14 teacher’s guide battles at...

Number of Words: 1,386

L E S S O N 1 4 T E A C H E R ’ S G U I D E

Battles at Seaby Carol Domblewski

Fountas-Pinnell Level RNonfictionSelection SummaryDuring the American Revolution, Britain’s ships ruled the seas. There was no U.S. Navy. Private ships, or privateers, defended America. One of these, General Pickering, captained by the resourceful Captain Haraden, captured a British cutter through a bluff and defeated the Achilles. Privateers and captains such as Haraden helped Americans win the war.

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Characteristics of the Text Genre • Nonfi ction

Text Structure • Third-person narration; two to fi ve paragraphs per page• Four chapters

Content • The war at sea during the Revolutionary War• The role of American privateers during the Revolutionary War

Themes and Ideas • Courage and resourcefulness can overcome greater strength.• Privateers fought not just for profi t, but for patriotism.

Language and Literary Features

• Vivid action verbs• Descriptive language

Sentence Complexity • Mix of simple and complex sentences• Rhetorical questions

Vocabulary • Names and terms associated with naval history: cutter, brig, frigate, merchant ship, bondage, privateers

Words • Multisyllable words: organized, possibly, surrendered • Context clues for unfamiliar words

Illustrations • Illustrations, some historic, in support of the textBook and Print Features • Twelve pages of text, nine with illustrations

• Table of contents; four chapter headings• Captions and sidebars

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

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Target Vocabulary

apprentice – someone learning a trade, p. 13

aspects – various parts of a whole, p. 9

authorities – people who are in charge, p. 12

bondage – a form of slavery, p. 5contributions – things given

toward a common purpose, p. 11

dexterity – fl exibility and skillful movement, p. 9

infl uential – having the power to affect others, p. 11

persuade – to convince, p. 5provisions – food and supplies,

p. 3tentative – uncertain, p. 5

Battles at Sea by Carol Domblewski

Build BackgroundHave students use their knowledge of the navies and battles at sea to visualize the selection. Build by asking a question such as the following: How could the Americans fi ght the British navy when the Americans had no navy of their own? Read the title and author and talk about the cover illustration. Tell students that there were some very important battles at sea during the Revolutionary War.

Introduce the TextGuide students through the text, noting important ideas and nonfi ction features. Help with unfamiliar language so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions:

Page 3: Read the chapter heading and the caption. Suggested language: In this chapter, a British ship, a cutter, is chasing an American ship carrying provisions and a load of sugar. Ask: What kind of provisions would sailors need to survive a long sea journey?

Page 5: Have students locate the word bondage. If sailors were taken prisoner and bound, what do you think their captors would bind them with?

Page 8: Point out that captions can give clues about information in the text. Ask: What do you think the people in the small boats are doing?

Page 11: Discuss the heading and the caption. Think what is meant by private property. Privateers were ships that were private property, not part of a navy. The crew were also called privateers. Ask: Did you know that privateers were influential in helping America win the Revolutionary War? What kind of contributions to victory do you think privateers could have made?

Now turn back to the beginning and read about aspects of the Revolutionary War that most Americans know little about—privateers and the battles at sea.

2 Lesson 14: Battles at SeaGrade 5© 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 Summarize Strategy and suggest that after they read a chapter, they pause and summarize what they have just read.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the text.Suggested language: What did you fi nd most interesting or surprising about the General Pickering and its battles at sea?

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

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

• America had no navy at the beginning of the Revolutionary War.

• Privateers fought the British navy during the Revolutionary War.

• The General Pickering captured one British ship and defeated another.

• Captain Haraden won battles by outwitting the British and by being resourceful.

• Some privateers were patriots who risked their lives and ships for the American cause.

• The privateers had the support of the American people.

• Illustrations help readers visualize the ships described in the text.

• Beginning with a battle description captures the reader’s interest in the topic.

• Sidebars supplement the text’s narrative with fascinating details.

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

Choices for Further Support• Fluency Invite students to choose a passage to read aloud. Remind them to pause at

punctuation. Suggest that they increase their rate of speaking when they are reading sections of the text where the level of excitement is high.

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

• Phonics/Word Work Remind students that some suffi xes change a verb into a noun. Tell students that if they mentally remove the suffi x, the verb gives a clue to the word’s meaning. Examples from the text include freedom (p. 5), temptation (p. 7), entertainment (p. 9), and government (p. 11).



Writing about ReadingVocabulary PracticeHave students complete the Vocabulary questions on BLM 14.1.

RespondingHave students use their Reader’s Notebook to complete the vocabulary activities on page 15. Remind them to answer the Word Teaser on page 16. (Answer: bondage).

