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THEME 5: Heroes

Selections

1 Happy Birthday, Dr. King!

2 Gloria Estefan

3 Lou Gehrig: TheLuckiest Man

Heroes

E N G L I S H L A N G U A G E D E V E L O P M E N T L E S S O N S F O RE N G L I S H L A N G U A G E D E V E L O P M E N T L E S S O N S F O R

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HeroesToday we are going to talk

about heroes. On the board, write the

heading Things Heroes Do. Have students dis-

cuss ways in which someone can be a hero.

For example, have students describe the way

a lifeguard sees a swimmer in trouble, jumps

in the water, and rescues the person.

After each student’s description,

have students summarize their

responses. Write them on the board. Use sim-

ple phrases such as saves people, helps peo-

ple, makes things better, faces danger, and

acts brave. Have students copy the chart onto

a sheet of paper.

Display the poem “How to Be a Hero.”

Listen and watch as I read this poem about

what a hero does. As you read the poem aloud, pantomime the poem’s actions.

Have students read the poem and do the motions with you.

People can be heroes when they ask for help. When

there is a big problem, you sometimes need to call the

police for help. Explain how to use 911 to ask for help. Have students role-play

calling 911. One student will be the operator, and the other will describe an

emergency situation. Repeat until all students have taken a turn. Have students

add calls 911 to their charts.

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Happy Birthday, Dr. King!

THEME 5: Heroes

Vocabularyhero, lifeguard, rescue, emergency, 911

Materials• chart paper• Picture-Word Cards

wallet, tire, fire(See Master ELL 5–3.)

What number doyou call when there isan emergency?

When someone isin trouble, what can ahero do? What issomething you mightsee a hero do?

Name someoneyou think is a hero.Why do you considerthat person a hero?

Name

Grade 4 Theme 5: Heroes Language Development ELL 5–1

How to Be a Hero

Master ELL 5–1 Happy Birthday, Dr. King!

Who is your hero? Draw your hero. Write your hero’s name and why he or she is your hero.

Return someone’s lost wallet. Help fix a flat tire.Spend time with a friend who’s sad.Help put out a fire. Stand up for what’s right.Always be fair.Every day do somethingTo show that you care.

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Get Set for ReadingCD-ROMHappy Birthday, Dr. King!

Education Placewww.eduplace.comHappy Birthday, Dr. King!

Audio CDHappy Birthday, Dr. King!Audio CD for Heroes

LANGUAGE DEVELOPMENT 20–25 MINUTES

Emergency!

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Get Set to ReadA Famous Bus Ride, pages 532–533

Turn to Anthology pages 532–533. We are going to read a story about a

hero named Martin Luther King, Jr. Who was Martin Luther King, Jr.? What

can you tell me about him? Write students’ responses on the board. If students

are not familiar with Dr. King, outline some of his accomplishments.

Point out the photograph on pages 532–533. Help students identify Dr. King, and

explain that the people are protesting peacefully. In the 1950s, African

American and white people were separated. These people don’t agree with

that; they are marching to show that they want this changed. Have students

discuss why it is more effective to have a peaceful protest than a violent protest.

Happy Birthday, Dr. King!Segment 1, pages 534–541

Lead students on a picture walk, using these prompts.

Page 537: Jamal is walking home from school. Describe his neighborhood.

What time of the year is it? How can you tell?

Page 538: What does Jamal have in his hand? Why might he be hiding it?

Page 539: Why do you think this photograph of Dr. King is included here?

Page 540: Do Jamal and Grandpa Joe look happy or sad? How can you tell?

What do you think they are talking about?

Prefixes and SuffixesA prefix is added to the beginning of a word and a suffix is added to the

end of a word. Both prefixes and suffixes change the meaning of the base

word. Draw a chart on the board with the headings Prefix or Suffix, Meaning,

and Examples. Fill in the first two columns with the prefixes re- (do again); dis-

(not, or the opposite of); and un- (not, or the opposite of). Then write these suf-

fixes and their meanings under the prefixes: -ness (condition of); -ment (condi-

tion of); -ful (full of); -less (without). Review the chart with students.

Say words that have a prefix or a suffix from this list, for example: reread, disap-

pear, unbelievable, happiness, enjoyment, joyful, careless. As you say each word,

have students decide which prefix or suffix the word contains. Write the word

in the Examples column. Have students explain the meaning of the word.

SELECTION 1: Happy Birthday, Dr. King! DAY 1

Skill ObjectiveStudents read and definewords with prefixes and suffixes.

Academic Language• prefix• suffix

LITERATURE FOCUS 10–20 MINUTES

SKILL FOCUS: STRUCTURAL ANALYSIS 10–15 MINUTES

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Civil RightsToday we will talk about civil rights. Ask students what they think the

term means.

Explain that the term civil rights means treating everyone fairly and by

the same rules. Read aloud the last half of Anthology page 541.

What was unfair about the laws in Alabama? Who did something to

change that?

Have students make up classroom rules, some fair, others

unfair. Give examples, such as Boys clean the classroom,

and girls get recess or You can’t join the club because you have blue eyes. Have

them say whether the rules are fair or unfair. Students should also suggest how to

change the unfair rules.

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Vocabularycivil rights, rules, laws

Materials• Anthology

THEME 5: Heroes

THEME 5/SELECTION 1: Happy Birthday, Dr. King!

Beginning/PreproductionSee Master ELL 5–1.

Have students choseone of the rules fromthe board. Have themwrite the rule on asheet of paper anddraw a picture repre-senting that rule.

Have students makeother fair and unfairrules for the class-room. Then have themdiscuss whether therules are fair or unfair.

Ask students to namethings that were unfairin the rules they madeup. Record students’responses on theboard. Have pairs of students use theinformation to writenew rules.

Display the poem and read itwith students, pantomimingthe actions. Ask: Which wordsdescribe the problems in thepoem? As students respond,underline wallet, flat tire, sad,and fire. Have students makea picture card for each wordand write the word on theback of the card. Havepartners practice saying thewords. Then have studentsput their picture cards inplace of the words in thepoem. Have students supplythe missing words as theyread the poem together.

LANGUAGE DEVELOPMENT 20–25 MINUTES

Classroom Rules

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Happy Birthday, Dr. King!Segment 2, pages 542–549

Lead students on a picture walk, using these prompts.

Page 542: Why is Rosa Parks with the policeman in this photograph?

Page 543: How many people are on the bus? Why might it be important that

the bus is empty? Why might Rosa Parks and the empty bus be connected?

Page 545: Describe what Jamal and his family are doing.

Page 546: Who is in this picture? How might his ideas influence Jamal?

Pages 548–549: What is Jamal’s class doing in the assembly?

Subject PronounsWrite these sentences on the board: Jamal was in trouble. Jamal got in a fight.

Jamal talked to his grandpa. Underline Jamal in each sentence. Instead of

using Jamal every time, what word can we use? He is used to refer to a boy or

a man. Have students read the sentences aloud, substituting the pronoun he.

Write the sentence Rosa Parks sat in the front of the bus. Underline Rosa

Parks. The word she can replace Rosa Parks. What would the new sen-

tence be? She refers to a girl or a woman.

