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
5th Grade Theme 2 Story #1 (LESSON 6 - for journaling purposes)
"We'll Never Forget You Roberto Clemente"
Read Aloud: 138G "Casey at the Bat" continued on page T71
Objective of the week:
Question of the Day:
To Think About:
Vocabulary Review Drills:
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.
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.
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:
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.
Practice book # 26: Drawing conclusions.
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.
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.
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?)
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.
5th Grade Theme 2 Story #2 (LESSON 7 - for journaling purposes)
"Folk Tales from Asia"
Read Aloud: 162G "The Bundle of Sticks" "The Ant and the Dove"
Objectives of the week:
Question of the Day:
To Think About:
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.
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!
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.
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 activity page Page 29
#6 ORAL READING PASSAGE T47 PASSAGE 5A FLUENCY CONTINUED -
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.
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.
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?
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.
5th Grade Theme 2 Story #3 LESSON 8 (for journaling purposes)
"Iditarod Dream/ Race for Life on the Iditarod Trail"
Read Aloud: 184G "The Wolf and the Dog"
Objective of the week:
Question of the Day:
To Think About:
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
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.
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.
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.
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.
Locate settting on map: Mt. McKinley, Wasilla, Alaska. Track Dusty's progress
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.
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?
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.
5th Grade Unit 2 Story #4 Lesson 9
Read Aloud: 202G "from a Dog's Body"
Objective of the Week:
Question of the Day:
To Think About:
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.
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.
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.
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?
5th Grade Unit 2 Story #5 Lesson 10
"Island of the Blue Dolphins"
Read Aloud:224G "Sea Slant" "Long Trip" poems
Objectives of the Week:
Question of the Day:
To Think About:
#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?
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.
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.
Album for Mrs. Petty is currently under construction. Please come back later.