1、LA.4.2.1.1DistinguishMAIN SELECTION My Brother Martin Skill: Authors PurposePAIRED SELECTION “Dear Mrs. Parks” Text Feature: Salutation and Body of a Letter SMALL GROUP OPTIONS DifferentiatedInstruction, pp. 329M329VComprehensionGENRE: BIOGRAPHYComprehensionGenreA Biography is a story about the life

2、 of areal person written by someone else.EvaluateFCAT Authors Purpose As you read, fill in your Authors Purpose Map.1ZcS 1ZcS 1ZcS/cbVa caSRead to Find OutWhat does Dr. Martin Luther King, Jr.s sister want you to know about him?among genres Read the definition of Biography onStudent Book page 308. S

3、tudents should look for important facts about a real persons life as written by another person. They should be able to distinguish biography from autobiography.308LA.4.1.7 Usestrategies to comprehend textRemind students that readers evaluatea text by drawing conclusions about the authors purpose.SKI

4、LLAUTHORS PURPOSEAn authors purpose may be to entertain, persuade, explain, or inform.STRATEGYEVALUATEA good reader evaluates the authorspurpose to make sound judgments.DQOPcZOgVocabulary Words Review the tested vocabulary words: unsuspecting, unfair, ancestors, injustice, avoided, segregation, and

5、numerous.Story Words Students may be unfamiliar with these words. Pronounce the words and give meanings as necessary.waning (p. 312): becoming smaller or fewer innumberstreetcar (p. 314):avehicle that holds many passengers and runson rails through city streetsindignity (p. 314): something that insul

6、ts a persons self-respectbigotry (p. 318): hatred or intolerance toward an entire group of people; prejudice308 Unit3Week2LA.4.1.6.1 Use new vocabulary taught directlyMain SelectionA SISTER REMEMBERSGROWING UP WITH THE REV. DR. MARTIN LUTHER KING JR.BY CHRISTINE KING FARRISILLUSTRATED BY CHRIS SOENT

7、PIET309LA.4.1.7.3Make inferencesLA.4.2.1.1Read nonfictionMain Selection Student pages 308309Preview and PredictAsk students to read the title, preview the illustrations, and use prior knowledge to make predictions about the story. What will be the most noteworthy events in Martins childhood? Have st

8、udents write their predictions and questions.Set PurposesFOCUS QUESTION Discuss the “Read to Find Out” question. Remind students to look for the answer.Another purpose they may have is to be informed about a famous American.Point out the Authors Purpose Map in the Student Book and on Practice Book p

9、age 84. Tell students they will fill it in as they read.Read My Brother MartinUse the questions and Think Alouds for additional support when teaching the comprehension strategy and skill.On Level Practice Book O, page 84As you read My Brother Martin, fill in the Authors Purpose Map.ClueClueClueIf yo

10、ur students need support to read the Main Selection, use the prompts to guide comprehension and model how to complete the graphic organizer. Encourage students to read aloud.If your students can read the Main Selection independently, have them read and complete the graphic organizer. Remind students

11、 to set and adjust their reading rate based on the difficulty of the text.If your students need an alternate selection, choose theAuthors PurposeLeveled Readers that match their instructional level.LA.4.1.5.2 Adjust reading rate based on text difficultyHow does the information you wrote in the Autho

12、rs Purpose Map help you to evaluate My Brother Martin?Story available on Listening Library Audio CDApproaching Practice Book A, page 84Beyond Practice Book B, page 84My Brother Martin 309Main Selection Student page 310Develop Comprehension EVALUATE1STRATEGYLA.4.1.7.8Usestrategies to repair com- preh

13、ensionTeacher Think Aloud I know from the information on the title page that this story is about a famous person, Martin Luther King, Jr., and I know that the narrator is his sister. This will help me evaluate the accuracy of the information and the purpose the author had in telling the story. The s

14、ubtitle is “AWe were born in the same room, my brother Martin and I.I was an early baby, born sooner than expected. Mother Dear and Daddy placed me in the chifforobe drawer that stood in the corner of their upstairs bedroom. I got a crib a few days afterward. A year and a half later, Martin spent hi

15、s rst night in that hand-me-down crib in the verysame room.The house where we were born belonged to MotherDears parents, our grandparents, the Reverend and1Sister Remembers,” so she is writing about her famous brother when he was born and when he was a child. I know some things about Martin Luther K

16、ing, Jr., as an adult, but I dont necessarily know things about his childhood. Now his sister will tell me about his growing up years.310Authors PerspectiveExplain The authors point of view about her material is called authors perspective. Considering what they know about the author and looking for

17、words that express opinions will help students to figure out the authors viewpoint on her subject.Discuss Ask students to consider who is the author of this biography. What do they think her perspective will be? (Since she is writing about her younger brother, the authors perspective will probably b

18、e that of a loving sister.)Apply As they read, suggest that students look for words thatexpress opinions. What opinion words help them learn the authors perspective on page 312? (Possible answer: Positive words like important minister, grand memories, wonderful places show the Kings childhood as a m

