Comprehension Genre a Biography Is a Story About the Life of a Real Person Written by MAIN SELECTION Someone Else

Comprehension Genre A Biography is a story about the life of a real person written by MAIN SELECTION someone else. • How Ben Franklin Stole the Lightning • Skill: Problem and Solution General Questions PAIRED SELECTION Problem and Solution • Two Concrete Poems As you read, fill in your • Literary Elements: Figurative Problem and Solution Chart.

Language/Alliteration >`]PZS[ SMALL GROUP OPTIONS • Differentiated Instruction, pp. 247M–247V

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Read to Find Out What was it like to be Ben Franklin? Comprehension

GENRE: BIOGRAPHY Have a student read the definition of Biography on Student Book page 224. Students should look for real people and historical events. Discuss how a biography is different from other types of literature, such as historical fiction or 224 a myth or legend.

STRATEGY GENERATE QUESTIONS Tell students that asking themselves D]QOPcZO`g good questions as they read will help Vocabulary Words Review the tested vocabulary words: them to check their understanding of independence, hilarious, dizzy, nowadays, whirlwind, handy, the story and focus on important ideas. mischief, and convinced.

SKILL PROBLEM AND SOLUTION Selection Words Students may be unfamiliar with these words. Pronounce the words and give meanings as necessary. Sometimes the author of a biography eclipse (p. 228): a shadow that moves across the sun or the moon writes about a problem that the subject has and takes actions to solve. By the odometer (p. 231): a meter that tells how far a vehicle has traveled end of the biography, the subject scurvy (p. 233): a disease that causes weakness, joint pain, and dental usually finds a solution to the problem. problems scepter (p. 241): a staff carried by a king or queen to represent power tyrants (p. 241): cruel or unfair rulers

224 Main Selection

Main Selection Student page 225 Preview and Predict Ask students to read the title, preview the illustrations, and note questions and predictions about the selection. What kinds of things does it look like the subject of this biography could do? Set Purposes FOCUS QUESTION Discuss the “Read to Find Out” question on Student Book page 224. Remind students to look for the answer as they read. Point out the Problem and Solution Chart in the Student Book and on Leveled Practice Book page 61. Explain that students will fill it in as they read.

Read How Ben Franklin Stole the Lightning

Use the questions and Think Alouds to support instruction about the comprehension strategy and skill. 225

On Level Practice Book 0, page 61

As you read How Ben Franklin Stole the Lightning, fill in the Problem and Solution Chart.

If your students need support If your students can read the to read the Main Selection, Main Selection independently, Action use the prompts to guide have them read and complete comprehension and model the graphic organizer. Remind how to complete the graphic students to set and adjust their Action organizer. reading rate based on their purpose for reading. Action If your students need an alternate selection, choose the Leveled Readers that match their instructional level.

Solution

27=1 C 2 / How does the information you wrote in the Problem and Solution Chart help BSQV\]Z]Ug you to generate questions about How Ben Franklin Stole the Lightning?

Story available on Listening Library Audio CD Approaching Practice Book A, page 61 Beyond Practice Book B, page 61

How Ben Franklin Stole the Lightning 225 Main Selection Student page 226 Develop Comprehension 1 STRATEGY GENERATE QUESTIONS

Teacher Think Aloud When I look at the illustration on this page, I see a man with glasses and white hair shown in many scenes. This must be Ben Franklin. I can ask questions before reading the selection. What are some of the things the man is shown doing? He is writing, playing music, selling things, riding a horse, giving a speech, and so on. Why does the drawing show all those things? I think the selection will likely describe Ben Franklin as a man who could do many different things.

2 WRITER’S CRAFT: A STRONG 1 OPENING Why is the first sentence a strong opening for this selection? (Suggested 226 answers: It grabs the reader’s attention. It makes us curious about what comes next. It shows that what comes next will be based on facts.) D]QOPcZO`g Word Structure Clues: Suffixes -er, -or, -ian, -ist Explain/Model Explain that the suffixes -er, -or, -ian, and -ist all mean “a person who does something.” Write the following examples on the board: designer, governor, librarian, novelist.

Think Aloud Since all of these words end in a suffix that I know, I can figure out what they mean. A designer is someone who designs something, and a governor is someone who governs a state. A librarian is someone who works in a library, and a novelist is someone who writes novels. Practice/Apply Ask students to find words in the third paragraph on page 227 that have the suffixes -er, -ian, or -ist. (musician, printer, cartoonist, traveler, owner, shopkeeper, politician) Discuss their meanings. Remind students that the suffix -er can also mean “more,” as in the word funnier.

226 Main Selection Student page 227

t’s true! 2 The great Benjamin Franklin really did steal lightning right out of the sky! Develop And then he set out to tame the beast. It goes to fi gure, though, because he was a man who could do just about anything. Comprehension Why, Ben Franklin could swim faster, argue better, and write funnier stories 3 MAINTAIN than practically anyone in colonial FACT AND OPINION America. He was a musician, a printer, a In the third paragraph, find two cartoonist, and a world traveler! What’s more, he was a newspaper owner, a statements of opinion and two shopkeeper, a soldier, and a politician. statements of fact. Explain why each is He even helped to write the Declaration 3 an opinion or a fact. (The statements of Independence and the Constitution of the United States! that Ben Franklin could argue better Ben was always coming up with and write funnier stories than other newfangled ways to help folks out, people are opinions. They cannot be too. He was the guy who started the checked or proven. When a statement fi rst lending library in America. His post offi ce was the fi rst to deliver mail compares things or people like that, straight to people’s houses. 4 it is often an opinion. The statements that Ben Franklin was a printer and a politician are facts. They can be checked in a reference book.)

4 PROBLEM AND SOLUTION What information from this first page makes you think that Franklin was the kind of person who liked to solve problems? (Suggested answer: 227 The author says “he set out to tame the beast,” lightning. She also says he could do many different things. He came up with ways to help other &-- people, like starting a library and home mail delivery.) STRATEGIES FOR EXTRA SUPPORT PROBLEM AND SOLUTION Read aloud the sentence, “And then he set out to tame the beast.” Explain that the phrase set out means started or went. Then explain that the phrase to tame the beast means “to change a wild creature into a gentle one.” Tell students that, in this sentence, the “beast” is lightning. The author is showing how courageous and fearless Franklin was. As students retell his accomplishments, check that they understand the phrases lending library and deliver mail.

How Ben Franklin Stole the Lightning 227 He also wrote almanacs that gave hilarious advice about life and told people when to plant crops, whether there might be an eclipse, and when the tides would be Main Selection Student page 228 high or low.

And he helped to start a hospital!

Develop 5 A free academy! Comprehension A fi re department!

5 TEXT FEATURE What purpose do you think the author has for indenting and placing spaces between the last three lines on page 228? (Suggested answer: Each ends with an exclamation point, so it shows that she is amazed by all the special things that Ben Franklin did. It is as if she is taking a breath between each one, because each of these things was so important.)

228

Cross–Curricular Connection ALMANACS Explain Remind students that an almanac is a book that provides facts on many different subjects. In an almanac, you can find out such things as how high the world’s tallest mountains are, how fast Olympic athletes can run, or how many people live in your state. Ben Franklin added funny stories to his almanac to make it entertaining as well as informative. D]QOPcZO`g Discuss Ask students why they think many almanacs are published at least once a year. (Some of the information Find the sentence that contains the changes frequently and must be kept up-to-date.) word hilarious . What are some words Apply Have students use the Internet and other resources to or phrases that mean the opposite of find passages from Franklin’s almanac. Then have them access hilarious? (Possible answers: sad, serious, contemporary almanacs and describe in writing how they somber, sedate) found informative and specialized materials that was similar to and different from that in Franklin’s almanac.

228 Main Selection Student page 229 Develop Comprehension

6 STRATEGY DICTIONARY One familiar example of an idiom is hold your horses, which means “slow down” or “be patient,” not “hang on to actual horses.” What do you think the idiom for all they were worth means? (with all the strength and energy they had) In colonial days, fi re could break out at any time. And it was lightning that caused some of the worst fi res. 7 PROBLEM AND SOLUTION Whenever thunderstorms were brewing, they would ring the church bells for all they were worth, but it didn’t do 6 Name a common problem in colonial anybody a lick of good. times. (Buildings could catch fire with Of course, after Ben stole the lightning, there weren’t little warning. Even though people nearly as many fi res for fi refi ghters to put out. “Now, why was that?” I hear you ask. “And how did he steal knew that lightning was a major any lightning in the fi rst place?” Well, it’s a long story, cause of fires, ringing warning bells but before we get to the answer, here’s a hint. One of when storms were coming could not the things Benjamin Franklin liked to do best was to help them prevent fires.) Add this make inventions. information to your Problem and Problem and Solution Solution Chart. Name a common problem 7 in colonial times. Problem 229 Lightning caused many fires.

Action

Action Literary Device: Imagery Explain When an author uses descriptive words and phrases to create vivid pictures or images in the reader’s mind, he or she is Action making use of imagery. Discuss Ask students to describe the pictures they get in their minds when they read the phrase thunderstorms were brewing. (Answers will vary; possible answers: clouds swirling around, wind blowing, sky Solution getting darker) Apply As they read the story, students should make note of other uses of imagery. Encourage them to think about the author’s purpose in using particular images.

How Ben Franklin Stole the Lightning 229 Main Selection Student page 230 Develop Comprehension 8 STRATEGY DICTIONARY How do context clues help you find the meaning of the idiomatic expression lickety-split? (In the previous paragraph, the author talks about young Ben’s wanting to swim faster. Then she says that his second invention was a better way to go fast. Lickety-split means “very fast.”) Why, Ben was a born inventor. He loved to swim fast, but he wanted to go even faster. So one day when he was 9 MAKE PREDICTIONS a mere lad of eleven, he got some wood and invented swim paddles for his hands and swim fi ns for his feet. Based on what you have read so far, Ben could go faster, all right, but the wood was pretty what predictions can you make about heavy, and his wrists got plumb worn out. how Ben Franklin might use a kite later That’s why his second invention was a better way to go fast. He lay on his back, held on to a kite string, and in his life? (Possible answers: He may 8 let his kite pull him lickety-split across a big pond. (You use a kite to solve another problem. might want to remember later on that Ben always did The title says he stole lightning, and like kites.) the first illustration shows him with Ben kept right on inventing better ways to do things for the rest of his life. a kite. He will probably use a kite to 9 “steal” lightning.) 230

Language Patterns Past and Present Explain Tell students that writers’ vocabulary and language patterns change over time. For example, writers in Ben Franklin’s day used vocabulary and language patterns that are very different from those used by writers today. You may also wish to discuss how language patterns or dialects vary in different regions of the country. Discuss Share this passage from Poor Richard’s Almanac by Ben Franklin: “But dost thou love life? Then do not squander time, for that’s the stuff life is made of.” Let students know that dost means “do” and thou means “you.” Have a volunteer look up squander. Ask what word we might we use. (waste) Help students put the passage in their own words. Apply Share another quote from Poor Richard’s Almanac: “Lost time is never found again.” Have students put this quote in their own words. Ask why they think Franklin wrote about using time wisely.

