HOUGHTON MIFFLIN por Barbara Brooks Simons o s Conoce a los Number of Words: 1292 LESSON 22 TEACHER’S GUIDE Conoce a los ojibwas by Barbara Brooks Simons Fountas-Pinnell Level S Nonfiction Selection Summary The Ojibwa were one of the largest American Indian Groups. They hunted and farmed mainly near the Great Lakes. After clashes with settlers they lost most of their land. Today, Ojibwa people may live on or off their reservation, and many of them work hard to preserve their culture. Copyright © by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-32712-9 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09 If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. Characteristics of the Text Genre • Nonfiction Text Structure • Third-person narrative • Three chapters arranged in historical sequence Content • Ojibwa culture and traditions • Indian reservations, treatment of Native Americans by U.S. government • Modern Ojibwa citizens Themes and Ideas • Life was harsh for Indians who lived in the Great Lakes region. • Indian culture is valued today. Language and Literary Features • Descriptive language helps readers to understand different way of life Sentence Complexity • Sentences with nouns, verbs, and adjectives in a series • Mostly simple sentences that follow the subject-verb pattern Vocabulary • Words related to Native American culture: tipis, wigwam, reservaciones, powwow • Some words that must be defined through context or using a glossary or dictionary, such as aliados, abedul, desterrar Words • Predominantly one-, two and three-syllable words • Indian names that will be difficult to decode: ojibwa, siux, ojibway Illustrations • Map showing areas where Ojibwa bands lived • Historical and modern photographs with captions that supply extra information Book and Print Features • Glossary © 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
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HOUGHTON MIFFLIN
1034875
ISBN-13:978-0-547-04574-0ISBN-10:0-547-04574-3
por Barbara Brooks Simons
o s Conoce a los
Nivel: R
EDL: 40Estudios socialesEstrategia:Inferir/Predecir
Número de palabras: 1,040
5.5.2 Construir vocabulario
HOUGHTON MIFFLIN
Libritos niveladosen línea
5_045740_VR5_2BL_MEETOJIBWA_CVR.1 1 4/4/08 11:47:57 AMNumber of Words: 1292
L E S S O N 2 2 T E A C H E R ’ S G U I D E
Conoce a los ojibwasby Barbara Brooks Simons
Fountas-Pinnell Level SNonfictionSelection SummaryThe Ojibwa were one of the largest American Indian Groups. They hunted and farmed mainly near the Great Lakes. After clashes with settlers they lost most of their land. Today, Ojibwa people may live on or off their reservation, and many of them work hard to preserve their culture.
Copyright © by Houghton Mifflin Harcourt Publishing Company
All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Miffl in Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-32712-9 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09
If you have received these materials as examination copies free of charge, Houghton Miffl in Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited.
Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
Characteristics of the Text Genre • Nonfi ction
Text Structure • Third-person narrative• Three chapters arranged in historical sequence
Content • Ojibwa culture and traditions• Indian reservations, treatment of Native Americans by U.S. government• Modern Ojibwa citizens
Themes and Ideas • Life was harsh for Indians who lived in the Great Lakes region.• Indian culture is valued today.
Language and Literary Features
• Descriptive language helps readers to understand different way of life
Sentence Complexity • Sentences with nouns, verbs, and adjectives in a series• Mostly simple sentences that follow the subject-verb pattern
Vocabulary • Words related to Native American culture: tipis, wigwam, reservaciones, powwow• Some words that must be defi ned through context or using a glossary or dictionary, such
as aliados, abedul, desterrarWords • Predominantly one-, two and three-syllable words
• Indian names that will be diffi cult to decode: ojibwa, siux, ojibwayIllustrations • Map showing areas where Ojibwa bands lived
• Historical and modern photographs with captions that supply extra informationBook and Print Features • Glossary
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
5_327129_BL_VRTG_L22_MeetOjibwa_SPA.indd 1 1/22/10 5:41:47 AM
Target Vocabulary
abandonar – dejar atrás, p. 9asombrar – sorprender, p. 7desterrar – expulsar de un país o
región, p. 10envidia – sentir celos de alguien,
p. 9
margen – borde o límite, p. 6mostrar – permitir que otro vea,
p. 6perdonar – mostrar piedad o
consideración por otro, p. 10
razonar – pensar siguiendo una lógica, p. 10
recto – derecho, p. 8valor – coraje, p. 6
Conoce a los ojibwas by Barbara Brooks Simons
Build BackgroundHelp students use their knowledge of American Indians to visualize the text. Build interest by asking a question such as the following: ¿Qué naciones o tribus de indios americanos conocen? Read the title, author, and talk about the cover illustration. Explain that the Ojibwa were one of the largest American Indian groups.
