comprehension - ellis familyellis2020.org/treasures/tg-treasures/unit5_week2_2.pdfcomprehension...

ComprehensionGenreA Play is a story told entirely

through dialogue and

intended to be performed.

EvaluateMake Judgments As you read, use your Make

Judgments Flow Chart.

Read to Find OutWho is the evil character,

and what will the happy

ending be?

566

MAIN SELECTION• Ranita, the Frog Princess

• Skill: Make Judgments

PAIRED SELECTION• “Presenting the Puddlejump

Players”

• Text Feature: Interview

SMALL GROUP OPTIONS

• Differentiated Instruction, pp. 591M–591V

ComprehensionGENRE: PLAY

Have a student read the definition of

a Play on Student Book page 566.

Students should look for text features,

such as separate lines of dialogue and

stage directions.

STRATEGYEVALUATE

Tell students that, in evaluating a play,

they should identify ways the playwright

brings the characters to life by using

dialogue and depicting conflict.

SKILLMAKE JUDGMENTS

Remind students that making

judgments about the characters in

a play involves deciding whether

their actions are good, bad, likely to

succeed, and so on.

Vocabulary Words Review the tested vocabulary words:

cranky, bumbling, selfish, exasperated, famished, commotion,

and specialty.

Play Words Students may be unfamiliar with these words.

Pronounce the words and give meanings as necessary.

viceroy (p. 568): a nobleman

banquet (p. 574): a large, fancy feast

oath (p. 578): a promise

tadpole (p. 583): a newly hatched baby frog

566

by Carmen Agra Deedyillustrated by Renato Alarcão

The Frog Princess

Main Selection

567

Main Selection Student pages 566–567

Preview and PredictAsk students to read the title, preview

the illustrations, and make predictions

about the selection. Will this play be

humorous or serious? How do they

know? Have students write their

predictions and any questions they

may have about the play.

Set PurposesFOCUS QUESTION Discuss the “Read

to Find Out” question on Student

Book page 566. Remind students to

look for the answer as they read.

Point out the Make Judgments Flow

Chart in the Student Book and on

Practice Book page 158. Explain that

students will fill it in as they read.

Read Ranita, the Frog Princess

Use the questions and Think Alouds

to support instruction about the

comprehension strategy and skill.

Story available on Listening Library Audio CD

If your students need support

to read the Main Selection,

use the prompts to guide

comprehension and model

how to complete the graphic

organizer. Encourage students

to read aloud.

If your students can read the

Main Selection independently,

have them read and complete

the graphic organizer. Remind

them to use self-monitoring skills

while reading and to self-correct

as needed.

If your students need alternate selections, choose the

Leveled Readers that match their instructional levels.

As you read Ranita, the Frog Princess, fill in the Make Judgments Flow Chart.

How does the information you wrote in the Make Judgments Flow Chart help you to evaluate Ranita, the Frog Princess?

On Level Practice Book O, page 158

Approaching Practice Book A, page 158

Beyond Practice Book B, page 158

Ranita, the Frog Princess 567

SETTINGLong ago in Mexico. The Viceroy’s hunting lodge in Chapultapec forest.

PLAYERSFELIPE, the Viceroy’s rotten son

PEPE, Felipe’s mistreated servant

RANITA, a little frog with a mysterious past

VIEJA SABIA, a wise but cranky old woman

VICEROY, the representative of the Spanish throne

VICEROY’S WIFE

COOK

MAN ONE

MAN TWO

SERVANT ONE

SERVANT TWO

MAN THREE

EXTRAS: Members of hunting party, servants attending dinner, noblemen and ladies

568

Develop Comprehension

1 GENRE: PLAY

The list of players at the beginning of a

play often includes a brief description

of the characters. Based on the

descriptions of the first five characters,

what inferences can you make about

the way they will behave during the

action? (Suggested answer: Felipe

is described as “rotten,” so he may

be mean or spoiled. Pepe is called a

mistreated servant, so he may be angry

about being treated badly. Ranita’s past

is described as mysterious, so she may

need to keep a secret. Vieja Sabia is

described as cranky, so she may not be

very patient with people. The Viceroy

is connected to the throne, so he is

probably going to be serious.)

2 STRATEGYTHESAURUS

What words or phrases are antonyms

for mistreated? Use a thesaurus to

help you. (well treated, well cared for,

safeguarded, respected)

Main Selection Student page 568

Text Features of a Play

Explain The printed text of a play has certain standard features:

A list of the characters’ names appears at the beginning; italicized

stage directions are set off by parentheses; and each of the spoken

lines is indicated by the character’s boldface name followed by a

colon. Plays are divided into numbered acts and/or scenes.

Discuss Point out the description of the setting and the character list

on page 568. Ask students to discuss the kinds of information these

provide. (the time and place of the action; brief descriptions of the

characters’ traits)

Apply Have students look over the text features on page 569. Ask

them to tell where Scene 1 takes place and to identify the characters’

lines and the stage directions. Then have them scan the remainder of

the play to find the total number of scenes and the setting of each.

1

2

568

In a forest clearing, men are frantically searching the ground. From a nearby stone well, Ranita watches but remains unnoticed.

Man One: (Frustrated) Keep looking! If we don’t fi nd that golden arrow—

Man Two: —we’ll be on tortillas and water for the next month!

(Men, grumbling, all agree.)

(Enter Felipe.)

Felipe: (Loud and demanding) Well? Have you found my golden arrow yet?

Man Three: Not yet, Señor!

Felipe: (Sweetly, hand over heart) It was a gift from my dear mother. (Turning suddenly and hissing) Find it or I will feed you to the jaguars—starting with my bumbling servant, Pepe. It’s his fault I missed my mark. Now, out of my sight, all of you!

(Men exit hurriedly.)569



3 STRATEGYEVALUATE

Teacher Think Aloud

When I read

these first two pages, I am reminded

that a play is quite different from

a story. For example, there is no

narrator to tell me what the setting

looks like or what the characters

are thinking. There are some stage

directions, however. I know that the

play takes place in Mexico and that

the action of the first scene happens

in a forest clearing. I also notice that

the words in parentheses next to the

characters’ names tell me how they

would say the lines. As I continue

to read, I will pay attention to these

clues that the playwright gives.

4 MAKE JUDGMENTS

Based on the action on page 569, what

kind of person do you think Felipe is?

(While looking for the arrow, Felipe

yells at the men helping him. He talks

sweetly about his mother, but says he

will feed the men to jaguars. He also

insults Pepe by calling him bumbling.

Judging from these clues, I think

Felipe is not very nice or fair.) Add this

information to your Make Judgments

Flow Chart.

Practicing Language Students may need help understanding

the adjectives and adverbs in the stage directions. Explain the

words. Then read the characters’ lines, using facial expressions and

gestures to convey the meanings of words and phrases such as

grumbling, loud and demanding, sweetly, hissing, and hurriedly. Have

students repeat the lines, mimicking your expressiveness.Action Judgment

Felipe yells at the men helping him.

Felipe is not a nice person.

3

4


570



5 GENRE: PLAY

What details tell you that this selection

is a kind of fairy tale in play form?

(Ranita is a talking frog, which is the

kind of character we expect in a fairy

tale. She says she is under a spell,

which reminds the reader of the fairy

tale about the Frog Prince.)

Students should be able to describe

characteristics of the genre.

Literary Device: Foreshadowing

Explain Tell students that authors sometimes use a device called

foreshadowing to provide clues about what may happen later in a

story or play. Readers can use these clues to make predictions about

the resolution of a conflict or solution to a problem.

Discuss Have students reread the first six lines on page 571 and

make note of anything that seems to be out of context. Ask them

to discuss why they think Ranita mentions a Mayan princess. What

information in the next few lines might be a clue?

Apply Have students make predictions about the action of the

play based on these lines. Tell them to keep Ranita’s mysterious

comments in mind as they continue to read the play. They should

look for actions that explain or follow up on her comments.

570

Felipe: (Stomping foot and whining) I want my golden arrow back!

Ranita: (Sitting on top of well, holding the golden arrow) You mean, this golden arrow?

Felipe: (Joyously) My golden arrow! You found it! You—(Stops cold)—you’re a frog.

Ranita: You were expecting a Mayan princess, perhaps?

Felipe: (Rolls eyes) Well, I wasn’t expecting a talking frog!

Ranita: (Sighs) I’m under a spell. I don’t like to talk about it.

Felipe: (Pauses to think) Not my problem. Hand over the arrow.

Ranita: (Plink! Drops it back down the well) Hmm, looks like it’s your problem now.

Felipe: N-n-noooo! (Threateningly) What have you done, you foolish frog?

Ranita: If I am so foolish, how come I am the one with the arrow while you are the one standing there talking to a rana, a frog?

Felipe: I would squish you right now—(Sniffs)—but you are only a frog.

Ranita: (Warningly) You want that golden arrow?

Felipe: (Suspicious) In exchange for what?

Ranita: A promise.

Felipe: (Relieved) Oh, is that all?

Ranita: A promise is a very serious thing.

Felipe: (Coughing) Yes, yes, of course—go on.

Make Judgments What judgment can you make about Felipe’s character? Does he take promises seriously?

571



6 MAINTAINPROBLEM AND SOLUTION

Felipe says he could squish Ranita right

now. Why do you think he doesn’t?

(Though he blames Pepe and the

others for his problem, Felipe has lost

his golden arrow. He cannot solve the

problem without Ranita. If he squishes

her now, she will not be able to get the

arrow out of the well now that she has

dropped it in again.)

7 MAKE JUDGMENTS

What judgment can you make about

Felipe’s character? Does he take promises

seriously? (Felipe is suspicious when

Ranita suggests he may have to give her

something to get the arrow back. When

she asks for a promise, Felipe says, “Oh,

is that all?” He pretends to agree when

Ranita says promises are serious things.

He probably has never had to keep his

promises and should not be trusted.)

Add this information to your Make


Action Judgment



Felipe makes light of promises.

Felipe should not be trusted.

5

6

7

Repeated Reading

Explain Have students look at the passage on Student Book page

571 that begins with “Felipe: N-n-oooo!” and ends with “Ranita:

A promise is a very serious thing.” Point out the punctuation in the

passage. Explain that the exclamation point indicates strong feeling

and that the dashes on either side of “(Sniffs)” interrupt the dialogue

in order to indicate what Felipe is doing.

Model Tell students they will be reading this passage chorally. Read

the passage aloud, and place emphasis on the punctuation. Use

appropriate expression after the exclamation point, raise the voice at

question marks, pause at commas and dashes, and stop at periods.

Apply Divide the class into two groups. Have one group read chorally

Felipe’s dialogue, including the stage directions. Have the other group

read chorally Ranita’s responses, also with stage directions.


Ranita: IF I rescue your golden arrow, you must promise to let me eat from your plato, sleep in your cama, and give me a beso when the sun comes up.

Felipe: (Just stares) Eat from my plate? Sleep in my bed? KISS you? That is disgusting!

Ranita: No promise, no golden arrow.

Felipe: (Crossing his fi ngers behind his back) I promise.

(Ranita fetches the arrow. Felipe bows and runs off.)

Ranita: Espera! Wait! I can’t hop that fast! (Hangs her head and begins to cry) He’s gone. Now I’ll never break this evil spell.

572



8 MAKE INFERENCES

Why do you think Ranita wants Felipe

to promise her all these things in

exchange for the arrow? (Suggested

answer: Ranita says she is under a spell.

Eating from his plate, sleeping in his

bed, and being kissed by him sound

like things that could break the spell.

She is probably hoping that giving

Felipe what he wants will help her get

what she needs.)

8

FAIRY TALES

Explain Many fairy tales are hundreds of years old. Though they

come from various cultures, they often have similar themes. “The Frog

Prince,” a version of which appears on pages 564–565, is believed to

have originated among German-speaking people. Its theme, that it is

important to keep promises, is revisited in Ranita, the Frog Princess.

Discuss Have students help you locate the Spanish words on pages

572 and 573 that are juxtaposed with their English equivalents. (plato,

plate; cama, bed; beso, kiss; espera, wait; Vieja Sabia, wise old woman)

Discuss how these words add to the flavor of the Mexican setting.

Apply Have students use a variety of resources to find and read fairy

tales from at least three different cultures. Then have them choose

two tales with a common theme and compare and contrast them

in writing, drawing relevant pictures. They can then present their

findings orally to the class.

572

(Enter wise woman, leaning on two canes.)

Vieja Sabia: It doesn’t feel very good, does it?

Ranita: (Blows nose) Please, no lectures today, old woman.

Vieja Sabia: My name is Vieja Sabia.

Ranita: Sorry, Wise Old Woman. (Sadly) You’ve already turned me into a frog. Isn’t that enough?

Vieja Sabia: You wouldn’t be a frog if you hadn’t refused to give me a drink from this well, so long ago.

Ranita: I was a selfi sh child then. I have paid for that, haven’t I? I have learned what it is like to be alone and forgotten.

Vieja Sabia: Perhaps you have . . .

Ranita: (Brightening) Then, you will turn me into a girl again?

Vieja Sabia: No. But I will take you as far as the Viceroy’s hunting lodge. You must make the leap from there.

(Exit Vieja Sabia and Ranita.)

