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Maggie McGee and 3.1.3 Me at the Mint SEQUENCE VISUALIZE SUMMARY Chris Chen and his friend Maggie R EAD TH E BOO K McGee have a job to do in this fictional tale: SET PURPOSE Based on the genre and title of They want to be the first students on their the book, have students tell why they would class field trip to answer ten questions about like to read it. Remind students that they may the U.S. mint. The sequence of events leads have more than one reason for wanting to read them on an interesting journey behind the a book. scenes of America’s coin maker. STRATEGY SUPPORT: VISUALIZE Read with LESSON VOCABULARY students question 1 in the Reader Response brainstormed detectors section of the book. To help students visualize engrave grooves the order of events in the story, have them jot precious recited down notes about the order in which Chris and replicas Maggie answer the questions. INTRO D UCE TH E BOO K Have students use a sequence of Discuss with events flow chart (see page 138) to complete INTRODUCE THE TITLE AND AUTHOR the Strategy Support activity above. To check students the title and the author of Maggie their understanding of the text, have pairs McGee and Me at the Mint. Ask if any students of students exchange charts when they have collect coins. If so, what kinds of coins do they finished reading. collect? Ask students what they know about the U.S. mint. COMPREHENSION QUESTIONS BUILD BACKGROUND Discuss with students PAGE 4 What sequence of events leads to Chris what they know about U.S. coins. Talk about and Maggie’s becoming friends?(Johnnie Jaspers subjects such as what the coins are made of, had been bothering Chris; Maggie beats their denominations, and the different pictures Johnnie in the battle of the minds; Johnnie stops on them. bothering Chris; Maggie tells Chris to stick with her.) PREVIEW/USE ILLUSTRATIONS Point out that the genre of the book is fiction. Then have PAGE 5 On this page, Chris starts to tell the students look through the illustrations in the story of the class trip to the mint. When did book. Discuss with students what they can the trip take place—before, during, or after tell about the boy and girl in the pictures and Chris tells the story? (Before—he is telling what they think the two are doing. about something that happened in the past.) PAGE 6 How did the contest at the mint get started? (Maggie suggested it, and Ms. Chesterfield agreed to it.) PAGE 12 What words does the author use to help you visualize the original image of the eagle on American coins? (pigeon, laughed, majestic bird of prey) 20 Maggie McGee and Me at the Mint
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R EVISIT TH E BOO K Skill Work READER RESPONSE 1. 1, 4, 5, 9, 8, 10, 2, 3, 6, 7 TEACH/REVIEW VOCABULARY 2. Possible response: sharp corners, dozens Write a matching activity on the board with of tiny windows, bright white walls; the vocabulary words in one column and the responses will vary. definitions in another. Direct students to the 3. Possible responses: exhibit: things locations of the words in the book and shown together in a museum; a display have them try to match each word to its or presentation. Other answers should correct definition using context clues. include appropriate words, use context clues correctly, and contain dictionary definitions. TARGET SKILL AND STRATEGY 4. Possible response: When was the SEQUENCE Review with students that Philadelphia mint built? a sequence is the order in which events occur. Remind them that, in a story, events EXTEND UNDERSTANDING Point out to students are sometimes told out of their proper that sometimes the author changes the setting sequence. Sometimes the sequence of within a story. Have students reread the first events may be interrupted to tell about three pages of the book. Ask: What clue words events that happened earlier. Tell students does the author use to tell the reader the time to stop and reread parts of the story if they and place of the story? (Possible responses: are not sure they are following the sequence outside the United States mint, after we won of events correctly. the class contest, on the day she challenged and beat the bully, afterwards). Does the set- VISUALIZE Remind students that to ting change in these pages? What makes you visualize means to create pictures in their think this? (Yes; Chris starts his story in the minds as they read. Visualizing may also present at an unknown place, then he shifts to help them better follow the sequence of the day Maggie beat Johnnie in the battle of the events in a story. Suggest that as they minds, then he shifts again to the day of the read, students create mental pictures of the class trip to the mint.) events. RESPONSE OPTIONS ADDITIONAL SKILL INSTRUCTION WRITING Have students work in pairs to write SETTING Review with students that setting is short stories about other, new adventures with the time and place in which events occur in Chris and Maggie. Tell students to write the a story. Have students point out the most events in sequence, so that there is a time likely place setting for the selection—the order to what happens. mint. Invite students to guess when the events take place, either with a specific or SOCIAL STUDIES general time. Remind them that an author CONNECTION may not state an exact time and place. Tell Provide students with students to look for clues to the time and information about how place of the action in the story as they read. coins are made by the mint. Have groups create diagrams showing the stages in the minting process and then share their drawings with the class. Maggie McGee and Me at the Mint 21
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Name Maggie McGee and Me Sequence • Sequence is the order in which things happen in a story—what happens first, next, and last. Directions Read the following passage. Then list the sequence of events that leads to Sam and Nathan’s buying their video game. My name is Sam, which is short for I think my parents thought they were being Samantha. I want to tell you about a tricky. They know I am not a good saver. Once time my friend Nathan and I outsmarted our when I wanted a dress they didn’t like, they own parents. We didn’t do anything wrong. made me save for it. The store stopped selling We just proved that we were more creative the dress by the time I had enough money to than they thought we were. buy it. My parents were hoping the same thing Let me start from the beginning. Nathan would happen with the video game. and I wanted to buy a video game together. We But Nathan and I knew we had to act had a great plan. We would take turns keeping quickly. Instead of saving money, we opened the game at each other’s houses. The problem a lemonade stand. It was so hot that summer, was that our parents did not want us to have people came to the stand by the dozens! the game. They thought it was too expensive Within two weeks we had enough money for and that we would fight over it. So they made the game. Now we play it all the time. And us a deal. They said if we could save the our parents have to admit we’re two pretty money ourselves, then we could buy it. smart friends! First, Next, Next, © Pearson Education 3 Then, Finally, 22
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Name Maggie McGee and Me Vocabulary Directions Choose the word from the box that best matches each definition. Write the word on the line. Check the Words You Know brainstormed detectors engrave grooves precious recited replicas 1. to cut deeply into 2. copies of original pieces of art or other objects 3. long, narrow channels cut with tools 4. repeated or said aloud from memory 5. costly; valuable Directions Choose all the words from the box that fit each category. Write the words on the lines. 6. Verbs 7. Nouns 8. Plural Words Directions Write a news article on the lines. Use as many of the vocabulary words as you can. © Pearson Education 3 23
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