11 A Night To Remember
LESSON 11 TEACHER’S GUIDEA Night to Rememberby Holly MeltonFountas-Pinnell Level UHistorical FictionSelection SummaryHenry Parker is only 14 years old, but he bears witness to an eventthat will stand the test of time: The Boston Tea Party. Each of Henry’sjournal entries chronicles the events leading up to the big night—themeetings of the Patriots, the increasing unhappiness with British rule,and the role his family plays in exercising its independence from theBritish.Number of Words: 2,377Characteristics of the TextGenreText StructureContentThemes and IdeasLanguage andLiterary FeaturesSentence ComplexityVocabularyWordsIllustrationsBook and Print Features Historical fiction First-person narrative, told in journal entries with dates provided as chapter headings Historic context provided in foreword Political/social activism of Patriots fighting for independence in colonial Boston Familial ties at the time of the Boston Tea Party Historic events can be recorded by common people as well as the key players Siblings can disagree and still help each other. Passion and conviction can be used to spur people to change current conditions. Journal entries with dialogue Some archaic language: “And why did you not . . .”; “I was sorely tempted” Mostly short sentences, with high-level vocabulary Dashes, italics, quotation marks, questions, and exclamations Words and phrases associated with revolution: dissent, independent, rouse, resolve Figurative language: as bright as day; like thick seaweed Multisyllable words: many of them challenging, such as Parliament, infuriates, massacre,insistently, impertinent Realistic full-color drawings Sixteen pages of text, with illustrations on many pages Timeline, glossary 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.Copyright by Houghton Mifflin Harcourt Publishing CompanyAll rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopyingor recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expresslypermitted by federal copyright law.Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publicationin classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should beaddressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819.Printed in the U.S.A.978-0-547-30906-41 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials andthey 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.
A Night to Rememberby Holly MeltonBuild BackgroundRemind students of the events in Boston that led to the American Revolution. Remind thatthat the Patriots were colonists who hoped to form a new country, apart from British rule.Build interest by asking a question such as the following: What do you think it would havebeen like to actually be part of the Boston Tea Party? Read the title and author and talkabout the cover illustration. Explain to students that this is historical fiction; although theevents really happened, they are being described in a first-person account by a fictionalcharacter.Introduce the TextGuide students through the text, noting important ideas and helping with unfamiliarlanguage and vocabulary so they can read the text successfully. Here are somesuggestions:Page 3: Explain to students that the Patriots are upset with the British governmentbecause the colonists will have no representatives in Parliament despite paying atax on tea.Suggested language: Do you think this kind of problem would interest a 14-yearold boy?Page 4: Explain that the main character, Henry, has a younger sister, Sarah, whoalso wants to be a Patriot. Ask: How could girls help? Why might Henry’s sister bea problem for him?Page 8: Explain that the Patriots are becoming more agitated with the British.Suggested language: The Patriots tried to persuade the Royal Governor to releasethe ships in the harbor. What might happen if the governor won’t cooperate?Page12: Explain that Henry uses language from the 18th century. Direct studentsto the sentence in the middle of the page: Sometimes my sister tries my patiencesorely.” Ask: What does Henry mean? How would a boy express those feelingstoday?Now turn back to the beginning and read to find out how Henry happened tobecome an eyewitness to the Boston Tea Party.Target Vocabularybracing – placing oneself againsta support to keep from beingknocked over, p. 15embark – to set out on anadventure or task, p. 14conduct – behavior, p. 5pressing – something that isurgent, p. 8cramped – small and tightlypacked space, p. 16representatives – people chosento speak for others, p. 3 Houghton Mifflin Harcourt Publishing Companysurveyed – to have looked overthe parts and features ofsomething, p. 9viewpoint – a way of thinkingabout something, p. 2distracted – to have one’sattention drawn away, p. 7Grade 5shattered – to have brokensuddenly into many smallerpieces, p. 142Lesson 11: A Night to Remember
