LESSON 2 TEACHER’S GUIDE Maud and Anne

Number of Words: 2,077

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

Maud and Anneby Patricia Ann Lynch

Fountas-Pinnell Level WBiographySelection SummaryAuthor Lucy Maud Montgomery’s trying childhood fi nds expression in Anne, Maud’s fi ctional orphan and the main character in seven of her 20 novels. Set in Maud and Anne’s beloved Prince Edward Island, the “Anne” novels capture many of Maud’s life experiences in a way that has captured readers for more than a century.

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Characteristics of the Text Genre • Biography

Text Structure • Narrative divided into nine brief chapters• Comparison/contrast of Maud’s and Anne’s lives• Details help the reader make inferences and predictions about characters

Content • Biographical information about L. M. “Maud” Montgomery (Anne of Green Gables)• Prince Edward Island, Canada• Pursuing a goal, Gratitude

Themes and Ideas • Help those who have helped you.• Follow your dream; Never give up.• Authors often draw upon real people and events for their writing.

Language and Literary Features

• Anne’s fl owery, dramatic language • Confl icts: problems in Maud’s and Anne’s lives caused by the death or desertion of

parents; Maud vs. grandparents’ strict rules; Anne and Gilbert • Setting: similarities between real and fi ctional Green Gables

Sentence Complexity • Primarily simple sentences with occasional complex sentences• Active and passive voice• Word series and compound verbs

Vocabulary • Names that might not be familiar: Cavendish, Ewen, Ontario, Saint-JeanWords • Multisyllable target vocabulary: contested, miraculous, scholastic

Illustrations • Maps and photos support and add interest to the text.Book and Print Features • Sixteen pages of text, including an illustrated Table of Contents

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

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Target Vocabulary

contested – questioned something’s accuracy or rightness, p. 15

culprit – someone who is guilty of doing something wrong, p. 11

deprived – having had something taken away, p. 5

employed – used to accomplish something, p. 6

grimly – in a stern or forbidding manner, p. 10

mentor – a wise advisor who helps a learner, p. 6

miraculous – amazing, extraordinary, p. 11

pursuit – the act of chasing after something, p. 6

scholastic – having to do with education and school, p. 15

tumult – a great, noisy, sometimes violent commotion, p. 5

Maud and Anne by Patricia Ann Lynch

Build BackgroundHelp students use their knowledge of books and authors to visualize the selection. Build interest by asking a question such as the following: If you based a book on your life, what details would you include? Read the title and author and talk about the cover photograph. Tell students that this selection is a biography of the author L. M. Montgomery, known as Maud. Ask students to discuss the kinds of information they would expect to fi nd in a biography about a writer.

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

Pages 2–3: Explain that this biography is about Maud Montgomery, author of Anne of Green Gables and other books. Point out the Table of Contents.

Page 5: Suggested language: Turn to page 5. After her mother died and her father moved away, young Maud lived with her grandparents. Read about her grandparents in sentence 2 in the last paragraph on page 5: They were not eager to deal with the tumult an active child would bring into their quiet lives. What kind of tumult would a small, active child bring?

Page 6: Explain that Maud had a teacher who became her mentor. Ask: How does a mentor help someone? She worked hard in pursuit of her dream of teaching. What other kinds of pursuits do you think young women were allowed at that time?

Page 11: Read the third sentence: “She was often the culprit in mischievous games.” Ask: What is a culprit? Do they get into trouble often?

Now turn back to the beginning and read to fi nd out how Maud shared her life with the world through her books.

2 Lesson 2: Maud and AnneGrade 6© Houghton Mifflin Harcourt Publishing Company

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

Remind students to use the Infer/Predict strategy and to use clues from the text to fi gure out what the author means or what might happen next.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the biography.Suggested language: How did Maud use events in her own life to entertain and teach her readers? Was her technique effective? 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

• Maud Montgomery grows up with her grandparents and becomes an author.

• In Maud’s books, she uses details from her own life to create characters, plot, and setting.

• Readers enjoy Maud’s books even years after her death.

• Help people who have given you help or shown you kindness.

• Authors should write about what they know.

• People can overcome diffi cult childhoods and achieve success.

• Details in the biography show how Maud’s and Anne’s lives are both the same and different.

• Maud’s language seems like everyday speech, while Anne’s language is fl owery and fancy.

• The timeline provides useful information.

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

Choices for Further Support• Fluency Invite students to participate in choral reading of a passage from the text.

Remind them to practice names of people and places before they read the passage to help them read more fl uently.

• 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 some word families are formed from words that share a common root word. For example, the word orphan on page 5 is a noun meaning “a child whose parent or parents have died.” The same word can also be a verb, meaning “to cause the death of someone’s parent or parents.” The word orphanage on page 10 comes from the same root word. The word orphanage is a noun meaning “an institution created to care for orphans.”


