LESSON 5 TEACHER’S GUIDE The Brothers Grimm · LESSON 5 TEACHER’S GUIDE The Brothers Grimm by...

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L E S S O N 5 T E A C H E R ’ S G U I D E

The Brothers Grimmby Joann Mulvaney Messier

Fountas-Pinnell Level XBiographySelection SummaryLaw would have been the obvious career choice for Attorney Grimm’s sons Jacob and Wilhelm. However, the brothers found their true calling in writing stories—folktales recorded exactly as common people recounted them. Devoted to family and the tales they hoped would restore German pride, the brothers’ literary legacy lives today.

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Characteristics of the Text Genre • Biography

Text Structure • Third-person narrative divided in 11 short sections with headings• Events in the lives of the main characters recounted chronologically• Comparison/contrast of main characters

Content • Jacob and Wilhelm Grimm; brotherly love and family responsibility• Recording, collection, and publication of Grimms’ Fairy Tales

Themes and Ideas • Choose a career that makes you happy.• Use your skills and resources to help your family.• Keep trying even when times are diffi cult or your efforts are unappreciated.

Language and Literary Features

• Foreshadowing: Little did the brothers know that these boyhood interests would be so useful to the work they would do as adults!

• Third-person narrative omniscience limited to two main characters • Cause and effect: Savigny sparked their interest in history, literature, and the German

language.Sentence Complexity • A mix of short simple sentences and long complex sentences

• Numerous series of words and phrases• Inverted sentence order: Little did the brothers know….

Vocabulary • German place names that may be unfamiliar: Hanau, Steinau, MarburgWords • Hyphenated and compound words: age-old, bedtime, folktales, evildoers, upper-class

Illustrations • Photographs and drawingsBook and Print Features • Seventeen pages of text; table of contents, map, sidebars

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

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Target Vocabulary

aptly – appropriate, or fi tting, way, p. 15

aspect – dimensions or parts, p.11

credit – recognition or approval, p. 18

genuinely – sincerely and without

falsehood, p. 10innovation – something new and

creative, p. 18 parallel – similar or nearly

identical, p. 16predominantly – mainly or

mostly, p. 10

tendency – a leaning or an inclination toward some action or condition, p. 7

tension – mental strain or nervous anxiety, p. 10

welfare – a person’s health, happiness, or general well-being, p. 9

The Brothers Grimm by Joann Mulvaney Messier

Build BackgroundHave students use their knowledge of folktales to visualize the selection. Build interest by asking questions such as the following: Have you read or seen productions of “Cinderella” or “Snow White and the Seven Dwarfs”? Did you realize these stories came from fairy tales, or folktales? Read the title and author and talk about the cover illustration. Tell students that this is a biography, so they can expect to read one person’s account of the events in the life of a real person or persons.

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:

Page 3: Tell students that this biography is about the lives of the Grimm brothers—Jacob and Wilhelm—who lived in Germany more than two hundred years ago. Suggested language: The text notes that many writers added moral lessons to the folktales they wrote down. What might be a moral lesson? A moral lesson might teach the right way to act or do something.

Pages 4–5: The section heading says Growing Up Grimm. What can you expect to fi nd in these pages? Read the fi rst two sentences on page 5: In their free time, the boys went on long walks through the historic town. They explored the surrounding countryside and ancient forests, wandering through old castles, towers, and medieval monuments. Ask: From this information, how would you describe the Grimm boys?

Page 7: Explain that the text says the brothers studied hard and did well in school Read the fi rst three sentences of the third paragraph. Ask: What does the author mean when she says Jacob had a tendency to be quiet and thoughtful? What might be another way to say the same idea?

Page 13: Have students look at the illustration of a book cover and read the caption below it. Explain that an “edition” refers to a particular version of a published book. The Grimms’ tales were published in many different editions. Note that the biography includes many publishing terms.

Now turn back to beginning to read the biography of the champions of the folktale: Jacob and Wilhelm Grimm.

2 Lesson 5: The Brothers Grimm Grade 6© 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 Summarize Strategy and to think of questions as they read.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the biography.Suggested language: Were you surprised with what the Grimms did when people didn’t like their fi rst volume? 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

• The Grimms suffered fi nancially after the death of the boys’ father.

• Jacob and Wilhelm studied law but preferred collecting and writing folktales instead.

• Few people liked the Grimms’ fi rst book, but people enjoyed the Grimms’ later books because they weren’t as violent and contained illustrations.

• Try to help your family when there is need.

• Choose a career you enjoy, and keep trying, even when times are tough.

• Listen to others’ opinions and be willing to change if you fi nd you agree.

• The section heads show that events are told in chronological order.

• The text features give readers additional, interesting information.

• The author includes many titles of tales to show readers that the Grimms’ work is still appreciated today.

© 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 use for a readers’

theater. Remind them to practice people and place names before they begin to increase fl uency.

• 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 many English words are a combination of Latin roots and affi xes. For example, the root of the word innovation (page 18) is the Latin word nova, meaning “new.” The Latin prefi x in– in this case means “on or in”; the suffi x –tion means “state or act.” The word nova is also the base of other English words, such as novel, novice, and renovate.



Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 5.8.

