13 TEACHER’S GUIDE Timid Boy and Mama Bear: A Pueblo Legendforms.hmhco.com/assets/pdf/journeys/grade/L13... · Number of Words: 542 LESSON 13 TEACHER’S GUIDE Timid Boy and Mama

Number of Words: 542

L E S S O N 1 3 T E A C H E R ’ S G U I D E

Timid Boy and Mama Bear: A Pueblo Legend retold by Pleasant DeSpain

Fountas-Pinnell Level LLegendSelection SummaryBecause his older brother will not teach him how to play with the village children, Timid Boy seeks out Mama Bear’s cubs to play and stay with. Worried Older Brother searches for him and uses honey to trick the bears so that he can bring his brother back home and fi nally teach him how to play, garnering the boy a new name—Bear Boy.

Characteristics of the Text Genre • Legend

Text Structure • Third-person narrative has a simple, chronological plot.Content • Pueblo culture refl ected in setting, illustrations, character names, weapons (bow and

arrow), beliefs (Bears are our friends), and children’s activities (foot race, wrestling)• Bears: cubs’ playfulness, their love of honey

Themes and Ideas • Learning how to play is an important part of growing up.• Family members have responsibilities toward one another.• Animals should be valued and respected.

Language and Literary Features

• Storytelling language that is direct, somewhat formal, with just two contractions (p. 3).• As in many Native-American tales, humans and animals interact as equals.• Characters have descriptive names (Timid Boy, Older Brother, Bear Boy, Mama Bear).

Sentence Complexity • Mostly short sentences/paragraphs with only a few longer, complex sentences• Three sentence types are used: statements, exclamations, questions.• Dialogue is always split.

Vocabulary • Words related to animals (e.g., cubs), and the Pueblo culture/setting (e.g., pueblo)• Possibly unfamiliar words: timid, ignored, foot race, wrestle(d), and shaggy

Words • Many two-syllable words but few three-syllable ones: suddenly, decided, another.• Possible decoding challenges: wrestle(d), Pueblo village, worried, calm, promise

Illustrations • Realistic art supports the text and adds to understanding/appreciation of Pueblo culture.Book and Print Features • At least one illustration per page, captioned and sometimes including a label (character

identifi cation, place names, object names)© 2006. 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 Miffl in Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-30705-3 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09

If you have received these materials as examination copies free of charge, Houghton Miffl in 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.

3_307053_BL_LRTG_L13_Timid.indd 1 1/6/10 4:35:47 PM

Timid Boy and Mama Bear: A Pueblo Legend retold by Pleasant DeSpain

Build BackgroundUse students’ knowledge of games to build interest. What games do you like to play? What if no one ever taught you how to play games that everyone else knows? Read the title and author and discuss the cover illustration. Tell students that this is a Pueblo legend; the Pueblo are a Native-American people in New Mexico and Arizona. Remind them that a legend is a story that is passed down from one generation to another.

Introduce the TextGuide students through the text, noting important ideas and bringing in key vocabulary so that they can read the text successfully. Here are some suggestions:

Page 2: Explain that this Pueblo legend, or tale, tells a story about two brothers named Older Brother and Timid Boy. Draw attention to the illustration. Suggested language: The children are dressed in clothing the Pueblo people used to wear. Older Brother and Timid Boy are watching boys run a foot race. A timid person is afraid to do things, but Timid Boy is not afraid to play with the other children. He just doesn’t know how to play. His brother never taught him. Does this seem fair? Why or why not?

Page 4: Use the art to introduce the other main character. What kind of an animal is Timid Boy talking to? Her name is Mama Bear. While pausing in front of her cave, Timid Bear pleaded with her to let him play with her cubs. What is Timid Bear doing?

Page 5: Refer students to the illustration. Explain that Timid Boy learns how to play by wrestling with Mama Bear’s cubs. Does it look like he’s having fun? How can you tell?

Page 6: Draw attention to the illustration. Older Brother goes looking for him and this is what he sees. What would you think if you saw this scene?

Pages 8-9: Explain Older Brother’s trickery. Bears love honey. Older Brother leaves some for Mama Bear and her cubs. While they eat, he speaks fondly to his younger brother. How do you think he is feeling about his younger brother?

