UNIT X UNIT 6 | 209 DIFFERENTIATED INSTRUCTION Scaffold Provide students with a storyboard template to track the story, including the introductory page and the events in the biographies. Ask students to draw images in their storyboard for the introduction. Then support them in writing a caption. Use the storyboard while reading the entire text to support students’ literal comprehension. Amplify Have students connect what they read on the first page to their understanding of the biography genre. Ask them to reread the biography descriptors on page 208 and predict the roles of the people who might have helped in the American Revolution. (people in the army, people who wrote the Declaration of Independence, British people who the colonists fought) Reading: Great Americans • Follow the instructional routine for reading. The following strategies are a sample routine. • Follow oral content Play the audio for page 209. Ask students to listen for a basic understanding of the narrative without looking at the written text. • Match oral to written words Replay the audio for page 209. This time ask students to read silently. Model how to use a finger or notecard to track the text. • Build oral fluency Replay the audio a final time, asking students to follow along in a whisper read and imitate intonation and phrasing. Repeat as necessary until students demonstrate confidence. Have students who have demonstrated proficiency read the page aloud together. • Identify historical setting Ask: Who knows what the land that is now the Unites States of America was before it was a country? Make sure students understand that at the time of the people in the biographies lived a small part of what is now the United States were thirteen different colonies of Britain. Look back at the map of the Thirteen Colonies on page 204 for students to appreciate the difference in size and highlight that some of the colonies have split into different states. (Virginia is now Virginia and West Virginia.) • Use a timeline Make a timeline on the board. Have students add dates and events to it as they read the text. • Understand genre Review the term independence with students. (to be free of someone or something that is controlling or restricting you) Remind students that in biographies we learn about things people did in the past that are still important to us today. Ask: Is helping a country become independent something that is important? • Connect to society Ask students to talk about how as they become older, they are more independent. Ask: Has school or your family given you more independence as you have gotten older? If so, how? (Yes, as we get older, we are more independent and can walk to the corner store during lunch to buy snacks.) • Check In Monitor comprehension Ask and answer the questions as a class. ANSWERS 1. The war started in 1775. It ended in 1783. 2. The Thirteen Colonies declared independence before the war ended, in 1776. PRACTICE EXPLORE AND LEARN GLOSSARY nation a country with its own government T he American Revolutionary War began in 1775. People in The Thirteen Colonies in North America wanted their independence from Britain. They formed the Continental Army, led by General George Washington. They declared independence in July of 1776. They called the new nation the United States of America. The Continental Army won the war in 1783. There were many important people during this time. These are the biographies of three of them. Great Americans by Natalie Pierce CHECK IN 1. Comprehension When did the war start? When did it end? 2. Sequence Did The Thirteen Colonies declare independence before or after the war ended? 209 UNIT 6 Great Americans UNIT 6 / READING
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