230 Take books, for example. Ben read so many books that some of them sat on shelves way up high near the ceiling. Main Selection Student page 231 So he invented the library chair. If he pulled up the seat, out popped some stairs to help him reach any books on high shelves. And in case climbing stairs made him dizzy, 10 he invented a long wooden arm that could grab his Develop books, too. He also invented an odometer that told how far he had ridden to deliver the mail. And the fi rst clock with 11 Comprehension a second hand. And he even thought up daylight saving time. Then he invented bifocals so older folks could see 10 PROBLEM AND SOLUTION up close and far away without changing glasses. For what problem did Ben Franklin invent two solutions? What were the solutions? (For reaching books on very high bookshelves, he invented both a library chair with a built-in ladder and a long wooden arm.) What were the reasons that Ben Franklin had this problem in the first place? (He had a great love of reading books, and he owned so many that he needed really tall shelves to store them.)

11 DRAW CONCLUSIONS What reasons do you think Ben Franklin had for inventing the second hand on a clock and daylight saving time? (Answers may vary; possible answers: With a second hand he could measure periods of time shorter than

231 1 minute; daylight saving time gave people more hours of light during summer evenings.)

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STRATEGIES FOR EXTRA SUPPORT

Question 11 DRAW CONCLUSIONS Sharing Information Some students may come from places where daylight saving time is not used. To help them draw conclusions about Franklin’s reasons, explain what daylight saving time is or have students explain it.

D]QOPcZO`g Find the sentence that contains the word dizzy . Use dizzy in a sentence of your own. (Possible answer: If I spin around too fast, I get dizzy.)

How Ben Franklin Stole the Lightning 231 Main Selection Student page 232 Develop Comprehension 12 STRATEGY DICTIONARY What does the author mean by the idiom “everybody and his brother and sister”? (It is a colorful way of saying that everyone you can think of needed heat in winter.)

13 COMPARE AND CONTRAST 12 Everybody and his brother and sister just had to fi nd better ways to heat their houses in wintertime. So Ben Compare and contrast the inventions came up with a Franklin stove that could warm up cold of the Franklin stove and the glass rooms faster and use a lot less wood than old-fashioned armonica. Explain how they are similar stoves and fi replaces. and how they are different. (Suggested People all over Europe and America loved Ben’s glass armonica. This instrument could spin wet glass bowls answer: Both inventions are very clever to make music that sounded like it came straight from and show that Franklin could create 13 heaven. Mozart and Beethoven wrote music for it, and it things to use in familiar situations. The was even played at a royal Italian wedding. stove provides something necessary for But as popular as warmer stoves and glass armonicas were, they aren’t anywhere near as celebrated nowadays people who live where there are cold as the invention Ben made after he stole the lightning. winters, but the musical instrument is purely for the enjoyment of people listening.) 232

PROVERBS Benjamin Franklin was not only an inventor and politician, but he was also known for his way with words. One of his famous proverbs, or sayings, is “Early to bed, early to rise makes a man healthy, wealthy, and wise.” Have students collect proverbs from books of quotations or other reference sources. Ask students to present their proverbs and explain what they mean. After the presentations, have the class vote on their favorites, and create a class book of wise sayings.

232 Another hint about Ben’s most famous invention is Main Selection Student page 233 that it helped make life easier for everyone. His scientifi c ideas were helpful, too, and were often way ahead of their time. For example, he had a lot of ideas about health. He said that exercise and weight lifting help keep folks fi t, but they have to work hard enough to sweat if they want Develop to do any good. He wrote that breathing fresh air and drinking lots Comprehension of water are good for you. He was the guy who said “an apple a day keeps the doctor away.” 14 STRATEGY And before anyone ever heard of vitamin C, he wrote GENERATE QUESTIONS that oranges, limes, and grapefruit give people healthy gums and skin. Sailors soon got wind of this idea. They 14 Teacher Think Aloud To understand began eating so many limes to stop getting sick from scurvy at sea that they became known as limeys. how Ben was able to learn so much about health, I can ask myself questions. Why was he interested in health? He looked at things very carefully. He probably noticed how he himself felt after exercising or eating citrus fruit. Did he notice things about other people too? I bet he was a good listener and heard people talking about their lifestyles and eating habits. What other questions could you ask about how Ben gathered information about health? (Encourage students to apply the strategy in a Think Aloud.)

Student Think Aloud How did he keep track of all the information he 233 learned? He probably kept notes. That way he could recall information he had gathered a long time ago. What would he do with that information? He could compare it to new information as he learned it. Problem and Solution Have students respond to the selection Help students formulate questions about the kinds of problems by confirming or revising their described in the selection so far. Model such questions as: questions and predictions. • What was the problem with lightning? • Which of Ben’s inventions to help himself swim faster worked Can students identify the better? Why? problems Ben Franklin set out • How did Ben solve the problem caused by owning so many books? to solve? If not, see the Extra Support on this page. • What problems did Ben solve by inventing the Franklin stove and bifocals? • In general, what did Franklin tend to do when he found a problem?

Stop here if you wish to read STOP this selection over two days.

How Ben Franklin Stole the Lightning 233 15 Didn’t the man ever stop to rest? Even when he was outside, Ben kept right on experimenting. Student page 234 Main Selection For instance, he often sailed to England and France to do business for America. As he crossed the Atlantic Ocean, he charted the Gulf Stream by taking its temperature. Once sailors knew the route of this fast, Develop warm “river” in the cold ocean, they could travel between America and Europe in a shorter time than ever before. He was probably the fi rst person to write weather Comprehension 16 forecasts, too. Once he chased a roaring whirlwind by riding over the hills and forests of Maryland just to fi nd 15 AUTHOR’S PURPOSE out how it worked. Why do you think the author asks at Ben had an old scientifi c trick that he liked to show people every chance he got. He used to store some oil this point if Franklin ever stopped to inside a bamboo walking stick, and whenever he poured rest? (It is a humorous question. Not a few drops onto angry waves in a pond or lake, the water meant to be answered, it expresses became smooth as glass! wonder at how much Franklin accomplished.)

16 GENRE: BIOGRAPHY Biographies tell you what character traits the subject had. What did you find out about Ben Franklin when you read that he chased the tornado? (He was willing to put himself in danger in order to learn new things.) What makes biography different from autobiography? (Autobiography is written by the subject. Biography is written by someone else.)

234

Ways to Confirm Meaning

Semantic/Meaning Cues Explain Tell students that good readers use their background knowledge and context clues to help them understand what they read. Model Discuss the word charted on page 234. Think Aloud I’ve never seen the word charted before, but I know that it’s something Ben did with the information he gathered after sailing across the Atlantic Ocean so often. Ben learned where in the ocean the warmer, faster waters of the Gulf Stream were. Then he let other people know about it. So, I think charted means “made a map of a part of the ocean.” Apply Encourage students to use context clues and their background knowledge to help them with other difficult words or phrases, such as the word medallion on page 241.

234 Main Selection Student page 235 Develop Comprehension Meanwhile, over in Europe, people called “electricians” 17 had started doing some tricks of their own. One trick was MONITOR AND CLARIFY: SEEK HELP to raise a boy up near the ceiling with a bunch of silk What self-monitoring strategies can cords, rub his feet with a glass “electric tube,” and make you use to find out why the sparks sparks shoot out of his hands and face. Another mean trick made the king of France laugh so flew out of the boy’s hands, the hard he could hardly stop. His court electrician had run soldiers jerked to attention, and an electric charge through 180 soldiers of the guard, and Franklin’s “electric spider” leaped they jerked to attention faster than they ever had in their around? (Suggested answer: I have entire lives. But although people were doing lots of tricks with reread the paragraphs on this electricity, nobody had a clue about why or how it page and read ahead on the next worked. So Benjamin Franklin decided to fi nd out. He page. Neither really explains. I can’t asked a British friend to send him an electric tube so that paraphrase if I don’t understand it well. he could do some experiments. I don’t know enough about electricity, In one experiment, he made a cork “electric spider” 17 with thread for legs. It kept leaping back and forth so I need to ask for help. I can ask between a wire and an electric tube just like it the teacher in school, a librarian at a was alive. library, or a family member.) Another time he asked a lady and gentleman to stand on some wax. One held an electric tube, the other held a Students should identify other specific wire, and when they tried to kiss, they got shocked by all the sparks shooting between their lips. passages causing comprehension Ben even fi gured out how to light up a picture of a king difficulties and use self-monitoring in a golden frame. Anyone trying to remove the king’s strategies to help clarify. gold paper crown was in for a shock! 18 235 18 SUMMARIZE How would you summarize the kinds of tricks with electricity that are described on page 235? (Most made use of an “electric tube,” and many involved someone’s getting shocked.)

How Ben Franklin Stole the Lightning 235 Main Selection Student page 236 Develop Comprehension

19 MAKE INFERENCES What about his experiments with electricity do you think led Ben Franklin to believe that lightning was electricity? (The experiments caused sparks, and bolts of lightning are like very large sparks.)

20 PROBLEM AND SOLUTION What actions did Ben Franklin take to start solving the problem of fires caused by lightning? (He had the Doing all these tricks gave Ben his idea for stealing 19 lightning out of the sky. He believed that lightning was idea that lightning was electricity, nothing more nor less than pure electricity. Now he set so he decided to study it. He made out to prove it. a kite with a wire on top to attract First he made a silk kite with a wire on top to attract lightning during a storm. He proved some lightning. Next he added a kite string, tied a key to the bottom, and knotted a silk ribbon below the key. that lightning was electricity.) Add Ben and his son William stood out of the rain inside the this information to your Problem and doorway of a shed on the side of a fi eld. To keep from Solution Chart. getting shocked, Ben held on to the dry silk ribbon. Then he fl ew his kite straight up toward a big rain cloud.

Problem 236 Lightning caused many fires.

Action Ben studied electricity.

Action Ben made a kite to attract electricity.

Action Ben proved lightning was electricity.

Solution

236 Main Selection Student page 237 Develop Comprehension

21 IMAGERY The author says that “Ben had stolen electric fire out of the heavens.” Is this a statement of scientific fact? Why or why not? (No, because he didn’t really steal it; he gave the electricity a path to follow. Electricity isn’t fire; it can cause a fire.) Why do you think she uses this image? (Suggested answer: It points out that conducting this experiment for the first time was very For the longest time, nothing happened. exciting and important.) Just as Ben and William were about to give up, the hair on that wet kite string began to rise up and stand at What is the difference between attention. Ben put his knuckle near the key, and YIKES!!!! 20 literal and figurative language? Out jumped a bright spark of genuine electricity! (Literal language just states the facts; Real lightning had traveled all the way down that kite string! Ben had stolen electric fi re out of the heavens 21 figurative language uses sensory words and proven that he was right. to create images in the reader’s mind.) (Of course, now we know that if the storm had been any stronger, the great inventor would have been toast.) 22 22 STRATEGY DICTIONARY

237 In the last sentence on page 237, what does the author mean when she uses the idiom “the great inventor would have been toast?” (He would have been killed by a more powerful bolt of lightning.) Why is this expression an idiom? (Franklin would not actually be turned into toast.)

How Ben Franklin Stole the Lightning 237 Main Selection Student page 238 Develop Comprehension 23 STRATEGY DICTIONARY

What does the author mean when she writes, “Ben’s practice thinking up all those inventions came in so handy?” (Suggested answer: Franklin remembered all the information he had learned in the past and was able to use it later.)

