Portraits in Greatness

Transcription

1 Level Q/40 Portraits in Greatness Teacher s Guide Skills & Strategies Anchor Comprehension Strategies Evaluate fact and opinion Social Studies Comprehension Summarize and synthesize Evaluate author's purpose Use graphic features to interpret information Use text features to locate information Word Study/Vocabulary Use knowledge of word structures to determine word meaning Social Studies Big Idea During periods of great national and international strife, certain leaders emerge as significant figures in world history. B e n c h m a r k E d u c a t i o n C o m p a n y

2 overview Portraits in Greatness Related Resources Comprehension Strategy Posters (for Assessed Skills/Strategies) Evaluating Author s Purpose Evaluating Fact and Opinion Thematic Poetry Connections (in Reading & Writing Poetic Forms) from Paul Revere s Ride (Henry Wadsworth Longfellow) Harriet Tubman (Eloise Greenfield) Comprehension Strategy Assessment Handbook (Grade 5) Ongoing Assessments #11 and #12 Notable Trade Books for Read Aloud Fry, Plantagenet S. Children s History of the World. Dorian Kindersley, Haskins, James. I Have a Dream: The Life and Words of Martin Luther King, Jr. Millbrook Press, l992. Krull, Kathleen. Lives of Extraordinary Women: Rulers, Rebels (And What the Neighbors Thought). Harcourt, Web Site for Content Information schools/brisas/sunda/great/ great.htm Learn about other famous figures in history. theme connections Civil Rights History Government skills and strategies This lesson teaches and/or reinforces the following skills and strategies: Evaluate Fact and Opinion (pp. 3 9) Evaluate Author s Purpose (pp. 3 4, 7) Use Text Features to Locate Information (pp. 4 5) Use Context Clues to Determine Word Meaning (pp. 4 5) Compare and Contrast (pp. 5 6) Use Graphic Features to Interpret Information (p. 6) Use Knowledge of Word Structures to Determine Word Meaning (p. 6) This skill/strategy is the focus of the Ongoing Assessments for this title. National content standards Social Studies Culture: a, b, d Individuals, Groups, & Time, Continuity, & Institutions: b, c, d, e, f, g Change: b, c, d, e Power, Authority, & Individual Development Governance: b, c, f, h & Identity: a, b, d, e, f, g table of contents Before Reading Introduction & Chapter Chapter Chapter After Reading Writing Workshop and Writing Model... 8, 9 Reproducible Graphic Organizer Content-Area Extension Activities (BLMs)...11 Answer Key

3 Before Reading Book Summary Extraordinary times call for extraordinary people. In this collection of biographical sketches, author Evelyn Brooks introduces readers to three great leaders Mohandas Gandhi, Winston Churchill, and Nelson Mandela. Brooks examines each leader s life from early childhood through his rise to world prominence, exploring the shared qualities that made all three so great. Introduce the Book Draw students attention to the front cover of the book. Read the title together. Turn to the back of the book and read the blurb and author information. Examine the table of contents. Page through the book, looking at the photographs and captions. While previewing, pose the following questions to encourage students to think about the text before reading. Based on your preview, what do you think this book is about? What do you think the author will talk about? Do you think the book is fiction or nonfiction? Why? What kinds of features would you expect to find in a nonfiction book? Do you see any of these features here? What do you already know about the three people who are profiled in this book? What do you know about World War II and about apartheid? What kinds of special vocabulary words do you think you ll find in this book? Introduction Chapter 1 Gandhi Chapter 2 Churchill Chapter 3 Mandela Evaluating Fact and Opinion Facts Opinions Set a Purpose for Reading This text provides an excellent opportunity to focus on the strategies of evaluating author s purpose and evaluating fact and opinion. Explain that the author is going to present portraits, or short biographies, of three famous political leaders. The portraits will include many facts about each man, but the author will also give her opinions about their lives and careers. Remind students that a fact is a statement containing information that can be proved true. An opinion, on the other hand, expresses a personal feeling, belief, or attitude, and cannot be proved true. Then point out that a valid opinion is one that is supported by facts. Read pages 2 and 3 from the text. Say: Listen carefully for facts and opinions. After reading, ask students to identify which statements are facts. Have students review some of the opinions the author stated. Ask: How do you think the author feels about her subjects? Introduce the Graphic Organizer Provide each student with a copy of the Evaluating Fact and Opinion graphic organizer. Explain that as they read, each student will be looking for data to fill in this chart. You might suggest that students place sticky notes in the margins of pages where they see important facts and opinions being stated. Point out that distinguishing fact from opinion can help readers identify an author s attitudes, and determine whether the author s opinions are valid Benchmark Education Company, LLC Portraits in Greatness 3

