4 teacher’s guide patsy mink -...

Number of Words: 2,494

L E S S O N 4 T E A C H E R ’ S G U I D E

Patsy Minkby D. Jeanne Glaser

Fountas-Pinnell Level WNarrative NonfictionSelection SummaryPasty Mink experienced discrimination as a young woman, but she was determined to achieve her goals. She worked tirelessly to make sure that women in future generations had equal opportunities.

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Characteristics of the Text Genre • Narrative nonfi ction, biography

Text Structure • Third-person narrative in twelve short chapters• Chapter headings signal key periods in Patsy’s life and Title IX

Content • Discrimination against women and immigrants • Passage of a bill in the United States Congress

Themes and Ideas • Belief in oneself and determination can help overcome discrimination.• Everyone deserves equal opportunities.• People can initiate and make change.

Language and Literary Features

• Conversational language• Little fi gurative language—sprang into action

Sentence Complexity • A mix of short and complex sentences• Complex sentences—phrases, clauses, compounds

Vocabulary • New vocabulary words: instrumental, discrimination, emigrated• Words related to government and law: Title IX, debate, legislator, bill, repealed, lobby

Words • Many multisyllable words: qualifying, intimidated, controversialIllustrations • Black-and-white/color photographs, some with captions

Book and Print Features • Sixteen pages of text with chapter headings and photographs• Table of contents lists chapters headings• Text boxes highlight content• Timeline and diagram summarize content

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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Target Vocabulary

competition – a contest in which individuals or teams struggle to win, p. 16

element – one essential part of a whole, p. 16

identical – exactly the same, p. 7intimidated – frightened or

nervous because of people or circumstances, p. 7

mastered – to become very skilled at something, p. 10

qualifying – a person, or group, who performs well enough to move to the next level, often in a sporting event, p. 6

recite – to speak from memory, p. 14

routine – a series of movements or activities that is repeated, p. 10

uniform – having a single form of appearance, style, color, or texture, p. 5

unison – to occur together in the same way, p. 16

Patsy Mink by D. Jeanne Glaser

Build BackgroundHelp students use their knowledge of opportunities for girls to visualize the selection. Build interest by asking a question such as the following: What opportunities do girls have to play sports at your school or in your community? Read the title and author and talk about the cover photograph. Explain that this selection is narrative nonfi ction, a biography that gives factual information by telling about the life of Patsy Mink.

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:

Pages 4–5: Read the chapter heading on page 4 and tell students that as a young woman, Patsy Mink experienced unfair treatment. Suggested language: On page 4, the text explains that although she was an excellent student, Patsy was not accepted to medical school. On page 5, we learn that although Patsy graduated from law school, she couldn’t get a job as a lawyer. How do you think this type of unfairness might have affected Patsy?

Page 7: Explain that despite these setbacks, Patsy refused to be intimidated. Ask: What do you think the word intimidated means?

Page 11: Point out the diagram showing how a bill becomes a law. Ask: Why do you think the author included this diagram in the selection?

Now go back to the beginning and read to fi nd out about how Patsy Mink and Title IX have infl uenced the lives of young women.

2 Lesson 4: Patsy MinkGrade 5© Houghton Mifflin Harcourt Publishing Company


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 Monitor/Clarify Strategy as they read. Tell them to think about how Patsy Mink became a successful legislator.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the text.Suggested language: Patsy Mink was determined to get Title IX passed. In your opinion, what are the most important benefi ts of this law?

Ways of ThinkingAs you discuss the text, help students understand these points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• Patsy Mink experienced discrimination because she was a woman.

• Instead of giving up, Patsy ran for public offi ce and worked to get Title IX passed.

• In the United States Congress, many steps are required for a bill to become law.

• It is possible to use one’s own experiences to improve the lives of others.

• Patsy’s intelligence and determination, as well as the respect of her peers, helped her achieve her goals.

• Patsy Mink served as a role model for women of future generations.

• The chapter headings indicate the content.

• The narrative of the text tells about Patsy Mink’s career and the history of Title IX, and it has a beginning, a middle, and an end.

• The timeline at the end of the book summarizes the events in the text and indicates the order in which they occurred.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for Further Support• Fluency Invite students to choral read a passage from the text and demonstrate

phrased fl uent reading. Encourage them to group words into meaningful units of language and to use meaning and punctuation as guides for when to pause.

• 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. Have students use context to defi ne the word descent as it is used on page 4. (ancestry) Explain that there are other meanings for descent, and discuss them. Then continue this discussion for other multiple-meaning words in the selection, such as admit (p. 4), uniform (p. 5), lobby (p. 14), and element (p. 16).



Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 4.10.

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 SkillSequence of Events

Target Comprehension Skill Remind students that they can use dates and signal

words to help them follow the sequence leading up to the passage of the bill. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:

Think Aloud

In 1971, Congresswoman Green asked Mink to help her write the proposed Title IX bill. Mink agreed and in the fall of 1971, the bill was sent to Congress for debate. In early June of 1972, Congress passed a version of the law. On June 23, 1972, President Nixon signed it into law. Add details such as these to the chart.

