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1 LESSON 10 TEACHER S GUIDE by Ellen Persio Fountas-Pinnell Level X Informational Text Selection Summary The women of Gee s Bend have made quilts for generations, but their lives change after the quilts are discovered by an art collector. Now their quilts hang in museums. Number of Words: 2,900 Characteristics of the Text Genre Informational text Text Structure Underlying structures: compare and contrast Organized chronologically Content History of Gee s Bend quilts and quilting History of the town and people of Gee s Bend Themes and Ideas Hard work can lead to success. Quilting is an art that has been passed from generation to generation. Formal training is not required to create beautiful art. Language and Portions of the setting are distant in time and space from the reader. Literary Features Figurative language: like a fl ag, story of quilting zigzagged Sentence Complexity Complex sentences Sentences with parenthetical material Sentences with multiple items in a series Vocabulary Many longer descriptive words: infl uential, homespun, unexpected New vocabulary words readers must derive from context: vibrant, hesitated, deceased Technical vocabulary: asymmetrical, profi t, design Words Many multisyllable words: necessities, discouraged, sophisticated Many compound words: handmade, sharecropper, peanuts Illustrations Color photographs on many pages Book and Print Features Sentences continue over to the next page Table of contents, glossary, and timeline Text wraps around photographs Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. 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 Printed in the U.S.A 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. 6_308296_AL_LRTG_L10_GeesBendQuilts.indd 1 1/9/10 4:43:10 PM

2 by Ellen Persio Build Background Help students use their knowledge of quilts to visualize the story. Build interest by asking questions such as the following: Do you have a quilt at home? Did someone make it or was it bought at a store? Read the title and author and talk about the cover photograph. Tell students that the selection is informational text that gives facts and examples about history, quilts, and a group of quilters from a town in Alabama called Gee s Bend. Introduce the Text Guide 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 2: Have students look at the table of contents, and point out that the book includes a glossary (page 18) for help with some of the terms related to art, culture, and quilts. Page 3: Read the fi rst sentence. Explain that although this book may sound like a fairy tale, it is a true account of how a group of quilt makers surprised the world with their beautiful and sophisticated works of art. Page 4: Draw students attention to the last sentence on page: After the Civil War, the formerly enslaved people of Gee s Bend were free, but still tied to the land as sharecroppers. Ask: What is a sharecropper? With whom did a sharecropper have to share the crops? Pages 6 7: The text says that because of the relative isolation of Gee s Bend, the quilters were free to follow their own artistic instincts and quilting traditions. Locate the sentence with the word improvisation on page 7. Ask: What does it mean for a jazz musician to improvise? Page 9: The sidebar says that affluent American women used imported fabrics, which are materials from another country. Ask: Why might having imported fabrics be an option only for the affl uent? Now go back to the beginning and read to fi nd out about the quilters of Gee s Bend and how their work has made its way into major art museums. Expand Your Vocabulary activism the use of direct action in support of a cause, p. 11 affluent well-off financially, p. 9 triumphant victorious, p. 12 vintage characterized by excellence and enduring appeal; classic, p Lesson 10: 6_308296_AL_LRTG_L10_GeesBendQuilts.indd 2 11/5/09 2:58:18 PM

3 Read Have students read silently while you listen to individual students read aloud. Support their understanding of the text as needed. Remind students to use the Question Strategy and to think of questions as they read. Tell them to ask questions before they read the selection, as they read the selection, and after they read the selection. Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the text. Suggested language: How did you like the abstract designs of the Gee s Bend quilts? Have you ever seen quilts like the Gee s Bend quilts? Which designs caught your eye? Ways of Thinking As you discuss the text, help students understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text The women in Gee s Bend make quilts. An art collector discovers the quilts. The quilters tour and the quilts are in museums. Useful things can be art. Different cultures have many beautiful things to share. Hard work can lead to success Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The author includes many descriptions to help readers visualize the story. The author includes captions to help readers understand the photographs. The author presents the information in chronological order so that the reader can understand the history of the Gee s Bend quilters and their recent recognition. Choices for Further Support Fluency Invite students to choose a passage from the text for a readers theater that demonstrates phrased fl uent reading. Remind students to vary tone to emphasize the author s meaning as the narrative moves back and forth from the past to the present. 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 knowing commonly used prefi xes such as a- can be helpful in learning new words. The prefi x a- at the front of a word often means not. The word asymmetrical on page 8 means not symmetrical, or not exhibiting symmetry. Other words that use this prefi x in a similar manner include atypical and atonal. 3 Lesson 10: 6_308296_AL_LRTG_L10_GeesBendQuilts.indd 3 11/5/09 2:58:26 PM

4 Writing about Reading Have students complete the questions on BLM Responding Have 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 Skill Compare and Contrast Remind students that selections can describe two or more things by telling how they are alike and how they are different. Model how to add details to the Graphic Organizer, using a Think Aloud like the one below: Think Aloud The selection describes craft work and fine art. Look for similarities and differences on pages 15 and 16. Page 15 tells us that some people think that only paintings or sculptures are art. Page 16 tells us that the quilts are useful, but also have meaning. These details allow us to compare and contrast craft work and fine art. Practice the Skill Encourage students to share their examples of other texts that describe wonderful things that people make. Writing Prompt: Thinking Beyond the Text Have 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 understanding. Assessment Prompts The author probably wrote this selection to. What is the meaning of activism on page 11? What is the main idea of the second complete paragraph on page 15?. 4 Lesson 10: 6_308296_AL_LRTG_L10_GeesBendQuilts.indd 4 11/5/09 2:58:34 PM

