level q/40 portraits in greatness · pdf fileevaluating author’s purpose and evaluating...

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Portraits in GreatnessNavigators Teaching Guides provide flexible options to meet a variety of instructional needs…

Level Q/40

Social Studies

Skills & Strategies

Anchor Comprehension Strategies

• Evaluate fact and opinion

Comprehension • Summarizeandsynthesize

• Evaluateauthor'spurpose

• Usegraphicfeaturestointerpretinformation

• Usetextfeaturestolocateinformation

Word Study/Vocabulary • Useknowledgeofwordstructuresto

determinewordmeaning

Social Studies Big Idea • Duringperiodsofgreatnationaland

internationalstrife,certainleadersemergeassignificantfiguresinworldhistory.

TeACher’S Guide

skiLLs and strateGies

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, 2001.

• 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, 2000.

Web Site for Content Information• http://www.kyrene.k12.az.us/

schools/brisas/sunda/great/ great.htm

Learn about other famous figures in history.

OvERvIEW

reLated resources

Social Studies Culture: a, b, d

Time, Continuity, & Change: b, c, d, e

Individual Development & Identity: a, b, d, e, f, g

Individuals, Groups, & Institutions: b, c, d, e, f, g

Power, Authority, & Governance: b, c, f, h

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.

theme connectionsCivil RightsHistoryGovernment

Before Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Introduction & Chapter 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Chapter 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6After Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Writing Workshop and Writing Model . . . . . . . . . . . . . . . . . 8, 9Reproducible Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . . 10Content-Area Extension Activities (BLMs). . . . . . . . . . . . . . . . 11Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

tabLe of contents

Portraits in Greatness

nationaL content standards

BEFORE REAdInG

introduce the bookDraw 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 apart-heid?

• What kinds of special vocabulary words do you think you’ll find in this book?

set a purpose for readinGThis 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 opin-ions. 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 orGanizerProvide 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 opin-ions 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.

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 exam-ines each leader’s life from early childhood through his rise to world prominence, exploring the shared qualities that made all three so great.

Book Summary

3© 2011 Benchmark Education Company, LLC Portraits in Greatness

Evaluating Fact and Opinion Facts Opinions

Introduction

Chapter 1 Gandhi

Chapter 2 Churchill

Chapter 3 Mandela

read the text pages 2–13Use 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 PurposeInvite 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 dis-tinguishing 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: SidebarsPoint 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?

InTROduCTIOn & ChAPTER 1

4

use Context CluesHave students look at the word conviction (page 3). The author defines this word in context using a phrase (a very deep belief in some-thing important). Create a visual word web like the one below and have the class complete it.

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. 11

TEACHING TIPSMeaningful 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.

conviction

synonym belief

definitiona very deep belief in some-thing important

sentenceGandhi had a conviction that India should be indepen-dent from the British.

Portraits in Greatness © 2011 Benchmark Education Company, LLC

5

read the text pages 14-22Use 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 simi-lar 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 comprehensiondiscuss Comparing and ContrastingInvite 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 coun-try’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, commit-ment, and courage?

use Text Features: Pull-Out QuotesPoint 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.

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. 21

use Context CluesHave 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 extrava-gant lifestyle requires money. Create a visual word web like the one below.

ChAPTER 2

TEACHING TIPSMeaningful 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.


extravagantly

synonym luxuriously

definitionexpensively; without regard for cost

sentenceThe lottery winner can afford to live extravagantly.

© 2011 Benchmark Education Company, LLC Portraits in Greatness

6

focus on comprehensiondiscuss Comparing and ContrastingInvite 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 LinesPoint 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.

ChAPTER3

Analyze Compound WordsExplain 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.

Then tell students to apply this strategy to other compound words. These might include:

bloodshed, p. 25

underground, p. 27

overthrow, p. 27

read the text pages 23–30Use 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 simi-lar 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.

TEACHING TIPSMeaningful 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.


home land

synonym dwelling; territory; living quarters area

definitionthe area where one lives

homeland

word parts


7

AFTER REAdInG

sYnthesize and assessRetell and Summarize As a class or in small groups, generate oral summaries of Chapters 1–3. Select key events and accomplish-ments 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 infor-mation they might have included if they had been the author.

Evaluate Fact and Opinion Challenge students to use their com-pleted graphic organizer to identify facts that support some of the opin-ions 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

•ChurchillandGandhiaredead.•NelsonMandelaisretired.

•GandhiwasborninIndiain1869.•GandhipetitionedtheBritishgovernment

andorganizedmeetingswithotherIndians.•Aftertwentyyears,theBritishgovernment

agreedtomanyoftheIndians’demands.•TheBritishputGandhiandhiswifeinpris-

onin1942.•OnJanuary30,1948,aHindu

assassinatedGandhi.

•ChurchillwasborninEnglandin1874.•HebecameheadoftheRoyalNavyat

thestartofWorldWarI,butwasforcedtoresign.

•In1933,HitlerandtheNazistookoverGermany.

•FranceandEnglanddeclaredwaronGermanyonSeptember3,1939.

•ChurchillbecamePrimeMinisterofEngland.Hewasre-electedin1951.

•ChurchilldiedinLondonin1965,attheageof91.

•NelsonMandelawasbornin1918inSouthAfrica.

•TheANCYouthLeagueorganizedstrikesandcampaignsofnonviolentresistance.