573



9 MAKE JUDGMENTS

Do you think Vieja Sabia’s spell was a

fair punishment for Ranita’s selfish act?

(Answers may vary; possible answer:

Turning Ranita into a frog seems like

a very severe punishment. Vieja Sabia

is described as both wise and cranky

in the list of players. Maybe she was

in an especially bad mood the day

that Ranita was rude to her. On the

other hand, Ranita admits that she was

selfish. Perhaps Vieja Sabia’s wisdom

let her see that Ranita would not really

learn a lesson without being punished

in this way.)

STRATEGIES FOR EXTRA SUPPORT

Question 9 MAKE JUDGMENTSClarify Explain that in fairy tales a spell makes a character change

into someone or something else. Write the phrase fair punishment

and give examples. Explain that the spell was a punishment. Ask,

What did the old woman do to Ranita? What did Ranita do that caused

the old woman to put a spell on her? Do you think the punishment was

fair? Why does Vieja Sabia refuse to change Ranita back?

Find the sentence that contains the

word selfish . What are some antonyms

for selfish? (Sample answers: generous,

giving, compassionate)

9


Hunting lodge with Viceroy, his wife, noblemen and women, all seated at long banquet table. Servants scurry in and out with bowls of food.

Servant One: (Placing bowl of soup before Viceroy) Sopa, Señor?

Viceroy: (Exasperated) Sí, sí. Where is Felipe?

Viceroy’s Wife: (Wistfully) Dear boy. He is probably feeding the birds.

Servant Two: (Aside) To the cat.

Servant One: (Muffl es laugh)

(Enter Felipe.)

Felipe: I am famished. What a day I’ve had today. First, I lost my golden arrow—

(Shouting from the kitchen can be heard.)574



10 COMPARE AND CONTRAST

Compare and contrast the way the

Viceroy’s wife feels about Felipe and the

way the servants feel about him. (Felipe’s

mother calls him “dear boy.” She seems

to believe he can do no wrong. When

she says Felipe is probably feeding

the birds, Servant Two says quietly, “To

the cat.” The other servant laughs. The

servants obviously think Felipe is childish

and mean.)

11 DRAW CONCLUSIONS

Why do you think the servants and the

Viceroy’s wife see Felipe so differently?

(Answers may vary; possible answer:

Felipe seems very spoiled. He treats

the servants any way he wants. Maybe

his mother spoiled him. Perhaps

she does the same thing, and Felipe

learned by example. Also, Felipe is

probably very sweet to her, so she

has no reason to think he behaves

differently toward anyone else.)

Semantic/Meaning Cues

Explain Tell students that good readers use their background

knowledge and context clues to help them understand what they

read.

Model Discuss the word muffles on page 574.

Think Aloud:

I’m not familiar with the word muffles, but it

is used in a stage direction, so it must tell the actor playing

Servant One how to say the line or what to do. The final -s

shows that it is a verb. Servant Two has just made a joke about

Felipe, and Servant One should not laugh out loud. Muffles must

mean “keeps quiet” or “silences.”

Apply Encourage students to use context clues and their

background knowledge to help them with other difficult words or

phrases, such as the words scurry and wistfully on this page.

Ways to Confirm Meaning

1110

574

Felipe: (Louder)—then I met this ridiculous, demanding—

(Enter Ranita, running from the kitchen chased by cook and servants.)

Felipe: (Slack-jawed)—frog.

Cook: You hop back here! (To servant) Stop her, right now!

Servant One: (Tries to catch frog) Aaaaayyyy! She’s a slippery one!

Servant Two: Oooooeeeeee! She bit me!

Cook: Get her, Pepe. (Pepe catches Ranita under the table, smiles, and lets her go. A commotion follows as the cook and servants chase Ranita.)

Make Judgments Why do you think Pepe let Ranita go?

575



12 MAKE JUDGMENTS

Why do you think Pepe let Ranita go?

(Felipe calls Ranita “ridiculous” and

“demanding,” which shows he does

not like the frog. Pepe is treated badly

by Felipe, so letting the frog go is a

chance for him to get back at Felipe.)

Add this information to your Making


Find the sentence that contains the

word commotion . In one minute, name

as many words as you can that describe

what a commotion is. (Sample answers:

noisy, loud, confusing, a racket, banging,

crashing, yelling)

Action Judgment





Pepe lets Ranita go.

Pepe is getting back at Felipe.

12


576



13 STRATEGYEVALUATE

Teacher Think Aloud I know that

Vieja Sabia has helped Ranita catch

up with Felipe. When Felipe left

Ranita at the well, he did not expect

ever to see her again. In answering

his father, Felipe calls Ranita a “nasty

little frog.” What do you think might

be different now that Ranita has

arrived?

(Encourage students to apply the strategy

in a Think Aloud.)

Student Think Aloud Felipe won’t

be able to lie about what happened

at the well now, because Ranita can

speak and has told everyone what

happened. When the Viceroy asks

Felipe if he made the promise to

her, Felipe pretends that he doesn’t

remember. I don’t think Felipe will

be allowed to get away with it.

14 SUMMARIZE

Summarize the action of the play so

far. (Felipe is the spoiled and mean

son of the Viceroy. Ranita, a frog who

can speak because she is under a

spell, finds Felipe’s lost golden arrow.

She says she will return it to him if he

promises to let her eat from his plate,

sleep in his bed, and get a kiss from

him. Felipe agrees, but doesn’t think

he will have to keep his promise. Vieja

Sabia, the woman who put the spell

on Ranita, takes Ranita to the Viceroy’s

house, and Ranita tells him about the

promise. The Viceroy says that Felipe

must do as he promised.)

576

Viceroy: Basta! Enough! Who is this creature?

Felipe: (Sneering) She’s the nasty little frog who rescued my golden arrow.

Ranita: And in return he promised to let me eat from his plato, sleep in his cama, and give me a beso when the sun came up.

Viceroy: Did you make this promise?

Felipe: (Sullen) I don’t remember.

Viceroy’s Wife: (Indignant) Even if he did—he is the Viceroy’s son!

Viceroy: (Grave) Sí. And THE VICEROY’S SON KEEPS HIS PROMISES. Pepe! Set a place for our guest.

Felipe: But, Father—

Viceroy’s Wife: Ernesto!

Viceroy: (Slams fi st on table.) Silencio! Silence!

(Ranita hops on table. Felipe is too stunned to speak. Viceroy’s Wife is glaring.)

Viceroy: Everyone—and I mean everyone—EAT!

(Pepe puts bowl down in front of Felipe.)

Felipe: (Gives a yelp) Pepe!

Pepe: (Innocently) Sí?

Felipe: (Disgusted) There is a fl y in my soup!

Pepe: It’s for the frog.

Viceroy: Excellent. Eat up, Felipe.

Viceroy’s Wife: (Revolted) Arggh.

577



15 MAKE JUDGMENTS

Do you think the Viceroy makes the

right decision after he hears Ranita’s

side of the story? Why or why not?

(Yes. He believes people, especially

the Viceroy’s son, should keep their

promises. Inviting Ranita to be a

guest at the banquet table is a way

to force Felipe to follow through on

his promise. Like any good father, he

is teaching his son to be honest and

trustworthy.) Add this information to

your Make Judgments Flow Chart.

Stop here if you wish to read

the selection in two parts.STOP

Can students make judgments to

evaluate a selection? If not, see the

Extra Support on this page.

Make Judgments

If students are having difficulty making judgments from clues in the

play, help them generate questions they can ask themselves about

the characters and the action. For example:

• What is a promise?

• Why does Felipe promise to do what Ranita asks?

• Why doesn’t Felipe think he should have to keep his promise?

• What happens when people don’t keep their promises?

• Why does the Viceroy have a place set for Ranita at the banquet

table?

Action Judgment







The Viceroy invites Ranita to dinner.

Felipe must learn to keep his

promises.

Have students respond to the selection

by confirming or revising their

predictions and purposes. Encourage

students to write any additional

questions they have.

13

14

15


(Felipe’s bedroom)

Felipe: (On bed) I refuse to sleep next to a FROG. Pepe!!!!!!!!

Pepe: (Enters immediately) Sí, Señor?

Felipe: (Snappish) What took you so long? Hurry—tell my father I can’t do this. (Desperate) Tell him I’ll get warts.

(Enter Viceroy.)

Viceroy: (Annoyed) With any luck, you will get one on your oath-breaking tongue, boy.

Felipe: (Whining) Father—

Viceroy: You made a promise, Felipe. (To Pepe) Help him keep his word, eh, Pepe?

(Exit Viceroy.)

578



16 WRITER’S CRAFT: WORD CHOICE

Why do you think the playwright uses

the adjective snappish rather than

angry to describe the way Felipe says

his second line on page 578? (The

word snappish is more precise. It shows

that Felipe is snapping as he speaks,

almost as if he is using words to bite

Pepe.)

16

578

Felipe: (Throws pillow at Pepe. Falls on bed and begins to wail.) AAAAAAAYYYYYYYY!

Pepe: (Blows out candle and sits in chair.) Hasta mañana . . . until tomorrow. Sweet dreams, Felipe.

Felipe: (Growls) I will dream of roasted frog legs.

Ranita: I’m telling.

Felipe: Bug breath!

Ranita: Big baby!

Pepe: (Sighs) It’s going to be a long night.

(Next morning)

Ranita: (Cheerful) Despierta, wake up! It’s “beso time!”

[Felipe rubs eyes, sees Ranita, and shrieks.]

Felipe: (Whimpers, clutching his blanket) It wasn’t a bad dream, after all. Forget it, frog! I am not kissing you!

Ranita: (Stubbornly) You promised.

Felipe: Well, (Smiles slowly) I’ve just had a better idea. (Kicks chair to wake his servant) Pepe!

Pepe: (Groggy) Señor!

Felipe: You are sworn to obey me in all things, sí?

Pepe: (Confused) Sí, Señor.

579



17 STRATEGYEVALUATE

Why do you think the playwright

shows us how hard Felipe fights to

avoid keeping his promise? Use clues

from the play to explain your answer.

Student Think Aloud

I can see in

Scene 3 that Felipe really is a big

baby, just as Ranita says he is. I

wonder whether he is more angry

about having to kiss a frog or about

having to keep his promise. He

only sleeps in the bed with the frog

because Pepe has been told to make

him keep his word. Now that it’s

time for him to kiss Ranita, Felipe is

still trying to think of a way to get

out of it. This is very humorous, so I

think at least part of the playwright’s

purpose is to entertain.17


Felipe: (Smug) KISS . . . THE . . . FROG.

[Pepe shrugs and kisses Ranita’s cheek.]

(No longer a frog, Ranita is now a beautiful Mayan Princess.)

Felipe: (Dazzled) I—but who? (Bowing) Allow me to introduce myself, I am—

Ranita: —the Spanish Viceroy’s Rotten Son. And I am . . . the Mayan Emperor’s Lucky Daughter.

(Felipe and Pepe fall on their knees.)

Ranita: I have been enchanted for 200 years.

Felipe: (Looks up) You’ve been a frog for 200 years? What’s so LUCKY about that?

Ranita: I’ll tell you. As a princess, I could have ended up the wife of a spoiled brat like you. Instead, I found myself a prince . . . (Takes Pepe’s hand) a prince of a husband, that is.

(Pepe kisses the Princess’s hand, while Felipe has a screaming tantrum.)580

19

20



18 MAINTAINPROBLEM AND SOLUTION

How did Felipe solve Ranita’s problem

after all? (Felipe refused to kiss her and

ordered Pepe to do so. As a result, she

still received the third requirement she

needed to break the spell.)

Students should identify multiple

conflicts in the play.

19 MONITOR AND CLARIFY

What self-monitoring strategies can

you use to help find out why Ranita

calls the servant Pepe a prince? (I can

reread and paraphrase earlier action in

the play. When the kitchen staff was

trying to catch Ranita, Pepe let her

go so she wouldn’t become a part of

the meal. When ordered to kiss her,

he shrugged his shoulders, showing

that he was not afraid or disgusted.

His behavior is the opposite of Felipe’s.

Also, as a princess, she might have

had to marry someone she didn’t like.

Now that it is two hundred years later,

she is able to choose the husband she

wants.)Cross–Curricular ConnectionUNITS OF TIME AND FRACTIONS

Ranita has been under the spell for 200 years, but when the

spell is finally broken, she is just as youthful as ever. Have

students pretend the spell is such that each frog year counts

for only 30 seconds of human time. Has Ranita spent more or

less than 2 hours of her human life while she was a frog?

(1 year = 30 seconds, so 2 years = 60 seconds, or 1 minute; 200

years ÷ 2 = 100 minutes, or 1 hour and 40 minutes. She has

spent less than 2 hours of her human life while she was a frog.)

Then have students suppose that Ranita had to serve only

20 years of her 200-year sentence. What fraction in lowest

terms expresses the part of the sentence she serves? (1/10)

How many minutes of her human life would have passed? (10

minutes.)

18

580

581



20 MAKE JUDGMENTS

Do you think Felipe has learned anything

from this experience? Why or why not?

(Suggested answer: No. When Felipe

sees that Ranita has turned back into a

beautiful princess, he forgets all about

how badly he treated her when she was

a frog and wants her to notice him. When

Ranita explains that she is lucky because

she didn’t have to marry a spoiled brat

such as he, he throws a childish temper

tantrum.) Add this information to your

Make Judgments Flow Chart.