4 Introduction & Chapter 1 Read the Text pages 2 13 Use the following prompt to set a purpose for the reading: As you read, think about the information the author is presenting. What does she want you to know? What is her attitude toward the people she is writing about? What is the author s purpose for writing this book? Ask students to read the introduction and chapter independently. Invite them to use sticky notes to flag sections of the text that support their ideas about the author s purpose. Also ask them to flag examples of facts and opinions, as well as any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book. Focus on comprehension Discuss the Author s Purpose Invite students to share their ideas about the author s purpose. Encourage them to point out examples from the text that helped them figure it out. If students have difficulty, use a think aloud to model how a good reader thinks through an author s purpose. The first sentence on page 3 made me realize that the author really admires these three men and probably wants her readers to know all about them. The author goes on to give her opinions about what made these guys so great. She supports her opinions with a lot of facts. I realized that she will do the same throughout the book. Begin the Graphic Organizer: Evaluating Fact and Opinion Ask students to reread or skim and scan the text to locate information for the graphic organizer. If students have difficulty, assist them in distinguishing facts from opinions. Draw students attention to the first paragraph on page 4. Ask: Can you prove that Gandhi was born in 1869? Where could you look to verify this information? Then draw students attention to the next paragraph and ask: What fact in this paragraph supports the author s opinion that Gandhi was shy? Use Text Features: Sidebars Point out the British Empire sidebar on page 7. Ask: How is this sidebar text different from the other text on the page? Students should notice that: The sidebar has a special heading to separate it from the other text. The text in the sidebar has a different type style and size. The information is more encyclopedic in nature and supports the text with additional details. Invite students to skim the rest of the book to find other sidebars similar to this one. Ask: How does the information in these sidebars help you as you read? TEACHING TIPS Meaningful Activities for Rapid Readers Briefly explain in writing what you think the phrase footprints in the sands of time in the Think It Over! box on page 3 means. Brainstorm and list other great people from history. Prompts to Help Readers Monitor Comprehension If you lose the meaning, go back and reread the section where you lost concentration. Look for context clues to help you define unfamiliar words. Use Context Clues Have students look at the word conviction (page 3). The author defines this word in context using a phrase (a very deep belief in something important). Create a visual word web like the one below and have the class complete it. definition a very deep belief in something important synonym belief conviction sentence Gandhi had a conviction that India should be independent from the British. Then tell students to apply this strategy to other unfamiliar words they flagged. These might include: commitment, p. 3 injustice, p. 8 resorting, p. 9 noncooperation, p. 11 poverty, p Portraits in Greatness 2011 Benchmark Education Company, LLC

