+ All Categories
Home > Documents > LESSON 2 TEACHER’S GUIDE Thurgood Marshall · LESSON 2 TEACHER’S GUIDE Thurgood Marshall by...

LESSON 2 TEACHER’S GUIDE Thurgood Marshall · LESSON 2 TEACHER’S GUIDE Thurgood Marshall by...

Date post: 05-May-2018
Category:
Upload: hoangduong
View: 247 times
Download: 3 times
Share this document with a friend
8
Number of Words: 1,264 LESSON 2 TEACHER’S GUIDE Thurgood Marshall by Darleen Ramos Fountas-Pinnell Level S Biography Selection Summary This biography covers the life and career of Thurgood Marshall, from his boyhood to retirement. He became the first African-American judge on the Supreme Court, realizing his dream of equal rights for all Americans. 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. 978-0-547-30561-5 1 2 3 4 5 6 7 8 9 10 0490 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 • Biography Text Structure • Third-person narrative organized in six short chapters Content • Life, education, and legal career of Thurgood Marshall • Brown vs. Board of Education Themes and Ideas • Education can help people realize their dreams. • All people have the right to be treated equally. Language and Literary Features • Conversational language • Writer addresses the reader Sentence Complexity • A mix of short and complex sentences Vocabulary • Law-related language, some of which might not be familiar to English language learners, such as judge, civil rights, supreme court, lawyer. • Cultural references such as Supreme Court (p. 11). Words • Many multisyllable words: segregation, nourishing Illustrations • Historic black-and-white and color photographs • Captions for photographs Book and Print Features • Twelve pages of text; photographs on many pages; table of contents • Easy-to-read chapter headings • Timeline provides additional information © 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. 4_305615_ELL_LRTG_L02_ThurgoodMarshal.indd 1 11/4/09 10:44:08 PM
Transcript

Number of Words: 1,264

L E S S O N 2 T E A C H E R ’ S G U I D E

Thurgood Marshallby Darleen Ramos

Fountas-Pinnell Level SBiographySelection SummaryThis biography covers the life and career of Thurgood Marshall, from his boyhood to retirement. He became the fi rst African-American judge on the Supreme Court, realizing his dream of equal rights for all Americans.

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. 978-0-547-30561-5 1 2 3 4 5 6 7 8 9 10 0490 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 • Biography

Text Structure • Third-person narrative organized in six short chaptersContent • Life, education, and legal career of Thurgood Marshall

• Brown vs. Board of EducationThemes and Ideas • Education can help people realize their dreams.

• All people have the right to be treated equally.Language and

Literary Features• Conversational language • Writer addresses the reader

Sentence Complexity • A mix of short and complex sentencesVocabulary • Law-related language, some of which might not be familiar to English language learners,

such as judge, civil rights, supreme court, lawyer.• Cultural references such as Supreme Court (p. 11).

Words • Many multisyllable words: segregation, nourishingIllustrations • Historic black-and-white and color photographs

• Captions for photographsBook and Print Features • Twelve pages of text; photographs on many pages; table of contents

• Easy-to-read chapter headings • Timeline provides additional information

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

4_305615_ELL_LRTG_L02_ThurgoodMarshal.indd 1 11/4/09 10:44:08 PM

Target Vocabulary

captured – having been caught while trying to get away, p. 8

dream – something you want to happen very much, p. 3

encounters – meetings with people, p. 5

example – something that shows

how to do something, p. 8injustice – something that is

unfair, p. 4nourishing – giving people what

they need to live, p. 5numerous – many of something,

p. 11

preferred – liked something better than something else, p. 6

recall – to remember something, p. 14

segregation – a system that kept African Americans and white Americans apart , p. 7

Thurgood Marshall by Darleen Ramos

Build BackgroundHelp students use their knowledge of civil rights and government to visualize the selection. Build interest by asking a few questions such as the following: What do you dream about doing when you are older? Read the title and author and talk about the cover photograph. Note the six chapter heads. Tell students that this selection is a biography so it will tell about events in a person’s life, written by another person.

Frontload Vocabulary Some everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: segregation, injustice, separate.

Introduce the TextGuide students through the text, reading the captions, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Call their attention to any important labels. Here are some suggestions:

Page 4: Explain that this is a biography about Thurgood Marshall, who worked to make sure that the law was equal for all Americans.

