LESSON 2 TEACHER’S GUIDE The Story of Anne … · LESSON 2 TEACHER’S GUIDE The Story of Anne and ... the word orphan on page 5 is ... • What does the word trying mean in the

Number of Words: 1,926

L E S S O N 2 T E A C H E R ’ S G U I D E

The Story of Anne and Maudby Patricia Ann Lynch

Fountas-Pinnell Level WBiographySelection SummaryThe diffi cult childhood of author Lucy Maud Montgomery fi nds expression in Anne, a fi ctional, bright-spirited orphan and the main character in seven of Maud’s 20 novels. Set in Maud’s beloved Prince Edward Island, the “Anne” novels refl ect many of Maud’s life experiences in a way that has captured readers’ hearts for more than a century.

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Characteristics of the Text Genre • Biography

Text Structure • Narrative divided into nine brief chapters• Comparison/contrast of Maud’s and Anne’s lives• Details help the reader make inferences and predictions about characters

Content • Biographical information about L. M. “Maud” Montgomery (Anne of Green Gables)• Prince Edward Island, Canada• Pursuing a goal; gratitude

Themes and Ideas • Help those who have helped you.• Follow your dream; never give up.

Language and Literary Features

• Anne’s fl owery, dramatic language • Confl icts: problems in Maud’s and Anne’s lives caused by the death or desertion of

parents; Maud vs. grandparents’ strict rules; Anne and Gilbert • Setting: similarities between real and fi ctional Green Gables

Sentence Complexity • Primarily simple sentences with occasional complex sentences• Active and passive voice• Word series and compound verbs

Vocabulary • Names that might not be familiar to English language learners, such as Cavendish, Ewen, Ontario, Saint-Jean. Cultural references such as hatbox (p. 8).

Words • Multisyllable target vocabulary: contested, miraculous, scholasticIllustrations • Maps and photos support and lend realism to text.

Book and Print Features • Sixteen pages of text, including an illustrated Table of Contents• Block quotes; timeline

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

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Target Vocabulary

contested – questioned something’s accuracy p. 15

culprit – someone who is guilty of doing something wrong, p. 11

deprived – having had something taken away, p. 5

employed – used to accomplish something, p. 6

grimly – sternly, p. 5 mentor – a wise advisor, p. 6miraculous – amazing,

extraordinary, unexpected, p. 11

pursuit – the act of chasing after something, p. 6

scholastic – having to do with education and school, p. 15

tumult – a great, noisy, sometimes violent commotion, p. 5

The Story of Anne and Maud by Patricia Ann Lynch

Build BackgroundHave students use their knowledge of literature and writing to visualize the selection. Build interest by asking a question such as the following: What details would you include in a book about yourself? Read the title and author and talk about the cover illustration. Tell students that this selection is a biography, or story of the life, of the author L. M. Montgomery, known as “Maud.”

Frontload VocabularySome everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: fans, trying (adj.), trader, strict, resented, novels, manuscript, discouraged, burden, and mini-series.

Introduce the TextGuide students through the text, reading the captions, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Call their attention to any important labels. Here are some suggestions:

Page 2: Explain that this selection is about Maud Montgomery and her character, Anne. Suggested language: Read the Table of Contents. In what ways do you think a writer and the character she invents might be alike?

Page 5: Read the caption. Explain that Maud lived with her grandparents. Death and absence deprived her of her parents. Ask: What does it mean to be deprived of something?

Page 10: Explain that the orphanage sent Anne to work on a farm. Cultural Support: Explain that orphans of this time were often sent out as workers. They received food, shelter, and clothing.

Page 11: Read the caption. Ask: What can you infer from the fact that the book is published in 15 different languages?

Now read from the beginning to fi nd out how Maud became a successful writer.

2 Lesson 2: The Story of Anne and MaudGrade 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 Infer/Predict Strategy and to use text clues to fi gure out what might happen. Invite students to predict ways in which Anne’s story will be similar to Maud’s.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the selection. Suggested language: What did you fi nd most interesting about Maud Montgomery? Why?

Ways of ThinkingAs you discuss the text, help students understand these points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• Maud Montgomery grows up with her grandparents and becomes an author.

• In her books, Maud uses details from her own life to create characters, plot, and setting.

• Readers enjoy Maud’s books even years after her death.

• Never give up on a dream.

• Help people who have given you help or shown you kindness.

• People can overcome diffi cult childhoods and achieve success.

• Details in the selection show how Maud’s and Anne’s lives are both similar and different.

• Maud’s language seems like everyday speech, while Anne’s language is fl owery and fancy.

• The author includes a timeline to present important dates in Maud’s life.

© 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 or use for

readers’ theater. Remind them to practice saying names of people and places before they read the passage to help them read more fl uently.

