Objetivos Aue Coeemicotes Denote er 1 inmpretarn inguin Fauatho 1 an inerencs ‘otneRO \VocABRULARIO ¥ STUDIO DE f rataoas Cremona Semel socal: eat, tet aroma + Emaar as nageraenes | teen mtr ys Sporades + arn coexoes on el webu ronnie em ware Hit reconnect) a " " x Vt ” x " x 4 n ” A x " x n " x " x x x Resumen Joha Henrys el hoe de exe cuento, nace con ‘an mario en a mano, y habla y come como un sult dese a pier dade vida. Su remends Fiera es de gran ayuda paras pars, pero cuando cree, quiee hacer algo de s mismo, ‘Como estan fet tabs en construcién de ‘erocarile, Puede tender ms vas que todos los dems hombres juntos. Un da lag un funcionario ‘al gobiemo con una maquina de vapor nueva Esto “amenza el emplee de los wabaadores ferovatios. John Henry deaf al hombre dela maquina de ‘apor a una compencia para ver quién puede {ender mds vas, sel hombre o a méquina John, len gana pero esfuero lo mats Personajes Niveles Maré Henry Fio-0 Pap Heny envi Necinos anita 5 Samuels Wis-4 Hank vis-16 ion Vis-16 Noradort se on Heny eno 5. Sith Una it ne Naredor 2 ne pe ee ee euBuild Background «Ask students to share what they know about railroads, sins, and how talload tracks are built. Show pictures of railroad ties and spikes. + Use map and photographs to explain the seting the Allegheny Mounains in West Virginia, circa 1870. + White the name Jobn Henry on the chalkboard. Ask students if they have hheard of him, Explain that he isa legendary character from this story that takes place more than 100 years ago—when the ealroads were being bbuile across America. Introduce the Script + Give suudens a copy of the script and explain that hey are going ‘ead all ale about Jon Henry Ask Seudenceif chy know what all cle isan if they have read anyother tll tales Use che Learning About Genre Sidebar co help teach charac of tal les Explain that John Heney is 2 egend anda folk her. He was an inspiration tothe thousands of raload workers who worked long and had for ile pay Us the Background Information {o explain chat Jon Henry may have been a ea person, bur the sores cold about him are fiction. “. + Exaggerated characters and actions + Figuratve language + Otten humorous + Usual #eature a nero or heroine + Oftentake place onthe U.S. rontier exxesecennnn + Read thetitle and back cover blurb with stages. Ask chem ro predict ifJohn Hensy will win the concest aguint the sear dil. Introduce Vocabulary + Introduce the glowary words. Read th ‘word chillengevogether. Ask students to give you a thumbs-up ifthey have heard he ward before and know whas iemeans. thumbs-down if they dont know the word aa, ora chumb-in- the-middle if they've heard the word before, kc aren sure whac it means. Read the definition and the context sentence together. Ask students to use the word in new sentence. + Repeat this process for contaption and shusdering. apg 08 trea ten ry A sean opel he sui eee ‘Sonar nentcaregennon me emer ecetace mare sear+ Guide seudent to page 2 and the phrase the ret Railroad inthe sky. Explain che ths isan idiom or 2 gure of speech.” Ie isan imaginative sway of saying that John Henry is dead dnd gone to heaven (which many ‘hile of as being inthe slg). Point xt the contex cli "lke he did when he ‘vas alive” tha helps you understand this. Explain hace tales often ‘contain idioms, o figures of speech, fo give reader 2 feel forthe setting, tharacten, or humor in che st0ry. + Point out other examples of idioms and figurative expresions and explain theie meanings seudents. For texample, he pu heir arts into their toork (page S), smoke coming from bis bammere (page 15), and Dont go (meaning “Do nor de.” page 15) ‘Model Fluent Reading ‘Ask students 1 listen and follow along ‘wih you as yo read the scripe aloud ro ‘mode flueney and expresion. Background information John Henry—Fact and Ficion~ Like several oer tll les, this Joba Henry story began with area historical seing and, ‘what was probably areal person. Colorful language snd exaggerated details were added in various ways by vasious storytellers over she yeas. + Teisbelicred that John Henry was boxn ino slavery around 1850, though n0 ‘one knows for sure ifJohn Henry really txinted. Supposedly, John Henry became $ fre man and went to work on the trilroads, rebuilding the South afer the Coil War + According to legend he was born with ‘sharamer in his hand and grew 9 be ‘vers fet tall and to weigh over 0 hundred pound:—considered a masive size in those times. + After the Civil War, railroads hired thousands of men co smooth rough tecrain and cut through obstades in the tway ofthe tracks, One of these projecss happened at a place called Big Bend Tunnel in West Virginia. «Railroad workers used large hammers t0 rand holes deep into rock. Often, the Foles were fled with dynamite wo blast