9 before the talkies -...

Number of Words: 402

L E S S O N 9 T E A C H E R ’ S G U I D E

Before the Talkiesby Bo Grayson

Fountas-Pinnell Level KRealistic FictionSelection SummaryJared and Sara are helping their granddad pack up for moving when Jared comes across an old movie poster of their great-granddad, who they learn was a silent-movie star. The children know nothing of silent movies, so Granddad sets up a projector and thoroughly entertains them with one of Great-Granddad’s old movies.

Characteristics of the Text Genre • Realistic fi ction

Text Structure • Third-person narrative• Organized chronologically• Story problem gradually revealed

Content • Packing up for a move/cleaning out the attic• Family relationships: granddad, great-granddad• Movies: silents vs. talkies, westerns

Themes and Ideas • Older family members can tell younger members about the past.• Movies from long ago were silent.

Language and Literary Features

• Conversational language that includes contractions, possessives, and text for a silent-movie caption

• Story is mostly advanced through dialogue.Sentence Complexity • A mix of short and complex sentences

• Hyphenated word: Great-Granddad.Vocabulary • Several movie and movie-related terms occur: talkies, movie poster, costume, movie star,

actors, silent movie, sound, projector, applause.• Idioms include talkies and round of applause.

Words • A few challenging multisyllabic words occur: rickety, suitcases, projector. Some words may be challenging to decode: suitcases, clothes, machine, picture, appeared, piano.

Illustrations • Realistic illustrations accompany story actions, one illustration per pageBook and Print Features • Nine pages of text

• Illustrations are captioned and some include labels.© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Before the Talkies Bo Grayson

Build BackgroundHelp students identify what is happening in the cover illustration and use it to build interest by asking questions such as: Have you ever seen a movie like this? What were the fi rst movies like? Read the title and author. Ask students what they think the title means. Tell students that this story is realistic fi ction, with characters that act like real people, but it also provides information about old movies. Let students know that they will learn what talkies are as they read the book.

Introduce the TextGuide students through the text, noting important ideas and vocabulary and helping them with unfamiliar language so that they will be able to read the text successfully. Below are some suggestions:

: Establish the characters’ relationships and the opening scene. Suggested language: Turn to page 2. Here is a picture of two children, Jared and Sarah, and their grandfather. Read the fi rst sentence: Granddad was moving to a new house and Jared and Sara were helping him pack. What does this tell you about the children?

Page 4: Identify the setting shift and focus on Jared’s actions: The children and Granddad go up to the attic at the top of the house to do more packing. Jared fi nds an old movie poster. Can you tell what is on the poster?

Page 7: Granddad explains that the movie poster shows his father, the children’s great-granddad, dressed like a cowboy. Granddad said: “Great-Granddad’s movies didn’t have sound. You couldn’t hear the actors talk. His movies were silent.” Why were the movies silent? What would that be like?

Page 9: Point out the old fi lm projector in the illustration. Granddad is showing the children one of Great-Granddad’s old movies. Old movies have to be shown on a projector. The pictures on the screen move in a jerky way, not like real life. Why were the old movies jerky?

Page 10: Read the caption: Sara and Jared gave Granddad a round of applause. What do you think he was doing while the children watched the movie?

Now turn back to the beginning of the book and read to fi nd out what Sara and Jared fi nd out about their Great-Granddad.

applause – clapping, p. 10blasted – made a sudden, loud

sound or movement, p. 4blurry – unclearfamiliar – something or someone

that is known

jerky – moving in sudden, uneven, or awkward ways, p. 9

rickety – shaky or likely to fall apart, p. 3

rude – not being polite, or having bad manners

vacant – empty

Target Vocabulary

2 Lesson 9: Before the TalkiesGrade 3© Houghton Mifflin Harcourt Publishing Company

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ReadHave students read Before the Talkies 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 anything in the story that doesn’t make sense to them.

Discuss and Revisit the Text Personal ResponseInvite students to share their personal responses to the text.Suggested language: Would you want to see a silent movie? 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

• Because Jared fi nds an old movie poster, he and his sister fi nd out that their great-granddad was a silent-movie star.

• “Talkies” are what Great-Granddad called the kind of movies seen today.

• When viewers watch a silent movie, they can’t hear the actors but sometimes they can read the words.

• Family members help and teach one another.

• Older family members can tell younger members about the past.

• The technology of fi lm-making has changed enormously.

• The author uses a realistic family story to tell about the history of movies in a fun way.

• The story is told mostly through dialogue that sounds like real people talking.

• The author includes lots of movie-related language to make the story more interesting.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for Further Support• Fluency Encourage students to pick an extended passage (pp. 5–6, p. 7, or p. 8) to do

as a Reader’s Theater, with different students speaking the words that Sara, Jared, and Granddad say, or (for p. 8) that Sara, Granddad, and the narrator say. Remind them to make their voices sound like the characters are having a real conversation.

• 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 longer words may be formed by adding the ending -ed to familiar words. Use words from the text to review the sounds for -ed (e.g., asked, opened, blasted). Have students practice adding -ed to story words pack, talk, watch, work, sound, and then reading the new words.



