Group 4
• More complex
sentence structure
Funny Faces
• Text may fill page
by Parker Smith
• Text features:
subheadings
Overview
Some artists paint portraits. Others draw cartoons. In this descriptive
nonfiction book, you’ll learn about some artists who draw carica-
tures, or funny pictures of people.
Teaching Focus
★ COMPREHENSION STRATEGY ★ LITERACY SKILLS
Bridge to CQ5
The Main Character Monitoring • Understanding type of nonfiction:
descriptive
• Using text features: captions
• Using graphic elements: illustrations
• Recognizing related words
Vocabulary Opportunities Individual Needs
caricature (p. 2)
Additional Resources exaggerates (p. 2) • understanding words related to
pedestrians (p. 8) drawing, art, and the theater
fascinated (p. 8)
politicians (p. 15)
• pronouncing multisyllable words
Bridge to Home
Bridge to Home
• Invite students to take home the • Encourage students and a family
book Funny Faces to share with family member to look for caricatures drawn
members. by other artists in magazines or news-
• Suggest students ask family members papers.
what they know about caricature
artists and places where family mem-
bers have seen caricatures.
BTC 68 Bridge to Comprehension, Grade 5
boldfaced words and point to
Day 1 them as you speak. Tell students Have on hand a variety of
you are using the words that will art books for students to
help them read the book by look through. Include
Warming Up themselves. books on well-known
artists as well as introduc-
3. Invite students to look through the
Mention a book you are reading or tory books on the tech-
book to find three words that are nique of cartooning,
have recently read. Guide students to
tricky for them in Funny Faces. drawing, and painting.
discuss their own reading by asking
what they especially like about a
book they are reading or a Bridge Vocabulary Opportunities, page 58 As you discuss vocabulary
book they have recently completed. and other words, when-
Or you may want to show students Reading the Text ever possible use every-
some caricatures from newspapers day examples, such as
pointing out pedestrians
and magazines and read to them the
Step 1: Book Talk walking near the school,
text that accompanies the art. using exaggerated arm
1. Talkabout the cover. Have movements, or naming
Setting the Scene students point out the title and some local politicians.
author’s name.
1. Share an overview of the book Tell me about what you see on the
Explain that a palette is a
with students. cover. How are the top and bottom board that artists use to
2. Invite students to share what they parts of the picture different? Do you mix paints.
know about artists and about the think both parts show the same per-
different kinds of paintings and son? Why or why not? Let’s have a
drawings they have seen. Talk volunteer read the title of the book. Use magazine pictures if
necessary to illustrate a
about where students have seen art What do you think the title means?
long chin, a wide smile,
displayed or published. Ask them 2. Have students turn to the title or a pointed nose. Then
about times they have seen an page. demonstrate how a cari-
artist at work. cature artist would exag-
Tell me about what you see on this gerate these features.
Vocabulary Opportunities
page. Let’s read the Contents. Who do
1. Listed below are words that you think Al Hirschfeld, Yvette Silver,
students may find challenging. and Lorin Bernsen are? What do you Point out to students
• caricature think we might learn about them? how dividing longer
words like caricatures
• exaggerates 3. Havestudents look at pages 2 and exaggerates into
• pedestrians and 3. syllables can help them
pronounce them.
• fascinated Wow, look at these pictures! Have you
• politicians ever seen drawings like these? What
do you think about these drawings? Have available photo-
2. As you do the Book Talk, use the
Now let’s read the text. What clues graphs of the subjects,
words that are boldfaced on the such as the Beatles on
helped you know what caricature
page and think aloud how you use page 2, for the carica-
means? Let’s look at the pictures
context clues in the text, clues in tures in the book that are
that show the caricatures. What
the illustrations, or a dictionary or not accompanied by
special features do you see that are
glossary to help you determine a “real-life” photos.
exaggerated?
word’s meaning. Emphasize the
Funny Faces 69 BTC
4. Pages 4 and 5 8. Pages 14 and 15
Broadway refers to the Let’s read the heading. I wonder what Look at pages 14 and 15. Let’s read the
major theater and enter- “The Line King” means. Let’s look at headings and subheadings. What do
tainment area in New the pictures on pages 4 and 5. What do you think you’ll learn by reading these
York City.
you think it means? Now let’s read pages?
page 4. Why has Al Hirschfeld been
9. Stop the Book Talk at this point.
Help students with the called “The Line King”? Do you think
Tell students that now they will
pronunciation of signa- this is a good title for a film about his
read the book on their own.
ture. Guide students in life? Why or why not?
