LESSON 23 TEACHER’S GUIDE Shoeshine Girl - …forms.hmhco.com/assets/pdf/journeys/grade/L23_shoeshine_girl_S.pdf · Shoeshine Girl by Marco Sienna Fountas-Pinnell Level S Historical

Number of Words: 1,731

L E S S O N 2 3 T E A C H E R ’ S G U I D E

Shoeshine Girlby Marco Sienna

Fountas-Pinnell Level SHistorical FictionSelection SummaryPia dresses up as a boy to take her brother’s place as a shoeshine boy during the Great Depression. She stands up for herself against bullies and meets Babe Ruth at Grand Central Terminal.

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Characteristics of the Text Genre • Historical fi ction

Text Structure • Third-person narrative organized in eight short chaptersContent • The Great Depression

• Shoeshine and newspaper boys in New York City • World Series and Babe Ruth • “Passing” as a boy

Themes and Ideas • Females can do the same jobs as males.• Verbally confronting a bully takes courage.• The Great Depression was also a diffi cult time for young people.

Language and Literary Features

• Vivid descriptions of setting and strong characterizations bring the story to life• Similes: the Great Depression had settled like a permanent shadow

Sentence Complexity • A mixture of short and complex sentences• Dashes and ellipses

Vocabulary • Words related to the historical era and baseball: breadline, World SeriesWords • Some challenging multisyllable words, such as elevated, warily, disguise

Illustrations • Sepia-toned illustrations with captionsBook and Print Features • Thirteen pages of text with illustrations on most pages

• Easy-to-read chapter headings© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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Target Vocabulary

confronting – facing something and challenging it, p. 6

contempt – disrespect and strong dislike for someone or something

exasperated – to be greatly annoyed or out of patience

implored – desperately asked for something, p. 3

intently – with concentration and attention to detail, p. 4

occupying – remaining somewhere and having control of it

scornfully – unworthy or contemptible, p. 8

strident – unpleasantly loud and harsh

subsided – became less intense or returned to normal levels

warily – cautiously and watchfully, p. 5

Shoeshine Girl Marco Sienna

Build BackgroundHelp students use their knowledge about the Great Depression, New York City, and baseball history to visualize the story. Build interest by asking a question such as the following: What do you know about Babe Ruth? Read the title and author and talk about the cover illustration. Note the eight chapter heads. Tell students that this book is historical fi ction so while the characters and events aren’t true, they are set in a real period of history.

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:

Pages 2–3: Explain that this is a book about a girl who works as a shoeshine “boy” in New York City during the Great Depression. Direct students to the chapter heading: “Hard Times.” Suggested language: In this chapter, we learn that Pia intends to take over her brother’s shoeshine job when he is too ill to work. On page 3, read the sentence with the highlighted word: “‘Pia, don’t do it,’ Vinny implored.” What does it mean to implore someone to do, or not do, something?

Pages 4–5: Have students look at the illustration on page 4. The text says Pia walks by a breadline with men waiting intently for food. Remind students that breadlines in which the government provided free food to people in need were a common sight during the Great Depression. Read the fourth sentence of paragraph 2 on page 5: “Trolleys, buses, cars, taxis, even horse-drawn carts turned the Square into a honking, squealing, roaring mass of non-stop motion.” The text says that Pia warily clutched her shoeshine kit as she fi rst entered busy Times Square. Ask: What is another word for warily?

Now turn back to the beginning of the book and read to fi nd out how Pia becomes a shoeshine boy in New York City.

2 Lesson 23: Shoeshine GirlGrade 6© Houghton Mifflin Harcourt Publishing Company


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 Analyze/Evaluate Strategy and to think carefully about the text and then to form an opinion about it.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the story. Suggested language: Did you think the plot of this story was realistic? 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

• Pia disguises herself as a shoeshine boy to earn money.

• After the World Series, Pia meets Babe Ruth and gets an autographed baseball.

• Pia’s parents agree to let her shine shoes at their friend’s stand.

• Pia is just as capable of shining shoes as her male counterparts.

• During the Great Depression, money was diffi cult to earn, so a child’s contribution from a job could be imperative for survival.

• Sepia illustrations offer additional insight into the text.

• The narrative of the text tells Pia’s story, and has a beginning, middle, and end.

• There is immediate strong confl ict in the opening chapter, which is resolved at the story’s end.

© 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 present a reader’s

theater. Ask them to read the dialogue with appropriate emotion, stressing the character’s strong feelings.

• 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 adding common suffi xes, such as –ed, –ly, and –ing to a word changes the meaning and creates a new word. Examples of this include picked, gruffl y, and gathering on page 6. Ask students to fi nd other words in the text that use these suffi xes.



Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 23.7.