Reading Nonfi ctionNonfiction Features: Illustrations and Sidebars Remind students that nonfi ction has features such as illustrations and sidebars that help readers understand important information. Illustrations help readers visualize what the text is describing. This book, for example, illustrates warships and merchant ships from the 1700s, objects the reader may experience only through the pages of a book. Illustrations are carefully chosen. They are an important part of a nonfi ction book. Ask students what the illustrations can tell them about how the General Pickering and other ships of the 1700s were able to move through the water (They were powered by wind blowing into their sails.) Have students choose a passage from the text that they feel should be illustrated.

A sidebar is a short article in a box, often at the side of the text. It gives information that is an interesting sidelight to the text—a fascinating fact, perhaps, that will stick in the reader’s mind. Have students reread the sidebar on page 9 and then rewrite the caption on page 8 to include a detail from the sidebar.

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

Assessment Prompts• Which sentences in the book support the idea that Captain Haraden was resourceful?

• What words on page 5 help the reader understand the meaning of the word tentative?

• Why does the author begin the book with the description of the British ship chasing the General Pickering?



Target VocabularyComplete the Web with words that relate to the Target Vocabulary word in the center. Use one of the related words in a sentence with the Target Vocabulary word. Then make Webs and write sentences for five of the other Target Vocabulary words on a separate sheet of paper.

persuadein� uentialbondagetentative

apprenticeaspectsprovisions

contributionsauthoritiesdexterity

Vocabulary

Sentence:_____________________________________________________________________________

study new

apprentice:person learning a trade

Lesson 14B L A C K L I N E M A S T E R 1 4 . 1

Target Vocabulary© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Battles at SeaTarget Vocabulary

Grade 5, Unit 3: Revolution!

Name Date

3

learner inexperienced

As an apprentice, I get to study with a legendary chef.

Possible responses shown.

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Confirming Pages

English Language DevelopmentReading Support Pair beginning and intermediate readers to read the text softly, or have students listen to the audio or online recordings. Or have beginning speakers read the captions.

Vocabulary Tell students that writers often use words to form a picture in the reader’s mind. If readers think only of the exact meaning of the words rather then what the author meant, they may be confused. Examples include line the shore (p. 8), crippled the huge Achilles, and she (the ship) limped off (p. 10).

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: What country had the largest navy?

Speaker 2: Britain

Speaker 1: What ships helped the U.S. navy?

Speaker 2: Privateers

Speaker 1: What did the Achilles do when the General Pickering won the battle?

Speaker 2: The Achilles escaped in the smoke and haze from the battle.

Speaker 1: Why did the U.S. Navy need the help of privateers?

Speaker 2: There was no U.S. Navy at fi rst, and later the British burned warships before they got to sea.

Speaker 1: What kind of authority did the United States government give to privateers?

Speaker 2: Privateers had the authority to fi ght back if attacked and to look for and attack British ships.


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Name Date

Battles at SeaThinking Beyond the Text

Think about the questions 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.

Why would resourcefulness be an important quality for the captain of a ship? In what ways was Captain Haraden resourceful? What do you think would have happened to the General Pickering if it had had a less resourceful commander? Explain your answer using examples from the text.



Lesson 14B L A C K L I N E M A S T E R 1 4 . 1

Battles at SeaTarget Vocabulary

Target VocabularyComplete the Web with words that relate to the Target Vocabulary word in the center. Use one of the related words in a sentence with the Target Vocabulary word. Then make Webs and write sentences for five of the other Target Vocabulary words on a separate sheet of paper.

persuadein� uentialbondagetentative

apprenticeaspectsprovisions

contributionsauthoritiesdexterity

Vocabulary

Sentence:_____________________________________________________________________________

study new

apprentice:person learning a trade

Name Date


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1414

146

Student Date Lesson 14

B L A C K L I N E M A S T E R 1 4 . 2 3

Battles at SeaRunning Record Form

Battles at Sea • 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

3 The American ship called General Pickering was deep in

the Atlantic Ocean. Armed with 16 guns, she carried 45 men.

The General Pickering was on her way to a port in Spain. It

was late in the day.

In the hold of the ship were the usual provisions for a long

trip. She also carried a load of sugar. But sugar was not on the

captain’s mind just now.

A huge British cutter was bearing down on his ship.

Captain Haraden knew that meant the British wanted to capture

his ship. The British ship began chasing the General Pickering.

Shots rang out.

Comments: Accuracy Rate (# words read correctly/102 ×

100)

%

Total Self- Corrections



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