breaking the word into
syllables, then putting the 5. Pages 6 and 7 Step 2: Individual Reading
syllables together to say Let’s read page 6 to find out more Have each student read the whole
the whole word. about Al Hirschfeld. What did you learn book at his or her own pace while
about Al’s daughter, Nina? Let’s look at remaining in the group. Observe
List on the board the the drawing on page 7 and find Al’s students as they read.
signature. Do you see the number?
steps Yvette Silver follows ✔Assessment Think about and
in drawing her carica- How many times does NINA appear in
note, mentally or in writing, the
tures. Encourage students this drawing? Let’s see if we can find
to use the list to tell how
following:
where Al has hidden her name. Wow,
Yvette drew the Bill
he’s really done a good job of hiding
• Did students stop and reread when
Cosby caricature. they didn’t understand something
Nina’s name!
in the text?
6. Pages 8 and 9
Write pedestrians, cus- • What words did students have
tomers, and fascinated Read the heading. What caricature difficulty with? How did they
on the board. Help stu- artist will we read about now? Let’s figure out the words they didn’t
dents divide the words look at the caricature she drew on page know?
into syllables and pro- 9. How is it different from Al
nounce them.
• How did students use the pictures
Hirschfeld’s drawings? Let’s read the
to understand the text?
first paragraph on page 9 to find out
how Yvette Silver draws her carica-
• Which sources of information
Write caricaturist on the (graphophonic, semantic, syntactic)
board. Explain that the tures. Does this make sense to you?
suffix -ist means “a per- Why or why not?
did students use in their problem
son who.” A caricaturist solving?
is a person who creates
7. Pages 10–13
caricatures. Let’s read the heading and look at the
pictures. How would you describe Lorin
Bernsen’s caricatures? Now let’s read
Here catch refers to pick-
pages 10 and 11. What details of himself
ing the most important
details to draw. did Lorin “catch” in his self-portrait on
page 10? Do you think it would be easy
to draw caricatures? Why or why not?
An airbrush is used to
blend colors together, Pages 12 and 13 tell more about Lorin
which gives a “soft” Bernsen. Look in the right bottom
effect to a drawing. corner on page 13. This tool is called
an airbrush. It helps Lorin make his
caricatures.
BTC 70 Bridge to Comprehension, Grade 5
describes how people who watch a
Day 2 caricature artist at work frequently
become interested in the artists’ draw-
Invite students to use the
5 Ws Chart on page 16
ings and become customers. On page 9, as they talk about the
Returning to the Text we learn the steps that the caricature book.
artist Yvette Silver takes in creating a
1. Discuss the book. Encourage caricature.
Have students share their
students to use their own words Ask students to look back at responses to the thinking
to tell what they learned about pages 4 and 5 and identify the prompts on pages 7, 11,
caricatures from reading Funny words the author used to describe and 13.
Faces. Hirschfeld’s drawings.
2. Depending on students’ success
★ Using text features: captions
with the book, address one or Have students turn to pages 2
more of the following. and 3.
★ COMPREHENSION STRATEGY Look at the pictures on these pages.
Before you read the book, did you rec-
★ Monitoring Tell students that ognize the people in these pictures?
when they read, they can monitor Many pictures in books have captions
their reading to make sure they that tell about them. Captions identify
understand everything. Sometimes the picture and often give information
this means they will need to slow that is not included in the text. Let’s
down or reread certain passages. look through the book and find the
Before I read Funny Faces, I had seen captions that tell who or what the
drawings by Al Hirschfeld, but I didn’t pictures on these pages show.
know much about his art. Because I
★ Using graphic elements:
didn’t know much, I read slowly. As I
illustrations
read, I realized that artists have differ-
Illustrations are included in many books
ent styles. Looking at the pictures of Al
so readers can see exactly what the
Hirschfeld’s drawings, reading the text
author is describing. A Chinese saying
carefully, and then looking again at his
explains, “A picture is worth a thou-
drawings helped me learn more about
sand words.” We understand, by look-
his kind of art and appreciate its
ing at the illustrations, for example, the
unique style.
author’s description that Al Hirschfeld’s
Ask students how reading Funny drawings have flowing lines. How does
Faces changed their mind about the illustration on page 7 help you
caricatures or about art. understand how Al Hirschfeld hides
Nina the name in his drawings?
★ LITERACY SKILLS
Explain that the illustrations in
★ Type of nonfiction: descriptive Funny Faces can also let readers
In Funny Faces, the author gives the more easily compare the work of
reader information about artists who two artists. Have partners study the
draw caricatures by describing their drawings of Silver and Hirschfeld
drawings and how the artists work. and tell how they are different.
