8
Number of Words: 537 LESSON 9 TEACHER’S GUIDE Puppets, Puppets, Puppets by Nomi J. Waldman Fountas-Pinnell Level K Nonfiction Selection Summary The selection gives a brief history of puppets and discusses types of puppets: hand, string, and rod puppets. The text notes that puppets today teach lessons on television and in classrooms. Then readers are urged to put on puppet shows of their own. 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 Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-30776-3 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 Mifflin 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. Characteristics of the Text Genre • Nonfiction Text Structure • Mix of expository and narrative text arranged under headings • Text pattern varies: sequence (history), classification (puppet types), how-to Content • Puppet shows • Kinds of puppets Themes and Ideas • Puppetry has been popular for thousands of years—to entertain and to teach. • Puppets have changed over time—how they look, are handled, and function. • Some puppets are easier to make/manipulate than others. Language and Literary Features • Many passages are in the present tense (p. 2, captions, pp. 6–10) but many are not. • Point-of-view is most third-person but occasionally second person you. Sentence Complexity • Vary from short to medium-length, with none over 11 words • Sentence types include statements, commands, and one exclamation (p. 10) • Commas used to set off words/clauses (pp. 5, 10), in series (p. 6); bulleted list introduced with colon (p. 6); one contraction (Let’s); a few possessives (puppet’s, its) Vocabulary • Puppetry terms that may be unfamiliar: puppeteer, marionettes, rod puppets Words • Many multisyllabic words with two 4-syllable words: marionette and television • A proper adjective used: Chinese • Decoding challenges: popular, figures, thousands, husband, puppeteer Illustrations • Color photographs support and supplement the text. Book and Print Features • Nine pages of text, each half-text and half-photo • Most photos with single-sentence caption; one in-text phonetic respelling (p. 7) © 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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Number of Words: 537

L E S S O N 9 T E A C H E R ’ S G U I D E

Puppets, Puppets, Puppetsby Nomi J. Waldman

Fountas-Pinnell Level KNonfictionSelection SummaryThe selection gives a brief history of puppets and discusses types of puppets: hand, string, and rod puppets. The text notes that puppets today teach lessons on television and in classrooms. Then readers are urged to put on puppet shows of their own.

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. 978-0-547-30776-3 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.

Characteristics of the Text Genre • Nonfi ction

Text Structure • Mix of expository and narrative text arranged under headings• Text pattern varies: sequence (history), classifi cation (puppet types), how-to

Content • Puppet shows• Kinds of puppets

Themes and Ideas • Puppetry has been popular for thousands of years—to entertain and to teach.• Puppets have changed over time—how they look, are handled, and function.• Some puppets are easier to make/manipulate than others.

Language and Literary Features

• Many passages are in the present tense (p. 2, captions, pp. 6–10) but many are not.• Point-of-view is most third-person but occasionally second person you.

Sentence Complexity • Vary from short to medium-length, with none over 11 words• Sentence types include statements, commands, and one exclamation (p. 10)• Commas used to set off words/clauses (pp. 5, 10), in series (p. 6); bulleted list introduced

with colon (p. 6); one contraction (Let’s); a few possessives (puppet’s, its)Vocabulary • Puppetry terms that may be unfamiliar: puppeteer, marionettes, rod puppets

Words • Many multisyllabic words with two 4-syllable words: marionette and television• A proper adjective used: Chinese• Decoding challenges: popular, fi gures, thousands, husband, puppeteer

Illustrations • Color photographs support and supplement the text.Book and Print Features • Nine pages of text, each half-text and half-photo

• Most photos with single-sentence caption; one in-text phonetic respelling (p. 7)© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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Target Vocabulary

applause — clapping, p. 10blasted — made a sudden, loud

sound or movement, p. 5blurry — unclear, p. 2

familiar — something or someone that is known, p. 9

jerky — moving in sudden, uneven, or awkward ways, p. 7

rickety — shaky or likely to fall apart, p. 10

rude — not being polite, or having bad manners, p. 4

vacant — empty, p. 10

Puppets, Puppets, Puppets by Nomi J. Waldman

Build BackgroundUse students’ knowledge of puppets to build interest by asking questions such as these: Have you ever played with puppets or seen a puppet show? What did the puppets look like and how did they move? Read the title and author and talk about the cover.

