

Dear Mrs. Parks by Rosa Parks

Student Book Student Book

My Brother Martin 304D

Suggested Lesson Plan

For intensive intervention see TriumphsR E A D I N G

Focus on Skills

Differentiated Instruction

What do I do in small groups?

Instructional Navigator Interactive Lesson Planner

Approaching Level

• Additional Instruction/Practice

• Tier 2 Instruction

Fluency, 329N

Vocabulary, 329N

Comprehension, 329OELL Visualize Meaning, 329N

Phonics, 329M

Vocabulary, 329O

Leveled Reader Lesson, 329P

• Vocabulary

• ComprehensionOn Level

• Practice Vocabulary, 329Q

Leveled Reader Lesson, 329R

• ComprehensionELL Leveled Reader,

329U–329V


• Comprehension

• Vocabulary

Beyond Level

• Extend Vocabulary, 329S

Leveled Reader Lesson, 329T

• Comprehension


• Comprehension

• Vocabulary

Use your observations to guide additional instruction and practice.

Vocabulary

Words: injustice, ancestors, unfair,

avoided, numerous, unsuspecting,

segregation

Strategy: Word Parts/Prefixes

Comprehension

Strategy: Evaluate


Fluency

Phonics

Decode Words with Silent Letters

304E

Day 5

Focus on Leveled Readers

Leveled Reader DatabaseGo to www.macmillanmh.com

Search by

• Comprehension Skill

• Content Area

• Genre

• Text Feature

• Guided Reading Level

• Reading Recovery Level

• Lexile Score

• Benchmark Level

BeyondApproaching

ELL

Apply skills and strategies while reading

appropriate leveled books.


by Robert O’Brien

Biography

O Q T

On LevelSubscription also available.

Levels O-T

Small Group Options

Additional Leveled Reader Resources

Phonics, 329M

Fluency, 329N

Vocabulary, 329O


• Comprehension

Phonics, 329M


• Comprehension

Fluency, 329N


• Make Connections Across

Texts

Fluency, 329Q

Vocabulary, 329Q


• Comprehension

Text Features, 329Q


• Comprehension

Fluency, 329Q


• Make Connections Across

Texts

Fluency, 329S

Vocabulary, 329S


• Comprehension

Text Feature, 329S


• ComprehensionELL Partner Activity, 329T

Fluency, 329S

Self-Selected Reading, 329T

My Brother Martin 304F


Teacher-Led Small Groups

Indepen

de

nt

Ac

tiv

itie

sLite

rac

yW

orkstations

© M

acmillan/M

cGraw

-Hill

✔ Put a check next to the activities you complete.

Name Date

My To-Do ListMy To-Do List

Reading

Practice fluency

Read a biography

Writing

Write a poem

Write about someone who inspires you

Social Studies

Study facts about the Underground Railroad

Write a journal entry

Technology

Vocabulary Puzzlemaker

Fluency Solutions

Listening Library

www.macmillanmh.com

Word Study

Build words with prefixes

Use words with silent consonants

Science

Research the North Star

Write a letter about the North Star

Leveled Readers

Write About It!

Content Connection

Independent Practice

Practice Book, 82–88

Grammar Practice Book, 71–76

Spelling Practice Book, 71–76

14 Unit 3 • My Brother Martin Contracts

Isabella

Vincent

Jack Eliza

Dean

Maria

Green

Literacy Workstations

Independent Activities

Teacher-LedSmall Groups

Red

Blue

Orange

Green

What do I do with the rest of my class?

Managing the Class

Class Management Tools

Includes:

• How-To Guides • Rotation Chart • Weekly Contracts

Layered Book Foldable Pyramid Foldable

Hands-on activities for reinforcing weekly skills.

304G

A

UDIO CD


by Robert O’Brien

Biography

A Big AssignmentWork with a partner. Pretend you are

reporters talking to Coretta Scott King.

Write five questions you would ask her.

Remember to include who, what, where, and

when questions. Write answers you think she

might give.

Learn More About ThemWork with a partner. Find out more about Rosa

Parks, Nelson Mandela or another civil rights

leader. Read about how this leader made a

difference in the world.

by Ann M. Rossi


Fightingfor Rights

Biography

Independent Activities

Approaching On Level ELL Beyond

LEVELED PRACTICE

Approaching On Level ELLBeyond

ONLINE INSTRUCTION www.macmillanmh.com

Turn the page for Literacy Workstations.

