LESSON 11 TEACHER’S GUIDE
A Special Night
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 be remembered forever: The Boston Tea Party. Each of
Henry’s journal entries chronicles the events leading up to the big
night—the meetings of the Patriots, the increasing unhappiness
with British rule, and the role his family plays in exercising their
independence from the British.
Number of Words: 2,340
Characteristics of the Text
Genre
Text Structure
Content
Themes and Ideas
Language and
Literary Features
Sentence Complexity
Vocabulary
Words
Illustrations
Book and Print Features
• Historical fiction
• First-person narrative, told in 4 journal entries
• Historic context provided in foreword
• Political/social activism
• Familial ties during historic events
• Boston Tea Party and fighting for American independence
• Historic events can be witnessed by everyone, even young people.
• Siblings can both disagree and help each other.
• Passion and conviction can be used to incite spirit of independence.
• Foreword explains historic background of story
• Some figurative language: Our business was pressing
• Some inference required to understand what motivates characters
• Some complex sentences containing dependent clauses
• Some use of serial commas
• Many terms associated with the American Revolution, some of which might not be
familiar to English language learners such as protest, Parliament, taxed, agents, and
profits. Cultural references such as the Sons of Liberty, the Daughters of Liberty (p. 4).
• Multisyllable target vocabulary: distracted, representatives
• Many proper nouns, which may be difficult to decode
• Realistic renderings of events, illustrations with captions
• Seventeen pages of text, with foreword, glossary
• Timeline
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Copyright © by Houghton Mifflin Harcourt Publishing Company
All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying
or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly
permitted by federal copyright law.
Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication
in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be
addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819.
Printed in the U.S.A.
978-0-547-30993-4
1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09
If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and
they 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.
5_309934_ELL_LRTG_L11_specialnight.indd 1
11/4/09 9:21:23 AM
A Special Night
by Holly Melton
Build Background
Remind students of the events in Boston that led to the American Revolution. Remind
them that 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
have been like to actually be part of the Boston Tea Party? Read the title and author and
talk about the cover illustration. Tell students that this story is historical fiction, so while
some of the characters are not real, the story is based on real events.
Frontload Vocabulary
Some everyday words may be unfamiliar to English learners. Before reading, check
understanding of the following words: schoolmaster, Patriots, Mohawk Indians, chests,
crates.
Introduce the Text
Guide students through the text, reading the captions, noting important ideas, and helping
with unfamiliar language and vocabulary so they can read the text successfully. Here are
some suggestions:
Page 2: Explain to students that the foreword is not part of the story. It gives
background information to the reader.
Suggested language: The foreword explains the story will told be from the
viewpoint of a young man. What does it mean when you talk about something
from your own viewpoint?
Page 3: According to the caption, the illustration shows the young Henry Parker
writing in his diary. Find the highlighted word. The Patriots are upset with
the British government because the colonists will have no representatives in
Parliament despite paying a tax on tea. Ask: Do you think this kind of problem
would interest a 14-year-old boy?
Page 6: Colonists called Patriots didn’t want to pay extra money, called taxes, to
the British. The Patriots were angry. Even students were distracted. What kinds of
things happens when a person is distracted?
Now turn back to the beginning of the story to learn what happens to Henry and
his family on the night of the Boston Tea Party.
Target Vocabulary
bracing – placing oneself against
a support to keep from being
knocked over, p. 15
embark – set out on an adventure
or task, p. 14
conduct – behavior, p. 5
pressing – urgent, p.8
surveyed – to have looked over
parts and features, p. 9
cramped – small and tightly
packed, p. 16
representatives – people chosen
to speak for others, p. 3
viewpoint – a way of thinking
about something p. 2
attention drawn away, p. 6
shattered – broken suddenly into
many smaller pieces, p. 14
distracted – to have one’s
Grade 5
2
Lesson 11: A Special Night
© Houghton Mifflin Harcourt Publishing Company
5_309934_ELL_LRTG_L11_specialnight.indd 2
7/29/09 8:30:50 AM
Read
Have students read silently while you listen to individual students read aloud. Support their
understanding of the story as needed.
