Max’s Glasses

B e n c h m a r k e d u c a t i o n c o m p a n y

Fiction

Max’s GlassesLevel P/38

Skills & Strategies

Anchor Comprehension Strategies

• Analyze character

Comprehension • Makeinferences

• Makepredictions

Word Study/Vocabulary•Usecontextcluestodetermineword

meaning

TeACher’S Guide

skiLLs and strateGies

Comprehension Strategy Posters (for Assessed Skills/Strategies)

• Making Inferences

• Analyzing Character

Thematic Poetry Connections (in Reading & Writing Poetic Forms)

• “Parents” (Anita Wintz)

Comprehension Strategy Assessment handbook (Grade 3)• Ongoing Assessments #23 and #24

notable Trade Books for Read Aloud

• Fitzhugh, Louise. Harriet the Spy. Bantam Doubleday Dell, 2000 (reissue).

• Smith, Lane. Glasses: Who Needs ‘Em. Viking Press, 1991.

• Van Allsburg, Chris. The Stranger. Houghton Mifflin Co, 1986.

Web Site for Content Information • NOVA Online http://www.pbs.org/wgbh/nova/ Find out what famous physicists

think about time travel.

Max’s Glasses

Before Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Chapters 1 & 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Chapters 3 & 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Chapters 5 & 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

After Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Writing Workshop and Writing Model . . . . . . . . . . . . . . . . . 8, 9

Reproducible Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . . . 10

Content-Area Extension Activities (BLMs). . . . . . . . . . . . . . . . . 11

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

tabLe of contents

OvERvIEW

reLated resources

This lesson teaches and/or reinforces the following skills and strategies:

Make Inferences (pp. 3–7)

• Analyze Character (pp. 3–5, 8–9)

• Make Predictions (p. 4)

• Use Context Clues to Determine Word Meaning (p. 4)

• Analyze Story Elements (pp. 5–6)

•Use Knowledge of Word Structures to Determine Word Meaning (p. 4)

• Draw Conclusions (p. 6)

This skill/strategy is the focus of the Ongoing Assessments for

this title.

theme connections

Inventions

TimeTravel

OvercomingDisabilities

introduce the bookDraw students’ attention to the front cover of the book. Read the title together. Turn to the back of the book and read the blurb and author information. Examine the table of contents. Page through the book look-ing at the pictures and captions. While previewing, pose the following questions to encourage students to think about the text before reading.

• Based on your preview, what do you predict this book is about? What kind of story do you think this will be?

• Do you think the book is fiction or nonfiction? Why?

• What do you think is the author’s purpose in writing this book: to inform, persuade, or entertain? How do you know?

• How do you think Max feels about wearing glasses?

• Looking at the pictures, what further predictions can you make about what the story will be about?

set a purpose for readinGThis text provides an excellent opportunity for students to focus on the strategies of making inferences and analyzing character. Explain to stu-dents that the author doesn’t always tell everything that is happening in the story. Sometimes they will need to use word and picture clues from the text, as well as what they already know, to understand, or infer, what is happening. As they read Max’s Glasses, encourage students to think about what the author is leaving unsaid. Read page 2 from the text. Say: Listen carefully for clues that tell you how Max feels about having to wear glasses. After reading, point out that the author does not directly state how Max feels about his glasses. Rather, the reader knows how he feels from the things he says to his mother. Explain that picture clues can also help a reader understand a story. Draw students’ attention to the illustration on page 3. Ask: From this picture, how do you think Max feels about wearing glasses?

introduce the Graphic orGanizerProvide each student with a copy of the Making Inferences graphic organizer. Explain that as they read, each student will be looking for data to fill in this chart. You might suggest that students place sticky notes in the margins of pages where they find text and picture clues that help them understand parts of the story that the author doesn’t state directly.

BEFORE REAdInG

3

There is nothing in the world Max Freeman wants more than to be able to see as well as other kids. But just when he’s feeling completely down about having to wear thick glasses, something happens that changes his life. he meets a mysterious, time-traveling stranger who helps him realize that his life, in the present, is not so bad after all—even if he does have to wear glasses.

Book Summary

Answer Clues That Question (Your Inference) helped You

Who is the boy in the picture? Who is the lady?

Why doesn’t Max tell his Mom that the tape recorder broke?

What kind of a house is the one on Bangor and Main?

How does Max feel after seeing the man?

How does Max feel about going in the house?

Why doesn’t Max tell his mother about the house and the man?

What is Max thinking when his mother tells him about Mr. Pierce?

