+ All Categories
Home > Documents > LESSON 7 TEACHER’S GUIDE Behind the Scenes · PDF fileLESSON 7 TEACHER’S GUIDE...

LESSON 7 TEACHER’S GUIDE Behind the Scenes · PDF fileLESSON 7 TEACHER’S GUIDE...

Date post: 06-Mar-2018
Category:
Upload: phungdieu
View: 231 times
Download: 0 times
Share this document with a friend
8
Number of Words: 894 LESSON 7 TEACHER’S GUIDE Behind the Scenes by Kaye Gager Fountas-Pinnell Level P Nonfiction Selection Summary It takes many people to make a movie. From the actors to the behind the scenes people, all roles are important. The majority of work that it takes to make a movie happens behind the scenes. These very important roles are what help create the movies we love. 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. 978-0-547-30798-5 1 2 3 4 5 6 7 8 9 10 0940 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 • Nonfiction Text Structure • Third-person narrative divided into six short chapters Content • Movie making • Lighting • Sound effects and Foley artists Themes and Ideas • Most of movie making takes place behind the scenes. • Lighting and sound is the magic behind movies. Language and Literary Features • Onomatopoeia: blup, blup (p. 3) Sentence Complexity • A mix of short and complex sentences • Items in a series • Exclamations Vocabulary • Some movie making related terms: actor, director, lighting, sound effects Words • Multisyllable words: equipment, erupting, entertaining, silverware Illustrations • Full-color photographs with full-sentence captions Book and Print Features • Twelve pages of text, photographs on most pages © 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. 4_307985_BL_VRTG_L07_BehindtheScenes.indd 1 11/4/09 9:03:08 AM
Transcript

Number of Words: 894

L E S S O N 7 T E A C H E R ’ S G U I D E

Behind the Scenesby Kaye Gager

Fountas-Pinnell Level PNonfictionSelection SummaryIt takes many people to make a movie. From the actors to the behind the scenes people, all roles are important. The majority of work that it takes to make a movie happens behind the scenes. These very important roles are what help create the movies we love.

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. 978-0-547-30798-5 1 2 3 4 5 6 7 8 9 10 0940 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 • Nonfi ction

Text Structure • Third-person narrative divided into six short chaptersContent • Movie making

• Lighting• Sound effects and Foley artists

Themes and Ideas • Most of movie making takes place behind the scenes.• Lighting and sound is the magic behind movies.

Language and Literary Features

• Onomatopoeia: blup, blup (p. 3)

Sentence Complexity • A mix of short and complex sentences• Items in a series• Exclamations

Vocabulary • Some movie making related terms: actor, director, lighting, sound effectsWords • Multisyllable words: equipment, erupting, entertaining, silverware

Illustrations • Full-color photographs with full-sentence captionsBook and Print Features • Twelve pages of text, photographs on most pages

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

4_307985_BL_VRTG_L07_BehindtheScenes.indd 1 11/4/09 9:03:08 AM

Target Vocabulary

advertise – to inform people about something, p. 5

angles – ways of seeing things, p. 6

critics – people who judge artistic creations, p. 5

entertaining – funny or enjoyable, p. 4

focus – to pay attention to something, p. 6

generated – created or produced, p. 9

jolts – shocks or surprises, p. 6promote – try to make something

popular, p. 5target – a goal or aim, p. 9thrilling – exciting, p. 4

Behind the Scenes by Kaye Gager

Build BackgroundHelp students use their knowledge of movies to visualize the selection. Build interest by asking questions such as the following: What types of movies do you like? Have you ever wondered how that movie was made? Read the title and author and talk about the cover photograph. Explain that the events we see in movies take the work of many different people to achieve.

Introduce the TextGuide students through the text, noting important ideas and nonfi ction features. Help with unfamiliar language so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions:

Page 3: Explain that this selection provides true information about how the sound and lighting effects in movies are made. Suggested language: Turn to page 3. Look at the picture. Do you think this volcano is real? Tell students that effects such as this are created by experts in special effects.

