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Patsy Mink by D LESSON 4 TEACHER’S GUIDE Patsy Mink by D. Jeanne Glaser Fountas-Pinnell Level W Narrative Nonfiction Selection Summary Pasty Mink experienced discrimination as a young woman, but she was determined to achieve her goals. She worked tirelessly to make sure that women in future generations had equal opportunities. Number of Words: 2,494 Characteristics of the Text Genre • Narrative nonfi ction, biography Text Structure • Third-person narrative in twelve short chapters • Chapter headings signal key periods in Patsy’s life and Title IX Content • Discrimination against women and immigrants • Passage of a bill in the United States Congress Themes and Ideas • Belief in oneself and determination can help overcome discrimination. • Everyone deserves equal opportunities. • People can initiate and make change. Language and • Conversational language Literary Features • Little fi gurative language—sprang into action Sentence Complexity • A mix of short and complex sentences • Complex sentences—phrases, clauses, compounds Vocabulary • New vocabulary words: instrumental, discrimination, emigrated • Words related to government and law: Title IX, debate, legislator, bill, repealed, lobby Words • Many multisyllable words: qualifying, intimidated, controversial Illustrations • Black-and-white/color photographs, some with captions Book and Print Features • Sixteen pages of text with chapter headings and photographs • Table of contents lists chapters headings • Text boxes highlight content • Timeline and diagram summarize content © 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Copyright © by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Miffl in Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-30873-9 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09 If you have received these materials as examination copies free of charge, Houghton Miffl in Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. 5_308739_OL_LRTG_L04_PatsyMink.indd 1 1/6/10 11:44:32 PM Patsy Mink by D. Jeanne Glaser Build Background Help students use their knowledge of opportunities for girls to visualize the selection. Build interest by asking a question such as the following: What opportunities do girls have to play sports at your school or in your community? Read the title and author and talk about the cover photograph. Explain that this selection is narrative nonfi ction, a biography that gives factual information by telling about the life of Patsy Mink. Introduce the Text Guide students through the text, noting important ideas and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions: Pages 4–5: Read the chapter heading on page 4 and tell students that as a young woman, Patsy Mink experienced unfair treatment. Suggested language: On page 4, the text explains that although she was an excellent student, Patsy was not accepted to medical school. On page 5, we learn that although Patsy graduated from law school, she couldn’t get a job as a lawyer. How do you think this type of unfairness might have affected Patsy? Page 7: Explain that despite these setbacks, Patsy refused to be intimidated. Ask: What do you think the word intimidated means? Page 11: Point out the diagram showing how a bill becomes a law. Ask: Why do you think the author included this diagram in the selection? Now go back to the beginning and read to fi nd out about how Patsy Mink and Title IX have infl uenced the lives of young women. Target Vocabulary competition – a contest in which mastered – to become very routine – a series of movements individuals or teams struggle skilled at something, p. 10 or activities that is repeated, to win, p. 16 qualifying – a person, or group, p. 10 element – one essential part of a who performs well enough to uniform – having a single form whole, p. 16 move to the next level, often in of appearance, style, color, or identical – exactly the same, p. 7 a sporting event, p. 6 texture, p. 5 intimidated – frightened or recite – to speak from memory, unison – to occur together in the nervous because of people or p. 14 same way, p. 16 circumstances, p. 7 Grade 5 2 Lesson 4: Patsy Mink © Houghton Mifflin Harcourt Publishing Company 5_308739_OL_LRTG_L04_PatsyMink.indd 2 11/4/09 1:28:36 PM Read Have students read silently while you listen to individual students read aloud. Support their understanding of the text as needed. Remind students to use the Monitor/Clarify Strategy as they read. Tell them to think about how Patsy Mink became a successful legislator. Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the text. Suggested language: Patsy Mink was determined to get Title IX passed. In your opinion, what are the most important benefi ts of this law? Ways of Thinking As you discuss the text, help students understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text • Patsy Mink experienced • It is possible to use one’s own • The chapter headings indicate discrimination because she was experiences to improve the lives the content. a woman. of others. • The narrative of the text tells • Instead of giving up, Patsy ran • Patsy’s intelligence and about Patsy Mink’s career and for public offi ce and worked to determination, as well as the the history of Title IX, and it has get Title IX passed. respect of her peers, helped her a beginning, a middle, and an achieve her goals. end. • In the United States Congress, many steps are required for a bill • Patsy Mink served as a role • The timeline at the end of the to become law. model for women of future book summarizes the events in generations. the text and indicates the order in which they occurred. © 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Further Support • Fluency Invite students to choral read a passage from the text and demonstrate phrased fl uent reading. Encourage them to group words into meaningful units of language and to use meaning and punctuation as guides for when to pause. • Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas. • Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Have students use context to defi ne the word descent as it is used on page 4. (ancestry) Explain that there are other meanings for descent, and discuss them. Then continue this discussion for other multiple-meaning words in the selection, such as admit (p. 4), uniform (p. 5), lobby (p. 14), and element (p. 16). Grade 5 3 Lesson 4: Patsy Mink © Houghton Mifflin Harcourt Publishing Company 5_308739_OL_LRTG_L04_PatsyMink.indd 3 11/4/09 1:29:22 PM Writing about Reading Critical Thinking Have students complete the Critical Thinking questions on BLM 4.10. Responding Have students complete the activities at the back of the book, using their Reader’s Notebook. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill. Target Comprehension Skill Sequence of Events Remind students that they can use dates and signal words to help them follow the sequence leading up to the passage of the bill. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below: Think Aloud In 1971, Congresswoman Green asked Mink to help her write the proposed Title IX bill. Mink agreed and in the fall of 1971, the bill was sent to Congress for debate. In early June of 1972, Congress passed a version of the law. On June 23, 1972, President Nixon signed it into law. Add details such as these to the chart. Practice the Skill Have students share examples of other texts they have read in which knowing the sequence of events was important to understanding the content. Writing Prompt: Thinking Beyond the Text Have students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings. Assessment Prompts • This selection is mainly about ________________________________________________________________. • Why does the author begin this book with an introduction about Patsy Mink and Title IX? • Which sentences from page 10 support the idea that people had different opinions of Title IX? Grade 5 4 Lesson 4: Patsy Mink © Houghton Mifflin Harcourt Publishing Company 5_308739_OL_LRTG_L04_PatsyMink.indd 4 12/9/09 2:26:28 PM English Language Development Reading Support Check regularly on students’ oral reading to determine accuracy, fl uency, and comprehension. Remind them Title IX changed the lives of American girls and women forever. Vocabulary The narrative includes some vocabulary words related to government that might be unfamiliar.
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