•In1963,hewasfoundguiltyoftryingtooverthrowthegovernmentandwassentencedtolifeinprison.

•Threetimes,Mandela’sjailersofferedtoreleasehimifheacceptedapartheid.Eachtime,Mandelarefused.

•In1994,SouthAfricahelditsfirst-everdemocraticelectionforvotersofallraces.NelsonMandelawaselectedpresident.

•Insomeways,Churchill,Gandhi,andMandelawerenodifferentfromothermen.

•Theyhadconviction,com-mitment,andcourage.

•Gandhi’smotherwaslovingandhardworking.

•TheBritishtreatedmanyIndianscruellyinIndia.

•ThewholeworldmournedGandhi’sdeath.

•Churchillwasafearlesssoldier.

•Churchillwaswellpreparedforleadershipduringwar.

•Churchillisrememberedasthemanwhosaveddemocracy.

•Mandelalovedandhonoredthechief.

•TheYouthLeaguewasmoreactivistthantheANC.

•Mandelabecameanationalhero.

•Mandelafoughtwithcour-ageandconviction.

8

mini-Lesson Writing Focus: Evaluating Fact and OpinionRemind 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 show-ing an opinion and some facts that support it.

Use the reproducible Writing Model to demonstrate how informa-tion from the chart can be used to write a paragraph supporting an opinion with facts. Remind students that a fact is a statement includ-ing information that can be proved true.

WInSTOn ChuRChILL

OPInIOn FACTS

WRITInG WORkShOP

TEACHING TIPSProcess 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.

Write a short para-

graph in which you

state an opinion about

one of the famous men

in this book and sup-

port it with facts from

your reading.

WrITING ASSigNmeNt

Sometimes, he acted foolishly.

• As a child, Churchill disliked studying and made poor grades in school.

• 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.


Winston Churchill

Winston Churchill was a great leader, but like all people,

he sometimes behaved foolishly and did things wrong.

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.

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 Model: Evaluating Fact and Opinion

WrITING TIP

There is no specific order to stating an opinion

and the supporting facts.

opinion

supporting facts



Introduction

Chapter 1 Gandhi

Chapter 2 Churchill

Chapter 3 Mandela

Name: ________________________________________ Date: _________________


name the LeaderNext 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

Name: ________________________________________ Date: _________________


Name: ________________________________________ Date: _________________

Order ItNumber 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


_____ Sentenced to life in prison


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:

1. ___________________________________________________________

___________________________________________________________

2. ___________________________________________________________

___________________________________________________________

3. ___________________________________________________________

___________________________________________________________

4. ___________________________________________________________

___________________________________________________________

5. ___________________________________________________________

___________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________


Leadership QualitiesBased 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

1. ___________________________________

___________________________________

2. ___________________________________

___________________________________

3. ___________________________________

___________________________________

4. ___________________________________

___________________________________

Name: ________________________________________ Date: _________________

names


A n S W E R k E y

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

name the Leader Order It

Who Was the Greatest? Leadership Qualities

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


_____ 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


_____ Sentenced to life in prison

351624

243615

231654

name: ________________________________________________________

Reasons:

1. ___________________________________________________________

___________________________________________________________

2. ___________________________________________________________

___________________________________________________________

3. ___________________________________________________________

___________________________________________________________

4. ___________________________________________________________

___________________________________________________________

5. ___________________________________________________________

___________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

Students’answerswillvary.Checkonthe

accuracyoftheirsupportingstatements,as

wellastheconstructionoftheirparagraph.

Qualities

1. ___________________________________

___________________________________

2. ___________________________________

___________________________________

3. ___________________________________

___________________________________

4. ___________________________________

___________________________________

names

Students’answerswillvary.Checkfor

thelogicandaccuracyoftheirentries.


Portraits in Greatness

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. 2Focus on Comprehension:√ Continue the Graphic

Organizer

Read the Text: Ch. 3Focus on Comprehension:√ Complete the Graphic

Organizer

Synthesize and Assess

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area Extension Activities (BLMs)

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.*

Read the Text: Ch. 3 Select or create mini-lessons.*

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area Extension Activities (BLMs)

BEFORE REAdInG (p. 3) Introduce the Book Set a Purpose for Reading√ Introduce the Graphic Organizer:

Evaluating Fact and Opinion*

duRInG REAdInG (pp. 4–6)Read the Text: Introduction & Chapter 1Focus on Comprehension Mini-Lessons: √ Discuss the Author’s Purpose* √ Begin the Graphic Organizer* Use Text Features: Sidebars Use Context Clues*

Read the Text: Chapter 2Focus 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 3Focus on Comprehension Mini-Lessons: Discuss Comparing and Contrasting*√ Complete the Graphic Organizer* Use Graphic Features: Time Lines Analyze Compound Words*

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. 11–14) name the Leader Order It Who Was the Greatest? Leadership Qualities

Lesson-at-a-GLance

Navigators Teaching Guides provide flexible options to meet a variety of instructional needs…

√ 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.

1

2

3

4

5

sampLe Lesson pLanninG Guides

Accelerated 3-day Lesson

5-day Flexible Lesson

5-day Lesson for Assessed Skills & Strategies

Introduce the Book



Read the Text: Ch. 3 Synthesize and Assess

day

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: 978-1-59000-526-2

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