®
Guided
Reading
Biography
1090L
Chief Justice
John Marshall
Written by Charles M. & Margaret K. Wetterer and illustrated by
Kurt W. C. Walters
Key IDEA Often the first rescuer at the scene of an accident is a search and rescue
dog. This nonfiction book covers the types of searches dogs do, what qualities dogs
need in order to do this work, and how dogs and their owners are trained for it.
LITERACY STANDARDS ADDRESSED IN THIS PLAN
RI.5.1
RI.5.4
MAIN FOCUS Key Ideas & Details L.5.6
Session 1, Additional Instruction Quote accurately from a text when explaining
what the text says explicitly and when drawing
inferences from the text.
Acquire and use accurately grade-appropriate
general academic and domain-specific words
and phrases, including those that signal
contrast, addition, and other logical relationships
(e.g., however, although, nevertheless, similarly,
moreover, in addition).
MAIN FOCUS Craft & Structure Sessions 1, 2, 3 Determine the meaning of general academic
and domain-specific words and phrases in a text
relevant to a grade 5 topic or subject area.
RI.5.8
Sessions 2, 3 RI.5.10 Range of Reading & Level of Text Complexity By the end of year, read and comprehend
informational texts, including history/social
studies, science, and technical texts, in the grades
4–5 text complexity band independently and
proficiently.
Comprehension & Collaboration ISBN 978-1-62889-246-8
Sessions 1, 2, 3 Summarize the points a speaker makes and explain
how each claim is supported by reasons and
­evidence.
L.5.5c
RF.5.3
Vocabulary Acquisition & Use Additional Instruction Use the relationship between particular words
(e.g., synonyms, antonyms, homographs) to better
understand each of the words.
Phonics & Word Recognition Additional Instruction Know and apply grade-level phonics and word
analysis skills in decoding words.
MAIN FOCUS Integration of Knowledge & Ideas Explain how an author uses reasons and
­evidence to support particular points in a text,
identifying which reasons and evidence support
which point(s).
SL.5.3
Vocabulary Acquisition & Use Sessions 1, 2, 3 RF.5.4a Fluency Session 2 Read grade-level text with ­purpose and
understanding.
W.5.1
Text Types & Purposes Writing Task
Write opinion pieces on topics or texts,
supporting a point of view with reasons and
information.
W.5.8* Research to Build & Present Knowledge Sessions 1, 2, 3 Recall information from experiences or gather
information from provided sources to answer a
question. *standard adapted from another grade
W.5.10 Range of Writing Write routinely over extended time frames and
shorter time frames for a range of disciplinespecific tasks, purposes, and audiences.
Mondo Bookshop Grade 5 1
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Session 1 Text Selection: pp. 2–13
Learning Focus
RI.5.1
Students read closely to find
quotations from the text to
support their explanations
and inferences about
the topic.
Key Idea: Text Selection After a prologue depicting the dramatic selection
of John Marshall as Chief Justice in 1801, this section covers Marshall’s early
life, from his birth in 1755 to a large rural family in Virginia, to his service as a
militia lieutenant in the Revolutionary War.
Previewing the Text 5 minutes
Read the title and author credit with students. Have them read the back cover
and skim the Important Dates list on page 32.
ELL SUPPORT
L.5.4 Vocabulary Support
vocabulary words such as
chief, all-to-rare, and every
spare minute using the ELL
vocabulary strategies in
Getting Started.
VOCABULARY
RI.5.4 Show students how
the authors introduce topicspecific words with definitions
and context clues. Point out
the word quoits (page 5). The
sentence with this word reveals
that quoits is a game like
horseshoes, and the footnote
explains it in detail. The picture
on page 7 shows a game of
quoits.
hen I read a biography, I want to know why the subject of the biography is
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important and interesting. Based on the back cover and the list of Important
Dates on page 32, why is John Marshall a good subject for a biography?
He was important in early American history. He was an important justice of
the Supreme Court.
That’s strong evidence that he’s a person we’d want to learn about.
Reading the Text 10 minutes
Explain the learning focus of quoting accurately when explaining inferences
and points in the text. Invite students to read pages 2–4. Check to see how
they apply the focus and provide s­ upport if needed. Then have students read
up through page 13.
ow let’s focus on quoting brief passages that help explain inferences and
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what the text says explicitly. What is this biography about?
