5th Grade  Theme 2

 

1.  "We'll Never Forget You, Roberto Clemente" Lesson 6

2.  "Folk Tales from Asia"  Lesson 7

3.  "Iditarod Dream"  Lesson 8

4.  "Woodsong"  Lesson 9

5.  "Island of the Blue Dolphins"  Lesson 10

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5th Grade  Theme 2  Story #1  (LESSON 6 -  for journaling purposes)

"We'll Never Forget You Roberto Clemente"

Materials Needed:

  1. baseball cards
  2. poster board - small for cards as well as presentation
  3. Intervention page 23 & 26
  4. The Pirate Hero (page 24) 
  5. Sequence Chart (page 25)
  6. stopwatches
  7. Journals "I know my reading has improved because....."
  8. Map to locate Pittsburgh, Philadelphia, New York, Puerto Rico, Nicaragua
  9. KWL chart on Roberto Clemente
  10. book from my library on Roberto Clemente
  11. checklist for self-monitoring

Read Aloud:  138G  "Casey at the Bat" continued on page T71

Objective of the week:

  1. to draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge
  2. to read and understand a biography
  3. PURPOSE for reading  (I want to read this story to find out who Roberto Clement is.  I also wonder where he went on his trip and why he didn't come back.)
  4. fluency building
  5. self-esteem / confidence
  6. Expository Writing:  Detail Sentences
  7. research
  8. model what a strong reader looks like, sounds like, looks like)

Vocabulary:

  1. dedicated:  set apart for a special purpose
  2. control tower:  at an airport, a building from which take-offs and landings are directed
  3. lineup:  the players on a tem who will take part in a game
  4. ace:  an expert
  5. error:  in baseball, a misplay, such as a fumble or a wild throw
  6. artificial:  made by humans; not natural
  7. WHIZZED:  moved quickly with a hissing, buzzing sound
  8. BOOS:  sounds of dislike or disapproval
  9. BANG:  a loud, sharp, sudden noise
  10. CRASH:  a loud noise like things falling or shattering
  11. ROARING:  a loud, deep rumbling sound

Skills:

  • draw conclusions
  • make and confirm predictions
  • multiple meaning words
  • create mental images
  • compound words
  • characterization
  • Roberto Clemento character web: (confident, compassionate, talented, giving, leader, motivated, helpful, talented, an ace, humble, hard worker, hitter)

 

 Question of the Day:

  1. How would a sports announcer report a baseball fumble or a wild throw?
  2. What kind of supplies do people need if they have survived an earthquake?
  3. What sports do people play or watch in the summertime?
  4. How can you tell the difference between a selfish person and a person who is concerned about others?
  5. If you were moving to Puerto Rico, what kind of clothes would you take with you?

To Think About:

  • You are collecting bottles to help those in need.  A few friends won't help out.  Think about what you could say to those who do not want to helpl 
  • A number of sports players work with the community to help those in need.  Think about a particular sports player who has given to the community.  Now explain why this sports player gave to the community.
  • Warm and sunny days usually make people happy and cooperative.  Think about how warm and sunny days make you feel.  Now write a story about how you felt on one warm and sunny day.
  • Learning a new sport helps you play with a team.  Think about learning a sport.  What did you learn.  Now explain how a particular sport helped you become a team player.
  • You want to volunteer at the library.  Your family cannot arrange to drive you there.  Think about why volunteering at the library is important to you.  Now write to convince your family why you need a ride to the library.

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Vocabulary Review Drills:

  1. Electric light is ____ (artificial)
  2. Air traffic controllers work in a ___ (control tower)
  3. What would you call a basebvall player's mistake during a game?  ___ (error)
  4. Listen to those ___ from the crowd.  The fans are not happy. (boos)
  5. He hit the puck, but it went flying into the wall with a ___ (bang)
  6. Did you hear that ___ as two players slammed into each other?  (crash)
  7. Listen to the sounds of the ___ crowd!  What a game!  (roaring)
  8. In the airport ___ , workers were directing planes to land and take off.
  9. Nearby, builders worked through the night with the help of ___ light. (artificial)
  10. Outside the baseball stadium was a statue ___ to Billy Slugger. (dedicated)
  11. Billy Slugger was an ___ player.  He was one of the best players on the team. (ace)
  12. He was such a good player that he never made an ___ (error)
  13. Billy Slugger was always chosen to play.  He appeared in every ___ (lineup)
  14. This monument is ___ to the memory of Billy Slugger. (dedicated)
  15. Which would you see at an airport, a lineup or a control tower? (control tower)
  16. Which kind of grass is fake, real or artificial? (artificial)
  17. If you are an ace player, do you make many mistakes?  (no)
  18. If a statue is dedicated to someone, does it honor that person?  (yes)
  19. If you are included in a baseball lineup, will you probably get to play?  (yes)
  20. Which word has the same meaning as mistake?  (error)
  21. researcher is to laboratory as air traffic controller is to control tower
  22. attempt is to try as mistake is to error
  23. actor is to cast as starter is to lineup
  24. beginner is to learner as expert is to ace
  25. remember is to recall as devoted is to dedicated
  26. play is to work as real is to artificial
  27. the ballpark is ___ to a famous player (dedicated)
  28. He is the second player in his team's ___ (lineup)
  29. Marta is our ___ player.  She is the best hitter. (ace)
  30. You can see the airport's ___ from here. (control tower)
  31. Luis made an ___ during the game.  He dropped the ball. (error)
  32. That grass is ___ .  It looks fake. (artificial)
  33. Some of the baseball players were injured, so the coach changed the __ (lineup)
  34. The team lost the game because they had made too many ___ (errors)
  35. The ___ grass on the field looked almost real. (artificial)
  36. The new library was ___ to a famous author. (dedicated)
  37. During the fog, pilots relied on the ___ to help them land. (control tower)
  38. To learn a sport like mountain climbing, hire an ___ climber. (ace)
  39. In the batting ___, Sam was fourth to bat. (lineup)
  40. Paul is an ___ builder of model airplanes. (ace)
  41. When the shortstop missed the ball, it was called an ___ (error)
  42. The ___ flowers were colorful and almost looked real. (artificial)
  43. From high in the ___ , many planes could be seen. (control tower)
  44. The people ___ a few minutes of silence to those who had died in the war. (dedicated)

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Activities:

#1

Imagine that you have been asked to help name a baseball stadium.  A committee wants to name the stadium after a famous ball player from the past and will choose from three baseball biographies that you submit.