VOCABULARY PUZZLEMAKER

Activities providing multiple exposures to vocabulary, spelling,and high-frequency words including crossword puzzles, word searches, and word jumbles

CD ROMCD ROM

For Repeated Readings and Literacy Activities

Leveled ReadersLeveled Readers

Skills: Vocabulary (p. 82), Comprehension: Author’s Purpose (p. 83), Graphic Organizer (p. 84), Fluency (p. 85),

Text Feature: Salutation and Body (p. 86), Vocabulary Strategy: Word Parts (p. 87), Phonics (p. 88)

• Meet the Author/Illustrator

• Oral Language Activities

• Computer Literacy Lessons

• Vocabulary and Spelling Activities

• Research and Inquiry Activities

• Leveled Reader Database

LISTENING LIBRARY

Recordings of selections

• Main Selections

• Leveled Readers

• ELL Readers

• Intervention Anthology

FLUENCY

SOLUTIONS

Recorded passages for modeling and practicing fluency

My Brother Martin 304H


In

dep

en

de

nt

Ac

tiv

itie

s

Teacher-Led Small Groups

Lite

rac

yW

ork

statio

ns

304I

Objectives• Time reading to practice fluency.

• Analyze author’s purpose.

• Read print or electronic literature silently every day for

enjoyment.

Objectives• Create new words with the prefixes un- or re-.

• Identify silent consonants in words.

Reading20 MinutesFluency

• Select a paragraph from the Fluency passage on page 85 of your Practice Book.

• With a partner, take turns reading the sentences aloud, pausing at all commas and periods.

Extension

• Read each sentence again. This time, pause only at the periods. Discuss how not pausing at commas affected your partner’s understanding of sentences.

• Time Your Reading: Listen to the Audio CD.

Fluency Solutions Listening Library

Things you need:

• Practice Book

23

Literacy ActivitiesCollaborative Learning Activities

Managing the Class




Objectives• Write a poem about goals for the future.

• Employ rhythm, rhyme, and alliteration.

• Write a list of things an inspirational person

has done.

Objectives• Write a letter that includes facts about the

North Star.

• Research the famous travelers of the

Underground Railroad.

Literacy Workstations

My Brother Martin 304J


304

ORAL LANGUAGE• Build Background

• Read Aloud

• Expand Vocabulary

VOCABULARY• Teach Words in Context

• Prefixes

COMPREHENSION• Strategy: Evaluate

• Skill: Author’s Purpose

SMALL GROUP OPTIONS

• Differentiated Instruction, pp. 329M–329V

Oral LanguageBuild Background

ACCESS PRIOR KNOWLEDGE

Share the following information.

Martin Luther King, Jr., was a civil rights

leader in the 1960s.

TALK ABOUT PEOPLE WHO MADE A

DIFFERENCE

Discuss the weekly theme.

■ What famous people have made

differences in the lives of others?

■ What people have made differences

in your own life?

FOCUS QUESTION Ask a volunteer to

read “Talk About It” on Student Book

page 305 and to describe the photo.

What adjectives describe the different

people in the picture?

Beginning Model Explain that the people in the mural are

important because they have helped many people. Point to people

and say, He/She is a white/African American/Hispanic man/woman.

His/Her name is . Identify other items. Have students repeat.

Intermediate Share Information Complete the Beginning

task. Discuss the meaning of made a difference. Ask students to

talk about people who have made a difference in their lives using

this sentence frame: has made a difference in my life because

he/she .

Advanced Expand Language Complete the Intermediate task.

Discuss famous people and the qualities associated with them

(courageous, unselfish, generous).

304

Talk About ItWhy would someone paint

such a large picture?

Find out more about people

who made a difference at

www.macmillanmh.com

305

Picture Prompt

Look at the picture. Write about what you see. You can write a poem,

a story, or a description, or use any other type of writing you like.

Read Aloud Read “I Have a Dream”

GENRE: Persuasive

Speech

Tell students the

goal of a persuasive

speech is to convince

people to believe in

the speaker’s ideas.

LISTENING FOR

A PURPOSE

Ask students to listen to identify

the author’s purpose for writing this

speech as you read “I Have a Dream”

in the Read-Aloud Anthology. Choose

from among the teaching suggestions.