It’s about John Marshall’s life, why he is ­important, and why we should
appreciate what he’s done.
ill someone read aloud a quote from page 2 that helps us appreciate
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John Marshall?
“Many years later, someone asked John Adams what he thought was his
most important accomplishment as president. Without hesitation, Adams
replied, ‘My appointment of John Marshall as chief justice.’”
How does this quote help us appreciate John Marshall?
John Adams said appointing John Marshall as Chief Justice was his most
important accomplishment as president, so Marshall must be important,
too.
s we read, we’re going to try to use quotes from the text to explain what
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the text says and to draw inferences.
Corrective Feedback
Have students reread the
Prologue (page 2) and locate
a point that the author makes.
Encourage them to silently
reread, stopping at key points
to think and talk together
about their understandings.
If students show they can apply the focus, set the reading assignment for the
session. If not, ask them to reread page 2 and practice explaining what the
text explicitly says by using quotes, and then drawing inferences.
ou’re going to keep using this reading focus throughout the biography.
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Always make sure you quote the authors’ exact words when explaining the
text or your inferences. When you back up inferences with exact quotes,
you can be sure you’re stating the authors’ point ­accurately. Now let’s read
through page 13.
2 Chief Justice John Marshall
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Discussing the Text 10 minutes
Invite students to discuss the points in the text that interest them most and
to use quotes from the text when appropriate. Mention that as part of their
discussion, they should summarize points they hear their classmates making.
hen you quote a passage, double-check to make sure you’ve quoted
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accurately. Why?
Because when you explain a text or make an inference from it, you need to
make sure you’re basing your ideas on what the text really says.
or more practice, let’s turn to page 4. It’s only three lines long, but who can
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share an inference?
People back then had more children than people today; as the first child,
Marshall probably had lots of responsibilities.
Find a quote to support that inference.
“He was the first of 15 children.”
SL.5.3 Discussion
Collaborative
DISCUSSION TIP
Tell students to ask each other
questions during a discussion
by asking the group: “Who
has a question for ____?”
Make sure students are
listening closely by asking:
“Who can find a quotation
to support ____’s point?” or
“Who can summarize ____’s
point?”
s we talk together, listen to each other’s contributions so you can
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summarize each other’s points and explain what reasons and evidence
support those points.
Focus on the word militias on page 13.
et’s do a close read to analyze some vocabulary. Find the word militias on
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page 13. Let’s have a volunteer tell us what the word means, and tell us how
you figured it out.
RI.5.4, L.5.6 VOCABULARY
Domain-Specific Words
It’s a small army. The sentence with the word has a definition of it.
hat other information do the nearby sentences provide that help you
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understand what a militia is?
the word local, the reference to the Minutemen, the statement “They were
ready to fight at a moment’s notice.”
Confirm students’ good use of the focus and encourage them to keep it in
mind whenever they read biographies or other informational texts.
ou learned how to use quotes to support explanations and inferences from
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the text in this biography. As you read, try to find at least one inference and
a quote to support it on every page. Do the same thing when you read other
biographies.
COMPREHENSION SHARE
When you are explaining
what the text says, make sure
to use the exact words the
authors used.
E-RESOURCE
Formative Assessment: Comprehension Using the Quick Start
Planner, note this ­session’s learning focus. Observe each student’s articulation
and use of text evidence to evaluate their effective use of the learning focus.
TEACHER’S
CHOICE COMPREHENSION: QUOTE ACCURATELY
E-RESOURCE
Formative Assessment Have students use the blackline master
on page 10 to practice quoting from the text accurately. Students will make
inferences based on the text and support them with exact quotes. Review
students’ answers as you evaluate their mastery of the learning focus.
RI.5.1
COMPREHENSION
Quote Accurately
TEACHER’S
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
E-RESOURCE
Formative/Summative Assessment Have students use the
blackline master on page 11 as they read. Students will collect details from the
text to answer the question: What facts from the reading and discussion tell
you about John Marshall’s character and actions? Use key facts, details, and
quotations from the text to support your writing. Review students’ collected
evidence as you evaluate their mastering of the learning focus.
