LESSON 8 TEACHER’S GUIDE Romare Bearden

Number of Words: 1,005

L E S S O N 8 T E A C H E R ’ S G U I D E

Romare Beardenby Deborah Akers

Fountas-Pinnell Level RNonfictionSelection SummaryRomare Bearden was an artist known for his original style. Drawing from his own experiences and infl uenced by the world around him, Bearden was talented in all aspects of the art world, from painting to writing music to designing costumes for dancers.

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Characteristics of the Text Genre • Nonfi ction

Text Structure • Third-person narrative divided into eight short chapters which lead the reader through the life of Romare Bearden

Content • Romare Bearden’s life as an artist• Bearden’s creativity, originality, and talent

Themes and Ideas • Art can be infl uenced by many things.• Some people can turn their talents into their careers.

Language and Literary Features

• Conversational language• Descriptive language

Sentence Complexity • A mix of short and complex sentences• Many sentences begin with a date: In the 1920s, Harlem had become

Vocabulary • Some geographical locations, most of which should be familiar, such as North Carolina, New York, Harlem, St. Martin

Words • Multisyllable words, such as education, infl uenced, graduating, performancesIllustrations • Old black and white photographs

• Artwork• Map

Book and Print Features • Twelve pages of text, photographs or artwork on most pages with text• Full sentence captions

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

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Target Vocabulary

concerned – worried, p. 8feast – a very large meal, p. 10glorious – wonderful, p. 3model – a small version, person

or object painted by an artist, p. 9

ruined – destroyed, p. 4schedule – a planned program of

events, p. 8smeared – blurred or spread

around, p. 12streak – move quickly, p. 5

studio – a workshop for an artist, p. 6

yanked – pulled hard or jerked, p. 12

Romare Bearden by Deborah Akers

Build BackgroundHelp students use their knowledge of art to visualize the selection. Build interest by asking questions such as the following: What type of art do you like? Why do you like it? Read the title and author and talk about the artwork on the cover. Explain that Romare Bearden was an artist who lived from 1911–1988.

Introduce the TextGuide students through the text, noting important ideas and nonfi ction features. Help with unfamiliar language so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions:

Page 2: Have students look at the table of contents. Point out that most of the chapters are spans of years. Ask: Why do you think the author divided the text in this way?

Page 3: Read the caption. Explain that this selection is about Romare Bearden, an artist who created many different types of art. Suggested language: Look at the painting by Romare Bearden on this page. Are the colors rich and glorious or boring and dull?

Page 6: Have students look at the photo on page 6 and read the caption. Tell students that Romare moved from the country in North Carolina to the city, where he visited an art studio. Ask: How might living in Harlem have been different for Romare than living in North Carolina?

Page 9: Point out the painting by Bearden. Explain that Bearden modeled some of his paintings after Pablo Picasso, one of his favorite artists. Ask: What did Picasso’s paintings look like? Why do you think Bearden would model his work after a painting by Picasso?

Page 12: Explain the meaning of collage. A collage is a collection of different photographs or printed material placed together on a piece of paper, perhaps with some paint smeared around.

Now turn back to the beginning of the selection and read to fi nd out about Romare Bearden’s life.

2 Lesson 8: Romare BeardenGrade 4© Houghton Mifflin Harcourt Publishing Company

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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 Visualize Strategy and to use text details to form pictures in their mind of what they are reading.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the text.Suggested language: How did Romare Bearden use the world around him to infl uence his art?

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

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

• Romare Bearden used his experiences to create many different types of art.

• In addition to creating collages and paintings, Romare also wrote music.

• Romare’s works of art are original and use many different types of mediums.

• It is important for people to be able to express themselves.

• An artist should take time to build skills and learn from many different people.

• The story of a life can be told through what an artist creates.

• The timeline provides additional information about the text.

• Captions help to explain the photos.

• The photos contain useful information.

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

Choices for Further Support• Fluency Invite students to create a script for a readers’ theater. Have them use

the fi rst paragraph on page 6 as the basis from which to create a dialogue of a conversation between writers and artists who might have gathered at the Bearden home in Harlem in the 1920s.

• 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 the spelling of nouns that end in –y changes to –ies in their plural forms. For example, the word family (page 4), changes to families. Additional examples include city/cities, strawberry/strawberries, and story/stories.



Writing about ReadingVocabulary PracticeHave students complete the Vocabulary questions on BLM 8.1.

RespondingHave students use their Reader’s Notebook to complete the vocabulary activities on page 15. Remind them to answer the Word Teaser on page 16. (Answer: streak)

Reading Nonfi ctionNonfiction Features: Captions and Maps Remind students that nonfi ction has many features to help readers fi nd and understand important information. Captions and maps are two of these features. Explain that captions can be short phrases or longer sentences, as in this book. Captions tell what a photo, map, or diagram is about. Go back and read the captions in this book as a way to summarize the material in the main text.