Action Judgment









promises.

Felipe admires Ranita as a

princess, but throws a tantrum because

she loves Pepe.

Felipe remains a spoiled brat.


582



21 MAKE JUDGMENTS

Do you think Felipe deserves what

happens to him? (Answers may vary;

possible answer: The experience with

Ranita does not seem to have taught

Felipe anything. Even his father could

not teach him how to keep a promise

or be less selfish. We don’t see how

Ranita used to behave before she was

turned into a frog, but we do see how

Felipe behaves. If she needed to be

taught this lesson, then he certainly

does.) Add this information to your

Make Judgments Flow Chart.

Action Judgment









promises.

Felipe admires Ranita as a

princess, but throws a tantrum because

she loves Pepe.

Felipe remains a spoiled brat.

Vieja Sabia turns Felipe into a frog

because of his rudeness.

Felipe deserves the punishment.

Stage Performances

Explain Most plays are meant to be performed by actors in front of an

audience.

Discuss Have students consider how actors might perform Ranita, the

Frog Princess. What challenges might they face? Why? (Students may note

issues of portraying Ranita when she is a frog and of the transformations

from frog to human and vice versa.)

Apply Ask small groups to form production teams for a staged

performance of Ranita, the Frog Princess. Have them use prior knowledge

of live performances to write production notes to the director, giving

specific instructions for casting, set design, costumes, special effects, and

other performance details. Then have them share their notes with the

class and decide which approaches are the most effective.

582

The same clearing in the forest as in Scene 1

Felipe: (Kicks a stone) If they think I’m going to their ridiculous wedding . . . ha! May they have a dozen ugly tadpole children!

(Enter Vieja Sabia.)

Vieja Sabia: Agua! Water from the well, my son, before I die of thirst.

Felipe: (Snarling) I’m no water boy. I’m the Viceroy’s son! Get your own water, you old cucaracha!

Vieja Sabia: (With gentle concern) Cockroach? It’s very rude to speak to your elders that way. Has no one taught you manners?

Felipe: (Puzzled) No.

Vieja Sabia: (Smiling wickedly) Well (pointing fi nger at Felipe), that is my specialty.

(**POOF** Felipe the Frog hops onto the top of the well.)

Vieja Sabia: (to audience) And now you know how the Frog Prince ended up in that well.

583

21

22



22 PLOT

How is what happens to Felipe similar

to what happened to Ranita? How

is it different? (Just as with Ranita,

Vieja Sabia turns Felipe into a frog

because he refuses to get water for

her. It is different because he should

have learned from what happened to

Ranita.)

RETURN TO PREDICTIONS

AND PURPOSES

Review students’ predictions and

purposes. Did students predict what

the happy ending would be? (Ranita is

turned back into a princess and finds a

“prince of a husband.”)

REVIEW READING STRATEGIES

■ In what ways did making judgments

about the action and the characters

help you evaluate the play?

■ What questions do you still have

about the play? What strategies can

you use to answer them?

■ What strategies did you use when

you came to difficult words?

PERSONAL RESPONSE

Have students write their own humorous

play. They might also use the plot of a

fairy tale to teach a lesson. They should

ask questions to clarify and interpret

texts and performances and respond to

classmates’ questions. Invite students to

perform their plays without speaking, as

in pantomime.

During Small Group Instruction

If No Approaching Level Leveled Reader Lesson, p. 591P

If Yes On Level Options, pp. 591Q–591R

Beyond Level Options, pp. 591S–591T

Can students make judgments based on clues in the text?


Find out more about

Carmen Agra Deedy at

www.macmillanmh.com

Carmen Agra Deedy came to the United States from Cuba in 1960, after a revolution made it dangerous for her family to live there. Hoping for a more peaceful life, Carmen and her family settled in Georgia. Carmen has not forgotten her Cuban heritage. She combines it with the heritage of the southern United States when writing her stories.

Renato Alarcão was born, raised, and currently lives in Rio de Janeiro, Brazil. Among his many art projects was the creation of 13 murals around Paterson and Passaic, New Jersey, all done with a team of artists and local teens.

Other books by Carmen Agra Deedy

OOncnce e UUpopon a n a TTiimme . . .e . . .

Author’s PurposeWhy did Carmen Agra Deedy

write the play Ranita, the Frog

Princess? Was her purpose to

explain, inform, entertain, or

persuade? How do you know?

584

Respond Student page 584

Author and Illustrator

ONCE UPON A TIME . . .

Have students read the biographies of

the author and the illustrator.

DISCUSS

■ Why did Carmen Agra Deedy set her

fairy tale in Latin America?

■ How would the tale be different if it

were set in Norway or Africa?

■ How might Renato Alarcão’s

illustrations look as murals on

buildings?

WRITE ABOUT IT

Lead a discussion with students about

what promises mean to them. Have

them write a persuasive argument

explaining whether or not it is

important to keep promises, and why.

Students can fi nd more information

about Carmen Agra Deedy at

www.macmillanmh.com

Author’s Craft Text Features

■ A play has features, such as characters’ names followed by a

colon and stage directions in parentheses that tell actors how to

act, where to move, and how to say the lines. Bold type sets off

the play’s title, scenes, characters’ names, and acts.

■ Example: “Felipe: (Loud and demanding) Well? Have you found

my golden arrow yet?” (p. 569) The name tells us that Felipe is

speaking, and the words in parentheses tell us how to say the line.

■ Ask how stage directions help readers “hear and see” the story.

For example, “Pepe: (Groggy) Señor!” (p. 579) as well as text that

sets the scene: “Hunting lodge with Viceroy, his wife, noblemen and

women, all seated at long banquet table.” (p. 574)

Author’s PurposeHave students look in the play for clues

to Carmen Agra Deedy’s purpose for

writing. Most students will conclude

that Carmen Agra Deedy wrote

mostly to entertain and should cite

appropriate details, such as the plot

twists and fairy-tale setting.

584

http://www.macmillanmh.com


Comprehension Check

Summarize

Summarize Ranita, the Frog Princess. Tell what Ranita’s problem

was and how it was solved.

Think and Compare

1. What kind of person is the Viceroy? Look for clues about his

character and put them in your Make Judgments

Flow Chart. Use the clues to make a

judgment about the Viceroy’s character.

Evaluate: Make Judgments

2. Reread Scene 2 of Ranita, the Frog Princess on pages

574–575. How does the Viceroy’s wife feel about Felipe? How

do the servants feel? Analyze

3. How would you respond to the deal that Ranita offered

Felipe? Apply

4. Did Felipe deserve the punishment he received for being

selfi sh? Give reasons for your answer. Evaluate

5. Read “The Frog Prince” on pages 564–565. How is this

story like Ranita, the Frog Princess? How are

the stories different? Use details from both

selections in your answer. Reading/Writing

Across Texts

585

Respond Student page 585

Comprehension Check

SUMMARIZE

Have partners summarize Ranita,

the Frog Princess in their own words.

Remind students to use their Make

Judgments Flow Chart to help them

organize their summaries.

THINK AND COMPARE

Sample answers are given.

1. Make Judgments: The Viceroy

is fair and just. He makes his son

honor his promise to the frog and

treats Ranita with respect.

2. Analyze: The Viceroy’s wife thinks

Felipe is a dear boy who does only

good things. The servants think he

is a spoiled brat.

3. Text to Self: Answers may vary.

Students might say that they would

follow through on their promises to

Ranita because they feel sorry for

her and want to help.

4. Text to World: Answers will vary.

Students may say that Felipe deserved

his punishment because he acted

selfishly, treated Pepe and Ranita

badly, and broke his promises.

FOCUS QUESTION

5. Text to Text: In “The Frog Prince,”

the princess feels sorry for the frog

and kisses him only to find that he

is really a prince. Felipe never feels

sorry for Ranita. He makes Pepe kiss

Ranita and discovers she is a Mayan

princess. In “The Frog Prince,” the

princess and prince become friends.

In Ranita, the Frog Princess, the

princess marries the servant. USE

THINK AND SEARCH

Think and Search

Model the Think and Search strategy with question 5.

The answer is found in more than one place in the selections.

Question 5 Think Aloud:

In order to answer this question,

I need to review both selections and look for similarities and

differences. I know that both Ranita, the Frog Princess and “The

Frog Prince” have similar themes and have characters that

when kissed turn from frog to human. During their attempts to

become normal, they encounter difficulties. Both succeed, but in

different ways. Now I know how to compare the two.


Fluency/Comprehension

FluencyReaders’ Theater: Stress/Inflection

EXPLAIN/MODEL Have students work in groups of five. Assign

each a character’s role and have one student read the sentences in

parentheses. Explain that the words in capital letters mean what the

character is saying is important and should be read strongly.

PRACTICE/APPLY Have groups practice reading their dialogue

at least three times. Encourage students to read their lines with

expression appropriate for their characters and to use gestures and

body language to convey emotion. Give each group an opportunity

to read the script aloud to the class. Students will practice fluency

using Practice Book page 159 or the Fluency Solutions Audio CD.

Objectives• Read accurately and with

good prosody

• Practice fluency with Readers’

Theater

• Rate: 113–133 WCPM

Materials

• Fluency Transparency 22

• Fluency Solutions

• Leveled Practice Book, p. 159

Discuss/Mimic Discuss

what is happening in the

scene. Echo-read each

character’s lines with

students and discuss the

character’s feelings. Echo-

read the lines with students

a second time. This time,

have them mimic your

expressions and gestures.


If No Approaching Level Fluency, p. 591N



Can students read accurately and with good prosody?

As I read, I will pay attention to dialogue and characters’ roles.

[Dean Dragon’s kitchen. Matthew is struggling to light a 9 fire with a match under a cauldron of stew. Dean Dragon 20 steps up and lights it with his dragon breath. Priscilla uses 31 a large wooden spoon to stir the stew, while Matthew 41 starts chopping carrots.] 44 Princess Priscilla: (inhaling a spoonful of stew with a 53 look of pleasure) Mmm. That smells good already.

61 Matthew: Wait until it’s finished. It’s delicious.

68 Dean Dragon: (smiling) My vegetable stew is good, if

77 I do say so myself. It’s famous among dragons.

86 Princess Priscilla: I can see why. (She smiles at Dean, 96 then goes back to stirring the stew.) I’d just like to get my

109 hands on that Knight Never-Do-Well. He woke me up in

121 the middle of the night and told me that my family was in

134 danger. So of course I came. Then when we got here, he tied

147 me to the tree and told me not to worry, he’d be back to

161 rescue me soon. I’d like to take a can opener to that shiny

174 armor of his. 177

Comprehension Check

1. Do you think Knight Never-Do-Well is a reliable person? Make Judgments

2. Do these characters enjoy working together? Why? Make Inferences

Words Read – Number of Errors = Words

Correct Score

First Read – =

Second Read – =

No, because it sounds like he tricked Princess Priscilla.

Yes, the passage describes them working together while talking and smiling.




Fluency Transparency 22 from Ranita, the Frog Princess, page 577

Transparency 22

Viceroy: Basta! Enough! Who is this creature? Felipe: (Sneering) She’s the nasty little frog who rescued my golden arrow. Ranita: And in return he promised to let me eat from his plato, sleep in his cama, and give me a beso when the sun came up. Viceroy: Did you make this promise? Felipe: (Sullen) I don’t remember. Viceroy’s Wife: (Indignant) Even if he did—he is the Viceroy’s son! Viceroy: (Grave) Sí. And THE VICEROY’S SON KEEPS HIS PROMISES. Pepe! Set a place for our guest. Felipe: But, Father— Viceroy’s Wife: Ernesto! Viceroy: (Slams fist on table.) Silencio! Silence! (Ranita hops on table. Felipe is too stunned to speak. Viceroy’s wife is glaring.) Viceroy: Everyone—and I mean everyone—EAT!

585A

Objective• Analyze problem and

solution in a story

Fluency/Comprehension

ComprehensionMAINTAIN SKILLPROBLEM AND SOLUTION

EXPLAIN/MODEL

■ The problem in a story can be presented as a conflict the

character needs to face.

■ The solution involves the steps a character takes to try to solve

the problem. The solution can also be called the resolution.

■ Certain words or phrases in a story, such as so, as a result, or

consequently, can signal that a solution has been reached.

Ask students to discuss the problem and solution presented in “The

Frog Prince.” Encourage them to suggest alternate solutions.

PRACTICE/APPLY Invite students to perform a Readers’ Theater

with Ranita, the Frog Princess. Ask students to begin by discussing

the problem the author presents in the story.

Then have students form cooperative groups, each taking on a

character’s role. Ask them to role-play the parts of the play that may

support the solution. They should discuss the narrative conveying

the story grammar (character roles, plot, theme) and emphasizing

facial expressions, hand gestures, and body language. Have them

discuss the impact of setting on character.

For comprehension practice use Graphic Organizers on Teacher’s

Resource Book pages 40–64.