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W.5.8*, RI.5.1 WRITING
Gather Information
Mondo Bookshop Grade 5 3
12/18/14 12:33 PM
Session 2 Text Selection: pp. 2–13
LEARNING FOCUSES
RI.5.1, RI.5.4, RI.5.8
Students return to the text
to read closely, quoting
from it to support their
explanations and inferences
about the topic. They
acquire domain-specific
vocabulary from law, politics,
and early American life in
order to explain how reasons
and evidence support
the text.
Returning to the TExt Ask students to reflect on the text read previously. Guide them to recall how
they applied the learning focus to their reading.
Who wants to remind us of what we read in the previous session?
We read about the early life of John Marshall.
What did we do to help us understand points in the text?
We used quotes for support.
oday we’re going to continue doing that and add new words that will help
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us explain how reasons and evidence support points in the text.
Reading the Text COMPREHENSION SHARE
As you read, make sticky
notes at places where you
think you might want to quote
from the text when explaining
its points. Also flag where
the authors use reasons and
evidence to support points
and share these during the
discussion.
5 minutes
10 minutes
Explain the session’s learning focuses and ask students to reread page 2.
Check to see how well they have understood the focuses. If you are satisfied
that students can apply them, set the reading assignment for the session. If
not, provide corrective feedback as suggested on page 2 of this lesson plan.
e’re going to find many new words having to do with law, history, and
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politics. We need to know them if we want to understand the biography. Let’s
talk about the phrase “chief justice of the United States Supreme Court.”
We know what most of these words are. Let’s look more closely at the words
“chief justice.” What does justice mean?
“doing right”
elate that meaning to courts. What person in a court is supposed to do
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what’s right?
a judge
justice is a judge. A justice on the Supreme Court would be a very
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important judge. The chief justice on the Supreme Court is the most
important judge in the United States. Let’s find a place on this page that
makes a point about chief justices.
“Like most leaders of the time, he did not want the job of chief justice . . .”
hat’s a point I wouldn’t have known before I read this. I personally would
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like to be chief ­justice. What reason do the authors give us for why most
leaders didn’t want to be chief ­justice? Use a quote from the text.
“because he believed the Supreme Court was not, and would never be, an
influential part of the United States government”
Let’s continue reading to page 13.
Formative Assessment: Fluency Listen to each student read a portion of
the text. Observe students’ fluency. If students need additional practice with
fluency, provide the n
­ ecessary ­support at the end of the session. Ask students
to note words or phrases they find ­challenging for discussion after reading.
SL.5.3
DISCUSSION
Collaborative
Discussing the Text 10 minutes
Facilitate a discussion in which students summarize each other’s points, draw
inferences, and explain the authors’ use of reasons and evidence. Encourage
students to figure out and use topic-related words from pages 2–13 in order to
make their points and their summaries ­specific and accurate.
4 Chief Justice John Marshall
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et’s return to our phrase “chief justice of the United States Supreme Court”
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on page 2. Let’s quote some sentences in which it appears. Someone?
“Adams, a member of the ­Federalist party, wanted to appoint a new chief
justice before the newly elected president Thomas Jefferson, a member of
the Republican party, took office . . .”
What fact does this quote give you about chief justices?
The chief justice is appointed by the president.
TEACHING TIP
Students need time to think
when they are absorbing
information in order to form
their opinions. Open-ended
questions help them to form
their thoughts.
Who can explain what the passage is saying explicitly, or directly?
Thomas Jefferson was about to become president and Adams wanted to
appoint a chief justice before that ­happened.
Can anyone make an inference about this?
The text says that Adams and Jefferson were in different parties. Adams
wasn’t going to be president anymore, but he could still appoint a chief
justice who would stay in power when Jefferson became president. He
probably wanted to pick someone who had the values of his party so the
Republicans wouldn’t be in control.
Let’s summarize the inference you’ve made.
Adams wanted to appoint a chief justice who would carry on the work he
did as president.
hinking about the summary, does anyone have anything to add about
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this inference?
That point was ­supported by the fact that Adams and Jefferson were in
different parties. I don’t think they’re ­talking about parties like the kind
I had for my birthday. What do they mean?
Can ­anyone help us figure out what “parties” means here?