5 CHAPTER 2 Read the Text pages Use the following prompt to set a purpose for the reading: As you read, think about how Winston Churchill and Mohandas Gandhi are alike and how they are different? How can comparing and contrasting these men help you understand what the author wants you to know about the qualities that make someone great? Ask students to read the chapter independently. Invite them to use sticky notes to jot down their observations about how Churchill is similar to and different from Gandhi. Also ask them to flag examples of facts and opinions, as well as any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book. Focus on comprehension Discuss Comparing and Contrasting Invite students to share their ideas about how Churchill and Gandhi are similar and different. Encourage them to point out examples from the text that support their opinions. Ask: How did Churchill s and his country s problems compare to those that Gandhi and the Indian people faced? What is similar or different about the way these men dealt with challenges? How did comparing and contrasting Churchill and Gandhi help you understand why the author included both men in this book? Continue the Graphic Organizer: Evaluating Fact and Opinion Ask students to reread or skim and scan the text to locate information for the graphic organizer. Did students find facts to support the author s opinion that Churchill, like Gandhi, had conviction, commitment, and courage? Use Text Features: Pull-Out Quotes Point out the quotes that appear in brown type across the top of each left-hand page. Ask: Why have these sentences been pulled out of the main text? How do they help you evaluate the author s point of view? Students should notice that: The quotes are pulled out so that readers will notice and pay special attention to them. The quotes help readers identify the main opinion or message that the author wants to convey in that section of the text. Invite students to skim the remaining chapters for pull-out quotes. TEACHING TIPS Meaningful Activities for Rapid Readers Answer the question in the Think It Over! box on page 22. Jot down a fact from the chapter that provides evidence of each quality you listed. Prompts to Help Readers Monitor Comprehension If you lose the meaning, go back and reread the section where you lost concentration. Look for context clues to help you define unfamiliar words. Use Context Clues Have students look at the word extravagantly (page 14). The author provides a clue to its meaning in the words until her money also ran out. Readers can deduce that an extravagant lifestyle requires money. Create a visual word web like the one below. definition expensively; without regard for cost synonym luxuriously extravagantly sentence The lottery winner can afford to live extravagantly. Then tell students to apply this strategy to other unfamiliar words they flagged. These might include: pursue, p. 14 ambition, p. 16 resign, p. 17 surrender, p. 19 cunning, p Benchmark Education Company, LLC Portraits in Greatness 5

6 CHAPTER 3 Read the Text pages Use the following prompt to set a purpose for the reading: As you get to the end of the book, compare and contrast Mandela with Gandhi and Churchill. Ask students to read the chapter independently. Invite them to use sticky notes to jot down their observations about how Mandela is similar to and different from Churchill and Gandhi. Also ask them to flag examples of facts and opinions, as well as any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book. TEACH I N G T I P S Meaningful Activities for Rapid Readers Answer the question in the Think It Over! box on page 30. Which leader do you most admire? Why? Prompts to Help Readers Monitor Comprehension If you lose the meaning, go back and reread the section where you lost concentration. Look for context clues to help you define unfamiliar words. Focus on comprehension Discuss Comparing and Contrasting Invite students to share their ideas about how Mandela was similar to and different from Churchill and Gandhi. Encourage them to point out examples of facts from the text that support their opinions. Ask: What experiences did Mandela share with Gandhi or Churchill? How did his country s problems compare to theirs? Which of Mandela s experiences and qualities were unique to him? How did comparing and contrasting the three men in this book help you identify the factors that made all of them great leaders? Complete the Graphic Organizer: Evaluating Fact and Opinion Ask students to reread or skim and scan the text to locate information to complete the graphic organizer. Encourage them to review their entries to be sure they have distinguished between fact and opinion. They should be able to justify their entries. Use Graphic Features: Time Lines Point out the Life of Mandela time line on page 30. Ask: What kind of information is presented on this time line? How is it organized? How can it help you recall and understand the chapter you just read? Students should notice that: The time line includes the major events of Mandela s life. The time line is organized in chronological order. The time line provides a brief summary of the most important events of the chapter. Remind students that the previous two chapters also included time lines. Invite them to go back and review those time lines. Analyze Compound Words Explain to students that compound words are formed by combining two smaller words. Challenge students to find examples in the text. Discuss how paying attention to the words within compound words can be used to decipher meaning and spelling patterns. Create a word web like the one below as an example. home dwelling; living quarters homeland word parts synonym land territory; area definition the area where one lives Then tell students to apply this strategy to other compound words. These might include: bloodshed, p. 25 underground, p. 27 overthrow, p Portraits in Greatness 2011 Benchmark Education Company, LLC