Problem and Solution

Introduce 19A–B

Practice /Apply

20–37; Leveled Practice, 2–3

Reteach / Review

43M–T, 223A–B, 224–243, 247M–T; Leveled Practice, 60–61

Assess Weekly Tests; Unit 1, 2 Tests; Benchmark Tests A, B

Maintain 37B, 585B

Ranita, the Frog Princess 585B

Have you and your friends ever put on a play? A group of children in Massachusetts did more than that. First, they found a director. Then they began performing classic and new plays. The group called itself the Puddlejump Players.

Children have been performing with the Puddlejump Players for more than ten years. The actors are 3 to 17 years of age. The director and many other staff members are adults.

Perry Kroll, one of the oldest child actors in the group, answered some questions about the Puddlejump Players.

by Liz Ray

Performing ArtsGenreNonfiction Articles provide

information about topics.

Text FeatureInterviews are accounts

of questions asked by one

person and answered by

another.

Content Vocabularydirector casting

roles rehearse

audition

586

Informational TextGENRE: NONFICTION ARTICLE

Have students read the bookmark

on Student Book page 586. Remind

students that a nonfiction article

■ presents information and facts;

■ may include photos and captions,

diagrams, charts, graphs, or tables;

■ usually begins with an introductory

paragraph that explains the main

idea or gives some background

information.

Text Feature: Interview

EXPLAIN/MODEL

Point out the parts of the interview on

pages 587–589. Tell students that this

interview is taking place between one

of the child actors of the Puddlejump

Players and Liz Ray.

■ The person asking the questions

is the interviewer. Her words are

marked with a Q.

■ The person answering questions

is the interviewee. His words are

marked with an A.

PRACTICE/APPLY

Have students identify one question by

the interviewer and the interviewee’s

answer. Discuss how important it is

for the interviewer to prepare the

questions ahead of time and to be sure

they are clear. (The questions must be

understood by the interviewee so the

interviewer can get the information she

needs.)

Content VocabularyReview the spelling and meaning of each content vocabulary word

listed for “Presenting the Puddlejump Players.”

■ The director manages the performers and staff in a play. What do you

think would be the hardest part of being a director of a school play?

■ Roles are the parts that people play. What roles could you play?

■ To audition is to try out. What do people do when they audition for

a part?

■ Casting is the act of choosing different people for the roles in a

play. How is casting different from starring?

■ To rehearse means to prepare or practice for a play. How many

hours do you think it takes to rehearse a play?

Paired Selection Student page 586

1

586

Reading an Interview

An interview is made up of questions and

answers. The letter Q stands for the question,

and the letter A stands for the answer. Each

Q paragraph may have a question mark at the

end, but it also may not.

Q: How many plays are performed a year?

A: One play per year, in the spring.

Performing Arts

Q: Do children have to try out for roles in the Puddlejump Players?

A: The children do audition for the roles that interest them. They often give the director a list of parts they’d like, and then try out for one or two of them.

During the auditions, stand-ins are sometimes required. These are actors who read the lines for the other characters in the scenes that have been selected. It’s not uncommon for a stand-in to do so well that they end up with that part!

Q: Who makes the casting decisions?

A: A few older members can have a little influence, but it is really the director’s decision. I am always surprised by the way she can predict someone’s skill at a role they didn’t audition for.

587


Informational TextRead “Presenting

the Puddlejump Players”

As you read, remind students to apply

what they have learned about an

interview. Also have them identify clues

to the meaning of the highlighted

words within the selection.

1 TEXT FEATURE: INTERVIEW

Whose words are recorded in the lines

marked with an A? (Perry Kroll, an

actor in the group) Whose words are

recorded in the lines marked with a Q?

(Liz Ray, the interviewer)

Act Out To help students understand the content vocabulary,

hold a short casting session for the roles of Ranita and Felipe in Ranita,

the Frog Princess. Hold a quick audition by having students read the first

few lines of dialogue from page 572. Have the class cast the characters.

Discuss who in the class would make a good director and why.


Q: How long does the company rehearse before performing a play?

A: Rehearsals usually start in January. The auditions begin in November or December. The show is in May.

Q: Do children do any behind-the-scenes work, such as making sets?

A: Absolutely! There is a core group who helps Sheila [the director]. Sheila usually designs the sets herself—though during the last show a few members of the cast painted some pieces. Then she stays up nearly around the clock putting them up with help from the older members.

Q: Who makes the costumesand props?

A: In general, cast members find or create their own costumes, make-up, and props. Sheila makes some of the more complicated ones herself.

588


Informational Text

2 CONTENT VOCABULARY

How does the interviewer use the word

rehearse in her question? What clues

help you? (She uses rehearse as another

meaning for practice. The words

“before performing a play” are clues.)

3 TEXT FEATURE: INTERVIEW

Why do you think the article ends with

an answer and not a question? (If the

article had ended with a question,

the reader would wonder why the

interviewee did not answer it.)

4 EVALUATE

Why do you think the author chose

to interview the Puddlejump Players?

(Answers may vary. Students might

say the Puddlejump Players have been

performing for more than ten years,

so they can provide solid information

about performing in a children’s

theater company.)

An interview is an account of the questions asked by one person and the answers given by another.

Read the following interview and then answer the questions.

As a reporter for the local newspaper, I recently met with Harry Buck.

This ten-year-old is performing in a play put on by our local community

theater. Here’s part of the interview.

Q: What’s the name of the play you are performing in?

A: It’s called Columbus Sails for the New World.

Q: What part are you playing?

A: I’m playing Christopher Columbus.

Q: Did you have to audition for the role? If so, how many people

tried out for it?

A: Yes, I had to audition. I think 4 or 5 of us tried out for the role.

Q: Can anyone try out for a play at the community theater?

A: Yes. We’ve put on plays with kids as young as 5 and adults as old as 70.

Q: How often do you rehearse?

A: For this play, we practice three nights a week and on the weekends.

1. Who is being interviewed?

2. What role is Harry playing?

3. What does the Q stand for?

4. What does the A stand for?

Harry Buck, a ten-year-old who

is acting in a community theater performance.

Harry is playing the role of

Christopher Columbus.

question

answer




2

588

Connect and Compare1. In this interview, how can you tell when a question is being

asked? How do you know when you are reading an answer?

Reading an Interview

2. Do you think that adults should help in a children’s theater company

like the Puddlejump Players? Explain your answer. Evaluate

3. If the Puddlejump Players were putting on Ranita, the Frog

Princess, what might the actor playing Ranita use for a costume

and make-up? What about the actor playing Vieja Sabia?

Reading/Writing Across Texts

Q: Do children play music for the performances?

A: The music is usually played live by a few parents with musical experience. In the past a few excellent musicians from the cast have helped as well.

When the curtain rises and the actors step on stage, all the hard work pays off. Once again, the children get to put on a play and an audience experiences a wonderful performance.

Performing Arts Activity

Research a play that a children’s theater group could put

on. Act out a scene from the play with some friends.

Find out more about the performing arts at www.macmillanmh.com

589

Children’s Theater

There are many children’s theater groups all around the country.

Children also act in “traditional” theater groups. Have your students

use library and Internet resources to find children’s theater groups

or traditional theater groups in your community or state.

Students should try to find out how the theater group handles its

auditions, how many plays it puts on each year, who makes the

casting decisions, and who is involved in making the set designs.

Finally, encourage students to find out the name of a play that was

recently put on by the theater group and get a copy of the script to

read. Invite students to perform part of the script and respond to

the questions of classmates.


Informational TextConnect and Compare

SUGGESTED ANSWERS

1. You can tell when a question is

being asked because it starts with a

Q:. Answers start with an A:. READING

AN INTERVIEW

2. Answers may vary. Students should

support their opinions with accurate

facts about how adults help with the

Puddlejump Players. EVALUATE

3. FOCUS QUESTION The actor

playing Ranita might wear green

clothes or a frog suit and the actor

playing Vieja Sabia might wear

makeup and clothing to make her

look like an old woman. READING/

WRITING ACROSS TEXTS

3

4

Internet Research and Inquiry Activity

Students can fi nd more facts about plays

at www.macmillanmh.com

Performing Arts ActivityEncourage students to find a play

that has roles and dialogue to

perform for their age group. Help

students decide which costumes,

scenery, and props to use. They

should ask questions to clarify and

interpret the text and prepare to

perform the play.




School Spring Funfest!

Write a Descriptive

Poster

School Spring Funfest!

by Jenny G.

Enjoy yourself at the

Annual All-School Spring Funfest

on April 10 from 12-6 p.m.

The Spring Funfest is a festival for

everyone. Kids can have their faces painted

like birds or lions or bears. You can eat

spicy tamales, crunchy eggrolls, and hot dogs

that are a foot long. Grades 3 and 4 will put

on a play called The Frog Princess in the gym,

and all the teachers will dress up in

elegant, old-fashioned costumes.

For sports fans, there

will be an exciting soccer

game outside between

parents and 6th graders.

Everyone will have a

great time. Mark your calendars!

I used colorful adjectives.

I wanted to vary my word choices on my poster.

Writer’s CraftWord ChoiceGood word choice brings writing to life. Precise adjectives help readers picture the person, place, or thing being described.

590

Features of a Descriptive Poster

In a descriptive poster, the writer tells about an event or an activity.

The poster gives true information and also describes what the

events or activity will be like. It tries to persuade people to go to

the event or activity.

■ A descriptive poster uses colorful, precise words to describe an

event or activity.

■ A descriptive poster includes details that appeal to the senses,

and uses an enthusiastic tone to persuade readers.

■ A descriptive poster may include illustrations.

■ A descriptive poster accurately states facts such as names, dates,

and places.

WritingWord Choice

READ THE STUDENT MODEL

Read the bookmark. Explain that

writers must make good word choices

to help readers understand their ideas

and descriptions.

Have students turn to page 569.

Identify and discuss the writer’s word

choice, focusing on precise adjectives

in the stage directions.

Then have the class read Jenny G.’s

poster and the callouts. Tell students

that they will write a descriptive poster

announcing a school event. They will

also learn how to make word choices

that use precise adjectives effectively.

WRITING• Descriptive Writing

• Writer’s Craft: Word Choice

WORD STUDY• Words in Context

• Thesaurus: Antonyms

• Phonics: Words with V/CV and VC/V Patterns

• Vocabulary Building

SPELLING• Words with V/CV and VC/V

Patterns

GRAMMAR• Articles

SMALL GROUP OPTIONS

• Differentiated Instruction, pp. 591M–591V

590

Transparency 85

Writing Transparency 85

Writer’s Checklist Ideas and Content: Did I clearly state the purpose

of the event? Did I explain what will happen?

Organization: Did I start with a catchy title? Did I

include the date, time, and place of the event?

Voice: Will my readers feel my enthusiasm?

Word Choice: Did I strengthen my word choices?

Did I use precise adjectives?

Sentence Fluency: Does my writing flow smoothly?

Conventions: Did I use the articles a and an

correctly? Did I check my spelling?

Descriptive Writing

Your TurnMake a poster that announces a school event. It

may be a real event at your school or an imaginary one.

Begin with a catchy title. Explain what the event is

and then describe it in a paragraph. Use precise

adjectives that will get your readers’ attention

and make them want to attend. Include

details about the date, time, and place of

the event. Use the Writer’s Checklist to

check your writing.

591

PREWRITE

Read and discuss the writing prompt

on page 591. Explain that a descriptive

poster describes an event, informs

people about it, and persuades them

to come to it. Students can work

independently or in pairs to brainstorm

events for their posters. Ask them to

choose events they think would most

interest readers. Display Transparency

85 and discuss how Jenny used a flow

chart to plan a poster that had all the

important information about the event.

Have students use a flow chart to plan

their own posters.

DRAFT

Display Transparency 86. Discuss how

Jenny used her flow chart to organize

and write a draft of her poster. Talk

about how she could improve the

draft. Before students write, present

the lesson on Word Choice on page

591A and the minilesson on Tone on

page 591B. Have students use their

flow charts to write their posters.

Remind them to choose precise

adjectives and keep their tone the

same throughout their draft.

REVISE

Present the minilesson on Voice on

page 591B. Then display Transparency

87 and discuss Jenny’s revisions.

Point out that she added precise,

colorful details and improved her tone.

Students can revise their drafts or place

them in writing portfolios to work on

later. If students choose to revise, have

partners use the Writer’s Checklist

on page 591. Then ask students to

proofread. For Publishing Options,

see 591A. For lessons in Grammar

and Spelling, see page 591B and 5

Day Spelling and Grammar on pages

591G–591J.

Transparency 85: Flow Chart

Transparency 86: Draft

Transparency 87: Revision

Writing Student pages 590–591

Flow Chart

Purpose: To tell about the Funfest

Title: School Spring Funfest!

Date: April 10th

Time: 12–6 PM

Place: at school

Things to do:

face painting

eat good food

enjoy a play

see great costumes

watch soccer



SPEAKING STRATEGIES

■ Emphasize adjectives and

other descriptive words.

■ State facts such as names

and dates loudly and clearly.

■ Hold up your poster and

point to information in

the visuals or graphics.

■ Use your voice and the

expression on your face to

show enthusiasm about

the event.

LISTENING STRATEGIES

■ Look at the speaker.

■ Listen carefully to identify

the message of the oral

and visual presentation.

■ Find the information on

the poster as the speaker

states it.

■ Try to picture the event or

activity so you can decide

if it interests you.