24 STRATEGY GENERATE QUESTIONS Using the paragraph on page 238, Finally! Here’s the part of the story where Ben’s generate questions that will help you 23 practice from thinking up all those inventions came in describe what kind of person Ben so handy. Way back then, you remember, lightning was Franklin was. always setting fi re to ships, houses, and church spires. Even the best fi re departments couldn’t keep entire towns Student Think Aloud What is the from going up in smoke. So Ben decided to make his most 24 famous invention of all—the lightning rod! main idea of this paragraph? Ben used what he learned from inventing things to make the lightning rod. Why does this make him special? It 238 shows that he was not only smart but that he was likely to keep at a problem until he found a solution. What else does it show about the kind of person he was? He also wanted to help people and make their lives better.

238 Main Selection Student page 239 Develop Comprehension

25 PROBLEM AND SOLUTION How did Ben’s invention solve the problem? (A lightning rod attracts electricity like the kite did. Ben’s invention prevented fires by making the lightning from a thunderstorm travel down a wire on a house or ship and end up in the ground or the water.) Add this information to your Problem and Solution Chart.

Problem Lightning caused many fires. The whole idea was to pull lightning safely out of the sky before it could do any mischief. Ben showed people how to put a pointed iron rod on the tip-top of a roof or Action ship’s mast and connect it to a wire leading all the way Ben studied electricity. down under the ground or into water. Now the lightning could follow a safe path without burning up a thing. Action Problem and Solution Ben made a kite to attract How did Ben’s invention 25 electricity. solve the problem? 239 Action Ben proved lightning was electricity.

Solution &-- Ben invented the lightning rod.

Clarify Help students clarify their understanding by retelling in their own words how the lightning rod helped people. Ask, What was the problem with lightning? (It struck buildings and set them on fire.) What did Ben Franklin learn about lightning in his experiment with the kite? (He learned that it is electricity and that he could attract it.) Where does the lightning rod send the electricity it attracts? (into the ground or water) Why is this better? (The lightning won’t set buildings on fire or put people in danger.)

How Ben Franklin Stole the Lightning 239 Main Selection Student page 240 Develop Comprehension

26 MAINTAIN FACT AND OPINION What are three facts about Ben Franklin that the reader learns on page 241? (Ben Franklin was given medals and awards. He convinced France to help with America’s war against Great Britain. He helped convince Great Britain to end the war.)

27 IMAGERY The writing on the medallion says that Ben Franklin “snatched” or took two things. How were those things the same? How were they different? (Suggested answer: Both lightning and the power of tyrants—represented by the scepter—hurt people. Lightning comes from nature, but a tyrant is a person who misuses his power.) How is saying that Ben snatched these things a way to tell about the problems he solved? (It shows how clever he was. By proving that lightning is electricity and “taking” it from the sky with his lightning rod, he helped prevent many fires. By working to win and end the war, he helped to take power away from a tyrant and to make America independent.)

240 This simple but brilliant invention worked beautifully. It saved more Main Selection Student page 241 lives than anyone can count and made Ben Franklin a great hero. Scientists from around the world lined up to give Ben medals and Develop awards. But during his long life, he became much more than the master of lightning. Why, when America Comprehension fought against Great Britain for the right to become a free nation, Ben RETURN TO PREDICTIONS AND convinced France to come help PURPOSES win the war, and when it was over, 26 he helped convince Great Britain Review students’ predictions and to sign the peace. He had helped in so many ways that the people of purposes. Were they correct? Did they France honored him with a beautiful find out what it was like to be Ben medallion. It says “He snatched the Franklin? (He was a curious person who lightning from heaven and the scepter 27 from tyrants.” invented things to help people.)

And he did. REVIEW READING STRATEGIES ■ In what ways did generating questions about the way Ben Franklin solved problems help you to understand the story?

■ What strategies did you use when you came to difficult words?

PERSONAL RESPONSE Ask students to use a computer to write about an award they would give Ben Franklin. Have them respond 241 to and interpret examples from the main selection to generate any text on the award and to cite specific accomplishments. Encourage them to draw or create a model of the award. How would this award compare to awards that scientists are given today?

Can students identify the problem, the actions taken, and the solution?

During Small Group Instruction

If No Approaching Level Leveled Reader Lesson, p. 247P If Yes On Level Options, pp. 247Q–247R Beyond Level Options, pp. 247S–247T

How Ben Franklin Stole the Lightning 241 Respond Student page 242 MEET THE INVENTOR Author and Illustrator

ROSALYN SCHANZER spent a lot of time in MEET THE INVENTOR Philadelphia to write this piece. She visited the Have students read the biography of places where Ben Franklin lived and worked to make sure that her words and pictures would the author and illustrator. be accurate. Rosalyn probably would have gotten along really well with Ben. She is a great DISCUSS swimmer, just like he was. Once she even swam past sharks on a trip to Belize! Rosalyn also ■ Why did Rosalyn Schanzer feel that shares Ben’s curiosity about the world. She’s going to Philadelphia would help her explored a jungle, visited an ancient city, and accuracy in this story? sailed a boat more than 800 miles.

■ How does Rosalyn Schanzer show Other books by Rosalyn Schanzer the personality of Ben Franklin in her drawings?

WRITE ABOUT IT Have students brainstorm ideas for FPO inventions they would like to see.

Then ask them to write a descriptive Find out more about Rosalyn paragraph about an original invention. Schanzer at www.macmillanmh.com They should include details about how it would work and explain how it would help people. Author’s Purpose What was the author’s purpose for writing How Ben Franklin Stole the Lightning? What clues helped you decide if Rosalyn Schanzer Author’s Purpose was trying to inform, explain, or persuade? Remind students that authors who 242 write to inform often include facts and information about a topic or person. Have students skim the story to find the clues that tell us that Rosalyn Schanzer’s purpose for writing is to Author’s Craft inform us about a brilliant inventor. Idioms Students should cite the many facts An idiom is a phrase or expression whose meaning cannot be and details about Ben as clues. understood from the ordinary meanings of the separate words. Idioms help bring characters to life and enhance plot development.

■ For example: “It goes to figure, though, because he was a man who could do just about anything.” (p. 227) It goes to figure means “it’s not surprising.” It is another way of saying this idea in a descriptive way.

BSQV\]Z]Ug ■ Ask students how idioms help make the story sound realistic and informal. Ask how idioms depict the time and culture. Students can find more information about Rosalyn Schanzer at ■ Have students look for and discuss other idioms in the story, such as www.macmillanmh.com “got wind of this idea” (p. 233) and “a lick of good.” (p. 229)

242 Comprehension Check Respond Student page 243

Summarize >`]PZS[ Comprehension Check Summarize How Ben Franklin Stole the Lightning. Include some of the problems SUMMARIZE Ben Franklin saw and how he solved them. Use your Problem and Solution Have partners summarize How Ben Chart to help you. A]ZcbW]\ Franklin Stole the Lightning in their own words, orally or in writing. Remind Think and Compare students to use their Problem and 1. What was Ben Franklin’s most famous invention, and what problem did it solve? Use story details to support your answer. Solution Charts to help them organize Generate Questions: Problem and Solution their summaries.

2. Reread pages 235–236. Why was Ben Franklin so convinced that lightning was a form of electricity? Analyze THINK AND COMPARE

3. If you could improve on any of the inventions mentioned in the Sample answers are given. story, what new invention would you create? Apply 1. Problem and Solution: Ben 4. Based on what you know, do you think Ben Franklin was ever bored? Give reasons for your opinion. Evaluate Franklin’s most famous invention was the lightning rod. It solved 5. Read “He Made the World Brighter” on pages 222–223. How was Thomas Alva Edison like Ben Franklin? Use details from the problem of lightning striking both selections in your answer. Reading/Writing Across Texts buildings and ships and starting fires. 2. Analyze: Ben’s experiments and the ones that people did in Europe showed him that electricity leaps and makes sparks just as lightning does. He concluded that lightning and electricity must be the same. 3. Text to Self: Answers may vary.

243 Students might say that they would try to find a way to use the electricity when lightning hits the rod. USE ON MY OWN 4. Text to World: Answers may vary. Students may say Ben Franklin kept himself so busy with inventing new On My Own things or thinking of new ideas that Model the On My Own strategy with questions 3 and 4. he probably never had time to be The answer is not in the selection. Students have to use what they bored. USE ON MY OWN already know to answer the question. FOCUS QUESTION Question 3 Think Aloud: I know that Ben Franklin created many interesting inventions that helped people. His most 5. Text to Text: Both men were famous invention helped to prevent fires caused by lightning. inventors, so they were both curious Since the lightning rod was the greatest invention, I might want and hardworking. Both men’s to make it even better. most important discoveries had to Question 4 Think Aloud: Thinking up new ideas and do with electricity. Franklin made inventions takes a lot of time and dedication. I know that thinking up new inventions was only one thing Ben Franklin spent time electricity in the form of lightning working on. He was also involved in writing the Declaration of less dangerous, and Edison used

Independence. I think he was too busy to be bored. electricity to make light.

How Ben Franklin Stole the Lightning 243 Fluency/Comprehension

Objectives Fluency • Read accurately with good tempo Repeated Reading: Tempo • Rate: 84–104 WCPM EXPLAIN/MODEL Model reading the text on Fluency Materials Transparency 9. Remind students to pay attention to the correct • Fluency Transparency 9 pronunciation of odometer and bifocals. Slow your tempo when you • Fluency Solutions read the sentences in which these words appear. • Leveled Practice Books, p. 62

Transparency 9

He also invented an odometer that told how far he had &-- ridden to deliver the mail. And the first clock with a second hand. And he even thought up daylight saving time. Then he invented bifocals so older folks could see up close and Build Comprehension far away without changing glasses. Summarize the meaning of the passage. Ask students to name the inventions in the passage. Practice saying the names of the inventions with students. Echo-read the passage with students. Students may also read along with the Fluency Solutions Audio CD.

Fluency Transparency 9 from How Ben Franklin Stole the Lightning, page 231

27=1 C 2 /

On Level Practice Book O, page 62 27=1 C 2 / PRACTICE/APPLY Have one student read a sentence, then have As I read, I will pay attention to match my tempo with the energy of the passage. the next student join in, then a third. Repeat until all students have What would the world be like without light bulbs? 9 We have Thomas Edison to thank for that bright idea! 19 He also invented the phonograph and motion pictures. read. When the students reach the end of the passage, go back to 27 Thomas Edison is the most famous American inventor. 35 He came up with more than 1,000 new devices. He worked the beginning and repeat until every student has been included. For 45 with electricity and technology to make our daily lives 54 better. additional practice, have students use Practice Book page 62 or the 55 Find out how this one man changed history through his 65 inventions. 66 The 1800s have been called “The Age of Invention.” Fluency Solutions Audio CD. Encourage partners to work together. 74 That is because many things were invented at that time. 84 It seemed like a whirlwind of inventions! 91 The first steamboat, steam-engine train, and airplane 98 were invented during this time. The telephone was invented 107 too. These inventions changed the way people lived and 116 worked. 117

Comprehension Check 1. How did Thomas Edison’s inventions solve problems? Problem and Can students read accurately with good tempo? Solution Thomas Edison worked with electricity and technology to make our daily lives better. 2. When the author says that Thomas Edison is the most famous American inventor, is this statement a fact or opinion? Fact and Opinion During Small Group Instruction This is an opinion.

