UNIT X UNIT 5 | 175 Reading • Draw conclusions Help students draw conclusions from text evidence. For example, say: Each son tries to save their father and the father wants to reward his sons. What does this show about how Anansi and his sons feel about each other? Help students understand that these actions show that people care about each other and want to help them or show their love. • Use context to determine connotation Say: There is more specific evidence that the father loves his sons. Remind students that words can have positive or negative connotations. Write reward on the board and ask students to point to the word in the text. Ask: Does reward have a positive or negative connotation here? Direct students to find a clue to the connotation in the text. (positive; clue: Anansi uses words with positive denotations to describe his feelings: marvelous, deserve, and fine) • Check In Ask and answer questions Give students time to summarize and to formulate answers for question 2. Ask volunteers to share their summaries and discuss answers as a class. Check comprehension for question 2 by having students gesture or pantomime definitions of gulp and capture. ANSWERS 1. See-Everything finds out where their father is, Road-Weaver weaved a road for them to get to him, River-Drinker drank the water so they could find the fish who swallowed him, Friend-of-Fish made the fish laugh and let Anansi go, Bird-Whistler whistled to Crow who let Anansi fall from her beak when she answered, and Pillow turned the ground soft for his father to land on. 2. gulping: swallowing large amounts of liquid at once; captured: caught or took prisoner PRACTICE DIFFERENTIATED INSTRUCTION Scaffold • Provide additional comprehensible input for the term reward. Clarify that this word can express an action and/or a thing that is received or given. Display several images illustrating each meaning. Say the word and have students echo you, paying attention to the identical pronunciation. Mix the images and display them one at a time, calling on students to identify each as an action or a thing. • Ask multilingual learners to share verb/noun words in their home languages. Direct them to write the words on the board and act out or illustrate meanings to provide comprehensible input for the class. Amplify Have students develop their response to question 2 by writing a short story using gulping and captured. Together, brainstorm situations in which the words would be used and the corresponding content vocabulary, and list them on the board. Give pairs a chance to discuss ideas before writing. The brothers ran toward their father. Before they could say a word to him, Crow flew down from the sky and captured Anansi in her beak. “Oh, no,” screamed the brothers. Then a beautiful whistle, coming from BirdWhistler, drowned out their voices. The whistle charmed Crow, who opened her beak to answer the call. Anansi dropped from the bird’s beak and began falling from the sky. “Someone help him,” the brothers shouted. Pillow was already scrambling to the spot where Anansi would fall. He turned the ground into the softest cushion ever made so Anansi would not get hurt. Anansi blinked at his sons. “What happened?” he asked. After he heard the whole story, Anansi said, “You are marvelous sons, indeed, and you deserve a fine reward.” CHECK IN 1. Summarize What does each brother do to help? 2. Use images and context to develop vocabulary What does gulping mean? What does captured mean? 175 UNIT 5 Anansi and His Six Sons UNIT 5 / READING
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