LESSON 7 TEACHER’S GUIDE Making Moviesforms.hmhco.com/assets/pdf/journeys/grade/L07_making_movies_T.pdf · Number of Words: 1,297 LESSON 7 TEACHER’S GUIDE Making Movies by Joanne

Number of Words: 1,297

L E S S O N 7 T E A C H E R ’ S G U I D E

Making Moviesby Joanne Mattern

Fountas-Pinnell Level TInformational TextSelection SummaryIn this virtual “movie museum,” the author records the development of movies from the fi rst movie made in 1888 to the use of computer-generated effects today. The article highlights keys events in the history of movie making, identifying important fi gures, and describing key inventions and techniques.

Copyright © by Houghton Mifflin Harcourt Publishing Company

All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Miffl in Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-30581-3 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09

If you have received these materials as examination copies free of charge, Houghton Miffl in Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited.

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

Characteristics of the Text Genre • Informational text

Text Structure • Selection organized in seven short chapters• Chapter headings highlight topics in chronological order

Content • Events in history of movie-making• Important fi gures in the development of movies• Inventions and other advances in movie-making

Themes and Ideas • Movie-making has developed greatly over the past hundred years.• New inventions and techniques have made movies interesting and exciting. • Critics and advertising can affect the success of a movie.

Language and Literary Features

• Conversational tone• Writer talks directly to the reader.

Sentence Complexity • Few complex sentencesVocabulary • Film terms, some of which might not be familiar to English language learners, such as

special effects, projector, negative, frames. Cultural references such as Hollywood (p. 11).Words • Multisyllable target vocabulary: advertise, entertaining, generated

• Many multisyllable proper nouns, some diffi cult to decode: Edison, Auguste LumièreIllustrations • Photographs add interest and support the text

Book and Print Features • Twelve pages of text with photographs on most pages• Table of contents lists chapter headings and page numbers• Images of fi lmstrip highlight chapter headings, sometimes in the middle of a page.

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

4_305813_ELL_LRTG_L07_MakingMovies.indd 1 11/4/09 10:51:57 PM

Target Vocabulary

advertise – to inform the public about products, p. 9

angles – the places, positions, or directions from which an object is presented to view, p. 11

critics – people who judge artistic creations, p. 12

entertaining – funny or enjoyable, p. 3

focus – to pay attention to something, p. 11

generated – created or produced something, p. 13

jolts – sudden bursts of energy or excitement, p. 3

promote – to make something popular, p. 12

target – a goal or aim, p. 13thrilling – exciting, p. 12

Making Movies by Joanne Mattern

Build BackgroundHelp students use their knowledge of movies to visualize the text. Build interest by asking a question such as the following: What types of movies do you like to watch? Read the title and author and talk about the cover photograph. Tell students that this book is an informational text in which they will learn facts and examples about the topic of movie making.

Frontload VocabularySome everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: camera, plastic, theaters, famous, scenes, review, danger, adventure.

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 3: Point out the photograph and tell students that this article is about the history of movies. Suggested language: Read the caption under the photograph. Read this sentence: Movies are entertaining to watch. Ask: In what way are movies entertaining?

Pages 5–6: Read the captions under the photographs and the label on these pages. Ask: What did Thomas Edison invent that helped make movies more entertaining?

Page 8: Read the caption under the photograph on page 8. Explain that Auguste and Louis Lumière also invented things that changed movies. Ask: What did the Lumière brothers show their movies on?

Page 9: Have students look at the photograph as you read the caption. Make sure students understand the term advertise. Ask: What things might you have seen in Méliès’ movie?

Page 11: Cultural Support: Explain that the word “Hollywood” has become synonymous with the movie industry.

Now turn back to the beginning and read to fi nd out about the history of movie making.

2 Lesson 7: Making MoviesGrade 4© Houghton Mifflin Harcourt Publishing Company

4_305813_ELL_LRTG_L07_MakingMovies.indd 24_305813_ELL_LRTG_L07_MakingMovies.indd 2 7/28/09 3:58:15 PM7/28/09 3:58:15 PM

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 pause to review what they have read in each chapter.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the selection.Suggested language: Which of the movies discussed in the article would you like to see? Why? Have you seen any of the movies that were mentioned? Which ones?

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 fi rst movie, made in 1888, was just two seconds long.

• Throughout the 1900s, new inventions have made it possible to see movies clearly on a wide screen, in color, and with sound.

• Moviemakers advertise their movies and critics write reviews of movies.

• Movies have become more interesting and exciting over time.

• What might seem like magic is really the result of new inventions.

• Computers and other inventions will continue to change the way movies are made.

• The “fi lmstrips” make the chapter headings stand out and keep readers focused on the topic.

• By talking directly to the reader, the author keeps readers engaged.

• The timeline at the end of the article summarizes the most important events in the order in which they happened.

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

Choices for Further Support• Fluency Invite students to participate in choral reading. Remind students that they

should read at a rate that is not too fast or too slow. Have students speak at a faster rate when they are reading about an exciting event.