Draw a T-chart on the board. In the left column write singular and plural noun

subjects; in the right column write the corresponding subject pronouns I, you, he,

she, it, we, you and they. Have students use the subject pronouns in a sentences.

SELECTION 1: Happy Birthday, Dr. King! DAY 20

Skill ObjectiveStudents identify and usesubject pronouns.

Academic Language• subject pronoun• singular• plural

Language Transfer SupportIn some languages, such asChinese, Japanese, Spanish,and Thai, pronouns can beomitted. Point out that this isnot the case in English.

English language learners mayhave difficulty distinguishingbetween he and she.Encourage students to answerquestions that have nounsubjects by responding withpronouns.

LITERATURE FOCUS 10–20 MINUTES

SKILL FOCUS: GRAMMAR 15–20 MINUTES

Say various noun sub-jects, such as the girl,my friend and I, orKelly and David. Havestudents identify thecorrect pronoun for thenoun subject.

Read aloud a sentencewith a noun subject.Have students repeatthe sentence, replac-ing the noun subjectwith a pronoun.

Ask students ques-tions using noun sub-jects. Have studentsrespond using subjectpronouns. Studentscan respond orally andthen in writing.

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EmotionsHave students read these sentences from Anthology page 542: “When African

Americans heard about her arrest, many of us stopped riding the buses. We

wanted to protest her arrest and get the same rights that white people had.”

Why did people stop riding buses? What feelings do you think

people had when they were treated unfairly? Name positive feelings

and feelings that are not positive.

List students’ responses on a word web like the one

shown. Have students discuss what each feeling means.

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THEME 5/SELECTION 1: Happy Birthday, Dr. King!

Have students point tothe word web. How do you feel whenyou fight with yourbrother? How do youfeel when you get an“A” in school?

How do you feelwhen someone sayssomething nice toyou? How do you feel when someonesays something unkind to you?

Have groups of stu-dents make up a shortskit in which somethinghappens to change theway the charactersfeel. Then ask theclass to describe theway the characters feltat the beginning of theskit and at the end ofthe skit.

Vocabularyemotions, feelings, happy,sad, proud, angry, excited,bored

Materials• Anthology• Picture-Word Cards

happy, sad, proud, angry,excited, bored(See Master ELL 5–3.)

LANGUAGE DEVELOPMENT 20–25 MINUTES

Beginning/PreproductionSee Master ELL 5–1.

Display the poem and havestudents read the first versechorally. Then ask: Whatmight a hero say in eachsituation? Discuss students’responses. After each line,add a sentence strip with anappropriate hero’s comment.For example, This is yours, Do you need help? Cheer up!and Everyone stand back!Have one group of studentsread the original lines whileanother group says the hero’s lines.

Web of Feelings

proudhappy

Feelings

sad

angry

bored

excited

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Dictionary: Prefixes re-, un-, and dis-Write the prefixes re-, un-, and dis- on the board. Review the meanings of

the prefixes with students: re- (again), un- (not; the opposite of), dis- (not; the

opposite of). Lead students in a discussion of how these prefixes change the

meaning of base words. Use the following words: view/review, comfortable/

uncomfortable, like/dislike. As you discuss the forms with prefixes, write

them on the board.

Say a list of words and have students identify whether the word has one of the

prefixes from the board. As you mention words with these prefixes, discuss their

meaning and write them on the board. Demonstrate that not every word that

begins with re-, un-, or dis- contains a prefix by including words such as read,

under, and disk.

Next, say base words, and have students form new words by combining them

with the prefixes. You might use write, zip, appear. Have students write the new

words under the appropriate headings: rewrite, unzip, disappear. Point out that

the base words can take some of the prefixes but not all of them. For example,

reappear and disappear are correct, but unappear is not.

SELECTION 1: Happy Birthday, Dr. King! DAY 30

Skill ObjectiveStudents identify and usewords with prefixes re-, un-,and dis-.

Academic Language• prefix

Materials• index cards

Write on the board:Marcos is not happy.He is ___. I do notagree with him. We___. Jana will write herreport again. She will___ it. Have studentsadd the appropriatebase word and prefix.

Write words with re-,un-, or dis- on indexcards. Cut the cardsso that the prefix is onone half of the cardand the base word ison the other. Mix upthe cards. Have stu-dents combine prefix-es and base words.

Give students two setsof index cards, onewith definitions writtenon them, for example,start again and theother with the match-ing word, in this caserestart. Have studentsmatch the definitionsand the words.

SKILL FOCUS: VOCABULARY 20–25 MINUTES

Leveled ReaderHeroesThank You, Sandra Cisnerosby Daniel SantacruzThis selection offers instructional support andpractice of strategies andskills at an easier readinglevel than the main selection.

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LawsIn the story we read, Jamal’s father and grandfather told him about a

time when people worked to change some unfair laws. Today we will talk

about laws.

Have students read these sentences from Anthology page 541: “First, we’d get

on at the front of the bus, pay our fare, and get off. Then we’d get back on

again at the rear of the bus. We didn’t like it, but that’s how things were. It

was the law.”

What is a law? What law did Grandpa Joe tell Jamal about? What

are some laws that we obey? List students’ responses on the board.

Discuss and further explain each law and any unfamiliar vocabulary.

Use the information from the list to make statements,

such as It is against the law to speed. There is a law

against stealing. Have students repeat each statement after you. Then have them

practice making similar statements to a partner. Discuss what happens if you

break a law.

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THEME 5/SELECTION 1: Happy Birthday, Dr. King!

Vocabularylaws, fair, unfair

Materials• Anthology• large sheet of paper• markers

Beginning/PreproductionSee Master ELL 5–1.

Write the poem on sentencestrips. Display the strips andhave students read the poemaloud. Give each line to a pairof students and have themdramatize the action line or akey word in their line. Thenhave the other students saythe line they think the pairacted out. When all the lineshave been guessed, have thepairs line up in the correctorder and act out the linesagain as the class reads thewhole poem.

Have students work ina group to make anillustrated posterabout the laws writtenon the board.

What do we callthe rules of our coun-try? Name somethingthat is against the law.

Match each studentwith a partner. Havestudents imagine thatone partner doesn’tknow the laws of thiscountry. Have theother partner explainsome of the laws ofthe country. Then havestudents switch roles.

LANGUAGE DEVELOPMENT 20–25 MINUTES

What Are the Laws?

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SELECTION 1: Happy Birthday, Dr. King! DAY 40

Master ELL 5–2

Strategies for Comprehensible Input Use the Selection

Summary and suggested strategies to support student comprehension.

Explain: African Americanan American whose ancestors, or family, originally came from Africa

Explain: boycottrefuse to use or buy something; done by an organized group as a protest

Show: peaceful protestsHave students look at the photograph on Anthology page 532. Explain that Dr. King and the other people are participating in a peaceful, or non-violent,protest against unfair laws.

Selection Review

ELL 5–2 Selection Summary Grade 4 Theme 5: Heroes

Name

Master ELL 5–2 Happy Birthday, Dr. King!

Happy Birthday, Dr. King!