Does Max decide to go into the future with Mr. Pierce? How does he feel about his decision?

Making Inferences About Max

© 2011 Benchmark Education Company, LLC Max’s Glasses

read the text pages 2–9Use the following prompt to set a purpose for the reading:

As you read, think about the information the author is presenting. Based on the words, the pictures, and what you already know, what predictions can you make about what will happen in this story?

Ask students to read the chapters independently. Invite them to use sticky notes to flag clues in the text that can help them make predictions. Also ask them to flag any clues that enable them to make inferences, and any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.

focus on comprehensiondiscuss Making PredictionsInvite students to share their predictions about what they think will happen in the story. Encourage them to point out examples from the text that helped them make their predictions. If students have difficulty, use a think aloud to model how a good reader makes predictions.

At the beginning of Chapter 2, Max’s dog Shadow pulls him away from Tommy’s house and toward the abandoned house. This is the wrong direction. Shadow does this even though he knows where Tommy lives. This clue makes me guess that Shadow knows something about the house, and its owner.

Begin the Graphic Organizer: Making Inferences Ask students to reread or skim and scan the text to locate information for the graphic organizer. Ask: How do picture clues, text clues, and your own knowledge help you make informed guesses, or inferences, about the story? How does making inferences help you understand what you are reading?

Analyze CharacterPoint out that the author of Max’s Glasses lets the reader infer what Max is like rather than stating it directly. Ask: What is Max like? How do you know? They should note that Max:

• is unhappy because he has to wear glasses.

• feels like he stands out because no one wears glasses like his.

• appears frustrated, because he throws his pillow.Encourage students to look for words the author uses to describe the characters. Pay attention to what the characters think, say, do, and feel, and notice what others say about the character.

use Context CluesHave students look at the word scientist (page 2). The author gives readers a context clue when he describes where a scientist works, lab. Challenge students to locate this definition in context. Create a visual word web like the one below and have the class complete it.

Then tell students to apply this strategy to unfamiliar words they flagged. These might include: recorder, p. 4 assignments, p. 4abandoned, p. 9 struggled, p. 9focus, p. 9

scientist

TEACHING TIPSMeaningful Activities for Rapid Readers• Have you ever felt frustrated about

something the way Max feels about having to wear glasses? What made you feel this way and why?

• Why do you think Shadow is acting so strangely? What predictions can you make about the story from this clue?

Prompts to help Readers Monitor Comprehension• If you lose the meaning, go back

and reread the section where you lost concentration.

• Look for context clues to help you define unfamiliar words.

ChAPTERS 1 & 2

context clueworks in lab

definitiona person who studies nature and the phys-ical world by testing, experimenting, and measuring

sentenceThe scientist was experi-menting with chemicals in a lab.

4 Max’s Glasses © 2011 Benchmark Education Company, LLC

read the text pages 10–16Use the following prompt to set a purpose for the reading: As you read, think about where and when the events in the story happen. Where does this part of the story take place? When do you think this story happens—long ago, in the present, or in the future? How do you know? How does being able to identify the setting help you follow story events and understand why characters behave as they do, why events happen, and why problems occur?

Ask students to read the chapter independently. Invite them to use sticky notes to flag details in the text and pictures that reveal setting. Explain that a setting can change in different parts of the story. Also ask them to flag any clues that enable them to make inferences, and any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.

focus on comprehensiondiscuss Identifying SettingInvite students to discuss where and when the events in the story take place. Have them point out details in the text and pictures that helped them figure it out. Ask: How does identifying the setting help you understand why Max and Tommy behave the way they do? How does the setting change over the course of Chapters 3 and 4? How does the change in setting affect what happens in the story? How does Tommy’s personality change from before he’s in the house to after?

Continue the Graphic Organizer: Making InferencesAsk students to reread or skim and scan the text to locate information for the graphic organizer. Point out that even though the author does not come out and say how Max and Tommy feel about the incident on Bangor and Main, there are clues that enable readers to make infer-ences about how they feel. Can students identify those clues?

Analyze Character Remind students that one way to identify a character’s traits is to be aware of what others in the story say about that character. Ask: What does Max think of Tommy? They should note that on page 13, the author directly states that Max respects Tommy for “being a boy genius, junior inventor, private detective, and tape-recorder repairman.”

Then tell students to apply this strategy to other compound words they flagged. These might include:something, p. 10 repairman, p. 13anything, p. 15 workshop, p. 15

Analyze Compound WordsChallenge students to find examples of compound words in the text. Discuss how the words within compound words can be used to decipher meaning and spelling patterns. Create a word web like the one below as an example.

