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Guided Reading Manual Sampler
11
Day
2
43
Week 4
What a Tree Has Seen
Week 4
Practice and Apply
Remind students that
What a Tree Has Seen
is an example of historical
fiction and what makes a book or story historical fiction. Tell students to talk
with a partner comparing and contrasting
What a Tree Has Seen
with other
examples of historical fiction they know or read about. Encourage students to
ask each other questions about the setting, character, a plot of both stories.
Then have students share their ideas with the class. Ask students:
What do you
think the live oaks represent to the people of Savannah? Why do people want to
preserve them?
Have students t work with a partner to think of things in their
community that are like Savannah’s live oaks. Have students identify them and
explain why they are important to the community. Finally ask:
Why do you think
the author used the trees to tell Savannah’s history? Do you think this idea worked?
Why or why not?
Close
To bring closure to Day 2, refer students back to the predictions they made
on Day 1 and discuss what clues helped them make accurate predictions.
Developing
Expanding
More Complex
Page 16
u
Who can tell the whole story of
Savannah’s history?
(the live
oak trees)
Encourage students
to think of symbols of other
cities.
u
Why did the author write this
book?
Remind students of
the four purposes of writing.
Allow answers that include
to inform or to describe.
Encourage students to explain
their answers using specific
examples.
u
What is the author’s point of
view of the story?
Explain to
students that every story has
a narrator. Say:
Sometimes the
narrator is a character in the
story or a first-person point of
view; sometimes it is an outsider
observing the action, which is
a third-person point of view.
Words such as:
I, me, mine,
we,
and
our
can indicate a
first-person point of view.
He,
she, they, him, her
, and
there
are words that indicate a third-
person point of view.
Encourage
students to provide specific
clues the helped them arrive
at their answer.