Jamal and another boy got into a fight on the schoolbus. They both wanted to sit in the back of the bus. Jamalgot in trouble at school because he was fighting. The princi-pal sent a note home to his parents.

Jamal’s grandfather was upset about the fight. GrandpaJo explained how things were when he was growing up. Hewasn’t allowed to sit in the front of the bus, just because hewas African American. He always had to sit in the back.

Martin Luther King, Jr. didn’t think it was fair that peo-ple were separated by their color. He helped AfricanAmericans organize a boycott of the buses. It lasted formore than a year. Dr. King organized many other peacefulprotests. He wanted to change the unfair laws. A few yearslater, the laws were changed.

Jamal learned from his grandfather. He had an idea fora play. His class could perform the play at the school assem-bly, which celebrated of Dr. King’s birthday. Jamal’s play wasabout two boys who don’t understand Dr. King’s teachings.They fight over who gets to sit at the back of the bus. Theylearn that fighting is not the way to change things.

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Comprehension Questions for the Anthology Selection

1. Look at the illustration on pages 548–549. How does this picture show that

Jamal has learned from his grandfather? (Jamal is using what his grandfather

taught him to teach others. His play is about the bus boycott, which his grandfather

talked to him about.)

2. What was the cause of Rosa Parks getting arrested? (She broke the law that

said that African Americans have to sit in the back of the bus.)

3. What other information would you like to know about Dr. King? (Accept

varied answers. If possible, have students look at other sources to find answers to

their questions.)

Subject PronounsPass the Sentence Have students sit in a circle. On a sheet of paper, have each

student write a sentence, using a noun subject. Have the students pass their

pages clockwise. Students then rewrite the sentence received using a subject

pronoun and add a new sentence using a noun subject. Keep passing the pages

until students have written three sentences each.

LITERATURE FOCUS 10–20 MINUTES

SKILL FOCUS: GRAMMAR APPLICATION 10–15 MINUTES

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School AssembliesWe read about a boy whose class was going to perform at a

school assembly. Today we will talk about school assemblies. Read

aloud Anthology page 548.

What kind of performance does Jamal want his class to do at the assem-

bly? What other kinds of things do students do in a school program? Record

students’ responses on the board.

For each kind of performance, ask student to tell what equipment

they might need. They might want to have a speaker and include

music. Be sure they understand such terms as program, audience, speaker,

and microphone.

Have students plan a program for a school assembly. Write

the program on the board. List the parts of the program in

the order in which students think they should be performed. Next to each part

write the name of the student, class, or group who would do it.

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THEME 5: Heroes

THEME 5/SELECTION 1: Happy Birthday, Dr. King!

Would you like tosing at an assembly?Would you like todance? Would you like to be in a play?Have students draw a picture of them-selves performing atan assembly.

What would youlike to do in a schoolassembly? What partsof an assembly mightneed music?

Have students imaginethey have attended theassembly that theclass planned duringthe lesson. Ask students to describeeach part.

Vocabularyschool assemblies, performance, skit, program,audience, speaker, microphone

Materials• Anthology• crayons or markers

Beginning/PreproductionSee Master ELL 5–1.

Display the sentence stripversion of the poem from Day4 and have students read itchorally. Then turn over therhyming lines and put apicture or key word card inplace of the line. Havestudents say the poem again.If they need help rememberingone of the missing lines, saythe first few words of thatline. Then let students choosewhich of the remaining linesto turn over. Continue untilstudents can say all or mostof the poem from memory.

LANGUAGE DEVELOPMENT 20–25 MINUTES

Plan an Assembly

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Using FactsWrite the days of the week in random order. Then ask students how they could

organize the days logically. Introduce the term chronological. Have students say

the word with you. Say that chrono- is a prefix that means “time.” Have students

go to the board and rewrite the list in chronological order.

Next, ask students how they could describe a room. As they provide suggestions,

introduce the term spatial. Call attention to the word’s relation to the word

space. Talk about top to bottom, left to right, and so on. Have students describe

the classroom spatially.

Facts can also be listed in order of importance. Ask students to describe

the most important steps in doing a homework assignment. With the students,

brainstorm and then organize the list in order of importance.

Present several other lists of related facts. For example: a description of a

football field, a list of holidays, or a list of what to take on a trip. Have students

decide whether the facts should be organized chronologically, spatially, or in

order of importance.

SELECTION 1: Happy Birthday, Dr. King! DAY 50

Skill ObjectiveStudents use and organizefacts to improve their writing.

Academic Language• chronological • spatial

Have students make adrawing of their roomat home. Then askthem to describe theroom orally, using atop-to-bottom or left-to-right or vice-versadescription.

Have students work ina small group to findfive facts about theselection. Have themwrite the facts inchronological order.

Have students workwith partners to writefive to ten facts aboutthe selection in orderof importance.

SKILL FOCUS: WRITING 20–25 MINUTES

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MusiciansToday we are going to talk

about musicians. Display the poem

“A Sing-Along.” Listen and watch as I

read this poem about singing. As you read,

use motions such as beckoning someone to

come, conducting music at a slow pace and a

fast pace, clapping, stomping, snapping, and

swaying. Then have students read the poem

and do the motions with you.

What kinds

of musicians can

be in a band? Record students’ responses

on the board.

Have students act out statements

about various musicians, such as I am

a drummer. I play a drum. I am a singer. I

sing a song. I am the conductor. I help everyone keep time. Have other students

repeat the statements and imitate the actions. Then review by naming musicians

and having students pantomime what each one does.

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THEME 5/SELECTION 2

Gloria Estefan

THEME 5: Heroes

Vocabularymusician, band, drummer,singer, guitarist, conductor

Materials• Picture-Word Cards

drummer, singer, guitarist,conductor(See Master ELL 5–6.)

Show me how you play a drum. Show me what a conductor does.

Name somemusicians you mightsee in a band. Tellwhat each does.

Who are yourfavorite musical per-formers? Why do youlike them?

Name

Grade 4 Theme 5: Heroes Language Development ELL 5–4

A Sing-Along

Master ELL 5–4 Gloria Estefan

What song would you like to sing with your friends? Write the title of the song.

Come join us for a sing-along. We will sing your favorite song.Choose a tune that’s soft and slow.Or pick a fast song that you know.Clap your hands and stomp your feetOr snap your fingers to the beat. Let your body rock and sway.Singing is more fun that way!

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Get Set for ReadingCD-ROMGloria Estefan

Education Placewww.eduplace.comGloria Estefan

Audio CDGloria EstefanAudio CD for Heroes

LANGUAGE DEVELOPMENT 20–25 MINUTES

Who’s in the Band?

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Get Set to ReadSuccess in the Music Business, pages 558–559

Turn to Anthology pages 558–559. Who are some of the musicians you

see here? Add vocabulary for the types of musicians and instruments with which

students are not familiar. Then have a student read aloud the title of the Get Set.

What does it mean to be successful in the music business?

Direct students’ attention to the photographs. Explain that these are some things

that musicians do together. Read the captions of each of the photographs, and

ask students to describe how each picture shows success in the music business.