*Choose three famous baseball players from the past.  Possibilities include Bbe Ruth, Willie Mays, Joe DiMaggio, and Hand (Henry) Arron. 

**Select your playes, and conduct some research on their careers.  Look for information that answers questions like these:  Why are these players great?  What is interesting about their careers and lives?  What intriguing comments have they made or have others made about them?

***To "sell" your players to the committee, make a baseball card for each player.  Draw the player's portrait on one side of the card or make a photocopy of an illustration or photograph and glue it on the card.  Include some of the information you gathered on the other.  Use all of these Vocabulary Word at least once:  lineup, ace, error, dedicated, artificial.

****Label your poster board.  Choices for Stadium.  Glue three envelopes to the poster board, and put one baseball card in each envelope.  Put the name of the player on the outside of the envelope.

#2

Take turns rereading lists of words at the top of the page.  Explain that students will practice the sentences on the bottom half of the page by reading them aloud on tape.  Assign new partners.  Have students take turns reading the setences aloud to each other.  Tell students to comment on each other's performance.  Students should report on what their partners did well and make suggestions to improve the reading next time.  Students should then read the sentences again and report on whether they feel they improved.

 

 #3

Discuss with students various observations about summer baseball games.  Tell them to think especially of words that appeal to the senses of sight, hearing, taste, smell, and touch.  Then "Share the pen" with students in a collaborative writing effort.  As students dictate phrases and sentences, write them on the board or on chart paper.  Guide the process by asking questions and offering suggestions.  For example:

  1. The sky is just beginning to turn pink and orange as the umpire shouts, "Batter up."
  2. I feel sand between my toes as I walk to the bleachers.
  3. Puffs of dust come out of the catcher's mitt.
  4. I smell salty hot dogs and buttery popcorn.
  5. My skin feels damp, and I have to swat mosquitoes.

How can we make our sentences more vivid?  Guide students to decide whether any of the details are not about the subject.  Make any appropriate changes so the topic is focused. 

#4

Practice book # 26: Drawing conclusions. 

#5

Have students choose a passage from "The Pirate Hero" to read aloud to a partner.  You may have students choose passages that they found particularly interesting or have them choose one of the following options:

**  pages 46 - 47:  (From Where Roberto...through game 2 as well.) Total:  117 Words

**48 - 49  (From For the next...through...still won the game) Total:  120 words

**50 - 51 (From Clemente was a ...through...it going down.  )  Total 121 words

Have students read a selected passage aloud to their partners three times.  Then have listeners rate the readings on a scale of 1 to 4.  (1 being needs lots of practice - 4 being a very strong reader) Encourage students to note their improvement from one reading to the next by completing the sentence I know my reading has improved because _____ .  Encourage listeners to offer positive feedback about improvements.

#6

Discuss your view on what makes an athlete truly admirable.  Talk with various family members about significant milestones in their lives.  Then work with your student to plan a celebration to honor these milestones.  

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SUMMARY:

pages 140 - 145:  Roberto Clemente was a talented Puerto Rican baseball player who played for the Pirates.  He was one of only a few players who had gotten 3,000 hits.

pages 146 - 147:  After a big earthquake hit Nicaragua in 1972, Roberto Clemente worked with many other people to help Nicaraguans get food, water, and medical supplies.  He also wanted to know if a certain boy was all right.

pages 148 - 151:  Roberto Clemente gathered some supplies himself and found someone to fly him to Nicaragua.  Not long after the plane took off, the plane exploded and crashed into the ocean.  Roberto's body was never found.

pages 152 - 153:  Roberto Clemente's friends honored him by putting up a lighted sign, showing a message on a scoreboard, and dedicating a statue to him.  His family honored him by building a sports city for poor children in Puerto Rico.

(Roberto Clemente was born in Puerto Rico in 1934.  He died on December 31, 1972, in a plane crash.  How old was Roberto Clemente when he died?  (38 years old)  How old would he be if he was still alive today?)

(Roberto Clemente played baseball for the Pittsburgh Pirates.  In this selection the team played against the Philadelphia Phillies and the New York Mets.  Have students locate the cities of Pittsburgh, Philadelphia, and New York on a map of the United States.  You may also want to find Puerto Rico as well as Nicaragua on the map)

(Where was Roberto Clemente going when he died?  Why was he going there?  How

does the title for the story tell you that people valued Roberto Clemente as a person?)

OVERALL SUMMARY:

In 1972, as a player for the Pittsburgh Pirates, Roberto Clement overcame illness and injury to become one of only eleven players to have gotten 3,000 hits.  Then, on New Year's Eve of that same year, Clemente's illustrious career came to a sudden and tragic end.  Known for his generous spirit, Clemente had decided to fly to Nicaragua to deliver relief supplies to people devastated by a terrible earthquake.  The plane exploded soon after takeoff and crashed into the ocean.  Clemente's body was never found. 

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5th Grade  Theme 2  Story #2  (LESSON 7  - for journaling purposes)

"Folk Tales from Asia"

Materials Needed:

  1. Web (Hero)  (Moon) 
  2. stopwatches
  3. magazines
  4. journals / vocabulary list 
  5. game synonyms and antonyms
  6. folk tale books from home library
  7. Native American Folk Tales
  8. thesaurus
  9. Page 27  Fluency Builder (vocabulary + sentences)
  10. Rating scale from 1 - 4 posted - explained again
  11. tape recorders
  12. T47 & T48 (fluency)
  13. Asian travel brochure

Read Aloud:  162G  "The Bundle of Sticks"  "The Ant and the Dove"

Vocabulary:

  1. diligence:  willingness or ability to work steadily and carefully
  2. plodded:  walked heavily; trudged
  3. bountiful:  plentiful; existing in a great quantity
  4. destiny:  outcome that is bound to come; fate
  5. assured:  made certain; guaranteed
  6. entrusted:  made responsible for something
  7. PORTALS:  large doorways or gateways
  8. CRESCENT:  a curved moon
  9. FRICASSEE:  to stew meat in gravy
  10. CAULDRON: a large kettle or vat
  11. SIMMERING:  cooking liquid at or just below boiling

Objectives of the week:

  1. to summarize the main points of a story and to restate the important information in the story in your own words
  2. to read and understand folk tales
  3. to improve fluency
  4. better understanding of synonyms and antonyms
  5. ownership of vocabulary

Skills:

  1. conclusions (summarize and paraphrase)
  2. brainstorm webs (What is a hero?  Moon characteristics)
  3. research
  4. rereading for fluency
  5. comprehension
  6. synonyms and antonyms
  7. connecting character traits of folk tales to oneself
  8. figurative language

 Question of the Day:

  1. If someone works with diligence, in what way might he or she work?
  2. What are some characteristics of folk tale?
  3. How would you teach a young child the meaning and importance of team work?
  4. How might you use summarizing and paraphrasing in everyday life?
  5. What cultural traditions do you think of when you hear the term "Native Americans"?

To Think About:

  • Two sisters share a bedroom.  They cannot agree on who will clean their bedroom.  Think about ways to help the sisters find a solution.  Write / talk about how to convince each of the sisters to agree on a solution.
  • Everyone has a special talent.  Think about your special talent.  Now explain your special talent.
  • Imagine you have discovered a way to make everyone happy.  Think about what makes people happy.  Now write / discuss a story about how your discovery can make everyone happy.
  • Your teacher has asked you to write about a person you consider a hero.  Think about what being a hero is.  Now explain who your hero is and why that person is a hero to you.
  • Your friend has a phone and you want one of your own.  Your parents believe one phone is enough.  Think about why you need your own phone.  Now write to convince your parents that you need your own phone.

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Vocabulary Skills:

  1. Which word tells the way a man walked when he was tired?  plodded  (What does it look like?)
  2. Which word describes someone's future:  destiny
  3. Which word describes people who work at their job long hours every day?  diligence  (How does it look?)
  4. Which word describes the kind of harvest farmers always WANT?  bountiful
  5. Which word means the same as "given responsibility for"?  entrusted
  6. One year the crop was small, but the next year it was ___ bountiful
  7. One year the workers raced through the fields, but the next year they ___ plodded 
  8.  Which word means someone walked slowly and heavily?  plodded
  9. Which word describes what will happen to a person?  destiny
  10. Which word tells about hard work?  diligence
  11. Which word means "made certain"?  assured
  12. Which word means "having plenty"?  bountiful
  13. Which word means "given to someone to care for"?  entrusted
  14. What qualities do you need to complete a long, tiring task?  diligence
  15. What is another word for plentiful:  bountiful
  16. If you talked about someone's future, what word might you use?  destiny
  17. Soldiers stood guard at the ___ of the palace. portals
  18. Tonight the moon is only a ___ , so it will provide just a little light. crescent
  19. Aunt Helen promised to ___ a chicken for my birthday dinner. fricassee
  20. People used to wash their clothes in a ___ of hot water. cauldron
  21. Grandma's special vegetable soup was ___ gently on the stove. simmering
  22. The woman ___ up a hill, carrying a heavy backpack.  plodded
  23. At the bottom of the hill, farmers were cutting ___ fields of wheat. bountiful
  24. At the cabin a man ___ one of the folklorists with a very old book.  entrusted
  25. He ____ her that he wanted her to keep the book. assured
  26. The young man worked with ___ , continuing even when he was tired.  diligence
  27. He thought it was his ___ to become a famous author.  destiny
  28. His ___ paid off when he was given a scholarship.  diligence
  29. The settler ___ through the desert.  plodded
  30. We had good summer weather, so the harvest was ___ .  bountiful
  31. The actress hoped that her ___ was the stage.  destiny
  32. The first people in line were ___ of getting good seats.  assured
  33. The teacher ___ her with carrying the money.  entrusted
  34. ___comes from the Latin word diligere, which means "to esteem or love." diligent
  35. The old horse went at a very slow, ___ pace.  plodding
  36. This word and a related word, bounty, comes from  the Latin word bonitas, meaning "goodness."
  37. The young man went into the army dreaming of his ___ to become a great general.  destiny
  38. ___ comes from the Latin word assecurare, meaning "to make sure."  assured
  39. Mother ___ the important task to me because she knew I would be able to do it.  entrusted
  40. Thanks to the ___ and hard work of folklorists, many old stories have been written down.  diligence
  41. Sometimes carrying heavy baggage makes a person have to ___ up a hill.  plod
  42. Folklorists have been ___ with the task of preserving old stories before they have been forgotten.
  43. The postmaster ___ us that the package would be delivered in two days.
  44. The lawyer studied the terms of the contract with great ___  diligence

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Activities:

#1

Web the Moon.  Write a summary about the tale about the moon.

1.  Her ivory face shines with a soft light; also show times of month

2.  people cheer her

3.  visible at night

4.  bright light keeps people awake; make them unhappy

5.  called proud and selfish by her sister, the sun.

6.  her mother smears ashes on her face.

 

#2

Use the vocabulary words from these selections to start a notebook of interesting words.  You can add to your notebook whenever you find a word you want to remember. 

 Title a notebook My Word Book, Word Power, Words at Work, or a related title that you ike.  Write the vocabulary words from the Asian folktales on separate pages of the notebook.  Look up each word in a dictionary and write its definition in the notebook.  If you find any interesting information about the word's origin, add that, too.  Then use a thesaurus to list synonyms and antonyms of the word.  Look through old mgazines for interesting illustrations.  Find an illustration you like, and describe it using one of the vocabulary words.  If you come up with a sentence that makes sense, cut out the illustration, glue it into your notebook, and write the sentence beneath the picture.  Highlight or underline the Vocabulary Word.  Sketch scenes in your notebook and use vocabulary words in sentences about them.  Add other words you hear or read whose meanings or spellings you want to learn.  If you add a few words every week, you can really expand your word power!

#3

Page 27  Fluency Builder.

