LESSON 19 TEACHER’S GUIDE Mysteries of the Phoenicians · LESSON 19 TEACHER’S GUIDE Mysteries of the Phoenicians by Bette Frisk ... Phoenicia’s city-states ﬂ ourished until

Number of Words: 2,047

L E S S O N 1 9 T E A C H E R ’ S G U I D E

Mysteries of the Phoeniciansby Bette Frisk

Fountas-Pinnell Level ZInformational TextSelection SummarySailors, traders, resource experts, artisans: These were the Phoenicians, whose Mediterranean crossroads location made their ports the envy of nearby civilizations. Emerging around 1220 B.C.E., Phoenicia’s city-states fl ourished until raids by Persians, Greeks, and others devastated the countryside, leaving scarce artifacts for today’s scientists to ponder the mysteries of this once-great culture.

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Characteristics of the Text Genre • Informational text

Text Structure • Third-person narrative in short sections with headings and subheadings • Bulleted questions help readers focus on what they will learn from the text.

Content • Phoenicians • Rise and fall of an ancient civilization• Ancient trade and record-keeping

Themes and Ideas • Geographic location and resources affect the development of a civilization.• Many confl icts and wars are waged for economic reasons.• To be successful, use your available resources wisely.

Language and Literary Features

• Sensory and metaphoric language: rich reddish-purple; As Egypt grew, Canaan bowed to its terms of trade.

• Analogy: store location to location of PhoeniciaSentence Complexity • Frequent appositional phrases set off with commas

• Many complex sentences• Dashes and exclamations

Vocabulary • Many names of ancient peoples and places: Carthage, MaltaWords • Many challenging multisyllable words: unprecedented, dominated, inevitably, demolished,

artifactsIllustrations • Photographs with captions, map, chart

Book and Print Features • Seventeen pages of text• Sidebars, timeline

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

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Expand Your Vocabulary

artisans – skilled manual workers or craftspeople, p. 7

ironically – in a manner contrary to what is expected, p. 18

mercenaries – soldiers hired for service in a foreign army, p. 11

papyrus – a writing material made from a tall, aquatic plant found in the Mediterranean, p. 4

terrain – the surface features or topography of an area of land, p. 8

Mysteries of the Phoenicians by Bette Frisk

Build BackgroundHelp students use their archaeology knowledge to visualize the selection. Build interest by asking a question such as the following: What object would you bury so people hundreds of years from now would know about you and your community? Read the title and author and talk about the cover illustration. Tell students that this selection is an informational text about Phoenicia, an important civilization that died more than a thousand years ago.

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 little is known about this culture of traders and craftspeople, because few writings by Phoenicians themselves still exist. Suggested language: Look at the map on page 3. Why might Phoenicia’s location have encouraged trading and craft making?

Page 4: Explain that Phoenicians wrote on papyrus, or paper made from local plants. Ask: How does this suggest that the Phoenicians were a resourceful people?

Page 6–7: Look at the statue and read the caption. Explain that the statue was made by an ancient artisan. Ask: What does an artisan do?

Pages 8–9: Discuss the timeline on these pages with students. Phoenicia’s city-states were independent and very successful. Notice how other groups attacked Phoenicia during the period from 800 to 64 B.C.E. Ask: Why might these groups have wanted the Phoenicians’ territory?

Pages 12–13: Draw attention to the photo and caption on page 13. Explain that Romans destroyed the city of Carthage, including its famous library. Ask: Why do you think the author refers to Carthage as Phoenicia’s Jewel? What would make a city valuable to a culture?

Now go back to the beginning and read to learn more about the mighty and mysterious Phoenicians.

2 Lesson 19: Mysteries of the PhoeniciansGrade 6© Houghton Mifflin Harcourt Publishing Company

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ReadHave students read silently while you listen to individual students aloud. Support their understanding of the text as needed.

Remind students to use the Monitor/Clarify Strategy and to fi nd ways to fi gure out parts of the story that aren’t making sense.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the selection.Suggested language: What did you learn from the text about the rise and fall of cultures?

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

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

• The Phoenicians were successful sailors, traders, and artisans who used their resources wisely.

• Phoenicia’s ancient, independent city-states fl ourished.

• The easy-to-use Phoenician alphabet was modifi ed for use by other groups of people.

• Wise use of available resources contributes to success.

• Sometimes others envy your prosperity and success.

• A written language is a trait of a developed culture.

• The author’s tone indicates her admiration for the Phoenicians.

• The captions add useful information.

• The author includes many details about Phoenician culture to support the idea that the culture was highly developed and successful.

© 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. Remind

them to read phrases, rather than individual words, for a more natural tone that expresses the author’s meaning.

• 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 many English words come from Latin roots. For example, the word artisan (page 7) is formed from the Latin word ars, or art. Other forms of this Latin word, such as artis (meaning “of the art” or “art’s”) and artire (meaning “to instruct in the arts”) are even closer to the English word in structure.



Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 19.9.

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

Target Comprehension SkillCause and Effect

Target Comprehension Skill Remind students that they can use cause and effect to

connect events in a text. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:

Think Aloud

The text reveals that the Phoenicians’ wise use of local resources together with their location at the crossroads of the region caused the civilization to grow and prosper. Page 11 states that the frequent raids by enemies caused the Phoenicians to create colonies to the west. List these details as causes and effects in the Graphic Organizer.

