lesson 22 teacher’s guide galileo 22 teacher’s guide galileo by tony pucci fountas-pinnell level...

Number of Words: 2,592

L E S S O N 2 2 T E A C H E R ’ S G U I D E

Galileoby Tony Pucci

Fountas-Pinnell Level WNarrative Nonfiction Selection SummaryRegarded as one of the founders of both modern science and modern astronomy, Galileo Galilei lived over 400 years ago. At that time, the Church strictly controlled how people thought about the universe. Galileo used scientifi c thinking to challenge the Church’s ideas about science and the universe. This caused him great trouble, but today many of Galileo’s theories are accepted as scientifi c fact.

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Characteristics of the Text Genre • Narrative nonfi ction

Text Structure • Third-person narrative• Section titles build suspense leading up to Galileo’s trial.

Content • Important events in the life of Galileo • Theories of Galileo• Work of other early astronomers

Themes and Ideas • Proposing and defending unpopular ideas can have both positive and negative consequences.

• Good ideas stand the test of time.Language and

Literary Features• Concise summaries of Galileo’s achievements and historical context • Figurative language • Informal language used to convey Galileo’s impact

Sentence Complexity • Mostly simple sentences, some with introductory phrases • Combination of declarative, interrogative, and exclamatory sentences

Vocabulary • Many terms related to science and academia some of which might not be familiar to English language learners, such as: experiment, gravity, professor, university. Cultural references such as: huge hit (p. 9)

Words • Multisyllable target vocabulary: conditions, decrepit, frustrationIllustrations • Captions and labels support illustrated material

• Photographs from modern astronomy underscore Galileo’s scientifi c conclusionsBook and Print Features • Seventeen pages of text, including timeline and sidebars

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

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Target Vocabulary

arose – appeared or formed, p. 11

barren – unable to grow plants or produce crops, p. 7

conditions – current circumstances, or how things seem to be, p. 5

decrepit – worn out or broken down due to old age or hard

use, p. 16elusive – hard to catch or

achieve, p. 10frustration – feeling of anger,

annoyance, or helplessness often caused by being unable to accomplish a goal, p. 5

harsh – severe and unpleasant or rough, p. 12

instinct – natural, rather than learned, feelings and ideas, p. 7

lurched – made a sudden, unexpected movement, p. 6

vertical – upright; running straight up and down, p. 6

Galileo by Tony Pucci

Build BackgroundHelp students use their knowledge of astronomy and earth science to understand the selection. Build interest by asking questions such as the following: What did people believe about the solar system before the telescope was invented? Read the title and author and talk about the cover illustration. Tell students that this selection is narrative nonfi ction that contains facts about the life, times, and work of Galileo.

Frontload Vocabulary Some everyday terms may be unfamiliar to English learners. Before reading, check understanding of the following words: theory, belief, facts, objections, trial, house arrest.

Introduce the TextGuide students through the text, reading the captions, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Call their attention to any important labels. Here are some suggestions:

Page 4: Direct students’ attention to the illustration. Read the caption and the label. Explain that Aristotle lived a long time before Galileo. Suggested language: Aristotle and Galileo were both great thinkers. What might you expect to fi nd out when you read the selection?

Pages 6–7: Show students the photograph and read the labels and the caption. Ask: What is the lens of a telescope made of? What does this instrument allow people to do? Have students locate the word barren on page 7. Read the sentence aloud. Ask: Is the moon a barren place, a place where nothing grows?

Page 9: Read aloud the second heading on page 9: “Galileo’s Split with the Church Widens.” A split is a separation between two things or people. Ask: What does this heading suggest is going to happen between the Church and Galileo?

Now turn back to the beginning of the text to learn about Galileo and his life and his contributions to science.

2 Lesson 22: GalileoGrade 6© Houghton Mifflin Harcourt Publishing Company


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

Remind students to use the Monitor/Clarify Strategy and to monitor and clarify anything unclear in the text as they read.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the text. Suggested language: If you were Galileo, how would you feel about being put on trial for your ideas?

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

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

• Galileo Galilei made many contributions to science and astronomy.

• Church leaders disagreed with Galileo’s conclusions and eventually imprisoned him.

• The work that Galileo began over 400 years ago serves as part of the foundation for modern scientifi c work.

• Following multiple interests, in spite of opposition, can lead to new and important kinds of thinking and discoveries.

• Testing ideas and theories is an important part of being a scientist.

• The text condenses the events of Galileo’s life into short, straightforward sections.

• The author uses insets to provide information about other infl uential but less famous scientists.

• The diagram of the solar systems aids readers in understanding Copernicus’s and Galileo’s conclusions.

© 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 from the text to demonstrate phrased

fl uent reading. Remind them to adjust their phrasing while reading text without punctuation, such as the timeline on page 14.

• 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 Provide practice as needed with words and word parts, using examples from the text. Remind students that some words contain Greek roots. For example, philosopher is derived from the Greek word sophus, meaning “wise.” Other words related to this root include philosophical and philosophy.



Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 22.10.

RespondingHave students complete the activities at the back of the 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 Remind students that they can draw

conclusions and make generalizations about the text as they read. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:

Think Aloud

The fi rst box states that Galileo saw Saturn’s rings. He saw them using his improved telescope. On page 8, the text states that Galileo discovered four moons of Jupiter. Add this detail to the Graphic Organizer. Draw a conclusion about Galileo’s telescope using these details.

Practice the SkillHave students share examples of other books they have read in which a brave person challenges popular beliefs.

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• How does the illustration on page 11 help the reader understand the selection?

• What is the purpose of this selection?

• What do the people who are described in the sidebars have in common?



Critical ThinkingRead and answer the questions.

1. Think within the text Why was the Tower of Pisa the perfect place

for Galileo’s experiment?

2. Think within the text Who was Copernicus?

3. Think beyond the text What effects has Galileo’s work had on us today?

4. Think about the text What would you have done if you were Galileo

and were told not to write about an important discovery you had

made? Explain your answer.

Making Connections Galileo discovered that doing what a person thinks is right can sometimes make him or her unpopular. Think of another famous person who did something unpopular but that he or she thought was right. Describe what that person did and why. In what ways was that person like Galileo? Explain.

Write your answer in your Reader’s Notebook.

Name Date

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

Lesson 22B L A C K L I N E M A S T E R 2 2 . 1 0

GalileoCritical Thinking

12 Grade 6, Unit 5: Taking Charge of Change

The Tower of Pisa was the perfect place for Galileo’s experiment

because it was a tall building.

Copernicus was an astronomer who claimed the sun was the

center of the universe.

Galileo’s work helped start modern astronomy. Without him,

we would never have landed on the moon, sent a spacecraft to

Jupiter, or understood our place in the universe.

Possible responses shown.

I would have found a way to write about my discovery and to get

the information to people. It is important to understand the world

around us and to challenge ideas that might be wrong.

22.10_6_246260RNLEAN_Crtl Thk.in12 12 6/22/09 2:44:03 PM

English Language DevelopmentReading Support Pair English-speaking and English language learners so that they can check their understanding with each other.

Idioms/Vocabulary The selection includes vocabulary and idiomatic usage that might be unfamiliar to English language learners. Explain to students grades were low, (p. 3), fi nes (p. 4), a huge hit (p. 9), and a bad sign (p. 12).

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

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: Who is this text about?

Speaker 2: Galileo

Speaker 1: How long ago did he live?

Speaker 2: about 400 years ago

Speaker 1: What planet did Galileo see had rings around it?

Speaker 2: Saturn

Speaker 1: What subject was Galileo’s passion?

Speaker 2: His passion was math.

Speaker 1: Who fi rst said that the Sun is the universe’s center?

Speaker 2: Nicholas Copernicus said it.

Speaker 1: Why did the Church leaders disagree with Galileo’s theories about the universe?

Speaker 2: The Church leaders thought that Galileo’s theories went against the teachings of the Bible.


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Name Date

GalileoThinking 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.

On page 16, the author states in the sidebar “The Search Goes On” that Jane Jordan and Jill Tarter are searching for life on other planets by using powerful telescopes and other means. Do you think that Jordan and Tarter’s work could—as Galileo’s did—change the way we view the universe? Why or why not? What do you think Galileo would say about Jordan and Tartar’s work? Explain your answer, giving examples from the selection.



Critical ThinkingRead and answer the questions.

1. Think within the text Why was the Tower of Pisa the perfect place

for Galileo’s experiment?

2. Think within the text Who was Copernicus?

3. Think beyond the text What effects has Galileo’s work had on us today?

4. Think about the text What would you have done if you were Galileo

and were told not to write about an important discovery you had

made? Explain your answer.

Making Connections Galileo discovered that doing what a person thinks is right can sometimes make him or her unpopular. Think of another famous person who did something unpopular but that he or she thought was right. Describe what that person did and why. In what ways was that person like Galileo? Explain.

Write your answer in your Reader’s Notebook.

Name Date

Lesson 22B L A C K L I N E M A S T E R 2 2 . 1 0

GalileoCritical Thinking



1414493

Student Date Lesson 22

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

Galileo • LEVEL W GalileoRunning Record Form


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

5 Suppose someone dropped two balls at the same time.

Aristotle said that gravity made the heavier ball land first. This

seemed to make sense. People accepted this idea, or theory,

as fact.

Galileo was different. He wasn’t sure this idea was really true.

Galileo liked to do experiments. He wanted to prove an idea

was a fact first. Only then would he believe it. Galileo decided

to test Aristotle’s theory about gravity.

The conditions for Galileo’s experiment were simple. First, he

needed to find a tall building. He chose the tower of Pisa.

Comments: Accuracy Rate (# words read

correctly/93 × 100)

%

Total Self- Corrections


lesson 22 teacher’s guide galileo 22 teacher’s guide galileo by tony pucci fountas-pinnell level...

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