lesson lesson 8 oeriew describing settings and events in

LESSON OVERVIEW

Lesson 8 Describing Settings and Events in Stories

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120a Lesson 8 Describing Settings and Events in Stories ©Curriculum Associates, LLC Copying is not permitted

Learning Progression

Grade 3 Grade 5

Students explain how characters’ actions contribute to the sequence of events.

Grade 5 increases in complexity by requiring students to compare and contrast settings and events within a story.

Learning Progression

Grade 4

Building on Grade 3, students describe a story’s settings and events in depth. This helps prepare students for comparing and contrasting settings and events within a story at Grade 5.

Meeting Grandmaby Gillian Adams

Genre: Realistic Fiction

Baseball Lessonsby Bianca Gomez


King Learadapted from a play

by William ShakespeareGenre: Short Story

Guided Practice


1 For weeks Elena’s brothers had been promising to teach her how to play baseball. Today, though, when she pestered them to join a game, Jorge said no. “Go away, little one!” he exclaimed. “� is game is for expert players.” How dare he call her little one!

2 Elena slammed the door hard and stomped into the kitchen where her grandmother was busy making the evening meal. Elena threw down her backpack and slumped in a chair. “Jorge and Hector won’t teach me how to play baseball, Abuela,” she grumbled. “� ey won’t let me play because I don’t even know how to catch, throw, or hit the ball—but how will I ever learn unless someone teaches me?”

3 “Ah, Chica, this is your lucky day,” smiled Abuela. “In my youth, I had quite the reputation for being a good pitcher. We’ll have to start some practice sessions outside.”

4 For the next three weeks, they practiced daily in Elena’s backyard. Abuela taught Elena everything she knew about baseball, which happened to be quite a lot. Finally, she sent Elena o� to � nd a game.

5 Elena soon located her brothers and their friends in a game at the park. When she asked to join in, Jorge tried to send her away, but then one of his friends threw Elena a long, high ball. Reaching up with her glove, she made the catch easily. “Wow!” said Jorge. “How did you learn to catch like that?”

6 “Abuela taught me. I can throw hard and smash the ball, too.”7 “Well, if Abuela taught you, you must be good because she

taught Hector and me, too,” he laughed and nudged her gently. “Welcome to the game.”

What is Jorge’s attitude toward Elena at the beginning of the story? Why does it change? Reread the story. Underline details that show why Jorge’s attitude toward Elena changes.

Close Reader Habits

by Bianca Gomez

©Curriculum Associates, LLC Copying is not permitted.Lesson 8 Describing Settings and Events in Stories124

Read

Modeled and Guided Instruction

1 Several years ago, when I was about seven, my grandma � ew to St. Louis to visit us. � at summer, it was so blazingly hot that we rarely bothered to go outside, so naturally we were thrilled to go with our parents to pick her up from the airport.

2 � e airport was a new experience to my brother and me. We rushed excitedly from one shop to another, fascinated by all the things anyone with money could buy. Eventually, we turned our attention to the restaurants, pleading for a pretzel, ice cream, a cold drink—anything.

3 Our parents � nally agreed to buy us each a fruit smoothie. We thought carefully about the � avors—blueberry, strawberry, banana—what to choose? A er a while, we made up our minds and ordered. � en the server was o-so-slow in preparing the drinks, but � nally, the delicious concoctions were ready. Gratefully, we sank into our seats and began slurping them down. � ey were really, really cold, so we took our “sweet” time.

4 And that is where Grandma found us twenty minutes later. We had completely lost track of the time! Grandma’s plane had arrived, and worried that we were lost, she had come in search of us.

Underline details that tell you about the story setting and events.

Close Reader Habits


MeetingGrandma

by Gillian Adams

122 Lesson 8 Describing Settings and Events in Stories ©Curriculum Associates, LLC Copying is not permitted.

Read

Independent Practice

Read Genre: Short Story

1 King Lear was old and tired. He was aweary of the business of his kingdom. He wished only to end his days quietly near his three daughters. . . .

2 Lear called his three daughters together, and told them that he proposed to divide his kingdom between them. “But � rst,” said he. “I should like to know how much you love me.”

3 Goneril, who was really a very wicked woman, and did not love her father at all, said she loved him more than words could say. She loved him dearer than eyesight, space, or liberty, more than life, grace, health, beauty, and honor.