Introduce the TextGuide students through the text, noting important ideas and nonfi ction features. Help with unfamiliar language so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions:

Page 2: Explain that this book is about puppets.Suggested language: The book says: Everyone loves puppet shows. Look at the photo. How does this audience feel about this show? How can you tell?

Page 3: Read the heading and discuss it. This part tells the history of puppets. The Chinese put on puppet shows long, long ago. Their puppets were like the one in the photo. How is that puppet different from puppets you’ve seen?

Page 4: Draw attention to the heading and photo. Turn to page 4. Punch and Judy are husband and wife puppets. Their show was started hundreds of years ago in Europe. These puppets are very rude to each other. What is one way they might be rude to each other? How do you think the audience reacts when they are acting rude?

Pages 6–7: Have students read the headings on these pages. How are these kinds of puppets different from each other? Point out the word marionette and its respelling. This is another word for a string puppet. The respelling helps you pronounce the word. It takes skill to make a marionette move smoothly rather than in a jerky way.

Pages 9–10: Draw attention to the photo. These days, viewers can see puppets on television. Name some puppets that are familiar characters on television shows. On page 10, the book describes how to put on a puppet show, suggesting you use a table that is not rickety. Why is that good advice?

Now turn back to the beginning and read to fi nd out about puppet shows.

2 Lesson 9: Puppets, Puppets, PuppetsGrade 3© Houghton Mifflin Harcourt Publishing Company

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

Remind students to use the Monitor/Clarify Strategy , fi nding ways to clear up what doesn’t make sense to them.

Discuss and Revisit the TextPersonal ResponseEncourage students to share their personal responses to the text. Suggested language: Would you want to put on a puppet show? Why or why not?

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

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

• Puppet shows began long ago in China.

• Punch-and-Judy shows were and still are popular.

• Types of puppets include hand, string, and rod puppets.

• Today, puppets are used on TV and in classrooms to teach lessons.

• Puppet shows have been a form of artistic entertainment for thousands of years.

• Puppets are universal in their appeal.

• Some puppets are easier to make and handle than others.

• Headings organize the text.

• Captions explain most photos.

• The author sometimes uses a second-person point of view to make readers part of the text.

• The author shows readers how to pronounce a long, unfamiliar word—marionette.

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

Choices for Further Support• Fluency Invite pairs of students to choose a passage to practice reading aloud to each

other. Remind pairs to listen carefully to one another and to give suggestions to their partners for improving the reading so it is smoother and more accurate.

• 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. Review open- and closed-syllable division in vowel-consonant-vowel (VCV) words. Use ov/en (closed) and o/ver (open) as examples, comparing the o sound. Provide practice with these text words: silent, fi nish, even, shadow, fi gure, vacant. Divide and have students say each word, identifying the fi rst vowel sound as short or long.

3 Lesson 9: Puppets, Puppets, PuppetsGrade 3© Houghton Mifflin Harcourt Publishing Company

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Writing about ReadingVocabulary PracticeHave students complete the Vocabulary questions on BLM 9.1.

RespondingHave students complete the vocabulary activities on page 11. Remind them to answer the Word Teaser on p. 12. (Answer: blasted)

Reading Nonfi ctionNonfiction Features: Headings and Text Clues Remind students that authors may arrange the information in a nonfi ction book under headings to help readers understand and remember what they read. Use the heading on p. 3 (Puppet Tales) as an example, pointing out that this section tells about the history of puppets. Have students use the other headings to recall and tell what each of the other sections is about.

Also point out that when authors are talking about the present and past, they often include clue words to help the reader know when something is happening. Point out the words still and today in the caption on p. 3, and have students decide whether this caption tells about the present or the past. Make two columns on the board with the labels In the Past and In the Present. Then have students search through pages 3, 4, 5, and 9 to fi nd words or phrases that answer the question When? Have students decide into which columns on the board should each word or phrase be placed. Entries should include: thousands of years ago, hundreds of years ago, today, and still.

Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6.

Assessment Prompts• How does the word rude on page 4 help readers know how the puppets treat

each other?

• In the paragraph on page 10, what word means almost the same as empty?

• What is the paragraph on page 7 mainly about?

4 Lesson 9: Puppets, Puppets, PuppetsGrade 3© Houghton Mifflin Harcourt Publishing Company

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Read directions to students.

