24 TEACHER’S GUIDE Gold for Chan Li - hmhco.comforms.hmhco.com/assets/pdf/journeys/grade/L24_gold_for...Number of Words: 2,648 LESSON 24 TEACHER’S GUIDE Gold for Chan Li by Grace

Number of Words: 2,648

L E S S O N 2 4 T E A C H E R ’ S G U I D E

Gold for Chan Liby Grace Wagner

Fountas-Pinnell Level THistorical FictionSelection SummaryChan Li travels from China to northern California to join his father in the 1850s gold fi elds. The boy uses his soup potto fi x soup to restore his father’s health. When passers-by lineup to purchase the soup, father and son realize they, too,have struck it rich—with their soup “pot of gold”!

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Characteristics of the Text Genre • Historical fi ction

Text Structure • Third-person limited narrative reveals thoughts of title character• Brief preface provides insight into historical setting of the story

Content • 1850s northern California: mining communities, Chinese immigrants• Riverboats and agriculture; learning a new language

Themes and Ideas • Challenges faced by nineteenth-century immigrants• Devotion and obedience to parents; the pain of prejudice• Using resources to solve problems; help and respect for others

Language and Literary Features

• Character interactions and dialogue provide insight into 1850s California and Chinese American culture.

• Sensory and fi gurative language: tangy, sturdy as an ox, Gold Mountain• Repetition to emphasize protagonist’s limited knowledge of English

Sentence Complexity • Frequent complex sentences with multiple dependent clauses• Some unfamiliar terms (monocle, queue)

Vocabulary • Slang (mate, kin, spuds)Words • Descriptive verbs: craned, pricked, surged, dodged, elbowed

• Past participle verb forms (crumpled, scrawled, discarded, piled)• Dashes, questions, italics

Illustrations • Colorful, realistic illustrations Book and Print Features • Seventeen pages of text with illustrations on most pages

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

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Target Vocabulary

balked – stopped and refused to go on, p. 7

beacon – something that acts as a guide or warning, p. 9

disadvantage – a situation that makes it harder to do something, p. 7

fared – how one performed or progressed, p. 13

lectured – to have given a long, serious scolding, p. 14

mishap – an unfortunate accident, p. 9

quaking – shivering or shaking, p. 5

rustling – a soft scratching or rubbing sound, p. 13

surged – to have moved with gathering force, p. 3

torment – mental or physical suffering, p. 12

Gold for Chan Li by Grace Wagner

Build BackgroundHelp students use their experience with the California gold rush to visualize the story. Build interest by asking a question such as the following: What would you do if you arrived alone in a strange country and didn’t speak the language? Tell students that this story is historical fi ction, a story whose characters and events are set in a real period of history. Although Chan Li was not a real person, boys and girls Chan Li’s age did travel from China to America in the 1850s, sometimes by themselves.

Introduce the TextGuide students through the text, noting important ideas and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions:

Page 3: Explain that the boy in the picture is Chan Li, the main character of the story, arriving alone in California. Suggested language: It looks like many people are waiting to leave the ship. Ask: What is Chan Li holding? Yes, he has a heavy iron cooking pot. What does this tell you about him?

Page 5: Draw attention to the illustration. Suggested language: What is Chan Li holding? Why might he carry this note with him? What do you think the problem of this story might be?

Pages 6-7: Have students look at the illustration on page 6. Then ask them to locate the sentence The captain balked on page 7. Balked means refused. Ask: Why might the riverboat captain balk at taking Chan Li up the river?

Pages 8–9: The text says that Chan Li thought Welcome to Gold Mountain as he climbed aboard the riverboat to head upriver. Ask: Why do you think Chinese immigrants called California “Gold Mountain”?

Now turn back to the beginning of the story and read to fi nd out what happens to Chan Li.

2 Lesson 24: Gold for Chan Li Grade 5© Houghton Mifflin Harcourt Publishing Company


ReadHave students read silently while you listen to individual students read aloud. Support their problem solving and fl uency as needed.

Remind students to use the Analyze/Evaluate Strategy and to look for important details about how Chan Li and his father dream of success during the California Gold Rush.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the story.Suggested language: Have you ever helped take care of someone when they were sick as Chan Li did? How did you feel after helping? How do you think Chin Li felt after helping his father?

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

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

• Chan Li arrives from China to join his dad in California.

• Chan Li works on a riverboat and receives produce in return.

• Chan Li fi xes soup for his father and the two start a profi table soup business.

• Courage and determination help people succeed.

• Sometimes parents need help from their children.

• People can accomplish great things when they use their gifts and resources.

• The setting is the historic California Gold Rush.

• The author uses the actions of the miners to teach readers about prejudice.

• The author includes details about Chinese herbs, cooking, and child-parent/child-elder relationships to describe Chinese culture.

© 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 passage from the text to read aloud as a reader’s

theater. Remind them to alternate dialogue naturally, and to use punctuation cues such as dashes, italics, and exclamations to give infl ection to their interpretation of the text.

• 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 syllables are single vowel sounds in words and morphemes are the smallest unit of meaning in a word. For example, the word extraordinary on page 17 has fi ve syllables (ex·traor·di·nar·y) but only two morphemes (extra and ordinary).



Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 24.8.