4 “I love you as much as my sister and more,” professed Regan. “I care for nothing but my father’s love.”

5 Lear was very much pleased . . . and turned to his youngest daughter, Cordelia. “Now, our joy, though last not least,” he said. “� e best part of my kingdom have I kept for you. What can you say?”

6 “Nothing, my lord,” said Cordelia.

adapted from a retelling in Beautiful Stories from Shakespeare

WORDS TO KNOWAs you read, look inside, around, and beyond these words to figure out what they mean.

• grudge

• proposed

• conduct

King Learby William Shakespeare


Lesson Text Selections

Modeled and Guided Instruction Guided Practice Independent Practice

Lesson Objectives

Academic Talk

See Glossary of Terms, pp. TR2–TR9

• problems• settings• solutions

• details• events

Describe in depth a . . . setting or event in a story . . . drawing on specific details in the text . . . .

Reading• •Use specific details in a story to

describe the setting in depth.

• Use specific details in a story to describe events in depth.

• Understand how one event leads to another to create a complete story.

Writing • Draw evidence from literary text to

support analysis and reflection.

Speaking and Listening • Pose and respond to specific questions

and contribute to the discussions.

Language • Use context to determine the meaning

of unknown words and phrases.

• Use academic vocabulary.

120bLesson 8 Describing Settings and Events in Stories©Curriculum Associates, LLC Copying is not permitted

Lesson 8 Overview

Lesson Pacing Guide

Ready Writing ConnectionDuring Ready Reading Days 1–5, use:Lesson 2 Writing to Inform: Article

• Step 1 Study a Mentor Text• Step 2 Unpack Your

Assignment• Review the Research Path• Read Source Text• Step 3 Find Text Evidence• Reread Source TextSee Ready Writing TRB, p. 30a for complete lesson plan.

Teacher-led Activities

Tools for Instruction• Analyze Story Elements

Reteach

Ready Reading Prerequisite Lesson• Grade 3 Lesson 5 Asking and Answering

Questions About Stories

Small Group DifferentiationTeacher-Toolbox.com

Personalized Learningi-Ready.com

Independent

i-Ready Close Reading Lesson• Grade 4 Describing Settings and

Events in Stories

Day 1 Teacher-Toolbox.com Interactive Tutorial

Check the Teacher Toolbox for Interactive Tutorials to use with this lesson.

Introduction pp. 120–121

• Read Describing Settings and Events in Stories 10 min

• Think 10 minGraphic Organizer: Three-Column Chart

• Talk 5 minQuick Write (TRB) 5 min

Day 2 Modeled and Guided Instruction pp. 122–123, 126

• Read Meeting Grandma 10 min

• Think 10 minGraphic Organizer: Two-Column Chart

• Talk 5 min

• Write Short Response 10 min

Day 3 Guided Practice pp. 124–125, 127

• Read Baseball Lessons 10 min

• Think 10 min

• Talk 5 min


Day 4 Independent Practice pp. 128–133

• Read King Lear 15 min

• Think 10 min


Day 5 Independent Practice pp. 128–133

• Review Answer Analysis (TRB) 10 min

• Review Response Analysis (TRB) 10 min

• Assign and Discuss Learning Target 10 min

Language Handbook Lesson 5 Prepositions and Prepositional Phrases, pp. 472–47320 min (optional)

Whole Class Instruction 30–45 minutes per day

©Curriculum Associates, LLC Copying is not permitted

Introduction


Lesson 8 Describing Settings and Events in Stories120

English Language LearnersDevelop Language

Build Background Create a word web on the board and write Story Events in the center oval.

• Ask students to name things that happen in stories. Prompt them by writing examples in the outer ovals, such as taking part in a contest or searching for a missing person or thing. Write students’ responses in the other ovals.

• Help students sum up what the word web helps them understand about story events. Point out that events often relate to problems, or difficulties, faced by the characters and how they figure out solutions, or answers, to those problems.

Genre FocusRealistic Fiction

Realistic fiction describes stories set in the real world. Provide these characteristics of a realistic fiction story:

• It has characters who act like real people and events that could really happen.

• The characters, settings, and events are believable, but the story is made up.

Provide some examples of realistic fiction, such as Judy Blume’s Tales of a Fourth Grade Nothing and Andrew Clements’s Jake Drake, Bully Buster series. Then ask students to name other realistic fiction stories and novels they’ve read.

