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Bộ sách Scott Foresman reading street gồm các quyển sau: 5.1.1 Learning from Ms Liang 5.1.2 The Challenges of Storm Chasing 5.1.3 Tobys Vacation 5.1.4 Famous Women Athletes 5.1.5 A Nation of Many Colors 5.2.1 Using Special Talents a 5.2.2 Holocaust Rescuers 5.2.3 The Gift 5.2.4 Habitats in Need of Help 5.2.5 Paul Revere and the American Revolution 5.3.1 The Story of Flight 5.3.2 Michelangelo and the Italian Renaissance 5.3.3 Searching for Dinosaurs 5.3.4 Legends of the Blues 5.3.5 Very Special Effects Computers in Filmmaking 5.4.1 Adventure to the New World 5.4.2 Everybody Wins The Story of Special Olympics 5.4.3 Changing to Survive Bird Adaptations 5.4.4 The New Kid at School 5.4.5 Strange Sports with Weird Gear 5.5.1 Double Play 5.5.2 Exploring With Science 5.5.3 Sailing the Stars 5.5.4 Journey Through The Earth 5.5.5 The United States Goes West 5.6.1 Life in the Sea 5.6.2 The Kudzu Invasion 5.6.3 The Golden Year 5.6.4 Train Wreck 5.6.5 Grandma Bettys Banjo
5.6.5 Grandma Betty’s Banjo SEQUENCE PRIOR KNOWLEDGE The author uses flashbacks to draw a comparison between a grandmother and grandaughter’s interest in music Students draw upon their prior knowledge of music and family relationships as they read about the positive effects of music and role models READ THE BOOK LESSON VOCABULARY STRATEGY SUPPORT: PRIOR KNOWLEDGE SUMMARY bass fidgety jammed secondhand clarinet forgetful nighttime INTRODUCE THE BOOK INTRODUCE THE TITLE AND AUTHOR Discuss with students the title and author of Grandma Betty’s Banjo Encourage students to comment on how the illustration on the cover relates to the title Ask students if the book is fiction or nonfiction BUILD BACKGROUND Arrange with your librarian to play an Elvis Presley recording or video for the class Encourage class discussion about students’ favorite types of music Ask the students if any of them are learning to play an instrument Discuss how different types of music make them feel PREVIEW/USE TEXT FEATURES Have students look at the chapter titles and the illustrations Encourage students to comment on what they think the story will be about Also ask students to predict the plot structure of the story SET PURPOSE Have students set a purpose for reading Their interest in finding out more about Grandma Betty and the girl on the front cover or in Grandma Betty’s banjo-playing experiences may guide this purpose Activating prior knowledge aids comprehension before, during, and after reading Model and review with students the three types of connections they can make for this reader: text-to-self—learning to play an instrument, text-to-world—listening to music, and text-totext—books about other musicians Remind students to also look at the illustrations to activate their prior knowledge COMPREHENSION QUESTIONS PAGES What does this sentence mean: “An idea began to grow in Mrs Tribula’s mind”? (An idea slowly developed in her mind.) PAGES 13–17 What was the sequence of events that led to Grandma getting a banjo? (Possible response: She started by playing the clarinet; she secretly taught herself to play the banjo; she played at a local music contest and amazed her parents; she played for a friend’s father who was so impressed that he gave her his banjo.) PAGE 18 Why were Mrs Tribula and Susan disappointed when Grandma Betty did not want to teach Susan to play the guitar? (Possible response: They missed hearing Grandma Betty play her banjo.) PAGE 23 How was Grandma Betty a positive influence over Susan? (Possible response: She inspired Susan to appreciate music and secondhand things.) 128 Grandma Betty’s Banjo 16917_LRD_TG_128-129 600 12/16/05 9:40:59 AM REVISIT THE BOOK READER RESPONSE Possible response: First: learned to read music; second: saw the Elvis Presley movie; third: heard her grandmother’s story; fourth: learned the guitar chords Responses will vary Possible response: The word is made up of second and hand Secondhand means that the person who now owns the item is the second person to have the item in their hands Possible response: The story is in chronological order with occasional flashbacks EXTEND UNDERSTANDING Have students discuss the theme of the story Remind them that the theme is the underlying meaning of the story Tell them that in this story, the theme is implied Ask students to brainstorm possible themes and write them down Then discuss each suggestion one at a time Ask students to evaluate each possible theme and look for places in the story that support it Wrap up the discussion when the class has derived a theme that is well supported by events in the story RESPONSE OPTIONS WRITING