Unit 5, Week 2

1
Unit 5, Week 2

• Unit 5, Week 2
• 4th Grade
• ONeal Elementary

2
Vocabulary

• cranky- mean or bad-tempered
• bumbling- moving unsteadily
• selfish-thinking of only oneself
• exasperated- annoyed greatly made angry
• famished-very hungry
• commotion-noisy confusion disorder
• specialty-a special thing that a person knows a
  great deal about
• Practice

3
Vocabulary Words in Context commotion, cranky,
bumbling, selfish, exasperated, famished,
specialty

• 1. The crew members were ___________ for the
  props backstage in the dark.
• 2. Staying up late for a play practice made him
  _________.
• 3. She was great at playing a princess it was
  her ____________.
• 4. Its hard for a _________person to share the
  stage with others.
• 5. The director looked ___________when the
  actress did not know her lines.
• 6. We ate lunch so we would not be
  ____________at the end of our performance.
• 7. The actors cold barely hear the director
  because of the ____________ from the scenery crew.

4
Vocabulary Story Words

• viceroy-a nobleman
• banquet-a large, fancy feast
• oath- a promise
• tadpole-a newly hatched baby frog
• director- one who manages the performers and
  staff in a play
• roles-parts that people play
• audition-to try out for a part
• casting- the act of choosing different people for
  the roles in a play
• rehearse- to prepare or practice for a play

5
Vocabulary Thesaurus-Antonyms

• Antonyms are words that have opposite meanings.
• You may use a thesaurus to look up antonyms.
• Sometimes, you can use antonyms as context clues
  to help you understand unfamiliar words.
• Draw a line from the word in column one to its
  antonym in column two.
• Antonym Practice

6
Apply Vocabulary

• Watch the Play presented by elementary students
  at Teacher Tube. Write a review of this
  performance.
• Use at least three vocabulary words in your
  review.

7
Fluency Focus Stress/Inflection

• Words in capital letters mean that what the
  character is saying is very important and should
  be read very strongly.
• Practice the following dialogue
• Viceroy Baste! Enough! Who is this creature?
• Felipe (Sneering) Shes the nasty little frog
  who rescued my golden arrow.
• Rantia And in return he promised to let me eat
  from his plato, sleep in his cama, and give me a
  beso when the sun comes up.
• Viceroy Did you make this promise?
• Flipe (Sullen) I dont remember.
• Viceroy (Grave) Si. And THE VICEROYS SON
  KEEPS HIS PROMISE. Pepe! Set a place for our
  guest.
• Readers Theater

8
Phonic Focus Decode words with V/CV and VC/V
Patterns

• A number of words have the VCV pattern that is,
  one consonant sits between two vowels. Many of
  these words have long vowel sounds, but some have
  short vowels.
• In words with long vowels, the syllables are
  divided after the vowel. These are called open
  syllables because they end with a long vowel
  sound. (example fa mous)
• In words with short vowels, the syllables are
  divided after the consonant. These are called
  closed syllables because they end with a
  consonant and the vowel is short. (example fin
  ish)
• Practice this skill using this weeks spelling
  words
• river, cider , level, stolen, never , spoken,
  promise, talent, cabin ,razor radar, wiper, pity,
  limit, habit, easel ,diver, bison

9
Comprehension Literary DeviceForeshadowing

• Authors sometimes use a device called
  foreshadowing to provide clues about what may
  happen later in a story or play. Readers can use
  these clues to make predictions about the
  resolution of a conflict or solution to a
  problem.
• Foreshadowing Chart

10
Comprehension Problem and Solution

• The problem in a story can be presented as a
  conflict the character needs to face.
• The solution involves the steps a character takes
  to try to solve the problem. The solution can
  also be called the resolution.
• Certain words or phrases in a story, such as so,
  as a result of, or consequently can signal that a
  solution has been reached.
• Log in to Study Island to practice.

11
Comprehension Make Judgments

• One way to evaluate a text is to make judgments
  about the characters and their actions. The way
  that a playwright presents the characters in a
  play reflects the message he or she wants to get
  across.
• Think carefully about what each character does
  and says.
• Compare this to the way people act and speak in
  real life.
• Pay close attention to the words the characters
  use. Ask yourself what kind of person would say
  something like that. How would you react is
  someone said these words to you?
• Graphic organizers are always good to help you
  sort information. When making judgments, a
  Judgment Flow Chart is a good graphic organizer
  to use.

12
Comprehension Make Judgment Flow Chart
Action
Judgment
13
Comprehension Make Judgment
Just remember.....
What the character says__________________________
_______________
What the character does__________________________
_______________

Judgment _______________________________________
______________________________________
14
Text Feature Interview

• Interviews are accounts of questions asked by one
  person and answered by another.
• interviewer- the person asking the questions
• interviewee- the person answering the questions
• An interview is made up of questions and answers.
  The letter Q stands for the question, and the
  letter A stands for the answer.
• The Interview on page 586, Presenting The
  Puddlejump Players is taking place between one of
  the child actors of the Puddlejump Players and
  Liz Ray.
• Puddlejump Players

15
Reflections Day 1

• How are the adjectives famished and hungry alike
  and different? Compare and Contrast

16
Reflections Day 2

• Many fairy tales are hundreds of years old.
  Though they come from various cultures, they
  offer have similar themes. The Frog Prince, a
  version of which appears on pages 564-565, is
  believed to have originated among German-speaking
  people. Its theme, that it is important to keep
  promises, is revisited in Ranita, the Frog
  Princess.
• List two additional keywords or phases that you
  might use to research information about fairy
  tales.
• 1.
• 2.

17
Reflections Day 3

• Predict what will happen to Ranita after the end
  of the story. Use two details and/or examples
  from the story to support your answer.

18
Reflections Day 4

• In the fairy tales a spell makes a character
  change into someone or something else. A spell
  was a punishment.
• What is the meaning of fair punishment? What
  context clues helped you define the phrase?
• Do you think the spell was a fair punishment for
  Ranita? Use two details or examples from the
  story to support your answer.

19
Reflections Day 5

• Why did Vieja Sabias cast a spell in Ranita?
  Use two details and/or examples from the story to
  support your answer.
• How did Ranita change from the beginning to the
  end of the story?

20
Trip To Switzerland

• The news came late one night. Tom and Julie
  Campbell had won a free trip to Switzerland.
  They were ecstatic. They jumped up and down.
  They called everyone that they knew. There were
  so many things they wanted to see!
• They carefully planned out their schedule.
  They were happy to find that they would have
  enough time to do most of the things they wanted
  to do.

21

• There were so many things to do to prepare for
  the trip. They had to get passports for the
  first time. They had to buy some warm clothes
  since they didnt have nay. They hoped that they
  could adjust to the cold weather.

22

• As soon as Tom and Julie arrived in
  Switzerland, they headed for the ski slopes.
  They were carrying their brand new skis. Their
  first day of skiing was hilarious. They both
  fell down frequently. Once they fell into the
  same snowdrift together. Unfortunately, on the
  second day, Tom took a bad fall and ended up in a
  cast. Luckily, though, he was still able to go
  sightseeing with Julie. The only problem was
  that he couldnt write any postcards to his
  friends home.

23

• In the story, Tom and Julie did many things to
  demonstrate the emotions they had when they won a
  free trip to Switzerland. Use two details from
  the story to explain how you know what they felt
  about going.

24

• Do you think Tom was lucky to win the trip to
  Switzerland? In your own words, use two
  sentences to explain why or why not.