Have each student name his or her favorite musical group or performer. Explain

that their favorite groups have gone through similar steps to become famous.

Gloria EstefanSegment 1, pages 560–566

Lead students on a picture walk, using these prompts.

Pages 560–561: Do you think that Gloria Estefan enjoys performing? Why?

Page 562: Read the caption aloud. Which languages do you see in the neigh-

borhood? What else do you notice?

Page 563: Who is with Gloria Estefan in this picture?

Pages 564–565: Emilio Estefan is Gloria’s husband. Point to Gloria. Point to

Emilio. Name the instruments the band members are playing.

Page 566: Do you think Gloria and Emilio like to be in the band together?

Why or why not?

Changing Final y to iWrite the following on the board: family + es = families, easy + er = easier,

funny + est = funniest, worry + ed = worried. Point to the y at the end of each

base word. What happens to the y when I add these suffixes? Underline the

i in the new words. Explain that the y changes to an i when an ending or a suf-

fix is added to a word that ends with a consonant and y.

Have students brainstorm to create a list of words that end with a consonant and

y. These might include baby, happy, tiny, hungry. Have students take turns

adding appropriate endings or suffixes and writing the new words on the board.

SELECTION 2: Gloria Estefan DAY 1

Skill ObjectiveStudents read and writewords in which final ychanges to i.

Academic Language• suffix

LITERATURE FOCUS 10–20 MINUTES

SKILL FOCUS: STRUCTURAL ANALYSIS 10–15 MINUTES

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The Music BusinessToday we will talk about the music business. Have students look

at the Get Set on Anthology pages 558 and 559. Point out the photo-

graphs of the singers rehearsing and of the recording studio. Then have them

turn to page 565 and find this sentence: “I was going to parties every weekend

and singing with the whole band behind me.”

Where did Gloria’s first band play? What else do musicians do so

that fans can hear their music? As you record students’ responses, dis-

cuss the music industry and how music is recorded. Be sure to explain that the

band needs to rehearse together many times. Tell students that there is a lot of

competition in the business, and most bands never get a contract with a big com-

pany. Write details of the discussion on the board.

Have students act out things band members do in

their job as you make statements such as Your band

is setting up their instruments to play at a party, or Your band is getting on

the tour bus to go give a concert in another city.

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Vocabularymusic industry, fans, parties

Materials• Anthology• Picture-Word Cards

instruments, computer,microphone, headphone,bus(See Master ELL 5–6.)

THEME 5: Heroes

THEME 5/SELECTION 2: Gloria Estefan

Beginning/PreproductionSee Master ELL 5–4.

Have students lookthrough the selectionto find the picturesthat show GloriaEstefan working withthe band.

What part of themusic businesssounds most interest-ing to you? Why? Whatpart of the music busi-ness would you notenjoy? Why not?

Help students write anad for a CD by animaginary band. Besure they choose aname for the band.They could also listthe names of some ofthe songs.

Display the poem and read itwith students, using themotions from Day 1. Thensay: Show me something thepoem says to do while yousing. As students respond,underline clap your hands,stomp your feet, snap yourfingers, and rock and sway.Have students make and labela picture card for eachphrase. Pair students andhave them take turns readingthe phrases and showing whateach one means.

LANGUAGE DEVELOPMENT 20–25 MINUTES

Work with the Band

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Gloria EstefanSegment 2, pages 567–576

Lead students on a picture walk, using these prompts.

Pages 567–570: How can you tell that the Miami Sound Machine is popular?

Page 571: Why do you think Gloria Estefan is with the President?

Pages 572–573: Gloria Estefan had an accident. Why do you think she is in a

wheelchair? How do you know that she recovered?

Page 574: Describe these important moments from Gloria Estefan’s life.

Page 575: Read the caption aloud. What do you think Gloria is doing?

Page 576: What two things are very important to Gloria Estefan?

Object PronounsDraw a chart of the object pronouns on the board. Next to each of the object

pronouns, write appropriate nouns, for example, him/Emilio, her/Gloria, it/a

song, them/the children. These pronouns are used as object pronouns.

They are used after action verbs and words such as to, with, for, and at.

Write on the board: President Bush gave a medal to Gloria. Instead of

saying Gloria, which pronoun can we use? Have a student rewrite the sentence

using her. Have other students read the new sentence aloud. Next, underline a

medal. What can we use instead of these words? Have students reread the

sentence. Repeat this process, using all of the object pronouns.

SELECTION 2: Gloria Estefan DAY 20

Skill ObjectiveStudents identify and useobject pronouns.

Academic Language• object pronoun

Language Transfer SupportIn some languages, such asArabic, Farsi, and Hebrew, thepronoun is added at the end ofa relative clause, for example:The dog that I had it was big.If your students speak or write like this, remind themwhen to use object pronounsin English.

LITERATURE FOCUS 10–20 MINUTES

SKILL FOCUS: GRAMMAR 15–20 MINUTES

Have students copythe chart of object pro-nouns from the board.Then ask questionssuch as, Which objectpronoun would we usefor the girl?

Have students copythe chart of object pro-nouns from the board.Give them examples of nouns and havethem write the nounand the correspondingobject pronoun.

Have students copythe chart of object pro-nouns from the board.Then have them workwith a partner to writeseveral sentencesusing object pronouns.

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Family OccasionsToday we will talk about family occasions. Have students read these sen-

tences from Anthology page 566: In May 1978, Gloria graduated from college.

Three months later, on September 1, 1978, she married Emilio.

What do we call the occasion when someone graduates? gets

married? What other special events might families celebrate? List stu-

dents’ responses in a word web like the one shown.

Discuss how families celebrate each occasion. What

might people do at a graduation? a wedding? Have small

groups of students pantomime occasions from the web on the board. Then have

the class guess which event was acted out. Ask students to describe the things

they saw in each scene.

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THEME 5/SELECTION 2: Gloria Estefan

Have students draw pictures of thecelebrations that areon the board.

Have pairs of studentswrite the dictionarydefinitions of thewords on the board.

Have pairs of studentswrite down severalways each event fromthe board is celebrat-ed. Make a booklet offamily occasions byputting together thestudents’ pictures,definitions, and differ-ent ways to celebrate.

Vocabularygraduation, wedding, anniversary, reunion, birthday

Materials• Anthology

Beginning/PreproductionSee Master ELL 5–4.

Write the poem on sentencestrips. Display the strips andread the poem as a group.Say: I am going to cut off thelast part of each line and giveit to a student. The class willread the first part of the line.If you have the ending for theline, stand and read it outloud. Have the group read the poem, pausing to letstudents finish each line.Then have students placeeach ending phrase where itbelongs in the poem.

LANGUAGE DEVELOPMENT 20–25 MINUTES

anniversaries reunions

FamilyOccasions

weddings birthdays

graduations

Celebrations

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HomophonesWrite the words to, too, and two on the board. Have students read them aloud.

Do these words sound the same or different? Are they spelled the same?

Do they mean the same thing? Have students use the words in sentences.

Words that sound the same but have different meanings and spellings

are called homophones. Write the word homophone above the examples

on the board.

