Imagination

1
Imagination

• Open Court Unit 3
• Lesson 5 The Emperors New Clothes

2
Objectives

• You will
• practice recognizing base words
• practice recognizing affixes, including the
  suffixes ly, -ful, -able, and less and the
  prefix un-.
• practice the long /oo/ sound spelled oo, u_e, and
  _ew.
• practice recognizing diphthongs.

3
Preparing to Read, Day 1Word Knowledge

• end endless endlessly care careless
  carelessly
• fancy fanciful force forceful
• able unable do undo tie untie
• imaginable lovable adorable
• constantly wisely proudly scarcely
• new noon rule fool looms
• Other servants toiled endlessly to keep the
  emperors vast wardrobe cleaned and pressed.
• We can weave the most beautiful cloth
  imaginable! the first told the emperor.
• But they are obviously the perfect clothes for a
  wise ruler like yourself!
• Weavers weave new rugs on looms.

4
Word Knowledge

• What do the following words have in common?
• end endless endlessly care careless
  carelessly
• These words are base words with different
  suffixes added.
• Can you identify the base words?
• What about the suffixes?
• How do the suffixes change the meanings of the
  base words?

5
Word Knowledge

• fancy fanciful force forceful
• What do these words have in common?
• They are base words with the suffix ful added to
  them.
• How does the spelling of the word change when the
  suffix ful is added?
• What about the meaning of the base word?

6
Word Knowledge

• What about this group of words?
• able unable do undo tie untie
• They are base words with the prefix un-.
• What happens to the meaning of the word when we
  add un-?

7
Word Knowledge

• imaginable lovable adorable
• What is the same with these words?
• They are base words with the suffix able added
  to them
• How does the spelling of the base words change
  when able is added?
• How does the meaning change?
• Can you give me other examples of able words?

8
Word Knowledge

• What do these words have in common?
• constantly wisely proudly scarcely
• They are base words with the suffix ly added?
• What does the suffix ly mean?
• How does it change the meaning of the base word?

9
Word Knowledge

• new noon rule fool looms
• What is the spelling pattern in these words?
• They all have the long oo sound.
• Can you identify the letters that make the long
  oo sound in each word?

10
Word Knowledge

• Other servants toiled endlessly to keep the
  emperors vast wardrobe cleaned and pressed.
• We can weave the most beautiful cloth
  imaginable! the first told the emperor.
• But they are obviously the perfect clothes for a
  wise ruler like yourself!
• These sentences are from the story, The
  Emperors New Clothes.
• Can you identify the words with suffixes?

11
Word Knowledge

• Weavers weave new rugs on looms.
• Can you find the words that have the long oo
  sound?
• What letters spell that sound?

12
Building Background

• PRIOR KNOWLEDGE
• What do you know about fairy tales?
• How are the plots of fairy tales similar?
• Are the characters and settings similar?
• Have you ever known someone who worried too much
  about the way they looked?
• Sometimes stories that entertain us also try to
  teach us a lesson.
• Can you think of any other stories we have read
  that do that?
• How could your imagination make you believe
  something that is not really true?

13
Building Background

• BACKGROUND INFORMATION
• The Emperors New Clothes is a fairy tale.
• Fairy tales are not based on fact. Sometimes
  they have magical events that happen.
• This fairy tale was written by Hans Christian
  Anderson more than 100 years ago. The Emperors
  New Clothes is a modern version of that story.
  It was written and illustrated by Nadine Bernard
  Westcott.

14
Preview and Prepare

• Lets read aloud the title, the author, and the
  illustrator.
• Now, lets browse the first page or two of the
  story.
• Who are the main characters?
• Look at the illustrations. What do you notice?
• Now lets look at the focus questions
• Have you ever wanted something so much that you
  actually believed it existed, even if it didnt?
• How can you use your imagination to help you
  achieve a goal?
• Look for clues, problems or wonderings in the
  story.