ReadHave students read silently while you listen to individual students read aloud. Support theirunderstanding of the text as needed.Remind students to use the Visualize Strategyas they read. Tell themto think about what it might have looked like from Henry and Sarah’s perspective towitness the Boston Tea Party.Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the text.Suggested language: Did you find this account suspenseful? Do you think Henry’smotives and behavior were realistic? Sarah’s? Why or why not?Ways of ThinkingAs you discuss the text, help students understand these points:Thinking Within the TextThinking Beyond the TextThinking About the Text Henry Parker is a fictionalcharacter who documents thereal-life events of the Boston TeaParty. Considering an event frommultiple perspectives helpsreaders understand the event’ssignificance. The timeline at the beginningof the story is useful in listingevents leading up to the BostonTea Party. Henry changes his mind abouthis sister Sarah and is impressedby her courage. Brothers and sisters can learn torespect each other. Noting the dates of the journalentries adds to the suspenseinherent in the text. The Patriots work together toeliminate the tea supply fromBoston Harbor. Strong convictions can causepeople to react bravely anddecisively. The detailed eyewitness accountof the Boston Tea Party makes itseem more real. 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.Choices for Further Support Fluency Invite students to act out a scene from the story to demonstrate phrasedfluent reading. Remind them that pausing adds to the interpretation of a text, and thatthey should pause when punctuation dictates (at dashes, between journal entries, or toindicate changes of speaker in dialogue). Comprehension Based on your observations of the students’ reading and discussion,revisit parts of the text to clarify or extend comprehension. Remind students to goback to the text to support their ideas. Phonics/Word Work Provide practice as needed with words and word parts, usingexamples from the text. Have students define the word ferule based on its use on page6. Explain that the word ruler shares a root with ferule. Likewise, the words distractedand triumphant, share roots with contact and triangle, respectively.Grade 5 Houghton Mifflin Harcourt Publishing Company3Lesson 11: A Night to Remember
Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 11.8.RespondingHave students complete the activities at the back of the book, using their Reader’sNotebook. Use the instruction below as needed to reinforce or extend understandingof the comprehension skill.Target Comprehension SkillCause and EffectRemind students that they can use cause and effect tolocate information in a story. They can also use cause and effect to understand a chain ofevents, such as those which led up to the Boston Tea Party. Model how to add details tothe Graphic Organizer, using a “Think Aloud” like the one below:Think AloudHenry writes about Governor Hutchinson’s refusal of Rotch’s terms. Weknow that the Boston Tea Party happens on December 16, so this is oneincident that caused the Tea Party. The cause was the Governor’s refusal.The effect was the Boston Tea Party.Practice the SkillHave students share another example of cause and effect in the story. For example, whatcaused Henry to change his feelings about his sister?Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6. Remind them that when theythink beyond the text, they use their personal knowledge to reach new understandings.Assessment Prompts What can the reader conclude about how Henry will treat his sister in the future? What is the meaning of surveyed on page 9? What is one important message in the story?Grade 5 Houghton Mifflin Harcourt Publishing Company4Lesson 11: A Night to Remember
English Language DevelopmentReading Support Give English learners a “preview” of the text by holding a briefsmall-group discussion with them before reading the text with the entire group.Cultural Support This selection contains many instances of archaic language thatmight be unfamiliar. Explain the subtlety of certain missing prepositions such as “Sarahannoys me no end” (page 5). Explain to students that the Mohawk Indians were a tribeof Native Americans, and that the Patriots disguised themselves as such so as not revealtheir true identities to the British and Loyalists.Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’English proficiency level. Speaker 1 is the teacher, Speaker 2 is the student.Beginning/Early IntermediateIntermediateEarly Advanced/AdvancedSpeaker 1: What is the story about?Speaker 1: What details does Henryprovide about his life?Speaker 1: Why do you thinkHenry identifies as a Patriot?Speaker 2: Henry explains his family’sinvolvement in revolutionary activities.Speaker 2: He uses his parents’actions to interpret currentevents.Speaker 2: the Boston Tea PartySpeaker 1: Who is telling the events?Speaker 2: Henry ParkerSpeaker 1: How does Henry feel aboutthe Loyalists?Speaker 2: unsympatheticSpeaker 1: What does Henry learn abouthis sister the night of the Boston TeaParty?Speaker 2: Henry learns that Sarah isbrave and spirited.Speaker 1: What do the family’sactions at the end suggest?Speaker 2: Their actions suggestthat they are united around acommon cause.Lesson 11NameBLACKLINE MASTER 11.8DateCritical ThinkingA Night to RememberCritical ThinkingRead and answer the questions. Possible responses shown.1. Think within the text What caused the Patriots to throw the teaoverboard?They were upset about unfair taxes imposed by the British.2. Think within the text What did American women do to helpprotest British laws and taxes?They joined the Daughters of Liberty. They made Liberty Tea andother goods so people didn’t have to buy British goods.3. Think beyond the text Why was December 16, 1773, “A Night toRemember”?The events of that night helped to start the American Revolution.4. Think about the text How does Henry change the way he feelsabout having to watch his sister rather than helping to throw teaoverboard?At first, he is miserable and disappointed not to be participating.When Sarah influences events by stopping a thief, he feels proudof her.Making Connections Henry had a rare opportunity to witness historic eventsfirsthand. If you could, which historic events would you have enjoyed takingpart in or watching up close? Why?Write your answer in your Reader’s Notebook.Critical Thinking10Grade 5, Unit 3: Revolution! Houghton Mifflin Harcourt Publishing Company. All rights reserved.10 5 246253RTXEAN L11 CT.indd 10Grade 5511/25/09 1:54:37 PMLesson 11: A Night to Remember Houghton Mifflin Harcourt Publishing CompanyFirst Pass
NameDateA Night to RememberThinking Beyond the TextThink about the questions below. Then write your answer in two paragraphs.Remember that when you think beyond the text, you use your personalknowledge to reach new understandings.Bravery is one of the themes of this story. How do Henry and his familydemonstrate different examples of bravery? What do their actions showabout the nature of bravery? Give examples to support your ideas.Grade 5 Houghton Mifflin Harcourt Publishing Company6Lesson 11: A Night to Remember
Lesson 11NameBLACKLINE MASTER 11.8DateCritical ThinkingA Night to RememberCritical ThinkingRead and answer the questions.1. Think within the text What caused the Patriots to throw the teaoverboard?2. Think within the text What did American women do to helpprotest British laws and taxes?3. Think beyond the text Why was December 16, 1773, “A Night toRemember”?4. Think about the text How does Henry change the way he feelsabout having to watch his sister rather than helping to throw teaoverboard?Making Connections Henry had a rare opportunity to witness historic eventsfirsthand. If you could, which historic events would you have enjoyed takingpart in or watching up close? Why?Write your answer in your Reader’s Notebook.Grade 5 Houghton Mifflin Harcourt Publishing Company7Lesson 11: A Night to Remember
StudentLesson 11DateBLACKLINE MASTER 11.12A Night to Remember LEVEL Upage9A Night to RememberRunning Record FormSelection TextErrorsSelf-CorrectionsAccuracy RateTotal SelfCorrectionsLast night, Boston Harbor became the world’s largest teapot! Imust recount how it happened.Yesterday after dinner, I prepared to return to the Old SouthMeeting House. I had some difficulties leaving home, however,as Sarah would not let go of my arm. “I want to come withyou!” she said, tugging insistently at my sleeve. Mother toldher that young girls did not belong at such meetings. As I left,Sarah whispered, “I will see you later!” That worried me.At the meeting house, the mood was tense. Francis Rotch hadnot returned.Comments:(# words readcorrectly/95 100)BehaviorRead word correctlyCode catRepeated word,sentence, or phrase Omission—catcatGrade 5 Houghton Mifflin Harcourt Publishing correctscut sccat0Insertionthe1catErrorˆWord told18Tcat1Lesson 11: A Night to Remember1414291%
A Night to Remember by Holly Melton Fountas-Pinnell Level U Historical Fiction Selection Summary Henry Parker is only 14 years old, but he bears witness to an event that will stand the test of time: The Boston Tea Party. Each of Henry’s journal entr
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A Night To Remember This LitPlan has been designed to develop students' reading, writing, thinking, and language skills through exercises and activities related to A Night To Remember. It includes 20 lessons, supported by extra resource materials. In the introductory lesson, students are introduced to the novel via a short clip from the Titanic
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