• Explain to students that in this lesson they will be reading stories and learning how to describe the settings and events by using the stories’ details.

• Tap into what students already know about settings and events. Start by asking one or two students to tell how their day began, prompting them to see that the time they got up and what the weather was like are the setting, and getting dressed and eating breakfast are the events.

• Present these two sentences, and ask students which describes a setting and which tells an event: No moon shone on the cloudy night. Ty turned the corner slowly, hoping no one was around it.

• Guide students to answer that the first sentence gives details about the setting, while the second tells an event. Explain:

Settings tell where and when a story happens. The first sentence tells about when: it is nighttime. The details suggest it is very dark because there is no moonlight, and clouds cover the stars. Events tell what the characters do. The second sentence describes an action and also tells what the character is thinking.

• Focus students’ attention on the Learning Target. Read it aloud to set the purpose for the lesson.

• Display the Academic Talk words. Tell students to listen for them as you work through the lesson together. Use the Academic Talk Routine on pp. A48–A49.

English Language Learners

Genre Focus

Read

• Read aloud the Read section as students follow along. Restate to reinforce:

When you read stories, ask yourself where and when the action is happening, as well as what is happening. Connecting the setting to the events will help you develop a deeper understanding of what you read.

• Direct students’ attention to the photographs. Tell them to study the details to see how the setting helps to identify what the people are doing.

Get Started

Learning Target


Introduction

Describing Settings and Events in Stories

Lesson 8

Read When you read a literary text, you learn about important things that happen to the characters, the problems they face, and solutions they come to. These are the story events. You also find out about the settings, or where and when the events occur.

To get the most from a story, look for details about the story events, including the characters’ actions and reactions, as well as their thoughts and feelings. Also look for details describing howa setting looks and when and where the story takes place. Paying attention to these details helps you make sense of what happensin the story.

Look at each photo below. What details tell you about the setting? What details tell you about each event ?

Using details to describe the settings and events in a story helps you better understand the stories you read.

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Lesson 8

Lesson 8 Describing Settings and Events in Stories 121

Theme: Stories About Families Lesson 8

©Curriculum Associates, LLC Copying is not permitted. 121Lesson 8 Describing Settings and Events in Stories

Academic Talk Use these words to talk about the text.

• problems• settings

• solutions• details

• events

Right PhotoLeft Photo

Events(What is

happening?)

Setting(Place and

Time)

Details

Think What have you learned so far about story settings and events? Think about the important details you saw in each photo. Which details tell when and where the event occurs? Which tell about what is happening? Complete the chart by adding details, settings, and events.

Talk Share your chart with a partner.

• Which details did each of you include?

• How did each of you describe the events and settings?

• How did the details in the photos affect your understanding of the time, place, and events being shown?

man, boy, sand, water, waves, daylight, soccer ball

woman, children, snow, trees, daylight

a beach in the daytimea snowy park or backyard daytime in winter

A boy and man are playing soccer together on the beach.

A woman and two children are playing in the snow outside.

121

Monitor Understanding

If… students struggle to describe settings and events,

then… say that your classroom could be a setting. Ask:

• Where are we?

• What time of day is it?

• What time of year is it?

• What is the weather like?

• Someone wants to write a realistic story set in our classroom. What events could happen here?

As students respond, reinforce ideas about settings and how they can influence events. Explain that things that could happen in a story set in your classroom would be very different from events set at sea, in a dark forest at night, or on a soccer field in a big stadium.

Think

• Have students read aloud the Think section. Explain that the chart will help them organize their thinking.

• Have partners complete the chart. Remind students to use the details in the photos to identify the settings and the events.

• As students work, circulate and provide assistance as needed.

• Make certain that students understand that events are the actions that are depicted, and the setting is the time of day and the place in which the actions occur.

Talk

• Read aloud the Talk prompt.

• Have partners discuss details they included and how those details affected their understanding of what is happening in each picture. Remind students to listen carefully to their partner and then build on what their partner said. Use the Talk Routine on pp. A52–A53.

• Ask partners to share their ideas.

Quick Write Have students write a response to the following prompt:

Think about something that happened recently at home, at school, or someplace outside. Describe the events, and tell where and when they happened.

Ask students to share their responses.


