Characteristics of the Text Genre Biography Text Structure

Transcription

1 LESSON 10 TEACHER S GUIDE by Stephanie Sigue Fountas-Pinnell Level W Biography Selection Summary was one of the most celebrated opera singers in the world. He was legendary for his talent, his presence, and his good works. Number of Words: 1,704 Characteristics of the Text Genre Biography Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Third-person narrative organized into eight chapters Photographs help reader visualize the information Life and career of Opera as theatrical performance including singers, costumes, and sets Notable composers in the opera world A special person can touch the lives of many. s talent drew a new generation of opera lovers. A singer like Pavarotti is very rare. Factual information A mix of short and complex sentences; multiple items in series Dashes and exclamations Musical terms, some of which may be unfamiliar: libretto, score, soprano, tenor Names of composers and operas: Mozart, The Marriage of Figaro, Don Giovanni Multisyllable words such as discouraged, international, extraordinary Names with accents: La Bohème Photographs Captions for pictures Eleven pages of text with photographs on most pages Table of contents and chapter headings Sidebar on composers Verdi and Puccini 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 Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida Printed in the U.S.A If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. 4_305455_AL_LRTG_L10_LucianoPavarotti.indd 1 1/5/10 10:31:53 PM

2 by Stephanie Sigue Build Background Help students use their knowledge of music to build interest. Ask questions such as the following: Have you ever heard or seen an opera? If so, how is it different from other types of music? Read the title and author and talk about the photograph on the cover. Note the chapter heads. Tell students that this is a biography about, who was an important opera singer. Ask them what kinds of information they would expect to find in the biography of an opera singer. 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 4: Have students look at page 4 of this book. Point out the place names that may be unfamiliar Hyde Park, Madison Square Garden, the Hollywood Bowl and explain that these are large theaters or performance spaces. Suggested language: The text says that Pavarotti s fame crossed every border. What might it mean for one s fame to cross every border? Page 5: Direct students to the term signature role, at the bottom of page 5. Explain that the term refers to a singer becoming closely associated with a particular character in a famous opera. People think of the singer and immediately think of the character, or vice versa. Page 8: Read the fi rst two sentences on this page aloud. Explain that a tenor voice is a relatively high male voice. Ask: What do you think the term golden voice means? Now go back and read from the beginning to fi nd out how became such an international superstar. Expand Your Vocabulary arias solo vocal pieces with instrumental accompaniment, as in an opera, p. 7 libretto the text of a dramatic musical work, p. 6 score the written form of a composition for orchestral or vocal parts, p. 6 tenor the highest natural adult male voice, p. 7 2 Lesson 10: 4_305455_AL_LRTG_L10_LucianoPavarotti.indd 2 7/28/09 3:02:19 PM

3 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 Analyze/Evaluate Strategy details in the text to analyze or evaluate the information provided. and to use the Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the book. Suggested language: Why do you think Pavarotti was able to achieve so many things in his life? 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 won many opera awards around the world. Pavarotti sang every important tenor role. He raised money to help refugees. People can achieve their dreams through hard work and dedication. People can use their good fortune to help others. Special talents do not come along very often Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The photographs help the reader visualize the people and places in the book. The author includes details to clarify information. The chapter heads organize the text in a logical, sequential manner. Choices for Further Support Fluency Invite students to read the section Pavarotti and Friends, beginning on page 12, as a reader s theater. Remind them to pay attention to phrasing, and to use punctuation, especially commas and quotation marks, to guide their phrasing. 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. Provide help as needed with pronunciation of Italian names and terms such as Jacopo Peri (Jah-COH-poe Peh-REE, p. 6), aria (Ah-REE-ah, p. 7), and soprano (Soh-PRA-no, p. 7). 3 Lesson 10: 4_305455_AL_LRTG_L10_LucianoPavarotti.indd 3 11/4/09 9:20:59 PM

4 Writing about Reading Have students complete the questions on BLM 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 Author s Purpose Remind students that the author s purpose is the reason for writing the book. Model how to add details to the Graphic Organizer, using a Think Aloud like the one below: Think Aloud The author s purpose is to show that Pavarotti was a great singer. This is supported by many details in the text. On page 9, the author says Pavarotti reached nine high Cs while singing an aria at the Metropolitan Opera in New York. Write that detail in one of the Text detail boxes. Practice the Skill Encourage students to identify other details in the text that help them decide on the author s purpose(s). For example, how do you know that Pavarotti had a big heart and wanted to help people? Writing Prompt: Thinking About the Text Have students write a response to the prompt on page 6. Remind them that when they think about the text, they reflect back on the text. They should notice and evaluate language, genre, literary devices, and how the text is organized. Assessment Prompts The author organizes the selection by. What is the meaning of libretto on page 6? The purpose of the section Pavarotti and Friends is to show that. 4 Lesson 10: 4_305455_AL_LRTG_L10_LucianoPavarotti.indd 4 11/4/09 9:21:21 PM

