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L E S S O N 1 8 T E A C H E R ’ S G U I D E
B.B. Kingby Eryn Kline Rosenbaum
Fountas-Pinnell Level UBiographySelection SummaryEver since B. B. King was a young boy working on a plantation he wanted to be a musician. As a result of hard work, determination, and a passion for music, B. B. King became a blues legend who infl uenced the careers of other music greats such as Elvis Presley and John Lennon.
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 Miffl in Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-30919-4 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09
If you have received these materials as examination copies free of charge, Houghton Miffl in 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.
Characteristics of the Text Genre • Biography
Text Structure • Begins with an explanation of blues music • Temporal sequence of life events and accomplishments• Concludes with testimonies of musicians
Content • B.B. King’s early years and career • Blues music• Diabetes
Themes and Ideas • Love of music • Relationship between emotions and music
Language and Literary Features
• Some language used fi guratively (like a kid in a candy store, have a shot at fame, soaking up as much music as he could)
Sentence Complexity • Long sentences with verb phrases in a series• Many instances of direct quotes embedded in sentences
Vocabulary • Verbs related to singing: moans, wails• Terms related to the music world: blues, jazz, chords, disc jockey• Multiple-meaning words: stable, shot, rock
Words • Some multisyllable words that may be challenging such as passionate, gracious, Presidential, recognizable
• Compound words: sharecropper, lifestyle, homecoming, heartbreakingIllustrations • Photographs with captions
Book and Print Features • Section titles • Italics used for emphasis• Dashes and ellipses
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
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Target Vocabulary
background – a person’s past experience, training, and education, p. 10
career – a job that becomes important to a person’s life, p. 2
destruction – vast damage and ruin, p. 14
edition – a printing, or version, or a publication, p. 17
formula – a set of rules or steps to achieve a desired result, p. 7
household – people who live together in a residence form a household, p. 13
insights – ideas about the true nature of a situation, p. 15
publication – printed material offered for sale or distribution, p. 17
required – something that is necessary or called for, p. 10
uneventful – had nothing important or signifi cant taking place, p. 7
B.B. King by Eryn Kline Rosenbaum
Build BackgroundHelp students use their knowledge about music to visualize the text. Build interest by asking questions such as the following: What different styles of music have you heard? Have you ever heard of a style called “the blues”? What do you know about “the blues”? Read the title and author and talk about the cover photograph. Tell students that this text is a biography—the events in a person’s life are written by another person.
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 2–4: Explain that B. B. King is a blues musician and that “the blues” is a soulful style of music that expresses deep emotions.Suggested language: Turn to page 4. This is a photograph of sharecroppers, or tenant farmers, in the South in the early 1900s. What do you think sharecroppers might have to do with B.B. King and blues music?
Page 7: Draw students’ attention to the section title, “On the Air.” Think about musicians and their music. Ask: What do you think the phrase “on the air” means?
Page 10: Explain the sentence B. B. King’s growing career required a lot of work. Suggested Language: It might seem that a career in music would be lots of fun, but it requires a lot of hard work. What might be diffi cult about a music career?
Page 12: Direct students’ attention to the photograph of the head of a guitar on page 12. Ask: What details do you notice in this photograph?
Now turn back to the beginning of the biography and read about legendary blues musician, B.B. King.
2 Lesson 18: B.B. KingGrade 5© 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 Analyze/Evaluate Strategy , and to think carefully about the the text in order to form an opinion about it.
Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the biography.Suggested language: Were you surprised to learn that B.B. King was awarded the Presidential Medal of Freedom? What did you learn about him that might explain why he did receive this award?
Ways of ThinkingAs you discuss the text, help students understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• As a young boy, B.B. King (born Riley B. King) developed a passion for music, particularly “the blues.”
• B.B. King became a famous blues musician who inspires many famous musicians.
• B.B. King has diabetes and has learned to live with the disease.
• Music breaks down barriers between people.
• Music expresses emotions.
• The life of a professional musician often requires personal sacrifi ce.
• The section titles are clues to major events in B.B. King’s life.
• Information set in sidebar text boxes adds related details that do not belong in the main body of the text.
© 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. Remind them to group
words into meaningful units, or phrases. Point out that phrasing involves pausing at punctuation, such as periods, commas, and dashes, as well as places that do not have punctuation.
• 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 with Greek roots. Tell students that the Greek root auto means “self” and the Greek root graph means “write.” Point out the words autobiography on page 15 and autographed on page 17 and discuss how context and knowledge of Greek roots can help determine the meaning of these words.
3 Lesson 18: B.B. KingGrade 5© Houghton Mifflin Harcourt Publishing Company
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Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 18.8.
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 SkillFact and Opinion
Target Comprehension Skill Remind students that a fact can be proved. An opinion
cannot be proved. It is a statement that tells what someone feels or believes. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:
Think Aloud
The text states that Riley B. King was born in 1925. Look this up and see if it’s a true statement. Write that under “Facts.” The text says that B.B. King was one of the greatest blues musicians in the world. This is the author’s belief. It cannot be proved. Write that under “Opinions.” This separates fact from opinion.
