9 teacher’s guide puppets, puppets, puppets -...
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Puppets, Puppets, Puppetsby Nomi J. Waldman
Fountas-Pinnell Level KNonfictionSelection SummaryThe selection gives a brief history of puppets and discusses types of puppets: hand, string, and rod puppets. The text notes that puppets today teach lessons on television and in classrooms. Then readers are urged to put on puppet shows of their own.
Copyright by Houghton Mifflin Harcourt Publishing Company
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Characteristics of the Text Genre Nonfi ction
Text Structure Mix of expository and narrative text arranged under headings Text pattern varies: sequence (history), classifi cation (puppet types), how-to
Content Puppet shows Kinds of puppets
Themes and Ideas Puppetry has been popular for thousands of yearsto entertain and to teach. Puppets have changed over timehow they look, are handled, and function. Some puppets are easier to make/manipulate than others.
Language and Literary Features
Many passages are in the present tense (p. 2, captions, pp. 610) but many are not. Point-of-view is most third-person but occasionally second person you.
Sentence Complexity Vary from short to medium-length, with none over 11 words Sentence types include statements, commands, and one exclamation (p. 10) Commas used to set off words/clauses (pp. 5, 10), in series (p. 6); bulleted list introduced
with colon (p. 6); one contraction (Lets); a few possessives (puppets, its)Vocabulary Puppetry terms that may be unfamiliar: puppeteer, marionettes, rod puppets
Words Many multisyllabic words with two 4-syllable words: marionette and television A proper adjective used: Chinese Decoding challenges: popular, fi gures, thousands, husband, puppeteer
Illustrations Color photographs support and supplement the text.Book and Print Features Nine pages of text, each half-text and half-photo
Most photos with single-sentence caption; one in-text phonetic respelling (p. 7) 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
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applause clapping, p. 10blasted made a sudden, loud
sound or movement, p. 5blurry unclear, p. 2
familiar something or someone that is known, p. 9
jerky moving in sudden, uneven, or awkward ways, p. 7
rickety shaky or likely to fall apart, p. 10
rude not being polite, or having bad manners, p. 4
vacant empty, p. 10
Puppets, Puppets, Puppets by Nomi J. WaldmanBuild BackgroundUse students knowledge of puppets to build interest by asking questions such as these: Have you ever played with puppets or seen a puppet show? What did the puppets look like and how did they move? Read the title and author and talk about the cover.
Introduce the TextGuide students through the text, noting important ideas and nonfi ction features. Help with unfamiliar language so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions:
Page 2: Explain that this book is about puppets.Suggested language: The book says: Everyone loves puppet shows. Look at the photo. How does this audience feel about this show? How can you tell?
Page 3: Read the heading and discuss it. This part tells the history of puppets. The Chinese put on puppet shows long, long ago. Their puppets were like the one in the photo. How is that puppet different from puppets youve seen?
Page 4: Draw attention to the heading and photo. Turn to page 4. Punch and Judy are husband and wife puppets. Their show was started hundreds of years ago in Europe. These puppets are very rude to each other. What is one way they might be rude to each other? How do you think the audience reacts when they are acting rude?
Pages 67: Have students read the headings on these pages. How are these kinds of puppets different from each other? Point out the word marionette and its respelling. This is another word for a string puppet. The respelling helps you pronounce the word. It takes skill to make a marionette move smoothly rather than in a jerky way.
Pages 910: Draw attention to the photo. These days, viewers can see puppets on television. Name some puppets that are familiar characters on television shows. On page 10, the book describes how to put on a puppet show, suggesting you use a table that is not rickety. Why is that good advice?
Now turn back to the beginning and read to fi nd out about puppet shows.
2 Lesson 9: Puppets, Puppets, PuppetsGrade 3 Houghton Mifflin Harcourt Publishing Company
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ReadHave students read Puppets, Puppets, Puppets silently while you listen to individual students read. Support their problem solving and fl uency as needed.
Remind students to use the Monitor/Clarify Strategy , fi nding ways to clear up what doesnt make sense to them.
Discuss and Revisit the TextPersonal ResponseEncourage students to share their personal responses to the text. Suggested language: Would you want to put on a puppet show? 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
Puppet shows began long ago in China.
Punch-and-Judy shows were and still are popular.
Types of puppets include hand, string, and rod puppets.
Today, puppets are used on TV and in classrooms to teach lessons.
Puppet shows have been a form of artistic entertainment for thousands of years.
Puppets are universal in their appeal.
Some puppets are easier to make and handle than others.
Headings organize the text.
Captions explain most photos.
The author sometimes uses a second-person point of view to make readers part of the text.
The author shows readers how to pronounce a long, unfamiliar wordmarionette.
2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Choices for Further Support Fluency Invite pairs of students to choose a passage to practice reading aloud to each
other. Remind pairs to listen carefully to one another and to give suggestions to their partners for improving the reading so it is smoother and more accurate.
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. Review open- and closed-syllable division in vowel-consonant-vowel (VCV) words. Use ov/en (closed) and o/ver (open) as examples, comparing the o sound. Provide practice with these text words: silent, fi nish, even, shadow, fi gure, vacant. Divide and have students say each word, identifying the fi rst vowel sound as short or long.
3 Lesson 9: Puppets, Puppets, PuppetsGrade 3 Houghton Mifflin Harcourt Publishing Company
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Writing about ReadingVocabulary PracticeHave students complete the Vocabulary questions on BLM 9.1.
RespondingHave students complete the vocabulary activities on page 11. Remind them to answer the Word Teaser on p. 12. (Answer: blasted)
Reading Nonfi ctionNonfiction Features: Headings and Text Clues Remind students that authors may arrange the information in a nonfi ction book under headings to help readers understand and remember what they read. Use the heading on p. 3 (Puppet Tales) as an example, pointing out that this section tells about the history of puppets. Have students use the other headings to recall and tell what each of the other sections is about.
Also point out that when authors are talking about the present and past, they often include clue words to help the reader know when something is happening. Point out the words still and today in the caption on p. 3, and have students decide whether this caption tells about the present or the past. Make two columns on the board with the labels In the Past and In the Present. Then have students search through pages 3, 4, 5, and 9 to fi nd words or phrases that answer the question When? Have students decide into which columns on the board should each word or ph