It’s what you call a group of people who have the same view of politics.
The words Federalist and Republican appear with it, and I know those have
to do with politics, just like Democrats does.
earning new words really helps us understand what we’re reading and
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discussing. Let’s get back to the Prologue. What point are the authors
making here?
John Marshall is important.
Explain how the authors support that point.
They have a quote from Holmes on the top of the page that says John
Marshall is important. They show that Adams thought appointing John
Marshall as chief justice was the best thing he did as president. They
include the fact that John Marshall made the justice branch “equal in
power and influence to that of the president and legislature.”
Always look for reasons and evidence that support points the authors make.
Focus on the word appoint in the first paragraph on page 2.
ome of you may have had trouble with the word appoint in the passage.
S
We want to ­understand this word in order to understand more about chief
justices. Look at the context. The sentence says, “Adams . . . wanted to
appoint a new chief justice . . .” Adams is President John Adams, the second
president of the United States. If the president appoints the chief justice,
what is the president doing? Is he or she electing the chief justice?
RI.5.4, L.5.6 VOCABULARY
Domain-Specific Words
no
How do you know that?
The word electing means “choosing someone by voting as a group.”
Mondo Bookshop Grade 5 5
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12/18/14 12:34 PM
group of people elect someone, but one person can appoint someone.
A
What word could you use instead of appoint?
choose, pick, name
y understanding this word, you ­understand an important detail about how
B
our government works: the president chooses the chief ­justice. There are
adults who don’t know that!
Reinforce the importance of collaborating during discussions. Remind students
that part of their job in this discussion is to practice summarizing each other’s
key points and claims.
et’s try out this skill of summarizing the points we hear people making in a
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discussion. We’ve been discussing new topic-related words and supporting
points with reasons as a whole class. Can someone summarize the important
points of that discussion? Talk with a partner for a minute; then share your
summary with the class.
There are a lot of difficult, topic-related words in this biography, and it’s
important to understand them in order to understand things like law and
history. To understand new words, we can use all the vocabulary strategies
we know. The authors support their points with lots of different reasons and
types of evidence, like quotes.
our summaries helped us all review what we’d discussed. Do that as you
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hold your group discussions.
E-RESOURCE
Formative Assessment: Comprehension Using the Quick
Start Planner, note this session’s learning focuses. Observe each student’s
articulation and use of text evidence to evaluate their effective use of the
learning focuses.
TEACHER’S
RF.5.4a
FLUENCY
Reading with Understanding
CHOICE FLUENCY FOLLOW-UP
Reading with Understanding Have discussion groups monitor their members’
fluency and understanding by listening for accuracy and fluency in their
quotations from the text. When a member falters over a word, particularly a
domain-specific word, fellow members will ask for a repeat quotation and ask
the speaker to briefly explain the word.
TEACHER’S
W.5.8*, RI.5.1
WRITING
Gather Information
CHOICE consTructed response: collect text evidence
E-RESOURCE
Formative/Summative Assessment Have students continue to
use the blackline master on page 11 to collect evidence as they read. Students
will continue to collect details from the text to answer the question: What facts
from the reading and discussion tell you about John Marshall’s c­ haracter and
actions? Use key facts, details, and quotations from the text to support your
writing. Review students’ collected evidence as you evaluate their mastering of
the learning focuses.
TEACHER’S
CHOICE CLOSE READING OPTIONS
E-RESOURCE
Summative Assessment Print the online blackline master for
independent close reading. Ask students to read a portion of the Session 3
text selection independently, as indicated on the blackline master. Then have
them respond to the prompts (summarize author’s message, identify critical
vocabulary, respond to constructed response questions) before returning for
Session 3’s small-group discussion. Alternatively, you can use the completed
blackline master for summative assessment.
6 Chief Justice John Marshall
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Session 3 Text Selection: pp. 14–32
Key Idea: Text Selection This portion of the text finds Marshall serving as
a lieutenant during the Revolutionary War, then as a successful lawyer, a
husband, and Chief Justice.
Returning to the TExt 5 minutes
Explain that students will now read the remainder of the book.
efore we go on, let’s summarize what we learned in the first part of
B
the book.
John M
­ arshall, the future Chief Justice, was born in Virginia in 1855,
worked on his family farm, studied law, and served in the local militia.