5 English Language Development Reading Support Give English learners a preview of the text by holding a brief small-group discussion with them before reading the text with the entire group. Cognates The text includes many musical terms, and some of them are cognates. Point out the English words and their Spanish equivalents: debut (debut), permission (permiso), triumph (triunfo), aria (aria), and libretto (libreto). Oral Language Development Check student comprehension, using a dialogue that best matches your students English proficiency level. Speaker 1 is the teacher, Speaker 2 is the student. Beginning/Early Intermediate Intermediate Early Advanced/ Advanced Speaker 1: Who is the biography about? Speaker 2: Speaker 1: What was he famous for? Speaker 2: opera singer Speaker 1: What was Pavarotti before he became an opera singer? Speaker 2: an elementary school teacher Speaker 1: What was Pavarotti s first opera role? Speaker 2: He starred as Rodolfo. Speaker 1: What were the Three Tenors? Speaker 2: It was a singing group with Placido Domingo, Jose Carreras, and. Speaker 1: How was Pavarotti different from other opera singers? Speaker 2: Pavarotti was different from other opera singers because he was able to sing with many different types of singers, not just in operas. He started charities, won many awards, and became an international superstar. Name Date Lesson 10 BLACKLINE MASTER 10.9 Read and answer the questions. Possible responses shown. 1. Think within the text loved to sing. He was musically talented. Why did he become a school teacher at first? A career in music was difficult. His parents wanted him to be able to support himself. 2. Think within the text What made Pavarotti a legend? Pavarotti had a rich, powerful voice. He performed countless concerts and received many awards, but also raised funds for charity and helped develop new talent. 3. Think beyond the text Would you be interested in hearing Pavarotti s music? Explain your answer. Yes. I would especially like to hear the aria in which Pavarotti hits nine high Cs, since the author calls this extraordinary. 4. Think about the text The author spends almost as much time describing opera as she does Pavarotti. Why do you think the author does this? Because Pavarotti was such an exceptional opera performer, and because many young people do not know a lot about opera, the two subjects are difficult to separate. Making Connections Many of Pavarotti s concerts raised money for victims of war. Describe someone you know who uses his or her talents for good. Write your answer in your Reader s Notebook.. All rights reserved. 11, Unit 2: Do You Know What I Mean? 5 Lesson 10: 4_305455_AL_LRTG_L10_LucianoPavarotti.indd 5 7/28/09 3:02:21 PM

6 Name Date Thinking About the Text Think about the questions below. Then write your answer in two or three paragraphs. Remember that when you think about the text, you reflect back on the text. You notice and evaluate language, genre, literary devices, and how the text is organized. Pavarotti was unlike any other opera singer. The biography states that Pavarotti was larger than life. Did the author convince you that Pavarotti was larger than life? Why or why not? Use details from the text, and features such as photographs, chapter heads, and other graphics, to support your conclusion. 6 Lesson 10: 4_305455_AL_LRTG_L10_LucianoPavarotti.indd 6 7/28/09 3:02:22 PM

7 Name Date Lesson 10 BLACKLINE MASTER 10.9 Read and answer the questions. 1. Think within the text loved to sing. He was musically talented. Why did he become a school teacher at first? 2. Think within the text What made Pavarotti a legend? 3. Think beyond the text Would you be interested in hearing Pavarotti s music? Explain your answer. 4. Think about the text The author spends almost as much time describing opera as she does Pavarotti. Why do you think the author does this? Making Connections Many of Pavarotti s concerts raised money for victims of war. Describe someone you know who uses his or her talents for good. Write your answer in your Reader s Notebook. 7 Lesson 10: 4_305455_AL_LRTG_L10_LucianoPavarotti.indd 7 7/28/09 3:02:24 PM

8 Student Date Lesson 10 BLACKLINE MASTER LEVEL W Running Record Form page Selection Text Errors Self-Corrections 4 Who was this person? He was one of the most famous opera singers in the world and his fame crossed every border. His name was. Throughout his long career, Pavarotti s talent towered over all other singers. 5 was born in 1935 in Modena, Italy. His father, a baker, was an amateur opera singer and sang in the town chorus. Because his home was alive with music, Pavarotti grew up with a love of music and song. His parents encouraged rather than discouraged him. They gave him voice lessons, but they insisted that he continue his formal education. Comments: Accuracy Rate (# words read correctly/ ) % Total Self- Corrections Behavior Code Error Read word correctly cat 0 Repeated word, sentence, or phrase Omission cat 0 cat 1 Behavior Code Error Substitution cut cat 1 Self-corrects cut sc cat 0 Insertion the 1 Word told T 1 cat Lesson 10: 4_305455_AL_LRTG_L10_LucianoPavarotti.indd 8 7/28/09 3:02:24 PM