Practice the SkillHave students share an example of another biography that includes both facts and opinions.
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• How does the author organize information on page 2?
• What words on page 5 help the reader understand what chords are?
• The text on page 11 is mainly about
________________________________________________________________.
4 Lesson 18: B.B. KingGrade 5© Houghton Mifflin Harcourt Publishing Company
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Fact Opinion
? B. B. had a great radio voice.
?
19
RespondingTARGET SKILL Fact and Opinion Think about
the facts and opinions the author gives about
B. B. King. Then copy the chart below. Add
complete facts and more opinions from the
biography to complete the chart.
Write About It
Text to Self B. B. King loves to play and sing the
blues. Think of an activity you enjoy. Write a few
paragraphs that tell a story showing how much you
enjoy the activity.
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Critical ThinkingRead and answer the questions.
1. Think within the text Why was B. B. King living alone as a little
boy, with no one to take care of him?
2. Think within the text What is “The Blues”?
3. Think beyond the text B. B. King became nationally famous when
he recorded his own version of Lowell Fulson’s “Three O’Clock Blues.”
Why do you think musicians might like to sing each other’s songs?
4. Think about the text Why does the author tell the reader Eric
Clapton’s opinion that B. B. King is the best blues guitarist in the
world?
Making Connections Many musicians respect B. B. King greatly. Who are your favorite musicians? Explain why you enjoy their music. Do you consider them an inspiration? Why or why not?
Write your answer in your Reader’s Notebook.
10
B. B. KingCritical Thinking
Critical Thinking© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
Lesson 18B L A C K L I N E M A S T E R 1 8 . 8
Name Date
Grade 5, Unit 4: What’s Your Story?
His mother and grandmother had both died.
It is a soulful, expressive American style of music that originated
from the African American experiences of pain and hardship.
It shows respect for musicians they like. They can also change
the song and play it in their own style.
It is an example of how respected B. B. King is by other musicians
and helps to explain why he has been so infl uential.
Possible responses shown.
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First Pass
English Language DevelopmentReading Support Check regularly on students’ oral reading to determine accuracy, fl uency, and comprehension.
Vocabulary The text includes some medical terms related to diabetes. Discuss the meaning of terms such as diabetes, blood sugar levels, blood samples, and stable.
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: What kind of music does B.B. King play?
Speaker 2: blues
Speaker 1: What is the name of B.B. King’s guitar?
Speaker 2: Lucille
Speaker 1: What disease does B.B. King have?
Speaker 2: diabetes
Speaker 1: What group of people developed the blues?
Speaker 2: Slaves developed the blues.
Speaker 1: How did B.B. King support himself while he was trying to become a musician?
Speaker 2: He drove a tractor on a farm.
Speaker 1: How did Lowell Fulson help B.B. King’s career?
Speaker 2: He let B.B. King record a version of his song, “Three O’ Clock Blues”. That was the song that made B.B. King famous.
B. B. King
5 Lesson 18: B.B. KingGrade 5© Houghton Mifflin Harcourt Publishing Company
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Name Date
B.B. KingThinking 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.
“The blues” were developed to express deep emotions. What emotions do you think this music expressed? Do you think this music is an effective way to express emotions? Why or why not?
6 Lesson 18: B.B. KingGrade 5© Houghton Mifflin Harcourt Publishing Company
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7 Lesson 18: B.B. KingGrade 5© Houghton Mifflin Harcourt Publishing Company
B. B. KingCritical Thinking
Lesson 18B L A C K L I N E M A S T E R 1 8 . 8
Name Date
Critical ThinkingRead and answer the questions.
1. Think within the text Why was B. B. King living alone as a little
boy, with no one to take care of him?
2. Think within the text What is “The Blues”?
3. Think beyond the text B. B. King became nationally famous when
he recorded his own version of Lowell Fulson’s “Three O’Clock Blues.”
Why do you think musicians might like to sing each other’s songs?
4. Think about the text Why does the author tell the reader Eric
Clapton’s opinion that B. B. King is the best blues guitarist in the
world?
Making Connections Many musicians respect B. B. King greatly. Who are your favorite musicians? Explain why you enjoy their music. Do you consider them an inspiration? Why or why not?
Write your answer in your Reader’s Notebook.
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1414
329
Student Date Lesson 18
B L A C K L I N E M A S T E R 1 8 . 1 2
B. B. KingRunning Record Form
B. B. King • LEVEL U
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
7 Still, he didn’t become famous. After a few uneventful months,
he decided that playing on Beale Street wasn’t the formula for
success he had hoped it would be. He also missed his wife and
felt guilty about leaving her—and about the damaged tractor.
He returned to Indianola.
Riley paid the farmer back for the tractor repairs and returned
to working on the plantation. He couldn’t forget his dream of
becoming a famous blues singer, though. He and his wife
moved to Memphis the next year, ready to try again. This time
he would have better luck. His great talent would soon be
recognized.
Comments: Accuracy Rate (# words read correctly/105 ×
100)
%
Total Self- Corrections
8 Lesson 18: B.B. KingGrade 5© Houghton Mifflin Harcourt Publishing Company
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