8 TEACHER’S GUIDE Guardian of the Everglades

Number of Words: 1,310

L E S S O N 8 T E A C H E R ’ S G U I D E

Guardian of the Evergladesby Phyllis Waterman

Fountas-Pinnell Level RNarrative NonfictionSelection SummaryMarjory Stoneman Douglas was considered the “Mother of the Everglades.” She worked the majority of her life trying to protect and preserve the Florida Everglades. Today, the area is protected as a National Park.

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Characteristics of the Text Genre • Narrative nonfi ction

Text Structure • Third-person narrative organized into eleven sections by subheadsContent • The life and work of Marjory Stoneman Douglas

• Wildlife in the Everglades• Preservation/National Parks

Themes and Ideas • Humans should preserve nature.• The Everglades is a unique region of the earth.• Individuals must fi ght for what they believe in.

Language and Literary Features

• Factual information

Sentence Complexity • A mix of short and complex sentences• Exclamations and questions• Multiple items in series

Vocabulary • Scientifi c terms: wetlands, swamp, water cycle Words • Multisyllable words: guardian, spectacular

Illustrations • Photographs with captionsBook and Print Features • Twelve pages of text with photographs on most pages

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

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Target Vocabulary

adapted – changed, p. 8attracted – have attention and

interest drawn to something conserving – use something

carefully, so it is not wasted

endangered – a group of animals or plants that are in danger of dying out, p. 8

guardians – people who protect or take care of others, p. 11

regulate – control or direct according to rules

responsibility – a duty or job, p. 3

restore – to return to an original state

unique – the only one of its kind, p. 2

vegetation – plant life in an area

Guardian of the Everglades by Phyllis Waterman

Build BackgroundHelp students use their knowledge of natural habitats to visualize the selection. Build interest by asking questions such as the following: Should people should help protect natural animal habitats? Why or why not? What are some ways that people can help? Read the title and author and talk about cover photograph. Note the section heads. Explain that this selection is about Marjory Stoneman Douglas and the Everglades, which is a National Park at the southern end of Florida.

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:

: Explain that this selection is about a woman who spent the majority of her life trying to save and preserve the Florida Everglades. Suggested language: Marjory Stoneman Douglas believed in trying to save special, or unique places. What might make a person or place unique?

Page 3: Marjory Stoneman Douglas believed that people had a responsibility to protect the wetlands and its wildlife. What kinds of actions can people take when they take responsibility?

Page 7: Tell students the Everglades are very important is because they contain a huge amount of water, which is necessary for the water cycle to function properly. The water cycle is what allows the earth to use and reuse water over and over again.

Pages 7–8: Point out that they will read about endangered animals. What might happen to an endangered animal if its habitat were to disappear?

Page 14: Have students look at the timeline. Ask: When did Marjory Stoneman Douglas publish a book? When did she begin working as a newspaper reporter?

Now turn back to the beginning of the selection to read about how Marjory Stoneman Douglas helped save the Florida Everglades.

2 Lesson 8: Guardian of the EvergladesGrade 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 text and to form an opinion about it.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the book. Suggested language: What is a cause that you believe in? What could you do to help bring attention to the cause? Why is it important for people to fi ght for people, animals, or places that can’t fi ght for themselves?

Ways of ThinkingAs you discuss the text, help students understand these points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• Marjory Stoneman Douglas believed the Florida Everglades should be saved.

• The Florida Everglades is a place like no other.

• The work of Marjory Stoneman Douglas helped save the Florida Everglades.

• People should be willing to fi ght for what they believe in.

• It is the responsibility of people to help take care of nature.

• There are many places on Earth that are unlike any other.

• The photographs help the reader visualize the places and people in the book.

• The author includes dates and a time line that help the reader understand the information provided in the book.

• The section heads help divide the text into a sequential order.

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

Choices for Further Support• Fluency Invite students to choose a passage from the selection to read aloud to one

another. Remind them to pay attention to their reading rate. Remind them to slow down when the text is diffi cult in order to better understand the information.

• 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. Explain to students that adjectives are used to describe. Adjectives help readers visualize the information more clearly. For example, on page 5, the text explains that Marjory had strong opinions about the Everglades. On page 9, Harry Truman described the Everglades as having spectacular plant and animal life. Ask students how these words help them visualize how Marjory felt about the Everglades. Have students look through the book for other examples of vivid adjectives.



Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 8.7.

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 SkillPersuasion

Target Comprehension Skill Remind students that persuasive text is used to make readers

think about a subject in a certain way. Model how to add details to the Graphic Organizer using a “Think Aloud” like the one below:

Think Aloud

The author uses vivid and powerful language along with photographs to try and persuade the reader to feel a certain way about the life and work of Marjory Stoneman Douglas. The author provides reasons why people should feel this way. After reading the text, it is possible to tell that the author felt that the work of Douglas was important. Write this in the chart. This is helpful for understanding the author’s goal in writing this selection.