15
Student Observation

• Clues Problems Wonderings
• Words new toiled
  Why are the
  clothes so important?
• clothes in title

16
Selection Vocabulary

• The Emperors New Clothes

wardrobe
scholars
finery
royal
procession
garments
17
wardrobe
a collection of clothes

• Other servants toiled endlessly to keep the
  emperors wardrobe cleaned and pressed.
• My mom needs a new wardrobe for work.

18
scholars
highly educated people

• The kingdoms most learned scholars were kept
  constantly on hand to advise him on his choice of
  clothing.
• We became scholars by studying and investigating
  questions.

19
finery
dressy or showy clothing

• Not everyone, of course, is able to wear such
  finery, added the second.
• The queen dressed in her best finery when she
  appeared in public.

20
royal
suitable for royalty people with the sovereign
right to govern a kingdom

• Why, you must wear them tomorrow in the royal
  procession! the emperors wife cried.
• The messenger passed through all the towns to
  announce the royal message.

21
procession
a group moving along in an orderly,
ceremonial way

• As the emperor set forth in the royal procession,
  the crowd grew silent.
• Every year the town came out for a traditional
  procession on the queens birthday.

22
garments
articles of clothing

• They brought in the royal robes and dressed the
  emperor in them, taking great care to see that
  there were no loose threads and that the royal
  garments hung just right.
• During the summer, we put away our winter
  garments.

23
Selection Vocabulary

• wardrobea collection of clothes
• scholarshighly educated people
• finerydressy or showy clothing
• royalsuitable for royaltypeople with the
  sovereign right to govern a kingdom
• processiona group moving along in an orderly,
  ceremonial way
• garmentsarticles of clothing

24
The Emperors New Clothes

• Focus Questions
• Have you ever wanted something so much that you
  actually believed it existed, even if it didnt?
• How can you use your imagination to help you
  achieve a goal?

25
The Emperors New ClothesPages 250-257, First
Read

• As I read the selection I will
• Make predictions about the story, and confirm or
  revise my predictions as needed.
• Visualize what is happening in the story so I can
  better understand what I am reading.
• Ask questions about ideas or facts in the story
  to clarify difficult parts.

26
Discussing Strategy Use

• What questions did you ask yourself as you read
  the story?
• How did you make, confirm, and revise predictions
  as you read?
• What did you visualize as you were reading?

27
Discussing the Selection

• Lets use handing off to answer the following
  questions
• Why did the emperor worry so much about his
  clothes?
• What does this concern tell you about the
  emperor?
• How did the weavers trick the emperor?
• Why was everyone afraid to tell the truth?
• Why were the people proud of the emperor?

28
Investigating Concepts Beyond the Text

• Meet with your groups to discuss the following
  questions
• Do you have any questions about the story you
  have just read?
• Did the story tell you something about
  imagination that you didnt already know?
• Did the story make you wonder about something?
• Discuss the concept that your imagination can
  sometimes play tricks on you. Share a story with
  the group about a time when your imagination
  played a trick on you.

29
Word Analysis

• Spelling The long /oo/ and /u/ sounds,
• new noon rule fool looms
• pretest (p. 259F)
• Vocabulary Skill Words (Shades of Meaning)
• wardrobe magnificent learned toiled
  extraordinary

30
English Language Conventions

• Grammar Articles
• Lets read Language Arts Handbook page 252 to
  learn about articles.
• Articles function as noun signalsthey tell you a
  noun is coming.
• definite articlesignals a particular person,
  place, or thing
• indefinite articlesignals any person, place or
  thing
• Use a when the indefinite article comes before
  a noun that begins with a consonant.
• Use an when the indefinite article comes before
  a noun that begins with a vowel
• An imagination is a powerful thing to use.
• A sense of wonder is an important part of using
  an imagination.
• Now lets complete Comprehension and Language
  Arts Workbook p. 82-83

31
Writing Process Strategies

• Rhyming PoemQuatrain
• Lets read Language Arts Handbook pages 168-169
  to learn about rhyming poetry.
• Now, lets look at transparency 3 for an example
  of a quatrain poem.