Maps are another important source of information. They help the reader visualize where locations mentioned in the text are located. Have students look at the map on page 4. Ask what information they can learn from the map (the location of Harlem). Then have students locate North Carolina and St. Martin on a classroom globe or map.

Writing Prompt: Thinking About the TextHave students write a response to the prompt on page 6. Remind them that when they think about the text, they refl ect back on the text. They notice and evaluate language, genre, literary devices, and how the text is organized.

Assessment Prompts• Which words on page 10 help the reader understand the meaning of the word feast?

• The main purpose of the selection is to

________________________________________________________________.

• Which sentences from the selection show that Romare Bearden was very creative?



Target VocabularyChoose the Target Vocabulary word that best matches the phrase below.

concernedfeastgloriousmodel

ruinedschedulesmeared

streakstudioyanked

Vocabulary

Which word describes ...

1. when strawberry jam gets all over a white shirt? 2. when your little brother knocks over your science project? 3. when you are worried about a friend who is sick? 4. a Thanksgiving dinner? 5. a paper airplane? 6. when an airplane moves quickly through the sky? 7. when someone grabbed a marker you were using? 8. the things you do at the same time every day? 9. where an artist makes paintings? 10. a bright, summer day?

Target Vocabulary© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Lesson 8B L A C K L I N E M A S T E R 8 . 1

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

Romare BeardenTarget Vocabulary

3

Name Date

smeared

ruined

concerned

feast

model

streak

yanked

schedule

studio

glorious

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First Pass

English Language DevelopmentReading Support Pair beginning and intermediate readers to read the text softly aloud, or have students listen to the audio or online recordings. Remind students that this text is about the life of a talented artist.

Cognates The text includes many cognates. Explain the English word and its Spanish equivalent: glorious (glorioso), model (modelo), and ruined (arruinado).

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: Who is the selection about?

Speaker 2: Romare Bearden

Speaker 1: What did Romare Bearden do?

Speaker 2: create art

Speaker 1: Why did Bearden’s family move to Harlem?

Speaker 2: They wanted to fi nd jobs and to escape segregation.

Speaker 1: What infl uenced Bearden’s art?

Speaker 2: Bearden used his experiences and the world around him to create his art.

Speaker 1: In what way could Bearden be described as skilled or talented?

Speaker 2: Bearden studied at the Sorbonne in Paris. There, he learned how to use many different mediums in his art. He was a published writer and his songs were performed by famous jazz musicians.



Name Date

Romare BeardenThinking About the Text

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

Remember that when you think about the text, you reflect back on the text. You notice and evaluate language, genre, literary devices, and how the text is organized.

On page 3, the author writes that Bearden’s painting Family is “a colorful combination of many styles and influences.” How did the text help you to understand the different styles Bearden used in his art? How did the illustrations and other graphics help you to understand the artistic styles that Romare Bearden used?


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Lesson 8B L A C K L I N E M A S T E R 8 . 1

Romare BeardenTarget Vocabulary


Target VocabularyChoose the Target Vocabulary word that best matches the phrase below.

concernedfeastgloriousmodel

ruinedschedulesmeared

streakstudioyanked

Vocabulary

Which word describes ...

1. when strawberry jam gets all over a white shirt? 2. when your little brother knocks over your science project? 3. when you are worried about a friend who is sick? 4. a Thanksgiving dinner? 5. a paper airplane? 6. when an airplane moves quickly through the sky? 7. when someone grabbed a marker you were using? 8. the things you do at the same time every day? 9. where an artist makes paintings? 10. a bright, summer day?

Name Date


1414203


Student Date Lesson 8

B L a c k L i n e m a s t e r 8 . 2 3

Romare BeardenRunning Record Form

Romare Bearden • level r

Behavior Code Error

Read word correctly ✓ cat 0

Repeated word, sentence, or phrase

® cat

0

Omission — cat 1

Behavior Code Error

Substitution cut cat 1

Self-corrects cut sc cat 0

Insertion the

ˆcat 1

Word told T cat 1

page Selection Text Errors Self-Corrections

3

4

Look carefully at this picture. It is a portrait of a family,

gathered to welcome a new baby.

At first glance, this picture looks as if it were painted. But

when you look more closely, you will discover that the rich,

glorious colors used by the artist actually come from pasted

pieces of paper. The picture is called Family. Like Romare

Bearden, the artist who created the piece, Family is a colorful

combination of many styles and influences.

Family Travels

Romare Bearden was born in North Carolina in 1911.

When he was three years old, his family decided to move to

New York City.

Comments: Accuracy Rate (# words read

correctly/104 × 100)

%

Total Self- Corrections


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LESSON 8 TEACHER’S GUIDE Romare Bearden