Now turn back to the beginning of the story and read to fi nd out how Timid Boy solves his problem.

examined – studiedfondly – in a loving or caring

way, p. 9mist – a fi ne spray

pausing – stopping briefl y, p. 3peak – n. the pointed top of

something

pleaded – made an urgent request, p. 4

rugged – rough and unevensteep – adj. very high, p. 3

Target Vocabulary

2 Lesson 13: Timid Boy and Mama Bear: A Pueblo Legend Grade 3© Houghton Mifflin Harcourt Publishing Company

3_307053_BL_LRTG_L13_Timid.indd 23_307053_BL_LRTG_L13_Timid.indd 2 7/28/09 4:46:41 PM7/28/09 4:46:41 PM

ReadHave students read Timid Boy and Mama Bear silently while you listen to individual students read. Support their problem solving and fl uency as needed.

Remind students to use the Analyze/Evaluate Strategy , to think about what they are reading and then form an opinion about it.

Discuss and Revisit the Text Personal ResponseEncourage students to share their personal responses to the text.Suggested language: How do you think Timid Boy feels at the end of the story? Why do you think that?

Ways of ThinkingAs you discuss the text, help students understand these points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• At fi rst, Timid Boy’s older brother would not teach him how to play Pueblo games.

• Timid Boy seeks out Mama Bear so he can teach himself by playing with her cubs.

• Older Brother uses trickery (honey) to get his brother away from the bears.

• After Older Brother teaches him to play, Timid Boy’s name is changed to Bear Boy.

• Family members need to take care of one another.

• Learning how to play games is an important part of learning to get along with others.

• Labeling people can be misleading.

• People can learn from animals.

• The author tries to make the story sound as if a storyteller is telling it.

• The illustrations help the reader see what life used to be like in a Pueblo village.

• While what happens between Timid Boy and the bears is fantasy, the author has the bears behave like real bears, never acting human.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices For Further Support• Fluency Invite students to choose a character’s speech from the text to read aloud,

demonstrating how to read dialogue. Remind them to pay attention to punctuation and to use their voices to show how the character would sound when speaking the words.

• 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. Remind students that longer words are sometimes formed by adding endings to base words. Demonstrate with these words from the text: older, younger, largest. For largest, review how a base word ending in silent –e has the –e dropped before adding endings starting with vowels, like –er and –est. Have students practice adding –er and –est to these words from the text: long, tall, calm, steep, smooth, new, and little.



Writing about ReadingCritical Thinking Have students complete the Critical thinking questions on BLM 13.7.

RespondingHave students complete the activities at the back of the book. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension Skill Compare and Contrast

Target Comprehension Skill Remind students that one way to think about

the characters in a story is to fi gure out how they are alike and different. Model, using a “Think Aloud” like this:

Think Aloud

This story is about two brothers. How are Timid Boy and Older Brother alike? One way they are alike is that they both like to play games. One way they are different is that Timid Boy doesn’t know how to play games and his brother does. Another way they are different is that Timid Boy wants to play with the bear cubs. He likes bears. That’s not how Older Brother feels about these animals.

Practice the SkillHave students write two or three sentences that tell how the main character changes from the beginning to the end of the story.

Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use what they know and their own experience to think about what the characters do and why they act as they do.

Assessment Prompts• What word on page 6 tells you that Older Brother cares about his little brother?

• From the way he acts around the bears, do you think Timid Boy is a good name for this character? Why or why not?

• What word would you use to describe the main character, now called Bear Boy, at the end of the story?



Read directions to students.

Critical ThinkingRead and answer the questions.

1. Think within the text At the beginning of the story,

how does Timid Boy’s brother treat him?

He ignores Timid Boy. He does not teach him how to win a foot race or how

to wrestle.

2. Think within the text When Timid Boy leaves

the village, what does he discover at the foot of the

mountain?

He discovers two bear cubs playing near a cave.

3. Think beyond the text When people are sad, they

sometimes turn to an animal, such as a dog or a cat, for

comfort. Why do you think they do this?

Possible response: Animals can make people feel loved and accepted.

4. Think about the text Timid Boy changes after his time

with the bears. How is he different from the way he used

to be?

Possible response: He is more outgoing and more interested in playing with other

children and having fun.

Making Connections Older Brother found a creative way to solve his problem with the bears. Have you read a story about someone solving a problem creatively? Write about one of these problems and how it was solved.