7 AFTER READING SYNTHESIZE AND ASSESS Retell and Summarize As a class or in small groups, generate oral summaries of Chapters 1 3. Select key events and accomplishments in the life of each subject to create each summary. Respond Ask students what they found most interesting about the book. What they did not like and why. What questions they still have. What additional information they might have included if they had been the author. Evaluate Fact and Opinion Challenge students to use their completed graphic organizer to identify facts that support some of the opinions they have listed. Evaluate Author s Purpose Remind students that they discussed the author s purpose before and after reading Chapter 1. Review the details of those discussions. Ask students if their ideas about the author s purpose have changed. Have them explain their responses. The completed graphic organizer below can serve as a model for assessing students ability to evaluate fact and opinion. Introduction Chapter 1 Gandhi Chapter 2 Churchill Chapter 3 Mandela Evaluating Fact and Opinion Facts Churchill and Gandhi are dead. Nelson Mandela is retired. Gandhi was born in India in Gandhi petitioned the British government and organized meetings with other Indians. After twenty years, the British government agreed to many of the Indians demands. The British put Gandhi and his wife in prison in On January 30, 1948, a Hindu assassinated Gandhi. Churchill was born in England in He became head of the Royal Navy at the start of World War I, but was forced to resign. In 1933, Hitler and the Nazis took over Germany. France and England declared war on Germany on September 3, Churchill became Prime Minister of England. He was re-elected in Churchill died in London in 1965, at the age of 91. Nelson Mandela was born in 1918 in South Africa. The ANC Youth League organized strikes and campaigns of nonviolent resistance. In 1963, he was found guilty of trying to overthrow the government and was sentenced to life in prison. Three times, Mandela s jailers offered to release him if he accepted apartheid. Each time, Mandela refused. In 1994, South Africa held its first-ever democratic election for voters of all races. Nelson Mandela was elected president. Opinions In some ways, Churchill, Gandhi, and Mandela were no different from other men. They had conviction, commitment, and courage. Gandhi s mother was loving and hardworking. The British treated many Indians cruelly in India. The whole world mourned Gandhi s death. Churchill was a fearless soldier. Churchill was well prepared for leadership during war. Churchill is remembered as the man who saved democracy. Mandela loved and honored the chief. The Youth League was more activist than the ANC. Mandela became a national hero. Mandela fought with courage and conviction Benchmark Education Company, LLC Portraits in Greatness 7

8 mini-lesson Writing Focus: Evaluating Fact and Opinion Remind students that throughout the book Portraits in Greatness, they read and evaluated many facts and opinions about Gandhi, Churchill, and Mandela. Ask students to reread the Introduction on pages 2 and 3, in which the author expressed some broad, overarching opinions about the leaders she profiled. Have them choose an opinion from that page to support. Then have students review their Evaluating Fact and Opinion graphic organizer to look for facts that support the opinion. On chart paper or the board, create a chart like the one below showing an opinion and some facts that support it. Opinion writing workshop Sometimes, he acted foolishly. Winston Churchill FACTS As a child, Churchill disliked studying and made poor grades in school. TEACHING TIPS Process WrItINg Steps 1. Have students brainstorm another example of an opinion with its supporting facts from their graphic organizer and then create a chart. 2. Using notes from their charts, have students independently write a first draft using a fact-and-opinion structure. 3. After students complete their first draft, they should revise and edit it. 4. Conference with each student following the first revision and editing. 5. Have students make any additional changes and create a final copy of their paragraph. 6. Finally, invite students to share their paragraph with a group of other students. He had to join the British Army because his grades were too low for any other career. Churchill became head of the Royal Navy, but sent the navy on a mission that caused the loss of thousands of lives. He was forced to resign. Use the reproducible Writing Model to demonstrate how information from the chart can be used to write a paragraph supporting an opinion with facts. Remind students that a fact is a statement including information that can be proved true. writing ASSigNmeNt Write a short paragraph in which you state an opinion about one of the famous men in this book and support it with facts from your reading. 8 Portraits in Greatness 2011 Benchmark Education Company, LLC

