weekly literature - ellis familyellis2020.org/treasures/tg-treasures/unit3_week2_1.pdf · 2 weekly...
TRANSCRIPT
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
Vocabulary/Comprehension
Genre Letters
Social Studies LinkMain Selection Genre Biography
304A
A
UDIO CD
CorettaCoretta Scott Scott KingKing
by Robert O’Brien
Biography
CorettaCoretta Scott Scott KingKing
by Robert O’Brien
Biography
CorettaCoretta Scott Scott KingKing
by Robert O’Brien
Biography
CorettaCoretta Scott Scott KingKing
by Robert O’Brien
Biography
CorettaCoretta Scott Scott KingKing
by Robert O’Brien
Biography
CorettaCoretta Scott Scott KingKing
by Robert O’Brien
Biography
by Ann M. Rossi
Susan B. Anthony and Elizabeth Cady Stanton
Fighfor Rights
Biography
by Ann M. Rossi
Susan B. Anthony and Elizabeth Cady Stanton
Fighfor Rights
Biography
by Ann M. Rossi
Susan B. Anthony and Elizabeth Cady Stanton
Fightfor Rights
Biography
by Ann M. Rossi
Susan B. Anthony and Elizabeth Cady Stanton
Fightfor Rights
Biography
by Ann M. Rossi
Susan B. Anthony and Elizabeth Cady Stanton
Fightifor Rights
Biography
by Ann M. Rossi
Susan B. Anthony and Elizabeth Cady Stanton
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
CorettaCoretta Scott Scott KingKing
by Robert O’Brien
Biography
b A M R i
Susan B. Anthony and Elizabeth Cady Stanton
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
Practice Book A-O-B, 88
READING• Develop
Comprehension
• Fluency
“It Took Courage,” 306–307
Comprehension, 307A–307B
Strategy: Evaluate
Skill: Author’s Purpose
Practice Book A-O-B, 83
Model Fluency, 305
Partner Reading, 304I
My Brother Martin, 308–321
Comprehension, 308–321
Strategy: Evaluate
Skill: Author’s Purpose
Practice Book A-O-B, 84
Partner Reading, 304I
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
Grammar Daily Language Activities, 329I
Verb Tenses, 329I
Grammar Practice Book, 72
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
Skill: Author’s Purpose
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
Listening/Speaking/Viewing
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
Listening/Speaking/Viewing
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
Practice Book A-O-B, 87
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
Partner Reading, 304I
Practice Book A-O-B, 85
“Dear Mrs. Parks,” 324–327
Comprehension
Social Studies: LettersSalutation and Body, 324
Practice Book A-O-B, 86
Partner Reading, 304I
Self-Selected Reading, 304I
Comprehension
Connect and Compare, 327
Practice, 323A
Partner Reading, 304I
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
Grammar Daily Language Activities, 329I
Mechanics and Usage, 329J
Grammar Practice Book, 73
Spelling Word Meanings, 329H
Spelling Practice Book, 74
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
Grammar Daily Language Activities, 329I
Verb Tenses, 329J
Grammar Practice Book, 74
Spelling Review and Proofread, 329H
Spelling Practice Book, 75
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
Grammar Daily Language Activities, 329I
Verb Tenses, 329J
Grammar Practice Book, 75–76
Spelling Posttest, 329H
Spelling Practice Book, 76
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
Leveled Reader Lesson, 329R
• Comprehension
• Vocabulary
Beyond Level
• Extend Vocabulary, 329S
Leveled Reader Lesson, 329T
• Comprehension
Leveled Reader Lesson, 329T
• 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
Skill: Author’s Purpose
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.
CorettaCoretta Scott Scott KingKing
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
Leveled Reader Lesson, 329P
• Comprehension
Phonics, 329M
Leveled Reader Lesson, 329P
• Comprehension
Fluency, 329N
Leveled Reader Lesson, 329P
• Make Connections Across
Texts
Fluency, 329Q
Vocabulary, 329Q
Leveled Reader Lesson, 329R
• Comprehension
Text Features, 329Q
Leveled Reader Lesson, 329R
• Comprehension
Fluency, 329Q
Leveled Reader Lesson, 329R
• Make Connections Across
Texts
Fluency, 329S
Vocabulary, 329S
Leveled Reader Lesson, 329T
• Comprehension
Text Feature, 329S
Leveled Reader Lesson, 329T
• 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
CorettaCoretta Scott Scott KingKing
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
Susan B. Anthony and Elizabeth Cady Stanton
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
Vocabulary/Comprehension
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
Vocabulary/Comprehension
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