Read aloud each of the words in the columns.  Have students repeat them.  Have students work in pairs and take turns reading the words to each other. 

After columns have mnet with success - call attention to the sentences at the bottom of the page.  State that the goal is to have each student reach each phrase smoothly.  Model the appropriate pace, expression, and phrasing as you read aloud each of the sentences.  Then have students practice reading aloud each sentence two or three times to a partner then reading them on tape.  After listening to the tape, have each person tell how he or she has improved the sentences.  Then have them tape themselves again, focusing on improved pacing and tone.  Journal how this made them feel.

#4

FLUENCY

Read pages 55 - 56.  (From Rain said ...through...Snow said.)  total 105 words.

Read pages 59 - 60.  (From Do you see...through...your destiny.) total 106 Words

Ask students to read their passages aloud to their partners three times.  Have students rate their own redings on a scale of 1 - 4.  Encourage students to note their improvement from one reading to the next by completing the sentence I know my reading has improved because ___ .  Encourage the listener to offer positive feedback.

#5  The Rain and the Snow

Page 28

Page 28  activity page  Page 29

#6  ORAL READING PASSAGE T47  PASSAGE 5A  FLUENCY CONTINUED -

#7

Talk about character traits.  Talk with class about the different character traits, or qualities, that people possess, such as honesty, pride, diligence, greed, wisdom, and loyalty.  Encourage each student to describe how these qualities can set good or bad examples for others.  Journal.

#8

Create a travel brochure for a tour of one or more Asian countries that might intrigue a student.  Plan out a two day, a two-week, and a two-month tour.  Describe some of the interesting places to visit.  To get more information, go to the library - internet and explore the travel section.  Look for information about the countries that interest the student.  Use your findings in the brochure.

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SUMMARY:

pages 164-165:  Folktales serve to show us how we are alike even though we are from different places.

pages 166 - 168:  Second daughter is jealous of how bright first daughter, the sun, is.  Second daughter becomes very bright, but people don't know when to plant and when to sleep.  So, the mother persuades second daughter to cover her face with ashes and glow lightly.

pages:  169-171:  Three men work hard for seven days.  They are fed for six days.  On the seventh day, two of the men find the hidden food and eat it.  The third man then finds gold in the pot.  They argue about who among them is best until the landowner decided all three are equal.

pages 172-178:  Virtue goes to town to get a job but finds only a job as a cook.  One day when the workers are late, Virtue eats all the food.  To repay the workers, he does their work the next day.  Seeing that one man can do the work of twenty, the foreman plans to fire everyone but Virtue - but Virtue persuades him to let the twenty men cook while he works.

In the story "Virtue Goes to Town," why does it take twenty cooks to feed a single worker?"

How is the lesson that Virtue learns like the one that the men in "Who is Best?" learn?

OVERALL SUMMARY:

The folktale "How the Moon Became Ivory" tells the story of the two daughters of the Jade Emperor and how one became the sun and one became the moon.  When the moon wants to shine as bright as her sister the sun, the people cannot sleep.  The girls' mother solves the problem by telling the moon to put ashes on her face to soften her light, and the people cheer.  In "Who is Best?," a rich farmer teaches three men -Merit, Diligence, and Wisdom-that all three qualities are valued equally.  In "Virtue Goes to Town," a farmworker named Virtue shows how bragging can win him enemies and hard work can earn him friends.  TIE IN CHARACTER TRAITS.

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5th Grade  Theme 2  Story #3  LESSON 8 (for journaling purposes)

"Iditarod Dream/ Race for Life on the Iditarod Trail"

Materials Needed:

  1. Iditarod books from home
  2. index cards
  3. journals - I Know my reading has improved because ___
  4. kwl chart
  5. page 31  Fluency builder
  6. textbook:  page 65 / 66
  7. fluency builder page 32  Race for Life on the Iditarod Trail
  8. idiom books / blank paper and colored pencils
  9. map of Alaska
  10. questions written in journals prior to their arrival (Activity #9)
  11. drawn tree  of knowledge on poster board to be filled in

Read Aloud:  184G  "The Wolf and the Dog"

Objective of the week:

  1. to draw inferences, conclusions, or generalizations about texta nd support them with evidence and prior knowledge
  2. read and understand nonfiction

Skills:

  1. rearead for fluency
  2. draw conclusion
  3. multiple meaning words
  4. homographs
  5. idioms
  6. kwl - Iditarod

Vocabulary:

  1. headquarters:  the place from which activities, such as those of an organization, are directed
  2. positions:  the places occupied by people or things
  3. handlers:  those who manage, control, or operate
  4. pace:  rate of speed, as in movement or work
  5. tangle:  a confused mass; a snarl
  6. MT. MCKINLEY:  the highest mountain peak in North America; located in Alaska
  7. WASILLA:  a twon in Alaska; the headquarters for the Jr. Iditarod
  8. LAKE LUCILLE:  a lake in Alaska; the starting point for the Jr. Iditarod
  9. YENTNA RIVER:  a river in Alaska
  10. FLATHORN LAKE:  a lake in Alaska
  11. SUSITNA RIVER:  a river in Alaska

Question of the Day:

  1. How are sled dogs like wolves?
  2. What hs 15 racers, 15 sleds, and 15 teams of dogs?
  3. Why is a moose a musher's worst nightmare?
  4. Give two possible definitions for each of the following words:  trail, showers, mushroom
  5. If you were going to enter the Jr. Iditarod, what things would you do to train?

To Think About:

  • Imagine you are racing in the Junior Iditarod.  Think about the challenges you will meet along the way.  Now write about these challenges and how you will overcome them.
  • You do chores at home but do not receive an allowance.  Think about reasons why you should receive an allowance.  Now write a letter to convince your parents to give you an allowance.
  • Everyone has a favorite story they read again and again.  Think about your favorite story.  Now write why this story is your favorite.
  • You want to attend a school dance.  Think about good reasons why you should be able to go to the dance.  Now write to persuade your parents to allow you to attend the school dance.
  • You and two classmates are working together on a poster.  One classmate has done nothing.  Think about reasons this classmate should do an equal share of the work.  Now write to persuade this classmate to take responsibility for doing an equal share.