Practice the SkillHave students share an example of another selection or text in which one or more factors cause the success of a character or group.

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 their personal knowledge to reach new understandings.

Assessment Prompts• What does the word biased mean in the sentence Much of what we know of the

Phoenicians comes from biased accounts written by their enemies?

• How would you describe the narrator’s tone in the second paragraph of the selection?

• What caused the Phoenician language to die out?



Critical ThinkingRead and answer the questions.

1. Think within the text Why did the Egyptian papyrus records survive

while the Phoenician records did not?

2. Think within the text What made Carthage wealthy?

3. Think beyond the text What effect did the Phoenician alphabet have

on the preservation of Greek culture?

4. Think about the text What do you think was the most important

reason the Phoenicians were successful and accomplished?

Making Connections Most of the Phoenician records were destroyed. Write a short record of what you think a day in the life of a Phoenician may have been like. Use details from the selection to illustrate your record.

Write your answer in your Reader’s Notebook.

Name Date

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

Lesson 19B L A C K L I N E M A S T E R 1 9 . 9

Mysteries of the PhoeniciansCritical Thinking

Grade 6, Unit 4: Treasures of the Ancient World11

The dry Egyptian climate helped preserve the papyrus. The Phoenician

climate was humid and probably caused the records to decay.

Silver from North Africa and southern Spain made Carthage

wealthy.

Possible responses shown.

The Phoenician alphabet was adopted by the Greeks and enabled

them to preserve their classical ideals and ideas of democracy.

The Phoenicians made good use of resources, were in a good

location, and were successful in trading.

19.09_6_246260RNLEAN_Crtl Thk.in11 11 12/17/09 6:40:34 PM

First Pass

English Language DevelopmentReading Support Have students listen to the audio or online recordings. Make sure the text matches the students’ reading level. Language and content should be accessible with regular teaching support.

Idioms The text includes many idioms that might be unfamiliar. Explain the meaning of expressions such as back on their feet and dusted themselves off (page 11).

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

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: What is the topic of the text?

Speaker 2: the Phoenicians

Speaker 1: When did the Phoenician civilization exist?

Speaker 2: from 1200 B.C.E. to 64 B.C.E.

Speaker 1: What kind of Phoenician soldiers entered the confl ict against Greece?

Speaker 2: mercenaries

Speaker 1: Why was the Phoenician alphabet popular?

Speaker 2: The alphabet was easier than other writing systems. It could be easily adapted to other languages.

Speaker 1: Why do few Phoenician writings exist today?

Speaker 2: Many writings were destroyed by fi re or damaged by humidity.

Speaker 1: How did Phoenicians benefi t from the Mediterranean Sea?

Speaker 2: Many of the foods in the Phoenicians’ diet came from the sea. The Phoenicians also traveled the sea to trade their goods and used their navy to protect colonies such as Carthage.



Name Date

Mysteries of the PhoeniciansThinking Beyond the Text

Think about the questions below. Then write your answer in two or three paragraphs.

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

On page 9, the narrator says: “Although Phoenicians shared a culture, they did not think of themselves as belonging to a nation.” What does this statement mean? How do you think their fate might have changed if Phoenicians had thought of themselves as a nation? Use details from the text to support your response.


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Critical ThinkingRead and answer the questions.

1. Think within the text Why did the Egyptian papyrus records survive

while the Phoenician records did not?

2. Think within the text What made Carthage wealthy?

3. Think beyond the text What effect did the Phoenician alphabet have

on the preservation of Greek culture?

4. Think about the text What do you think was the most important

reason the Phoenicians were successful and accomplished?

Making Connections Most of the Phoenician records were destroyed. Write a short record of what you think a day in the life of a Phoenician may have been like. Use details from the selection to illustrate your record.

Write your answer in your Reader’s Notebook.

Name Date Lesson 19

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

Mysteries of the PhoeniciansCritical Thinking



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Student Date Lesson 19

B L A C K L I N E M A S T E R 1 9 . 1 3

Running Record FormRunning Record Form

Mysteries of the Phoenicians LEVEL Z

Mysteries of the Phoenicians

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

cat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

2

3

The Phoenicians settled and colonized seaports and cities all

over the Mediterranean region. Goods made and traded by

Phoenicians have been found as far away as the British Isles.

Their unprecedented skills as sailors and merchants set the

Phoenicians apart from the traders that came before them.

Their reign over Mediterranean trade lasted for nearly one

thousand years.

Over time, the Phoenicians seemed to have faded from history.

Compared to other long-lived civilizations, we know little about

their culture or day-to-day life. We assume the culture was

advanced because they possessed writing. We don’t know

whether their leaders claimed to have divine powers.

Comments: Accuracy Rate (# words read

correctly/106 × 100)

%

Total Self- Corrections



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LESSON 19 TEACHER’S GUIDE Mysteries of the Phoenicians · LESSON 19 TEACHER’S GUIDE Mysteries of the Phoenicians by Bette Frisk ... Phoenicia’s city-states ﬂ ourished until