Write your answer in your Reader’s Notebook.

Critical Thinking© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Name Date

Grade 3, Unit 3: Learning Lessons9

Timid Boy and Mama Bear

Critical Thinking

Lesson 13B L A C K L I N E M A S T E R 1 3 . 7

3_246239RTXEAN_L11-15CT.indd Page Sec2:9 3/6/09 11:41:30 PM user-043 /Volumes/118/HS00117/work%0/indd%0/Critical_Thinking/3_246239RTXEAN_U03L11-15CT

English Language DevelopmentReading Support In Introduce the Text (p.2), use pictures, concrete objects, or demonstrations that will help students understand the concepts and ideas in the text. Don’t ask students to read any text they will not understand.

Cultural Support Students may not be familiar with bears or bear behavior. Use the illustrations on pp. 3–6 as you talk about bears’ love of honey; the dens/caves they live in; and bear-cub playfulness. But also stress that unlike Mama Bear, real mother bears are not friendly to people. They will hurt and even kill people to protect their cubs.

Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’ English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the student.

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: Who is this story about?

Speaker 2: Timid Boy

Speaker 1: What can’t he do?

Speaker 2:. play games

Speaker 1: Who teaches him?

Speaker 2: Mama Bear

Speaker 1: At fi rst, why doesn’t Timid Boy play with the children?

Speaker 2: Older Brother won’t teach him how to play.

Speaker 1: Why does he go to Mama Bear?

Speaker 2: to play with her cubs

Speaker 1: What does Older Brother do after he brings his brother back?

Speaker 2: He teaches him to play.

Speaker 1: At fi rst, Timid Boy doesn’t know how to play. What does he do to solve his problem? What does his brother then do to help him?

Speaker 2: Timid Boy goes to Mama Bear. He plays with her cubs. His brother searches for him, brings him back, and fi nally teaches him how to play.



Timid Boy and Mama BearThinking Beyond the Text

Think about the question below. Then write a paragraph that answers the questions.

Why do you think that Timid Boy got a new name at the end of the story? Do you think Bear Boy is a good name for him now? Why or why not? Use details from the story to support your opinions.

Name Date



Critical ThinkingRead and answer the questions.

1. Think within the text At the beginning of the story,

how does Timid Boy’s brother treat him?

2. Think within the text When Timid Boy leaves

the village, what does he discover at the foot of the

mountain?

3. Think beyond the text When people are sad, they

sometimes turn to an animal, such as a dog or a cat, for

comfort. Why do you think they do this?

4. Think about the text Timid Boy changes after his time

with the bears. How is he different from the way he used

to be?

Making Connections Older Brother found a creative way to solve his problem with the bears. Have you read a story about someone solving a problem creatively? Write about one of these problems and how it was solved.

Write your answer in your Reader’s Notebook.

Name Date


Critical Thinking

Lesson 13B L A C K L I N E M A S T E R 1 3 . 7



1414

109

Student Date Lesson 13

B L A C K L I N E M A S T E R 1 3 . 1 1

Running Record Form

Timid Boy and Mama Bear LEVEL L



Behavior Code Error

Read word correctly ✓cat 0

Repeated word, sentence, or phrase

®cat

0

Omission —cat 1

Behavior Code Error

Substitution cutcat 1

Self-corrects cut sccat 0

Insertion the

ˆcat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

3

4

Timid Boy left the village early one morning. He walked the

long path to the tall mountain.

Pausing at the foot of the mountain, he saw two bear cubs

playing near a cave. The cave was halfway up the steep trail.

Timid Boy climbed up the trail to the bear cubs.

“Don’t be scared, little ones,” he said. “I won’t hurt you.”

Suddenly the huge mother bear roared out of the cave.

Timid Boy took a big breath and pleaded his case.

“Please let me play with your children, Mama Bear,” he said. “I

have no friends in the village.”

Comments: Accuracy Rate (# words read correctly/100 ×

100)

%

Total Self- Corrections


Documents

13 TEACHER’S GUIDE Timid Boy and Mama Bear: A Pueblo Legendforms.hmhco.com/assets/pdf/journeys/grade/L13... · Number of Words: 542 LESSON 13 TEACHER’S GUIDE Timid Boy and Mama