Number of Words Words Read – = If No Approaching Level Fluency, p. 247N Errors Correct Score First Read – = Second Read – = If Yes On Level Options, pp. 247Q–247R

Approaching Practice Book A, page 62 Beyond Level Options, pp. 247S–247T Beyond Practice Book B, page 62

243A Fluency/Comprehension

Comprehension Objective • Distinguish fact and opinion MAINTAIN SKILL FACT AND OPINION

EXPLAIN/MODEL ■ A fact is something that can be proven true.

■ An opinion is a belief or how someone feels about something. Talk about how facts and opinions are used in another selection students have read recently.

PRACTICE/APPLY Have students discuss How Ben Franklin Stole the AYWZZaB`OQS Lightning in literature circles. Ask students to use these questions as Fact and Opinion prompts. Introduce 211A–B ■ What are some facts about Ben Franklin in the selection? How Practice/ 212–215; Leveled Practice, might you prove that these facts are true or not? Apply 53–54 Reteach/ 219M–T, 595A–B, 596–599, ■ Think about Ben Franklin’s almanacs. What opinion does the Review 603M–T; Leveled Practice, selection give about the almanacs? What facts? 164–165 Assess Weekly Tests; Unit 2, 5 Tests; ■ What is your opinion of this biography? Benchmark Tests A, B Maintain 243B, 753B Encourage each student circle to share their responses with the other circles. For comprehension practice use Graphic Organizers on Teacher’s Resource Book pages 40–64.

How Ben Franklin Stole the Lightning 243B Paired Selection Student page 244 Poetry A Concrete Poem has words arranged in the Poetry shape of the thing it describes. GENRE: CONCRETE POEM Literary Elements Thomas Figurative Language Edison didn’t Have students read the bookmark on uses words to evoke hesitate to let Student Book page 243. Explain that a mental images. concrete poem: Alliteration is the ideas incubate, and repetition of the same try again, if they ■ has a shape or design that helps consonant sound in a series of words. express the meaning or feeling of weren’t right. One the poem; 1 day to his intense delight, he squeezed ■ may include figurative language. his thoughts into a bulb Literary Elements: and then Figurative Language and turned Alliteration Edison didn’t really squeeze his thoughts into a bulb. This on the figurative language helps light EXPLAIN/MODEL the reader picture how hard Edison was thinking. light Tell students that figurative language light and alliteration are two techniques poets !!! use. ■ Figurative Language includes similes, metaphors, and other words that — Joan Bransfield Graham create images in the reader’s mind.

■ Alliteration is the repetition of 244 beginning consonant sounds. Discuss how figurative language and alliteration make a concrete poem more interesting. APPLY Point out how the author used figurative language to illustrate how Edison thought about electricity.

Read “Light Bulb” and “Lightning Bolt”

As you read, remind students to apply what they have learned about concrete poems.

244 Poetry Lightning Bolt Paired Selection Student page 245

1 LITERARY ELEMENT: FIGURATIVE 2 LANGUAGE What are two examples of figurative language from the poem “Light Bulb?” (The two examples are “let ideas incubate” and “he squeezed his thoughts into a bulb.”)

This use of “kite” and “key” is 2 LITERARY ELEMENT: ALLITERATION an example of alliteration. Which words in “Lightning Bolt” show alliteration? (flash and Franklin; kite 3 and key)

— Joan Bransfield Graham 3 COMPARE AND CONTRAST What similar idea connects these two poems? (They are both about famous Connect and Compare inventors, inventions, and discovery.) 1. Which words in “Lightning Bolt” show figurative language? What is different about them? (Each Figurative Language poem is about a different inventor and 2. What do the shapes of these poems have to do with their topics? Analyze invention. Each has a different shape.)

3. How is the information presented in “Lightning Bolt” similar to the information in How Ben Franklin Stole the Lightning? In Connect and Compare what ways is it different? Reading/Writing Across Texts SUGGESTED ANSWERS Find out more about concrete poems at www.macmillanmh.com 1. The words FLASH and UNLOCK 245 show figurative language in the poem “Lightning Bolt.” The word FLASH creates an image of lightning in the sky. The word UNLOCK creates an image of opening a door BSQV\]Z]Ug to new knowledge. FIGURATIVE LANGUAGE Internet Research and Inquiry Activity Students can find more 2. Each has the same shape as its facts about concrete poems at www.macmillanmh.com topic. ANALYZE 3. FOCUS QUESTION The information presented in “Lightning Bolt” is similiar to the information in How Ben Franklin Stole the Lightning because both tell how Ben Franklin discovered the power of lightning. The poem gives its information in a concise way. The story contains a great deal of additional information about Ben Franklin. READING/WRITING ACROSS TEXTS

How Ben Franklin Stole the Lightning 245 Write a Writer’s Craft Book A Strong Opening Good writers start with a Review strong opening. They may lead with an interesting question, quotation, or WRITING description. • Persuasive Writing • Writer’s Craft: A Strong Opening Kids' Bright Ideas WORD STUDY • Words in Context by Katie G. • Dictionary • Phonics: Words with /är/ and /ôr/ Do you dream of being a great • Vocabulary Building inventor? Then read Invented by Kids by Cynthia Mills. You’ll find SPELLING • Words with /ôr/ and /är/ out about some great ideas by kids. The Auto-Off Candle goes out GRAMMAR after a set time. A natural poison • Possessive Nouns I started with a strong opening wards off mosquitoes while being safe SMALL GROUP OPTIONS question. to use in an animal’s drinking water. • Differentiated Instruction, If you like experimenting with pp. 247M–247V I wanted to new ideas, I recommend this book. recommend a book These inventors inspired me. You’ll I liked, so I answered be inspired, too! the question. Writing 246 A Strong Opening

READ THE STUDENT MODEL Read the bookmark. Explain that a strong opening grabs readers’ Features of a Book Review attention right away. One way to In a book review the writer describes a book and gives reasons why write a strong opening is to ask an the reader would like or dislike it. interesting question. This invites readers to read on for the answer. ■ A good book review begins with an attention-getting opening. Have students turn to the first ■ It presents the title, author, and topic of the book. paragraph on page 222. Ask students if ■ It states the reviewer’s opinion of the book. this opening is strong. Then have the class read Katie’s book ■ It includes details from the book that support the reviewer’s review and the callouts. Tell students opinion. that they will write a book review ■ It explains why other people should or should not read the recommending a book to classmates. book. They will also learn how to write a strong opening. 246 Persuasive Writing

Your Turn Think about a book you have read Writing Student pages 246–247 recently. Would you recommend it to others? Write a book review. PREWRITE Briefly summarize the book. Tell Discuss the writing prompt on page why a reader will or won’t enjoy it. 246. Explain that a purpose of a book Begin with a strong opening. Use review is to give the writer’s opinion. the Writer’s Checklist to check Students’ audience will be their teacher your writing. and classmates. Have students list books they have read recently and choose one they feel strongly about. Display Transparency 33. Point out that as Katie filled in the Book Review Writer’s Checklist Chart, she included her opinion and Ideas and Content: Will my strong opening grab supporting details from the book. my readers’ attention? Have students use a chart to plan their writing. Organization: Did I summarize the book and include details about it? DRAFT

Voice: Did I make my feelings clear? Display Transparency 34. Discuss how Katie started with a command and her Word Choice: Did I choose precise words? opinion. Then she used details from Sentence Fluency: Did I avoid choppy writing her chart to support that opinion. Talk by including both short and long sentences? about ways to improve the draft.

Conventions: Did I capitalize the main words in Before students begin writing, present the book title? Did I underline the title? Did I check the lessons on A Strong Opening on my spelling? page 247A and Ideas and Content on page 247B. Have students use ideas 247 from their Book Review Charts to come up with a strong opening.

REVISE Transparency 33 Display Transparency 35. Discuss the Transparency 33: Book Review revisions. Point out that Katie added a Chart Book Review Chart Book Title: Invented by Kids strong opening question and reasons Transparency 34: Draft why she would recommend the book. Transparency 35: Revision Author: Cynthia Mills

Topic: Things invented by kids Students may choose to revise their drafts or put them in portfolios to work Details: A natural poison wards off mosquitoes while on later. If students choose to revise, being safe to use in an animal’s drinking water. have pairs use the Writer’s Checklist on Opinion: I recommend this book. page 247. Ask them to proofread their writing. For Publishing Options, see page 247A. For lessons on Possessive Nouns and Spelling, see page 247B and 5 Day Spelling and 5 Day Grammar on Writing Transparency 33 BVXb^aaVc$BX

Writing Transparency 33 How Ben Franklin Stole the Lightning 247 Writer’s Craft Writing A Strong Opening Publishing Options EXPLAIN/MODEL Students can video or film A strong opening can get a book review off to a good start. their reviews or present them Point out the question that Katie used to open her book review orally as part of a book-themed television show. Invite students and explain that it invites readers to get involved. Display to create a title and format Transparency 36. for this show. Alternatively, have students read their Think Aloud In the first example, the first question is exciting and book reviews aloud. Share grabs my attention because it appeals to my imagination and my the Speaking and Listening interests. I can see myself as a detective! The second question is tips below. They can also use more ordinary and does not pique my interest. their best cursive to write their reviews. (See Teacher’s Resource Book pages 168– 173 for cursive models and Transparency 36

practice.) Writing Transparency 36

A Strong Opening strong: Can you see yourself as a detective who solves tough mysteries? SPEAKING STRATEGIES weak: Do you like mystery stories? ■ Practice reading your Then you’ll love Encyclopedia Brown Solves Them All by Donald Sobol. book review beforehand. Can you imagine finding a sunken treasure ship? ■ Speak clearly and with Do you like books about scuba diving?

expression. Look up at Then read The Deep by Gordon Korman. the audience from time to time. Would you like to find out more about caves? Would you like to join the daredevil scientists who ■ Concentrate on making explore and study caves? your opening and Then you should read Cave Sleuths: Solving Science Underground conclusion particularly BVXb^aaVc$BX

LISTENING STRATEGIES Writing Transparency 36 ■ Focus your attention on the speaker. PRACTICE/APPLY ■ Listen for details that Have students work through the remaining two exercises to choose support the speaker’s opinion. the stronger opening. Ask volunteers to discuss why their choices are the stronger openings. Then have students identify strong ■ Be prepared to ask questions. openings in other book reviews or persuasive writing they have read.

4–6-Point Scoring Rubrics As students write their book reviews, remind them to use a strong opening such as a question in order to get readers interested. Also Use the rubrics on pages 275G– encourage them to build a strong conclusion that links to their 275H to score published writing. opening. Writing Process For a complete lesson, see Unit Writing on pages 275A–275H.

247A Writing Writer’s Toolbox

Writing Trait: Ideas and Content Possessive Nouns Explain/Model Good book reviewers state their Explain/Model Point out the word animals’ in opinion about the book and include whether or Katie’s book review. Explain that it is a possessive not they recommend it to readers. Reviewers need noun. It shows that the drinking water belongs to provide details from the book to support their to the animals. Clarify the difference between the opinions. Have students look at Katie’s book review possessive noun animals’ and the plural noun on page 246. Point out that she includes details animals, which indicates more than one. that support her opinion. In the last paragraph, Practice/Apply Have students find the possessive Katie gives reasons for recommending the book. noun in the title of Katie’s review. For a complete Practice/Apply As students draft their book lesson on possessive nouns, see pages 247I–247J. reviews, have them choose details that support Mechanics Writers should capitalize every their opinions. important word in titles of books. Unimportant words, like the, should be capitalized if they appear first in the title. Titles should also be underlined.

