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Leading People to Freedom
Audio CD AudioText
Monitor Progress
Word and
Selection Reading
If… students have difficulty reading multisyllabic words in the selection,
then… have them look for and read meaningful parts in the words or have them chunk words with no recognizable parts.
If… students have difficulty reading along with the group,
then… have them follow along as they listen to the AudioText.
DAY 4
ROUTINE
Elena's Serenade
Group Time
 
Strategic Intervention
1
2
Practice Retelling
REVIEW STORY ELEMENTS Help students identify the main characters and the setting of Elena's Serenade. Then guide them in using the Retelling Cards to list story events in sequence. Prompt students to include important details.
Retelling CardsRETELL Using the Retelling Cards, have students work in pairs to retell Elena's Serenade. Monitor retelling and prompt students as needed. For example, ask:
  • What is Elena like?
  • Tell me what this story is about in a few sentences.
  • How does this story remind you of other stories?
If students struggle, model a fluent retelling.
Read "Leading People to Freedom"
BEFORE READING Read the genre information on p. 404. Explain that one way authors organize facts in expository nonfiction is to put them in the order in which they happened in real life. That is how the expository nonfiction selection "The Story of the Statue of Liberty," which we read at the beginning of this unit, was organized.
Read the rest of the panel on p. 404. Have students scan the pages, stopping to discuss what the map on p. 406 shows. Ask: Why do you think the author included this map?
DURING READING Have students read along with you while tracking the print or do a choral reading of the selection. Stop to clarify Underground Railroad terms, such as trains, conductors, and stations.
AFTER READING Have students share their reactions to the selection. Then guide them through the Reading Across Texts and Writing Across Texts activities, prompting if necessary.
  • What would Elena say if you asked her, "What did you want to do? Why?"
  • What would Harriet Tubman say if you asked her, "What did you want to do? Why?"
ROUTINE
DAY 4
1
2
Advanced
Read "Leading People to Freedom"
CRITICAL THINKING Have students read pp. 404–407 independently. Encourage them to think critically. For example, ask:
  • In what way did Harriet Tubman work for the freedom to create?
  • Do you think this is an important selection for students to read? Explain.
Have students write a review of the selection. Ask them to describe the impact it will have on other readers and why they feel this way. Have students meet with you to discuss the selection and share their review.
AFTER READING Discuss Reading Across Texts. Have students do Writing Across Texts independently.
Extend Genre Study
RESEARCH Have students use online resources or print sources to find other examples of expository nonfiction about Harriet Tubman. Have them make a list of titles, noting the types of maps or other graphics that were used in each selection.
WRITE Have students write a short nonfiction article that tells about Harriet Tubman's early life as an enslaved person, or about her later life as she helped hundreds to find their own freedom. Encourage students to include a map or other graphic organizer in their articles.