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 6: Draw attention to the illustration and read the caption. Suggested language: Para protegerse del frío, los ojibwa usaban las pieles de los animales que cazaban. Los indios con más valor cazaban osos. Expliquen por qué los que tienen valor podrían arriesgarse a cazar un animal peligroso.
Page 7: Read the caption. Ask: ¿Por qué creen que la gente se asombraba con este hermoso trabajo con cuentas?
Page 9: Read the chapter heading. Remind students that captions can give clues about information in the text. Ask: ¿Qué les cuenta la leyenda de esta página? Los colonos miraban la fértil tierra con envidia. Ask: ¿Qué signifi ca eso? ¿Por qué siente envidia la gente?
Page 10: Point out the photo. El gobierno de los Estados Unidos quería desterrar, o librarse de, la cultura india. ¿Qué descubren cuando miran esta fotografía? ¿Qué detalles de la foto muestran aspectos tradicionales de la cultura india americana? ¿Qué detalles muestran aspectos no tradicionales?
Ahora, vuelvan al comienzo y lean sobre el pueblo ojibwa en el pasado y en el presente.
2 Lesson 22: Conoce a los ojibwasGrade 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 Infer/Predict Strategy and to use text clues to fi gure out what isn’t directly stated by the author.
Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the text.Suggested language: ¿Qué capítulo del texto les resultó más interesante: “Cómo vivían los ojibwa” o “Cómo viven hoy los ojibwa”? ¿Por qué?
Ways of ThinkingAs you discuss the text, help students understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• The Ojibwa, which was one of the largest American Indian groups, farmed, hunted, and traded near the Great Lakes.
• Settlers displaced the Ojibwa, and the U.S. government tried to banish Indian culture.
• Today, many Ojibwa work to preserve their culture.
• The U.S. government treated American Indians unfairly.
• Today, American Indians can assimilate into modern society while preserving parts of their own culture.
• A map illustrates where the Ojibwa lived.
• Captioned photographs support the main body of text.
• A glossary defi nes subject-related terms.
© 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 read aloud. Suggest that
they try reading it as if they were teaching this information to a class. Remind them to read at a rate that gives listeners time to comprehend the material.
• 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 to form the past tense of present tense words, they should simply add –aba to the word. For example, the word estaba on page 4 is formed by adding –aba to estar and dropping the r. Have children fi nd more examples of past tense words in the text.
3 Lesson 22: Conoce a los ojibwasGrade 5© Houghton Mifflin Harcourt Publishing Company
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Writing about ReadingVocabulary PracticeHave students complete the Vocabulario questions on Hoja reproducible 22.1.
RespondingHave students use their Cuaderno del lector to complete the activities on page 15. Remind them to answer the Word Teaser on page 16. (Answer: recto)
Reading Nonfi ctionNonfiction Features: Glossaries and Maps Remind students that nonfi ction has many features to help readers fi nd and understand important information. Glossaries and maps are two of these features. Explain that glossaries provide defi nitions of words that are closely related to a particular subject. Have students turn to the glossary on page 14. Ask students to identify how a glossary is different from a dictionary.
Maps are another important source of information. Have students look again at the map on pages 2 and 3. Ask what information they can learn from it. Ask students to discuss how the map supplements the information in the fi rst paragraph on page 3.
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• What can the reader conclude about wigwams from the photograph on page 8?
• Which sentences from the Chapter 2 support the idea that the Ojibwa were treated unfairly by the U.S. government?
• What words on page 9 help readers understand the meaning of the word abandonadas?
4 Lesson 22: Conoce a los ojibwasGrade 5© Houghton Mifflin Harcourt Publishing Company
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Vocabulario claveCompleta los círculos exteriores de la red semántica con palabras que se relacionen con la palabra de Vocabulario clave. Elige una de las palabras de los circulos exteriores y úsala en una oración de ejemplo con la palabra de Vocabulario clave. Luego, haz redes y escribe oraciones de ejemplo con cada una de las demás palabras de Vocabulario clave.
asombrarvalormostrardesterrar
razonarenvidiaperdonar
margenabandonarrecto
Vocabulario
Oración de ejemplo:Pensó en la distancia que había hasta la biblioteca y _______________ que podía llegar caminando en diez minutos.
pensar problema
razonar:entender
Vocabulario clave© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
Conoce a los ojibwasVocabulario clave
Grado 5, Unidad 5: Bajo el cielo del Oeste
Nombre Fecha
3
Lección 22H O J A R E P R O D U C I B L E 2 2 . 1
resolvió ideas
razonó
Se muestran las respuestas posibles.