Write other examples of homophones, such as deer and dear, for and four,

there, their, and they’re, mail and male, meat and meet. Have students give defi-

nitions for these words and use them in sentences. Have students come up with

other examples of homophones.

SELECTION 2: Gloria Estefan DAY 30

Skill ObjectiveStudents identify homophones and use them in sentences.

Academic Language• homophones

Assign students pairsof noun homophones.You might use tail,tale; flower, flour;aunt, ant; pale, pail.Have students writethe homophones and draw pictures toillustrate them side by side.

Give students homo-phone words writtenon cards. You mightuse tail, tale; flower,flour; aunt, ant; pale,pail. Have studentswork with partners to pair up the wordsand use them to write sentences.

Give students a list ofwords. You might usetail, tale; flower, flour;aunt, ant; bee, be;scene, seen. Havethem work with part-ners to figure out themeaning of their homophones using a dictionary. Have students write sen-tences using some ofthe homophones.

SKILL FOCUS: VOCABULARY 20–25 MINUTES

Leveled ReaderHeroesDuke Ellington: Man of Musicby Erik MontgomeryThis selection offers instructional support andpractice of strategies andskills at an easier readinglevel than the main selection.

Language Transfer SupportFew languages have the greatnumber of homophones that English does. Studentswill need encouragement and support as they masterthe various spellings of English words.

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Kinds of SchoolsWe read about a woman who did well in school before she chose a career

in music. Today we will talk about different kinds of schools. Have students

read these sentences from Anthology page 564: Because her high school grades

were so good—she made honor roll every semester—Gloria had received a

scholarship.

What kind of school was mentioned in that sentence? What kinds

of schools do people go to before high school? What grade are students

in when they start each school? List students’ responses in a chart similar to the

one shown below. Review ordinal numbers from first through twelfth with stu-

dents as you write them.

Make statements, such as Students in kindergarten to fifth

grade go to elementary school. Which school does a

sixth grader go to? Have students practice forming sentences, using this frame:

A student in _sixth_ grade goes to _junior_high_school_.

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THEME 5/SELECTION 2: Gloria Estefan

Vocabularypreschool, elementaryschool, middle school, junior high school, college,university

Materials• Anthology

Beginning/PreproductionSee Master ELL 5–4.

Display the sentence stripversion of the poem from Day3, and have students read itchorally. Then say: I am goingto remove the ending of eachline. Then I will read the poemwith your help. Each time Iread the beginning of a line,say the ending.

Read the poem with students’help. If they have difficultywith a line, display themissing words. Repeat theactivity until students canfinish all the lines easily.

Ask simple yes or noquestions, such asDoes a student in fifthgrade go to highschool? Does a stu-dent in tenth grade goto high school?

What school does a first grader goto? a tenth grader?What kind of schoolwill you go to after elementary school?

What are somethings children do and learn at pre-school? What do youthink you will likeabout high school?

LANGUAGE DEVELOPMENT 20–25 MINUTES

School Gradepreschool Pre–kindergarten

elementary school Kindergarten – fifth

middle school / junior high school sixth – eighth

high school ninth – twelfth

college / university after twelfth

Which School?

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SELECTION 2: Gloria Estefan DAY 40

Master ELL 5–5

Strategies for Comprehensible Input Use the Selection

Summary and suggested strategies to support student comprehension.

Show: Cuba, Miami, FloridaShow Cuba and Miami, Florida, on a map. Point out that Cuba and Miami areclose to each other.

Restate: paralyzedunable to move

Restate: an honor special respect; prestige

Selection Review

ELL 5–5 Selection Summary Grade 4 Theme 5: Heroes

Name

Master ELL 5–5 Gloria Estefan

Gloria EstefanGloria Estefan was born in Cuba in 1957. In 1959, she

moved to Miami, Florida. When Gloria was ten years old, herfather got sick. Gloria took care of her father and heryounger sister. She helped her family as much as she could.

Music was very important to Gloria. When she was incollege, Gloria became the lead singer in Emilio Estefan’sband, the Miami Sound Machine. When Gloria finished college, she got married to Emilio. They worked together inthe band and recorded many songs. Gloria sang in Spanishand in English. The band became popular all over North andSouth America. They had many hits.

In 1990, Gloria was in an accident. Her back was broken.The doctors didn’t know if she could ever work again. Theythought she might be paralyzed. But she had surgery, andshe got better. The next year, she was performing again.

Gloria Estefan has done a lot of work to help people.She helped promote drug prevention among young people.She raised money for people who were hurt by a hurricaneand for the American Cancer Society. In 1990, President Bushgave Gloria an honor for her volunteer work.

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Comprehension Questions for the Anthology Selection

1. Look through the photographs in the selection. Chose one photograph and

tell why it is an important part of Gloria Estefan’s life. (Answers will vary.)

2. Many people call Gloria Estefan “a star with a heart.” Do you agree with

them? List reasons to tell why or why not. (Possible answer: Yes, Gloria Estefan

uses her fame to help many people.)

3. What one thing do you respect Gloria Estefan most for? (Answers will vary.)

Object PronounsAround the World Give each student a card with an object pronoun written

on top and a common or proper noun written at the bottom. Start by calling

“Mary.” The student who has the object pronoun her calls “her” and reads the

words at the bottom of the card: Peter and Alice. The student who has the

object pronoun them calls “them” and reads the cat, and so on. Continue the

game until a student calls I, and he or she responds me.

LITERATURE FOCUS 10–20 MINUTES

SKILL FOCUS: GRAMMAR APPLICATION 10–15 MINUTES

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Government LeadersToday we are going to talk about government leaders. Have students read

this caption on Anthology page 571: The Estefan family meeting with President

George Bush at the White House.

What is the President’s job? What do you call the leader of a

state? a city? If students are not familiar with the terms, introduce and

define them. Discuss some of the responsibilities of each leader.

Record the titles of the government leaders on a chart

like the one below. Have students copy the chart onto a

sheet of paper.

Bring newspapers or news magazines to class. Have students look for

photographs and articles about government leaders. Have them name the

leader and tell what title he or she has. Then have them discuss what the official

is doing in the article or photograph from the paper.

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THEME 5: Heroes

THEME 5/SELECTION 2: Gloria Estefan

Have students work ina small group to makea collage of the articleand photographs ofthe government lead-ers the class found.

Who leads thecity? the state? thecountry? What is some-thing a mayor mightdo? the President?

Have partners preparea television newsreport about what they found in thenewspaper. Have students role playnews anchor peopleas they give theirreports to the class.

Vocabularygovernment leaders, president, governor, mayor

Materials• Anthology• newspapers or news

magazines• scissors• glue or tape

Beginning/PreproductionSee Master ELL 5–4.

Display the poem and havestudents read it chorally. Callout phrases from the poem,such as clap your hands,stomp your feet, snap yourfingers, let your body rock and sway. Have studentspantomime motions for these phrases. Do anotherchoral reading of the poem.When you come to thesephrases, do not say anything.Instead, have students do the motions. Repeat several times.

