5 3 4 legends of the blues TG

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Legends of the

Blues

SUMMARY This book explores the history of

blues music by discussing the careers of

famous musicians such as Ma Rainey, Bessie

Smith, Ray Charles, and Aretha Franklin

LESSON VOCABULARY

appreciate barber

religious slavery

teenager

INTRODUCE THE BOOK

INTRODUCE THE TITLE AND AUTHOR Discuss with

students the title and the author of Legends

of the Blues Make sure students understand

that here the word legends refers to famous

people Ask students to tell you what they

think the blues are Ask students if they can

think of how this book might relate to a social

studies topic

BUILD BACKGROUND Play the music of one or

more of the artists mentioned in the book

Ask if students are familiar with this music

Then have students share any knowledge they

might have about blues music or any of the

musicians mentioned in the book

PREVIEW/USE TEXT FEATURES Point out the

Biography logo on the cover and the headings

throughout the book that tell whom each

section will be about Have students note that

the book first gives a little background on the

origin of the blues before going on to give the

biographies of blues musicians

READ THE BOOK SET PURPOSE Have students set a purpose

for reading Legends of the Blues Students’

interest in music and history should guide this purpose Suggest that students think about how different musicians learn from each other and how historical events can affect musical styles

STRATEGY SUPPORT: GRAPHIC ORGANIZERS

Discuss how different types of graphic organizers are used Focus on the kinds of organizers with which you know students are familiar, including a variety of compare-and-contrast charts Then have students look at the chart on page 25 Let students know they will be filling in the chart after they read the book Then tell students that as they read, they should think about what other kinds of graphic organizers could be used to track the

information in this book and why (for example,

concept webs, time lines, cause-and-effect charts) Revisit the discussion after students

have finished reading

COMPREHENSION QUESTIONS

PAGES 8–9 Why do you think the author chose to show pictures of old phonographs?

(Responses will vary.)

PAGE 9 What is the main idea of the first

para-graph? (Rainey’s music often dealt with

prob-lems facing African Americans.)

PAGES 10–13 Do you think a time line would

be a good graphic to show the information

on these pages? Why or why not? (Possible

response: Yes; it could show the order of what happened in Bessie’s life.)

PAGE 23 What are some roots of the blues?

(African culture and American slavery)

5.3.4

MAIN IDEA AND DETAILS GRAPHIC ORGANIZERS

64 Legends of the Blues

Skill Work

REVISIT THE BOOK

READER RESPONSE

1 Main Idea: The Great Depression hurt

Bessie Smith’s career Details: People

wanted upbeat music instead of blues;

people had less money to spend on

concerts and records

2 Ma Rainey: first female artist to sing the

blues Bessie Smith: sold 700,000 copies

of one record in six months Ray Charles:

learned to play instruments even though he

was blind Aretha Franklin: first female artist

inducted into Rock and Roll Hall of Fame

3 increase in value; possible sentence: The

stock should appreciate in value once the

company is sold

4 Responses will vary.

EXTEND UNDERSTANDING Ask students to think

about the photos they saw in Legends of the

Blues Ask: What information do they give

you that you could not have gotten from the

text alone?

RESPONSE OPTIONS

ART Provide students with a variety of blues

music to listen to Encourage students to draw

or paint pictures inspired by listening to the

blues

SOCIAL STUDIES

CONNECTION

Ask students to find out

more about other famous

blues musicians and to write

a brief biography of one of them Post

the biographies on the bulletin board

TEACH/REVIEW VOCABULARY

Copy the vocabulary words onto index cards Have students randomly draw cards and use the words in sentences that relate to music

For example: My barber plays country music while cutting my hair

Help students understand that the

word released can have more than one

meaning In this book, it means “to be published or sold.” The other meaning is

“set free.”

TARGET SKILL AND STRATEGY

MAIN IDEA AND DETAILS Remind students

that the main idea is the most important idea about a topic Supporting details are

small pieces of information that tell more about the main idea To practice finding the main idea, read pages 6–7 aloud and have

students identify the topic (Ma Rainey)

Then ask them to decide what important idea about the topic all the sentences in the

section contribute to (Possible response:

Ma Rainey was an important and influential blues singer.) Tell students to use this

method as they look for the main idea and supporting details in other sections of this book

GRAPHIC ORGANIZERS Tell students to

choose one of the biographies in Legends

of the Blues and write down its main ideas

and supporting details using a graphic organizer Tell students to reread each biography before deciding what the most important idea or ideas are After reading, have students compare the information in their charts

ADDITIONAL SKILL INSTRUCTION

AUTHOR’S PURPOSE Remind students that an author can have several purposes for

writing—for example, to inform, to persuade,

to entertain, or to express feelings Ask:

What do you think is the author’s purpose

for writing Legends of the Blues?

Legends of the Blues 65

© Pearson Education 5

Name

Main Idea and Details

• The main idea is the most important idea about a paragraph, passage, or article.

• Supporting details are small pieces of information that tell more about the main idea.

Directions Read the following passage Complete the diagram by writing the main idea

of the passage Then list supporting details that tell more about the main idea

Main Idea

Supporting Details

Legends of the Blues

66

Ray had a difficult childhood He

grew up during the worst of the Great Depression; his family had very little

money At the age of six, Ray began losing

his sight and became completely blind by

age seven On top of this, Ray, like Bessie

Smith, had to deal with the early deaths

of his parents Ray’s father died when Ray was only ten His mother died when

he was just fifteen Somehow, Ray found

a way to overcome these hardships and developed into a great blues artist

© Pearson Education 5

Name

Vocabulary

Directions Unscramble the vocabulary words and then use each one in a sentence.

1 oicrh

2 reeentga

3 abrbre

4 dreeslea

5 teappaicer

6 sigoiulre

7 vsaleyr

67

Legends of the Blues

Check the Words You Know

appreciate released teenager

barber religious

choir slavery