19、ainly pleasant experience.)310 Unit3Week2LA.4.1.7.2 Identify how authors perspective influences text2Mrs. A. D. Williams. We lived there with them and ourAunt Ida, our grandmothers sister.And not long after my brother Martinwho we called M. L. because he and Daddy had the same nameour baby brother w

20、as born. His name was Alfred Daniel, but we called him A. D., after our grandfather.3112LA.4.2.2.1Locate, explain, and use informa- tion from text featuresMain Selection Student page 311Develop ComprehensionUSE ILLUSTRATIONSWhat do you think the illustrators purpose was in drawing this picture? (He

21、shows M. L. as the center of attention. Everyone is smiling and happy to see him. The family seems to be very close and loving.) Do you think the illustration shows M. L.s family in a realistic way? Explain your answer. (Possible answer: Yes, the expressions on their faces seem natural in thissituat

22、ion. Their clothing also shows that the event took place many years ago.)CrossCurricular ConnectionCIVIL RIGHTS MUSICIn the 1950s and 1960s, many African Americans worked to gain equality and to have their civil rights protected. Singing songs was often an important way of expressing the personal na

23、ture of that struggle. Discuss with students how songs might have inspired or given courage to those who protested against unfair treatment. Play a recording of “We Shall Overcome,” sharing the lyrics and inviting students to sing along.Work with students to write lyrics for a simple song that addre

24、sses their awareness of a current social issue. You might choose a familiar tune to set the words to. Encourage students to write lyrics that match the rhythm of the tune.LA.4.4.1.2 Write expressive forms using rhythmMy Brother Martin 311They called me Christine, and like three peas inone pod, we gr

25、ew together. Our days and rooms were lled with adventure stories and Tinkertoys, with dolls and Monopoly and Chinese checkers.And although Daddy, who was an important minister, and Mother Dear, who was known far and wide as a musician, often had work that tookthem away from home, our grandmother was

26、 always there to take care of us. I remember days sitting at her feet, as she and Aunt Ida lled us with grand memories of their childhood and read to us about all the wonderful places in the world.And of course, my brothers and I had each other. We three stuck together like the pages in a brand-new

27、book. And being normal young children, we were almostalways up to something.Our best prank involved a fur piece that belonged to our grandmother. It looked almost alive, withits tiny feet and little head and gleaming glass eyes.So, every once in a while, in the waning light of evening,wed tie that f

28、ur piece to a stick, and, hiding behind the hedge in front of our house, we would dangle it infront of unsuspecting passersby. Boy! You couldhear the screams of fright all across the neighborhood!Then there was the time Mother Dear decided that her children should all learn to play piano.I didnt min

29、d too much, but M. L. and A. D. preferred being outside to being stuck inside with our piano teacher, Mr. Mann, who would rap your knuckles with a ruler just for playing the wrong notes. Well, one morning, M. L. and A. D. decided to loosen the legs on the piano bench so we wouldnt have to practice.

30、We didnt tell Mr. Mann,and when he sat . . . CRASH! down he went.Main Selection Student page 312Develop Comprehension34LA.4.2.1.7Examinehow language describes peopleWRITERS CRAFT: VOICE345When she says, “And being young children, we were almost always up to something,” what does the authors tone tel

31、l us about the way she feels? (By stressing the word always, she shows enthusiasm and fondness. Asshe recalls the fun times, you can “hear”her smile.)VISUALIZEReread the paragraph about the prank with the piece of fur. What details does the author include to help you visualize the scene? (She says t

32、hat the fur looked almost alive. It has tinyfeet, a little head, and gleaming glass eyes.We can imagine the fur looking like a real animal because the prank was312pulled at dusk. The word dangle helps to create a mental image of the prank in action.)DQOPcZOgRead the sentence that contains the word u

33、nsuspecting. What isanother way to say that the passersby were unsuspecting? (Sample answers: They did not doubt the animal was alive. They were ready to believe it was alive.)&-STRATEGIES FOR EXTRA SUPPORTQuestion 4 VISUALIZEExplain to English language learners that a prank occurs when you do somet

34、hing to someone that makes the person look silly. Help students visualize the prank. Elicit the meaning of the following words and phrases by demonstrating or giving an example: fur piece, gleaming, hiding, hedge, dangle, passersby, and screams of fright. Next, read aloud the paragraph as you act it

35、 out.312 Unit 3 Week 25LA.4.1.7.3Make inferences6But mostly we were good, obedient children, and M. L.did learn to play a few songs on the piano. He even went off to sing with our mother a time or two. Given his love for singing and music, Im sure he could have become as good a musician as our mothe

36、r had his life not called him down a different path.But thats just what his life did.LA.4.1.7.2313Identify authors purposeFCAT Authors PurposeWhy does the author choose totell so much about Martins childhood?6Main Selection Student page 313Develop ComprehensionMAKE INFERENCESDo you think M. L., Chri