• 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. Have students defi ne the word inventions as it is used on page 7. Ask students to name other words that share a root with inventions (invented, p. 4; inventing, p. 6, inventors, p. 6). Tell students that the root word invent is also a Latin word which means “to fi nd.”



Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 7.10.

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 SkillFact and Opinion

Target Comprehension Skill Remind students that they can determine if a statement

is a fact, which can be proven, or an opinion, which is someone’s feeling or belief. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:

Think Aloud

On page 12, the author says, “In 1933, a movie called King Kong came out.” This statement can be proven, so it is a fact. On page 11, the author writes, “Movies got even better.” This is the author’s belief, so it is an opinion. Write statements such as these in the chart to separate fact and opinion.

Practice the SkillHave students share an example of another selection in which they read both facts and opinions about a topic.

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 this selection mainly about?

• The author organizes the selection by

________________________________________________________________.

• Which sentences from the article tell about something important that happened in 1995?



Critical ThinkingRead and answer the questions.

1. Think within the text How are fi lm negatives used to show

the pictures in movies?

2. Think within the text Name three people who changed the

way movies were made or watched.

3. Think beyond the text What do you think was the most

important change in making movies? Explain your answer.

4. Think about the text What is the author’s opinion of the

movie King Kong? How do you know?

Making Connections The way movies are made and watched has changed a lot over time. What are some ways movies have changed since your parents were your age?

Write your answer in your Reader’s Notebook.

12

Making MoviesCritical Thinking

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

Lesson 7B L A C K L I N E M A S T E R 7 . 1 0

Grade 4, Unit 2: Do You Know What I Mean?

Name Date

The dark parts of the negative show up brightly when light shines through it.

Thomas Edison, Auguste Lumière, and George Méliès all changed moviemaking.

I think adding sound to movies in the 1920s was the most important change.

Sound makes the movie more realistic.

The author thinks that King Kong was an important and entertaining movie. He

calls the movie’s special effects “spectacular.” He also uses the movie as an

example of the special effects possible with the optical printer.

Possible responses shown.

12_4_246253RTXEAN_L07_FR.indd 12 3/22/09 11:51:31 PM

English Language DevelopmentReading Support Pair advanced and intermediate readers to read the selection softly, or have students listen to the audio or online recordings.

Vocabulary The text includes some words that have more than one meaning. Explain the meaning of these words as they used in the article: last (p. 4), coated (p. 5), and loop (p. 7). Also, explain the expression rushed to see them (p. 8).

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: What is this selection mostly about?

Speaker 2: movies

Speaker 1: Who invented the kinetograph?

Speaker 2: Thomas Edison

Speaker 1: What was the fi lm in the kinetograph made of?

Speaker 2: celluloid

Speaker 1: What was new and different about the movie King Kong?

Speaker 2: The special effects in King Kong showed a giant ape next to small people.

Speaker 1: What was special about Toy Story?

Speaker 2: Toy Story was the fi rst movie created entirely by computer.

Speaker 1: How did the CinemaScope make movie production better?

Speaker 2: The CinemaScope showed movies on a wide screen. The movies didn’t look strange on the large screen. It also showed movies with better and louder sound.



Name Date

Making Movies 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.

Do you think newer movies are more exciting than older movies? Why or why not? Do you think new inventions will allow movies in the future to be better than they are now? Why or why not? Explain your answer, giving examples from the selection.



Critical ThinkingRead and answer the questions.

1. Think within the text How are fi lm negatives used to show

the pictures in movies?

2. Think within the text Name three people who changed the

way movies were made or watched.

3. Think beyond the text What do you think was the most

important change in making movies? Explain your answer.

4. Think about the text What is the author’s opinion of the

movie King Kong? How do you know?

Making Connections The way movies are made and watched has changed a lot over time. What are some ways movies have changed since your parents were your age?

Write your answer in your Reader’s Notebook.

Making MoviesCritical Thinking


Name Date



1413

976

Student Date

Making Movies

Running Record Form


Making Movies • LEVEL T

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

11

In the past, movies did not have sound. They were silent.

Then, in the 1920s, a sound system for movies was made.

It was called the Vitaphone sound-on-disk system. The

Vitaphone had a projector and a record player that worked

together. The projector showed the movie. The record player

played music and sound. In 1927, a man named Al Jolson was

in the most famous Vitaphone movie. The movie was called

The Jazz Singer. It was one of many “talking pictures” that

were made.

Movies got even better. Directors began to use different

camera angles to tell a story.

Comments: Accuracy Rate (# words read correctly/101 ×

100)

%

Total Self- Corrections



Documents

LESSON 7 TEACHER’S GUIDE Making Moviesforms.hmhco.com/assets/pdf/journeys/grade/L07_making_movies_T.pdf · Number of Words: 1,297 LESSON 7 TEACHER’S GUIDE Making Movies by Joanne