32
Writing Process Strategies

• Assessment Rubric
• Total Point Value 10
• Lines sound smooth and follow a rhyming pattern.
  (2 points)
• Descriptive adjectives and figures of speech are
  used. (2 points)
• The poem serves its purpose of entertaining,
  explaining, or other stated purpose. (2 points)
• The final copy is neat, clean, and easy to read.
  (2 points)
• Mechanics everything is spelled correctly. (2
  points)

33
Writing Process Strategies

• Make a list of several ideas for a quatrain poem
  that you could write.
• Write them in your response journal.

34
Developing Oral Language

• end endless endlessly care careless
  carelessly
• fancy fanciful force forceful
• able unable do undo tie untie
• imaginable lovable adorable
• constantly wisely proudly scarcely
• Can someone pick a word from above and use in in
  a sentence? Then, that student will choose a
  volunteer to choose the next word and use it in a
  sentence. We will continue until all of the
  words have been used.

35
The Emperors New Clothespages 250-257, Second
Read

• Comprehension Skill Classify and Categorize
• You will put like things or ideas together in
  order to understand new information

36
Supporting the Reading

• Classify and Categorize
• As you read, you should pay attention to details
  and use the information to help you classify and
  categorize people, places, things, and events.
• Lets read through the story again, looking for
  items to place into categories.

37
Classify and Categorize
Lets complete the following table.
Qualities of a Good Emperor Qualities of a Good Student

Now, lets complete Comprehension and Language
Arts Workbook page 80-81 for more practice with
Classifying and Categorizing.
38
Checking Comprehension

• How was the emperor different from the other
  emperors?
• He was very concerned about his clothes.
• How did the weavers convince the emperor he was
  wearing clothes?
• They said that only truly wise people could see
  the clothes, and he was afraid to appear unwise.
• How did the emperor discover the truth about the
  clothes?
• A child in the crowd pointed out that the emperor
  wasnt wearing any clothes.
• What did the emperor do about it?
• He decided to keep acting like an emperor and
  walked proudly.

39
Inquiry

• Lets use the Concept/Question board to
• Post any questions we had about the story that
  have not been answered yet.
• Post articles or items that are related to
  imagination.
• Answer our story focus questions

40
Word Analysis

• Spelling Word Sorting
• Repeat after medew, dew, dew
• few, few, few
• notice the difference between the long /oo/ sound
  in dew, and the long /u/ sound in few.
• Sort the following words under the long /oo/ or
  the long /u/ heading
• moon, cute, loose, scoop, choose, dune, flute,
  chew, few, grew, new, noon, rule, fool, looms

41
Word Analysis

• Vocabulary Shades of meaning
• learned /ler-ned/
• Who can tell me some words that are related to
  the word learned?
• smart, studious, scholarly
• I need a volunteer to read the dictionary
  definition of the word learned.
• How would you put the following words in order of
  smartness?
• learned, average, genius
• Lets complete Spelling and Vocabulary Skills
  Workbook pages 66-67 to learn more about shades
  of meaning.

42
English Language Conventions

• Grammar Articles
• definite article a specific person, place or
  thing (The, This)
• indefinite article any person place or thing
  (A, an)
• Should we use a or an before these nouns?
• scholar
• actress
• theater
• outfit
• kingdom
• evening
• With your partner, go through The Emperors New
  Clothes and find as many definite and indefinite
  articles as you can.

43
Writing Process Strategies

• Rhyming Poem Quatrain
• Lets read Writers Workbook to learn about how
  to prewrite for a quatrain poem.

