Fountas-Pinnell Level UNarrative NonfictionSelection SummaryNot only was Leonardo da Vinci a famous artist, but he was also the leading scientist and inventor in Renaissance Italy. His imaginative ideas led to inventions that are still used today.
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Characteristics of the Text Genre • Narrative nonfi ction
Text Structure • Third-person narrative organized in eleven short chapters; some direct addressContent • Cultural movement in Renaissance Italy
• Leonardo da Vinci’s art, scientifi c experiments and notebooks, inventions; women inventors
• Impact of da Vinci’s inventions in modern world Themes and Ideas • Curiosity and contemplation can lead to fantastic ideas.
• Throughout history, women were also great inventors.• Although few of da Vinci’s inventions were constructed or possible during his time, his
technological expertise still inspires inventors.Language and
Literary Features• History comes alive through fascinating text.
Sentence Complexity • A mixture of short and complex sentences• Full range of punctuation
Vocabulary • Words related to the historical era: Renaissance, catapults, GalileoWords • Some challenging multisyllable words, such as frustration, helicopter, Archimedes
Illustrations • Color photographs, including reproductions of Leonardo’s artworks, with captionsBook and Print Features • Thirteen pages of text with photographs on most pages
arose – appeared or formed, p. 5barren – not able to grow plants
or produce cropsconditions – current
circumstances, or how things seem to be, p. 11
decrepit – worn out or broken down
elusive – hard to catch or achievefrustration – anger, annoyance,
or helplessness, p. 7harsh – severe or unpleasant or
rough, p. 8
instinct – natural, rather than learned, feelings or ideas, p. 10
lurched – made a sudden, unexpected move
vertical – running straight up and down
Leonardo da Vinci by Ira Shull
Build BackgroundHelp students use their knowledge about history and inventions to visualize the selection. Build interest by asking a question such as the following: What inventions make your life easier and more enjoyable? Read the title and author and talk about the cover illustration. Note the eleven chapter heads. Tell students that this book is narrative nonfi ction so it will give factual information.
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 2–3: Explain that this is a book about a famous Italian artist who was also an exceptional inventor. Have students look at the table of contents. Explain that the italicized name, Mona Lisa, refers to an important painting by Leonardo. On page 3, have students read the fi rst sentence of the second paragraph. Explain that the Renaissance of the 1400s was a time of great change in Europe, especially in art and culture.
Pages 4–5: Direct students to the chapter heading: Leonardo’s Big Ideas. Suggested language: In this chapter, we learn that Leonardo’s ideas were ahead of his time, and his inventions continue to inspire people today. What might inspire someone to dream of inventing something? Have students read the sentence with the highlighted word on page 5. How do ideas arise out of study?
Page 7: Explain that Leonardo often wrote backwards in his notebooks. This “mirror writing” would cause great frustration to anyone attempting to read the notebooks. Some people thought that Leonardo used “mirror writing” to make it harder for a thief to steal his ideas. Do you think that a thief would be so easily frustrated?
Pages 8–9: The text says that Leonardo asked simple questions and looked closely at nature. Ask: What part of the painting of the Mona Lisa shows that Leonardo looked closely at nature?
Now turn back to the beginning of the book and read to fi nd out about how Leonardo’s big ideas led to many inventions and changes.
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 notice what isn’t making sense as they read and then to discover ways to fi gure out the confusing parts.
Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the story. Suggested language: Why do you think that an inventor needs a good imagination?
Ways of ThinkingAs you discuss the text, help students understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• Leonardo’s timeless inventions had a big impact on the future.
• His most famous painting, Mona Lisa, and his notebooks continue to intrigue people.
• Leonardo’s artistic abilities aided him with his scientifi c observations.
• Instead of becoming discouraged about not being able to build many of his machines, Leonardo continued to plan more ideas.
• Women throughout history deserve credit for their inventions.
• Historical sketches from Leonardo’s notebooks offer additional insight into the text.
• One sidebar describes the Mona Lisa and another lists some important female inventors.
Choices for Further Support• Fluency Invite students to choose a passage from the text to demonstrate phrased
fl uent reading. Remind them to stress important words in the text and to read at a steady rate.
• 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 awareness of a word’s root can help with understanding. Explain that renaissance is a French word that means “rebirth.” re- means “again”; naissance comes from the Latin root nasci, which means “to be born.”
Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 22.7.
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 SkillConclusions and Generalizations
Target Comprehension Skill Have students use details to explain
ideas that aren’t stated or are generally true. They should identify supporting evidence that can be used to make their own valid generalizations. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below.
Think Aloud
Add these details to the chart to show why Leonardo was considered a great inventor. Write: Leonardo designed a three-wheeled car, and Leonardo designed a ship that could go underwater. These details support the conclusion that Leonardo invented machines no one else had imagined in his day.
Practice the SkillEncourage students to share their examples of another book that uses Conclusions and Generalizations to discuss other imaginative people.
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• What was the author’s purpose in writing this book?
• On page 4, the phrase “ahead of their time” means that Leonardo’s ideas.
English Language DevelopmentReading Support Pair advanced and intermediate readers to read the selection softly, or have students listen to the audio or online recordings. Remind them that Leonardo da Vinci was an important scientist, artist, and inventor.
Cognates The story includes many cognates. Point out the English words and their Spanish equivalents: submarine (submarino), tank (tanque), and invent (inventar).
Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’ English profi ciency. Speaker 1 is the teacher, Speaker 2 is the student.
Beginning/Early Intermediate Intermediate Early Advanced/ Advanced
Speaker 1: What animal did Leonardo study to get ideas for fl ying machines?
Speaker 2: the bird
Speaker 1: What is the Mona Lisa’s most famous feature?
Speaker 2: her smile
Speaker 1: Why did Leonardo want to control water?
Speaker 2: to run machines
Speaker 1: Why did a famous painter quit painting when he saw Leonardo’s work?
Speaker 2: The painter knew he would never be as talented or as important as Leonardo.
Speaker 1: What did the Pope tell Leonardo to stop doing?
Speaker 2: The Pope didn’t want Leonardo to use dead bodies to study anatomy.
Speaker 1: What secrets does the Mona Lisa hide?
Speaker 2: No one is certain about the Mona Lisa’s true expression, nor do they know the identity of the model who posed for the painting.
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Name Date
Leonardo da VinciThinking 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 11, the author describes how Leonardo reacted when he was unable to build the machines he invented. Instead of becoming frustrated, he went on long walks, which helped him think of more ideas. Why do you think long walks were helpful to Leonardo? What other activities might help an artist or inventor find ideas?