Target VocabularyFill in two more Examples and Non-examples for familiar. Then create your own Four-Square Maps for two of the remaining Target Vocabulary words.

familiarjerky

vacant

ricketyblurryrude

blastedapplause

Vocabulary

Definitionwell-known

Example

• your best friend

• your classroom

• your neighborhood

SentencePinocchio is a familiar puppet to many children.

Non-example

• streets of a new city

• a food you’ve never tried before

• a language you haven’t learned

familiar

Possible responses shown.

Name Date

Grade 3, Unit 2: Express Yourself3

Lesson 9B L A C K L I N E M A S T E R 9 . 1

Target Vocabulary© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Puppets, Puppets, Puppets

Target Vocabulary

3_246239RTXEAN_L06-10TV.indd Sec3:3 11/6/09 9:19:58 AM

First Pass

English Language DevelopmentReading Support Help students compose a group summary of Puppets, Puppets, Puppets that mentions the history of puppets (Chinese shadow puppets, Punch and Judy), kinds of puppets, how puppets are used today, and how to put on a puppet show.

Cognates Some of the target vocabulary can be linked to their Spanish counterparts: applause/aplausos, familiar/familiar, and rude/rudo.

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: What is the book about?

Speaker 2: puppets

Speaker 1: What do people do when they watch Punch and Judy?

Speaker 2: laugh

Speaker 1: Today, where can children watch puppets every day?

Speaker 2: on television

Speaker 1: Tell about Punch and Judy.

Speaker 2: The puppets are rude and act silly. They make people laugh.

Speaker 1: How does a puppeteer hold and handle a string puppet?

Speaker 2: He stands above the puppet and pulls its strings to make it move.

Speaker 1: How are puppets used on television and in classrooms?

Speaker 2: to teach lessons

Speaker 1: Tell two interesting facts you learned about puppets.

Speaker 2: (Answers will vary, but could include something about early Chinese shadow puppets, Punch and Judy, different kinds of puppets, how puppets are used today, and how to put on a puppet show.)

5 Lesson 9: Puppets, Puppets, PuppetsGrade 3© Houghton Mifflin Harcourt Publishing Company

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Name Date

Puppets, Puppets, PuppetsThinking Beyond the Text

Read the paragraph. Then write your letter below.

Imagine that your school is going to invite a group to put on a puppet show. Write a letter to the principal. Tell which kind of puppet show you think would be the most fun for students at your school. Use details from the book to support your opinion.

6 Lesson 9: Puppets, Puppets, PuppetsGrade 3© Houghton Mifflin Harcourt Publishing Company

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Target VocabularyFill in two more Examples and Non-examples for familiar. Then create your own Four-Square Maps for two of the remaining Target Vocabulary words.

familiarjerky

vacant

ricketyblurryrude

blastedapplause

Vocabulary

Definitionwell known

Example

• your best friend

SentencePinocchio is a familiar puppet to many children.

Non-example

• streets of a new city

familiar

Name Date Lesson 9

B L A C K L I N E M A S T E R 9 . 1

Puppets, Puppets, Puppets

Target Vocabulary

7 Lesson 9: Puppets, Puppets, PuppetsGrade 3© Houghton Mifflin Harcourt Publishing Company

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1414179

Student Date Lesson 9

B L A C K L I N E M A S T E R 9 . 2 3

Puppets, Puppets, Puppets

Running Record Form

Puppets, Puppets, Puppets • LEVEL K

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

3

The room goes dark and silent. Then suddenly, puppets

appear. The audience sits up. They listen to the story. They

laugh. Then their eyes turn blurry as the story becomes sad.

The show ends, and the people stand and cheer. Everyone

loves puppet shows.

Puppet shows have been popular for many years. People

in caves may have used their hands to make shadow figures.

These were the first puppet shows.

The Chinese put on puppet shows thousands of years ago.

They used shadow puppets made from dried animal skins.

They placed the puppets in front of a light.

Comments: Accuracy Rate (# words read

correctly/98 × 100)

%

Self-Correction Rate

(# errors + # Self-Corrections/ Self-Correction)

1:

8 Lesson 9: Puppets, Puppets, PuppetsGrade 3© Houghton Mifflin Harcourt Publishing Company

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