44
Writing Process Strategies

• Writers Craft Mood
• Mood is the way a piece of writing sounds and the
  feelings the writer gives to the reader.
• Descriptive adjectives and figurative language
  help to set the mood of a piece of writing.
• Lets read Language Arts Handbook, page 12 to
  learn about voice.
• Lets complete Comprehension and Language Arts
  Skills Workbook pages 84-85 for more practice
  with mood.

45
Writing Process Strategies

• Prewriting
• Fill out the audience and purpose for your
  quatrain poem on page 46 of your Writers
  Workbook.
• Complete the graphic organizer on page 47 of your
  Writers workbook.

46
Phonics and Fluency

• law awful fault join ploy
• choice toiled royal bow
• hour about allowed crowd proudly
• cow loudly hawk awkward
• The ruler of the town grew tired.
• It was her choice to toil all night on the
  project.
• Why, you must wear them tomorrow in the Royal
  Procession!

47
Phonics and Fluency

• law awful fault join ploy
• choice toiled royal bow
• hour about allowed crowd proudly
• cow loudly hawk awkward
• What do these words have in common?
• They all have diphthongstwo vowel sounds
  together in the same syllable. They blend
  together to make one sound.
• Can you find the diphthongs in the words above?

48
Meet the Author (p. 258)Hans Christian Andersen

• With your partner, read the top half of page 258
  to learn more about the author of the story The
  Emperors New Clothes, Hans Christian Andersen.
• How do you think Hans Christian Andersens father
  influences his work?
• His father loved books and theater and passed
  these feelings on to his son.
• Why do you think Andersen sometimes wrote about
  things that made him sad?
• Maybe he wanted others to know that being or
  looking different can be a good thing. He also
  wanted others to know that feeling sad is normal.

49
Meet the Illustrator (p. 258)Nadine Bernard
Westcott

• With your partner, read the bottom half of page
  258 to learn more about the illustrator of The
  Emperors New Clothes, Nadine Bernard Westcott.
• Why do you think Westcott wants her readers to
  identify with the characters and to laugh?
• She thinks that if readers identify with the
  characters and can laugh at them, readers with
  laugh at themselves when they do silly things.
• How might being a greeting card illustrator have
  prepared Westcott for being a childrens book
  illustrator?
• Both types of illustrations help tell stories.
• How might studying education and fine arts have
  helped Westcott to illustrate and adapt
  childrens books?
• She might have a better idea of what students
  need to learn when they read. She might also
  know what students would like to read and what
  kinds of pictures they would like to see.
  Studying fine arts helped her become a better
  artist.

50
Theme Connections

• In your response journal, answer the following
  questions
• Why did the swindlers want the emperor and his
  trusted ministers to use their imaginations?
• Why did a child need to point out to the crowd
  that the emperor was not wearing clothes?
• How is this story different from the other
  stories you have read?
• Can you think of a time when you pretended so
  that you did not look foolish? What happened?
• What did you learn about imagination from reading
  The Emperors New Clothes? Write your answer
  in your Inquiry Journal on page 58.

51
Selection Vocabulary

• wardrobea collection of clothes
• scholarshighly educated people
• finerydressy or showy clothing
• royalsuitable for royaltypeople with the
  sovereign right to govern a kingdom
• processiona group moving along in an orderly,
  ceremonial way
• garmentsarticles of clothing

52
View Fine Art

• Look at the paintings on page 239 in your Open
  Court book.
• What do you notice about the paintings?
• How do the paintings make you feel?
• How do the paintings make you use your
  imagination?

53
Inquiry

• With your groups, work on revising and changing
  your initial conjectures to reflect the new
  information you have gathered throughout this
  unit.
• Think about what you have learned about
  imagination and its role in problem solving.
• How can you use imagination to solve problems in
  your own lives?
• Explore these questions using Inquiry Journal
  page 76.
• After your group has revised and restated your
  conjecture, continue planning and preparing for
  your presentations.