Remind students to use the Visualize Strategy
their mind as they read.
and to form pictures in
Discuss and Revisit the Text
Personal Response
Invite students to share their personal responses to the text.
Suggested language: Did you think Henry’s story was realistic? How did the first-person
point of view help you understand the story?
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
• Henry Parker is a fictional
character who documents the
real-life events of the Boston Tea
Party.
• Considering an event from
multiple perspectives helps
readers understand the event’s
significance.
• The Patriots and Loyalists are
at odds over how to address
the tea in Boston Harbor. The
Patriots want to be independent
of British taxation, which they
feel is unfair.
• Brothers and sisters can learn to
respect each other.
• The timeline at the beginning
of the story provides insight
into what was happening in
the American colonies in the
eighteenth century.
• Strong convictions can cause
people to react bravely and
decisively.
• The Patriots organize peacefully
to eliminate the tea supply from
Boston Harbor.
• Noting the dates of the journal
entries adds to the suspense
inherent in the text.
•The detailed eyewitness account
of the Boston Tea Party makes
the topic seem more accessible.
© 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 demonstrate phrased
fluent reading. Remind them to use pauses when punctuation dictates (at dashes,
between journal entries, to indicate changes in 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 go
back to the text to find evidence that will support their ideas.
• Phonics/Word Work Provide practice as needed with words and word parts, using
examples from the text. Have students define the word ferule based on its use on page
6. Explain that the word ruler shares a root with ferule. Ask students if they can name a
word that shares a root with ferule that is used in modern schools (ruler). Likewise the
words distracted and triumphant share roots with contract and triangle, respectively.
Grade 5
3
Lesson 11: A Special Night
© Houghton Mifflin Harcourt Publishing Company
5_309934_ELL_LRTG_L11_specialnight.indd 3
11/4/09 9:21:32 AM
Writing about Reading
Critical Thinking
Have students complete the Critical Thinking questions on BLM 11.10.
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
Cause and Effect
Remind students that they can use cause and effect to
locate information in a story. Model how to add details to the Graphic Organizer, using a
“Think Aloud” like the one below:
Think Aloud
Henry writes about Governor Hutchinson’s refusal of Rotch’s terms. We
know that the Boston Tea Party happens on December 16, so this is one
incident that caused the Tea Party. The cause was the Governor’s refusal.
The effect was the Boston Tea Party.
Practice the Skill
Have students share examples of other cause-and-effect relationships in Henry’s journal
entries.
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 will Henry most likely treat his sister in the future?
• How is this story organized?
• What is the meaning of surveyed on page 9?
Grade 5
4
Lesson 11: A Special Night
© Houghton Mifflin Harcourt Publishing Company
5_309934_ELL_LRTG_L11_specialnight.indd 4
12/9/09 1:58:26 PM
English Language Development
Reading Support Check regularly on students’ oral reading to determine accuracy,
fluency, and comprehension.
Vocabulary The story includes vocabulary that might not be familiar. Explain to
students that the Mohawk Indians were a tribe of Native Americans, and that the Patriots
disguised themselves as such so as not reveal their true identities to the British and
Loyalists.
Oral Language Development
Check student comprehension, using a dialogue that best matches your students’
English proficiency. Speaker 1 is the teacher, Speaker 2 is the student.
Beginning/Early Intermediate
Intermediate
Early Advanced/ Advanced
Speaker 1: What is the story about?
Speaker 1: How does Henry feel about
the Loyalists?
Speaker 1: Why do you think
Henry identifies with the
Patriots?
Speaker 2: the Boston Tea Party
Speaker 1: Who is telling the events?
Speaker 2: Henry Parker
Speaker 2: He is unsympathetic toward
the Loyalists.
Speaker 1: What does Henry learn about
his sister the night of the Boston Tea
Party?
Speaker 2: His mother and
father are Patriots, so he might
interpret current events in a
similar way that they do.
Speaker 2: Henry learns that Sarah is
brave and spirited.
Lesson 11
Name
BLACKLINE MASTER 11.10
Date
Critical Thinking
Responding
A Special Night
Critical Thinking
Read and answer the questions. Possible responses shown.