Have students parody a familiar song and write one original lyric and an original chorus Assist students as they try to find the rhythm and/or rhyming patterns of the familiar song Provide time for students to share their parodies with the class Encourage students to share music and musical instruments of their native culture Elicit class discussion of the importance of music in all cultures If resources allow, offer to play a recording of music from the students’ native country SOCIAL STUDIES CONNECTION Invite students to record an oral history Have students interview an elder member of their family or community about the kinds of music that were popular when they were young Skill Work TEACH/REVIEW VOCABULARY Have students find the meaning of vocabulary words by using context clues Ask them to begin with the word fidgety in the last paragraph of page 10 Ask students to say its meaning in their own words, then explain which context clues helped them understand the word Repeat for each vocabulary word TARGET SKILL AND STRATEGY SEQUENCE Describe a flashback as a situation where a character in story remembers an event in his or her past Flashbacks occur on pages 5, 6, and 13 Lead students to recognize that the chronological sequence of events in the story is interrupted at times by Grandma Betty recalling events when she was younger As students read, have them plot a time line to help them understand the order of events of Susan’s and Grandma Betty’s lives PRIOR KNOWLEDGE Remind students that when reading fiction, they can often draw on prior knowledge from a similar story they have read or their personal experiences Have students think about an elder person in their life Ask them if they share any interests or hobbies with this person, or whether this person influences them in some way As students read, have them think about their relationship with the elder person and notice similarities and differences between their experiences and the experiences of the characters in the story ADDITIONAL SKILL INSTRUCTION COMPARE AND CONTRAST After students read page 5, ask them if they see a comparison made by the author Lead students to recognize that Mrs Tribula is comparing Grandma Betty’s enthusiasm when she played a banjo to Susan’s enthusiasm as she listens to rock and roll Have them look for similarities and differences between Susan’s interest in music to Grandma Betty’s interest in music as they read Grandma Betty’s Banjo 16917_LRD_TG_128-129 601 129 12/16/05 9:41:01 AM Grandma Betty’s Banjo Name Sequence • Sequence refers to the order of events in both fiction and nonfiction Sequence can also refer to the steps in a process • Flashback is when a character remembers events from the past Flashbacks can also be in a sequence in the past and interrupt a sequence in the present or recent past Directions Reread the following sentences from Grandma Betty’s Banjo Then, decide if the sentences are a flashback or if they are about something that happened in the recent past Explain what clue words helped you decide It was a rainy Friday afternoon when Susan Tribula fell in love with Elvis Presley That night at dinner, Susan enthusiastically recounted everything she could remember about the Elvis movie That entire week, at the end of each school day, Susan raced home and immediately did her homework By the third time they met for a lesson, Mr Mike announced that he had an idea © Pearson Education Mrs Tribula remembered being about Susan’s age when a neighbor and friend of the family became quite ill 130 16917_LRD_TG_130_131 12/16/05 9:41:26 AM Grandma Betty’s Banjo Name Vocabulary Directions Synonyms are words that have similar meanings Draw a line to match the synonyms Check the Words You Know bass fidgety jammed secondhand nighttime squirmy fidgety night forgetful used secondhand played music jammed absentminded clarinet forgetful nighttime Directions Write a sentence using each of the words below clarinet bass © Pearson Education fidgety jammed 10 nighttime 131 16917_LRD_TG_130_131 12/16/05 9:41:28 AM ... music to Grandma Betty’s interest in music as they read Grandma Betty’s Banjo 16917_LRD _TG_ 128-129 601 129 12/16/05 9:41:01 AM Grandma Betty’s Banjo Name Sequence • Sequence refers to the order of... Grandma Betty’s enthusiasm when she played a banjo to Susan’s enthusiasm as she listens to rock and roll Have them look for similarities and differences between Susan’s interest in music to Grandma. .. when a neighbor and friend of the family became quite ill 130 16917_LRD _TG_ 130_131 12/16/05 9:41:26 AM Grandma Betty’s Banjo Name Vocabulary Directions Synonyms are words that have similar meanings