Word ChoiceEXPLAIN/MODEL

Good writers create pictures in readers’ minds with their words. They

choose strong and precise words that can help readers see, hear,

taste, touch, and smell what they are describing. They also vary their

descriptive words so that the writing stays interesting. Have students

reread Jenny’s poster on page 590. Point out the colorful, precise

adjectives Jenny uses to describe the food at the festival. Discuss

how these words create clear and vivid pictures for readers. Display

Transparency 88.

Think Aloud The first example uses precise and colorful adjectives

such as thrilling and fearless to tell about Dorothy and her dog.

These words help me picture both the adventure and Dorothy’s

dog Toto. The second example is less interesting. I cannot picture

what Toto is like, and I don’t learn very much about Dorothy’s

journey to Oz.


Transparency 88

Word Choice

Strong: Dorothy had a thrilling adventure. She and her

fearless dog Toto solved many problems to get home

from Oz.

Weak: Dorothy went to Oz. She and her dog Toto solved a

lot of problems.

The wise scarecrow used his brain to help Dorothy

solve some problems.

The lion also helped.

The warm-hearted Tin Man taught Dorothy that she

should trust people.

The wizard was nice.

(1. strong; 2. weak; 3. strong; 4. weak)

Writing Transp

arency 88

PRACTICE/APPLY

Work with students to read the sentence choices. Invite volunteers

to tell which choices include strong and precise words that help

readers picture the events. Ask students how they identified the

strong choices and why these sentences create stronger description.

Then have students identify and discuss strong word choices in

another descriptive poster or article they have read.

Tell students that as they draft, they should try to choose words that

help readers picture the events and activities described.

Publishing OptionsStudents can present their posters orally to the class. See the Speaking and Listening tips below. They can also use their best cursive to write their posters. (See Teacher’s Resource Book pages 168–173 for cursive models and practice.) Then invite students to illustrate their posters with drawings, photos, or computer images and display them in a classroom exhibit.

4- and 6-Point Scoring Rubrics

Use the rubrics on pages 661G–661H to score published writing.

Writing Process

For a complete lesson, see Unit Writing on pages 661A–661H.

Writer’s CraftWriting

591A

Technology

Writing

Writer’s Toolbox

Articles

Explain/Model An article is a type of adjective.

Articles such as a, an, and the come before a noun

and describe it. The article the, as in the Spring

Funfest, introduces a particular person, place, or

thing. The articles a and an, as in a festival or an

exciting soccer game, refer to any person, place,

or thing. The can be used to introduce singular

or plural nouns, but a and an can only be used to

introduce singular nouns.

Practice/Apply Work with students to find

articles and the nouns they introduce in Jenny’s

poster on page 590. Point out that an adjective

may appear between the article and the noun. Ask

students to pay attention to using articles correctly

in their writing. For a complete lesson on articles,

see pages 591I–591J.

Writing Trait: Voice

Explain/Model Voice in a piece of writing shows

the writer’s feelings. Good writers create a voice

by choosing lively and colorful words that invite

readers to feel excitement. In a descriptive poster,

the writer’s voice should show enthusiasm for the

event or activity.

Practice/Apply Have students reread Jenny’s

poster on page 590. Work with them to identify

words that contribute to Jenny’s voice. Discuss

how lively and colorful words show Jenny’s

excitement about the festival. As students revise

their posters, ask them to focus on adding words

that show their enthusiasm.

Tone

Explain/Model Explain that tone is the mood

of a piece of writing. For example, a poster can

be exciting, funny, or serious. Writers create tone

with word choice and details. Good writers work

to create the best tone, and try to keep the tone

consistent throughout their writing.

Practice/Apply With students, reread Jenny’s

poster. Invite students to describe the poster’s tone.

Discuss how details such as birds or lions or bears

and famous people from history work together to

create a tone of excitement about the activities at

the festival.

Spelling Words with the V/CV and VC/V Patterns

Ask students to find the words tamales and parents

in the student model on page 590. Point out the

V/CV (vowel-syllable break-consonant-vowel)

pattern in tamales and the VC/V (vowel-consonant-

syllable break-vowel) pattern in parents. Explain

that knowing these patterns can help students

break words into their syllables and pronounce

them correctly. Ask students to pay attention

when they spell words with the V/CV and VC/V

patterns. Remind them that they can use a print or

online dictionary to check spelling in their drafts.

For a complete lesson on spelling words with the

V/CV and VC/V patterns, see pages 591G–591H.

Students can add colorful effects to the titles of their

posters by selecting the title, clicking on the Word Art

button on the Drawing tool bar, and clicking on a style.

Ranita, the Frog Princess 591B

Word Study

Word Study

Review

VocabularyWords in Context

EXPLAIN/MODEL

Review the meanings of the vocabulary words. Display Transparency

43. Model how to use word meanings and context clues to fill in the

first missing word with students.

Think Aloud

In the first sentence, I learn that crew members were

acting a certain way in the dark. I know that it is hard to see in

the dark, so they were probably moving awkwardly. Bumbling

means “moving unsteadily.” I think the missing word is bumbling.

When I try bumbling in the sentence, it makes sense.

PRACTICE/APPLY

Help students complete item 2. Then have students use context

clues to write missing words for items 3–7 on a separate sheet of

paper. Students can exchange papers, check their answers, and

explain the context clues they used to figure out the missing words.

Antonym Scales Remind students that related words have

shades of meaning. Model how to create an antonym scale using

gradable antonyms like fast/slow. Using a thesaurus or dictionary,

have student pairs create antonym scales for the vocabulary words

exasperated and famished.

Objectives• Apply knowledge of word

meanings and context clues

• Use antonyms as a way to

figure out the meaning of

unfamiliar words

Materials

• Vocabulary Transparencies

43 and 44

• Leveled Practice Books, p. 161

Personalize Dramatize

acting famished. Write:

When I am famished, I like to

eat . Have students

complete the sentences

and share them in groups.

cranky (p. 568) mean or

bad-tempered

bumbling (p. 569) moving

unsteadily

selfish (p. 573) thinking

only of oneself

exasperated (p. 574)

annoyed greatly; made

angry

famished (p. 574) very

hungry

commotion (p. 575) noisy

confusion; disorder

specialty (p. 583) a special

thing that a person knows

a great deal about

Transparency 43

famished commotion specialty selfish bumbling exasperated cranky

1. The crew members were bumbling for the props backstage in the dark.

2. Staying up late for play practice made him cranky .

3. She was great at playing a princess; it was her specialty .

4. It’s hard for a selfish person to share the stage with others.

5. The director looked exasperated when the actress did not know her lines.

6. We ate lunch so we would not be famished at the end of our performance.

7. The actors could barely hear the director because of the commotion from the scenery crew.

Vocabulary Transparency 43

591C

Words that have opposite meanings are called antonyms. A word can have more than one antonym.

Word Antonymsglad sad, unhappyangry calm, pleased

Draw lines to match each word in Column 1 with an antonym from Column 2.

Column 1 Column 2

1. selfi sh a. full

2. hungry b. calm

3. noisy c. slow

4. speedy d. unselfi sh

5. excited e. quiet

In the blank, write an antonym for each underlined word.

6. My dad was happy when he saw my report card.

7. The fabric of the cushion felt very smooth .

8. The light in the room was dim .

9. Thalia made a fruit salad with cherries that were so sweet

.

10. I looked out the window and saw sunny weather.

annoyed

rough

bright

sour

cloudy

Possible responses provided.




Word Study

STRATEGYTHESAURUS: ANTONYMS

EXPLAIN/MODEL

Review that antonyms are words that have opposite meanings.

Students can use a thesaurus to look for antonyms. Readers can

sometimes use antonyms as context clues to help them understand

unfamiliar words. Read the first sentence on Transparency 44 and

model how to figure out the meaning of the underlined word using

antonyms. Have students use antonyms to figure out the meanings

of the underlined words in items 2–6.

PRACTICE/APPLY

List the following words from Ranita, the Frog Princess. Have students

identify at least one antonym for each. Encourage students to use a

dictionary or thesaurus if needed.

fool servant wise (sabia)


If No Approaching Level Vocabulary, pp. 591N–591O



Can students use context clues to find the meaning of an

unfamiliar word? Can students use a thesaurus to find

antonyms and figure out the meaning of an unfamiliar word?

Give Examples Check

that students understand

the meanings of the words

used on the transparency,

such as cheerful, respect,

mistreatment, ridiculous,

sensible, grand, foolish, and

hideous. Give examples to

help explain the words.Transparency 44

Antonyms1. Dina was cranky when she woke up in the morning, but by

the time she got dressed, she was cheerful. (not cheerful)

2. Pepe wanted kindness and respect from his master, but he got only mistreatment from Felipe. (not kindness and respect)

3. Felipe thought the frog was ridiculous and not at all sensible. (not sensible)

4. Felipe couldn’t believe that the hideous frog changed into a beautiful princess. (not beautiful)

5. Unlike the vieja sabia’s modest house, the viceroy and his family lived in a grand mansion with expensive furniture. (not grand or having expensive furniture)

6. Ranita and Pepe are very cunning characters, not at all foolish in the story. (not foolish)

Vocabulary Strategy Transparency 44

Ranita, the Frog Princess 591D

An open syllable ends with a long vowel sound. Open first syllables have the V/CV pattern.

A closed syllable ends with a consonant. The vowel sound is short. Closed first syllables may have the VC/V pattern.

Read the words below. Listen for the vowel sound in the first syllable and draw a slash to show where to divide each word. If you have doubts, look up the word in a dictionary. Then, on the line, write whether the first syllable is open or closed.

1. h a b i t

2. n e v e r

3. w i p e r

4. t a l e n t

5. r o b i n

6. m e t e r

7. c i d e r

8. l e v e l

9. p r o m i s e

10. f a m o u s

11. l i m i t

12. f i n i s h

closed

closed

open

closed

closed

open

open

closed

closed

openmm

m m

v v

dd

tt

b b

p p

b b

closed

closed




PhonicsDecode Words with V/CV and VC/V Patterns

EXPLAIN/MODEL A number of words have the VCV pattern; that is,

one consonant sits between two vowels. Many of these words have

long vowel sounds, but some have short vowels. In words with long

vowels, the syllables are divided after the vowel. In words with short

vowels, the syllables are divided after the consonant. Write radar on

the board.

Think Aloud I see that this word has the VCV pattern. The first

vowel may be either short or long. Let me try pronouncing the

word. Is it /rad är/ or /rā där/? I recognize the second word. So

the syllables are ra-dar.

PRACTICE/APPLY Write limit, cabin, wiper, talent, basin, river, piping,

rotor, placid, and linen. Have students read the words, trying both

short and long vowel sounds, and deciding which is correct.

Decode Multisyllabic Words Guide students to use their

knowledge of phonics patterns and word parts to decode long

words. Write final and finish. Help students to decode the words. For

more practice, use the decodable passages on Teacher’s Resource

Book page 26.

The Spelling Game Draw a follow-the-path game board, leaving

the spaces blank except for several with specific directions (such

as Go Back 3 Spaces, Lose a Turn, Skip Ahead 2 Spaces). Add playing

pieces and a spinner. Write the Spelling Words on note cards.

The player with the highest spin starts. The second player draws

a word card and reads the word aloud. The first player must spell

the word correctly and identify where the first syllable ends. If

correct, the player then spins and moves that number of spaces.

If incorrect, he or she cannot move. The winner is the first one to

complete the path.

Objectives• Decode words with V/CV and

VC/V patterns

• Identify Spanish words used

in English

Materials

• Leveled Practice Books, p. 162

• Teacher’s Resource Book, p. 26

Model Model how to

pronounce words with

VCV patterns. Point out the

vowels and consonants

and make sure students

understand the difference.

Explain your thinking as

you decide which syllable

is accented and how to

pronounce the word.

Word Study

Word Study


If No Approaching Level Phonics, p. 591M



Can students decode words with V/CV and VC/V patterns?

591E

Oral Language

Expand Vocabulary Have students

write PUTTING ON A PLAY in the

center of a word web. Using

the selection, print or

electronic dictionaries,

thesauruses, encyclopedias,

or newspapers, have them

brainstorm words that relate to

putting on a play.

Apply Vocabulary

Write a Review Direct students to write a

review of a performance of a play. This can be

an imaginary play or a real play,

and the review can be funny or

serious. Students should use at

least three vocabulary words in

their reviews. Have students

exchange reviews with a

classmate when they are done.

Vocabulary Building

Spanish Words Explain that many words that we use

come from Spanish words. Point out some Spanish

words in Ranita, the Frog Princess that may be familiar

to students, such as tortilla, señor, beso, sí, or agua. Ask

students if they know any other Spanish words that

are commonly used in English sentences. Have them

use a dictionary to check word origins and meaning.

Spiral Review

Synonym Game Divide the class into two groups.

The first team will be the callers, and the second

team will be the answerers. The callers will read

words from previous weeks’ Vocabulary Cards.

The answerers will answer with a synonym. More

than one person on the answering team can give

a synonym; the team gets one point for each

correct synonym. After half of the cards have been

used, the teams switch positions. At the end of

play, the team with the most points wins.