LANGUAGE DEVELOPMENT 20–25 MINUTES

Government Chart

Country President

State Governor

City or Town Mayor

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Sentence Combining withPronounsExplain that when writing, it is important not to repeat the same noun many

times. That can be avoided if subject or object pronouns are used instead of the

nouns. Draw a chart on the board to review subject and object pronouns. Have

students pay special attention to the use of I and me.

Demonstrate how to combine sentences with pronouns by writing the follow-

ing sentences on the board. Emilio gave Gloria a new microphone. Gloria liked

the new microphone a lot. Guide students to combine these two sentences by

adding a comma and the word and. Model replacing nouns with pronouns in

the sentence, by replacing Gloria with the pronoun she and the new micro-

phone with it. Write and read the new sentence aloud: Emilio gave Gloria a

new microphone, and she liked it a lot.

Use additional examples to illustrate how to combine sentences with pronouns.

Language Experience Activity Have students choose an event from Gloria

Estefan’s life. Have them dictate two sentences about that event. Write the sen-

tences on the board. Have students decide whether the two sentences can be

combined using pronouns. If so, have a student rewrite the sentence. Write each

of the students’ sentences on a separate page. Have them illustrate their page.

Compile the pages into a “Gloria Estefan” booklet.

SELECTION 2: Gloria Estefan DAY 50

Skill ObjectiveStudents combine sentencesusing pronouns.

Academic Language• subject pronouns• object pronouns

SKILL FOCUS: WRITING 20–25 MINUTES

Give students two setsof cards, one with sub-ject pronouns and theother one with objectpronouns written onthem. Have studentsmatch the cards.

Write sentences withproper and commonnouns used as sub-jects and objects, for example, GloriaEstefan likes to playthe guitar. Havestudents replace theunderlined nouns with subject or object pronouns.

Have students workwith partners. Onepartner reads a sen-tence from the selec-tion that has either anoun used as a sub-ject or an object pro-noun. The other stu-dent repeats thesentence, replacingthe nouns with subjector object pronouns.

Language Transfer SupportIn some languages, such asChinese, Korean, Spanish, andThai, there is no distinctionbetween subject and objectpronouns, for example, Yougave the keys to he. Helpstudents to distinguishbetween subject and objectpronouns.

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BaseballToday we are going to talk

about baseball. Have you ever

played or watched a game of baseball? Can

you name people and things that are part of

a baseball game? Record students’ responses.

They may include such words as bat, base,

glove, catcher’s mitt, home plate, field, cap,

helmet, uniform, pitcher, batter, runner,

catcher, umpire. Discuss the terms to be sure

students understand what each one means.

Display the poem “Ball Game.”

Listen and watch as I read

this poem about playing baseball. Read

the poem aloud. As you read, have students

pantomime the actions of each player in

the game.

Have students play a game of classroom baseball. (No ball is

needed.) Select four desks as bases. In order to walk to next base,

students must use one of the words from the board in a complete sentence. If

they do not use the word correctly, they get a strike.

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THEME 5/SELECTION 3

Lou Gehrig: The Luckiest Man

THEME 5: Heroes

Vocabularybat, glove, base, home plate, pitcher, batter, catcher, umpire

Materials• Picture-Word Cards

baseball, baseball bat,baseball glove, catcher,umpire, baseball field(See Master ELL 5–9.)

Have students look atthe Get Set onAnthology pages582–583. Pointto the bat. Point to the baseball. Point tothe batter.

What do you needto play baseball? Whothrows the ball for thebatter to hit? Who tellswhether each pitch isa ball or a strike?

Have student say whatposition they wouldlike to play in baseballand why.

Name

Grade 4 Theme 5: Heroes Language Development ELL 5–7

Ball Game

Master ELL 5–7 Lou Gehrig: The Luckiest Man

Draw people and things you find in a baseball field. Label each person or thing.

The pitcher throws a fast ball.The batter swings too high.The baseball hits the catcher’s mitt.“Strike!” the umpire cries.The batter steps back to the plate.The pitcher has good aim.The batter hits it high and long.His home run wins the game!

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Master ELL 5–7

Get Set for ReadingCD-ROMLou Gehrig: The Luckiest Man

Education Placewww.eduplace.comLou Gehrig: The Luckiest Man

Audio CDLou Gehrig: The Luckiest ManAudio CD for Heroes

LANGUAGE DEVELOPMENT 20–25 MINUTES

Play Ball!

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Get Set to ReadGood Sportsmanship, pages 582–583

We just talked about baseball. Now let’s turn to Anthology pages 582–583.

Here we see a famous baseball player named Lou Gehrig. Look at the photo-

graphs on the bottom of the pages. What are some things you can name that

you see in these photos? Have a student read the title of the Get Set aloud.

Explain that sportsmanship refers to how a player behaves. Ask students for

examples of good sportsmanship and of poor sportsmanship. Have students look

at the baseball diamond on page 583. Have them read aloud all the position

names of the players. How many players from a team play on the field?

Where do the players run? Where do the players hit the ball?

Lou Gehrig: The Luckiest ManSegment 1, pages 584–591

Lead students on a picture walk, using these prompts.

Page 585: Describe Lou Gehrig’s neighborhood. What things in the picture let

you know that it is from a long time ago?

Pages 586–587: What are Lou and his friend doing?

Pages 588–589: What sport is Lou playing here? Describe what is happening

in the baseball game in these pictures.

Page 590: Describe the player’s uniforms. What are they doing?

Page 591: What does the headline on the newspaper say? What do you think

slumps means?

VCV PatternWrite the word visitor on the board. Write VCV above the letters isi. Have a stu-

dent tell what the letters VCV mean. (vowel consonant vowel) Write other exam-

ples. Clap the syllables of the words. Point out to the students that a word with a

VCV pattern is divided into syllables before the consonant if the first vowel

sound is long. If the word has a short vowel sound followed by a consonant

sound, the word is divided into syllables after the consonant.

Have students look through the selection to find more words with VCV patterns.

Pronounce the words for students as needed. Have students decide whether the

first vowel in the pattern is pronounced with a long or short vowel sound and

show where to break the syllable.

SELECTION 3: Lou Gehrig: The Luckiest Man DAY 1

Skill ObjectiveStudents read words that follow the VCV pattern.

Academic Language• vowel• consonant

LITERATURE FOCUS 10–20 MINUTES

SKILL FOCUS: STRUCTURAL ANALYSIS 10–15 MINUTES

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CareersToday we will talk about careers, or jobs. Have students read these sen-

tences from Anthology page 590: Christina Gehrig had great hopes for her son

Lou. She dreamed that he would attend college and become an accountant or

an engineer. What career did Lou’s mother want him to have? What other

jobs do people have? What work does a person who has that career do? List

students’ responses on a chart like the one shown.

Describe each profession with statements such as An accountant keeps

track of money and A builder builds houses. Have students write each

statement on a sheet of paper, using the chart to help with spelling.

Play a memory game with cards. One card might say

Accountant. Another would say keeps track of money.

Students pick up cards. When they find a matching card they keep it.

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Vocabularycareers, accountant, builder,doctor, engineer, plumber,teacher

Materials• Anthology• index cards• Picture-Word Cards

builder, veterinarian,plumber(See Master ELL 5–9.)

