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L E S S O N 2 T E A C H E R ’ S G U I D E
The Life of Emily Pauline Johnsonby Dan Rosen
Fountas-Pinnell Level YBiographySelection SummaryEmily Pauline Johnson was a Canadian writer and performer. She wrote about the issues concerning Native American people in the late 1800s and early 1900s. During her life, she was famous and many people enjoyed her work.
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Characteristics of the Text Genre • Biography
Text Structure • Third-person narrative organized into nine chapters• Sequential order of Johnson’s life helps the reader follow the biography
Content • Factual information about Emily Pauline Johnson• The life of a poet and actress
Themes and Ideas • A person’s ancestry is important.• Equality for women• Fair treatment of Native American people
Language and Literary Features
• Descriptive language• Conversational language
Sentence Complexity • A mixture of complex and short sentence patterns• Multiple items in a series
Vocabulary • Vocabulary related to Native American tribes: Mohawk, Chiefswood, and wampumsWords • Many multisyllable words: groundbreaking, interracial, contradictions
• Words with suffi xes: grimly, eventuallyIllustrations • Photographs
• Captions for picturesBook and Print Features • 16 pages of text; some pages with photographs
heritage – valuable or important traditions handed down from generation to generation, p. 5
indomitable – brave, determined, and impossible to defeat or frighten, p. 15
obscurity – the state of not being well known, p. 3
orator – a person who gives speeches, p. 4
proximity – nearness, p. 7
The Life of Emily Pauline Johnson by Dan Rosen
Build BackgroundHelp students use their knowledge of Native Americans, Canada, and poetry to visualize the text. Build interest by asking a question such as the following: Why might people be interested in poems written by a Native American woman? Read the title and author and talk about the cover photograph. Note the chapter heads. Tell students that this is a biography about Emily Pauline Johnson, a Canadian poet who was part Native American. Ask them what kinds of things they might expect to fi nd in the biography of a poet.
Introduce the TextGuide students through the text, noting important ideas and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions:
Page 3: Have students read the fi rst sentence. Ask: Why do you think some people become famous, then fade into obscurity?
Page 4: Explain that Emily’s father was a gifted orator, or speaker. As you read, think about how having an orator in the family may have infl uenced Emily’s career.
Pages 14–15: Point out the timeline at the bottom of pages 14 and 15. What kinds of information does it include about the subject? Have students fi nd the word indomitable on page 15. Ask: What does it mean for a person to be indomitable?
Now turn back to the beginning and read to fi nd out more about the life of Emily Pauline Johnson.
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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 Infer/Predict Strategy as they read. Tell them to use what they already know about the topic as well as information provided in the text to make an inference or a prediction.
Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the text.Suggested language: What were you most surprised to learn about Emily Pauline Johnson?
Ways of ThinkingAs you discuss the text, help students understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• Emily Pauline Johnson was different from other women in her time.
• People enjoyed and admired Johnson’s writings.
• Fame often doesn’t last long.
• Sometimes an indomitable spirit is necessary to achieve success.
• People are often eager to learn about a culture different from their own.
• Photographs help the reader visualize the places and people in the biography.
• Dates, chapter heads, and a timeline help the reader understand the text.
Choices for Further Support• Fluency Invite students to choose a passage from the text and demonstrate pausing
and phrasing during reading. Remind students to think about structural and stylistic aspects of the text, such as sentence lengths, use of opposition, clauses, and series when reading, so as to effectively convey the author’s tone.
• 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 suffi xes change the meaning of a base word. For example, the word judgment on page 7 has the base word judge and the suffi x –ment. Discuss the meaning of judge and how its meaning changes when the suffi x –ment is added. Also point out the spelling of judgment and how the e is dropped when the suffi x is added. Another word that shares the same suffi x is treatment (p. 4). Remind students that -ship, as in showmanship (p. 10) is another common suffi x.
Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 2.9.
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 SkillAuthor’s Purpose
Target Comprehension Skill Remind students that an author’s purpose is the reason
the author wrote the selection. Model how to add details to the Graphic Organizer using a “Think Aloud” like the one below:
Think Aloud
The author of this biography includes details that tell about Emily Pauline Johnson’s life. Page 12 mentions Johnson’s trip to London. This and other details can be added to the chart to show the author’s purpose for writing this biography.
Practice the SkillEncourage students to share their examples of other biographies they might have read in which they could detect the author’s purpose.
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 author organize the information in the book?
• What is the author’s view on the subject of equal rights for women?
• The author probably wrote this selection in order to
English Language DevelopmentReading Support Have students listen to the audio or online recordings. Make sure the text matches the student’s reading level. Language and content should be accessible with regular teaching support.
Idioms The text includes some idioms that might be unfamiliar. Explain the meaning of expressions such as bridged the gap (page 3) and took pains (page 5).
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 the biography about?
Speaker 2: Emily Pauline Johnson
Speaker 1: What did she write?
Speaker 2: poems and stories
Speaker 1: Where was she born?
Speaker 2: Canada
Speaker 1: What was unusual about Johnson’s parents?
Speaker 2: They had an interracial marriage.
Speaker 1: What was the theme of most of Johnson’s writings?
Speaker 2: She mainly wrote about Native American themes.
Speaker 1: How did Johnson achieve her goals?
Speaker 2: Johnson wanted people to read and learn about her Native American tribal history. By including these themes in her writing, she was able to help people understand her heritage.
The Life of Emily Pauline JohnsonThinking Beyond the Text
Think about the questions below. Then write your answer in two or three paragraphs.
Remember that when you think beyond the text, you use your personal knowledge to reach new understandings.
In the biography, the author describes Johnson as “an independent spirit who resisted stereotypes.” What is an independent spirit? Do you think Johnson’s independent spirit was a reason for her success? Why or why not? Do you think having an independent spirit is important for success today? Support your writing with examples from your experience and from the text.