Vocabulary PuzzleMaker For additional vocabulary

and spelling games, go to

www.macmillanmh.com

fade

selecting positive

massive

peculiar

brittlecurrent

advanced

Word Study

Vocabulary Building

director

PUTTING ON A PLAY

costumes

rehearsalopening night

set

actors

props

Ranita, the Frog Princess 591F


Pretest Word Sorts

Spelling Practice Book, pages 135–136

radar pity razor diver levelcabin limit wiper finish spokenhabit cider easel river promisenever stolen talent bison famous

Pattern Power!

Write the spelling words with the following vowel sounds in thefirst syllable.

Long a1.

2.

3.

Short a4.

5.

6.

Long e7.

Short e8.

9.

Long i10.

11.

12.

13.

Short i14.

15.

16.

17.

Long o18.

19.

Short o20.

radarrazor

famous

talentcabinhabit

easel

levelnever

wiperdiverbisoncider

riverlimitpity

finish

stolenspoken

promise

Spelling Practice Book, page 137

Spelling

5 Day Spelling

Dictation Sentences 1. We went on a wild river ride.

2. I advanced to the next level.

3. Jim has never tasted a kiwi.

4. Caroline has such artistic talent.

5. Planes use radar to navigate.

6. There was a four-ticket limit.

7. Sandy takes classes to become a scuba diver.

8. She will finish in two weeks.

9. Her dream is to become famous.

10. We had spoken about it before.

11. The log cabin was in the woods.

12. My car had one windshield wiper.

13. Smiling is a good habit.

14. Buffaloes are also known as bison.

15. Have you tried hot apple cider?

16. The stolen paintings were returned to the museum.

17. She made a promise and kept it.

18. My dad used a razor today.

19. We took pity on the puppy.

20. Her painting hung on the easel.

Review/Challenge Words 1. Chew carefully before you swallow.

2. We built sandcastles with plastic pails and shovels.

3. My stomach rumbles when I’m hungry.

4. I watched it in sequence.

5. His shirt was a vivid blue.

The word in bold is from the main selection.

Words with V/CV and VC/V Patterns

ASSESS PRIOR KNOWLEDGE

Using the Dictation Sentences, say

the underlined words. Read the

sentences and repeat the words.

Have students write the words on

Spelling Practice Book page 135.

For a modified list, use the first 12

Spelling Words and the three Review

Words. For a more challenging list,

use Spelling Words 3–20 and the

two Challenge Words. Have students

correct their own tests.

Have students cut apart the Spelling

Word Cards BLM on Teacher’s

Resource Book page 87 and figure

out a way to sort them. Have them

save the cards for use throughout

the week.

Use Spelling Practice Book page 136

for more practice with this week’s

Spelling Words.

For Leveled Word Lists, go to

www.macmillanmh.com

TEACHER AND STUDENT SORTS

■ Review the Spelling Words,

pointing out the long and short

vowel sounds in the first syllables.

■ Use the cards on the Spelling

Word Cards BLM. Attach the

key words radar and cabin to a

bulletin board. Model how to

sort the words according to how

they are divided into syllables.

Have students take turns sorting

cards and explaining their sorts.

When students have finished the

sort, ask them to compare the

pronunciation and syllabication of

river and diver.

■ Then invite students to do an

open sort in which they sort all the

Spelling Words any way they wish;

for example, by initial vowels, or by

parts of speech. Discuss students’

various methods of sorting.

river finish cider

level famous stolen

never spoken promise

talent cabin razor

radar wiper pity

limit habit easel

diver bison

Review swallow, plastic, rumbles

Challenge sequence, vivid

591G


Review and Proofread

Spelling

Word Meanings

SYNONYMS

Write the following list of words

on the board. Have students copy

the words into their word study

notebooks, and write the Spelling

Word that is a synonym for each.

1. end (finish)

2. said (spoken)

3. skill (talent)

4. taken (stolen)

5. buffalo (bison)

Challenge students to identify

synonyms for five other Spelling

Words, Challenge Words, or

Review Words.

Then have students write a

sentence for each Spelling Word,

leaving a blank where the word

should go. Students can exchange

papers and fill in the missing

words.

SPIRAL REVIEW

Review words with VCCV patterns.

Write swallow, plastic, and rumbles on

the board. Have students identify the

patterns by writing VCCV under the

correct letters in each word.

PROOFREAD AND WRITE

Write these sentences on the

board. Have students proofread,

circle incorrect spellings, and write

the word correctly.

1. On the easle was a painting of

some bisson. (easel, bison)

2. It didn’t take us long to finnish

that gallon of cieder. (finish,

cider)

3. We stayed in the cabbin near

the rivver. (cabin, river)

4. Maleka had so much tallent,

it was a surprise she was

not already fameous. (talent,

famous)

POSTTEST

Use the Dictation Sentences on

page 591G for the Posttest.

If students have difficulty with any

words in the lesson, have students

place them on a list called Spelling

Words I Want to Remember in a

word study notebook.

Challenge student partners to

look for words that have the same

patterns they studied this week.

radar pity razor diver levelcabin limit wiper finish spokenhabit cider easel river promisenever stolen talent bison famous

What’s the Word?

Complete each sentence with a spelling word.

1. That actor has a lot of .

2. I to learn my lines by Monday.

3. The for the theater’s seating is 200 people.

4. Try not to develop the bad of nail biting.

5. He put the drawing of his ideas for the scenery up on the .

6. It is a that the actor got sick on opening night.

7. We should the scene and then take a break.

8. This play takes place in a small log in the mountains.

9. I am late for the drama club meeting.

10. Would you like to be a actress some day?

Define It!

Write the spelling words that have the same meaning as the words orphrases below.

11. Buffalo

12. Even with something

13. Type of apple juice

14. Taken without permission

15. Sharp tool for shaving

16. System for fi nding airplanes

talentpromise

limithabit

easel

pityfinish

cabinnever

famous

bisonlevel

ciderstolen

razorradar


There are six spelling mistakes in this letter. Circle the misspelled words. Write the words correctly on the lines below.

Dear Ms. Fisher,

I am writing because I think you are the best actress in the world! You

have so much tallant. I want to be an actress, too. I am in the school play.

I hope that someday I can be as fameus as you are.

My mom and I just saw your new movie. It was terrifi c. I especially

loved the scene when you jumped into the rivvere. I could not believe that

you were able to catch the man who was riding away in the stollan boat. I

have nevar seen anything like it.

I have to go fi nnish my homework now. Thanks for making great

movies! If you want to come see my play, it’s this Saturday.

Regards,

Tamika Green

1. 3. 5.

2. 4. 6.

Writing Activity

Imagine that you are writing a play about something being stolen. Write a short scene for two of the characters. Use at least four spelling words in your scene.

talentfamous

riverstolen

neverfinish


Look at the words in each set below. One word in each set is spelled correctly. Use a pencil to fill in the circle next to the correctword. Before you begin, look at the sample set of words. SampleA has been done for you. Do Sample B by yourself. When you are sure you know what to do, you may go on with the rest of the page.

Sample A: Sample B:

� pielot � lemun� pilot � limon� pilott � lemon� pilut limen

1. � raydar� radar� rador� raidar

2. � cabin� caben� cabbin cabben

3. � habet� habitt� habit� habette

4. � nevor� nevur� never nevir

5. � pitty� pity� pittie� pitie

6. � limet� limnit� limot limit

7. � cider� sider� syder� cyder

8. � stoalen� stolun� stolin stolen

9. � razor� raser� rasor� razer

10. � wiper� wipper� wipur wipor

11. � easel� eesall� easil� esel

12. � talint� tallint� tallent talent

13. � diever� divur� divir� diver

14. � fi nesh� fi nish� fi niche fi nnesh

15. � rivur� river� rivir� rivor

16. � bisen� byson� bysen bison

17. � levul� levill� level� levall

18. � spokken� spokin� spoken spoaken

19. � promiss� promise� pramise� promisce

20. � famuss� fameus� famous faimous

��

��

��

��

��

��

��

��

��

��

��


Assess and Reteach

Ranita, the Frog Princess 591H

Grammar

5 Day Grammar

Daily Language ActivitiesUse these activities to introduce each day’s lesson. Write the day’s activity on the board or use Transparency 22.

DAY 1Its almost time to practice the african play. The mens’ parts are exciting. (1: It’s; 2: African; 3: men’s)

DAY 2I need to study lines in first act. I play most famous nigerian ruler in history. (1: the first; 2: the most; 3: Nigerian)

DAY 3A actor has to be smart. You need to know how to say a important line in exactly a right way. (1: An actor; 2: an important; 3: the right)

DAY 4Mine Sister has tallent but she has a easy part. Why did they give a easiest part to her. Im glad I have the part I have. (1: My sister; 2: talent; 3: an easy; 4: the easiest; 5: her?; 6: I’m)

DAY 5Tonight is a first night we put on the play. An large audience just makes me a actor better. (1: the first; 2: A large; 3: better actor.)

• The words a, an, and the are special adjectives called articles.• Use a and an with singular nouns. • Use a if the next word starts with a consonant sound.• Use an if the next word starts with a vowel sound.

Complete each sentence by writing the correct article, a or an.

1. Félipé was spoiled child.

2. He was upset because he had lost arrow.

3. The arrow had landed in well.

4. Ranita the frog had been put under spell.

5. Félipé tried to think of excuse not to keep his promise.

6. He had promised to give Ranita kiss.

7. He was hoping it was all bad dream.

8. wise woman had cast the spell on Ranita.

9. Ranita didn’t think brat like Félipé would make a good husband.

10. Pepé’s kiss changed her from ugly frog to a beautiful princess.

11. Both Félipé and Ranita refused to get glass of water for Vieja Sabia.

12. The viceroy believed that even important person had to keep his promises.

13. viceroy has many things to be concerned about.

14. Ranita wore old hat that belonged to her grandmother.

a

ana

aan

aA

a

an

a

an

a

anA

Grammar Practice Book, page 135

• Use the with singular nouns that name a particular person, place, or thing.

• Use the before all plural nouns.

Read each sentence. Put one line under each article. Put two lines under the noun that each article points out.

1. The arrow was golden.

2. Félipé thought Ranita was only a frog.

3. Everyone must keep promises, even the children of kings.

4. Pepé feared it would be a long night.

5. Ranita thought Pepé would be the best husband.

6. Félipé ordered Pepé to kiss the frog.

7. Ranita was an unexpected guest.

8. The servants didn’t like Félipé much.

9. Vieja Sabia taught both children a lesson in manners.

10. The viceroy argued with his wife.

11. Ranita was actually a Mayan princess.

12. Félipé refused to go to the wedding of Ranita and Pepé.

13. The frog was hopeful for a change.

14. Pepé wore a long cloak.

15. The townspeople did not know the frog.

16. One guest had an overnight bag.


See Grammar Transparency 106 for modeling and guided practice.


Identify Patterns Help

students discover the rules

for using a and an. Write

the words in two columns.

Brainstorm nouns and

write the words under the

corresponding columns.

Afterwards, help students

generate the rules.

Differentiating when to use

a/an or the is very difficult for

students and best acquired

over time through reading

and writing activities.

ArticlesIntroduce the Concept

INTRODUCE ARTICLES

Present the following:

■ An article is a type of adjective.

■ The following words are articles:

a, an, and the.

■ An article comes before the noun

it describes.

■ An article signals that a noun is to

follow. Other words may appear

after the article and before the

noun it introduces: I saw a tree. It

was an apple tree.

REVIEW ARTICLES

Discuss with students how to

recognize articles. Ask them where

articles are found in a sentence. Ask

them what an article signals.

INTRODUCE USE OF A, AN, AND THE

A and the have different uses.

Present the following:

■ The article the introduces a

particular person, place, or thing:

The apple you gave me was good.

■ The articles a and an refer to any

person, place, or thing: An apple

is a healthy snack.

■ The can be used to refer to both

singular and plural nouns, but a

and an can only refer to singular

nouns.

Teach the Concept

591I

Review and Proofread




Grammar

Review and Practice Assess and Reteach

• Use a and an with singular nouns. • Use a if the next word starts with a consonant sound.• Use an if the next word starts with a vowel sound. • Use the with singular nouns that name a particular person,

place, or thing.• Use the before all plural nouns.

Each sentence is missing two articles. Add the articles and writethe sentences correctly.

1. Who is boy who lost golden arrow?

2. Until he went to well, Félipé had never seen talking frog.

3. Ranita asked wise woman to turn her into girl again.

4. Wife of the viceroy spoiled children.

5. Cook said, “I added fl y to your soup for the frog.”

6. Adding the fl y to soup was excellent idea.

7. Ranita told woman, “I was selfi sh child.”

8. Why is boy feeding birds?

Who is the boy who lost the golden arrow?

Until he went to the well, Félipé had never seen a talking frog.

Ranita asked the wise woman to turn her into a girlagain.

The wife of the viceroy spoiled the children.

The cook said, “I added a fly to your soup for the frog.”

Adding the fly to the soup was an excellent idea.

Ranita told the woman, “I was a selfish child.”

Why is the boy feeding the birds?


• Use a and an with singular nouns. • Use a if the next word starts with a consonant sound.• Use an if the next word starts with a vowel sound. • Use the with singular nouns that name a particular person,

place, or thing.• Use the before all plural nouns.