ChAPTERS 3 & 4

TEACHING TIPSMeaningful Activities for Rapid Readers• Max and Tommy have different

feelings about going to the house on Bangor and Main. Whom are you more like, Max or Tommy? How so?

• Do you have a friend who you respect? Describe in writing what she or he is like, and why you look up to this friend.

Prompts to help Readers Monitor Comprehension

• If you lose the meaning, go back and reread the section where you lost concentration.


flash light

synonymshort burst brightness of light

definitiona portable light that is powered by a battery

flashlight

word parts

© 2011 Benchmark Education Company, LLC Max’s Glasses 5

read the text pages 17–24Use the following prompt to set a purpose for the reading: As you get to the end of the book, draw conclusions about why Max decides not to go into the future with Mr. Pierce.

Ask students to read the chapters independently. Encourage them to use sticky notes to flag sections of the text that support their conclu-sions. Also ask them to flag examples of clues for making inferences, as well as any unfamiliar words they encounter. When the group has fin-ished, use the activities below to focus on skills, strategies, and text and graphic features of the book.

focus on comprehensiondiscuss drawing ConclusionsInvite students to share the conclusions they have drawn about Max’s decision. Encourage them to point out the parts of the text they used to make these conclusions. Ask: How did Max feel about leaving the tape recorder? Why was Shadow acting strange? What choice did Mr. Pierce offer Max?

Complete the Graphic Organizer: Making Inferences Ask students to reread or skim and scan the text to locate information to complete the graphic organizer. Point out that the author provides clues as to Mr. Pierce’s identity, as well as Max’s feelings about returning to the house. The author also suggests how Max finally feels about himself. Encourage students to locate these clues.

Analyze ThemeEncourage students to review the chapters and make some suggestions about the theme of the story. Explain that theme refers to the overall, but usually unstated, idea or message a story tries to convey. Ask: What did Max learn about himself? What did Max realize about his feelings for his parents, Tommy, Shadow, and Mrs, Crowley? Is there a sentance in Chapter 6 that best illustrates the theme? (“When you really thought about it, his life was pretty good, in spite of those glasses.” page 23)

ChAPTERS 5 & 6

use Base WordsHave students locate the word speechless (page 21). Challenge them to define this word by identifying and defining its base word. Create a visual word web like the one below.

Then tell students to apply this and other strategies to unfamiliar words they flagged. These might include:inventor, p. 19transmitter, p. 21transmissions, p. 21disappeared, p. 24

TEACHING TIPSMeaningful Activities for Rapid Readers• If you had a thought transmitter,

whom would you contact and what thoughts would you transmit?

• Draw a picture of a future inven-tion. Use labels and a caption to describe what it is and how it works.

Prompts to help Readers Monitor Comprehension• If you lose the meaning, go back

and reread the section where you lost concentration.


speechless

base wordspeech

suffix-less indicates

without

definitionwithout the power to

communicate thoughts by speaking

sentenceShe was so

surprised, she was speechless.


AFTER REAdInG










The author says that Max wears glasses and his mom has curly hair.

I know my mom would be angry if I broke something that my teacher lent me.

Author describes it as an “old abandoned house” and the door creaks when it opens.

When he gets to Tommy’s house, Max doesn’t talk at first and his face is white

Max is speaking nervously. He starts to say something about not going in. Tommy has to grab Max to get him to go inside.

My parents wouldn’t let me go somewhere that could be dan-gerous. Also, they’d be upset if I didn’t do my homework.

That’s where Mr. Pierce lived, and Max’s mom says he was an inventor. Max doesn’t go with Mr. Pierce into the future. He is happy about his decision. He thinks about everything he’d miss, like his parents, Tommy, and Shadow. He also realizes his life is good even in spite of his glasses. He’s smiling and waving good-bye in the last picture.


Max is the boy. His mom is the lady.

He’s scared she’ll be angry with him.

A haunted one

Scared

Max thinks they shouldn’t go in. He is nervous.

He thinks she won’t let him go back there if it’s dangerous. Also, she wants him to do his homework.

That the man in the house on Bangor and Main is Roger Pierce, his mom’s science teacher.

He jumps back when the man answers the door.

sYnthesize and assessRetell and Summarize As a group, generate an oral or written retelling of the book. Select the key points to create a summary.

Respond Ask students what they liked most about the story. What they did not like and why. What questions they still have. What they would add to the story if they were the author.