For example, on page 8, the author
Funny Faces 71 BTC
✔Fluency ★ Recognizing related words Make ✔Assessment Use the Blackline
Model reading the text a web on the board with draw in Masters and their writing projects
with expression. the center and drawn, drawings, and as a way to assess students’ com-
Encourage students to
drawing around it. Explain that prehension of the book.The
read in unison with you
until they feel comfort-
these words are related; they are all Blackline Masters may be filed in
able with the text. Have formed by adding endings to the students’ portfolios.
students choose one base word draw. Have students find ✔Assessment To assess students’
artist and practice read- another word related to draw on reading abilities further, you may
ing the information page 9 (draws). Continue by dis- want to follow up with an oral
about that artist in a con- cussing other groups of related
versational tone of voice,
reading record. See the Reading
words from the book, such as cari- Workshop Assessment Book for
as if they are talking to a
friend. cature (caricaturist, caricatures, caricatur- guidance.
ists), art (artist, artists), and political
(politicians).
3. Invite students to reread their
favorite section of the book with
Day 4
partners. ✔
Revisit the Text
Day 3 1. Have students use the chart on
page 16 to talk about caricatures
and the artists who create them.
Responding to the Text Then review the comprehension
strategy of monitoring. Ask stu-
Optional independent response dents how monitoring can help
activities are listed below: them when they are reading the
Reread the book. Invite students instructions for putting together a
to reread Funny Faces on their model or learning a new game.
own. 2. Have students reread the book
Write about the book. Invite independently or in pairs. Partners
students to write in their journals may alternate reading pages of text
about what they learned from aloud.
reading this book or suggest their
own writing projects. For example, Wrap It Up, page 62
they may write a note to a friend
telling what they like or do not
like about caricatures. 5 Ws Chart, page 43
Vocabulary Opportunities Search, page 59;
Respond To, page 60; Skill Builders, page 61
“Humor is not a mood
but a way of looking at
the world.”
—Ludwig Wittgenstein
BTC 72 Bridge to Comprehension, Grade 5
Extending to CQ
The Main Character
In the Issue 2. After reading, ask students why they
think the author considers Kokomo,
“Remembering Guthrie” Jr., a character.
Pages D4–D8 “The Forgotten Man of
1. Before beginning to read, ask Gettysburg”
students what they know about Pages D19–D23
gorillas. Make a web on the board 1. Before reading, talk with students
and record students’ ideas. about the Civil War and the Battle
2. After reading, ask students what new of Gettysburg. Explain that Abraham
The structured guided things they learned about gorillas. Lincoln’s “Gettysburg Address” is
reading lessons Add to or change entries to the web one of the most famous speeches of
accompanying Funny to reflect the additional information. all time.
Faces focus on com- “The Name Game” 2. After reading, ask students why they
prehension strategies think learning about this “forgot-
Page D10
and literacy skills that ten” man is important.
enable students who 1. Before reading, ask students how
are reading below many of them were named after “Helping Hands”
grade level to achieve someone in their family. Pages D25–D28
greater levels of suc- 2. After reading, ask partners to 1. Ask students about things they have
cess in this correspon- compare the lists to see which two done recently to help someone else
ding issue of Rigby male names and which female name or things others have done to help
Literacy’s CQ. Listed appear on both lists (William, them. Make a list of “Good Deeds”
to the right are sug- Joseph; Elizabeth). on the board.
gestions for helping 2. Have students read a section of the
“The Gift of Life”
students as your class story with a partner. Suggest part-
reads The Main Pages D11–D15
ners list the good deed Sammy does
Character. 1. Before reading, explain that the
and talk about why they think it was
selection tells about a teenage boy
or was not really helpful.
who had a kidney transplant. Tell
students that most people have two “A Cast of Characters”
kidneys. The kidneys clean our blood Page D32
and help keep us healthy. 1. Read the title and introduction
2. As you read, stop often and discuss aloud. Explain that the poem is
with students the medical terms. about a school performance of the
play A Music Man. Tell students that
“Kokomo, Jr.—What a
“Gary, Indiana” and “76 Trombones”
Character!”
are two songs in the play.
Page D17
2. Read the poem aloud to students.
1. Read the title aloud and tell Then have them read it independ-
students that Kokomo, Jr., was a ently. Invite volunteers to read sec-
famous TV star. Explain that the tions of the poem aloud.
word character can mean a person
in a story or play and an unusual
person.
Funny Faces 73 BTC