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

Target Comprehension SkillFact and Opinion

Target Comprehension Skill Remind students that identifying fact, or true

information, from opinion, helps readers choose what to believe when they read. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:

Think Aloud

In this biography, Jacob and Wilhelm went to Kassel to attend a school called the Lyceum. That is fact that can be proven. The narrator says the Lyceum was an excellent school. Excellent is an opinion word. List these details as “fact” and “opinion” in the biography.

Practice the SkillHave students share an example of another biography in which the narrator provides both facts and opinions.

Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings.

Assessment Prompts• What are two sentences on pages 4 and 5 that support the idea that the Grimm family

was wealthy when the brothers were very young?

• What was the author’s purpose in writing this book?

• What is the meaning of welfare on page 9?



RespondingTARGET SKILL Fact and Opinion What are

some facts and opinions related to The Brothers

Grimm? Copy the chart below. In the first

column, write some facts from the text. For each

fact, write a related opinion based on the text.

Facts Opinions

Early folktales were often violent.

Jacob and Wilhelm studied hard in school.

?

Early folktales didn’tappeal to many readers.

?

?

19

Text to Text Fairy tales have unusual settings,

characters, and events. Think of a character

from a fairy tale you know. Write a fictional

paragraph in which your character is involved

in an unusual event.

Write About It

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Critical ThinkingRead and answer the questions.

1. Think within the text What are the Grimm brothers famous for?

2. Think within the text When and why did the Grimm brothers fi rst live

away from each other?

3. Think beyond the text Why do you think the Grimm brothers were so

close and wanted to live near each other and work together?

4. Think about the text List two facts and two opinions from page 13 of

the selection.

Making Connections Biographies are stories about real people’s lives. Think about a person you find interesting who has contributed something important to the world. If you were going to write a biography about this person, what type of information would you include in your story?

Write your answer in your Reader’s Notebook.

Name Date

The Brothers GrimmCritical Thinking

Lesson 5B L A C K L I N E M A S T E R 5 . 8

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

Grade 6, Unit 1: Finding Your Voice10

They collected and recorded German fairy tales.

In 1802, Jacob left Lyceum for college.

They had a close relationship. They also faced hard times

together, which usually brings people close together.

fact: The Brothers published Volume One of their work. The

volume contained 86 tales.

opinion: People said the stories were too violent. People thought

Possible responses shown.

the stories were too mature.

05.08_6_246260RNLEAN_Crtl Thk.in10 10 6/22/09 5:46:05 PM

English Language DevelopmentReading Support Pair advanced and intermediate readers to read the text softly, or have students listen to the audio or online recordings. Remind them that the Grimm brothers relied on storytellers to help them collect and write folktales.

Cognates The text includes many English-Spanish cognates. List the following cognates in the text: credit (p. 18)–crédito; innovation (p. 18)–innovación; parallel (p. 16)–paralelo; tension (p. 10)–tensión. Invite students to identify other cognates in the selection.

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

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: Who are the subjects of this biography?

Speaker 2: Jacob and Wilhelm Grimm

Speaker 1: What did these brothers write together?

Speaker 2: tales

Speaker 1: Why does Jacob take a job with the war offi ce?

Speaker 2: Jacob takes the job to help support his mother and siblings.

Speaker 1: How did the brothers collect old tales?

Speaker 2: They found storytellers who could repeat the stories.

Speaker 1: Why did the Grimms include only truly German tales in their collection?

Speaker 2: France had conquered Germany and made life hard for the Germans. The Grimms thought reading truly German tales might cheer up the people of Germany and restore their pride in their country.


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Name Date

The Brothers GrimmThinking Beyond the Text

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

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

The text on page 18 says the Grimms deserve credit for collecting tales so that others might read them. Why do you think their books were such a success? What makes fairy tales so interesting to readers? How were the brothers able to satisfy that interest?



Critical ThinkingRead and answer the questions.

1. Think within the text What are the Grimm brothers famous for?

2. Think within the text When and why did the Grimm brothers fi rst live

away from each other?

3. Think beyond the text Why do you think the Grimm brothers were so

close and wanted to live near each other and work together?

4. Think about the text List two facts and two opinions from page 13 of

the selection.

Making Connections Biographies are stories about real people’s lives.

Think about a person you find interesting who has contributed something

important to the world. If you were going to write a biography about this

person, what type of information would you include in your story?

Write your answer in your Reader’s Notebook.


Name Date

The Brothers GrimmCritical Thinking

Lesson 5B L A C K L I N E M A S T E R 5 . 8


1414480

Student Date Lesson 5

B L A C K L I N E M A S T E R 5 . 1 2

The Brothers GrimmRunning Record Form

The Brothers Grimm • 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

4 The story of the Brothers Grimm begins in the small town of

Hanau, in what is now Germany. Jacob was born in 1785, and

his brother Wilhelm was born a year later. Jacob and Wilhelm

were the oldest of six children. Their father, Philipp Grimm,

was a lawyer in Hanau. The children’s mother, Dorothea, took

care of the house and children with the help of servants.

In 1791, the family moved to the small city of Steinau. There,

Philipp Grimm took the position of district judge. Jacob and

Wilhelm studied with tutors.

Comments: Accuracy Rate (# words read

correctly/92 × 100)

%

Total Self- Corrections



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