deeper cavities ico hills or meuatains + This story established John Henry a popular icon ina rapidly growing nation Fic has since been dhe subject of books, comics, film, postage stamps, and the "Joh Henry” ballad—among the most widely recorded American folk songs.c Build Fluency Skills: Read with Appropriate Pacing + Model: Tl seudents chat performers sms ead at apace that makes sense with thei ines and with che action and mood ofthe story. Use the Townsfoll’ line as an example. Say: The Towns acs asa chorus for the play. Loakat their ines om page 4 Repeated Reading: Rehearse the Script * Discuss the expectations yu have for seadet behavior during the teheats ‘Une the suggestions provided here and in the Reader Theater Oveview + Use small group sme for sadens to chess thee seripe Monitor students a they eee, and tll hem you wil hairline lame, 10 they shouldbe recd being wo how they develop the swith a diferent pace, Listen tome, as 1 read the lines with a hychmic pace. It sounds difeene than regular speaking. * Guide: Ask students co look atthe ‘Townefolls lines on page 5. Guide them to read the lines silently and then take turns reading aloud. (Other srudents should listen for shythmic pacing. + Apply: Peine out ther sections of, the script, and ak scadents what pace would be appropriate for the Action or mood, For example, look for srudents to identify a quick, excited pace duting the contest beeween John Henry and the seam dei, bura slow, sorrowful pace when John Henry collapses a the end, Ask seudents to take tuone reading the sections with the appropriate pacing Choral-Read for Fluency Involve students in a chorabreading ofthe seripc to reinforce the Auency sll of reading with appropsiate ppcing. Remind them to use dramatic ‘expression to bring each characters ‘mood or personality life. characters through their reading Offer suggestions for expression, voice, and characterization as you moni sudene? work. See che chart on page 8 for cips on voice and expresion. Use specific comments, rather than general ones, direced atthe character, not the seudent. Fo example: Mr. Smith, you should sound mare boatf * Use this time to observe pause sudents and asses for behavior Remind seudents of the assesment rubric and let them nove you wil be asesng them at you monitor the reheasl. Sikes ” 5 umenparttinecudienceudenteehod 4 demonsirate active staring, 3 + tq sem curing apertrnanc, XE + givecppropriatecommentstopertormers. B fia panda postvefeesace 4 + use ne nares of tne charters nen i gvingfeedback,raiherthannamesotine § Retamers.Word Study SIMUES AND COMPARISONS + Bxplsia ro rodents thats ea way ters compare one ting o another. Say that smiles sual se the words le or Explain that auhor ofen we simile or other compaions in ll tales for exaggerstions (comparing two things chat cant ely be very iil) + Show sradens the phase “Ie sounds lke thunder and che sentence “Theyte asbigas ee unk” page 2). Ase sodden what i compared wo chunder (ba Henry hammerngrilroad wacks nto pce) and whatis compared to ree teunks John Henry’ arms asa baby). + Poin out che following sentence in the script and write ion the chalkboard: "Hes bigger than asec ad bes ju one day 04” (gage 2- Ake seadens swht ve things are being compared (Gh baby John Henry and a shee). Tal students thatthe author wed the sine of sheep to cree 3 more vivid rental picture of how big the baby ‘was. Explain that chisis a compaion, bcs noc simile because one thing is bigger than the otbr—in a simile, they would be smilaror the same. Ask seudens find ihe sims and comparisons on page 6,7, and 12 in the ex Tal hem to decide wheher the phrase are smiles or eomparisons, what things ae being compared, and if the wo things ae sim, CONNECTIONS TO VOCABULARY Review the three glossary words With seudents: challenge, contraption, and ‘hunderin, Ask stadetsto share {thee own words what each, word means and weit in sentence about an experience they had. Focus student atention on the word cnzraprion by writing icon the chalkboard. Then write the words technology and machine underneath i ‘Ask: Would lightbulb be considered «new technology today? Would « ‘microwave oven be considered a new contepion? Pint ou that today, the seam dil that raced John Henry ‘would be an antique, but back then, i ‘vas new and amazing. Lead sudents ina discusion about technology and how it changes our lives, What was considered new and mysterious back in John Henrys day would probably be considered old-fashioned today. But roday, just like back thea, people are sometimes worried that new technology (like robo) will ake people’ jobs. ‘Ask students to think creatively about che Future: Whar machines or technologies might exist when you are «an adule,or when your grandebildren are edulis?