Page 4: What movies do you fi nd the most entertaining? What kinds of special effects in movies are thrilling to you?

Pages 5–7: Actors are used to promote or advertise movies. Suggested language: Think about a about a movie preview that you have seen. How were light and sound important in creating that movie preview?

Pages 9–12: Remind students that captions provide more information about the text. Read the caption on page 10. What sounds do you think need to be generated for a scary movie?

Now turn back to the beginning of the selection and read to fi nd out about how lighting and sound effects are important parts in creating a movie.

2 Lesson 7: Behind the ScenesGrade 4© Houghton Mifflin Harcourt Publishing Company

4_307985_BL_VRTG_L07_BehindtheScenes.indd 2 11/13/09 10:59:20 AM

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 Summarize Strategy and to briefl y tell the important parts of the text in their own words.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the selection. Suggested language: What did you learn about movie making that you didn’t know before?

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

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

• Making movies takes the talents of many people.

• The sounds heard in movies are sometimes created after the movie has been fi lmed.

• The way scenes and actors look depend largely upon the lighting in a movie.

• Most of movie making takes place behind the scenes.

• Movies would not be the same if it were not for the lighting and sound.

• The bulleted lists helps break the information down in an easy to read way.

• Captions help to explain the photos.

• The photos contain a lot of visual information.

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

Choices for Further Support• Fluency Invite students to choose a passage from the text to read aloud to a partner.

Suggest that they try reading a couple of pages as if they were telling a family member about what they read about.

• 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 adjectives are words that are used to describe, as in swinging hammock. Tell students that swinging is an adjective that describes what kind of hammock. Provide other examples, such as large, steaming volcano and lighting designer.

3 Lesson 7: Behind the ScenesGrade 4© Houghton Mifflin Harcourt Publishing Company

4_307985_BL_VRTG_L07_BehindtheScenes.indd 3 11/4/09 9:04:08 AM

Writing about ReadingVocabulary PracticeHave students complete the Vocabulary questions on BLM 7.1.

RespondingHave students use their Reader’s Notebook to complete the vocabulary activities on page 15. Remind them to answer the Word Teaser on page 16. (Answer: jolts)

Reading Nonfi ctionNonfiction Features: Captions and Bulleted Lists Remind students that nonfi ction has many features to help readers fi nd and understand important information. Captions and bulleted lists are two of these features. Explain that captions can be short phrases or longer sentences, as in this book. Captions tell what a photo, map, or diagram is about. Reading the captions in a nonfi ction book is a good way to preview the book before reading the main text. Have students choose a caption and rewrite it in their own words.

Bulleted lists are another important source of information. They often add information that is not in the text and break it down to make it easier to read. Have students look at the bulleted list on page 13. Ask what information they can learn from the bulleted list (different sound effects used in movies). Then have students think of other ways different sound effects might be made by using everyday items.

Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6. Remind them that when they think about the text, they refl ect back on the text. They should notice and evaluate language, genre, literary devices, and how the text is organized.

Assessment Prompts• In the fi rst paragraph on page 6, what does angles refer to?

• What is page 6 mainly about?

• Complete the sentence in your own words. The author organizes the book by

_________________________________________.

4 Lesson 7: Behind the ScenesGrade 4© Houghton Mifflin Harcourt Publishing Company

4_307985_BL_VRTG_L07_BehindtheScenes.indd 4 11/4/09 9:04:28 AM

Target VocabularyFill in the part of speech, example, and non-example for thrilling. Then complete a Four-Square Map for three of the remaining Target Vocabulary words.

advertiseanglescriticsentertaining

focusgeneratedjolts

promotetargetthrilling

Vocabulary

Part of speechDefinitionexciting

Non-exampleExample

thrilling

Target Vocabulary© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Grade 4, Unit 2: Do You Know What I Mean?3

Name Date Lesson 7

B L A C K L I N E M A S T E R 7 . 1

Behind the ScenesTarget Vocabulary

adjective

Possible responses shown.

an amusement park ride a ride in a car

03_4_246246RTXEAN_L07_FR.indd 1 11/9/09 10:37:58 AM

First Pass

English Language DevelopmentReading Support Pair beginning and intermediate readers to read the text softly, or have students listen to the audio or online recordings. Or, have beginning speakers discuss the photos in their own words.

