UNIT 1 BEFORE YOU READ DIFFERENTIATED INSTRUCTION • Identify supporting evidence Note that students may choose different clue words. This is fine as long as the words support the central idea that Helen’s grandmother was an inspiration to Helen. ANSWERS 1. The title is My Grandmother Miriam Sultani Zughaib. The author is Helen Zughaib. Sample answers: 2. I see a woman in colorful, patterned clothing sitting in a colorful, patterned living room. Even the cat is striped in black and white. 3. grandmother, love, heart Practice the Reading Strategy A • Determine central idea Have students work in pairs to read and discuss the sentences. Explain that one sentence is the central idea and the other sentences are supporting evidence. Have them each draw a supporting evidence organizer and write the sentences in the correct place. ANSWERS Sample answers: Central idea: Teta inspired Helen to be educated and creative; Supporting evidence: educated, education, color, pattern, art, knitting; Teta made colorful clothes. The painting shows colors and patterns. “My grandmother, Miriam Sultani Zughaib” by Helen Zughaib • Make connections Remind students that this memoir is a true story that a woman wrote about her grandmother. It is a “memory” that she has of her. Ask students to think about an ancestor or other adult that they have happy memories of and plan a memoir that they would write about them. Tell students they will not write the memoir; they will simply complete a supporting evidence organizer about it to organize their thoughts into a central idea and supporting evidence. • Determine central idea and supporting evidence Tell students to first think about the most important piece of information they want to convey about their ancestor. Then tell them to write three or four sentences that support it. • Integrate visual information to support text Ask students to create a visual, such as a drawing, computer graphic, or collage to strengthen their supporting evidence organizer. • Sensitivity note Note that sharing information about family members may feel too personal for some students or bring up uncomfortable memories. In addition, some students may not have memories of ancestors. Allowing students to choose any adult who they have a fond memory of to write about, rather than specifying a grandparent, may help to avoid discomfort or anxiety. Practice Book p. 3 COMMUNICATE Scaffold Spend more time on Activity A, question 2 on page 6 with students who will benefit from making the connection between the visual and textual information. Ask students to point to specific details in the image and match them with lines of text. For example, point to the portrait in the image and read aloud the line from the text: The man in the picture frame is Teta’s husband, my grandfather. This will prepare students to study both the image and the text throughout the Reading pages. Amplify Challenge students to use the supporting evidence organizer they created about their ancestor to write a full memoir, similar to the one on page 7. Encourage them to include sensory details to bring the memoir to life. They may also create a visual to support their memoir. Allow students to draw a picture, use a real photo, or create a graphic element on the computer to enrich their memoir. Remind them that it should be very clear how their visual supports their text. Encourage those who are willing to share their memoirs in pairs. My Grandmother Miriam Sultani Zughaib by Helen Zughaib This is Teta, my Lebanese grandmother. (Teta means “grandmother” in Arabic). She grew up in Syria and Lebanon and came to America after World War II. The man in the picture frame is Teta’s husband, my grandfather. When I was a child, I loved going to Teta’s house—it was so warm and always smelled delicious. Teta would pinch my cheek and say, “I love you, I love you, I love you!” Scraps of cloth, thread and yarn were everywhere. Teta was a wonderful seamstress. The clothes she made were beautiful and so unusual that you never knew what she would put together. I learned about colors and patterns from Teta. While we were knitting, she would share stories about her childhood. She was an educated woman, which was very unusual in those days. She often advised me to “put education in your heart, not boys!” Well, thanks to you, Teta, I put art in my heart, too. 1 2 A Use these ideas or ideas of your own to complete a supporting evidence organizer. • Teta was from Lebanon. • Teta inspired Helen to be educated and creative. • educated, education, color, pattern, art, knitting • Teta made colorful clothes. • The painting shows colors and patterns. • “My Grandmother, Miriam Sultani Zughaib” by Helen Zughaib PRACTICE THE READING STRATEGY UNIT 1 7 BLC23_SE_LB_U01_004-007_BR.indd 7 8/30/21 11:58 AM Teacher’s Edition • UNIT 1 | 7
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