54
Word Analysis

• Spelling the long /oo/ and /u/ sounds
• new noon rule fool looms
• Can you think of other words with the long /oo/
  or long /u/ sound?
• Lets complete Spelling and Vocabulary Skills
  Workbook page 68 for practice sorting long /oo/
  and long /u/ words.

55
Word Analysis

• Vocabulary Shades of Meaning
• wardrobe
• Can anyone find the word wardrobe in The
  Emperors New Clothes?
• Think of words from the surrounding sentences
  that relate to the word wardrobe.
• Lets create a chart showing shades of meaning
  for words that relate to wardrobe.

56
English Language Conventions

• Grammar Articles
• definite articlesused with a specific person,
  place, or thing.
• indefinite articlesused with any person, place,
  or thing.
• The following words are written with their
  definite articles. Can you write them with their
  indefinite articles?
• the apple
• the chair
• the book
• the elephant

57
English Language Conventions

• Please write two sentences about a pig and an
  anteater going to the mall to buy clothes for the
  first day of school. In the first sentence,
  include different articles of clothing with their
  definite articles. In the second sentence,
  include different things you will need to buy for
  class with their indefinite articles.
• Share your sentences with your partner.

58
Writing Process Strategies

• Rhyming PoemQuatrain
• Lets read Writers Workbook page 47 on drafting
  a quatrain poem.
• Use your graphic organizer to help you write your
  first draft.
• It helps to read poetry out loud while writing.

59
Developing Oral Language

• law awful fault join ploy
• choice toiled royal bow
• hour about allowed crowd proudly
• cow loudly hawk awkward
• I need a volunteer to come up to the board and
  point to a word, say the word, underline it, and
  use it in a sentence. Then I will call on other
  students to extend the sentence by answering who?
  what? when? where? why? how?
• Antonym roll call
• awful
• great
• loudly
• softly
• awkward
• graceful

60
Dictation

• line 1 ____________ ____________
• line 2 ____________ ____________
• Challenge Word __________________
• Sentence ____________________________
• _____________________________________
• _____________________________________

61
Building Fluency

• Please take out your Decodable Book number 27,
  Little Hare.
• Take 5 minutes to browse the story and begin
  reading silently to yourself
• Now lets read it out loud together
• We will look for the long /oo/ sound as well as
  diphthongs while we are reading.

62
Literary Elements

• Setting
• What is the setting of a story?
• What is the setting of The Emperors New
  Clothes?
• Where? When?

63
Literary Elements

• Setting
• Choose a story from Unit 3.
• Illustrate the setting of the story.
• Do not include any characters in your
  illustration, but include as much detail about
  the setting as you can.
• Do not tell which story your are illustrating.
• I will display the pictures on the board and you
  can guess which story belongs to each picture.
  What clues in the illustration helped you match
  the correct story with its setting?

64
Inquiry

• Supporting the Investigation dictionaries
• What do you know about dictionaries?
• arranged in ABC order
• guide words at the top of each page
• Using ABC order and the guide words, look up the
  following multiple meaning words
• train mint key graze mine present
  press prize project record match
• Use the words in a sentence for 2 of the meanings
  you find in the dictionary.

65
English Language Conventions

• Spelling the long /oo/ and long /u/ sounds
• The following activities will help you become
  better spellers of the long /oo/ and long /u/
  sounds
• Lets complete Spelling and Vocabulary Skills
  Workbook, page 69.

66
English Language Conventions

• Listening, Speaking, Viewing
• Interacting Group Discussions
• Why do we interact with each other?
• We interact to share information, to acquire
  information, to share or learn ideas or feelings,
  and to enjoy the company of others.
• We take turns listening and speaking to one
  another, sharing information, and reacting to
  each others thoughts and comments.
• We can use our imaginations to discuss any topic,
  from the everyday to the extraordinary.

