LESSON 10 TEACHER’S GUIDE
Isadora Duncan
by Joanne Mattern
Fountas-Pinnell Level O
Biography
Selection Summary
Isadora Duncan changed the world of dance. Trained in classical
ballet, she found it too restrictive and instead danced barefoot in
Grecian dress, freely expressing her feelings. Extremely influential,
she is known as the founder of modern dance.
Number of Words: 915
Characteristics of the Text
Genre
Text Structure
Content
Themes and Ideas
Language and
Literary Features
Sentence Complexity
Vocabulary
Words
Illustrations
Book and Print Features
• Biography
• Third-person chronological narrative; introduction in second person
• Nine sections
• Isadora Duncan’s life and modern dance
• Contrast between classical ballet and modern dance
• Growing international enthusiasm for modern dance
• One person with a new idea can create change.
• Live your life and pursue your dreams.
• All forms of art are a vital part of life.
• Informal language
• Clear and direct presentation
• A mix of simple, complex, and compound sentences.
• Introductory phrases; embedded clauses
• Words and phrases associated with the arts: pianist, performances, debut, scenery
• Multisyllable words, such as, European, permission
• Photographs, many historical, with captions
• Thirteen pages of text, most with illustrations; sidebar on modern dance today
• 9 to 15 lines of text per page
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
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Isadora Duncan
by Joanne Mattern
Build Background
Use questions such as these to stimulate interest: Do you like to dance? What kind of
dancing do you like to do? Do you ever dance barefoot? Who are your favorite dancers?
Tell students that this is a biography of Isadora Duncan, one of America’s most famous
dancers about 100 years ago. It is a description of her life.
Introduce the Text
Guide students through the text, noting important ideas and helping with unfamiliar
language and vocabulary so they can read the text successfully. Here are some
suggestions:
Page 3: Ask students to read the heading and first paragraph, helping with the
pronunciation of ballet. Suggested language: From the heading, we can tell that
this chapter tells about a new dance different from ballet. Ask: What is ballet
dancing like?
Pages 4–5: Explain that Isadora lived in California as a girl. Have students read
the first sentence on page 5. In 1895, Isadora and her mother moved east so that
she could pursue a dancing career. Then direct students to the sentence with the
highlighted word: In 1897, the dance company went to London, England, where
Isadora made her European debut. Debut is not spelled as it sounds because it is a
French word. Ask: How long did Isadora have to wait after moving from California
to make her first appearance in Europe?
Pages 6–7: Have students look at the photographs. Ask: How does the dress
Isadora wears in performance compare or contrast with the robe on the Greek
statue?
Page 10: Explain that President Theodore Roosevelt became a big fan of Isadora’s.
That was a real triumph for Isadora. Ask: Why was this a triumph?
Now go back to the beginning and read to find out about Isadora Duncan and how
she changed the world of dance.
Target Vocabulary
border – a boundary or an edge
hauling – pulling or carrying
debut – a performer’s first public
appearance, p.5
mournful – sad and serious, p. 11
discouraged – feeling hopeless
or disappointed
Grade 4
permission – being allowed to do
something, p.10
stubborn – lasting and not easily
changed
2
toured – took a trip through that
place
towered – stood above, p.12
triumph – a victory or success,
p.10
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Read
Have students read silently while you listen to individual students read aloud. Support their
understanding of the text as needed.
Remind students to use the Analyze/Evaluate Strategy
carefully about the text and form an opinion about it.
and to think
Discuss and Revisit the Text
Personal Response
Invite students to share their personal responses to the biography.
Suggested language: What do you think of the way Isadora Duncan broke the rules of
ballet to dance barefoot and do as she pleased? Why do you think some people disliked
her and what she was trying to do?
Ways of Thinking
As you discuss the text, help students understand these points:
Thinking Within the Text
Thinking Beyond the Text
Thinking About the Text
• Isadora created a new dance
style that was free and
expressive.
• Isadora became successful by
following her feelings.
• Authentic photographs give clues
about people and the times they
lived in.
• She trained a generation of
dance teachers in her style of
dance.
• Isadora Duncan changed
dancing tradition and founded
modern dance.
• Artists may need to break from
tradition to move forward.
• When you break with tradition,
as Isadora did, some people will
object.
• The sidebar at the back of the
book brings the reader up to
date on the present state of
modern dance.
• Headings make readers aware of
the chronology of events.
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Choices for Further Support
• Fluency Invite students to choral read a passage from the text to demonstrate
phrased fluent reading. Ask them to watch for commas after introductory words, and
remind them that a comma signals them to make a slight pause when they read aloud.
• 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 suffix -ful means “full of.” Have
them tell the meaning of each of these words and identify its base word: beautiful
(page 6), graceful (page 9), mournful (page 11), powerful (page 14).
Grade 4
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Writing about Reading
Critical Thinking
Have students complete the Critical Thinking questions on BLM 10.7.
Responding
Have 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 Skill
Author’s Purpose
Remind students that authors have a general purpose
for writing. A biography, for example, is written to inform. Authors have specific purposes
for writing, as well. Model how to add details to the Graphic Organizer, using a “Think
Aloud” like the one below:
Think Aloud
The chart lists the author’s purpose as to show that Isadora Duncan was
a great dancer. Isadora broke with tradition and started a new kind of
dance. List that as a detail that the author uses to support her purpose.