Page 7: Read the caption under the photograph and the label. Make sure students understand the term separate. Ask: What other types of segregation do you think that Marshall spoke out against?

Page 8: Explain that Charles Houston was a teacher at Howard University who captured Marshall’s attention and who offered a strong example for Marshall. Ask: How do you think this teacher caught Marshall’s interest? Why might Houston have been a strong role model for his student?

Pages 10–11: Cultural Support: Briefl y describe the Supreme Court. Draw students’ attention to the timeline and ask why the author included it. Suggested language: Why do you think that the author included this timeline with numerous items in the middle of the biography?

Now go back to the beginning and read to fi nd out how Thurgood Marshall realized his childhood dream of fi ghting for equality for all Americans.

2 Lesson 2: Thurgood MarshallGrade 4© Houghton Mifflin Harcourt Publishing Company

4_305615_ELL_LRTG_L02_ThurgoodMarshal.indd 24_305615_ELL_LRTG_L02_ThurgoodMarshal.indd 2 7/28/09 5:07:53 PM7/28/09 5:07:53 PM

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 , and to think of questions as they read.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the book.Suggested language: What did Thurgood Marshall want to change? What did he do to correct the situation?

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

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

• Marshall had a strong conviction that equal rights should encompass all Americans.

• Marshall’s law background helped him to fi ght segregation in the education system.

• It is possible to make a dream about your future come true, especially through hard work and determination.

• A strong role model can be invaluable in helping you attain your goals.

• The historic photographs offer additional insight into the text.

• The timeline of important dates summarizes key events.

• The narrative tells about Marshall’s convictions and has a beginning, middle, and end.

© 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. Remind them to pay attention to punctuation and to vary tone, pitch, and volume to attract and hold their audience’s attention.

• 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 learning common prefi xes found in words such as injustice and unfair can help them discern the meaning of the new word. Remind students that the root word just from injustice comes from the Latin word iustus.

3 Lesson 2: Thurgood MarshallGrade 4© Houghton Mifflin Harcourt Publishing Company

4_305615_ELL_LRTG_L02_ThurgoodMarshal.indd 3 11/4/09 10:44:14 PM

Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 2.10.

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 SkillAuthor’s Purpose

Target Comprehension Skill Have students identify the author’s general purpose

for writing: to inform, entertain, persuade, express, or describe. Remind students that the author had a purpose in mind in choosing to write this biography. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:

Think Aloud

On page 3, the author explains that sixty years ago it was diffi cult for African Americans to live out their dreams. Later she explains that Thurgood Marshall held onto his dreams to defend the rights of African Americans and became the fi rst African American judge on the Supreme Court. These details support the author’s purpose.

Practice the SkillEncourage students to share their examples of another book in which the Author’s Purpose is to bring an inspiring message to readers.

Writing Prompt: Thinking Beyond the TextHave students write a response to the writing prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understanding.

Assessment Prompts• Choose one word that best describes how Thurgood Marshall felt about injustice.

• How does it say, on page 14, that Thurgood Marshall tried to protect the rights of African Americans?

• Complete this sentence in your own words: This biography was most likely written to ______________________________________________________________.

4 Lesson 2: Thurgood MarshallGrade 4© Houghton Mifflin Harcourt Publishing Company

4_305615_ELL_LRTG_L02_ThurgoodMarshal.indd 4 11/4/09 10:44:29 PM

Critical ThinkingRead and answer the questions.

1. Think within the text What did Thurgood Marshall’s parents

teach him as a young boy that helped him achieve his dream?

2. Think within the text How did Thurgood Marshall fi rst learn

about equal rights?

3. Think beyond the text What is the author’s attitude toward

Thurgood Marshall? How can you tell?

4. Think about the text Why do you think the author used

headers for the different sections in this selection?

Making Connections Thurgood Marshall dreamed that one day, people could have equal rights. What is your dream for the future?

Write your answer in your Reader’s Notebook.

Thurgood MarshallCritical Thinking

Lesson 2B L A C K L I N E M A S T E R 2 . 1 0

Name Date

Marshall’s parents taught him how to use facts to prove his ideas.

Thurgood Marshall learned about equal rights by reading the Constitution.

The author admires him. You can tell because this biographical selection only

includes positive information about him. The author clearly believes in equal

rights, and states that Marshall played a major role in this fi ght.