• Invite students to share what they’ve learned so far. Encourage them to use the Academic Talk words in their explanations.

• Explain to students that when they read fiction, they must examine the setting and the events that happen to understand the story.

In the next section, we’ll read a realistic story. We’ll describe and connect the setting and events to better understand the story.

Wrap Up


122



122 Lesson 8 Describing Settings and Events in Stories ©Curriculum Associates, LLC Copying is not permitted©Curriculum Associates, LLC Copying is not permitted


122 Lesson 8 Describing Settings and Events in Stories

Lesson 8 Describing Settings and Events in StoriesModeled and Guided Instruction

1 Several years ago, when I was about seven, my grandma � ew to St. Louis to visit us. � at summer, it was so blazingly hot that we rarely bothered to go outside, so naturally we were thrilled to go with our parents to pick her up from the airport.

2 � e airport was a new experience to my brother and me. We rushed excitedly from one shop to another, fascinated by all the things anyone with money could buy. Eventually, we turned our attention to the restaurants, pleading for a pretzel, ice cream, a cold drink—anything.

3 Our parents � nally agreed to buy us each a fruit smoothie. We thought carefully about the � avors—blueberry, strawberry, banana—what to choose? A er a while, we made up our minds and ordered. � en the server was o-so-slow in preparing the drinks, but � nally, the delicious concoctions were ready. Gratefully, we sank into our seats and began slurping them down. � ey were really, really cold, so we took our “sweet” time.

4 And that is where Grandma found us twenty minutes later. We had completely lost track of the time! Grandma’s plane had arrived, and worried that we were lost, she had come in search of us.

Underline details that tell you about the story setting and events.

Close Reader Habits


MeetingGrandma

by Gillian Adams


Read

122

Today you will read a realistic story about a family outing. First, you’ll read to find out what happens. Then you’ll read to study the setting and the events.

Read

• Read aloud the title of the story. Ask students to name places where they might “meet,” or pick up, a relative. Draw students’ attention to the illustration. Guide them to understand that the story involves an airport.

• Have students read the story independently. Tell them to place a check mark above any confusing words and phrases as they read. Remind students to look inside, around, and beyond each unknown word or phrase to help them figure out its meaning. Use the Word Learning Routine on pp. A50–A51.

• When students have finished reading, clarify the meanings of words and phrases they still find confusing. Then use the questions below to check understanding.

Why does the family go to the airport? (to pick up Grandma)

What does the family buy at the airport? (fruit smoothies)

Where does Grandma find the family? (She finds them sitting at the restaurant where they bought their drinks.)

What is the story mostly about? (getting so excited about something that you forget what you are supposed to be doing)


Word Learning Strategy

Explore

• Read aloud the Explore question at the top of p. 123 to set the purpose for the second read. Tell students they will need to take a closer look at where and when the events happen.

• Have students read aloud the Close Reader Habit on the lower right of p. 122.

TIP Explain to students that setting includes the weather. Words such as hot, cold, sunny, and windy tell about the setting.

Get Started


Idioms Help students comprehend a key story event by making sure they understand the expression lose track of.

• Ask students to name things people often lose or misplace temporarily. Examples include objects such as keys, cell phones, or eyeglasses. Explain that people might say they lost track of these items.

• Help students understand that people can lose track of other things, too. For example, you might say, “I lost track of what I wanted to say,” if you were interrupted while you were talking, or “I lost track of the time while I was texting and missed the bus.” Using examples like these, guide students to arrive at the meaning of “forget” for lose track of.

Word Learning Strategy Use Context Clues

• Read the phrase turned our attention in paragraph 2, sentence 3. Guide students to define the phrase. (turn means “to change direction”; attention is “concentration or focus on something”)

In what way do the boy and girl turn their attention? (First, they were fascinated by the shops, and then they became interested in the restaurants.)

What other words or phrases could replace turned our attention in the sentence? (looked at, switched focus, focused on)

• Remind students that the surrounding words are often a clue to an unknown word or phrase’s meaning.


Lesson 8

123Lesson 8 Describing Settings and Events in Stories

• To respond to the Explore question, I need to figure out what the setting of the story is first and then see how it influences the characters and events. I’m going to go back to the story and reread, looking for details about the setting, or where and when the story is taking place.

• The first details about time are “several years ago” and when the narrator “was about seven.” I also see that it was summer and “blazingly,” or extremely, hot.

