Dear Mrs. Parks by Rosa Parks by Lily Tuttle Weekly Literature Week At A Glance Tested Skills for the Week Read-Aloud Anthology Listening 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 Link History Small Group Options Differentiated Instruction for Tested Skills Vocabulary/ Comprehension Genre Letters Social Studies Link Main Selection Genre Biography 304A
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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
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
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.
• 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.
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.
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.
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