Rewrite each sentence in the poster below. Remember to use a,an, and the correctly. Add articles where they are missing.

VICEROY ELEMENTARY SCHOOL ANNOUNCES

A THIRD ANNUAL ARTS AND CRAFTS SHOW!

show will take place on Saturday, March 28

If you have a art project or an craft project to display,

please let fourth-grade art teacher know.

Gift card worth $30 will be awarded

to artist who wins first place.

VICEROY ELEMENTARY SCHOOL ANNOUNCES

THE THIRD ANNUAL ARTS AND CRAFTS SHOW!

The show will take place on Saturday, March 28

If you have an art project or a craft project to display,

please let the fourth-grade art teacher know.

A gift card worth $30 will be awarded

to the artist who wins first place.


A. Circle the letter before the sentence that uses articles correctly.

1. a. Frog is not allowed to eat from my plate.b. An frog is not an very clean animal.c. I would not share my dinner with a frog.

2. a. Mayan emperor’s daughter had spell cast on her. b. Who would have believed she was the Mayan emperor’s daughter? c. A wise woman said manners were important.

3. a. I liked the character of Pepé, the servant.b. Pepé, the servant, is funny character.c. Pepé becomes an husband to Ranita.

4. a. What is moral of story?b. I enjoyed the story.c. Tell me a important event from the story.

B. Circle the letter before the article that correctly completes each sentence.

5. Which of characters did you like best?a. a b. anc. the

6. There wasn’t happy ending for Félipé.a. ab. anc. the

7. Did Ranita frog really sleep in Félipé’s bed?a. ab. anc. the

8. Félipé didn’t think he had to be nice to Ranita, since she was only animal.

a. a b. anc. the

the

a

the

an

Grammar Practice Book, pages 139–140

REVIEW ARTICLES

Ask students to identify articles in

the Daily Language Activities.

MECHANICS AND USAGE: USING

A AND AN CORRECTLY

■ Use a before a word if it begins

with a consonant sound.

■ Use an before a word if it begins

with a vowel sound.

■ Remember that it is the sound

that is important, not the letter.

Some consonant letters are

silent: We were told it would

take an hour to get our meal.

REVIEW ARTICLE USAGE

Ask students to define articles and

state the three examples. Have

them explain how to decide which

article to use before different nouns.

PROOFREAD

Have students identify and correct

errors in the following sentences.

1. The play starts in a hour. (an

hour)

2. The star is an good actor with

a fine voice. (a good)

3. I see a entrance behind the

stage. (an entrance)

4. Be sure to take the bow before

you make a exit. (a bow; an exit)

5. It is a honor to play before an

huge audience. (an honor; a

huge)

ASSESS

Use page 139 of the Grammar

Practice Book for assessment.

RETEACH

Write the nouns from the Daily

Language Activities and the

Proofread activity on index cards.

Have students take turns coming

forward to draw a card. After

drawing a noun, the student must

identify if it is singular or plural. If it is

singular, he or she must also decide

if a or an should be used in front

of the noun. If correct, that student

then chooses another student who

must put the noun into a sentence

using the word the before the noun.

Use page 140 of the Grammar

Practice Book for additional

reteaching.

Ranita, the Frog Princess 591J

ELL Practice and

Assessment, 140–141

Fluency Assessment

En

d-o

f-W

ee

k A

sse

ssm

en

tAdminister the Test

Weekly Reading Assessment, Passage and questions, pages 277–284

ASSESSED SKILLS

• Make Judgments

• Vocabulary Words

• Thesaurus: Antonyms

• Articles

• Words with V/CV and VC/V Patterns

Administer the Weekly Assessment online or

on CD-ROM.

FluencyAssess fluency for one group of students per week.

Use the Oral Fluency Record Sheet to track the number

of words read correctly. Fluency goal for all students:

113–133 words correct per minute (WCPM).

Approaching Level Weeks 1, 3, 5

On Level Weeks 2, 4

Beyond Level Week 6

Alternative Assessment• ELL Assessment, pages 140–141

Weekly Assessment, 277–284Assessment Tool

591K

En

d-o

f-We

ek

Asse

ssme

nt

VOCABULARY WORDS

VOCABULARY STRATEGY

Thesaurus: Antonyms

Items 1, 2, 3, 4

IF...

0–2 items correct . . .

THEN...

Reteach skills using the Additional

Lessons page T7.

Reteach skills: Go to

www.macmillanmh.com

Vocabulary PuzzleMaker

Evaluate for Intervention.

COMPREHENSION

Skill: Make Judgments

Items 5, 6, 7, 8

0–2 items correct . . . Reteach skills using the Additional

Lessons page T2.


GRAMMAR

Articles

Items 9, 10, 11

0–1 items correct . . . Reteach skills: Grammar Practice Book

page 140.

SPELLING

Words with V/CV and VC/V

Patterns

Items 12, 13, 14

0–1 items correct . . . Reteach skills: Go to

www.macmillanmh.com

FLUENCY 109–112 WCPM

0–108 WCPM

Fluency Solutions


Diagnose Prescribe

To place students

in the Intervention

Program, use

the Diagnostic

Assessment in the

Intervention Teacher’s

Edition.

TriumphsAN INTERVENTION PROGRAM

R E A D I N G

Ranita, the Frog Princess 591L



Phonics

Approaching Level Options

Objective Decode words with V/CV and VC/V patterns

Materials • Student Book “The Frog Prince”

WORDS WITH V/CV AND VC/V PATTERNS

Model /Guided Practice

■ Explain that words with a Vowel-Consonant-Vowel (VCV) pattern may

have a short vowel sound or a long vowel sound. In a word with a long

vowel sound, such as basin, the syllables are divided after the vowel. In

a word with a short vowel sound, such as cabin, the syllables are divided

after the consonant.

■ Write basin on the board. Say: I see that this word has the VCV pattern. The

first vowel may be long or short. Let me try pronouncing the word. Is it

/bā sin/ or /bas in/? I recognize the first word, so the syllables are ba-sin.

■ Write cabin on the board. Say: I see that this word has the VCV pattern. The

first vowel may be long or short. Let me try pronouncing the word. Is it

/cā bin/ or /cab in/? I recognize the second word, so the syllables are cab-in.

■ Have students follow your model to decode the words limit and wiper.

Listen and provide constructive feedback.

MULTISYLLABIC WORDS WITH V/CV AND VC/V PATTERNS

■ Write the word evening on the board. Say: I see that this word has the VCV

pattern: eve. The first vowel may be long or short. Let me try pronouncing

the word. Is it /ē vәn ing/ or /ev әn ing/? I recognize the first word, so the

syllables are e-ven-ing.

■ Have pairs of students work together to practice decoding longer words

with V/CV and VC/V patterns. Write the following words on the board

and ask student pairs to copy them onto individual index cards. Have

them say each word and draw a line to divide it into syllables. Then

have students sort the words by long or short vowel sound.

laboring rapidly helicopter liberty

talented laziest punishing properly

■ Check each pair for their progress and accuracy.

WORD HUNT: WORDS WITH V/CV AND VC/V PATTERNS IN CONTEXT

■ Review words with V/CV and VC/V patterns. Have students search page

564 of “The Frog Prince” to find words with V/CV and VC/V pattern. Ask

them to write the words and divide each word into syllables.

■ Check to see if students have found the following: favorite, over,

miserable, retrieve, promise, remind.

For each skill below,

additional lessons are

provided. You can use these

lessons on consecutive days

after teaching the lessons

presented within the week.

• Make Judgments, T2

• Antonyms, T7

• Interview, T11

Additional Resources

To help students build

speed and accuracy with

phonics patterns, use

additional decodable

text on page 26 of the

Teacher’s Resource Book.

Decodable Text

If students are confused

about whether to

pronounce words such as

river and diver with a long i

sound, rather than short i,

point out that they have to

try out each pronunciation

to see which one they

recognize as correct. Write

river on the board and say:

I see that this word has

the VCV pattern. The

first vowel may be long

or short. Let me try

pronouncing the word. Is

it /rī vәr/ or /riv әr/?

I recognize the second

word, so the syllables are

riv-er.

Repeat the routine with

diver.

ConstructiveFeedback

591M

Objective Read with increasing prosody and accuracy at a rate of 113–123 WCPM

Materials • index cards • Approaching Practice Book A, p. 159

WORD AUTOMATICITY

Have students make flashcards for the following words with V/CV and

VC/V patterns: river, finish, cider, level, famous, stolen, never, spoken, promise,

talent, cabin, razor, radar, wiper, pity, limit, habit, easel, diver, bison.

Display the cards one at a time and have students say each word. Repeat

twice more, displaying the words more quickly each time.

REPEATED READING

Encourage students to follow along as you read aloud the Fluency

passage on Practice Book A page 159. Then divide students into groups

of three and assign each student a character’s role. Remind students that

the stage directions in parentheses will tell them how to act, what to do,

or how to deliver their lines. Stage directions should not be read aloud.

Have student groups read the page together.

Have groups practice reading their dialogue at least three times using

Practice Book A page 159. Give each group an opportunity to read the

script aloud to the class. Provide constructive feedback.

TIMED READING

At the end of the week, have students do a final timed reading of the

passage on Practice Book A page 159. Students should

■ begin reading the passage aloud when you say “Go”

■ stop reading the passage after one minute when you say “Stop”

Keep track of miscues. Coach students as needed. Help students record

and graph the number of words they read correctly.

Vocabulary

Objective Apply vocabulary word meanings

Materials • Vocabulary Cards • Student Book Ranita, the Frog Princess

VOCABULARY WORDS

Display the Vocabulary Cards for this week’s words: bumbling,

commotion, cranky, exasperated, famished, selfish, and specialty. Review

the definitions of each word in the Glossary of the Student Book. Have

students locate each vocabulary word in Ranita, the Frog Princess. Then

have pairs of students act out the meaning of each of the vocabulary

words.


If students read dialogue

without sufficient

expression, encourage them

to think about the character

they are portraying. Reread

the passage to them,

exaggerating the correct

expression. Have students

copy your expression

as they echo-read each

sentence.

ConstructiveFeedback

Use Visual Information

Ask students to choose

one word from this week’s

vocabulary cards. Have

them use the word in a

sentence and write it at

the top of a piece of paper.

Then ask students to

illustrate their sentences on

the same piece of paper.

When they finish, hang the

drawings on the board.

Have students read their

sentences and share their

drawings with the rest of

the class.

Ranita, the Frog Princess 591N

Vocabulary

Approaching Level Options

Review last week’s words

(snuffled, selecting,

positive, consisted,

peculiar, advanced) and

this week’s words (cranky,

bumbling, selfish,

exasperated, specialty,

famished, commotion).

Have students write a

sentence for each word.

Objective Identify antonyms

Materials • Student Book Ranita, the Frog Princess

THESAURUS: ANTONYMS

Ask students to explain what an antonym is. Lead the group as they

brainstorm antonyms for each of the vocabulary words that are adjectives.

List the antonyms on the board. Help students find each vocabulary word

in Ranita, the Frog Princess. Ask volunteers to make new sentences using

the words’ antonyms. The new sentences will have the opposite meaning.

(Example from the play: I get cranky when I’m hungry; New sentence with

antonym: I am happy when I’m hungry.)

Comprehension

Objective Analyze cause and effect

Materials • Student Book “The Frog Prince” • Transparencies 22a and 22b

STRATEGYEVALUATE

Remind students that evaluating what they read can help them make

judgments about the characters and events in a story.

SKILLMAKE JUDGMENTS

Explain/Model

■ Carefully look at the characters’ words and actions.

■ Use your experiences with people who say and do those types of things

to make judgments about the characters.

Display Transparencies 22a and 22b. Reread the first few paragraphs.

Think Aloud

The princess does not sound like a very nice person at the

beginning of the story. I will pay attention to what she does and says to

see if she changes during the story.

Practice/Apply

Reread “The Frog Prince” with students. Discuss the following questions

and invite students to make judgments about the characters.

■ What does the frog think of the princess when he first meets her? How

does the princess feel about the frog?

■ Was the prince wise to befriend the princess? Why or why not?

Student Book, or Transparencies 22a and 22b

by Marcia Stevens

591O

Leveled ReaderLeveled Reader Lesson

Objective Read to apply strategies and skills

Materials • Leveled Reader Hans and Greta

PREVIEW AND PREDICT

Have students read the title and preview the illustrations and first two

scenes. Ask them to note the boldface words for setting, players list,

scenes, and characters. Ask them if they have any questions. Encourage

students to make predictions about what will happen in the play.

VOCABULARY WORDS

Review the vocabulary words as needed. As you read together, discuss

how each word is used in context.

STRATEGYEVALUATE

Remind students that evaluating what they read—or thinking critically

about it—can help them understand the events in a story.

SKILLMAKE JUDGMENTS

Remind students to think about how the characters act and talk. Students

should try to think about how they would describe any real person they

know who acts or talks the same way.

Think Aloud At the beginning of Scene 1, Hans and Greta say that

they plan to play tricks on the cat. Hans says that playing tricks is their

specialty. People who like to play tricks are usually mischievous. I can

add this to my Make Judgments Flow Chart.