The beginning of the story also tells me the narrator is at the airport.

• So, in the Setting part of the chart, I’m going to write “Inside the airport on a hot summer day.” I know that the detail “blazingly hot” is important to the story events, but I don’t think the narrator’s age at the time of the story affects anything, so I’m not adding that detail to the chart.

• Now I’ll keep reading to identify three important events of the story and add them to the chart in order.

Describing Settings and Events in Stories Lesson 8

Explore


What is the setting, and how does it influence the story characters and events in “Meeting Grandma?”

Think

1 Fill in the chart with details about the story setting and events.

HINT Identify details that explain why the characters lost track of time.

2 How does the setting affect the family’s actions, and how does that lead to the last important event in the story?

Talk

3 Describe the story setting in “Meeting Grandma.” How did it influence the characters and story events?

Write

4 Short Response Describe the way the story setting of “Meeting Grandma” affected the characters and events. Include details from the story to support your response. Use the space provided on page 126 to write your response.

Think about how the setting—the time and place—influences what happens in the story.

First

Setting

Next

Last

Impo

rtan

t Ev

ents

The kids were excited by what they could do at the airport.

Their grandmother had to search for them because they lost

track of time.

Two kids go to the airport with their parents to pick up their grandmother.

The family loses track of time when the kids get cold smoothies and drink them slowly.

After her plane lands, the worried grandmother finds the family in a restaurant drinking smoothies.

Inside the airport on a hot summer day

123

Think Aloud

Think

• Read aloud the Think section. Explain to students that you will model how to find text evidence to fill in the chart. Use the Think Aloud below to guide your modeling.

• Revisit the Explore question. Guide students to determine that now they need to look for details about important events, using the Close Reader Habit.

• Encourage students to work with a partner to continue rereading the story and to complete the chart. Remind students that the Buddy Tip will help them find the story details they need.

• Ask volunteers to share their completed charts.

• Guide students to see that the setting influences what happens. Without the place at the airport to buy cold drinks, for example, Grandma would probably have been met at the gate, or some place more obvious, and would not have worried.

Talk

• Read aloud the Talk prompt.

• Have partners respond to the prompt. Use the Talk Routine on pp. A52–A53.

• Circulate to check that students are discussing the general setting of the airport and the specific setting of the smoothie restaurant, and their effects on the characters and events.

Write

• Ask a volunteer to read aloud the Write prompt.

• Invite a few students to tell what the prompt is asking them to do.

• Make sure students understand that they need to identify the setting and tell how it helped to cause the events. Point out that details in their charts will support their writing.

• Have students turn to p. 126 to write their responses.

• Use Review Responses on p. 126 to assess students’ writing.

• Ask students to recall the Learning Target. Have them explain how thinking about and describing the setting and the events helped them better understand the story.

Wrap Up

Guided Practice

124


124 Lesson 8 Describing Settings and Events in Stories ©Curriculum Associates, LLC Copying is not permitted

Guided Practice


1 For weeks Elena’s brothers had been promising to teach her how to play baseball. Today, though, when she pestered them to join a game, Jorge said no. “Go away, little one!” he exclaimed. “� is game is for expert players.” How dare he call her little one!

2 Elena slammed the door hard and stomped into the kitchen where her grandmother was busy making the evening meal. Elena threw down her backpack and slumped in a chair. “Jorge and Hector won’t teach me how to play baseball, Abuela,” she grumbled. “� ey won’t let me play because I don’t even know how to catch, throw, or hit the ball—but how will I ever learn unless someone teaches me?”

3 “Ah, Chica, this is your lucky day,” smiled Abuela. “In my youth, I had quite the reputation for being a good pitcher. We’ll have to start some practice sessions outside.”

4 For the next three weeks, they practiced daily in Elena’s backyard. Abuela taught Elena everything she knew about baseball, which happened to be quite a lot. Finally, she sent Elena o� to � nd a game.

5 Elena soon located her brothers and their friends in a game at the park. When she asked to join in, Jorge tried to send her away, but then one of his friends threw Elena a long, high ball. Reaching up with her glove, she made the catch easily. “Wow!” said Jorge. “How did you learn to catch like that?”

6 “Abuela taught me. I can throw hard and smash the ball, too.”7 “Well, if Abuela taught you, you must be good because she

taught Hector and me, too,” he laughed and nudged her gently. “Welcome to the game.”

