LESSON 12 TEACHER’S GUIDE
A Song Heard ‘Round the World
by Mary Kincaid
Fountas-Pinnell Level T
Narrative Nonfiction
Selection Summary
The song “Yankee Doodle” began as a nursery rhyme in England.
Eventually, new lyrics were written to insult an unpopular British
leader. Then British soldiers used the song to insult American
soldiers. But the tune ends on a triumphant note when it becomes a
song of American pride.
Number of Words: 1,333
Characteristics of the Text
Genre
Text Structure
Content
Themes and Ideas
Language and
Literary Features
Sentence Complexity
Vocabulary
Words
Illustrations
Book and Print Features
• Narrative nonfiction
• Third-person narrative, told in chronological order
• Clear presentation that includes both fact and opinion
• History of the song “Yankee Doodle”
• Information on the French and Indian War and the American Revolution
• Marching songs lift the spirit and make the soldier’s work easier.
• Insults have no effect on the strong and confident.
• An insult loses its power if it is ignored or laughed at.
• Informal language appropriate to the reader
• Historical facts presented in a narrative framework
• Engaging questions
• Many short declarative sentences and questions
• Use of colon, dash, and quotation marks
• Historical names and terms: Oliver Cromwell, allies, French and Indian War, colonists,
Revolutionary War, Parliament, Lexington, Concord, John Hancock, Samuel Adams,
redcoats
• Colloquialisms: catchy, quirky, dandies, snappy-looking, scruffy
• Color illustrations, historic paintings with captions
• Twelve pages of text, all with illustrations
• Section headings, captions, chart, timeline chart, insets with song lyrics
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
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A Song Heard ‘Round the World
by Mary Kincaid
Build Background
Help students use their knowledge of the American Revolution to visualize the selection.
Build interest by asking questions such as the following: Do you know the words to
“Yankee Doodle”? During the American Revolution, British soldiers sang “Yankee Doodle”
as an insult to Americans. What do you think the famous words mean? If possible, have
the class sing the first verse and chorus of the song. Read the title and author and talk
about the cover illustration. Explain that this book is narrative nonfiction. The people in the
book were real and the events really happened.
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 2: Have students read the headings and opening paragraph of the book.
Suggested language: What do you expect to learn as you read this book? What
does the author mean by saying that the tune of “Yankee Doodle” is catchy? What
do you think she means by quirky words?
Page 4: Have students look at the illustration and read the caption. What
differences do you notice in how the two soldiers are dressed? What details of the
British soldier’s uniform make him look “more professional”?
Pages 8–9: Have students locate the highlighted words objected and repeal. The
American colonists objected to new laws imposed by the British. Why do you think
they objected to British laws? Do you think the colonists would have fought if the
British had agreed to cancel or repeal the unpopular laws?
Now turn back to the beginning and read to find out how “Yankee Doodle” became
a proud marching song.
Target Vocabulary
advantages – skills or situations
in one’s favor, p. 11
benefit – something helpful and
useful
contrary – stubborn and prone to
disagreeing with others
Grade 5
midst – in the middle of, p.5
objected – expressed an opinion
against, p. 8
previously – prior to
prohibit – ban or forbid
2
rebellious – acting against
authority, p. 12
repeal – cancel a law, p. 8
temporary – meant to serve for a
short time
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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 Question Strategy
questions before, during, and after they read the narrative.
by asking themselves
Discuss and Revisit the Text
Personal Response
Invite students to share their personal responses to the selection.
Suggested language: How would you handle an insult? Would you ignore it or laugh at
it? How do you think the British felt when—instead of being offended by it—the colonists
used “Yankee Doodle” as a proud marching song?
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
• British soldiers looked down on
the “scruffy-looking” Colonial
army.
• Familiar songs and words
sometimes have interesting
histories that help us to
understand them.
• The headings and dates help the
reader understand the sequence
of events and their relation to
each other.
• Laughing at an insult can take
away the power of the insult to
hurt or embarrass the people to
whom it is directed.
• Historic illustrations and a
timeline aid visualization and
comprehension.
• The catchy tune of “Yankee
Doodle” was used for a variety of
lyrics, some of them insulting.
• Rather than reacting to the
song as an insult, the colonists
showed strength and confidence
by proudly marching to “Yankee
Doodle.”
• A line-by-line analysis helps the
reader understand the lyrics of
“Yankee Doodle.”
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Choices for Further Support
• Fluency Invite students to choose a passage from the text to read aloud. Ask them to
read with expression and pause or stop in places indicated by punctuation.
• 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 Remind students that the prefixes dis- and un- are added to
base words and root words to mean “not” or “the opposite of.” Ask students to
give the meanings of these words from the text: disagree (p. 2), unpopular (p. 3),
independence (p. 8), and disrespect (p. 10).
Grade 5
3
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Writing about Reading
Critical Thinking
Have students complete the Critical Thinking questions on BLM 12.7.
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
Fact and Opinion
Explain that narrative nonfiction gives facts about real
people and events but also includes the author’s opinions about the subject. A fact can
be proven to be true. An opinion is what someone thinks or believes to be true, but it
cannot be proven. Someone can disagree with an opinion. Model how to add details to the
Graphic Organizer, using a “Think Aloud” like the one below.