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 Vocabulary Development:

  1. Who holds and controls the dogs?  ____ hold and control the dogs. Handlers
  2. What is a word for a racer's rate of speed?  A racer's rate of speed is called the ___ pace.
  3. In 1913, five men successfully climbed 20,320 feet to the top of South Peak on ___  .  Mt. McKinley
  4. All the Jr. Iditarod racers registered at headquarters in ____ , Alaska.  Wasilla
  5. The Jr. Iditarod began one year on the frozen waters of _____ . Lake Lucille
  6. Mushers and their sled-dog teams raced as quicikly as possible along the winding ______ .  Yentna River
  7. _____ is a fast, three-and-a-half hour sled-dog ride from Wasilla.  Flathorn Lake
  8. The ___ feeds from Flathorn Lake in a winding path.  Susitna River
  9. The racers come together at ___ for the prerace meeting.  headquarters
  10. As the racers prepare for the race, they take their starting ___ . positions
  11. The dogs are so excited that it takes all the ___ to hold them in line.  handlers
  12. Some of the dogs have created a ___ in their lines.  tangle
  13. As racers head out, they work together with their sled-dog teams to set a steady ___ . pace
  14. We went to police ___ to report the robbery.  headquarters
  15. The horses took their ___ for the start of the parade.  positions
  16. The clowns said they wouldn't want to be tiger ____ .   handlers
  17. The director montioned to slow down the ___ of the music.  pace
  18. the fishing lines were in a ___  .  tangle
  19. This word can be considered either singular or plural.  headquarters
  20. This word comes from the Latin word positio, which means "to place."  positions
  21. The lion ___ were very careful with the big cats.  handlers
  22. My mother goes at a slow ___ when she walks my little sister to school.  pace
  23. Let's fish from the boat so we won't ___ our fishing lines in the weeds.  tangle
  24. The dog runs at a fast ___ .  It may win the race.  pace
  25. Racers need to start the race from their ___ . positions
  26. The ___ of sled dogs learn about their dogs' habits.  handlers
  27. There is a ___ in the dogs' leashes.  tangle
  28. Get information at the race's ___ .  headquarters
  29. The pony-show ___ was connected by phone to various offices.  headquarters
  30. The ponies' ___ knew how to prepare the animals for travel.  handlers
  31. When the ponies perform, they know their correct starting __. positions
  32. Each pony keeps a steady ___ when walking or trotting.  pace

True / False

33.  If dogs maintain a fast pace in a race, they have a good change to win.  True

34.  Racers do not need to start their races from any particular positions.  False

35.  The handlers of sled dogs should know as much as they can about their dogs' habits.  True

36.  If dogs in a team run into an object blocking their path, they will create a tangle.  True

37.  A track's headquarters is a good place to get information about a race.  True

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Activities:

#1 

Write the vocabulary word from "Idatarod Dream" on index cards, one word to a card.

Skim the selection and choose five other words that appeal to you.  They could be words whose meanigs you are not entirely sure of, or they could be colorful adjectives, lively verbs, or any other words.  Write the five words you choose on index cards.  Check a dictionary to make sure that you understand what each word means.  Turn the cards face down.  Then turn over a card and read the word.  Use the word to write the first sentence of a story.  Choose another card and use that word in the second sentence.  Continue choosing cards and writing sentences until you have used all of the cards.  Then write a sentence to finish your story.  Does your story make sense?  Revise your story until you are happy with it.

#2

Fluency: 

Read page 65. (From Some people...through...to the next.  Total 105 words

Read page 66.  (From Then a snowstorm...through...they make it?)  Total 94 words

Ask students to read the selection aloud to their partners three times.  Have students rate their own readings on a scale of 1 to 4.  Encourage students to note their improvement from one reading to the next by completing the sentence I know my reading has improved because---.  Encourage listeners to offer positive feedback about improvements.

#3

Practice page 31. 

Read aloud each of the words in the first column, and have students repeat it.  Then have partners read the words to each other.  Repeat for the remaining columns.  After each partner has had a turn reading aloud the words in each column, have them practice reading the entire list while timing themselves.  Score in journal under LESSON 8

 

Explain that students will practice the sentences at the bottom of the page by reading them aloud on tape.  Assign new partners, and have them take turns reading the sentences aloud to eadch other and have them reading them on tape.  After students listen to the tape, have them tell how they have improved their readings.  Then have them tape themselves again, focusing on improved pacing and tone.

#4

FLUENCY PERFORMANCE FOR TEACHER TODAY!!

Have students read aloud to me the passage from "Rase for Life on the Iditarod Trail" they have selected and practiced previously with their partners.  Keep track of the number of words each studen reads correctly.  Ask each student to rate his or her performance on the 1 - 4 scale.  If students aren't happy with their oral reading, give them an opportunity to practice some more and to reread the passage to me.

#5

Locate settting on map:  Mt. McKinley, Wasilla, Alaska.  Track Dusty's progress

#6

Idioms in story.  run smack into:  crash into =- collide

paid off - reward had value

illustrate other idionms they are familiar with - or from Idiom book - have them draw and illustrate.

#7  Finish L of KWL

#8  Knowledge Tree

Discuss with students the amount of informatoin provided in "Iditarod Dream" about Alaska, sled dogs, and the Jr. Itidator.  Encourage students to discuss what they already knwo about these topics as well as what the author tells them.  then work with them to develop a knowledge tree from which they can draw conclusions about these topics.  Alaska:  Mt. McKinley - highest peak in North America

Sled dogs:  small but powerful

Jr. Iditarod:  158 mile race

SUMMARIZE WHAT THE STUDENT HAS LEARNED.

#9 Think along questions in writing in their Response Journals.

1.  How do you think Dusty feels about this year's Jr. Iditarod?  He is nervous because of what happened last year

2.  Do you think Dusty is less nervous after the pre-race meeting?  Explain.  Yes, because he has seen people whom he knows and he has a good starting position.

3.  Why do you think people want to compete in difficult racles like the Jr. Iditarod?  People like to have challenges so they can prove to themselves that they can overcome difficulties.

4.  What have you learned about the Jr. Iditarod in this section?  There are many preparations for the race; dogs and people work as a team to win; the trial is full of obstacles.