What is Jorge’s attitude toward Elena at the beginning of the story? Why does it change? Reread the story. Underline details that show why Jorge’s attitude toward Elena changes.

Close Reader Habits

by Bianca Gomez

©Curriculum Associates, LLC Copying is not permitted.Lesson 8 Describing Settings and Events in Stories124

Read

124

Today you will read another realistic fiction story about a family. First, you will read to understand what happens. Then you will reread with a partner to study how the setting affects the events.

Read

• Read aloud the title of the story. Ask students whether they ever took lessons to learn how to do something. What were the lessons for? What was the experience like? Invite students to respond. Then guide students to consider what the experience of taking lessons can teach people about themselves.

• Read to Understand Have students read the story independently. Tell them to place a check mark above any confusing words or phrases as they read. Remind students to look inside, around, and beyond each unknown word or phrase to help them figure out its meaning. Use the Word Learning Routine on pp. A50–A51.

• When students have finished reading, clarify the meanings of words and phrases they still find confusing. Then use the questions below to check understanding. Encourage students to identify details in the text that support their answers.

Why is Elena unhappy at the beginning of the story? (Her brothers won’t let her join their baseball game.)

How does Elena learn to play baseball? (Abuela teaches her.)

What happens at the end of the story? (Elena shows she can make a good catch, and she is invited to join the game.)


Word Learning Strategy

• Read to Analyze Read aloud the Close Reader Habit on the lower right of p. 124 to set the purpose for the second read. Then have students reread the story with a partner and discuss any questions they might have.

Get Started

English Language LearnersBuild Meaning

Build Background While baseball is played in many cultures, some students will have no background knowledge of the game. Show them an image or a short video of a baseball game.

• Have students describe what they see.

• Then invite students to say what they are doing as they act out the four basic actions in baseball: pitching, or throwing, a baseball, catching the ball, hitting the ball with a bat, and running from base to base. Explain that catches are made with a baseball glove. Show or draw a baseball and a glove if possible.

• Ask students which actions are expressed by “throw hard” (pitching or throwing the ball) and “smash the ball” (hitting it hard with the bat). Have volunteers demonstrate each action.

Word Learning StrategyUse Context Clues

• Read aloud the sentence in paragraph 1 with the word expert. Tell students to think about the words around expert to help them figure out its meaning.

What clues in the paragraph help you figure out the meaning of expert? (Elena’s brothers tell her, “Go away,” because she doesn’t know how to play baseball. Expert describes the word players, so it must mean the best ones.)

What does the word expert mean as it is used in this sentence? (very good; skilled)

• Repeat this process with the word sessions in the last sentence of paragraph 3.

Guided Practice

125


125Lesson 8 Describing Settings and Events in Stories©Curriculum Associates, LLC Copying is not permitted



Think Use what you learned from reading the story to respond to the following questions.

1 Reread paragraph 2. Which two events result from what Elena says about her brothers’ unwillingness to teach her to play baseball?

A Jorge calls Elena “little one” and tells her to go away.

B Jorge and Hector find a friend who teaches Elena how to play.

C Elena and Abuela practice baseball for three weeks.

D Jorge tries to send Elena away when she asks to join a baseball game at the park.

E Elena learns how to reach up and catch a long, high ball easily.

F Abuela teaches Hector to play baseball.

2 Which details best describe the settings in this story?

A Elena’s kitchen chair and the park

B the park and Elena’s backyard

C Abuela’s kitchen and the park

D the park on two different days

Talk

3 Which story events explain the change in Jorge’s attitude toward Elena? What does Elena learn that makes him change his mind? List the events in the chart on page 127 to help organize your thoughts.

Write

4 Short Response Describe the events that lead to a change in Jorge’s attitude toward Elena. Include story details to support your response. Use the space provided on page 127 to write your response.

HINT Identify the important events that take place in the story.

In some stories, a character’s feelings and actions are what impact the story’s outcome the most.

125


If… students have difficulty finding text evidence to answer item 1,

then… have them think of cause and effect. Explain that events in a story often cause other events to happen. Draw a simple cause-effect chart with one cause (Elena tells Abuela that her brothers won’t let her play) and two effects. Work with students to identify what happens in paragraphs 3–4 and in paragraph 5 that are the result of Elena telling Abuela about her brothers’ actions. Help students add the events to the chart. Then tell students to find the answer choices that best match what they wrote in their charts.

