LESSON 3 TEACHER’S GUIDE Another...

Number of Words: 2,480

L E S S O N 3 T E A C H E R ’ S G U I D E

Another Lifeby Amy Breguet

Fountas-Pinnell Level XRealistic FictionSelection SummaryWhen Grandma dies, Justin learns there was more to her life than he’d ever dreamed. Through her mementos, he learns of her talent as a ballerina and the stardom she was forced to forgo to lead of a “normal life.” Rethinking his own plan to give up art lessons, Justin instead uses his talent to pay tribute to his beloved grandma.

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Characteristics of the Text Genre • Realistic fi ction

Text Structure • First-person narrative in four chapters• Cause-and-effect structure propels plot events• Details encourage readers to analyze and form opinions about characters and events

Content • Family relationships • Developing and using talents• Ballet and performance terms

Themes and Ideas • It’s possible that there is much about another person you don’t know.• Develop and use your talents.• Gender should not deny someone the opportunity to follow a dream.

Language and Literary Features

• Details presented from the narrator’s point of view• Narrator’s thoughts and story dialogue in casual, conversational language • Dry humor and slang

Sentence Complexity • Sentence fragments simulate everyday speech• Italicized thoughts of narrator• Ellipses and dashes

Vocabulary • Performance terms, such as audience, choreographed, charisma, leading roleWords • Many multisyllable words that may be unfamiliar or challenging: prestigious, chaperoned,

charisma, devastatedIllustrations • Realistic color illustrations of characters, equipment, and documents

Book and Print Features • Seventeen pages of text, some devoted entirely to illustrations© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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Target Vocabulary

agony – terrible suffering, p. 7 conclusion – a judgment or an

opinion made after careful thought, p. 7

demeanor – the way in which a person acts or behaves, p. 4

emphatically – with force, p. 6manipulated – controlled or

infl uenced, p. 13 menace – something that

threatens danger or harm, p. 13

precisely – do something in an exact, accurate way, p. 13

resolve – solve or clear up, p. 5revolting – disgusting, p. 7vigorously – actively, with great

energy, p. 5

Another Life by Amy Breguet

Build BackgroundHelp students use their knowledge of grandparents to visualize the selection. Build interest by asking a question such as the following: What do you know about your grandparents’ early lives? Read the title and author and talk about the cover illustration. Tell students that this story is realistic fi ction, so the characters will probably act like real people.

Introduce the TextGuide students through the text, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions:

Pages 2–3: Have students read the table of contents and look at the illustration. Explain that this story is told by Justin, a boy whose grandmother has just died.

Pages 4–5: Suggested language: Justin recognizes Grandma in some of the photos on display, but he is surprised by the picture on page 4. Why might Justin be surprised to see his grandma in that picture? Read the last sentence on page 4. How might someone act to keep a polite demeanor in front of guests? The last sentence on page 5 says Justin resolves to ask his mother more about his grandma’s dance experience. Ask: What does this tell about Justin?

Pages 8–9: Have students look at the cast of characters in the ballet program on page 8. Explain that Swan Lake is a classic Russian ballet. Have them notice the date of 1959 on the program. Have students read the fi rst sentence of paragraph 2 in the newspaper clipping (An unexpected highlight was a solo number by Angela Wright, 17, choreographed by the dancer herself). Ask: Based on the context, what is choreography?

Now turn back and read from the beginning and read to fi nd out just what Justin learns about his Grandma’s other life.

2 Lesson 3: Another LifeGrade 6© Houghton Mifflin Harcourt Publishing Company


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 think carefully about the text and form an opinion about it.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the story. Suggested language: Did you think that the story seemed realistic? 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

• Justin’s grandmother dies and he discovers that she had been a talented ballerina.

• Justin learns that Grandma was not allowed to accept an offer from a well-known ballet company.

• Justin uses his art talent to create a tribute to Grandma for his mom.

• Develop and use your talents.

• Show your appreciation for people who help and love you.

• Learn from other people’s experiences.

• The title reveals how a character lived “another life” before the main character knew her.

• The dialogue sounds very natural, just the way real people talk.

• The author includes details about ballet to help readers understand how talented the narrator’s grandmother had been.

© 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 text to act out for a readers’

theater. Remind them to determine the narrator’s emotions in the scene and convey these emotions with vocal infl ections, reading rate, and gestures.

• 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 English words are often formed from Latin root words and affi xes. For example, the word manipulated (p. 13) came from the Latin word manipulus, which means “handful.” Note that the prefi x man– (or manu–) stems from the Latin manus, or “hand,” and gives meaning to many other English words, such as manual, manacle, manager, mandate, and manufacture, among others.



Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 3.8.

RespondingHave students complete the activities at the back of the book, using their Reader’s Notebook. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension SkillText and Graphic Features

Target Comprehension Skill Remind students that analyzing text and

graphic features gives them additional information or a clearer understanding of the text. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:

Think Aloud

The letter shown on page 10 gives information about the invitation Justin’s grandmother received from the West Coast Ballet. The purpose is to show that she had been invited to join the ballet. The letter on page 12 gives information about the narrator’s great-grandmother. The purpose is to show that she appreciated and supported her daughter’s dancing. Both letters can be added to the chart as examples of text features that provide information and help with understanding the text.

Practice the SkillHave students share an example of another story in which text and graphic features give readers additional information that helps them better understand or enjoy the story.

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 is the meaning of vigorously on page 5?

• On page 13, why is the fi rst paragraph important to the book?

• The reader can predict at the end of the selection that Justin will probably

___________________________________________________________________.



Critical ThinkingRead and answer the questions.

1. Think within the text What does Justin learn about his grandmother

after she dies?

2. Think within the text What does Justin do to celebrate his

grandmother’s life?

3. Think beyond the text How does the information shown in the

graphic features throughout the story help to change Justin’s opinion

of his grandmother?

4. Think about the text Why do you think the author chose to end

the story with Justin imagining himself painting his grandmother’s

portrait?

Making Connections This story is about learning from the life experiences of a loved one. What is an example of a time when you learned from someone whom you love and admire?

Write your answer in your Reader’s Notebook.

Name Date

Another LifeCritical Thinking

Lesson 3B L A C K L I N E M A S T E R 3 . 8

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

Grade 6, Unit 1: Finding Your Voice10

He learns that she used to be a dancer.

Possible responses shown.

He makes a collage of her photos and letters.

Justin learns that his grandmother was a talented dancer but

gave up an important opportunity. He now understands why she

Maybe the author wanted to show that after looking through his

grandmother’s old photographs and letters, Justin learns how

important it is to use your talents.

encouraged him to study art.

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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.

Idioms The story includes many idioms that may be unfamiliar. Explain expressions such as believe it or not, tomboy, putting it lightly, and worked up (p. 4).

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 tells the story?

Speaker 2: Justin

Speaker 1: What causes Justin’s sadness at the beginning of the story?

Speaker 2: his grandmother’s death

Speaker 1: Why does Grandma go with him on school fi eld trips?

Speaker 2: Grandma goes on fi eld trips with Justin because Justin’s parents are divorced and his mom is busy at her job.

Speaker 1: Why is Justin interested in the letter his great-grandma wrote her daughter?

Speaker 2: Justin wants to know if his great-grandma supported her husband’s decision to refuse their daughter permission to join the ballet company.


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Name Date

Another LifeThinking Beyond the Text

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

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

On page 13, as he decides to make a scrapbook, Justin says, “Now, my thoughts are only of what I need to do.” Why is it the only thing he thinks about until it is complete? Why do you think he needed to make the scrapbook? Describe how you think Justin feels as he works on making the scrapbook.


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Critical ThinkingRead and answer the questions.

1. Think within the text What does Justin learn about his grandmother

after she dies?

2. Think within the text What does Justin do to celebrate his

grandmother’s life?

3. Think beyond the text How does the information shown in the

graphic features throughout the story help to change Justin’s opinion

of his grandmother?

4. Think about the text Why do you think the author chose to end

the story with Justin imagining himself painting his grandmother’s

portrait?

Making Connections This story is about learning from the life experiences

of a loved one. What is an example of a time when you learned from

someone whom you love and admire?

Write your answer in your Reader’s Notebook.


Name Date

Another LifeCritical Thinking

Lesson 3B L A C K L I N E M A S T E R 3 . 8


1414

478

Student Date Lesson 3

B L A C K L I N E M A S T E R 3 . 1 2

Another LifeRunning Record Form

Another Life • LEVEL X


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

5 Lying in bed that night, I try to picture life without my

grandmother. I want to remember her as a woman who lived

vigorously, not as one whose last days were spent in a

hospital. And I wonder how my mom and I will manage.

Grandma was always there for me, but Mom and me….Well,

let’s just say that we lead almost separate lives.

Then I start thinking about cooking, cleaning, homework, and

helping out with school activities. Who is going to help do all

this stuff? I can only picture Grandma.

Comments: Accuracy Rate (# words read

correctly/93 × 100)

%

Total Self- Corrections


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