5.  What do you think will happen if Dusty does not slow down?  He might lose control of his dog team.

6.  What has this part of the race been like for Dusty?  When he slowed down and hit the familiar trail, he felt more comfortable and the racing was easier.  When the snowmobiles caused the dogs to tangle twice, Dusty became worried.  Finally, when the team was safe, Dusty was able to relax again.

7.  How does Dusty feel about his dogs?  He cares about each of them and wants to make sure they are happy and healthy as they race.

8.  What do you think happened to the other racers?  Dusty has left them all behind.

9.  Why do you think Dusty spends so much time checking his dogs?  They are very important part of his team and he needs to know how each one is feeling and what each one is capable of in order for them to race their best.

10.  Tell about any picture the author has left in your mind.

 

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Why does Dusty have to life a dog's front legs off the ground when he walks it from the truck?

How does everyone know that Dusty has not hurt his dogs?

Summary:

pages:  186 - 187  This story is about Dusty, who is competing in the junior competiton of the dogsled race called the Iditarod.

pages 188 - 189:  This is Dusty's second race.  He has a good team and is ready.  He checks over his sled and makes sure he had food for his dogs.

pages 190- 191:  Dusty and his dogs have a good start, but they smash into a tree and get tangled up twice because of snowmobiles.

pages 192-193:  Dusty gets the dogs untangled and avoids a moose, which could be dangerous.  Soon things are going smoothly.  He knows he is in the lead and he makes it to the halfway point in seven hours.

pages 194 - 196:  Dusty feeds and takes care of the dogs for the night.  He and his team start again the next day before it is light, and he and the dogs win the race.

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5th Grade  Unit 2  Story #4  Lesson 9

"Woodsong"

Materials Needed:

  1. analogy game - puzzle
  2. antonym bingo game
  3. construction paper
  4. books on wolves and iditarod
  5. venn diagram
  6. journals
  7. stopwatches

Read Aloud: 202G  "from a Dog's Body"

Objective of the Week:

  1. to summarize the main points of a story and to restate the important information in the story in your own words
  2. to read and understand a personal narrative, to compre a persoanl narrative with nonfiction
  3. to reread and improve fluency
  4. to embrace a better understanding of analogies and the word relationship.
  5. practice with antonyms

Vocabulary:

  1. resembled:  was or looked like
  2. bulk:  large size or mass
  3. pointedly:  clearly noticeable; done with emphasis 
  4. harness:  straps or bands used to hitch an animal to a cart, plow, or other piece of equipment
  5. retired:  removed from a job because of advancing age
  6. disengage:  to loosen, detach, or free from something that holds
  7. snort:  to force air violently and noisily through the nostrils
  8. GANGLINE: main line to which all dogs are attached
  9. SNOWHOOK:  device for braking a dogsled
  10. TUGS:  straps connecting a harnessed animal to a sled
  11. TRAPLINE TEAM:  a team that takes the driver out to check and clear traps

Skills:

  • summarize and paraphrase
  • antonyms
  • figurative language
  • analogies
  • venn diagram compare / contrast Woodsong and Iditarod Dream
  • rereading fluency
  • summarizing
  • sequencing

Question of the Day:

  1. Do you know someone who owns many animals?  How does this person care for the animals?
  2. What kind of training do you think sled dog racers and their dog teams must do?
  3. In "Woodsong," Gary Paulsen discusses how he and his dogs work as a team.  In what other situations do people and animals work as a team?
  4. What is the most important thing Storm taught the author?
  5. Native Americqans kept dogs as pets.  The ancient Egyptians thought cats were important companions.  What effects do you think pets have on individuals and on society in general?

 

To Think About:

  • You and your pet have a special relationship.  Think about reasons why you have this special relationship.  Now explain why you have a special relationship with your pet.
  • Your sister wants to borrow your CD, but she has lost things before.  Think about how to convince your sister to be responsible.  Now write to convince your sister to take responsibility for your CD.
  • You and three classmates have been assigned a sciene project.  Think about why it's important to work together.  Now explain why you and your classmates need to work together as a team.
  • You are going on a kayaking trip with two of your friends.  Think about the thrills and adventures you will share with your friends.  Now write about your adventures on the kayaking trip.
  • Your family is buying a desktop computer.  You want a laptop computer.  Think about your reasons for wanting a laptop computer.  Now write to persuade your family to buy one.

Vocabulary Development:

 

  1. A dog wears a ___ to attach it to a dogsled.  harness
  2. To free a dog from its narness, you must ___ the harness.  disengage
  3. People who looked similar ___ each other.  resembled
  4. Jesse got his ___ ready to inspect each of the traps.  trapline team
  5. He made sure their ___ were snug.  booties
  6. He attached all of the dogs to the ___ .  gangline
  7. He made sure the ___ were secure.  tugs
  8. He disengaged the ___ .  snowhooks
  9. The ___ __ was ready to head out.  work team
  10. After running hard for several minutes, some of the dogs on the sled team began to ___ loudly.  snort
  11. When Susie found an old photo of her great-grandmother, she noticed how much she ___ her.  resembled
  12. Maureen came from a large family, so her parents would often buy food in ___, or large quantities.  bulk
  13. Before the car would move, the driver had to ___ the safety brake by pulling on the brake release handle.  disengage
  14. Mrs. Smith ___ told Josh not to track mud into the kitchen.  pointedly
  15. Before tractors were used, farmers would hitch a horse to a plow using a ___ . harness
  16. Maria's grandfather ___ at age 65.  He then had a lot more free time that he could
  17. spend with Maria.  retired 
  18. You might use this word when telling about someone who looked a lot like someone else.  resembled
  19. This is what you would use to connect a horse to a wagon.  harness
  20. This is what you do when you disconnect a horse from a wagon.  disengage
  21. You might be showing anger if you looked at someone in this manner.  pointedly
  22. You might use this word to refer to the huge size of a snowbank.  bulk
  23. This is a noise made by usine one's nose.  snort
  24. They put the mule out to pasture because he was too old to work.  retired
  25. Mike
  26. a Alaskan husky, Apollo, really ___ a wolf.  resembled
  27. His loud ___ made some dogs nervous.  snort
  28. Now Mike has ___ Apollo from being a harness dog.  retired
  29. She attached the horse with leather straps.  harness
  30. She looks at me angrily.  pointedly
  31. The angry horse will make a noise with its nose.  snort
  32. The team stopped using 77.  It was the star player's number.  retired
  33. I will disconnect the horse from the wagon.  disengage
  34. Cal ___ ignored my remarks.  pointedly
  35. He could hear a dog ___ and tell exactly which dog had made the whooshing sound-without looking.  snort
  36. All of the boys in his family ___ each other.  resembled
  37. My grandfather ___ from working two years ago.  retired
  38. I had a bad cold, and my cough sounded like a ___ snort
  39. The blind woman had a Seeing Eye dog on a ___ . harness
  40. If you ___ the gears of a car, it won't go forward.  disengage
  41. The ___ of his camping gear would barely fit in his van.  bulk
  42. Our teacher told us ___ that no cheating was allowed.  pointedly