Practice the Skill
Encourage students to share a biography they have read about a famous person and tell
what they think the author’s purpose was in writing about that person.
Writing Prompt: Thinking Beyond the Text
Have 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
• One idea present on page 2 is
________________________________________________________________.
• In the second paragraph on page 11, what does the word mournful mean?
• How did Isadora Duncan respond to those who didn’t like her performances?
Grade 4
4
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English Language Development
Reading Support Pair advanced and intermediate readers to read the biography softly,
or have students listen to the audio or online recordings. Remind students that Isadora
created a new dance style that was free and expressive.
Vocabulary Tell students that writers often use words to form a picture in the reader’s
mind. If readers think only of the words’ exact meanings, they may be confused. Examples
include began to spread like wildfire (page 11) and she returned to the stage (page 12).
Oral Language Development
Check 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 Intermediate
Intermediate
Early Advanced/ Advanced
Speaker 1: Who started modern
dance?
Speaker 1: What did Isadora Duncan do
that made her famous?
Speaker 2: Isadora Duncan
Speaker 2: She created a new style of
dance that changed dance forever.
Speaker 1: Why did some people
who were used to ballet dislike
Isadora’s performances?
Speaker 1: What kind of costume did
she wear?
Speaker 2: Greek
Speaker 1: How did she share her
dance with others?
Speaker 2: by teaching dancers
Speaker 1: How did ancient Greek
statues of women influence Isadora’s
dancing?
Speaker 2: Since they were used
to fancy costumes and huge
performances, they did not
understand Isadora’s simple, free
style and disliked it.
Speaker 2: She wore the Greek style
of simple flowing dresses when she
danced.
Lesson 10
Name
BLACKLINE MASTER 10.7
Date
Critical Thinking
Isadora Duncan
Critical Thinking
Read and answer the questions. Possible responses shown.
1. Think within the text Why did Isadora Duncan begin to study
ballet?
Isadora’s mother was a pianist who wanted all her children to learn about the arts.
2. Think within the text Why didn’t some people in the United
States like Isadora Duncan’s dances?
People in this country were not used to Isadora’s simple, free-style performances.
3. Think beyond the text Isadora Duncan expressed her feelings
through dance. Do you ever express your feelings through creative
forms like art or music? Explain your answer.
When I am in a happy mood, I like to paint pictures with bright colors. I also like to
sing my favorite songs with friends.
4. Think about the text What does the author want the reader to
learn about modern dance?
Modern dance can express joy, sorrow, and other powerful feelings through
natural movements.
Making Connections Think of another artist or performer whose work was
not known or liked during his or her lifetime. Describe the person’s work. Tell
why it was not appreciated.
Write your answer in your Reader’s Notebook.
Critical Thinking
9
Grade 4, Unit 2: Do You Know What I Mean?
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5
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Name
Date
Isadora Duncan
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.
Isadora Duncan was a person who had a dream. She lived her dream and
made it come true, in spite of people who criticized what she was doing.
What was Isadora’s dream? What do you think she was trying to
accomplish? How did she make her dream come true?
Grade 4
6
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Lesson 10
Name
Date
Critical Thinking
BLACKLINE MASTER 10.7
Isadora Duncan
Critical Thinking
Read and answer the questions.
1. Think within the text Why did Isadora Duncan begin to study
ballet?
2. Think within the text Why didn’t some people in the United
States like Isadora Duncan’s dances?
3. Think beyond the text Isadora Duncan expressed her feelings
through dance. Do you ever express your feelings through creative
forms like art or music? Explain your answer.
4. Think about the text What does the author want the reader to
learn about modern dance?
Making Connections Think of another artist or performer whose work was
not known or liked during his or her lifetime. Describe the person’s work. Tell
why it was not appreciated.
Write your answer in your Reader’s Notebook.
Grade 4
7
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Student
Lesson 10
Date
BLACKLINE MASTER 10.11
Isadora Duncan • LEVEL O
page
5
Isadora Duncan
Running Record Form
Selection Text
Errors
Self-Corrections
Accuracy Rate
Total SelfCorrections
In 1895, Isadora and her mother moved east so that she could
pursue her dancing career. One of her first performances was
as a fairy in A Midsummer Night’s Dream, a very famous play
and ballet. Eventually, she joined a dance company and
performed in many ballets.
In 1897, the dance company went to London, England, where
Isadora made her European debut.
6
Isadora met a lot of artists in London who taught her many
things. Isadora especially liked learning about ancient Greece.
She thought that Greek statues of women were very beautiful,
and she loved the simple flowing dresses that they wore.
Comments:
(# words read
correctly/102 ×
100)
%
Read word correctly
Code
✓
cat
Repeated word,
sentence, or phrase
®
Omission
—
cat
cat
Grade 4
Behavior
Error
0
0
Substitution
Code
cut
cat
1
Self-corrects
cut sc
cat
0
Insertion
the
1
cat
Error
1413925
Behavior
ˆ
Word told
1
8
T
cat
1
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