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 Have students identify how events are related and how

one event causes another. Remind students that they can ask why something happened to determine the cause, and ask what happened to determine the effect. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:

Think Aloud

Pia gets an autographed baseball from Babe Ruth. Add that to the chart as a cause. The effect? Pia surprises her brother with the baseball to make him feel better.

Practice the SkillEncourage students to share their examples of another book that uses Cause and Effect to describe another character from a historical period.

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 confronting mean on page 6?

• What can you conclude about Pia’s character by the way she reacts to the bully on pages 6 and 7?

• The reader can predict at the end of the story that Pia will probably

___________________________________________________________________.



Critical ThinkingRead and answer the questions.

1. Think within the text Who promises to meet Pia at the subway

entrance in Times Square?

2. Think within the text What famous person does Pia meet in Grand

Central Station?

3. Think beyond the text Why do you think Pia’s brother, Vinny, begged

her not to shine shoes?

4. Think about the text How do you think Pia’s family felt after they

discovered the money she’d made and the autographed baseball?

Use the text to support your answer.

Making Connections Think of a time when you were not able to share something with a family member or friend. Write about this experience. Include details about how you resolved the situation.

Write your answer in your Reader’s Notebook.

Lesson 23B L A C K L I N E M A S T E R 2 3 . 7

Shoeshine GirlCritical Thinking

9Critical Thinking© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Grade 6, Unit 5: Taking Charge of Change

Name Date

Pia’s cousin Nick promises to meet her.

Pia meets Babe Ruth.

Vinny may have thought that Pia would not be welcome in the

shoeshine trade. He may have feared for her safety.

I think Pia’s family was proud of her accomplishments. I’m able to

tell this by her father’s willingness to try to fi nd a job for Pia.

Possible responses shown.

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English Language DevelopmentReading Support Pair advanced and intermediate readers to read the selection softly, or have students listen to the audio or online recordings. Remind them that Pia disguises herself as a boy to help earn money for her family.

Idioms The story includes some idioms that might be unfamiliar. Explain the meaning of expressions such as Are you nuts? (page 2) and keeps his nose clean (page 7).

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: Where did Pia meet her cousin Nick her fi rst day on the job?

Speaker 2: in Times Square

Speaker 1: How much money did Pia earn shining shoes?

Speaker 2: fi fty dollars

Speaker 1: What baseball teams were playing Game 3 of the World Series?

Speaker 2: Yankees and Cubs

Speaker 1: How did Pia’s father discover her secret job?

Speaker 2: He noticed the shoe polish stains on her hands.

Speaker 1: Why were men standing outside the Salvation Army center?

Speaker 2: They were waiting to receive boxes of food to feed their families.

Speaker 1: Why was Pia determined to face the bully, Mike Finnegan?

Speaker 2: She wanted to establish that she could shine shoes wherever she wished, and that a large boy would not intimidate her.



Name Date

Shoeshine Girl Thinking Beyond the Text

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

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

On page 14, Pia tells her father that she’ll only work at his friend’s shoeshine stand if she doesn’t have to disguise herself as a boy. Why would she refuse to dress up as a boy again? Do you think she’ll have difficulty getting accepted as New York’s first shoeshine girl? Why or why not? Support your writing with details from the text.


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Critical ThinkingRead and answer the questions.

1. Think within the text Who promises to meet Pia at the subway

entrance in Times Square?

2. Think within the text What famous person does Pia meet in Grand

Central Station?

3. Think beyond the text Why do you think Pia’s brother, Vinny, begged

her not to shine shoes?

4. Think about the text How do you think Pia’s family felt after they

discovered the money she’d made and the autographed baseball?

Use the text to support your answer.

Making Connections Think of a time when you were not able to share something with a family member or friend. Write about this experience. Include details about how you resolved the situation.

Write your answer in your Reader’s Notebook.


Lesson 23B L A C K L I N E M A S T E R 2 3 . 7

Shoeshine GirlCritical Thinking

Name Date


1414

473

Student Date Lesson 23

B L A C K L I N E M A S T E R 2 3 . 1 1

Shoeshine GirlRunning Record Form

Shoeshine Girl • LEVEL S

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

13 Pia gulped. Maybe it was time to spill the beans. Her father

shook his head while she told her story. “My daughter, a

shoeshine boy! Are you nuts, Pia?”

“I only wanted to help,” she said. She left the table and quickly

returned, showing her parents the money she had earned.

Then she put the baseball on the table. “And this is for you,

Vinny,” she said.

Vinny’s face lit up when he saw Babe Ruth’s autograph. For a

moment, he even seemed well again.

Comments: Accuracy Rate (# words read

correctly/85 × 100)

%

Total Self- Corrections



Documents

LESSON 23 TEACHER’S GUIDE Shoeshine Girl - …forms.hmhco.com/assets/pdf/journeys/grade/L23_shoeshine_girl_S.pdf · Shoeshine Girl by Marco Sienna Fountas-Pinnell Level S Historical