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Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 2.8.

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 SkillAuthor’s Purpose

Target Comprehension Skill Remind students that they can determine the author’s

purpose by looking at details the author chose to include in the biography. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:

Think Aloud

The biography tells how Maud Montgomery lived with her grandparents as a child. Then she did different jobs, married, and became a famous author. List these details to show that the author’s purpose is tell about the life of a real person—Maud Montgomery.

Practice the SkillHave students share an example of another selection in which the author’s purpose is to tell about the life of a real person.

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 is the author’s point of view on the subject of Maud Montgomery?

• On page 6, why is the last paragraph important to the book?

• On page 4, what does the word trying mean in the sentence It helped each pass through a trying childhood?


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Critical ThinkingRead and answer the questions.

1. Think within the text Why did L. M. Montgomery choose Prince

Edward Island as the setting for her novels?

2. Think about the text Name one way in which the author’s life was

similar to her character’s life.

3. Think beyond the text Do you think reading Anne of Green Gables

would make you want to visit Prince Edward Island? Why or why not?

4. Think within the text What clues does the author provide to explain

the continued popularity of Anne of Green Gables?

Making Connections If you were to write a book or story set in your hometown, what would you write about? List some details about your home and your experiences that you might use as the basis for a story.

Write your answer in your Reader’s Notebook.

Name Date

Maud and AnneCritical Thinking

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

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

Grade 6, Unit 1: Finding Your Voice10

She chose it because she grew up there and loved it.

Anne’s house was based on the author’s home.

Since L. M. Montgomery liked Prince Edward Island so much, she

Readers identify with Anne, the main character, who has many

adventures and mishaps but always resolves her problems and

learns from her experiences.

Possible responses shown.

makes it sound like a great place and tells the best things about it.

That would probably make me want to visit.

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First Pass

English Language DevelopmentReading Support Pair English-speaking and English language learners so that they can check their understanding with each other.

Cognates The text includes many cognates. Point out the English words and their Spanish equivalents: author (autor), island (isla), connect (conectar), and parallel (paralelo).

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: Whose life does the biography describe?

Speaker 2: Lucy Maud Montgomery

Speaker 1: Who raised Maud?

Speaker 2: her grandparents

Speaker 1: What was Maud’s fi rst book?

Speaker 2: Anne of Green Gables

Speaker 1: Why were Maud and Anne orphans?

Speaker 2: Maud’s mother died and her father moved away. Anne’s parents died.

Speaker 1: How are the real farm and the fi ctional farm different?

Speaker 2: The farms have different names.

Speaker 1: Why does Maud dislike her grandparents’ rules?

Speaker 2: The rules Maud’s grandparents made her obey made her different from other children. They gave her less freedom than other children had.



Name Date

Maud and AnneThinking Beyond the Text

Think about the questions 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 8, the text quotes Maud as saying: “the first, last, and middle lesson—‘Never give up!’” How does Maud show she learned this lesson? Do you think that this is wise advice? Why or why not? Support your answer with examples from your experience and from the book.



Critical ThinkingRead and answer the questions.

1. Think within the text Why did L. M. Montgomery choose Prince

Edward Island as the setting for her novels?

2. Think about the text Name one way in which the author’s life was

similar to her character’s life.

3. Think beyond the text Do you think reading Anne of Green Gables

would make you want to visit Prince Edward Island? Why or why not?

4. Think within the text What clues does the author provide to explain

the continued popularity of Anne of Green Gables?

Making Connections If you were to write a book or story set in your hometown, what would you write about? List some details about your home and your experiences that you might use as the basis for a story.

Write your answer in your Reader’s Notebook.


Name Date

Maud and AnneCritical Thinking

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


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Student Date Lesson 2

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

Maud and AnneRunning Record Form

Maud and Anne • LEVEL W

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

4

5

Maud Montgomery suffered two great losses early in her life.

Her mother, Clara Woolner Macneill, fell ill with tuberculosis

shortly after Maud’s birth. Maud’s father, Hugh John

Montgomery, took his family to live with Clara’s parents,

Alexander and Lucy Woolner Macneill. Their farm in Cavendish

became Maud’s new home.

Cavendish was a farming settlement some 24 miles from the

nearest town. Three families from Scotland had settled it in

1700. The Macneills were one of them. Clara died in her

parents’ Cavendish home when Maud was just 21 months old.

Comments: Accuracy Rate (# words read

correctly/90 × 100)

%

Total Self- Corrections



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LESSON 2 TEACHER’S GUIDE Maud and Anne