Facts and Opinions Explain/Model Writers use both facts and opinions in a book review. Facts are pieces of information Words with /ôr/ and /är/ that can be proven true. Opinions tell what Have students reread Katie’s book review on page someone thinks or feels about a topic. Point out that 246. Point out the word important in the first Katie’s naming of the Auto-Off Candle is a fact. Her sentence. The /ôr/ sound is spelled or. This sound saying the inventors’ ideas are “great” is an opinion. can also be spelled oor as in door. Point out the Practice/Apply Ask volunteers to find another word guarding in fourth sentence. The /är/ sound fact in Katie’s book review on page 246. Have them is spelled ar. Remind students to pay attention explain why it is a fact and tell what opinion it when they spell words with the /ôr/ and /är/ supports. Remind them to use facts and opinions as sounds. They can use a print or online dictionary to they draft their book reviews. check spelling in their drafts. For a complete lesson on words with /ôr/ and /är/, see pages 247G–247H.

Technology

Remind students that many word processing programs allow you to set margins so that the first line of a paragraph indents automatically.

How Ben Franklin Stole the Lightning 247B Word Study Word Study Review Objectives Vocabulary • Apply knowledge of word meanings and context clues Words in Context • Recognize idioms and understand their meanings EXPLAIN/MODEL

Materials Review the meaning of the vocabulary words. Display Transparency • Vocabulary Transparencies 17 17. Model how to use word meanings and context clues to fill in the and 18 missing word in the first sentence. • Leveled Practice Books, p. 64 Think Aloud In the first paragraph, I learn that Jack wants to use wind to power his bike. He believes that he will never be late for school again. This confidence in his idea suggests that Jack D]QOPcZO`g is convinced that he can make his plan work. If I try convinced in the sentence, it makes sense. independence (p. 227) freedom from control Transparency 17 hilarious (p. 228) very funny handy convinced dizzy hilarious independence dizzy (p. 231) having a mischief nowadays whirlwind feeling of spinning and Jack was convinced that he could use strong wind to power being about to fall his bike and never be late for school again. He aimed to create a whirlwind using air blown by a strong current. I thought that nowadays (p. 232) at the the idea was hilarious , but Jack was famous for his creativity. He present time couldn’t be talked out of the idea. Jack always kept many different objects nearby as he whirlwind (p. 234) a current worked. He had boxes, bottles, and even large cans, and he of air that moves forward built his inventions out of whatever was handy . Since Jack with great force was often getting himself into mischief , nobody paid much attention to him. His actions showed his independence from handy (p. 238) nearby rules and the regular ideas of others. However, when I looked out the window and saw Jack wrestling with a garbage can, I mischief (p. 239) an action was afraid that he would get dizzy and fall into the street. I ran that causes trouble to help him, but not before the garbage can took off down the street, leaving Jack in a heap on the ground. convinced (p. 241) caused Nowadays , Jack just walks to school. a person to believe or do something Vocabulary Transparency 17

PRACTICE/APPLY Help students fill in the second missing blank. Then have students &-- use context clues to write missing words for the remaining blanks Syntax Help students on a separate sheet of paper. When finished, students can exchange construct sentences for papers, check answers, and explain the context clues they used to the vocabulary words. figure out the missing words. Point out the relationship between each word’s part WORD FAMILIES Have student pairs define a vocabulary word, of speech and where it identify its base (if applicable), and list other forms of the word. For occurs in the sentence. independence, students might list depend, dependent, dependence, independent, independently. Then students can use the word family to create a humorous story. 247C Word Study

STRATEGY &-- DICTIONARY: IDIOMS Illustrate Idioms Idioms EXPLAIN/MODEL can be very confusing to Remind students that an idiom is an interesting and unusual way to students. Students often take the words literally. Give say something. Although idioms use familiar words, understanding additional sentences to them can be challenging. explain each idiom. Have Looking up each individual word in a dictionary will not explain the students choose an idiom, write a sentence with it, and exact meaning of an idiom, but dictionaries often include idioms illustrate its meaning. Have following the entry for the most important word. students share their work in Read the first idiom on Transparency 18 and model looking it up in groups. a dictionary.

Transparency 18

Idioms 1. know like a book (to know completely) 2. get wind of (to hear about something) 3. stick one’s neck out (to take a chance) 4. draw the line (to set the limit) 5. give someone a piece of one’s mind (a severe scolding) 6. pull his leg (to tease) 7. put your foot down (to take a firm stand)

On Level Practice Book O, page 64

Idioms are words or groups of words that cannot be understood by figuring out the meaning of each word. Example: pulling my leg. This group of words means “to trick or to tease.” Vocabulary Strategy Transparency 18 You can find this phrase in the dictionary under the word leg.

1. Under which word in the dictionary are you most likely to fi nd this idiom?

out of the blue blue

PRACTICE/APPLY 2. Read the sentence, then circle the meaning of “out of the blue.” Have students find and discuss the meanings of items 2–7. The news came out of the blue, so Isaac was shocked. a. suddenly b. out of the sky

3. Use “out of the blue” in a sentence. Possible response provided. The announcement came out of the blue.

4. Read the sentence, then circle the meaning of “to wind up.”

The meeting was almost over when Janet said, “Let’s wind up by Do students understand word meanings? Can students six o’clock.” recognize and explain idioms? a. change time on the clock b. fi nish 5. Use “wind up” in a sentence. Possible response provided. During Small Group Instruction Let’s wind this up and go for a walk. Look up wind up in a dictionary. Write other meanings below.

6. to come to an end; to reach or arrive in a specified If No Approaching Level Vocabulary, pp. 247N–247O place or condition; to wrap or roll string, yarn, hose, or twine completely around; to prepare for pitching a baseball If Yes On Level Options, pp. 247Q–247R

Beyond Level Options, pp. 247S–247T Approaching Practice Book A, page 64 Beyond Practice Book B, page 64

How Ben Franklin Stole the Lightning 247D Word Study Word Study

Objective Phonics • Decode words with /är/ and /ôr/ Decode Words with /är/ and /ôr/ Materials EXPLAIN/MODEL An r-controlled vowel is a vowel followed by the • Leveled Practice Books, p. 65 letter r. One r-controlled vowel is ar, which usually spells /är/, as in • Teacher’s Resource Book, car. After w, ar usually represents /ôr/ as in war. Another r-controlled p. 13 vowel is or, which often spells /ôr/ as in shore. Write warp.

warp

Think Aloud When I see the word warp, I know that ar either &-- stands for /ôr/ or /är/. Let’s see: /wärp/. That does not sound like a Pronunciation Provide word I know. So I’ll try /wôrp/. Yes. I know that word.

students with additional PRACTICE/APPLY Write these words on the board: form, chore, sore, opportunities hearing the sounds, pronouncing them, torn, ward, shark, and sharp. Have students underline the letters ar and distinguishing them. and or. Then have them read the words aloud. R-controlled vowel sounds /ôr/ and /är/ are very Decode Multisyllabic Words Have students use their knowledge difficult for some students, of phonics patterns, compound words, and word parts to decode especially Japanese and long words. Write these words on the board: hornet, hardware, Korean speakers. portrait, and guarded. Model how to decode hornet, focusing on the /ôr/ sound. Then work with students to decode the other words and read them aloud. For more practice, see decodable passages on Teacher’s Resource Book page 13. Sound Search Have partners search the room or the playground to identify objects whose names contain the /är/ and /ôr/ sounds. On Level Practice Book 0, page 65 Have students list all the items that they find, underlining the letters

Sometimes when the letter r comes after a vowel, the sound of the short vowel changes. Say the following words aloud and that spell the /är/ and /ôr/ sounds. For reinforcement, have students notice the sound of the vowels. bat bar cat cart fox floor continue the activity for homework, listing items in their homes The sounds of these vowels is shown as /är/ and /ôr/. whose names contain the sounds /är/ or /ôr/. Circle the word with /är/ or /ôr/ to complete each sentence. Then write /är/ or /ôr/ on the blank at the end. milk carton carpet corner doorway fork floor marker barbecue /ôr/ 1. Please close the when you leave.

dear door dare /är/ 2. The used watercolors to fi nish his painting.

roar rear artist /ôr/ 3. The on the rosebush are sharp.

horns thorns stars /är/ 4. Ben Franklin’s inventions still in use today. care core are Can students decode words with /är/ and /ôr/? /är/ 5. We are going to have a birthday . party pat trap During Small Group Instruction /ôr/ 6. My new scarf is nice and . warm calm pretty If No Approaching Level Phonics, p. 247M

If Yes On Level Options, pp. 247Q–247R

Approaching Practice Book A, page 65 Beyond Level Options, pp. 247S–247T Beyond Practice Book B, page 65

247E Word Study Vocabulary Building

Oral Language Apply Vocabulary

Expand Vocabulary Create a Write a Paragraph Using the two-column chart. The heads vocabulary words, have of the columns are Inventions students write about bright and Effects. Brainstorm aloud ideas that they have had. inventions with students. Encourage students to In the right column, have describe the ideas, the goals students write how those they hoped to accomplish, inventions change our lives. and whether or not their ideas were successful. Tell

Inventions Effects students to include at least telescope learn about heavens one idiom. microwave easier to heat food airplane travel faster

wheelchair help those with special needs Spiral Review

Whirlwind Vocabulary Draw a whirlwind on the board and have students help to create a display called “A Whirlwind of Vocabulary.” Invite students Vocabulary Building to prepare note cards for the display. Each note card should contain a vocabulary word, its part of Building Inventions Explain that many inventors speech, its definition, a sentence in which the word built upon the inventions of past inventors. Have is used correctly, and synonyms and antonyms for students list as many inventions as they can that the word. The student who contributes the highest were made possible by the invention of electricity. number of correct cards to the display wins the Ask students if they can come up with other game. Be sure to include vocabulary words from inventions that built upon previous inventions. other units and weeks.

heritage dynasties preserve hilarious

muttered unions citizen

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Vocabulary PuzzleMaker For additional vocabulary and spelling games, go to www.macmillanmh.com

How Ben Franklin Stole the Lightning 247F 5 Day Spelling Spelling Words with /ôr/ and /är/ A^SZZW\UE]`Ra 2Og 2Og door cord stormy Pretest Word Sorts dart spark bore fort award guard ASSESS PRIOR KNOWLEDGE TEACHER AND STUDENT SORTS morning smart ward Using the Dictation Sentences, say ■ Review the Spelling Words, carpet charge warp the underlined word. Read the pointing out the different ford worn barnyard sentence and repeat the word. r-controlled sounds (/ôr/ and /är/). core argue Have students write the words on ■ Use the cards on the Spelling Word Review screech, shrimp, throat Spelling Practice Book page 51. Cards BLM. Attach the key words Challenge charcoal, forecast For a modified list, use the first 12 ford and dart to a bulletin board. Spelling Words and the 3 Review Model how to sort words by Words. For a more challenging list, r-controlled sounds. Then have Dictation Sentences use Spelling Words 3–20 and the students take turns choosing 2 Challenge Words. Have students 1. Shut the door when you leave. cards, sorting them, and correct their own tests. 2. He threw a dart at the board. explaining how they sorted them. 3. We passed by an old fort. Have students cut apart the Spelling ■ When students have finished the 4. I work best in the morning. Word Cards BLM on Teacher’s sort, discuss the oddballs that have 5. The carpet we bought is soft. Resource Book page 74 and figure unexpected spellings (in ward, 6. Please help the horse ford the out a way to sort them. Have them stream. award, and warp /ôr/ is spelled ar; save the cards for use throughout 7. Is the core of the apple edible? in door /ôr/ is spelled oor). Then the week. 8. The telephone cord is broken. invite students to do an open sort 9. The fire threw off a spark. Use Spelling Practice Book page in which they sort all the Spelling 10. He won the attendance award. 52 for practice with r-controlled Words any way they wish, for 11. I am smart at trivia. sounds. example, by meanings or by 12. A battery has an electric charge. syllables. Discuss students’ various For Leveled Word Lists, go to 13. I was worn out after the game. methods of sorting. www.macmillanmh.com 14. I won’t listen to you argue. 15. If it’s stormy outside, we stay in. 16. Please don’t bore me with that Spelling Practice Book, pages 51–52 Spelling Practice Book, page 53 story again. 'PME
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ford guard door carpet stormy



EBSU 17. The guard let us enter the gate. 8SJUF
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spark smart bore cord ward UIF
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NPSOJOH morning core award argue warp 18. The spray will ward off bugs. ZPV
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DPSF NJTUBLFT words with -or 20. Are the animals in the barnyard?