67
English Language Conventions

• Interacting Group Discussion
• With your groups, discuss the following
  questions
• Do you like what happens to the emperor, or do
  you feel bad for him? Why?
• Do you remember a time when your imagination was
  so strong, you convinced yourself of something
  that was not so?
• Now, lets have a class discussion about the
  questions you discussed as a group.
• Remember to be good listeners when someone else
  is speaking.
• Remember that in order to have an effective
  discussion, everyone needs to participate and
  contribute something to the group.

68
Writing Process Strategies

• Rhyming PoemQuatrain
• Lets read Writers Workbook, page 48 to learn
  about revising a quatrain poem.
• Now, lets look at Transparency 3it will show us
  a good example of what a quatrain looks like.
• Now, take out the draft you wrote and use what we
  have learned to revise it and make it better.
• Remembertry not to choose overused adjectives,
  or your reader may lose interest quickly.
• Remember to consider your audience and purpose to
  keep your writing age appropriate.

69
Day 5

• General Review of Word Knowledge, Phonics and
  Fluency, and Selection Vocabulary

70
Word Knowledge

• end endless endlessly care careless
  carelessly
• fancy fanciful force forceful
• able unable do undo tie untie
• imaginable lovable adorable
• constantly wisely proudly scarcely
• new noon rule fool looms
• Other servants toiled endlessly to keep the
  emperors vast wardrobe cleaned and pressed.
• We can weave the most beautiful cloth
  imaginable! the first told the emperor.
• But they are obviously the perfect clothes for a
  wise ruler like yourself!
• Weavers weave new rugs on looms.

71
Phonics and Fluency

• law awful fault join ploy
• choice toiled royal bow
• hour about allowed crowd proudly
• cow loudly hawk awkward
• The ruler of the town grew tired.
• It was her choice to toil all night on the
  project.
• Why, you must wear them tomorrow in the Royal
  Procession!

72
Selection Vocabulary

• wardrobea collection of clothes
• scholarshighly educated people
• finerydressy or showy clothing
• royalsuitable for royaltypeople with the
  sovereign right to govern a kingdom
• processiona group moving along in an orderly,
  ceremonial way
• garmentsarticles of clothing

73
Assessment, Day 5

• Lesson Assessment
• The Emperors New Clothes (p. 18-20)
• Spelling The long /oo/ and long /u/ sounds
• Unit 3 Assessment, page 35
• Vocabulary Assessment
• Unit 3 Assessment, page 21

74
Inquiry, Day 5

1. Continue working with your group on your
   investigation project. You may use the
   computers, encyclopedias, or books from the
   classroom library.
2. Update the Concept/Question board with any
   questions you may have about imagination,
   articles or pictures you have found, or you may
   post answers to someone elses questions.

75
Penmanship

• Lets practice writing cursive numbers 9 and 10
• 9 9 9 9 9 9 9 9 9 9
  9 9 9 9 9 9 9
• 10 10 10 10 10 10 10 10
  10 10 10 10 10
• Write in Cursive
• 10 pens and 9 signs of all kinds.
• Practice writing rows of 9s and 10s in your
  journals.
• Now, try to think of 3 sentences containing these
  numbers and write them in your journals.
• Next, try practicing the word names for the
  numbers 9 and 10.

76
Writing Process Strategies

• Lets read Writers Workbook page 49 to learn
  about editing, proofreading, and publishing.
• Lets look at Transparency 34 to learn how to
  present our poems.
• Use the checklist on page 49 of your Writers
  Workbook to help you proofread and edit your
  writing.
• Make a neat, final copy of your poem on a piece
  of clean, white paper.

77
Writing Process Strategies

• Assessment Rubric
• Total Point Value 10
• Lines sound smooth and follow a rhyming pattern.
  (2 points)
• Descriptive adjectives and figures of speech are
  used. (2 points)
• The poem serves its purpose of entertaining,
  explaining, or other stated purpose. (2 points)
• The final copy is neat, clean, and easy to read.
  (2 points)
• Mechanics everything is spelled correctly. (2
  points)