Evaluate Author’s Purpose Challenge students to think about why the author wrote this book. Was it to entertain, inform, or persuade the reader? How do they know?

draw Conclusions Ask students to formulate conclusion statements based on their reading. Record these ideas.

The completed graphic organizer below can serve as a model for assessing students’ ability to make inferences.

© 2011 Benchmark Education Company, LLC Max’s Glasses 7

mini-Lesson Writing Focus: describing a Character

Remind students that throughout the book Max’s Glasses, they got to know several different characters. Remind them that there are three ways readers learn about a character in a story: (1) by what the author says about the character; (2) by what other characters say about the character; and (3) by what the character does, says, thinks, or feels.

Invite students to think about the character in the story they found most interesting and would like to describe. On chart paper or the board, create a table like the one below, describing the character based on what the author says, what other characters say, and what the character himself does, says, thinks, or feels.

Use the reproducible Writing Model to demonstrate how information from the table can be used to write a descriptive paragraph. Remind students that certain words and phrases provide details that enhance character description.

WRITInG WORkShOP

T O M M Y ’ S C h A R A C T E R

Characteristic

Tommy is good at putting things together and figuring things out.

Tommy is fearless.

Tommy is a genius.

Example

• Max calls him to fix the tape recorder.

• Tommy fixes the recorder in a minute.

• Tommy is eager to explore the “haunted” house and get to the bottom of the mystery, so he walks to the door, opens it, and goes inside.

• Max respects Tommy because he’s a “boy genius, a junior inventor, a private detective, and tape-recorder repairman.”

• The title of Chapter 3 is “Tommy Ping, Boy Genius.”

• Tommy does good detective work when he figures out that the man must be an inventor or scientist.

TEACHING TIPSProcess Writing Steps

1. Have students independently write a first draft describing a character from the story.

2. After students complete their first draft, they should revise and edit it.

3. Conference with each student following the first revision and editing.

4. Have students make any additional changes and create a final copy of their paragraph.

5. Finally, invite students to share their paragraph with a group of other students.

Write a paragraph

describing another

character from

the story.

WrITING ASSigNmeNt


Writing Model : describing a Character

All About Tommy

Tommy is great at fixing things. When Max breaks

the tape recorder, he calls Tommy and Tommy fixes

the recorder in a minute. Tommy is also fearless. He

is eager to go and explore the “haunted” house.

When they arrive at the house, Tommy opens the

door and walks in. Finally, Tommy is a genius, a

“Boy Genius,” as Chapter 3 calls him. Max respects

Tommy for this. Tommy is so smart he figures out

that the man must be an inventor or scientist.

examples from the story

WrITING TIP

Use vivid words to describe the character and give

your reader a clear picture of the person.











Name: __________________________________________ Date: ________________


Max’s Glasses © 2011 Benchmark Education Company, LLC

Name: __________________________________________ Date: ____________________

Identify Max’s main characteristics, both before and after meeting Roger Pierce, and write them in the rectangles. Fill in the circles connected to each rectangle with quotes, actions, thoughts, and other supportive evidence for each trait.

Character Map

Max


Name: ________________________________________ Date: __________________

Imagine you are Max and have decided to go with Roger Pierce into the future instead of staying in the present. Write a postcard home to Mom describing what life is like in the future, including the different inventions.

Address

A Postcard From the Future


Name: __________________________________________ Date: ________________

Compare and contrast the characters of Max and Tommy. Write how they are different in the outer parts of the appropriate circles. Write how they are the same in the part that overlaps.

Max Tommy

Max and Tommy


Name: _______________________________________ _ Date: _________________

Imagine you’ve been hired as the director for the movie based on the book Max’s Glasses. Use this chart to make notes about the actors, setting, location, costumes, and props.

MOvIE TITLE: ___________________________________________

Characters Played By

Setting Location

Costumes Props

Make a Movie

❍ ❍ ❍ ❍ ❍ ❍ ❍ ❍ ❍ ❍ ❍ ❍ ❍


A n S W E R k E Y

Character Map

He didn’t like wearing thick

glasses that didn’t even

work.

He hated listening to his

homework tapes.

He called Tommy to help him fix the tape

recorder.

He told Shadow to take him to Tommy’s

house.

“I’ve made my decision,

Mr. Pierce…thank you anyway.”

He didn’t want to leave his parents, Tommy,

and Shadow.

He went back to the haunted

house with Tommy even though he

was afraid.