Practice the SkillHave students share examples of other texts they have read in which knowing the sequence of events was important to understanding the content.

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• This selection is mainly about

________________________________________________________________.

• Why does the author begin this book with an introduction about Patsy Mink and Title IX?

• Which sentences from page 10 support the idea that people had different opinions of Title IX?



Critical ThinkingRead and answer the questions.

1. Think within the text Why was Patsy Mink unable to get a job at a

law fi rm?

2. Think within the text What is Title IX?

3. Think beyond the text How do you think life would be different for

women if Title IX did not exist?

4. Think about the text How does the timeline on page 18 help to

clarify the sequence of events in the text?

Making Connections Title IX was a law that provided girls the same opportunities as boys. What are some examples of Title IX in your school? How would your school be different if there was no Title IX law?

Write your answer in your Reader’s Notebook.

10

Patsy MinkCritical Thinking

Critical Thinking© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Lesson 4B L A C K L I N E M A S T E R 4 . 8

Grade 5, Unit 1: School Spirit!

Name Date

They refused to hire married women.

a law that says boys and girls must be treated equally at school.

Women and girls would not have the same opportunities as men

and boys. There would not be any professional women’s soccer

and basketball teams.

It shows the major events of Patsy Mink’s life in the order that

they happened.

Possible responses shown.

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First Pass

English Language DevelopmentReading Support Check regularly on students’ oral reading to determine accuracy, fl uency, and comprehension. Remind them Title IX changed the lives of American girls and women forever.

Vocabulary The narrative includes some vocabulary words related to government that might be unfamiliar. Explain the meaning of words such as legislator (p. 7), debates (p. 11), and repealed. The word lobby, used as a verb on page 14, might be confusing and need to be demonstrated.

Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’ English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the student.

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: Who is the selection about?

Speaker 2: Patsy Mink

Speaker 1: What law does Patsy Mink work to get passed?

Speaker 2: Title IX

Speaker 1: To whom does Title IX give equal opportunities?

Speaker 2: girls and women

Speaker 1: Why does Patsy run for public offi ce?

Speaker 2: She wants to stop discrimination against women.

Speaker 1: What is the goal of Title IX?

Speaker 2: Title IX guarantees that girls have every opportunity that boys have in school.

Speaker 1: What personal qualities does Patsy Mink have that helped her succeed?

Speaker 2: Patsy is intelligent, determined, and cares about others.

Speaker 1: Why has Title IX attracted so much attention?

Speaker 2: Some people believe it will ruin the educational system, professional sports.


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Name Date

Patsy MinkThinking Beyond the Text

Think about the questions below. Then write your answer in two paragraphs.

Remember that when you think beyond the text, you use your personal knowledge to reach new understandings.

On page 17, the author states, “Patsy Mink knew that people must not take equal opportunity for granted.” What does it mean to take something for granted? Do you think girls today take their equal opportunities for granted? Why or why not? Why is it important not to take some things for granted?


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Patsy MinkCritical Thinking

Lesson 4B L A C K L I N E M A S T E R 4 . 8

Name Date


Critical ThinkingRead and answer the questions.

1. Think within the text Why was Patsy Mink unable to get a job at a

law fi rm?

2. Think within the text What is Title IX?

3. Think beyond the text How do you think life would be different for

women if Title IX did not exist?

4. Think about the text How does the timeline on page 18 help to

clarify the sequence of events in the text?

Making Connections Title IX was a law that provided girls the same opportunities as boys. What are some examples of Title IX in your school? How would your school be different if there was no Title IX law?

Write your answer in your Reader’s Notebook.


1414

284

Student Date Lesson 4

B L A C K L I N E M A S T E R 4 . 1 2

Patsy MinkRunning Record Form

Patsy Mink • LEVEL W

Behavior Code Error

Read word correctly ✓cat 0

Repeated word, sentence, or phrase

®cat

0

Omission —cat 1

Behavior Code Error

Substitution cutcat 1

Self-corrects cut sccat 0

Insertion the

ˆcat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

4 Patsy Takemoto was born in Hawaii in 1927. Her family had

lived in Hawaii since the 1800s when her grandparents

emigrated from Japan. They came to work on Hawaii’s sugar

plantations.

Growing up in Hawaii, Patsy dreamed of being a doctor. In

1948, after finishing college, she applied to medical school.

Although she was an excellent student, she was rejected—not

from one school, but from 12! At the time, most medical

schools did not want to admit women as students. People of

Japanese descent also experienced discrimination during this

time. As a Japanese American woman, Patsy had almost no

chance of getting in.

Comments: Accuracy Rate (# words read correctly/104 ×

100)

%

Total Self- Corrections


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