9 Writing Model: Evaluating Fact and Opinion Winston Churchill Winston Churchill was a great leader, but like all people, he sometimes behaved foolishly and did things wrong. opinion As a child, Churchill disliked studying and made poor grades in school. When he grew up, he had to join the British Army because his grades were too low for other careers. Churchill was a great soldier. supporting facts But later in his life, as head of the Royal Navy, Churchill made a huge mistake that cost thousands of lives. He was forced to resign from his job as a result. writing tip There is no specific order to stating an opinion and the supporting facts Benchmark Education Company, LLC Portraits in Greatness

10 Name: Date: Evaluating Fact and Opinion Facts Opinions Introduction Chapter 1 Gandhi Chapter 2 Churchill Chapter 3 Mandela Portraits in Greatness 2011 Benchmark Education Company, LLC

11 Name: Date: Name the Leader Next to each phrase below, write the name of the person Gandhi, Churchill, or Mandela the phrase describes. Was a soldier in the army Lived in a community called an ashram Studied law in England Was awarded a Nobel Prize for Peace Received a grade of very feeble in writing Was the son of a minister to the king Lead a group called the ANC Youth Council Was elected president of his country in 1994 Was twice elected Prime Minister Was assassinated in 1948 Was awarded a Nobel Prize in Literature Was elected leader of the Freedom Movement 2011 Benchmark Education Company, LLC Portraits in Greatness

12 Name: Date: Order It Number these events from the life of Mohandas Gandhi in the order they occurred. Organized Indians in South Africa to fight against injustice Built a community called an ashram Studied law in England India gained its independence from the British Took a job offer from a wealthy South African businessman Was elected leader of the Freedom Movement in India Number these events from the life of Winston Churchill in the order they occurred. Joined the British army Warned Parliament about Hitler and the Nazis Appointed head of the Royal Navy Won a Nobel Prize Got bad grades on his report card Became Prime Minister for the first time Number these events from the life of Nelson Mandela in the order they occurred. Formed the ANC Youth League Arrested for the first time Ran away to Johannesburg Elected President of South Africa Won a Nobel Prize Sentenced to life in prison Portraits in Greatness 2011 Benchmark Education Company, LLC

13 Name: Date: Who Was the Greatest? Gandhi, Churchill, and Mandela were all great leaders. But who, in your opinion, was the greatest of the three? Write the name of your choice below. Beneath it list four or five reasons that support your choice. Then write a short paragraph explaining your choice. Name: Reasons: Benchmark Education Company, LLC Portraits in Greatness

14 Name: Date: Leadership Qualities Based on your reading of Portraits in Greatness, make a list of four qualities you think a great leader possesses. Write the qualities in the left column below. Then research two people from history (other than those you just read about) whom you feel were great leaders. Write their names on the right. Draw lines to match each leader s name to the leadership qualities that he or she possessed. Qualities Names Portraits in Greatness 2011 Benchmark Education Company, LLC