Practice the SkillEncourage students to share their examples of another selection that uses persuasion to convince the reader to feel a certain way about a topic.

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• What can readers tell about Marjory Stoneman Douglas from reading this book?

• The main purpose of the book is to _______________________________________.

• What information from page 12 shows that Marjory Stoneman Douglas was an infl uential person?



Critical ThinkingRead and answer the questions.

1. Think within the text Where are the Everglades?

2. Think within the text How did Marjory Stoneman

Douglas persuade people to save the Everglades?

3. Think beyond the text Writing a book is one way to persuade

people to take action. What are other forms of persuasion that

could be used to convince people to protect wetlands?

4. Think about the text How does the author show her approval of

Marjory Stoneman Douglas’s actions to save the Everglades?

Making Connections What is a cause that you are passionate about? Why are you passionate about it?

Write your answer in your Reader’s Notebook.

Name Date

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

Grade 5, Unit 2: Wild Encounters9

Name Date

Lesson 8B L A C K L I N E M A S T E R 8 . 7

Guardian of the Everglades

Critical Thinking

southern Florida

She wrote a book explaining why the wetlands are so unique and

important.

Possible responses shown.

documentaries, editorials in newspapers or magazines, speeches

at special events, public service announcements, special websites

The author tells the highlights of her fi ght for the Everglades.

The heading “A Lifetime of Making a Difference” also shows her

approval.

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First Pass

English Language DevelopmentReading Support Give English learners a “preview” of the text by holding a brief small-group discussion with them before reading the text with the entire group.

Cognates The text includes many cognates. Point out the English words and their Spanish equivalents: adapt (adaptar), attract (atraer), guardian (guardián), regulate (regular), responsibility (responsabilidad), unique (único), and vegetation (vegetación).

Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’ English profi ciency. Speaker 1 is the teacher, Speaker 2 is the student.

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: Who is the selection about?

Speaker 2: Marjory Stoneman Douglas

Speaker 1: What did she want to save?

Speaker 2: Florida Everglades

Speaker 1: What was she given by President Clinton?

Speaker 2: a medal

Speaker 1: Why did Douglas want to save the Florida Everglades?

Speaker 2: She thought the Everglades were a unique place.

Speaker 1: What did people call Douglas?

Speaker 2: They called her either “Mother of the Everglades” or “Grandmother of the Everglades.”

Speaker 1: How did Douglas’s efforts help the Florida Everglades?

Speaker 2: Douglas’s efforts brought attention to the Everglades. Because of her work, the Everglades were turned into a National Park, which means that they can never be destroyed or harmed.



Name Date

Guardian of the EvergladesThinking Beyond the Text

Think about the questions below. Then write your answer in one to two paragraphs.

Remember that when you think beyond the text you use your personal knowledge to reach new understandings.

Marjory Stoneman Douglas spent most of her life fighting to help save the Florida Everglades. How did she help preserve the Everglades and the wildlife that lived there? Do you think her fight was worth the effort? Why or why not? If she were still alive today, what do you think she would be fighting for?



Critical ThinkingRead and answer the questions.

1. Think within the text Where are the Everglades?

2. Think within the text How did Marjory Stoneman

Douglas persuade people to save the Everglades?

3. Think beyond the text Writing a book is one way to persuade

people to take action. What are other forms of persuasion that

could be used to convince people to protect wetlands?

4. Think about the text How does the author show her approval of

Marjory Stoneman Douglas’s actions to save the Everglades?

Making Connections What is a cause that you are passionate about? Why are you passionate about it?

Write your answer in your Reader’s Notebook.

Name Date Name Date

Lesson 8B L A C K L I N E M A S T E R 8 . 7


Critical Thinking



1414

293

Student Date Lesson 8

B L A C K L I N E M A S T E R 8 . 1 1

Guardian of the Everglades LEVEL R Running Record Form



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

10 Marjory Stoneman Douglas had already done a lot for the

Everglades. But she wasn’t finished. By the 1950s, many farms

and towns had been built on South Florida’s wetlands. In heavy

rains, sometimes these places flooded. To stop the flooding,

people built many canals, levees, dams, and pump stations.

Marjory Stoneman Douglas wanted to limit building. She

wanted the wetlands to be preserved. So she went to public

meetings. She talked about people’s responsibility to nature.

She talked about how people were polluting water.

Not everyone agreed with her. One time, she was at a public

meeting.

Comments: Accuracy Rate (# words read

correctly/97 × 100)

%

Total Self- Corrections


8 TEACHER’S GUIDE Guardian of the Everglades

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