Activities:

#1

You will draw and write as you use Vocabulary Words to help make a portrait of Storm come alive.  You will need a large sheet of paper, art materials, writing materials, construction paper.  Reread the description of Storm in the selection.  Using paints, markers, or other art materials of your choice, create a portrait of Storm on a large sheet of paper.  Follow author Gary Paulsen's description to make the portrait as accurate as you can.  Leave lots of space around the margins of the portrait.  On construction paper of various colors, write each of the Vocabulary Words in a sentence that tells about Storm.  Underline or highlight the Vocabulary Word in each sentence.  Describe Storm as completely as you can.  Aim to write sentences so informative that someone looking at Storm's portrait and reading your sentences will have a very good idea of what the dog was like.  Be sure to include sentences that describe both Storm's appearance and his personality.  Cut out the sentences in the shape of rectangles.  Glue the construction paper rectangles around the margins of your portrait.

 

#2  Use Intervention #35.  Read aloud each of the words in the first column, and have students repeat it.  Then have partners read each word aloud to eah other.  Repeat for the other two columns.  After partners have practiced each column, have them practice the entire list.   Then bring to students' attention the sentences at the bottom of the page.  State that the goal is to have each student rad each phrase smoothly.  Model the appropriate pace, expression, and phrasing as you read aloud each of the sentences.  then have students practice reading aloud each sentence two or three times to a partner.  **Possibly give them the option to read to a tape recorder.  After students listen to the tape, have them tell how they have improved.  Then have them tape their readings again, focusing on improved pacing and tone.

#3

FLUENCY BUILDER:

Read pages 72 -73.  (From Dad steered...through...flopping on the deck.)  total 91 words

Read pages 75 - 76.  (From I got three...through...Suze and I. )  Total 98 words

Ask students to read the selection aloud to their parterns three times.  Have students rate their own readings on a scale of 1 to 4.  Encourage students to note their improvement from one reading to the next by completing the sentence I know my reading has improved because... .  Ecourage listeners to offer positive feedback.

 #4  Fishing for Four page 36. 

#5

Sequence Diagram:

Storm played jokes on the other sled dogs.

Storm played jokes on the author.

Storm growled at the heavy stove, "the enemy".

Storm communicated with the author by carrying a stick.

Storm dropped the stick one day because the author was pushing the dogs too hard.,

The author always knew he was doing the right thing if he saw the stick in Storm's mouth.

Summary:

pages 204 - 206:  The author is writing a story to tell what he has learned from a hardworking yet playful sled dog named Storm.

pages 207 - 209:  When the man stops to work on a dog's harness, Storm takes the man's hat and buries it in the snow.  The man finds the hat by accident.

pages 210-211:  Storm stares as the man loads a heavy stove onto the sled.  Storm growls at the stove but begins pulling the sled anyway.  At every break in the trip, Storm growls at the large stove.

pages 212-214:  During one trip Storm breaks a stick from a tree branch and runs with it in his mouth.  Anytime Storm thinks the man is pushing the team too hard, he drops the stick and won't take it back from the man.  In this way he teaches the man a lesson.

NAME THREE THINGS THAT STORM HID FROM HIS OWNER.

HOW ARE "IDITAROD DREAM" AND "WOODSONG" ALIKE?  HOW ARE THE TWO SELECTIONS DIFFERENT?

 

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5th Grade Unit 2  Story #5  Lesson 10

"Island of the Blue Dolphins"

Materials Needed:

  1. stopwatches
  2. journals
  3. tape recorders
  4. shells from home
  5. books of shellfish creatures of the ocean

Read Aloud:224G  "Sea Slant"  "Long Trip"  poems

Objectives of the Week:

  1. to recognize and understand elements of plot, character, setting, and theme in a work of fiction
  2. to read and understand classic fiction
  3. to summarice what they have read
  4. to continue to improve fluency and vocabulary recognition
  5. successfully write a poem with vocabulary words

Vocabulary:

  1. overcome:  to make weak or helpless
  2. forlorn:  sad or pitiful because of being alone or neglected
  3. pitched:  rose and fell alternately at the fron and back of a ship or boat
  4. vainer:  more self-admiring, proud and conceited than someone else
  5. gorged:  stuffed oneself with food
  6. abalone:  an edible shellfish having a flat shell lined with mother -of - pearl
  7. lair:  the den of wild animals
  8. COVE:  an indentation in the shoreline
  9. CLIFF:  high, steep face of rocks overlooking a lower area
  10. MESA:  land having a flat top and steep rock walls

Skills:

  • figurative language
  • analogies
  • synonyms
  • rereading to increase fluency
  • story map
  • rhyming word to create a poem

Question of the Day:

  1. How does the word forlorn help you to understand the mood of the story?
  2. Karana and Ramo will have to work well together to survive alone on the island.  What do you think must be the hardest thing about being left on an island?
  3. In the poem "Souvenir," the author brings back a shell to remind her of the ocean.  If you were going on a long trip, what small object would you take with you to remind you of home?
  4. How would you describe the setting of "Island of the Blue Dolphins"?  What effect does the setting have on the plot of the story?
  5. Compare Karana's tribe leaving the island with the situation faced by Native American tribes.