37、stine, andA. D. enjoyed their childhood? Explain your answer. (Suggested answer: Yes, they seem to have had a lively, fun childhood. The author says they played a lot of games and pranks and were always together.)AUTHORS PURPOSEWhy does the author choose to tell so much about Martins childhood? (The

38、 events described on these two pages are things experienced by typical, energetic, and playful children. The author wants us to know that, when they were children, M. L. and his siblings played pranks and did other things that most children do.) Add this information to your Authors Purpose Map.ClueC

39、lueClueThe author shows us thatM. L. was atypical, energetic, fun-lovingchild.Figurative Language: SimilesExplain Say that authors use a simile, a comparison using like or as, to make descriptions vivid. The clause “l(fā)ike three peas in one pod, we grew together” is a simile. It means that the sibling

40、s were very much alike, as three peas in the same pod are alike.Authors PurposeDiscuss Have students find the other simile on page 312 and discuss its meaning. (“We three stuck together like the pages in a brand-new book” means they were such close friends that they could always be found together.)A

41、pply Challenge students to use like or as to create similes. Provide sentence frames, and have them fill in the blanks. I can run as fast as a . Tom islike a when he plays football.LA.4.2.1.7 Identify authors use of similesMy Brother Martin 313Main Selection Student page 314My brothers and I grew up

42、 a long timeago. Back in a time when certain places in our country had unfair laws that said it was right to keep black people separate because our skin was darker and our ancestors had been captured in far-off Africa and brought to America as slaves.Atlanta, Georgia, the city in which we were growi

43、ng up, had those laws. Because of those laws, my family rarely went to the picture shows or visited Grant Park with its famous Cyclorama. In fact, to this very day Idont recall ever seeing my father on a streetcar. Because of those laws, and the indignity that went with them, Daddy preferred keeping

44、M. L., A. D., and me close to home, wherewed be protected.We lived in a neighborhood in Atlantathats now called Sweet Auburn. It was named for Auburn Avenue, the street that ran in front of our house. On our side of the street stood two-story frame houses similar to the onewe lived in. Across it cro

45、uched a line of one- story row houses and a store owned by a white family.When we were young all the children along Auburn Avenue played together, even the two boys whose parents owned the store.Develop Comprehension7LA.4.2.2Identify elementsof nonfictionGENRE: BIOGRAPHYIn a biography, the author us

46、ually gives information about the time period78and places in which the subject lived. How did the laws in Atlanta at the time affect M. L.s family? (M. L.s family avoided the unfairness of Atlantas laws as much as possible by staying close to home. Daddy avoided using the streetcars, and they rarely

47、 wentto the movies or to Grant Park.) Why do you think the author includes this historical information? (It lets us know the reasons why M. L.s family chose to live the way they did. It shows that the prejudice they experienced was actually part of the legal system and not just the authors opinion a

48、bout the way people behaved.)WORD PARTS3148STRATEGYLA.4.1.6.7Use meaning of affixes to determine meaningHow does the meaning of the prefixre- help you find the meaning of recall? (The prefix re- means “again” or“back.” For example, review means “l(fā)ook at again.” So, recall means “call again” or “call

49、 back.” In this context, the author is thinking about the past, so it must mean “call back a memory” or “remember.”)DQOPcZOg unfair Choose the words or phrases that do not have the same meaning as unfair. (not right, dignity, unjust, upside down, respected)314 Unit 3 Week 29LA.4.1.7.3Make inferences

50、And since our house was a favorite gathering place, thoseboys played with us in our backyard and ran with M. L. andA. D. to the rehouse on the corner where they watched the engines and the remen.The thought of not playing with those kids because they were different, because they were white and we we

51、re black, never entered our minds.10910LA.4.1.7.2Identify how authors perspective influences text315Main Selection Student page 315Develop ComprehensionMAKE INFERENCESDo you think M. L. and his siblings understood the laws that kept black people separate in Atlanta? Use information from the story to

52、 explain your answer. (Daddy protected the children as much as he could, so they may not have felt the effects of the laws. They played with their white neighbors, so the fact that black people were kept separate may not have become obvious to them yet.)AUTHORS PURPOSEWhy do you think the author poi

53、nts out that the children never thought about the color of their friends skin? (Suggested answer: She wants the reader to know the children had not yet learned to judge or think differently about someone because of skin color.)Have students respond to the selection by confirming or revising their pr

54、edictions.Authors PurposeIf students are having difficulty identifying the purpose of this biography, help them answer questions such as the following: Is a biography fiction or nonfiction? Did the author know the subject of this biography? If so, how? What part of the subjects life is the author wr

55、iting about? What does the author want you to know about this part of thesubjects life? How is the subject like other people? How is he different?Based on what theyhave read so far, can students evaluate the authors purpose in writing this biography? If not, seethe Extra Supporton this page.LA.4.1.7.8 Use strategies to repair comprehensionStop here if you wish to read this selection over two da