Think Aloud
The statement listed under “Opinion” is what the author believes. It
cannot be proven, and people may disagree with it. What is a fact about
“Yankee Doodle”? Page 2 says that “Yankee Doodle” is well known in the
United States. That statement could be checked by surveying people in
the United States. List that detail under “Fact” in the Graphic Organizer.
Practice the Skill
Have students share another example of a narrative nonfiction book that gives both fact
and opinion about something from long ago.
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
• How does the author organize the information about “Yankee Doodle” in this book?
• Which sentences on page 11 tell how colonists defeated the redcoats?
• Why did the colonists change the name of the song from “Yankee Doodle” to “The
Lexington March”?
Grade 5
4
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English Language Development
Reading Support Check regularly on students’ oral reading to determine accuracy,
fluency, and comprehension.
Vocabulary Tell students that some words may have more than one meaning. Readers
may need to use the context or nearby words to figure out which meaning works in the
sentence. Have students determine the meanings of the following words as they are used
in the text: beat (p.2), rough (p. 4), class (p.6), and rule (p. 8).
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: What kind of person was a
“doodle”?
Speaker 1: Why did British soldiers sing
“Yankee Doodle” as they marched in
battle?
Speaker 1: How was “Yankee
Doodle” used by each side in
the Revolutionary War—by the
British and by the colonists?
Speaker 2: stupid or foolish
Speaker 1: What new laws made the
colonists angry?
Speaker 2: tax laws
Speaker 1: What became the proud
marching song of the colonists?
Speaker 2: “Yankee Doodle”
Speaker 2: The song’s lyrics were meant
as an insult to the colonists.
Speaker 1: Why did the colonists adopt
the insulting “Yankee Doodle” as their
symbol?
Speaker 2: They liked the song, and they
wanted to show that the insult did not
have the power to bother them.
Speaker 2: The British used the
song to insult colonists and
changed the verses to create new
insults, whereas the colonists
used it as a proud marching
song and symbol of their fight
for freedom.
Lesson 12
Name
BLACKLINE MASTER 12.7
Date
Critical Thinking
A Song Heard ’Round
the World
Critical Thinking
Read and answer the questions. Possible responses shown.
1. Think within the text List one fact and one opinion from the book.
Fact: On April 18, 1775, the British marched out of Boston.
Opinion: The tune is “catchy” and the beat is “lively.”
2. Think within the text Why was the Revolutionary War fought?
The colonists wanted to rule their own country.
3. Think beyond the text Describe some ways in which the United
States would be different if no one had rebelled against the British
laws.
We might still pay taxes to England and follow England’s laws.
We might not have a president.
4. Think about the text How does the author use the song “Yankee
Doodle” to tell about the Revolutionary War?
The British used the song as a way to make fun of the colonists,
but the colonists liked the song and sang it proudly as one of
their own. They also surprised the British by winning the war.
The changes in how the song was used show how the colonists
overcame what was expected of them.
Making Connections According to the author, songs helped the
soldiers keep up their spirits and express their feelings. Which songs are
important to you? Why are they important?
Write your answer in your Reader’s Notebook.
Critical Thinking
9
Grade 5, Unit 3: Revolution!
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5
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First Pass
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Name
Date
A Song Heard ‘Round the World
Thinking Beyond the Text
Think about the question 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.
Describe one or more ways that you have reacted when someone has
insulted or made fun of you. Describe what the American troops did when
the British insulted them by singing “Yankee Doodle”. What did the
Americans’ reaction show about their attitude and confidence?
Grade 5
6
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Lesson 12
Name
BLACKLINE MASTER 12.7
Date
Critical Thinking
A Song Heard ‘Round
the World
Critical Thinking
Read and answer the questions.
1. Think within the text List one fact and one opinion from the book.
2. Think within the text Why was the Revolutionary War fought?
3. Think beyond the text Describe some ways in which the United
States would be different if no one had rebelled against the British
laws.
4. Think about the text How does the author use the song “Yankee
Doodle” to tell about the Revolutionary War?
Making Connections According to the author, songs helped the
soldiers keep up their spirits and express their feelings. Which songs are
important to you? Why are they important?
Write your answer in your Reader’s Notebook.
Grade 5
7
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Student
Lesson 12
Date
BLACKLINE MASTER 12.11
‚
A Song Heard Round the World
,
A Song Heard Round
the World
Running Record Form
LEVEL T
page
10
Selection Text
Errors
Self-Corrections
Accuracy Rate
Total SelfCorrections
“Yankee Doodle” first rode into battle in the Revolutionary War
with the redcoats. The tune kept time with the measured steps
of marching soldiers.
British troops sang verse after verse of “Yankee Doodle” on
their 20-mile trek from Boston to Concord. They were showing
disrespect for the scruffy Americans. The British added some
new verses. The ones below poked fun at two colonial leaders.
One was John Hancock. The other was Samuel Adams.
The redcoats’ singing had an unexpected effect on the
11
colonists. Instead of becoming angry, the Americans liked the
tune! More than that, the colonists decided to make the song
their own.
Comments:
(# words read
correctly/105 ×
100)
%
Read word correctly
Code
✓
cat
Repeated word,
sentence, or phrase
®
Omission
—
cat
cat
Grade 5
Behavior
Error
0
0
Substitution
Code
cut
cat
1
Self-corrects
cut sc
cat
0
Insertion
the
1
cat
Error
1414337
Behavior
ˆ
Word told
1
8
T
cat
1
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