Think

• Have students work with a partner to complete items 1 and 2. Draw attention to the boldface words two in item 1 and best in item 2.

TIP If students have trouble answering these questions, have them rephrase the question.

Answer AnalysisWhen students have finished, discuss correct and incorrect responses.

1 The correct choices are C and E. When Abuela learns Elena’s problem, she teaches Elena how to catch and throw.

• A is the cause of Elena’s unhappiness, not the result of what she says to Abuela. B and D are are not supported by the text. F is wrong because Hector already knows how to play.

DOK 2

2 The correct choice is B. Abuela teaches Elena to play baseball in the backyard, and the park is where Elena finally gets to play baseball with her brothers.

• A is not supported by story details. C is incorrect because only part of the story takes place in the kitchen and the park. D is only one part of the story’s setting.

DOK 2


Integrating Standards

Talk

• Have partners discuss the prompt. Emphasize that students should support their ideas with text details, which they’ll record in the chart on p. 127 Circulate to clarify misunderstandings.

Write

See p. 127 for instructional guidance.

• Ask students to recall the Learning Target. Have them explain how identifying the events and setting helped them better understand the story.

Wrap Up


Use the following questions to further students’ understanding of the story:

• What are two examples of things Elena did to show she was angry? (Elena slammed the door hard. She stomped. She also threw her backpack down. All these actions show anger.) DOK 2

• Summarize the story in your own words. (When Elena’s brothers won’t let her play baseball with them, Elena’s grandmother offers to teach her how to play. After she practices for three weeks, Elena finds her brothers and their friends in a game at the park and asks to join. When she easily catches a ball thrown to her and says Abuela taught her to play baseball, her brother Jorge invites her to join the game.) DOK 3



126




Check Your Writing

Did you read the prompt carefully?

Did you put the prompt in your own words?

Did you use the best evidence from the text to support your ideas?

Are your ideas clearly organized?

Did you write in clear and complete sentences?

Did you check your spelling and punctuation?

Don’t forget to check your writing.


4 Short Response Describe the way the story setting of “Meeting Grandma” affected the characters and events. Include details from the story to support your response.

Write Use the space below to write your answer to the question on page 123.

HINT Identify details that explain why the characters lost track of time.

MeetingGrandma

Sample response: The setting is a very hot day at the airport. The kids in the story

have never been to an airport, so they are excited. Since it is so hot, they beg for

smoothies. When their parents buy smoothies for them, they take their time

drinking them and lose track of time. Meanwhile, their grandmother’s plane lands,

and she comes looking for them, worried that they were lost.

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Scaffolding Support for Reluctant Writers

If students are having a difficult time getting started, use the strategies below. Work individually with struggling students, or have students work with partners.

• Circle the verbs in the prompt that tell you what to do, such as describe, explain, or compare.

• Underline words and phrases in the prompt that show what information you need to provide in your response, such as causes, reasons, or character traits.

• Talk about the details from the text that you will include in your response.

• Explain aloud how you will respond to the prompt.

Write

• Remember to use the Response-Writing Routine on pp. A54–A55.

Review ResponsesAfter students complete the writing activity, help them evaluate their responses.

4 Responses may vary but should show an understanding that the setting is an airport on a very hot day. Students should include details about how the setting affected the characters and events. See the sample response on the student book page. DOK 2


Guided Practice

127



Guided Practice

Check Your Writing

Did you read the prompt carefully?

Did you put the prompt in your own words?

Did you use the best evidence from the text to support your ideas?

Are your ideas clearly organized?

Did you write in clear and complete sentences?

Did you check your spelling and punctuation?


3 Use the chart below to organize your ideas.

Write Use the space below to write your answer to the question on page 125.

4 Short Response Describe the events that lead to a change in Jorge’s attitude toward Elena. Include story details to support your response.

HINT Identify the important events that take place in the story.

First

Next

LastImpo

rtan

t Ev

ents

Sample response: In the beginning of the story, Jorge and Hector will not let Elena

play baseball with them. Elena complains to Abuela that no one will teach her how

to play, so Abuela, a good ball player herself, takes on the task. After a few weeks of

practice, Elena shows off her new skills by catching a fly ball, and Jorge welcomes

Elena to the game.