1. Think within the text What happened to the tea that was on board
Cause and Effect Think about
the events of December 16, 1773, described in A
Special Night. How are the events related as causes
and effects? Copy and complete the chart below.
TARGET SKILL
the ship?
The patriots dumped it into Boston Harbor.
2. Think within the text How did Sarah leave her house on the night
of the Boston Tea Party?
She climbed out of a window.
Cause
?
Cause
Francis Rotch asks
Governor Hutchinson to send the
tea ships out of
Boston Harbor.
Cause
?
3. Think beyond the text Why do you think the Patriots dressed as
Native Americans for the Boston Tea Party?
The Patriots felt they would be more effective if their identities
were a secret. They also feared being discovered and punished
by the British.
Effect
?
4. Think about the text Why do you think the author chose the title
“A Special Night”?
The events of that night were special because they had a big
impact on the history of our country.
Write About It
Text to Self Henry and his sister, Sarah, see a very
important event. They know that this event will
change their lives. Think of an important event you
have seen. Write a paragraph about the event. Tell
how the event changed your life.
Making Connections Imagine you were in the crowd at the Boston Tea Party.
Write a narrative about the evening. Use details to describe your thoughts and
feelings about what was taking place.
Write your answer in your Reader’s Notebook.
19
Critical Thinking
12
Grade 5, Unit 3: Revolution!
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
12_5_246253RTXEAN_L11.indd 12
5_022642_ELL_LRSE_L11_ASpecialNi19 19
Grade 5
11/18/09 6:29:53 PM
5
3/23/09 9:21:04 AM
Lesson 11: A Special Night
© Houghton Mifflin Harcourt Publishing Company
5_309934_ELL_LRTG_L11_specialnight.indd 5
1/9/10 10:41:36 PM
Name
Date
A Special Night
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.
Bravery is one of the themes of this story. How do Henry and his family
demonstrate different examples of bravery? What do their actions show
about the nature of bravery? Explain your answer, giving examples from
the story.
Grade 5
6
Lesson 11: A Special Night
© Houghton Mifflin Harcourt Publishing Company
5_309934_ELL_LRTG_L11_specialnight.indd 6
7/29/09 8:30:52 AM
Lesson 11
Name
Date
BLACKLINE MASTER 11.10
Critical Thinking
A Special Night
Critical Thinking
Read and answer the questions.
1. Think within the text What happened to the tea that was on board
the ship?
2. Think within the text How did Sarah leave her house on the night
of the Boston Tea Party?
3. Think beyond the text Why do you think the Patriots dressed as
Native Americans for the Boston Tea Party?
4. Think about the text Why do you think the author chose the title
“A Special Night”?
Making Connections Imagine you were in the crowd at the Boston Tea Party.
Write a narrative about the evening. Use details to describe your thoughts and
feelings about what was taking place.
Write your answer in your Reader’s Notebook.
Grade 5
7
Lesson 11: A Special Night
© Houghton Mifflin Harcourt Publishing Company
5_309934_ELL_LRTG_L11_specialnight.indd 7
7/29/09 8:30:53 AM
Student
Lesson 11
Date
BLACKLINE MASTER 11.14
A Special Night • LEVEL U
page
4
A Special Night
Running Record Form
Selection Text
Errors
Self-Corrections
Accuracy Rate
Total SelfCorrections
As we passed the harbor, we saw the British ship Dartmouth.
The ship carries more than one hundred crates of tea. Two
other British tea ships will arrive soon.
The British government tries to control all the tea sold in
America. The British choose only people loyal to the king to
sell the tea. The Loyalist agents get the profits. We have to pay
a high tax on the tea. There are only two ways to avoid paying
this tax. The first is to send the ships away. The second is to
refuse to unload the tea.
Comments:
(# words read
correctly/97 × 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
1414406
Behavior
ˆ
Word told
1
8
T
cat
1
Lesson 11: A Special Night
© Houghton Mifflin Harcourt Publishing Company
5_309934_ELL_LRTG_L11_specialnight.indd 8
7/29/09 8:30:54 AM