DPSE 1. ford 4. core 7. cord



TQBSL 2. morning 5. door 8. fort 
 
BXBSE 3. worn 6. bore 9. stormyy 
 
TNBSU Review/Challenge Words words with -ar 
 
DIBSHF 10. spark 16. carpet 1. I could hear the owl screech. 
 
XPSO 11. charge 17. argue 
 
BSHVF 2. She made shrimp salad. 12. guard 18. ward 
 
TUPSNZ 13. smart 19. barnyard 3. I have a sore throat. 
 
CPSF 14. dart 20. warp 
 
HVBSE 15. award 4. We burn charcoal in our grill. 
 
XBSE All in Order 
 
XBSQ Write the following words in alphabetical order: ward, fort, cord, stormy, barnyard, guard, core, dart, smart, morning 5. Did you hear the weather forecast? 
 
CBSOZBSE 21. barnyard guard ;L?;MÃEH:I 
 
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247G Spelling

2Og 2Og 2Og ! Word Meanings " Review and Proofread # Assess and Reteach ANALOGIES SPIRAL REVIEW POSTTEST Remind students that analogies Write screech, shrimp, and throat Use the Dictation Sentences on show relationships between two on the board. Have students page 247G for the Posttest. pairs of words. Then read each identify the sounds made by each If students have difficulty with any analogy below. Have students three letter cluster. words in the lesson, have students copy the analogies into their place them in a list entitled notebooks. Tell them to complete PROOFREAD AND WRITE Spelling Words I Want to Remember each analogy by writing a Spelling Write these sentences on the in a word study notebook. Word in the blank. board. Have students proofread, 1. dark is to night as light is to circle each misspelled word, and Challenge student partners to (morning) write the word correctly. look for words that have the same r-controlled spelling patterns they 2. pitch is to ball as throw is to 1. I will get the aword at the studied this week. (dart) ceremony in the moorning. (award, morning) 3. curtains are to window as is to floor (carpet) 2. Don’t bor the gard with those jokes. (bore, guard) 4. children are to playground as animals are to (barnyard) 3. The corpet was stuck under the doar. (carpet, door) Challenge students to create more analogies using Spelling Words, 4. I was smort to prepare for the Review Words, and Challenge sturmy weather. (smart, stormy) Words. 5. The library will chorge extra if you worp the pages. (charge, warp)

Spelling Practice Book, page 54 Spelling Practice Book, page 55 Spelling Practice Book, page 56

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How Ben Franklin Stole the Lightning 247H 5 Day Grammar Grammar Possessive Nouns 2Og 2Og Daily Language Introduce the Concept Teach the Concept Activities Use these activities to introduce each INTRODUCE POSSESSIVE NOUNS REVIEW SINGULAR POSSESSIVE day’s lesson. Write the day’s activity on Present the following: NOUNS the board or use Transparency 9. ■ A possessive noun shows Review with students how to DAY 1 ownership. recognize singular possessive nouns. All my classmates gave reports the Ask them to identify the difference last two dayes. Some reported about ■ When a possessive noun is used between singular and plural (but not inventors from other countrys one before another noun, it shows possessive) forms of the same nouns. report was about digital watchs. to what or to whom that noun (1: days.; 2: countries. One; 3: watches.) belongs. INTRODUCE PLURAL POSSESSIVE DAY 2 NOUNS ■ To form the possessive of most Those are my sisters toys. She got Present the following: those blocks’ from my dads sister. singular nouns, add an apostrophe (1: sister’s; 2: blocks; 3: dad’s) and an s to the end of the noun: ■ To form the possessive of a plural baby’s bottle, river’s current, noun that ends in s, add only DAY 3 Jonathan’s dinner. We discussed ideas for the familys’ an apostrophe to the end of the gifts. The childrens’ suggestions were noun: markers’ colors the goodest. (1: family’s; 2: children’s; ■ 3: best) To form the possessive of a plural noun that does not end in s, add DAY 4 an apostrophe and an s to the I read a book about a mans’ end of the noun: children’s books experiences inventing solutions. It was called How Ben Franklin Stole the Lightning? (1: man’s; 2: How Ben Franklin Stole the Lightning.) See Grammar Transparency 41 See Grammar Transparency 42 DAY 5 for modeling and guided practice. for modeling and guided practice. I reviewed a magazine article called Keep Trying. It was about the authors Grammar Practice Book, page 51 Grammar Practice Book, page 52 aword-winning inventions. (1: “Keep

Trying.”; 2: author’s; 3: award-winning) • A possessive noun is a noun that shows who or what owns • A plural possessive noun is a plural noun that shows or has something. ownership. • A singular possessive noun is a singular noun that shows • To form the possessive of a plural that ends in s, add an ownership. apostrophe. • Form a singular possessive noun by adding an apostrophe • To form the possessive of a plural noun that does not end (’) and -s to a singular noun. in s, add an apostrophe and -s. A few nouns have the same plural and singular form.

Write the possessive form of each underlined singular noun. Write the plural possessive form of each underlined noun. Ben Franklin’s &-- 1. Ben Franklin almanacs are very funny to read. 1. Those experiments purpose was to teach us more about electricity. 2. The book is the library, so please return it. library’s experiments’ 3. People rang the church loud bells when there was a fi re. 2. For the fi rst time, the post offi ce delivered mail directly to people church’s Possessives On the houses. people’s inventor’s 4. The inventor fame spread throughout the nation. 3. The mayor honored the fi refi ghters heroism. firefighters’ board, write the teacher’s Mary’s 5. Have you seen Mary bifocals? 4. Electrical charges effects can be dangerous. charges’ book. Point out the ‘s 6. Ben Franklin was one of America best-known citizens. 5. Ben Franklin won several countries respect. countries’ America’s 6. The church bells ringing woke me. bells’ placement and say: That book’s 7. This old bookk pages are torn. 7. Most limes skin is green, but one kind of lime is yellow. shows me the book 8. My doctor advice is to exercise more. doctor’s limes’ kite’s 9. The key was tied to the kite long string. 8. The children book was very interesting. children’s belongs to the teacher. battery’s 10. The battery power is running low. 9. That is the workers break room. workers’ lawyer’s Substitute a student’s 11. The lawyer advice was quite helpful. 10. The bulbs shoots will sprout fl owers. bulbs’ person’s 12. One person work is not enough today. 11. Twelve sinks drains must be cleaned out. sinks’ car’s name: Eric’s book. Ask, Who 13. The car fender is dented. 12. The insects habits inspired my work. insects’ office’s does the book belong to and 14. I created the offi ce design. 13. Airplanes tires are fully infl ated. Airplanes’ objects’ how do I know that? 14. Those objects tags are missing.

247I Grammar

2Og 2Og 2Og ! Review and Practice " Review and Proofread # Assess and Reteach REVIEW POSSESSIVE NOUNS REVIEW SINGULAR AND PLURAL ASSESS Review the use of singular POSSESSIVE NOUNS Use page 55 of the Grammar possessives and plural possessives. Ask students to explain the Practice Book for assessment. differences between singular MECHANICS AND USAGE: TITLES and plural possessives. Ask how RETEACH Present the following. to decide whether to add an Have students do a scavenger ■ Underline or italicize titles of apostrophe and s, or only an hunt with the sentences from the television shows, movies, books, apostrophe. Daily Language Activities and the CDs, and names of newspapers Proofread activity. Ask student PROOFREAD and magazines. pairs to find six examples of Have students correct errors in the singular possession, one example ■ Use quotation marks around following sentences. of plural possession, and two titles of stories, articles, essays, 1. Ellens article was called examples of irregular noun plural songs, and poems. Paddling up the river. (1: Ellen’s; possession. Students should sort ■ Each word in any title should 2: “Paddling up the River.”) these examples into categories and examine them to find the be capitalized, with a few 2. I read the poem in my rules that guide possession. exceptions: articles (a, an, the), parents’s study. (parents’) conjunctions (and, or), and short 3. This book about womens’ Also use page 56 of the Grammar prepositions (of, for, to), unless inventions won an aword. Practice Book for reteaching. they are the first or last words in (1: women’s; 2: award) the title.

See Grammar Transparency 43 See Grammar Transparency 44 See Grammar Transparency 45 for modeling and guided practice. for modeling and guided practice. for modeling and guided practice.