Students should take notes and use

graphic organizers to record and

organize information recalled from

read-alouds.

Fluency Ask students to listen

carefully as you read aloud. Tell

students to listen to your phrasing,

expression, and tone of voice.

RESPOND TO THE SPEECH

Have students write a paragraph about

their dream for how things could be

different in the world.

Expand VocabularyHave students identify a new word that

relates to the weekly theme of People

Who Made a Difference. Help them

create a word web of words connected

to this new word. Then have them use

two words in a descriptive sentence

about the weekly theme.

Talk About It Student pages 304–305

For an extended lesson plan and Web site activities for oral

language development, go to www.macmillanmh.com

Read Aloudpages 51–54

My Brother Martin 305



Vocabularyunfair unsuspecting

ancestors avoided

numerous injustice

segregation

Words PartsPrefixes are added to the

beginning of words and

change their meanings.

un- = “not”

unfair = “not fair”

IT TOOK

COURAGE

Thurgood MarshallThurgood Marshall’s family had come

a long way from the time when their

ancestors were slaves. But when he wanted

to attend the University of Maryland Law

School, the school rejected him because he

was black. Marshall had to go to a different

law school.

Later, in one of his fi rst court cases,

Marshall helped a young African American

student sue the University of Maryland. The

school had denied him admission, too.

Marshall worked hard to win numerous

cases. One of his best-known trials was

Brown v. Board of Education in 1954. In this

case, the Supreme Court decided to end

segregation in schools. The Court made it

illegal for black students and white students

to be sent to separate locations.

CIVIL RIGHTS are equal opportunities

to all citizens regardless of race, religion, or

gender. At one time, unfair laws gave some

people more opportunities than others.

Several brave people took a stand and

made a difference.

by Lily Tuttle

306

Vocabulary/Comprehension Student page 306

306

VocabularyTEACH WORDS IN CONTEXT

Use the following routine.

■ Your ancestors are people who were

members of your family before the

present generation. Shawn’s ancestors

came from Ireland. What do you know

about your ancestors? DESCRIPTION

■ A group of people or things is

numerous if there are many of them.

After numerous tries, Sally finally made

the soccer team. What is a synonym for

numerous? SYNONYM

■ Segregation is the separation

of people or things. In America,

segregation meant separating people

by color, making one group use

different schools, restaurants, stores,

and seats on the bus. What adjectives

could describe segregation? EXPLAIN

■ To be unsuspecting is to be trusting.

The happy puppy was unsuspecting that

he was going to the veterinarian. How is

being unsuspecting different from being

cautious? COMPARE AND CONTRAST

■ If you avoided something, you stayed

away from it. Jama rode her bike and

avoided the busiest streets. Describe

a time when you avoided something.

DESCRIPTION

■ If an injustice takes place, something

unfair has been done. Not allowing

women to vote until 1920 was an

injustice to women. What is an antonym

for injustice? ANTONYM

During Small Group Instruction

If No Approaching Level

Vocabulary, p. 329N

If Yes On Level Options,

pp. 329Q–329R

Beyond Level Options,

pp. 329S–329T

Do students understand

word meanings?

Explain Say, The word

segregation means

“keeping groups of people

separate.” Today, I am

going to segregate you. The

girls must sit in the back.

The boys sit in front. After

protests, ask them how

segregation made them

feel. Write justice and

injustice on the board. Give

additional examples. Ask

students to identify what

injustice took place today.

Define: Something that is unfair is not

right or just.

Example: It was unfair to deny Native

Americans citizenship for centuries.

Ask: What situations have you studied or

heard about that are unfair? EXAMPLE

Vocabulary and Comprehension

Reread for Comprehension

EvaluateAuthor’s Purpose Does the author use facts or humor to get her point across? Facts suggest an author wants to inform the reader. Humor suggests an author is writing to entertain.

An Author’s Purpose Map can help you evaluate what you read. Reread the selection to find the author’s purpose.

Ruby BridgesIn 1960, six-year-old Ruby

Bridges was the fi rst black child

to go to an all-white school in

the South. Ruby was young and

unsuspecting. She didn’t realize

how brave she was to do this. The

white parents decided to take their

children out of school. For a whole

year, Ruby and her teacher were

the only people there. Eventually,

some white children returned. The

following year, more black children

came. Ruby Bridges made

a difference.