Razonó la solución al problema del examen.
5_352930RTXSAN_L22_2R.indd 1 8/17/09 11:51:26 PM
ResponderVOCABULARIO CLAVE Formar palabras ¿Alguna
vez has tenido que respirar hondo antes de hacer
algo? Lo que hiciste probablemente necesitó coraje o
valor. Anota cosas que para hacerse, necesiten valor y
di por qué. Copia la tabla y agrega palabras.
¡A escribir!
El texto y tú Los ojibwa hicieron muchas cosas para las
que se necesitaba valor. Escribe un párrafo sobre algo
valeroso que hicieron. Di qué fue y por qué se necesitó
valor para hacerlo. Usa palabras de la tabla en tu párrafo.
15
Qué necesita valor Por qué necesita valor
clavados la plataforma está muy alta
Cosas que necesitan valor
5_045740_VR5_2BL_MeetOj_L22.indd15 15 10/30/09 9:59:05 AM
5 Lesson 22: Conoce a los ojibwasGrade 5© Houghton Mifflin Harcourt Publishing Company
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Nombre Fecha
Conoce a los ojibwasPensar más allá del texto
Piensa en las siguientes preguntas. Después, escribe tu respuesta en uno o dos párrafos.
Recuerda que cuando piensas más allá del texto. usas tu conocimiento personal para comprender las cosas de un modo nuevo.
En la página 13, el texto dice acerca de los ojibwa de hoy: “Algunos regresan a la reservación, pero otros no”. ¿Cuál podría ser una razón por la que algunos no regresan? ¿Crees que será difícil volver a la reservación después de haber vivido fuera de ella durante un tiempo? Usa detalles del texto para explicar tu respuesta.
6Grade 5© Houghton Mifflin Harcourt Publishing Company
Lesson 22: Conoce a los ojibwas
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Vocabulario claveCompleta los círculos exteriores de la red semántica con palabras que se relacionen con la palabra de Vocabulario clave. Elige una de las palabras de los circulos exteriores y úsala en una oración de ejemplo con la palabra de Vocabulario clave. Luego, haz redes y escribe oraciones de ejemplo con cada una de las demás palabras de Vocabulario clave.
asombrarvalormostrardesterrar
razonarenvidiaperdonar
margenabandonarrecto
Vocabulario
Oración de ejemplo:Pensó en la distancia que había hasta la biblioteca y _______________ que podía llegar caminando en diez minutos.
pensar problema
razonar:entender
7© Houghton Mifflin Harcourt Publishing Company
Grade 5 Lesson 22: Conoce a los ojibwas
Conoce a los ojibwasVocabulario clave
Nombre Fecha Lección 22
H O J A R E P R O D U C I B L E 2 2 . 1
5_327129_BL_VRTG_L22_MeetOjibwa_SPA.indd 7 1/22/10 5:41:53 AM
1416
623
Estudiante Fecha Lección 22
H o j a r e p r o d u c i b l e
Conoce a los ojibwasRegistro de lectura
Conoce a los ojibwas • nivel s
Behavior Code Error
Substitution lodo lobo 1
Self-corrects lodo sc lobo 0
Insertion el
ˆlobo 1
Word told T lobo 1
Behavior Code Error
Read word correctly ✓ lobo 0
Repeated word, sentence, or phrase
® lobo
0
Omission lobo 1
page Selection Text Errors Self-Corrections
2 Los ojibwa fueron uno de los grupos más grandes
de indios americanos. Sus tierras abarcaban un área
extensa. La mayoría de los ojibwa vivían cerca de los
Grandes Lagos. Vivían en muchas bandas, pero
compartían una cultura. Hablaban el mismo idioma.
Sus aliados eran los potowatomi y los ottawa. Juntos
formaban el Consejo de los Tres Fuegos. Sus
enemigos principales eran los iroqueses y los siux.
La gente de los bosques fríos tenía en común una
forma de vida. Todos cultivaban y cazaban. Otros
ojibwa se mudaron al oeste. Vivían como los indios de
las llanuras, cazaban bisontes y vivían en tipis.
Comments: Accuracy Rate (# words read correctly/102 ×
100)
%
Self-Correction Rate
(# errors + # Self-Corrections/ Self-Corrections)
1:
8© Houghton Mifflin Harcourt Publishing Company
Grade 5 Lesson 22: Conoce a los ojibwas
5_327129_BL_VRTG_L22_MeetOjibwa_SPA.indd 8 1/23/10 7:40:34 AM
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