To Think About:

  • Your best friend isn't always a true friend.  Think about what being a true friend is.  Now explain to your best friend what being a true friend is.
  • You are babysitting and the children won't agree on a television show.  Think about handling the situation.  What will you do?  Now write a story about how to handle the situation.
  • Your family wants to go hiking.  You want to go fishing.  Think about an activity that all of you can do together.  Now write to convince your family to agree to this activity.
  • Imagine you are on a boat with Karana.  You can't find any of your family.  Think about what you will do.  Will you stay on board or jump ship?  Now write a story that explains your decision.
  • You have moved to a new town.  You miss your old surroundings and friends.  Think about why you miss your old town.  Now explain what you can do to adjust to your new town.

Vocabulary Development:

  1. The ship was sheltered from a storm in a ___ . covee
  2. Behind a small beach, a ___ rose up, away from the sea.  cliff
  3. At the top of the cliff, a ___ stretched out flat.  mesa
  4. The boat ___ wildly on the storm sea.  pitched
  5. My sister spends a lot of time admiring herself in the mirrow.  She is much ___ than I am.  vainer
  6. Mrsl Smith felt ___ , because her family went to a movie without her.  forlorn
  7. When Sally heard the news, she was ___ by excitement.  overcome
  8. Sam was lonely and felt ___ when his mom had to go on a business trip.  forlorn
  9. The ship ___ violently in the rough seas  pitched
  10. The more compliments Stephanie received about her dress, the ___ she became.  vainer
  11. I was so hungry when I got home from school that I ___ myself with potato chips and then couldn't eat my dinner.  gorged
  12. Many people enjoy eating a shellfish called ___ . abalone
  13. The foxes did not come out of their ___ when I passed by.  lair
  14. If your friends forgot to invite you to a movie, how might you fel?  forlorn
  15. What did the boats do on the huge wave?  pitched
  16. Which word describes an animal's home?  lair
  17. If you filled yourself with food until you couldn't eat another bite, what did you do?  gorged
  18. What is another word for overwhelmend?  overcome
  19. Which word is the name of a sea creature?  abalone
  20. How do you describe a person who stares in the mirrow more often than someone else?  vainer
  21. You are lonely and sad.  How do you feel?  forlorn
  22. What did the boat do on the big wave?  pitched
  23. Which word is an animal's home?  lair
  24. You are too much food.  How do you feel?  gorged
  25. What is another word for feeling weak?  overcome
  26. When we picked up our dog at the kennel, he gave us a ___ look.  forlorn
  27. On Thanksgiving we ___ ourselves on turkey.  gorged
  28. The wolves rested in their ___ to avoid the hot sun.  lair
  29. Our canoe ___ about in the rapids of the river.  pitched
  30. Some people use ___ shells for decorations.  abalone
  31. The tall movie star was ___ than the short one.  vainer
  32. At the movie I was ___ by the sad story.  overcome
  33. The people in the burning house were ___ by smoke.  overcome
  34. When I forgot to feed the dog, he looked ___ forlorn.
  35. The ship was ___ about on the stormy sea.  pitched
  36. The ___ one of my two pet birds spends hours looking at itself in its mirror.  vainer
  37. At the party the children ___ themselves on pizza, cake, and ice cream.  gorged
  38. We gathered ___ and added them to the fish stew.  abalone
  39. During the cold winter, the black bear sleeps in its ___ . lair
  40. I have heard the family say they can ___ their problems.  overcome

Activities:

#1  Use a story map to record the narrative elements in "Island of the Blue Dolphins"

#2  To make rhyming poem using vocabulary words.  Write down as many words as you can think of that rhyme with each vocabulary word.  You can include words that don't rhyme exactly, such as vainer and lamer.  Now scan your lists and think of possible topics for a rhyming poem.  Remember, the poem can be as funny as you want.  Choose a topic, and write your poem.  the poem must be at least twelve lines long, and half ot those lines must end with a vocabulary word.  The other lines must end with a word that rhymes with the vocabulary word.  When you finish, draw a funny illustration or two for your poem.  Now do an analysis of your rhyming words.  For which vocabulary words was it easier to find rhyming words?  For which was it hardest?  What percent used the same end spelling as the vocabulary word?  What percent do not?

#3

Intervention page 39.  Read each word in the first column, and have students repeat it.  Then have students work in pairs and take turn reading the words to each other.  Follow the same procedure with each of the remaining columns.  then have partners practice the entire list.

Call attention to the sentences at the bottom of the page.  Model appropriate pace, expression, and phrasing as you read each sentence, and have students read it after you.  Then have students practice by reading the sentence aloud to a partner.

Finally, switch partners, this time their reading should be taped.  Have students take turns reading the sentences aloud to each other.  Tell students to comment on each other's performance.  Each student should report on what the partner did well and make suggestions to improve the reading next time.  Students should then read the sentences again and tell whether they feel they improved.

#4  FLUENCY BUILDER:

Have students choose a passage:

78 - 79  (From Moro said...through...looked forlorn. ) total 104 wordss

Read pages 80 - 81  (From Lani looked...through...gorged on fish. ) Total 110 words

Read 82 - 83:  (From Kalo would...through us too slow. ) total 108 words.

Have students read a selected passage aloud to their partners three timners.  Then have the students rate each rading on a scale from 1 to 4.  Encourage studentstheir improvement from one reading to the next by completing the sentence I know my reading has improved because____ . Encourage listeners to offer prositive feedback about improvements.

 

Summary:

pages 228-229:  The tribe has been attacked by hunters and must find a safer place to live.  The people take things they value and run toward the boats that will take them to the ship.  The ship cannot stay long because of the storm.

Pages 230-231:  Karana searches the ship for her brother, Ramo, but doesn't find him.  As the ship turns away from the island, Karana sees her brother running along  the cliff on the island.

pages 232-233:  Karana does not want to be separated from her brother, so she jumps out of the ship and into the ocean and swims to shore.

pages 234-236:  When Karana and Ramo return to the village, they find that wild dogs have eaten all the food.  Karana and Ramo gather more food, but they are alone of the island with the wild dogs.  They know the ship will not come back for a long, long time.

 

 

 

 

 

 


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