UNIT 1 READING DIFFERENTIATED INSTRUCTION EXPLORE AND LEARN Scaffold After the first reading of My Ancestors, conduct an oral cloze reading of the article. Read the article out loud and leave out words and phrases. Pause after each omitted word and ask students (individually or as a group) to supply the missing word or phrase. Then, after each paragraph, have students work in pairs to restate the information. Listen in as students retell, providing more support as needed. Amplify Ask students to choose one pioneer that was discussed in class to do further research about. Explain that the pioneer can be either historical or current but should be a pioneer in an area that interests them. To provide structure to their research, provide the following questions and prompts. Then have students present the information they discover in small groups. ° Name of pioneer ° Biographical information (birth date and death date if applicable; birthplace) ° Accomplishments (Why is this person famous?) ° Why is this person a pioneer? ° Why does this person interest me? Reading: My Ancestors • Make predictions Ask a student to read aloud the title. Ask: Who is the author? Say: Point to his photo. Draw students’ attention to the painting. Ask several students to describe what they see. Then ask: Who do you think Stephen wrote about? Help students see that he wrote about three of his ancestors. • Read and comprehend literature Play the audio or read aloud the memoir as students read along silently. • Make connections Point out the quote included at the top. Ask: Why do you think Stephen included this quote? Do you agree with Stephen’s aunt? Do you think your ancestors’ lives are important to your life? • Use a glossary Confirm understanding of the glossary terms by asking questions. For example: Was Knoxville a big city when Pharoah went to live there? (No, he was one of the first people to live there.) If I ask you to tell me about your heritage, what information would you give? (Usually you tell where you or your ancestors came from.) • Determine the meaning of words and phrases in a text Draw attention to the phrase great-great-greatgrandfather. Elicit an explanation of the term or explain it by drawing a simple family tree on the board. Ask students if they can name their great-grandfather. Have students share with a partner how far back they can name their ancestors. Encourage them to sketch and label a family tree if possible. • Culture note Be aware that many cultures do not label relatives in this way to indicate removal from immediate family. Instead, a grandfather can be many generations prior. If time allows, invite students to share how this is noted in their cultures. • Identify key words Point out the highlighted word pioneer. Remind students that this is a vocabulary word they learned on page 5 and elicit its meaning. Ensure that students fully understand the meaning of pioneer. • Make connections Elicit examples of famous people who are pioneers. If they need prompting, provide examples such as Daniel Boone (an early American explorer), Yuri Gagarin (the first person in space), Neil Armstrong (the first person to walk on the moon), Wangari Maathai (an early environmentalist and first African woman to win the Nobel Peace Prize), or Mary Wollstonecraft (an early women’s rights advocate). After discussing pioneers, establish the definition of the word pioneer by asking students to reflect on what all of the people have in common. Ask students to share what they know about pioneers in small groups. Ask each group to identify one additional pioneer and explain why he or she is a pioneer. 10 UNIT 1 Honoring Our Ancestors BLC23_SE_LB_U01_008-017_RD.indd 10 8/30/21 11:28 AM 10 | Teacher’s Edition • UNIT 1
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