Reading the Text 10 minutes
LEARNING FOCUSES
RI.5.1, RI.5.4, RI.5.8
Students return to the text
to read closely, quoting
from it to support their
explanations and inferences
about the topic. They
acquire domain-specific
vocabulary from law, politics,
and early American life that
is crucial to comprehension
of the topic. They identify
the reasons and evidence
with which the authors
support their points.
State the learning focuses and invite students to read page 14. Check to
see how they are doing with application of the focuses, as you have done
previously. Then have students read the rest of the book, paying specific
attention to the authors’ points and the reasons and e
­ vidence given for them.
What is the authors’ main point on page 14?
John Marshall’s company took part in a ­crucial battle in Norfolk, Virginia,
in 1855.
hat evidence do the authors give for the idea that it was a crucial battle?
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Use a quote from the text to support your view.
The city of Norfolk, Virginia “burned to the ground”; as a result of the
battle, “all hope for a p
­ eaceful settlement between the colonists and
Britain had gone up in smoke.”
ow continue ­reading the book. As you read, look for the points the authors
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are making. Find the reasons and ­evidence the authors give for each point.
When you discuss your findings, and when you record them in your notes,
use exact quotations from the authors.
Discussing the Text 10 minutes
Facilitate a discussion that links the three learning focuses. To link finding
reasons and ­evidence with using quotes, remind students that the points the
authors make are to be found in the authors’ own words. When students infer
their own ideas from the text, they should support them with quotes in order
to make sure their inferences are valid.
e’ll use the three reading focuses as we discuss the book; I’ll show you how.
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Would s­ omeone give us a key point from page 16?
There were disputes about the Articles of Confederation.
What reasons do the authors give for the disputes? Please quote the text.
“. . . there were disputes over the rights each state wanted, how the
­funding for the ­central government would be organized and where
the money would come from, how ­control of western land beyond the
colonies’ borders would be set up, and so forth.”
Were there any topic words in that passage that puzzled you?
­funding
SL.5.3 DISCUSSION
Collaborative
VOCABULARY
RI.5.4, L.5.6 The Landmark
Cases list on page 26 and
the Important Dates list on
page 32 contain several topic
words that are important to
students’ understanding of
Marshall’s accomplishments,
such as unconstitutional
(page 26) and envoy (page
32). As a first strategy, have
students use context clues,
such as the sentence on page
26 after unconstitutional first
appears. Then have them use
the dictionary.
What word in the same sentence gives you a clue to its meaning?
money
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Mondo Bookshop Grade 5 7
12/18/14 12:34 PM
Funding is money that’s given for a specific purpose. We’ve heard about
a more complex example. In a discussion, it’s a good idea to summarize
the points ­people make, so that everyone will understand. Who’d like to
­summarize the reasons that were just stated for the disputes over the Articles
of ­Confederation?
There were ­disputes because some issues, like funding and the rights of
states and the ­western lands, weren’t clear.
Offer students ways to continue discussing the text. Recommend that groups
pause a
­ pproximately every two minutes to have a member summarize what
has been said. The group may wish to appoint (or elect) one person to take
notes on the summarized points.
TEACHER’S
W.5.8*, RI.5.1
WRITING
Respond to Question
TEACHER’S
CHOICE
CHOICE constructed Response: Write to source
E-RESOURCE
Formative/Summative Assessment Have students continue to
use the blackline master on page 11 as they finish reading. Then ask them to
write a response on a separate piece of paper that answers the q
­ uestion: What
facts from the reading and discussion tell you about John Marshall’s character
and actions? Have students use the text evidence they collected to support
their writing.
Writing Task: Opinion
W.5.1
WRITING
Opinion
E-RESOURCE
Summative Assessment Review with students that they have
been taking notes on important points about John Marshall’s life. Inform them
that their writing task is to choose one aspect of John M
­ arshall’s life and write
about why this aspect is most interesting to them. Have students support their
opinion by using facts, quotations, and details from the text. Guide them to use
the planning organizer on page 12 as they prepare and write their opinion piece.
e learned all about John Marshall’s life. Think about the different parts of
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his life, such as his work as Chief Justice, his family life, or his service in the
American Revolution. Tell about a certain time of John Marshall’s life and
write about why you think it’s the most interesting to you. Add facts,
quotes, and details from the text to support your writing. Use the organizer
on page 12 as a guide.