“I’ve got to get that tape recorder

back.”

He started his homework when his mom asked him to.

“I wish I could really see!” discouraged

problem solver

loyal

responsible

Max

A Postcard From the Future

Max and Tommy Make a Movie

Address

October 3, 2021

Dear Mom,

I can see! The doctors here cured my eye

problem! I ride a space bike to school, and we

grow all our own food in an indoor water

garden. Mr. Pierce is finishing our new time

travel copter so I can visit you soon. I’ll bring

you a robot housekeeper and a wristwatch

computer.

Love,

Max

Max Tommy

Can’t see well

Recognizes people by their voices

Is afraid of the haunted house

Asks Mr. Pierce many questions

A good friend

Eager to leave the haunted house when the man appears

Follows parents’ rules

Is good at fixing things

Is curious about the haunted house

Is fascinated by the workshop in the haunted house

MOvIE TITLE: ____________________________________________

Characters Played By

Setting Location

Costumes Props

Howling Shadow

Shadow

Max

Tommy

Mom

Roger Pierce

Shadow the Dog

Haley Joel Osment

Daniel Radcliffe

Meg Ryan

Sean Connery

Residential neighborhood: Max’s house Tommy’s house Old house on the corner with a red roof

A small town

Shadow — collarMax, Tommy, and Mom — regular casual

clothesRoger — futuristic clothing (solid color

jumpsuit, long boots, belt with gadgets on it)

Thick glasses for MaxTape recorder, flashlight, apples, cookies,

sackWorkshop with levers, buttons, and colored

flashing lights

❍ ❍ ❍ ❍ ❍ ❍ ❍ ❍ ❍ ❍ ❍ ❍ ❍


Introduce the Book Set a Purpose for Reading√ Introduce the

Graphic Organizer

Read the Text: Ch. 1 & 2Focus on Comprehension:√ Begin the Graphic Organizer√ Analyze Character

Read the Text: Ch. 3 & 4Focus on Comprehension:√ Continue the Graphic

Organizer√ Analyze Character

Read the Text: Ch. 5 & 6Focus on Comprehension:√ Complete the

Graphic Organizer

Synthesize and Assess

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area Extension Activities (BLMs)

Introduce the Book

Read the Text: Ch. 1 & 2 Select or create mini-lessons by using the comprehension pre-assessments to deter-mine student needs.*

Read the Text: Ch. 3 & 4

Select or create mini-lessons.*

Read the Text: Ch. 5 & 6 Select or create mini-lessons.*

BEFORE REAdInG (p. 3) Introduce the Book Set a Purpose for Reading√ Introduce the Graphic Organizer:

Making Inferences *

duRInG REAdInG (pp. 4–6)Read the Text: Chapters 1 & 2Focus on Comprehension Mini-Lessons: Discuss Making Predictions*√ Begin the Graphic Organizer*√ Analyze Character* Use Context Clues*

Read the Text: Chapters 3 & 4Focus on Comprehension Mini-Lessons: Discuss Identifying Setting*√ Continue the Graphic Organizer*√ Analyze Character* Analyze Compound Words*

Read the Text: Chapters 5 & 6Focus on Comprehension Mini-Lessons: Discuss Drawing Conclusions*√ Complete the Graphic Organizer* Analyze Theme* Use Base Words*

AFTER REAdInG (p. 7) Synthesize and Assess Activities: Retell and Summarize* Respond Evaluate Author’s Purpose* Draw Conclusions*

WRITInG WORkShOP (pp. 8–9)Mini-Lesson √ Assignment: describing a Character*

COnTEnT-AREA ExTEnSIOn ACTIvITIES on Blackline Masters (pp. 11–14) Character Map A Postcard From the Future Max and Tommy Make a Movie

Lesson-at-a-GLance

Navigators Teaching Guides provide flexible options to meet a variety of instructional needs…

√ Checkmarked skills may be assessed by using the tests provided in the Comprehension Strategy Assessment Handbook.

* Preassessments are available in the Comprehension Strategy Assessment Handbook.

1

2

3

4

5

Accelerated 3-day Lesson

5-day Flexible Lesson

5-day Lesson for Assessed Skills & Strategies

Introduce the Book


Read the Text:

Ch. 3 & 4


Synthesize and Assess

day

Max’s Glasses

Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of this guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.ISBN: 978-1-59000-498-2

sampLe Lesson pLanninG Guides

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area Extension Activities (BLMs)

Max’s Glasses

Documents

Transcript of Max’s Glasses