They help organize the events in the proper sequence. They also tell the main

idea of each section.

Possible responses shown.

12_4_246253RTXEAN_L02_FR.indd 12 3/22/09 9:50:50 PM

English Language DevelopmentReading Support Check regularly on students’ oral reading to determine accuracy, fl uency, and comprehension. Remind students that Thurgood Marshall devoted his life to fi ghting for equal rights.

Cognates The text includes many cognates. Point out the English words and their Spanish equivalents: segregation (segregación), equal (igual), court (corte).

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: Where was Marshall born?

Speaker 2: Baltimore, Maryland

Speaker 1: What career did Marshall choose?

Speaker 2: lawyer

Speaker 1: Who was Marshall’s role model at Howard University?

Speaker 2: Charles Houston

Speaker 1: What did Marshall and his college friends do to protest segregation?

Speaker 2: They sat in the all-white section of a movie theater.

Speaker 1: What was signifi cant about Marshall’s appointment to the Supreme Court?

Speaker 2: He was the fi rst African-American justice.

Speaker 1: Why was “separate but equal” not equal at all?

Speaker 2: It was not equal because blacks and whites attended separate schools and used different facilities such as drinking fountains.

5 Lesson 2: Thurgood MarshallGrade 4© Houghton Mifflin Harcourt Publishing Company

4_305615_ELL_LRTG_L02_ThurgoodMarshal.indd 54_305615_ELL_LRTG_L02_ThurgoodMarshal.indd 5 7/28/09 5:07:55 PM7/28/09 5:07:55 PM

Name Date

Thurgood MarshallThinking Beyond the Text

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

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

On page 8, the author describes how Charles Houston, a teacher at Howard University, became a strong example for law school student Thurgood Marshall. Why do you think it was important for Marshall to have a role model? How do you think a strong role model inspired him to attain his goals? Explain your answer, giving examples from the biography.

6 Lesson 2: Thurgood MarshallGrade 4© Houghton Mifflin Harcourt Publishing Company

4_305615_ELL_LRTG_L02_ThurgoodMarshal.indd 64_305615_ELL_LRTG_L02_ThurgoodMarshal.indd 6 7/28/09 5:07:57 PM7/28/09 5:07:57 PM

Critical ThinkingRead and answer the questions.

1. Think within the text What did Thurgood Marshall’s parents

teach him as a young boy that helped him achieve his dream?

2. Think within the text How did Thurgood Marshall fi rst learn

about equal rights?

3. Think beyond the text What is the author’s attitude toward

Thurgood Marshall? How can you tell?

4. Think about the text Why do you think the author used

headers for the different sections in this selection?

Making Connections Thurgood Marshall dreamed that one day, people could have equal rights. What is your dream for the future?

Write your answer in your Reader’s Notebook.

Thurgood MarshallCritical Thinking

Lesson 2B L A C K L I N E M A S T E R 2 . 1 0

Name Date

7 Lesson 2: Thurgood MarshallGrade 4© Houghton Mifflin Harcourt Publishing Company

4_305615_ELL_LRTG_L02_ThurgoodMarshal.indd 74_305615_ELL_LRTG_L02_ThurgoodMarshal.indd 7 7/28/09 5:07:58 PM7/28/09 5:07:58 PM

1413

300

Student Date

Thurgood Marshall

Running Record Form

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

Thurgood Marshall • LEVEL S

8 Lesson 2: Thurgood MarshallGrade 4© Houghton Mifflin Harcourt Publishing Company

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

14 The Brown case made Thurgood Marshall famous. In 1965,

President Lyndon B. Johnson chose Marshall to represent the

entire United States as a lawyer in Supreme Court cases.

Then, on June 13, 1967, President Johnson chose Marshall as

the first African American Supreme Court justice. Marshall

spoke out for everyone. He helped workers, people of different

races, and women.

Thurgood Marshall worked on the Supreme Court for 24 years.

He stopped working in 1991. He died in 1993. Those who

knew him recall, or remember, how he helped this country.

He tried to protect the rights of African Americans.

Comments: Accuracy Rate (# words read

correctly/99 × 100)

%

Total Self- Corrections

4_305615_ELL_LRTG_L02_ThurgoodMarshal.indd 84_305615_ELL_LRTG_L02_ThurgoodMarshal.indd 8 7/28/09 5:07:58 PM7/28/09 5:07:58 PM


Recommended