5 English Language Development Reading Support Make sure the text matches the students reading level. Language and content should be accessible with regular teaching support. Vocabulary The story includes some art vocabulary that might be unfamiliar. Explain the meaning of expressions such as modern art and design. Oral Language Development Check student comprehension, using a dialogue that best matches your students English proficiency. Speaker 1 is the teacher, Speaker 2 is the student. Beginning/Early Intermediate Intermediate Early Advanced/ Advanced Speaker 1: What do the women in Gee s Bend make? Speaker 2: quilts Speaker 1: In what state is Gee s Bend? Speaker 2: Alabama Speaker 1: Where can people see the quilts? Speaker 2: in museums Speaker 1: Why did the women in Gee s Bend begin making quilts? Speaker 2: They made quilts to keep warm. Speaker 1: How did the women start selling the quilts? Speaker 2: An art collector discovered the quilts, and he helped the women sell them. Speaker 1: How did the art collector help the women? Speaker 2: He helped them find buyers for the quilts. Speaker 1: Why do people think the quilts are art? Speaker 2: The designs have underlying meanings and tell about a quilter s ideas, family, and personality. Name Date Lesson 10 BLACKLINE MASTER 10.9 Read and answer the questions. Possible responses shown. 1. Think within the text Why did the women of Gee s Bend originally create their own quilts? They were too poor and could not afford to buy quilts. 2. Think within the text What distinguished the community of Gee s Bend from other communities across the nation? Gee s Bend was one of the poorest communities. 3. Think beyond the text Do you believe the Gee s Bend quilters are artists? Why or why not? Yes, I believe the Gee s Bend quilters are talented artists. Just because they made the quilts to be used doesn t mean that the quilts aren t works of art. 4. Think about the text Compare and contrast the lives of the Gee s Bend quilters before and after they were discovered. Before they were discovered, the Gee s Bend quilters were very poor. After they were discovered they had the opportunity to sell their quilts, grow a business, and become successful. Making Connections Many artists, such as potters, rug makers, carpenters, and jewelry makers, create objects that are both beautiful and useful. Think of an artist whose work is both beautiful and useful. How does that person s work compare with the quilts by the Gee s Bend quilters? Write your answer in your Reader s Notebook.. All rights reserved. 11, Unit 2: Common Ground 5 Lesson 10: 6_308296_AL_LRTG_L10_GeesBendQuilts.indd 5 1/7/10 7:15:41 PM

6 Name Date Thinking 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 17, the author calls what the women do a labor of love because they do not make a lot of money, but they enjoy what they do. How can you tell that the quilters of Gee s Bend love what they do? Why are labors of love important? What other things do people do that might be considered labors of love? 6 Lesson 10: 6_308296_AL_LRTG_L10_GeesBendQuilts.indd 6 7/24/09 9:10:40 AM

7 Name Date Lesson 10 BLACKLINE MASTER 10.9 Read and answer the questions. 1. Think within the text Why did the women of Gee s Bend originally create their own quilts? 2. Think within the text What distinguished the community of Gee s Bend from other communities across the nation? 3. Think beyond the text Do you believe the Gee s Bend quilters are artists? Why or why not? 4. Think about the text Compare and contrast the lives of the Gee s Bend quilters before and after they were discovered. Making Connections Many artists, such as potters, rug makers, carpenters, and jewelry makers, create objects that are both beautiful and useful. Think of an artist whose work is both beautiful and useful. How does that person s work compare with the quilts by the Gee s Bend quilters? Write your answer in your Reader s Notebook. 7 Lesson 10: 6_308296_AL_LRTG_L10_GeesBendQuilts.indd 7 1/7/10 7:16:04 PM

8 Student Date Lesson 10 BLACKLINE MASTER LEVEL X Running Record Form page Selection Text Errors Self-Corrections 16 The first exhibit of the quilts, at the Museum of Fine Arts in Houston in 2002, was teeming with visitors. It even broke attendance records. The quilters then toured the country by bus. They gave talks and sang gospel songs in packed auditoriums, charming audiences with their honesty and warmth. Fortune followed fame. Critical acclaim for the quilts raised their value as artwork. Gee s Bend quilts began selling for as much as $20,000. Contract offers from major retail companies who wanted to license their designs poured in. Comments: Accuracy Rate (# words read correctly/87 100) % Total Self- Corrections Behavior Code Error Read word correctly cat 0 Repeated word, sentence, or phrase Omission cat 0 cat 1 Behavior Code Error Substitution cut cat 1 Self-corrects cut sc cat 0 Insertion the 1 Word told T 1 cat Lesson 10: 6_308296_AL_LRTG_L10_GeesBendQuilts.indd 8 7/24/09 9:10:41 AM

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