A samurai is âone who serves.â In ancient times, the term described ...

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The Samurai Interactive Reading, page 83 Go Beyond an Informational Text Research Template The samurai of long ago provide a fascinating topic for research. Use the template below to learn more about these warriors of feudal Japan. Project Samurai Questions for Research Resource Who were the samurai? When did they live? What was their purpose? Why were they so feared? Why did they cease to exist? 88 Chapter 2 Characters: The People You’ll Meet
■ ■ ■ ■ The Samurai Paul Varley ■ page 83 Discuss with the class how the format of an informational article differs from the format of a literary work, such as an autobiography, a short story, or a novel. Point out that informational articles—unlike short stories and novels—often contain features such as illustrations, photographs, subheadings, and captions. Have students read the Before You Read note to themselves as you read it aloud. Ask volunteers to relate experiences with or knowledge of martial arts. Read the Text Structure note aloud. Have volunteers respond to the question posed in the note. Guide the class to make predictions about the content of this article, based on a preview of the article’s features and the Before You Read information. Then ask volunteers to read and discuss the captions. Read the Decoding Tip on page 84 aloud. Ask students what they think oversight means. Suggest to students that if a word looks unfamiliar, they might look for smaller words within it that they can understand. Point out other words from the article that are made from smaller words, such as farmland in line 23 and warfare in line 55. DIFFERENTIATING INSTRUCTION The Samurai ■ ■ ■ Learners Having Difficulty This selection contains a great deal of detailed information about the topic. Learners having difficulty may stumble over the many facts and details. Suggest to these students that they take notes as they read or stop and summarize each section to a partner. Benchmark Students Direct on-level students to use the footnotes and sidenotes as they read. Advanced Students This selection should pose no difficulties for advanced learners. You may wish to ask advanced students to do more detailed research and to report on one of the topics mentioned in the article. For example, they could do research on why exactly the fifteenth and sixteenth centuries were so tumultuous in Japan. ■ ■ ■ Have students read the rest of the article on their own, using the sidenotes to guide them. Have volunteers read aloud the passage referred to in the Fluency note. Have the listening students evaluate the readings on the basis of clarity of expression and interpretation. After students have finished reading, they can record this selection in their Personal Reading Logs. TEACHER TO TEACHER Explain to students that an informational article such as this is an excellent source of facts for a research report or topic paper. Discuss how students often outline and take notes from informational articles to provide themselves with reference material for later use. ■ ■ ■ Use the Vocabulary Check on Teacher’s Edition page 27 to evaluate mastery of the vocabulary standard. Use the Comprehension Check on Teacher’s Edition page 28 to evaluate mastery of the literary standard. To extend their reading of the selection, have students complete the Research Template project in Interactive Reading, page 88. READING OPTION As they read, students have a number of options that will help them clarify the text. As they read the selection independently, they can create an outline, take notes on the content either in the margins of their books or on separate index cards, or stop and summarize each page. Chapter 2 21
Page 1 and 2: You’ve probably come across the t
Page 3 and 4: • • • • • • Notes •
Page 5: Clarify the Text Re-read “The Sam
Page 9 and 10: Name ______________________________
Page 11 and 12: Chapter 2 Pupil Pages 56-97 Foreign
Page 13 and 14: Chapter 2 Pupil Pages 56-97 Re-read

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