LESSON 10 TEACHER’S GUIDE The Outer Banks by Maryann Langen Fountas-Pinnell Level R Informational Text Selection Summary Along the coast of North Carolina, the islands known as the Outer Banks have many identities: site of a vanished colony, pirate lair of the legendary Blackbeard, haven for beach-loving vacationers, test site for the Wright Brothers, shipwreck graveyard, horse sanctuary, Number of Words: 1,353 national seashore, and hurricane barrier. The islands have it all! Characteristics of the Text Genre • Informational text Text Structure • Third-person narrative organized in ten brief chapters • Chapter headings sequence the history of the Outer Banks. • Details prompt the reader to ask questions, compare, and contrast. Content • The Outer Banks of North Carolina, geography and history • The “lost colony”; Blackbeard; the Wright Brothers • The historic signifi cance of a location Themes and Ideas • Human activities affect the environment. • Sometimes a place is special because of what happened there long ago. • People value people, places, and things for different reasons. Language and • Conversational language characterized by direct address and frequent exclamations Literary Features • Simile: like soft feather pillows • Mystery and danger conveyed in stories of pirates, lost colonies, and shipwrecks Sentence Complexity • Numerous series of words and phrases • Rhetorical questions and exclamations • Parentheses and dashes Vocabulary • Many physical geography terms, some of which might not be familiar: sandbar Words • Many multisyllable words, some of which may be challenging, such as scavenging, terrorized, reportedly, candlewicks, isolation Illustrations • Photos, map, table, and drawings support the text. Book and Print Features • Twelve pages of text prefaced with a table of contents • Bulleted list and sidebars © 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. 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Printed in the U.S.A. 978-0-547-31043-5 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09 If you have received these materials as examination copies free of charge, Houghton Miffl in Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. 6_310435_BL_LRTG_L10_OuterBanks.indd 1 11/5/09 11:19:53 AM The Outer Banks by Maryann Langen Build Background Help students use their knowledge of geography and the Atlantic coast to visualize the selection. Build interest by asking a question such as the following: What do you know about Kitty Hawk or other locations in the Outer Banks? Read the title and author and talk about the cover photograph. Tell students that this selection is informational text that provides facts and examples about a topic. 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: Page 2: Have students look at the table of contents. Suggested language: Notice the chapter called “The Graveyard of the Atlantic.” Graveyard is here used as a metaphor. What’s the likely topic of this chapter? Answer: The title refers to shipwrecks that once occurred in the region. Pages 4–5: Explain that the Outer Banks are a string of islands that protect the mainland Atlantic coast from hurricanes. Use the map on page 4 to locate the fi ve islands. The heading says these are “islands of change.” Ask: How might an island change physically over time? Have students look at the table on page 5. Then have them read the sentence with the highlighted word: The Croatans had a sophisticated culture. Ask: What makes a culture sophisticated? Pages 8–9: Explain that Blackbeard and his band of pirates attacked ships sailing near Ocracoke Island. Ask: Why do you think people fi nd such pirate lore so fascinating? Point out that the selection includes many physical science terms. Make sure students understand the terms ocean currents and sandbars. Now turn back to the beginning and read to fi nd out about the mysteries and wonders of North Carolina’s Outer Banks. Target Vocabulary abundance – a lot or more than heritage – everything families retains – holds onto or keeps enough, p. 5 pass down to people such as inside, p. 4 altered – changed or adjusted traditions and objects, p. 11 sophisticated – complicated or concept – a basic or general idea lore – the collected knowledge, detailed, p. 5 or thought, p. 10 traditions, and beliefs of a teeming – fi lled, often with living person or group, p. 8 cultural – relating to a group’s things way of life, p. 11 lush – thick with greenery and plant life Grade 6 2 Lesson 10: The Outer Banks © Houghton Mifflin Harcourt Publishing Company 6_310435_BL_LRTG_L10_OuterBanks.indd 2 11/5/09 11:20:04 AM 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 Question Strategy and to think of questions as they read. Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the selection. Suggested language: What would you most enjoy about the Outer Banks? Why? 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 • The Outer Banks protect North • It’s important to preserve an area • The chapter heads show the Carolina from hurricanes. rich in heritage and wildlife. reader the many features of the Outer Banks. • The Outer Banks have a rich • Sometimes a place is special history, including the Croatan because of what happened there • The language makes the reader culture, the disappearance of long ago. feel as if the author is talking to Roanoke colony, Blackbeard, her or him. • People value people, places, and shipwrecks, and the fl ight tests things for different reasons. • The author includes many of the Wright brothers. historical details to help the • Although Hatteras and Ocracoke reader understand the heritage of Islands are fairly unspoiled and the Outer Banks. wild, tourism has brought many changes to the other islands. © 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Further Support • Fluency Invite students to choose a passage from the text to use for a readers’ theater. Remind them to pay attention and to practice challenging words and names before reading to increase fl uency. • Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas. • Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind students that a syllable contains just one vowel sound. For example, the word abundance (p. 5) has three syllables: a·bund·ance. A word can also be divided into morphemes, or single units of meaning. The word abundance consists of two morphemes: abound and the suffi x –ance. Notice how this root word changed with the addition of the suffi x –ance. Grade 6 3 Lesson 10: The Outer Banks © Houghton Mifflin Harcourt Publishing Company 6_310435_BL_LRTG_L10_OuterBanks.indd 3 11/5/09 11:20:17 AM Writing about Reading Critical Thinking Have students complete the Critical Thinking questions on BLM 10.7. 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 Compare and Contrast Remind students that they can compare and contrast to examine how two or more details in the selection are alike and different. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below: Think Aloud The narrator says that Bodie Island was once a real island, with an inlet that cut it off from the peninsula. Today, however, Bodie Island is actually a peninsula because sand and silt fi lled in the inlet. List these details to compare and contrast the Bodie Island of long ago to the “island” of today. Practice the Skill Have students share an example of another selection in which they used details to compare and contrast two or more characters, settings, or events. 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 • What is the meaning of retains on page 4? • On page 5, why is the fi rst paragraph important to the book? • The author probably wrote this selection to ___________________________________________________________________. Grade 6 4 Lesson 10: The Outer Banks © Houghton Mifflin Harcourt Publishing Company 6_310435_BL_LRTG_L10_OuterBanks.indd 4 11/16/09 5:46:07 PM English Language Development Reading Support Pair advanced and intermediate readers to read the selection softly, or have students listen to the audio or online recordings.