Writing about ReadingCritical Thinking Have students complete the Critical Thinking questions on BLM 9.7.

RespondingHave students complete the activities at the back of the book. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension Skill Cause and Effect

Target Comprehension Skill Remind students that one way to connect story events

is to see if one event causes other events to happen and to think about why this is so. Model, using this Think Aloud:

Think Aloud

Jared and Sara might not have found out about their great-granddad if Jared hadn’t found that old movie poster in the attic. Finding the poster was the cause. Learning about their great-granddad was the effect.

Practice the SkillHave students share an example of cause and effect in another story. Ask them to explain what happened (the effect) and what caused the effect.

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 what they know and their own experience to think about what the characters do and why they act as they do.

Assessment Prompts• In paragraph 2 on page 3, fi nd the word that means almost the same as shaky.

• Find a sentence at the end of the book that shows that Sara and Jared enjoyed watching Great-Granddad’s silent movie.

• What is paragraph 2 on page 9 mainly about?



Read directions to students.

Critical ThinkingRead and answer the questions.

1. Think within the text What does Jared fi nd while

helping Granddad pack?

He fi nds an old movie poster.

2. Think within the text Why do Sara and Jared give

Granddad a round of applause at the end of the story?

They give Granddad a round of applause because he shows the movie and

plays the piano to add to the kids’ enjoyment of it.

3. Think beyond the text Do you think Sara and Jared

will watch more movies like the one in the story?

Responses will vary.

4. Think about the text Why do you think the author told

a made-up story about old movies instead of writing an

informational text about these movies?

The author may have decided that by creating an interesting story,

readers would be more likely to learn “facts about silent movies.”

Making Connections In Before the Talkies, Sara and Jared learned about old movies. Think of something else from long ago. What did this object look like? How was it used?

Write your answer in your Reader’s Notebook.

Possible responses shown.

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

Name Date

Grade 3, Unit 2: Express Yourself9

Lesson 9B L A C K L I N E M A S T E R 9 . 7

Before the Talkies

Critical Thinking

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English Language DevelopmentReading Support Have students talk with a partner about what things Jared and Sara learned from Granddad and then share their ideas with the entire group.

Cultural Support Students may be unfamiliar with westerns, the silent-movie genre shown in Before the Talkies. Explain that westerns are popular movies about cowboys and take place in western North America. Explain that the word for cowboys in Spanish is vaqueros.

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 character do Jared and Sara help?

Speaker 2: Granddad

Speaker 1: Where does Jared fi nd the movie poster?

Speaker 2: in the attic

Speaker 1: Who is the star of the movie?

Speaker 2: Great-Granddad

Speaker 1: Why are Jared and Sara helping Granddad pack?

Speaker 2: He is moving to a new house.

Speaker 1: What does Jared fi nd in the attic?

Speaker 2: He fi nds an old movie poster.

Speaker 1: What kind of movie do Jared and Sara see?

Speaker 2: They see a silent movie.

Speaker 1: How does Jared happen to fi nd an old movie poster?

Speaker 2: He is helping Granddad pack up stuff in the attic. The poster is in an old box.

Speaker 1: How is the movie Jared and Sara see different from the movies you see in a theater?

Speaker 2: It is a silent movie. It is jerky. It is black and white. It is shown on a projector.



Before the TalkiesThinking Beyond the Text

Write a paragraph that answers the following questions:

One of the themes of this story is learning from older people. Jared and Sara learned something important about their great-grandfather when they discovered an old movie poster. Was this a good way for them to find out about their great-grandfather? Why? How would the story have been different if their grandfather had just told them about his father?

Name Date



Critical ThinkingRead and answer the questions.

1. Think within the text What does Jared fi nd while

helping Granddad pack?

2. Think within the text Why do Sara and Jared give

Granddad a round of applause at the end of the story?

3. Think beyond the text Do you think Sara and Jared

will watch more movies like the one in the story?

4. Think about the text Why do you think the author told

a made-up story about old movies instead of writing an

informational text about these movies?

Making Connections In Before the Talkies, Sara and Jared learned about old movies. Think of something else from long ago. What did this object look like? How was it used?

Write your answer in your Reader’s Notebook.

Name Date

Lesson 9B L A C K L I N E M A S T E R 9 . 7

Before the Talkies

Critical Thinking



1414

104

Student Date Lesson 9

B L A C K L I N E M A S T E R 9 . 1 1

Before the TalkiesRunning Record Form

Before the Talkies • LEVEL K

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

9

10

Granddad put the movie into a funny looking machine called a

projector. Then, he turned out the lights and turned on the

projector.

A jerky picture filled the wall. There was Great-Granddad. He

was talking, but there was no sound!

Then the words that Great-Granddad was saying appeared on

the screen for a few seconds.

“Get my horse!” the words read.

Granddad started playing a tune on his piano. The music went

along with the movie and made it more fun to watch.

At the end of the movie, Jared and Sara gave Granddad a big

round of applause.

Comments: Accuracy Rate (# words read correctly/101 ×

100)

%

Self-Correction Rate

(# errors + # Self-Corrections/ Self-Corrections)

1:



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