15 A n s w e r K e y Name the Leader Order It Was a soldier in the army Lived in a community called an ashram Studied law in England Was awarded a Nobel Prize for Peace Received a grade of very feeble in writing Was the son of a minister to the king Lead a group called the ANC Youth Council Was elected president of his country in 1994 Was twice elected Prime Minister Was assassinated in 1948 Was awarded a Nobel Prize in Literature Was elected leader of the Freedom Movement Churchill Gandhi Gandhi Mandela Churchill Gandhi Mandela Mandela Churchill Gandhi Churchill Gandhi Number these events from the life of Mohandas Gandhi in the order they occurred. 3 Organized Indians in South Africa to fight against injustice 5 Built a community called an ashram 1 Studied law in England 6 India gained its independence from the British 2 Took a job offer from a wealthy South African businessman 4 Was elected leader of the Freedom Movement in India Number these events from the life of Winston Churchill in the order they occurred. 2 Joined the British army 4 Warned Parliament about Hitler and the Nazis 3 Appointed head of the Royal Navy 6 Won a Nobel Prize 1 Got bad grades on his report card 5 Became Prime Minister for the first time Number these events from the life of Nelson Mandela in the order they occurred. 2 Formed the ANC Youth League 3 Arrested for the first time 1 Ran away to Johannesburg 6 Elected President of South Africa 5 Won a Nobel Prize 4 Sentenced to life in prison Who Was the Greatest? Leadership Qualities Name: Reasons: 1. Students answers will vary. Check on the accuracy of their supporting statements, as 2. well as the construction of their paragraph Qualities Students answers will vary. Check for 1. the logic and accuracy of their entries Names 2011 Benchmark Education Company, LLC Portraits in Greatness

16 Portraits in Greatness Navigators Teaching Guides provide flexible options to meet a variety of instructional needs Lesson-at-a-Glance Sample Lesson Planning Guides Before Reading (p. 3) Introduce the Book Set a Purpose for Reading Introduce the Graphic Organizer: Evaluating Fact and Opinion* Day 5-Day Lesson for Assessed Skills & Strategies 5-Day Flexible Lesson Accelerated 3-Day Lesson During Reading (pp. 4 6) Read the Text: Introduction & Chapter 1 Focus on Comprehension Mini-Lessons: Discuss the Author s Purpose* Begin the Graphic Organizer* Use Text Features: Sidebars Use Context Clues* Read the Text: Chapter 2 Focus on Comprehension Mini-Lessons: Discuss Comparing and Contrasting* Continue the Graphic Organizer* Use Text Features: Pull-Out Quotes Use Context Clues* Read the Text: Chapter 3 Focus on Comprehension Mini-Lessons: Discuss Comparing and Contrasting* Complete the Graphic Organizer* Use Graphic Features: Time Lines Analyze Compound Words* 1 2 Introduce the Book Set a Purpose for Reading Introduce the Graphic Organizer Read the Text: Ch. 1 Focus on Comprehension: Discuss the Author s Purpose Begin the Graphic Organizer Read the Text: Ch. 2 Focus on Comprehension: Continue the Graphic Organizer Introduce the Book Read the Text: Ch. 1 Select or create mini-lessons by using the comprehension pre-assessments to determine student needs.* Read the Text: Ch. 2 Select or create mini-lessons.* Introduce the Book Read the Text: Ch. 1 Read the Text: Ch. 2 After Reading (p. 7) Synthesize and Assess Activities: Retell and Summarize* Respond Evaluate Fact and Opinion* Evaluate Author s Purpose* Writing Workshop (pp. 8 9) Mini-Lesson Assignment: Evaluating Fact and Opinion* Content-Area Extension Activities on Blackline Masters (pp ) Name the Leader Order It Who Was the Greatest? Leadership Qualities Read the Text: Ch. 3 Focus on Comprehension: Complete the Graphic Organizer Synthesize and Assess Writing Mini-Lesson Writing Assignment Writing Assignment Content-Area Extension Activities (BLMs) Read the Text: Ch. 3 Select or create mini-lessons.* Writing Mini-Lesson Writing Assignment Writing Assignment Content-Area Extension Activities (BLMs) Read the Text: Ch. 3 Synthesize and Assess Copyright 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of this guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN: Checkmarked skills may be assessed by using the tests provided in the Comprehension Strategy Assessment Handbook. * Preassessments are available in the Comprehension Strategy Assessment Handbook.