Dr. Martin Luther King, Jr.

Dr. Martin Luther King, Jr., was

a leader in the 1950s and 1960s.

He avoided violence and asked

others to fi ght in peaceful ways

to end injustice.

King organized a march on

Washington, D.C. There, he and

thousands of others demanded

equal rights for all people. He gave

a famous speech that day. He said,

“I have a dream.” King’s dream was

that all people would be treated

fairly and equally.

307

Vocabulary/Comprehension Student page 307

VocabularySTRATEGYWORD PARTS

Prefixes A prefix is added to the

beginning of a base word or root.

Prefixes change the meanings of the

words to which they are attached.

Learning the meaning of prefixes

can help students figure out the

meanings of words with those prefixes.

Encourage students to keep a page of

prefixes and meanings in their word

study notebooks.

Write un- on the board. Tell students

that it means “not.” Then write unfair.

Ask students what the word means.

Expand the lesson by putting other

words beginning with un- on the

board or on flash cards. (unusual,

unlikely, unhappy, unreal). Remind

students that not every word that

begins with un- is a base with a prefix,

for example, union and universe.

To extend the lesson, review the

prefix re- in the same manner.

Learned prefixes and examples can

also be displayed visually around the

classroom.

Read “It Took Courage”

As you read “It Took Courage” with

students, ask them to identify clues

that reveal the meanings of the

highlighted words. Tell students they

will read these words again in My

Brother Martin.

1.

4.

7.

3.

6.

5.

2.

injustice ancestors unfair avoidednumerous unsuspecting segregation

Use the clues below to complete the vocabulary word puzzle.

Across

1. kept away from

5. not aware, not expecting

7. unjust, unreasonable

Down

2. unfairness, an unjust act

3. people from whom one is descended

4. the practice of separating one racial group from another

6. many

On Level Practice Book O, page 82

Approaching Practice Book A, page 82

Beyond Practice Book B, page 82 My Brother Martin 307


Student Book pages 306–307 available on Comprehension Transparencies 12a and 12b

Reread for

ComprehensionSTRATEGYEVALUATE

Students can and should evaluate everything they read. Tell

them that they can evaluate the information in a text by asking

themselves questions about the author’s purpose. For example, Why

has the author chosen to write about the subject in this particular

way? What is the source of the author’s information? Is the author

presenting facts or opinions?

SKILLAUTHOR’S PURPOSE

As they read, students should ask themselves if the author is trying

to entertain, inform, or persuade. If a selection includes humor,

exaggeration, or repetition, the author’s purpose is probably to

entertain. If the author gives a lot of information about a topic,

the purpose is probably to inform. An author whose purpose is

to persuade tries to get the reader to think or act a certain way.

Remind students that the author’s purpose also affects word

choice and the way the text is organized.

Objectives• Evaluate a text

• Understand the author’s

purpose

• Use academic language:

evaluate, author’s purpose

Materials

• Comprehension

Transparencies 12a and 12b

• Graphic Organizer

Transparency 12

• Leveled Practice Books, p. 83

Use Academic Language

Write “Author’s Purpose”

on the board. Explain that

the word purpose refers

to why someone does

something. Review the

meanings of entertain,

inform, and persuade.

Vocabularyunfair unsuspecting

ancestors avoided

numerous injustice

segregation

Words PartsPrefixes are added to the

beginning of words and

change their meanings.

un- = “not”

unfair = “not fair”

IT TOOK

COURAGE

Thurgood MarshallThurgood Marshall’s family had come

a long way from the time when their

ancestors were slaves. But when he wanted

to attend the University of Maryland Law

School, the school rejected him because he

was black. Marshall had to go to a different

law school.

Later, in one of his fi rst court cases,

Marshall helped a young African American

student sue the University of Maryland. The

school had denied him admission, too.

Marshall worked hard to win numerous

cases. One of his best-known trials was

Brown v. Board of Education in 1954. In this

case, the Supreme Court decided to end

segregation in schools. The Court made it

illegal for black students and white students

to be sent to separate locations.

CIVIL RIGHTS are equal opportunities

to all citizens regardless of race, religion, or

gender. At one time, unfair laws gave some

people more opportunities than others.

