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BEFORE READING
Prereading Strategies
OBJECTIVES
Target Skill Identify the sequence of events to improve comprehension.
Target Skill Use sequence to identify story structure.
GENRE STUDY
Historical Fiction
Amelia and Eleanor Go for a Ride is historical fiction. Historical fiction pairs a realistic historical setting with an imaginary plot. It often includes real people as characters or real events, but the author generally makes up characters' dialogue. Amelia Earhart and Eleanor Roosevelt were real-life friends, and they did take a night flight on April 20, 1933.
PREVIEW AND PREDICT
Have students preview the title and illustrations and discuss what they think will happen when Amelia and Eleanor go for a ride. Encourage them to use lesson vocabulary words as they talk about their predictions.
Strategy Response Log
Predict Have students write two predictions about what they think
might happen in this story. Students
will check whether their predictions
match story events when they revisit
their logs on p. 571.
Choral Reading, 581a
Writing
Grammar
Fluency
Adverbs, 581e
Think and Practice, 581i
Writer's Craft: Focus, 581g
Spelling
DAY 2
Fluency and Language Arts
SET PURPOSE
Have students look at the illustrations on pp. 564–565. Identify Amelia Earhart and Eleanor Roosevelt. Ask students what they want to know about the ride these women take.
Remind students to keep track of the sequence of events as they read to help them understand the story better.
Audio CDAudioText
ELL
Activate Prior Knowledge Point out the illustrations of the airplane on
pp. 565 and 570–571. Have students share their experiences with airplanes and tell how modern airplanes are like or unlike the one shown in the story.
Consider having students read the selection summary in English or in students' home languages. See the Multilingual Summaries in the ELL Teaching Guide, pp. 159–161.
Amelia and Eleanor Go for a Ride

"Amelia and Eleanor Go for a Ride"
by Pam Muñoz Ryan

Student Edition
Unit 5, pp. 564–575

Historical fiction is set in the past, with characters based on real people who lived at the time. As you read this Snapshot, think about the two main characters.

Eleanor and Amelia were friends. Both were outspoken and daring. Eleanor found out that Amelia was going to be in town, so she invited Amelia and her husband to dinner at her house. That is not unusual. But Eleanor's husband was President Franklin Roosevelt, and the house they lived in was the White House. And Amelia was Amelia Earhart, the famous aviator. She was the first woman to fly a plane solo across the Atlantic Ocean. When these two women got together, something exciting would surely happen.
Amelia dressed for dinner. She put on high-heeled shoes, an evening gown, and long white evening gloves. They were very different from the clothes she wore when she was flying. People wondered why she flew. She always said, "It's fun!" She liked feeling independent. And she always felt that way in the cockpit.
At the same time, Eleanor was getting ready. She too was dressing up. Finally she pulled on her evening gloves. They were very different from those she wore when she was driving. She had just gotten a new car. She could not wait to drive it. Some people thought the First Lady should not drive herself. But she said, "It's practical!" And she too liked feeling independent.
The evening was beautiful, brisk, and without a cloud in the sky. The Red Room looked elegant. Someone said that Eleanor had just received her license as a student pilot. Amelia had encouraged Eleanor to do it. She promised to teach Eleanor how to fly.
Everyone asked what it was like to fly at night. Amelia was one of the few people at that time who had ever done it. Eleanor asked what Washington looked like. Amelia said she would have to see for herself. Suddenly Amelia said, "We should go now! It's a beautiful night to fly!"
The Secret Service men did not like the idea. But Eleanor wanted to go. So they took the two women to the airport. Amelia slipped into the pilot's seat, her long gloves still on. Eleanor sat in the passenger's seat. She said it was funny to see a pilot in a white dress and high-heeled shoes. Amelia laughed.
As they rose above Washington, Amelia turned off the lights inside the plane. There it was! The Potomac River glittered in the moonlight. The capitol dome looked as if it had a halo. The monuments looked like toys. Eleanor was thrilled.
When they got back to the White House, the two women slipped back outside. Next thing anyone knew, they were in Eleanor's new car. They drove around Washington and saw the sights closer up. This time Amelia was thrilled.
Then they headed back to the White House for dessert.

Amelia and Eleanor Go for a Ride by Pam Muñoz Ryan. Illustrations by Brian Selznick, Scholastic, Inc., 1999.

Copyright © Pearson Education.

 
   
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Students should set their own purposes for reading. Students may also choose to read something other than the main selection. For a list of titles related to lesson focus or topic, see TR7.
Students can use the question on p. 565 of the student edition to set a purpose for reading. Students should think about the sequence of events as they read to help answer this question. Students may also use their T-chart to set purposes.
If you began a Venn diagram on p. 562a, students can formulate a question based on the diagram's contents as a purpose for reading.
Independent Activities
ELL
Advanced
Strategic Intervention
On-Level
Unit Inquiry Project, 515
Cross-Curricular Centers, 560j–560k
Strategy Response Log, 564, 571, 577
Self-Selected Reading, TR38–39
Independent Activities
Place English language learners in the groups that correspond to their reading abilities in English.
Group Time