Grammar Practice Book, page 53 Grammar Practice Book, page 54 Grammar Practice Book, pages 55–56

A Choose the correct singular possessive form to complete each • Capitalize the first and last words and all important words in the • A singular possessive noun is a singular noun that shows ownership. sentence. titles of books and newspapers. • A plural possessive noun is a plural noun that shows ownership. 1. invention changed the world. • Underline titles of books, newspapers, magazines, and TV series. • Put quotation marks around the titles of short stories, articles, a. Edisons b. Edison’ c. Edison’s d. Edisons’ songs, poems, and book chapters. Rewrite the book review below. Fix any spelling, punctuation, and 2. The effect was devastating. • Remember to use apostrophes to form possessive nouns. grammar mistakes. Be sure to correct any mistakes in titles or a. fi re’ b. fi re’s c. fi r e ’s d. fi re s possessive nouns. 3. The temperature is warmer in some places. I found Akimi Gibsons book, Lewis Howard Latimer: an inventive Rewrite each sentence, making sure the titles are written correctly. Mind, very interesting. Latimer, an African-American inventor, was born a. oceans b. oceans’ c. ocean d. ocean’s 1. One of Ben Franklin best-known books is titled poor Richard’s almanac. in the mid-1800s. He made drawings of other inventors creations, which 4. The laughter lasted a long time. One of Ben Franklin’s best-known books is titled were used to apply for patents. Then Latimers own ideas for inventions a. king’s b. kings c. kings’ d. king’ Poor Richard’s Almanac. began to unfold. He helped improve the lavatories on trains and assisted with Alexander Graham Bells invention of the telephone. While working 2. Lewis Latimer wrote a book called incandescent electric lighting in 1890. for the U. S. Electric Lighting Company, he found a way to protect light B. C hoose the correct plural possessive form to complete each Lewis Latimer wrote a book called Incandescent bulbses’ fi laments so they would not burn out quickly. This was a great sentence. Electric Lighting in 1890. improvement to Thomas Edisons’ lightbulb. Gibsons biography of Latimer 5. These inventions were amazing! is an informative one. 3. I learned about Thomas Edison and Lewis Latimer from an article called a. people b. peoples c. peoples’ d. people’s greatg reat american inventors oof f the ppast. ast. I learned about Thomas I found Akimi Gibson’sGibson s book, Lewis Howard 6. African-American right to take out patents was Edison and Lewis Latimer from an article called Latimer: An Inventive Mind, very interesting. Latimer, recognized after the Civil War. “Great American Inventors of the Past.” an African-AmericanAf i A i iinventor, t was bborn iin ththe a. inventors b. inventor’s c. inventors’ d. inventor’ 4. The article was published in the magazine science for kids. midmid-1800s. 1800s. He made drawings of other inventorsinventors’ 7. The efforts led to a new creation. The article was published in the magazine Science creations, which were used to apply for patents. Then a. worker b. workers’ c. workers d. worker’s for Kids. Latimer’sL ti ’ own idideas ffor iinventions ti bbegan tto unfold. f ld HHe 8. The amazement showed on their faces. helped improve the lavatories on trains and assisted 5. My friend is writing a short story titled the amazing mind of lewis latimer. a. childs’ b. childrens’ c. children’s d. childrens with Alexander Graham Bell’s invention of the My friend is writing a short story titled “The Amazing 9. All of the covers were torn. Mind of Lewis Latimer.” telephone.t l h While Whil working ki ffor ththe UU.S. S ElElectric t i LiLighting hti Company, he found a way to protect light bulbsbulbs’ a. books b. books’ c. book’s d. book 6. He hopes to get his story published in his local newspaper, the miami herald. filaments so they would not burn out quickly. This was 10. The purposes must be made clearer. He hopes to get his story published in his local a greatt improvement i t tto ThThomas EdiEdison’s ’ lilightbulb. htb lb a. experiments b. experiment’s c. experiment’ d. experiments’ newspaper, the Miami Herald. Gibson’sGibson s biography of Latimer is an informative one.

How Ben Franklin Stole the Lightning 247J Administer the Test (SBEF
 Weekly Reading Assessment, Passage and questions, pages 109–116

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Administer the Weekly Assessment from the CD-ROM (SBEFT
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End-of-Week Assessment End-of-Week Assessments • ELL Assessment, pages 70–71

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Additional Additional Additional How Ben Franklin the Lightning Stole READING Grammar Practice Book Triumphs in the AN INTERVENTION PROGRAM page T8. page T4. VocabularyPuzzleMaker Fluency Solutions Solutions Fluency Reteach skills: Go to Go to skills: Reteach Reteach skills: Go to Go skills: Reteach ; 2 1 =

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C 1  / Diagnostic www.macmillanmh.com Evaluate for Intervention. THEN... the using skills, Reteach Lessons www.macmillanmh.com Evaluate for Intervention. Lessons Evaluate for Intervention. page 56. To place students students place To in the Intervention Program, use the Assessment Teacher’s Intervention Edition. 79–83 WCPM WCPM 0–78 0–2 items correct . . . correct items 0–2 the using skills, Reteach . . . correct items 0–1 skills: Reteach . . . correct items 0–1 IF...... correct items 0–2 Diagnose Prescribe VOCABULARY WORDS VOCABULARY STRATEGY Dictionary: Idioms Vocabulary Words 4 3, 2, 1, Items FLUENCY FLUENCY COMPREHENSION Solution and Problem Skill: 8 6, 7, 5, Items GRAMMAR Possessive Nouns 11 10, 9, Items SPELLING /ôr/ and /är/ with Words 14 13, 12, Items Approaching Level Options

Constructive Feedback Phonics

R-controlled vowel Objective Decode words with /är/ and /ôr/ sounds are difficult for Materials • Student Book “He Made the World Brighter” some students to hear and produce. Have them WORDS WITH /är/ AND /ôr/ practice saying /är/ in Explain/Model isolation and then in words, while looking at you to see ■ Remind students that an r-controlled vowel is a vowel followed by the how the mouth moves to letter r. The r affects the sound the vowel usually stands for. produce the /är/ sound. For ■ example, write the word tar Write the letters f, a, r on the board. Segment the sounds: /f/ /är/. Then on the board and point out blend the sounds: /fär/. Say the word with me: far. the ar. ■ Explain that a with r is an r-controlled vowel. It stands for the sound /är/. This word is tar. The ar ■ has the sound /är/. Say it Repeat this procedure with or and the word fork. with me: /är/. Let’s sound ■ Ask students to provide their own examples of words with /är/ and /ôr/. out and say the word Provide constructive feedback as necessary. together: /tär/, tar. Repeat with /ôr/ for the MULTISYLLABIC WORDS WITH /är/ AND /ôr/ word tore. ■ Write the word carpet on the board and have students identify the first syllable as containing the r-controlled /är/: car. Have students repeat the syllable, then blend, and read the whole word several times. ■ Have student pairs work together to practice decoding multisyllabic words with /är/ and /ôr/. Write the following words on the board and ask Additional Resources student pairs to copy them onto a sheet of paper. Say each word. Circle the syllable that contains the r-controlled vowel. Then sort the words by their For each skill below additional lessons are r-controlled vowels. provided. You can use these cartoon radiator snorkel harvest lessons on consecutive days barber morning landmark history after teaching the lessons presented within the week. normal airport backyard largely • Problem and Solution, T4 ■ Check each pair or group for their progress and accuracy. • Idioms, T8 WORD HUNT: WORDS WITH /är/ AND /ôr/ IN CONTEXT ■ Review Words with /är/ and /ôr/. Have students search the first paragraph of “He Made the World Brighter” to find words with these vowel sounds. Ask them to write the words and circle the syllable in each word that has /är/ and /ôr/. Check to see if students have found the Decodable Text following: poor, inventor, smart. ■ Have students continue the activity for the rest of the selection. Check To help students build speed and accuracy with to see if students have found examples, such as shortly, recorder, hard. reading multisyllabic words, use the additional decodable text on page 13 of the Teacher’s Resource Book.

247M Objective Read with increasing prosody and accuracy at a rate of 84–94 WCPM Materials • Index cards • Approaching Practice Book A, page 62 WORD AUTOMATICITY Constructive Have students make flashcards for the following words with /är/ and Feedback /ôr/: door, cord, stormy, dart, spark, charm, bore, fort, guard, morning, smart, If students read too quickly carpet, charge, scar, ford, worn, barnyard, core, large. or too slowly, reread Display the cards one at a time and have students say each word. Repeat the passage to them at the correct tempo. Then twice more, displaying the words more quickly each time. lead the class in a choral reading so they can follow REPEATED READING you lead in reading at the Model reading the passage on Practice Book A page 62. Tell students to appropriate rate. Repeat the choral reading as listen to your tempo as you read. Then read one sentence at a time and necessary. have students read it back, copying your tempo. During independent reading time, have students work with a partner. One student reads aloud and the other repeats each sentence. Remind students to wait until their partner gets to the end of a sentence before they correct mistakes. Circulate and provide constructive feedback.

TIMED READING At the end of the week, have students do a final timed reading of the passage on Practice Book A page 62. Students should ■ begin reading the passage aloud when you say “Go.” ■ stop reading the passage after one minute when you say “Stop.” Keep track of miscues. Coach students as needed. Help students record and graph the number of words they read correctly. Approaching Practice Book A, page 62

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How Ben Franklin Stole the Lightning 247N Approaching Level Options

Vocabulary

Objective Determine the meanings of idioms Materials • Art supplies Review last week’s words IDIOMS (dynasties, heritage, overjoyed, preserve, ■ Review idioms. Have the group brainstorm examples. temples) and this week’s ■ In pairs, have students illustrate a common, colorful idiom in a creative words (convinced, way. (Some common idioms include: it’s raining cats and dogs, turn over dizzy, handy, hilarious, independence, mischief, a new leaf, hold your tongue, chew the fat, and sharp as a tack.) Then have nowadays, whirlwind). the group try to guess the idiom based on the picture. Have students find an antonym for five words. Comprehension

Objective Identify problem and solution Materials • Student Book “He Made the World Brighter” • Transparencies 9a and 9b He Made STRATEGY the World GENERATE QUESTIONS Brighter Tell students that asking themselves questions as they read will help them by Susan Dickson check their understanding of the story and focus on important ideas.

SKILL PROBLEM AND SOLUTION

Explain/Model Student Book, or ■ The problem is a difficult situation that a character has to deal with. Transparencies 9a and 9b ■ The solution is how the character fixes or solves the problem. Display Transparencies 9a and 9b. Reread the first paragraph.

&-- Think Aloud I know that Thomas Alva Edison overcame many problems in his life. I can ask myself how he solved them. This gives me a better Drawing Ask students to divide a sheet of paper understanding of him because his whole life seems to have been about in half. At the top of one his success at solving problems. side have students write Problem. On the other side, Practice/Apply write Solution. Ask students to draw a picture of one Reread the rest of “He Made the World Brighter” with students. Invite problem that Thomas students to retell the story and to identify the problem and solution by circling Edison faced under clues on the transparency. Ask the following questions. Problem and a picture ■ of his solution under What are some of the difficulties Edison faced before becoming a Solution. Have students successful inventor? write a sentence for each ■ What was Edison’s solution to the problem of gas being unhealthy when picture. Share the pictures and discuss the different used for lighting? interpretations.

247O Leveled Reader Lesson

Objective Read to apply strategies and skills Materials • Leveled Reader Clara Barton • Student Book How Ben Franklin Stole the Lightning 0W]U`O^Vg PREVIEW AND PREDICT Have students look at the cover, read the title, and preview the first two chapters. Have them make predictions about the selection. Ask students if they have any questions before reading.

VOCABULARY WORDS Review the Vocabulary Words as needed. Suggest that students note any idioms as they read and discuss their meanings after reading.

STRATEGY BY,UISA2EYES GENERATE QUESTIONS Leveled Reader Remind students that asking questions can help them to figure out a problem and its solution in the selection.

SKILL PROBLEM AND SOLUTION Remind students to pay attention to the character and how her actions affect the solution of the problem. Read Chapter 2 with students.

Think Aloud In the second chapter, I learn that Civil War hospitals did not have the supplies needed to treat the wounded. To solve this problem, Clara Barton gathered supplies and asked friends and volunteers to help her deliver them. I need to add this information for my Problem and Solution Chart.

READ AND RESPOND Finish reading Clara Barton with students. Ask students: What was one of the first problems Barton faced as a young girl? How did she solve that problem? During the Civil War, how did Barton care for the wounded? What did Barton do after the war? Work with students to review and revise their Problem and Solution Charts.

