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
Main Selection Student page 569
Develop Comprehension
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
Ranita, the Frog Princess 569
570
Main Selection Student page 570
Develop Comprehension
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
Main Selection Student page 571
Develop Comprehension
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
Judgments Flow Chart.
Action Judgment
Felipe yells at the men helping him.
Felipe is not a nice person.
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, the Frog Princess 571
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
Main Selection Student page 572
Develop Comprehension
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
Main Selection Student page 573
Develop Comprehension
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
Ranita, the Frog Princess 573
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
Main Selection Student page 574
Develop Comprehension
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
Main Selection Student page 575
Develop Comprehension
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
Judgments Flow Chart.
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
Felipe yells at the men helping him.
Felipe is not a nice person.
Felipe makes light of promises.
Felipe should not be trusted.
Pepe lets Ranita go.
Pepe is getting back at Felipe.
12
Ranita, the Frog Princess 575
576
Main Selection Student page 576
Develop Comprehension
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
Main Selection Student page 577
Develop Comprehension
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
Felipe yells at the men helping him.
Felipe is not a nice person.
Felipe makes light of promises.
Felipe should not be trusted.
Pepe lets Ranita go.
Pepe is getting back at Felipe.
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
Ranita, the Frog Princess 577
(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
Main Selection Student page 578
Develop Comprehension
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
Main Selection Student page 579
Develop Comprehension
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
Ranita, the Frog Princess 579
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
Main Selection Student page 580
Develop Comprehension
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
Main Selection Student page 581
Develop Comprehension
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
Felipe yells at the men helping him.
Felipe is not a nice person.
Felipe makes light of promises.
Felipe should not be trusted.
Pepe lets Ranita go.
Pepe is getting back at Felipe.
The Viceroy invites Ranita to dinner.
Felipe must learn to keep his
promises.
Felipe admires Ranita as a
princess, but throws a tantrum because
she loves Pepe.
Felipe remains a spoiled brat.
Ranita, the Frog Princess 581
582
Main Selection Student page 582
Develop Comprehension
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
Felipe yells at the men helping him.
Felipe is not a nice person.
Felipe makes light of promises.
Felipe should not be trusted.
Pepe lets Ranita go.
Pepe is getting back at Felipe.
The Viceroy invites Ranita to dinner.
Felipe must learn to keep his
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
Main Selection Student page 583
Develop Comprehension
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?
Ranita, the Frog Princess 583
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
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.
Ranita, the Frog Princess 585
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.
During Small Group Instruction
If No Approaching Level Fluency, p. 591N
If Yes On Level Options, pp. 591Q–591R
Beyond Level Options, pp. 591S–591T
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.
On Level Practice Book O, page 159
Approaching Practice Book A, page 159
Beyond Practice Book B, page 159
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
Paired Selection Student page 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.
Ranita, the Frog Princess 587
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
Paired Selection Student page 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
On Level Practice Book O, page 160
Approaching Practice Book A, page 160
Beyond Practice Book B, page 160
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.
Paired Selection Student page 589
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.
Ranita, the Frog Princess 589
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
Writing Transparency 85
Ranita, the Frog Princess 591
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.
Writing Transparency 88
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.
On Level Practice Book O, page 161
Approaching Practice Book A, page 161
Beyond Practice Book B, page 161
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)
During Small Group Instruction
If No Approaching Level Vocabulary, pp. 591N–591O
If Yes On Level Options, pp. 591Q–591R
Beyond Level Options, pp. 591S–591T
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
On Level Practice Book O, page 162
Approaching Practice Book A, page 162
Beyond Practice Book B, page 162
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
During Small Group Instruction
If No Approaching Level Phonics, p. 591M
If Yes On Level Options, pp. 591Q–591R
Beyond Level Options, pp. 591S–591T
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
Spelling Practice Book, page 138
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
Spelling Practice Book, page 139
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
���
��
��
�� ��
��
�� ��
��
��
���� ��
����
����
Spelling Practice Book, page 140
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.
Grammar Practice Book, page 136
See Grammar Transparency 106 for modeling and guided practice.
See Grammar Transparency 107 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
See Grammar Transparency 108 for modeling and guided practice.
See Grammar Transparency 109 for modeling and guided practice.
See Grammar Transparency 110 for modeling and guided practice.
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?
Grammar Practice Book, page 137
• 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.
Grammar Practice Book, page 138
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.
Evaluate for Intervention.
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
Evaluate for Intervention.
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.
Approaching Practice Book A, page 159
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
On Level Practice Book O, page 152
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.
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
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
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
As I read, I will pay attention to dialogue and characters’ roles.
[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.
Words Read – Number of Errors = Words
Correct Score
First Read – =
Second Read – =
Beyond Practice Book B, page 159
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
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
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
DAY 2 • Academic Language
• ELL Leveled Reader
DAY 3 • Academic Language
• ELL Leveled Reader
DAY 4 • Academic Language
• ELL Leveled Reader
DAY 5 • Academic Language
• 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