• 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 some word families are formed from words that share a common root word. For example, the word orphan on page 5 is a noun meaning a “child whose parent or parents have died.” The same word can also be a verb, meaning “to cause the death of someone’s parent or parents.” The word orphanage on page 10 comes from the same root word.



Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 2.10.

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 SkillAuthor’s Purpose

Target Comprehension Skill Remind students that they can fi nd the author’s purpose

by looking at details the author has included in the selection. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:

Think Aloud

The selection tells how Maud Montgomery lived with her grandparents after her mother’s death and her father’s decision to move away. As an adult, she held different jobs before she married and became a famous author. List these details to show that one of the author’s purposes is tell about the life of a real person—Maud Montgomery.

Practice the SkillHave students share an example of another selection in which the author’s purpose is to inform readers about the life of a real person.

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 author’s purpose in writing this biography? Think about the main points

you have learned.

• On page 6, why is the last paragraph important to the book?

• What does the word trying mean in the sentence on page 4 It helped each girl pass through a trying childhood?



Critical ThinkingRead and answer the questions.

1. Think within the text Tell two ways that Maud’s life is similar to

Anne’s.

2. Think within the text Name two things from the author’s childhood

that become part of the setting for Anne of Green Gables.

3. Think beyond the text Why do you think the author wrote about

Anne and Maud?

4. Think about the text What clues does the author give to show that

Maud feels different from other children?

Making Connections Describe some things about your community

that would make others want to visit.

Write your answer in your Reader’s Notebook.

Name Date

The Story of Anneand Maud

Critical Thinking

Lesson 2B L A C K L I N E M A S T E R 2 . 1 0

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

Grade 6, Unit 1: Finding Your Voice12

Possible responses shown.

Both lost parents early in their lives, and both grew up on Prince

The schoolhouse and Prince Edward Island are from the author’s

She wanted to inform people about how the famous and loveable

Anne Shirley came into existence, as well as describe the

similarities between the author and her character.

She has to wear shoes and go home for lunch.

Edward Island.

past and are in Anne of Green Gables.

02.10_6_246260RNLEAN_Crtl Thk.in12 12 6/15/09 1:38:17 PM

English Language DevelopmentReading Support Pair English-speaking and English language learners so that they can check their understanding with each other.

Cognates The text includes many English words that look similar in Spanish. For example, the word culprit on page 11 is culpable in Spanish. These words are related to the English word culpable, which means “deserving blame for doing something bad.”

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: Whose life does the selection describe?

Speaker 2: Lucy Maud Montgomery

Speaker 1: Who raised Maud?

Speaker 2: Her grandparents

Speaker 1: What was Maud’s fi rst book?

Speaker 2: Anne of Green Gables

Speaker 1: Why were Maud and Anne orphans?

Speaker 2: Maud’s mother died and her father moved away. Anne’s parents died.

Speaker 1: How are the real farm and the fi ctional farm different?

Speaker 2: They have different names.

Speaker 1: Why does Maud dislike her grandparents’ rules?

Speaker 2: The rules made Maud different from other children. She couldn’t eat lunch at school like the rest of the students. She had to wear shoes, while they could go to school barefoot. The strict rules gave her less freedom than other children had.


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Name Date

The Story of Anne and Maud Thinking Beyond the Text

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

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

On page 8, the narrator says Maud learned “the first, last, and middle lesson—‘Never give up!’” Do you think this is a valuable lesson? How does Maud’s life show that she learned this lesson? Explain your answer, giving examples from the text.



Critical ThinkingRead and answer the questions.

1. Think within the text Tell two ways that Maud’s life is similar to

Anne’s.

2. Think within the text Name two things from the author’s childhood

that become part of the setting for Anne of Green Gables.

3. Think beyond the text Why do you think the author wrote about

Anne and Maud?

4. Think about the text What clues does the author give to show that

Maud feels different from other children?

Making Connections Describe some things about your community

that would make others want to visit.

Write your answer in your Reader’s Notebook.

Name Date

The Story of Anneand Maud

Critical Thinking




1414285

Student Date

The Story of Anne and Maud

Running Record Form


The Story of Anne and Maud LEVEL W

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

10 The first character Maud created – Anne Shirley – was an

orphan. In the book, Anne lived with an elderly brother and

sister, Matthew and Marilla Cuthbert. The Cuthberts had asked

an orphanage – a home for children who have no parents – to

send them a boy of ten or eleven. They wanted a boy to help

them with the farm chores. Instead, the orphanage sent Anne

to the Cuthberts. They were upset that Anne was not a boy.

Even the neighbors believed that it was odd for the Cuthberts

to adopt an orphan.

Comments: Accuracy Rate (# words read

correctly/91 × 100)

%

Total Self- Corrections



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LESSON 2 TEACHER’S GUIDE The Story of Anne … · LESSON 2 TEACHER’S GUIDE The Story of Anne and ... the word orphan on page 5 is ... • What does the word trying mean in the