MAKE CONNECTIONS ACROSS TEXTS Invite students to compare How Ben Franklin Stole the Lightning and Clara Barton. ■ How are Ben Franklin and Clara Barton alike? How are they different? Use details from the texts to support your answer. ■ If you could go back in time to help either Edison or Barton with his or her work, who would you help, and why?

How Ben Franklin Stole the Lightning 247P On Level Options

LeveledVocabulary Reader Lesson

Objective Define vocabulary words and analyze idioms Materials • Vocabulary Cards VOCABULARY WORDS Tell students that they will play a vocabulary game. Explain that you will hold up a Vocabulary Card. The student whose turn it is will give a definition for the word. If the student gives the correct definition, he or she gets a point. Continue with the next student using a different vocabulary word. If a word is defined incorrectly, use the same vocabulary word until somebody defines it correctly.

IDIOMS Remind students that idioms are words or groups of words that together Lightning Bolt mean something different from the usual meaning. Present pairs with different idioms, such as hit the nail on the head. Have pairs create sentences that use context clues to hint at the idiom’s meaning, and then present their Student sentences to the class. Book — Joan Bransfield Graham Literary Elements

Objective Use literary elements in poems Materials • Poetry books, magazines • Student Book “Lightning Bolt” FIGURATIVE LANGUAGE AND ALLITERATION Discuss the purpose and importance of figurative language and alliteration in concrete poems, such as “Light Bulb” and “Lightning Bolt.” Have students look at various poems and magazines to point out and discuss the use of figurative language and alliteration. On Level Practice Book O, page 62

As I read, I will pay attention to match my tempo with the energy of the passage. What would the world be like without light bulbs? 9 We have Thomas Edison to thank for that bright idea! 19 He also invented the phonograph and motion pictures. 27 Thomas Edison is the most famous American inventor. 35 He came up with more than 1,000 new devices. He worked Objective Read fluently with appropriate prosody at a rate of 84–104 WCPM 45 with electricity and technology to make our daily lives 54 better. 55 Find out how this one man changed history through his Materials • On Level Practice Book O, p. 62 65 inventions. 66 The 1800s have been called “The Age of Invention.” 74 That is because many things were invented at that time. REPEATED READING 84 It seemed like a whirlwind of inventions! 91 The first steamboat, steam-engine train, and airplane 98 were invented during this time. The telephone was invented Model reading the Fluency passage on page 62 of Practice Book O. Then 107 too. These inventions changed the way people lived and 116 worked. 117 have students do a choral reading, focusing on tempo. Have one student read a sentence, then tell the next student to join in, and so on. When Comprehension Check 1. How did Thomas Edison’s inventions solve problems? Problem and the students reach the end of the passage, tell them to go back to the Solution Thomas Edison worked with electricity and technology to make our daily lives better. 2. When the author says that Thomas Edison is the most famous American beginning and repeat until every student has joined the reading. inventor, is this statement a fact or opinion? Fact and Opinion This is an opinion. Timed Reading Throughout the week, have partners take turns reading Number of Words Words Read – = Errors Correct Score the passage. Have them do a timed reading at the end of the week. First Read – = Second Read – =

247Q Leveled Reader Lesson

Objective Read to apply strategies and skills Materials • Leveled Reader Thomas Alva Edison • Student Book How Ben Franklin Stole the Lightning 0W]U`O^Vg PREVIEW AND PREDICT 5IPNBT
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3P[BLJT ■ Ask students to write down any questions they have about Thomas Alva Edison. ■ Have students predict what the chapter “A Bright Idea” is about. VOCABULARY WORDS As they read Thomas Alva Edison, ask students to point out the vocabulary words as they appear. Then have them discuss how each word is used. Ask: How does electricity give people independence? Leveled Reader STRATEGY GENERATE QUESTIONS Remind students that good readers ask questions while reading to check their understanding and organize information.

SKILL PROBLEM AND SOLUTION The problem in a text is the difficulty that the characters face. The solution is what is done to overcome or fix the problem. Explain that students will fill in information about problems and solutions in their Problem and Solution Charts. ELL Leveled Reader READ AND RESPOND Go to pages Read Chapter 1. Pause to discuss the details the author includes about 247U–247V. how Edison solved problems. At the end of Chapter 1, fill in the Problem and Solution Chart. Have students tell how the facts and details in the story helped them to identify problems and solutions. Have students complete the chart as they read.

MAKE CONNECTIONS ACROSS TEXTS Invite students to summarize and make connections between How Ben Franklin Stole the Lightning and Thomas Alva Edison. ■ Ask students who solved more problems with his inventions, Ben Franklin or Thomas Edison. Have them give details to support their answers. ■ Have them describe their favorite invention.

How Ben Franklin Stole the Lightning 247R Beyond Level Options

Vocabulary Lightning Bolt

Objective Apply vocabulary Materials • Selections for the week, dictionary EXTEND VOCABULARY Ask students to play a word scramble game with words from different — Joan Bransfield Graham selections. Have them choose at least three words, scramble the letters, and give one clue to a partner to guess the word and unscramble it. If a word has been unscrambled correctly, that student gets a point. If the Paired Selection student can define the word, he or she gets another point. The student who gains the most points wins the game. Encourage students to check the spelling of each unscrambled word. They &-- may use a dictionary or word wall.

Practice Fluency Discuss the passage to ensure that Text Feature students comprehend what they are reading. Objective Use literary elements in poems Next, model reading the Materials • Poetry books, magazines • Student Book “Light Bulb” and “Lightning” entire passage. Track with your finger under FIGURATIVE LANGUAGE AND ALLITERATION sentences as you read. Then have students read Point out that literary elements, such as figurative language and along with you to ensure alliteration, make poems more interesting. Ask students to look through that they are reading at the and choose a poem from poetry books or a magazine. Which poem best proper tempo. uses figurative language and alliteration to enhance its message? Have students use figurative language and alliteration in their own poems. Ask them to create a concrete poem about something that has been invented or based on a subject they find interesting. You may wish to have them review “Light Bulb” and “Lightning” in the Student Book first.

Beyond Practice Book B, page 62

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247S Leveled Reader Lesson

Objective Read to apply strategies and skills Materials • Leveled Reader Alexander Graham Bell • Student Book How Ben Franklin Stole the Lightning 0W]U`O^Vg PREVIEW AND PREDICT "MFYBOEFS Have students preview Alexander Graham Bell, predict what it is about, (SBIBN and set a purpose for reading, such as to learn more about Bell and the #FMM invention of the telephone.

VOCABULARY WORDS Ask students to pay attention to vocabulary words as they come up. Have students provide definitions as needed. Ask: How did moving to London give Bell more independence from his family? Pg:Oc`WS@]hOYWa

SKILL Leveled Reader PROBLEM AND SOLUTION Ask a volunteer to explain what the terms problem (conflict) and solution (resolution) mean and why they are important for understanding a selection. Explain that students will read Alexander Graham Bell together, and fill in their Problem and Solution Charts.

READ AND RESPOND As students read, they should identify the information that is important to understanding problems and solutions, and fill in their charts accordingly. Then ask students to exchange charts with a partner and discuss their ; Vg7b ObbS` answers. E a

Self-Selected Reading Small Group Research cites that small group Objective Read independently to identify problem and solution instruction gives more Materials • Leveled Readers or trade books at students’ reading level students a chance to read and work with text at their READ TO IDENTIFY PROBLEM AND SOLUTION own reading level, and this Invite students to choose a book for independent reading. Remind them is important as how a text that the problem in a story is a challenge the character faces. The steps matches with a student’s reading level has an involved in meeting that challenge are the solution. Have students read impact on learning. Faster their books, determine a problem, and write down the details of the progress will be evident solution. when there is a good match and small group After reading, invite students to share their solutions with a partner. teaching facilitates this. Timothy Shanahan Go to www.macmillanmh.com

How Ben Franklin Stole the Lightning 247T English Language Learners

Academic Language Throughout the week the English language learners will need help in building their understanding of the academic language used in daily BSQV\]Z]Ug instruction and assessment instruments. The following strategies will help to increase their language proficiency and comprehension of content and For additional language instructional words. support and oral language development, use the lesson at www.macmillanmh.com Strategies to Reinforce Academic Language

■ Use Context Academic Language (see chart below) should be explained in the context of the task during Whole Group. Use gestures, expressions, and visuals to support meaning. ■ Use Visuals Use charts, transparencies, and graphic organizers to explain key labels to help students understand classroom language. ■ Model Demonstrate the task using academic language in order for students to understand instruction.

Academic Language Used in Whole Group Instruction

Content/Theme Words Skill/Strategy Words Writing/Grammar Words

inventions (p. 220) generate questions (p. 223A) strong opening (p. 247)

singular possessive nouns electricity (p. 220) problem and solution (p. 223A) (p. 247I) biography, biographical sketch, appliances (p. 220) plural possessive nouns (p. 247I) biographer (pp. 223A–223B)

primary sources (p. 221) concrete poem (p. 244) apostrophe (p. 247I)

artifacts (p. 221) figurative language (p. 244) quotation marks (p. 247J)

alliteration (p. 244) capitals in titles (p. 247J)

repetition (p. 244)

247U Biography

A Great ELL Leveled Reader Lesson Inventor Objective • To apply vocabulary and by Laurie Rozakis comprehension skills 0ST]`S@SORW\U Materials DEVELOP ORAL LANGUAGE • ELL Leveled Reader Build Background Write the word inventor on the board and have students brainstorm names of 3::#2Og>ZO\\S` inventors and inventions they know. Refer to the DAY 1 • Academic Language time line at the beginning of the book for ideas. • Oral Language and Ask, How did these inventions change our lives? Vocabulary Review DAY 2 • Academic Language Review Vocabulary Write the vocabulary and story support words on • ELL Leveled Reader the board and discuss the meanings. Use actions and/or pictures to help explain the words. Use each word in a sentence. Have a student turn DAY 3 • Academic Language around several times and act dizzy. Samuel is dizzy. He cannot stand straight. • ELL Leveled Reader DAY 4 • Academic Language PREVIEW AND PREDICT • ELL Leveled Reader Point to the cover photograph and read the title aloud. What do you think DAY 5 • Academic Language the story is about? Refer to the Table of Contents, and have students add to their predictions based on the information. • ELL Leveled Reader Comprehension Set a Purpose for Reading Show the Problem and Solution Chart and Check and Literacy Activities remind students they have used it before. Ask them to do a similar chart to identify and record problems and solutions. Remind them to generate questions as they read to help them identify problems and find solutions.

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Choose from among the differentiated strategies below to support students’ reading at all stages of language acquisition.

Beginning Intermediate Advanced Shared Reading As you Read Together Read the first Independent Reading read, model generating chapter. Generate questions After reading each day, ask 'RADEs%,,4%!#(%23'5)$% questions to identify to help students identify the students to generate questions 3\UZWaV problems and solutions. problem. Find the solutions as and discuss the answers with :O\UcOUS :SO`\S`a What problem did Al have in a group. Have students take a partner. Have them identify school? Model filling in the turns reading. Model using the problems and solutions to chart as you read. strategy and fill in the chart fill in the chart. with students.

-ACMILLAN-C'RAW (ILL /TbS`@SORW\U ELL Teacher’s Guide for students who need Remind students to use the vocabulary and story words in their whole additional instruction group activities.

How Ben Franklin Stole the Lightning 247V