THEME 5: Heroes

THEME 5/SELECTION 3: Lou Gehrig: The Luckiest Man

Beginning/PreproductionSee Master ELL 5–7.

Have students drawpictures of peopleworking at the variousprofessions.

Who builds houses? Who can fix a broken pipe inyour house?

Ask students tochoose a career theymight like. Have themwrite a description ofthe things they woulddo during the day atthe job.

Display the poem and read itwith students, using themotions from Day 1. Thenask: What is the verb, or theaction word, in each line? Asstudents respond, underlinethrows, swings, hits, cries,steps, has, hits, and wins.Have students make a wordcard for each word. Havepartners practice saying thewords. Then cover thosewords in the poem. Have theclass hold up the correctcards and supply the missingwords as they reread thepoem together.

LANGUAGE DEVELOPMENT 20–25 MINUTES

Memory Game

Careers Descriptionaccountant keeps track of money

builder builds houses

veterinarian a doctor who treats animals

engineer designs and builds bridges, roads, and tunnels

plumber installs and repairs pipes

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Lou Gehrig: The Luckiest ManSegment 2, pages 592–602

Lead students on a picture walk, using these prompts.

Pages 592–593: How can you tell something is wrong with Lou Gehrig?

Pages 594–595: Why are there microphones on the field?

Pages 596–597: Compare this picture to the one on the previous page.

Pages 598–599: What does Lou Gehrig’s uniform on a hanger represent?

Pages 600–602: Do these pictures look happy or sad? Why?

Possessive PronounsPoint to one of your male students’ books and say: That is Guillermo’s book. It is

his book. The book is his. Write these three sentences on the board. Do the

same with a girl’s backpack: That is Lucia’s backpack. It’s her backpack. The

backpack is hers. Underline his (twice), her, and hers. Explain that these are

possessive pronouns, and they are used to represent the owner of something.

Draw a chart to include all possessive pronouns. In the left column, write my,

your, his, her, its, our, their. In the right column, write mine, yours, his, hers, its,

ours, theirs. Explain that the possessive pronouns in the first column are used

before nouns, and the pronouns in the second column stand alone.

SELECTION 3: Lou Gehrig: The Luckiest Man DAY 20

Skill ObjectiveStudents identify possessivepronouns.

Academic Language• possessive pronouns

Language Transfer SupportSome languages, such asSpanish, Farsi, and Thai, donot show distinction betweenhe/she, his/her, resulting inerrors such as My brotherreads her book.

LITERATURE FOCUS 10–20 MINUTES

SKILL FOCUS: GRAMMAR 15–20 MINUTES

Hold up objectsbelonging to variousstudents. Ask ques-tions such as: Is thisyour book? Is this coat his (point to oneof the boys) or hers(point to one of thegirls)? Whose back-pack is this?

Give students class-room objects andindex cards labeled I,you, he, she, it, we,they. Students pair upthe objects and pro-nouns to form sen-tences, such as Thisis my pencil. This pencil is mine.

Have students workwith partners to writethree sentences usingpossessive pronouns,following the model onthe board. Check thatthey use pronouns ofthe correct gender.

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SportsmanshipToday we will talk about what makes a player a good sport. What does it

mean to be a good sport? Have students read these sentences from Anthology

pages 594–595: Fiorello La Guardia, the mayor of New York City, told Lou,

“You are the greatest prototype of good sportsmanship and citizenship.”

What did Lou do to help his team? How do you think other

players felt about Lou? What else can a player do and say to be a good

sport? List students’ responses on the board.

Discuss situations in which it would be appropriate to do

the things on the list. Have several students refer to the

list as they role-play talking to opponents before a game, after a great play, and

after losing a game to them.

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Have students act outthings that a goodsport does.

What is some-thing a good sportdoes? What would a good sport say tothe other team afterlosing a game?

Have partners write agood-sport and a bad-sport scenario. Havethem read their storiesaloud. Have the classtell which is which.

Vocabularysportsmanship, good sport

Materials• Anthology

Beginning/PreproductionSee Master ELL 5–7.

Display the poem, and havestudents read it chorally. Havevolunteers take the parts ofpitcher, batter, and catcher.Replace the words the pitcher,the batter, and the catcherwith the names of thestudents acting the parts.Have the rest of the classplay the fans watching thegame. Have the class readthe new version of the poemwhile the players act out whatis being said. Then inviteother students to take theplayers’ parts.

LANGUAGE DEVELOPMENT 20–25 MINUTES

What a Good What a GoodSport Does Sport Sayswhat is best for the team Good luck!

plays fair Great play!

doesn’t lose temper Way to go!

shakes hands after the game Good game!

compliments others Congratulations!

Be a Good Sport

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Dictionary: Word HistoriesWrite Word History on the board. The history of a word tells us where the

word comes from. For example, the word sandwich, which refers to two or

more slices of bread with a filling between them, is believed to come from a

man called the 4th Earl of Sandwich. Sandwich is a town in England. The Earl

of Sandwich used to eat cold meat between two slices of bread all the time.

Write the words tortilla and croissant on the board. Do you know what

language these words come from? Sometimes, words from other languages

have become English words, such as the words tortilla from Spanish, and crois-

sant from French.

Have students look for these words in the glossary of their Anthologies: chamber,

corral, lumberjack, pioneer, scale, thermometer. Have students read the word

histories of these words aloud. Point out that the word histories are found in the

side column of the glossary. If you have student dictionaries available in the class-

room, have students use them to find additional word histories.

Have students think of other words that are borrowed from other languages and

list them on the board. Then have them look up the words in the dictionary to

verify their origin.

SELECTION 3: Lou Gehrig: The Luckiest Man DAY 30

Skill ObjectiveStudents recognize word his-tories and what they tell.

Academic Language• word history• glossary• dictionary

Give students threefamiliar borrowedwords, such as ranch,lasso, and bagel. Havestudents find thewords in a dictionary.Then have them illus-trate the words andwrite the languagethey come from.

Write a set of bor-rowed words, such as sombrero, lasso,bagel. Have studentsuse the dictionary to find the definitionsof these words. Havethem write the definitions.

Give partners a list of words, such assombrero, boycott, corral, karate, tortilla,to investigate their word history in the dictionary. Have stu-dents share their findings with the restof the class.

SKILL FOCUS: VOCABULARY 20–25 MINUTES

Leveled ReaderHeroesMark McGwire: Home RunKingby Richard MerchantThis selection offers instructional support andpractice of strategies andskills at an easier readinglevel than the main selection.

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Audience BehaviorToday we will talk about ways audience members can show what they

feel. Have students read these sentences from Anthology page 593: Whenever

Lou came onto the field the fans stood up and cheered for brave Lou Gehrig.

How did the audience show respect for Lou? What are some other

ways an audience shows they like something? List students’ responses

on the board. Discuss which behaviors are appropriate at a sports event, but not

at a school play or a concert.

Point out behaviors to avoid, such as whistling, yelling too loud, booing,

and hissing. Explain that audience members who do not like the per-

formance should simply not applaud or should quietly leave.