8 Chief Justice John Marshall
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TEACHER’S
CHOICE
Additional Instruction
word study
Word Relationships Focus on the word controversies in the second line on page 25.
ften you can find the meaning of a word by thinking about another word that
O
means the same thing, or the opposite. Look at the word controversies in the
second line on page 25. But I see another word on that line that means something
very similar. Who wants to guess which word that is? It’s another noun ending in s.
L.5.5c VOCABULARY
Word Relationships
conflicts
onflicts is an easier word than controversies. You may know it from studying
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fiction. Characters have conflicts. What is a conflict?
a problem or struggle
hen you understand the word conflicts, you can go back to reread the
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passage that controversies is in and substitute the word conflicts for it. Let’s
do that now.
“conflicts affecting the nation”
Does that make sense?
yes
ou can check by looking up both words in the dictionary. They aren’t exact
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synonyms, but they’re close enough to help you understand both.
VOCabulary
Academic Words Focus on the word informal in the second line on page 28.
L.5.6 VOCABULARY
Academic Words
he word informal and the word formal are opposites, or antonyms. You may
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have read these words before as part of lessons on completely different
topics. They’re often used to describe writers’ use of language. Who would
like to remind us of what they mean?
Formal means serious and grown-up and careful, like wearing formal
clothes for a special occasion. Informal means casual and everyday.
n example of formal language would be, “We hold these truths to be selfA
evident,” a famous quote from the Declaration of Independence. An informal
way of saying the same thing would be, “We think these things are obviously
true.” Now look at informal on page 25. It’s not used in connection with
language. It’s used to describe how John Marshall dressed. If someone’s
clothes are informal, what are they like?
They’re casual clothes, like blue jeans.
word recognition
Decoding Words Focus on the word separate, in the last paragraph on
page 26. Write it on the board along with the sentences mentioned below.
RF.5.3 WORD RECOGNITION
Decoding Words
his word can be a verb meaning “to pull two things apart,” or it can be
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an adjective ­meaning “things that are not together.” The two meanings
are pronounced in two different ways. I’d like someone to read aloud the
sentences I’m going to write. (Write: You are two separate people. and I’m
going to separate the two of you. Have students read the sentences aloud.)
When you see those words in a sentence and you understand the sentence,
you know how to pronounce the word. Who can suggest other words that
have two pronunciations?
conflict, subject, refuse
You might make a list of words like that when you find them.
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Name
Date
Comprehension: Quote Accurately
Make three inferences about Chief Justice John Marshall based on
what you read in the book. Provide a quote that supports each of your
inferences, using exact words from the text. Include the page number
of the quote.
1. Inference:
Supporting Quote:
2. Inference:
Supporting Quote:
© Mondo Publishing
3. Inference:
Supporting Quote:
Score:
10 Chief Justice John Marshall
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Name
Date
Collecting Text Evidence
What facts from the reading and discussion tell you
about John Marshall’s character and actions? Use
details and quotations as text evidence.
Write down key facts from the text. Next to each fact, add a quotation or
detail that supports it and give its page number. Use as many copies of this
chart as needed to collect evidence from the entire book.
Supporting Quotation/Detail
Page Number(s)
© Mondo Publishing
Key Fact
Score:
Mondo Bookshop Grade 5 11
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Name
Date
Writing Task: Planning Your
Opinion Piece
Choose one aspect of John Marshall’s life, such as his work as Chief Justice,
his family life, or his service in the ­American ­Revolution. Write about why
this aspect is the most ­interesting to you. Support your opinion by using
facts, ­quotations, and details from the text. Fill in the chart to ­organize
your writing.
Title:
Introduction (state topic and most important point):
Supporting points, reasons, and evidence:
Quotations you plan to use:
© Mondo Publishing
Conclusion:
Write your response on a separate piece of paper or on a computer.
Remember to read your writing when you are done and make any
necessary revisions.
Score:
12 Chief Justice John Marshall
GR_G5_ChiefJusticeMarshall_LP_JO.indd 12
12/18/14 12:34 PM