Several brave people took a stand and

made a difference.

by Lily Tuttle

306

Transparency 12a

Vocabulary and Comprehension

Reread for Comprehension

EvaluateAuthor’s Purpose Does the author use facts or humor to get her point across? Facts suggest an author wants to inform the reader. Humor suggests an author is writing to entertain.

An Author’s Purpose Map can help you evaluate what you read. Reread the selection to find the author’s purpose.

Ruby BridgesIn 1960, six-year-old Ruby

Bridges was the fi rst black child

to go to an all-white school in

the South. Ruby was young and

unsuspecting. She didn’t realize

how brave she was to do this. The

white parents decided to take their

children out of school. For a whole

year, Ruby and her teacher were

the only people there. Eventually,

some white children returned. The

following year, more black children

came. Ruby Bridges made

a difference.

Dr. Martin Luther King, Jr.

Dr. Martin Luther King, Jr., was

a leader in the 1950s and 1960s.

He avoided violence and asked

others to fi ght in peaceful ways

to end injustice.

King organized a march on

Washington, D.C. There, he and

thousands of others demanded

equal rights for all people. He gave

a famous speech that day. He said,

“I have a dream.” King’s dream was

that all people would be treated

fairly and equally.

307

Transparency 12b

Author’s Purpose

Introduce 151A–B

Practice /Apply

152–169; Leveled Practice,

39–40

Reteach / Review

175M–T; 279A–B; 280–297; 303M–T; Leveled Practice, 76–77

Assess Weekly Tests; Unit 2, 3 Tests; Benchmark Tests A, B

Maintain 307A–B; 308–323; 329M–T; 367B; 401B; 473B; Leveled Practice, 83–84

307A


MODEL

Have students reread the first paragraph of “It Took Courage” on

Student Book page 306.

Think Aloud After the author gives a brief definition of “civil

rights,” she states that some brave individuals have fought to

make sure that all people receive equal opportunities. I will

probably learn facts about these people, but when the author

uses the word brave, she may be stating an opinion. In order to

evaluate the author’s purpose, I will have to look for clues as I

read.

GUIDED PRACTICE

■ Begin by having students recall the questions they should

ask themselves as they read. (Does the author use humor,

exaggeration, or repetition to tell an entertaining story? Does

the author provide a lot of information? Does the author try to

get the reader to think or act in a certain way?)

■ Help students look for humorous passages or other evidence

that the author’s purpose is to entertain. Then have them fill in

the first clue box on the Author’s Purpose Map.

APPLY

Have students complete the Author’s Purpose Map. Ask students to

explain how they decided what the author’s purpose is.

During Small Group Instruction

If No Approaching Level Comprehension, p. 329O

If Yes On Level Options, pp. 329Q–329R

Beyond Level Options, pp. 329S–329T

Can students identify the author’s primary purpose?

Authors write stories and plays to entertain. They write articles and books to inform. When authors write to persuade, they give reasons for their point of view, which is what the authors believe and want you to believe, too. What they write is not always backed up by facts.

Read the following sentences. Think about the author’s purpose. After each sentence write inform or persuade.

1. In the South before 1955, African-American people had to drink from

water fountains labeled “Colored Only.”

2. Laws that separated African Americans from other Americans were

unjust and should never have been made.

3. People should rise up and demand justice when they are treated unfairly.

4. You need to keep hope alive by believing in yourself and in a better

world.

5. In 1955, Rosa Parks was arrested for refusing to give up her seat near

the front of a bus.

Write a sentence to persuade readers to support your point of view on a topic you feel strongly about.

inform

persuade

persuade

persuade

inform

Students should be able to buy snacks during school

because we need the energy.

Answers will vary:Possible response provided.

On Level Practice Book O, page 83

Approaching Practice Book A, page 83

Beyond Practice Book B, page 83

Transparency 12

Clue Clue Clue

The author does NOT

tell an entertaining

story.

The author DOES

provide information.

The author does NOT generally

try to influence reader.

Author’s Purpose

Mainly to inform the reader

Graphic Organizer Transparency 12

Author’s Purpose Map

My Brother Martin 307B

weekly literature - ellis familyellis2020.org/treasures/tg-treasures/unit3_week2_1.pdf · 2 weekly...

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