Have students pretend to be an audience as you describe various

events. Each time you mention how the audience responds to the

game or performance, have students act out the audience behavior. For example,

At the end of the play, the audience gave a standing ovation to the cast.

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Vocabularyaudience, whistling, yelling, booing, hissing,standing ovation

Materials• Anthology

Beginning/PreproductionSee Master ELL 5–7.

Display the poem on sentencestrips. Cut each strip into twophrases and distribute themto students. Say: Quietly readyour phrase aloud over andover as you walk around theroom. Listen to find theperson who is reading theother part of your line. Whenyou find your partner, standstill. When all students are in pairs, have the class work together to arrange all the lines in order. Thenhave students read the linesin order.

Show how youdemonstrate that youliked a performance.

What can you dowhen you like a con-cert? What can you doat a baseball gamethat would not be goodto do at a play?

Have pairs of studentsimagine they are per-formers or athletes.Ask them to describetheir greatest momentand the way the audi-ence responded. Have the class act out the audienceresponse described.

LANGUAGE DEVELOPMENT 20–25 MINUTES

Act It Out

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SELECTION 3: Lou Gehrig: The Luckiest Man DAY 40

Master ELL 5–8

Strategies for Comprehensible Input Use the Selection

Summary and suggested strategies to support student comprehension.

Restate: the starthe best player

Explain: New York YankeesExplain that sports teams’ names begin with the city, state, or area (i.e., NewYork) they play in and are followed by the team name (i.e., Yankees). Havestudents think of other examples.

Restate: in a rowwithout missing any; consecutively

Selection Review

ELL 5–8 Selection Summary Grade 4 Theme 5: Heroes

Name

Master ELL 5–8 Lou Gehrig: The Luckiest Man

Lou Gehrig:The Luckiest Man

Lou Gehrig was a great baseball player. He was born inNew York City in 1903. Lou always studied hard. He didn’tmiss a day of school for eight years. He was the star of thebaseball team in high school.

In 1923, Lou joined a professional baseball team. Theteam was the New York Yankees. From 1925 to 1939, Lounever missed a baseball game. He played in 2,130 games in a row. He was named the Most Valuable Player in the leaguetwice.

In 1938, something happened to Lou. He couldn’t hitthe ball as well as he could before. He couldn’t throw theball. He couldn’t catch. Sometimes he fell down. The nextyear, he was even worse. So he decided to stop playing forhis team. When Lou went to the doctor, he found out thathe had a deadly disease.

The mayor of New York City made July 4, 1939 LouGehrig Appreciation Day. That day, Lou talked to the fans.Instead of complaining that he had a terrible disease, he toldthem how lucky he was. He said he had been lucky in base-ball. He spoke of all the people who had been good to him.

Lou Gehrig died two years later. He will always beremembered for being an example of good sportsmanship.

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Comprehension Questions for the Anthology Selection

1. Look at the illustration on Anthology pages 596–597. Explain what is hap-

pening. Why is Lou Gehrig sad? (Lou is making a speech to his fans. He is sick and

he can’t play baseball anymore. Even though he knows he’s going to die, he says how

lucky he is.)

2. Reread Anthology page 592. Find an example of a fact and an opinion on

that page. (Possible answers: fact: Lou went to the Mayo Clinic. June 19th was his

thirty-sixth birthday. opinion: Lou wasn’t selfish.)

3. Do you think Lou Gehrig is a hero? Give reasons for your answer. (Answers

will vary.)

Possessive PronounsPossessive Pronoun Chant Lead students in a chant, using possessive pro-

nouns. One student begins, saying The backpack is mine. Select one student

from the class to answer It’s not your backpack. It’s __Laura’s__. The first stu-

dent says The backpack is hers. Repeat the chant. The student who answered

the first student will choose a new object and start the chant again.

LITERATURE FOCUS 10–20 MINUTES

SKILL FOCUS: GRAMMAR APPLICATION 10–15 MINUTES

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DatesToday we will talk about dates. Have students read the first paragraph of

Anthology page 585: “And on June 19, 1903, Henry Louis Gehrig was born.”

In what month was Lou Gehrig born? in what year?

Write the date on the board and review that in the United States the

month is always written first, the day of the month is next, and the year

comes last. Point out the capital letter and the comma. Point out also that when

we read the date aloud we use ordinal numbers: June nineteenth, 1903.

Demonstrate the different ways to write dates, with words, abbreviations, or

first numbers.

Pass out sentence strips to students. What is a date that is impor-

tant to you? Write it on your sentence strip.

Have students stand, read their date, and explain why it is

important to them. Then display the dates in a pocket

chart to use in a memory game. Have students take turns reading a date and

telling whose it was and why it was important.

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THEME 5: Heroes

THEME 5/SELECTION 3: Lou Gehrig: The Luckiest Man

Write today’sdate. Write the date ofyour birthday.

Write a date in num-bers. What is themonth? day? year?Write your birth date.

Have students imaginesomething they wouldlike to do in one year,five years, and tenyears. Then have themmake up dates duringthose years and writea journal entry foreach one.

Vocabularymonth, year, day

Materials• Anthology• oak tag• pocket chart

Beginning/PreproductionSee Master ELL 5–7.

Give each pair of students acopy of the poem. Say: Cutthe lines of the poem apartand arrange them in order.Then learn one line frommemory and turn it over. Taketurns choosing another line tomemorize and turn over. Whenpartners can say all or mostof the poem from memory,invite them to recite for theclass. Have other studentsact out the poem whileseveral students recite it from memory.

LANGUAGE DEVELOPMENT 20–25 MINUTES

When? Why? Who?

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Combining Sentences withPossessive PronounsRemind students that possessive pronouns are used to show ownership. Tell stu-

dents that by using possessive pronouns to combine sentences they can avoid

repetition. Review the possessive pronouns. Those that are used before nouns

are my, your, his, her, its (singular), our, your, their (plural). Those that are used

alone are mine, yours, his, hers, its (singular), ours, yours, theirs (plural).

Write a poem using possessive pronouns as a group. Provide the last line: But

the classroom is ours! Encourage students to come up with the rest of the lines,

for example: The pencil is mine, and the book is yours, the notebook is his,

but the classroom is ours! Write the phrases students say on chart paper.

Have the students copy the poem onto a sheet of paper. Encourage them to

add additional verses.

SELECTION 3: Lou Gehrig: The Luckiest Man DAY 50

Skill ObjectiveStudents improve their writingby combining sentences withpossessive pronouns.

Academic Language• possessive pronoun

Call out nouns andsubject pronouns such as Lou’s mother,the woman’s name,the players’ uniforms,and have studentsrespond with theappropriate posses-sive pronouns orally orin writing.

Give students pairs ofsentences with thepossessive pronounsblank for them to fill inaccording to the namethat appears in thefirst sentence. Forexample, write: LouGehrig died in 1941.The Yankees retired___ uniform.

Give partners sets oftwo sentences aboutthe selection for themto combine using pos-sessive pronouns. Forexample, use: LouGehrig played with theYankees. Lou Gehrig’sfans loved him.

SKILL FOCUS: WRITING 20–25 MINUTES

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