Cognates The text includes many cognates. Explain the English word and its Spanish equivalent: angle (ángulo), critic (crítico), entertain (entretener), generate (generar), and promote (promover).

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: What is the selection about?

Speaker 2: movies

Speaker 1: What do sound technicians do?

Speaker 2: make sound effects

Speaker 1: What are lighting technicians responsible for?

Speaker 2: They are responsible for providing different types of lighting for the scenes in movies.

Speaker 1: In what way are computers useful for lighting designers?

Speaker 2: Computers can control all the lights in a movie.

Speaker 1: What is the meaning of a “Foley artist”?

Speaker 2: Jack Foley was a famous sound editor. A Foley artist creates sound effects for a movie.

5 Lesson 7: Behind the ScenesGrade 4© Houghton Mifflin Harcourt Publishing Company

4_307985_BL_VRTG_L07_BehindtheScenes.indd 5 1/12/10 5:03:00 PM

Name Date

Behind the ScenesThinking About the Text

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

Remember that when you think about the text, you reflect back on the text. You notice and evaluate language, genre, literary devices, and how the text is organized.

On page 5, the book says that “…movies would not be very interesting to watch without lighting and sound.” How do the details in the selection support this opinion? How do the photographs and other graphics help you to understand this point of view? Use examples from the text in your response.

6 Lesson 7: Behind the ScenesGrade 4© Houghton Mifflin Harcourt Publishing Company

4_307985_BL_VRTG_L07_BehindtheScenes.indd 64_307985_BL_VRTG_L07_BehindtheScenes.indd 6 7/28/09 4:25:54 PM7/28/09 4:25:54 PM

Lesson 7B L A C K L I N E M A S T E R 7 . 1

Behind the ScenesTarget Vocabulary

7 Lesson 7: Behind the ScenesGrade 4© Houghton Mifflin Harcourt Publishing Company

Target VocabularyFill in the part of speech, example, and non-example for thrilling. Then complete a Four-Square Map for three of the remaining Target Vocabulary words.

advertiseanglescriticsentertaining

focusgeneratedjolts

promotetargetthrilling

Vocabulary

Part of speechDefinitionexciting

Non-exampleExample

thrilling

Name Date

4_307985_BL_VRTG_L07_BehindtheScenes.indd 7 1/12/10 5:03:30 PM

1414

202

8 Lesson 7: Behind the ScenesGrade 4© Houghton Mifflin Harcourt Publishing Company

Student Date Lesson 7

B L A C K L I N E M A S T E R 7 . 2 3

Behind the ScenesRunning Record Form

Behind the Scenes • LEVEL P

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

3

4

Picture this movie set: Streams of lava bubble and flow

over the top of a large, steaming volcano. The weird light and

clouds of steam make the place look hot and dangerous! But

it’s not real. Colored lights and smoke help create the smoky

effect. And would you believe that the “blup, blup” sound of

the lava comes from someone behind the scenes blowing a

straw into pudding?

You may not realize how many ways you are tricked each

time you watch an entertaining movie.

Comments: Accuracy Rate (# words read

correctly/85 × 100)

%

Total Self- Corrections

4_307985_BL_VRTG_L07_BehindtheScenes.indd 84_307985_BL_VRTG_L07_BehindtheScenes.indd 8 7/28/09 4:25:56 PM7/28/09 4:25:56 PM


Recommended