RespondingHave students complete the activities at the back of the book, using their Reader’s Notebook. Use the instructions below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension SkillCause and Effect

Target Comprehension Skill Remind students that cause and effect tells how

events are related and how one event causes another. Stories use cause and effect when characters respond to events in the plot. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:

Think Aloud

The mayor convinces the riverboat captain to take Chan Li to Sacramento. That’s a cause. The effect? Chan Li works on the riverboat and collects fruit and vegetables that are unfi t for sale.

Practice the SkillEncourage students to identify other examples of cause and effect in the story.

Writing Prompt: Thinking Beyond the TextHave students write a response to the writing prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings.

Assessment Prompts• Which sentences on page 7 support the idea that the mayor doesn’t really care about

Chan Li?

• What is the meaning of mishap on page 9?

• On page 12, when the old man tells Chan Li, “…I am sure your presence will do more to restore his health than my simple remedies can achieve,” he means________________________________________________________________.



Cause?

Cause?

Effect?

CauseChan Li makes a delicious soup.

19

RespondingTARGET SKILL Cause and Effect What hap-

pens after Chan Li makes soup? What effects does

it have on the miners? What effects does it have

on Chan Li and his father? Copy and complete the

chart below.

Write About It

Text to World Think of a new business in your

neighborhood that has been very successful. Write

a few paragraphs in which you describe the causes

of that success.

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Critical ThinkingRead and answer the questions.

1. Think within the text What city is Chan Li going to?

2. Think within the text How does Chan Li make money at Gold

Mountain?

3. Think beyond the text After reading about Chan Li’s soup

business, what do you think caused the streets of Sacramento to

become so busy?

4. Think about the text Why would Chan Jin’s wife say he was a

“rich, rich man” because he could hunt and fi sh while being at Gold

Mountain?

Making Connections Would you have wanted to go to Gold Mountain? Why or why not?

Write your answer in your Reader’s Notebook.

Gold for Chan LiCritical Thinking

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

Grade 5, Unit 5: Under Western Skies10

Lesson 24B L A C K L I N E M A S T E R 2 4 . 8

Name Date

Sacramento, California

He sells soup.

There were men who came to mine for gold, but there also had to

be people to sell these men the food and supplies they needed.

She might think that hunting and fi shing are hobbies, not hard

work.

Possible responses shown.

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First Pass

English Language DevelopmentReading Support Give English learners a “preview” of the text by holding a brief small-group discussion with them before reading the text with the entire group.

Cultural Support The story includes many details about Chinese and American cultures in the 1850s. With students, discuss the illustrations on pages 11 and 18. Ask students to describe visible differences between the cultures, such as clothing.

Oral Language Development

Check 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 the main character?

Speaker 2: Chan Li

Speaker 1: What is the name of Chan Li’s father?

Speaker 2: Chan Jin

Speaker 1: Why did Chan Li’s father go to California?

Speaker 2: to fi nd gold

Speaker 1: Why does the mayor help Chan Li fi nd room on a ship?

Speaker 2: The mayor does not want another little street beggar on his city’s streets.

Speaker 1: Why does Chan Li panic at fi rst on the riverboat?

Speaker 2: Chan Li is afraid that he is traveling back to China.

Speaker 1: Why is the fi rst miner’s soup purchase surprising?

Speaker 2: The miner’s purchase is surprising because he had earlier teased Chan Li.

Speaker 1: Why is Chan Li an unusual boy?

Speaker 2: Chan Li is brave, respectful, and he works hard.



Name Date

Gold for Chan LiThinking Beyond the Text

Think about the question below. Then write your answer in two paragraphs.

Remember that when you think beyond the text, you use your personal knowledge to reach new understandings.

On page 12, the elderly Chinese man tells Chan Li, “‘Chan Jin is a lucky man to have such a strong, loyal, and brave son following him to Gold Mountain.” Do you think Chan Jin is lucky? Why? What role does luck play in this story? Do the characters succeed because of luck, or for some other reason? Support your answer with details from the story.


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Gold for Chan LiCritical Thinking

Lesson 24B L A C K L I N E M A S T E R 2 4 . 8

Name Date


Critical ThinkingRead and answer the questions.

1. Think within the text What city is Chan Li going to?

2. Think within the text How does Chan Li make money at Gold

Mountain?

3. Think beyond the text After reading about Chan Li’s soup

business, what do you think caused the streets of Sacramento to

become so busy?

4. Think about the text Why would Chan Jin’s wife say he was a

“rich, rich man” because he could hunt and fi sh while being at Gold

Mountain?

Making Connections Would you have wanted to go to Gold Mountain? Why or why not?

Write your answer in your Reader’s Notebook.


Student Date Lesson 24

B L A C K L I N E M A S T E R 2 4 . 1 2

Gold for Chan LiRunning Record Form

Gold for Chan Li • LEVEL T

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

2 Chan Li watched impatiently as the deckhands secured the

ropes to the dock and moved the gangway into place. He had

been aboard the steamship for a long time, and now that his

journey was coming to an end, he was anxious to get on with

his life.

The fog that had followed his ship into port now swirled

between the points of land at the entrance to the bay. Beyond

the steamship, the sun was sinking, casting a warm light on

the surrounding hills. Chan Li could already see why his

countrymen called this place Gold Mountain.

Comments: Accuracy Rate (# words read

correctly/98 × 100)

%

Total Self- Corrections


1414

345

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24 TEACHER’S GUIDE Gold for Chan Li - hmhco.comforms.hmhco.com/assets/pdf/journeys/grade/L24_gold_for...Number of Words: 2,648 LESSON 24 TEACHER’S GUIDE Gold for Chan Li by Grace