READ AND RESPOND

Finish reading Hans and Greta with students. Discuss the play. Ask:

■ What words would you use to describe Hans and Greta? Give examples

from the play to explain why you chose those words.

■ Do you think the cat is as guilty as Hans and Greta? Why or why not?

Work with students to revise their Make Judgments Flow Charts.

MAKE CONNECTIONS ACROSS TEXTS

Invite students to compare Ranita, the Frog Princess and Hans and Greta.

■ What might have been the effect if the viceroy in Ranita, the Frog

Princess were more like the grandma in Hans and Greta?

■ Compare and contrast the text features of the two plays.

Leveled Reader

Ranita, the Frog Princess 591P

Leveled Reader LessonVocabulary

On Level Options

Student Book

Student Book

by Liz Ray



[Dean Dragon’s kitchen. Matthew is struggling to light a 9 fire with a match under a cauldron of stew. Dean Dragon 20 steps up and lights it with his dragon breath. Priscilla uses 31 a large wooden spoon to stir the stew, while Matthew 41 starts chopping carrots.] 44 Princess Priscilla: (inhaling a spoonful of stew with a 53 look of pleasure) Mmm. That smells good already.

61 Matthew: Wait until it’s finished. It’s delicious.

68 Dean Dragon: (smiling) My vegetable stew is good, if

77 I do say so myself. It’s famous among dragons.

86 Princess Priscilla: I can see why. (She smiles at Dean, 96 then goes back to stirring the stew.) I’d just like to get my

109 hands on that Knight Never-Do-Well. He woke me up in

121 the middle of the night and told me that my family was in

134 danger. So of course I came. Then when we got here, he tied

147 me to the tree and told me not to worry, he’d be back to

161 rescue me soon. I’d like to take a can opener to that shiny

174 armor of his. 177

Comprehension Check

1. Do you think Knight Never-Do-Well is a reliable person? Make Judgments

2. Do these characters enjoy working together? Why? Make Inferences


Correct Score

First Read – =

Second Read – =

No, because it sounds like he tricked Princess Priscilla.

Yes, the passage describes them working together while talking and smiling.

Objective Use vocabulary words and antonyms

Materials • Student Book Ranita, the Frog Princess

VOCABULARY WORDS

Have students create symbols for the letters of the alphabet. Each student

should write questions for the vocabulary words and answer them by

using the symbols to spell the word instead of the letters. For example,

What is a word for very hungry? (famished) Allow students to exchange

papers and try to answer the questions.

THESAURUS: ANTONYMS

Remind students that antonyms are words that have opposite meanings.

Have student pairs find the vocabulary words in Ranita, the Frog Princess.

Then ask the partners to think of antonyms for the vocabulary words that

are adjectives and write new sentences using those antonyms.

Text Features

Objective Recognize interview formats

Materials • Magazine articles with interviews

• Student Book “Presenting the Puddlejump Players”

INTERVIEW

Point out the format used for an interview, such as “Presenting the

Puddlejump Players.” Discuss the importance of using Q and A. Have

students look at interviews in magazines. Ask them to tell who is speaking

after each Q and A and to discuss other interview formats they find.

Objective Read fluently with appropriate prosody at a rate of 113–133 WCPM

Materials • On Level Practice Book O, p. 159

REPEATED READING

Model reading the Fluency passage on page 159 of Practice Book O.

Then divide students into groups of three and assign each student a

character’s role. Remind students that the stage directions in parentheses

explain how to act, what to do, or how to deliver the lines. Stage

directions should not be read aloud. Have student groups read the page,

with each student reading his or her dialogue.

During independent reading time, have groups practice reading their

dialogue at least three times. Give each group a chance to read aloud to

the class. Remind the class to applaud when each group finishes.

591Q



Materials • Leveled Reader The Dragon’s Dinner

PREVIEW AND PREDICT

Have students preview The Dragon’s Dinner. Show the cover and read

the title of the book.

■ Ask students to predict what they think this play will be about.

■ Have students describe the type of character they think the dragon

will be.

STRATEGYEVALUATE

Remind students that when they evaluate what they read they analyze

information carefully and make critical judgments.

SKILLMAKE JUDGMENTS

Review: A judgment is a reader’s opinion of the characters or events of a

selection. Explain that students will fill in information in a Make Judgments

Flow Chart.

READ AND RESPOND

Read the first three scenes. Pause to discuss the actions of each of the

characters. Then fill in the Make Judgments Flow Chart. Allow students

to describe any real-life experiences that helped them make judgments

about the characters.

VOCABULARY WORDS

As they finish reading The Dragon’s Dinner, ask students to point out

vocabulary words as they appear. Discuss how each word is used. Ask,

what does bumbling mean in the following sentence from the play: “How

dare you show up here, you bumbling idiot”?

MAKE CONNECTIONS ACROSS TEXTS

Invite students to draw connections between The Dragon’s Dinner and

Ranita, the Frog Princess.

■ Ask students how the main characters are similar and different.

■ Have students compare the way that each writer shows negative

qualities in characters.

ELLLeveled Reader

Go to pages

591U–591V.

Leveled Reader

Ranita, the Frog Princess 591R

Vocabulary


[Enter Rafael and Pauline from opposite sides of the stage. Rafael is 12 carrying a soccer ball under his arm and a math test in his hand. 26 Pauline is carrying an armful of books.]

33 Rafael: (smiling and waving a math test) Hey, Pauline! I got an “A” on

47 my math test. Thanks for your help!

54 Pauline: (peers over the top of the books she’s holding) Good job! And

67 guess what? I got an “A” on the French test.

77 Rafael: (takes some of her books) That’s great! Why don’t we

88 celebrate? We could go to the park and kick a soccer ball around.

101 Pauline: No thanks. I have rehearsal for Sleeping Beauty tonight and I

113 need to fi nish my homework. Why don’t we just study?

123 Rafael: (exasperated) You know what? You still haven’t learned how to

134 have any fun.

137 Pauline: Yeah? Well, you’re just a silly boy. [Rafael and Pauline glare 149 at one another. Enter a man in a suit holding a cell phone.]162 Man in Suit: (to Rafael) Excuse me, your highness. The king wishes to

175 speak to you.

178 Rafael: (taking the cell phone and speaking into it) Dad? 188

Comprehension Check

1. Did Pauline make the right decision to choose homework over relaxing? Why or why not? Make Judgments Responses will vary.

2. What clues suggest that if Rafael and Pauline can stop arguing, they might make a good team? Draw Conclusions Pauline helped Rafael with his math test. Rafael helped Pauline with her French test. Both received good scores.


Correct Score

First Read – =

Second Read – =


Beyond Level Options

Partner Interviews Have

students write ten

interview questions about

a person’s interests to ask

another student. Then pair

students with partners and

have students interview

each other. When the

interviews are finished and

the answers are recorded,

ask students to write out

the interview in the Q- and-

A format.

Objective Make a crossword puzzle using vocabulary and content vocabulary words

EXTEND VOCABULARY

Have students create a crossword puzzle containing the week’s vocabulary

and content vocabulary words. Challenge students to add other words to

their puzzles. They should write a clue for each word, giving the word’s

meaning or a sentence with a blank space for the word. Have partners

exchange and solve the puzzles. Ask students to check the spelling of

each word.

Text Features

Objective Use the interview format to rewrite a magazine article

Materials • Student Book “Presenting the Puddlejump Players” • magazine articles

INTERVIEW

Review “Presenting the Puddlejump Players.” Point out that the Q and A

notations in an interview are similar to the character names written beside

the lines in a play. The text after the Q tells exactly what the person asked.

The text after the A tells exactly how the person answered.

Have students look through magazine articles and choose one to rewrite

in the form of an interview. Students will write the information they find

in the article in the question-and-answer format. The magazine article may

not give exact questions or answers. Encourage students to think about

what questions the writer may have asked and what answers might have

led to the information in the article.

Objective Read fluently with appropriate prosody at a rate of 123–133 WCPM

Materials • Beyond Practice Book B, p. 159

READERS’ THEATER

Encourage students to follow along as you read aloud page 159 of

Practice Book B. Then divide students into groups of three and assign

each student a character’s role. Remind students that the stage directions

in parentheses tell them how to act, what to do, or how to deliver their

lines. Stage directions should not be read aloud. Have student groups read

the page, with each student reading his or her lines and following the

stage directions. If time permits, have students perform for the class.

Student Book

I Lovethe Look of

Words

591S



Materials • Leveled Reader Sleeping Beauty and the Prince of Andequesta

PREVIEW AND PREDICT

Have students preview Sleeping Beauty and the Prince of Andequesta,

predict what it is about, and set a purpose for reading.

SKILLMAKE JUDGMENTS

Invite volunteers to explain how they use their own experiences to help

them make judgments about characters in a play. Tell students that

they will read Sleeping Beauty and the Prince of Andequesta together and

fill in a Make Judgments Flow Chart.

READ AND RESPOND

As students read and fill in their Make Judgments Flow Chart, they should

consider the characters’ actions and words. Invite students to share the

details they found or act out a character’s part, revealing the traits that

helped them make a judgment.

VOCABULARY WORDS

Have students pay attention to vocabulary words as they come up. Review

definitions as needed. Ask, What does commotion mean in this line from the

play: “What’s all the commotion about?”

Self-Selected Reading

Objective Read independently to make judgments

Materials • Leveled Readers or informational trade books at students’ reading level

READ TO MAKE JUDGMENTS

Invite students to choose a book for independent reading and enjoyment.

Remind them to use personal criteria such as interests, favorite author,

recommendations from other students, or genre. As they read, have them

write down important details about the main character in the story.

Ask students to use their notes to create a character profile. Have them

describe the characters and how and why they change. Using their

profiles, encourage students to compare the characters to those in this

week’s selections, specifically telling which characters they respect and

which characters they do not like. Remind students to give evidence from

the selections to support their judgments.

Leveled Reader

Ranita, the Frog Princess 591T

Academic LanguageThroughout the week, the English language learners will need help in

building their understanding of the academic language used in daily

instruction and assessment instruments. The following strategies will help

to increase their language proficiency and comprehension of content and

instructional words.

Strategies to Reinforce Academic Language

■ Use Context Academic Language (see chart below)

should be explained in the context of the task during

Whole Group. Use gestures, expressions, and visuals to

support meaning.

■ Use Visuals Use charts, transparencies, and graphic

organizers to explain key labels to help students

understand classroom language.

■ Model Demonstrate the task using academic language in

order for students to understand instruction.

Academic Language Used in Whole Group Instruction

Content/Theme Words Skill/Strategy Words Writing/Grammar Words

playwrights (p. 562)

musical composition, lyrics (p. 563)

director (p. 586)

roles (p. 586)

audition (p. 586)

casting (p. 586)

rehearse (p. 586)

make judgments (p. 565A)

interview, interviewer, interviewee

(p. 586)

captions (p. 586)

diagrams (p. 586)

charts (p. 586)

graphs (p. 586)

tables (p. 586)

introductory paragraph (p. 586)

descriptive poster (p. 590)

word choice (p. 590)

precise words (p. 590)

tone (p. 591BI)

articles (p. 591I)

singular and plural nouns (p. 591I)

English Language Learners

For additional language

support and oral language

development, use the lesson

at www.macmillanmh.com

591U


ELL Leveled ReaderELL Leveled Reader Lesson Objective• To apply vocabulary and

comprehension skills

Materials

• ELL Leveled Reader

DAY 1 • Academic Language

• Oral Language and Vocabulary Review








• ELL Leveled Reader Comprehension Check and Literacy Activities

ELL Teacher’s Guide

for students who need

additional instruction

DEVELOP ORAL LANGUAGE

Build Background Ask students to discuss the last

time they saw a play. Where was it performed? Who

put it on? What were the characters? Explain that the

book they are going to read next is a play.

Review Vocabulary Write the vocabulary and

story support words on the board and discuss the meanings. Use each

word in a sentence. Use words or expressions with similar meaning to

explain new vocabulary. Rub your stomach and say I did not have breakfast

this morning. I’m so hungry! I’m starving! I’m famished!

PREVIEW AND PREDICT

Point to the cover illustration and read the title aloud. Look at the Table

of Contents and read the setting and characters. Ask students to make a

prediction: What do you think this play will be about?

Set a Purpose for Reading Show the Make Judgments Flow Chart and

remind students they have used it before. Ask students to make a similar

chart to record actions and judgments from the play and summarize it.

Choose from among the differentiated strategies below to support

students’ reading at all stages of language acquisition.

Beginning

Shared Reading Have

small groups read different

characters’ parts. Read aloud

and model how to identify

actions and judgments.

Model filling in the chart as

you read.

Intermediate

Read Together Assign roles

and read the first scene.

Model identifying actions

and judgments in the play.

Begin filling in the chart. Help

students identify actions and

judgments and continue filling

in the chart after each scene.

Advanced

Independent Reading

Assign roles and have

students read and present

the play in groups. After

reading, ask them to identify

actions and judgments and

fill in the chart.

Remind students to use the vocabulary and story words in their whole

group activities.

DragonDragon StewStew

by Rebecca Motilillustrated by Liz Callen

Play

Ranita, the Frog Princess 591V

comprehension - ellis familyellis2020.org/treasures/tg-treasures/unit5_week2_2.pdfcomprehension...

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