Teacher Notes

127

Talk

3 Students should use the chart to organize their evidence.

Write

• Ask a volunteer to read aloud the Write prompt.

• Invite students to tell what the prompt is asking them to do. Make sure they understand that they need to tell the important events of the story that lead up to the ending.

• Call attention to the HINT.

• Remember to use the Response-Writing Routine on pp. A54–A55.

Review ResponsesAfter students complete the writing activity, help them evaluate their responses.

4 Responses may vary, but students should include information from the story about what happened to change Jorge’s mind. See the sample response on the student book page. DOK 2






Read Genre: Short Story

1 King Lear was old and tired. He was aweary of the business of his kingdom. He wished only to end his days quietly near his three daughters. . . .

2 Lear called his three daughters together, and told them that he proposed to divide his kingdom between them. “But � rst,” said he. “I should like to know how much you love me.”

3 Goneril, who was really a very wicked woman, and did not love her father at all, said she loved him more than words could say. She loved him dearer than eyesight, space, or liberty, more than life, grace, health, beauty, and honor.

4 “I love you as much as my sister and more,” professed Regan. “I care for nothing but my father’s love.”

5 Lear was very much pleased . . . and turned to his youngest daughter, Cordelia. “Now, our joy, though last not least,” he said. “� e best part of my kingdom have I kept for you. What can you say?”

6 “Nothing, my lord,” said Cordelia.

adapted from a retelling in Beautiful Stories from Shakespeare

WORDS TO KNOWAs you read, look inside, around, and beyond these words to figure out what they mean.

• grudge

• proposed

• conduct

King Learby William Shakespeare


Today you are going to read a short story about a royal family and use what you have learned about describing and connecting story settings and events.

• Ask volunteers to explain why describing the setting and the events will help readers better understand fiction stories. Encourage students to use the Academic Talk words in their responses.


ReadYou are going to read the story independently and use what you have learned to think and write about the text. As you read, remember to look closely at the details in the text to identify the setting and most important events.

• Read aloud the title of the story, and then encourage students to preview the text, paying close attention to the illustrations.

• Call attention to the Words to Know in the upper left of p. 128. Remind students to use the Glossary of Words to Know in the back of the Student Book if they struggle to determine meaning from context, or to confirm their understanding of the word.

• If your students need support in reading the passage, you may wish to use the Monitor Understanding suggestions.

• When students have finished, have them complete the Think and Write sections.


Get Started

128


Related Words Supply story context to help students with two challenging and related words that recur in this story: profess and profession.

• Explain that the old king wants each of his daughters to tell him how much they love him. Say and write:

King Lear wants his daughters to profess their love.

• Circle profess, and ask students what they think it means. (to say, or declare openly)

• Write the related word profession, say it, and have students repeat the word. Tell them that profession has more than one meaning. Ask them if they know what it usually refers to. (a job or an occupation, such as doctor or teacher)

• Draw students’ attention to the phrase “professions of love” in paragraph 11 of the story. Ask:

Do you think professions refers to occupations here? (no)

What do you think it means? (strong statements or declarations)

• Act out a profession of love. Choose an object in the classroom, and profess your love for it in an exaggerated way so students understand why Cordelia is “disgusted” with her sisters’ professions of love in the story. Invite volunteers to act out their own professions of love for a classroom object.



Lesson 8

129


7 “Nothing can come of nothing. Speak again,” said the King. 8 And Cordelia answered, “I love your Majesty according to my duty—

no more, no less.” 9 � is she said, because she was disgusted with the way in which her

sisters professed love, when really they had not even a sense of duty to their old father.

10 “I am your daughter,” she went on. “You have brought me up and loved me. I return you those duties back as are right and � t, obey you, love you, and most honor you.”

11 Lear, who loved Cordelia best, had wished her to make more extravagant professions of love than her sisters. “Go,” he said. “Be forever a stranger to my heart and me.” He divided the kingdom between Goneril and Regan, and told them that he should only keep a hundred knights at arms, and would live with his daughters by turns. . . .

12 � e King now went to stay with this daughter Goneril, who had got everything from her father that he had to give. She now began to grudge even the hundred knights that he had reserved for himself. She was harsh and undutiful to him. Her servants either refused to obey his orders or pretended they did not hear them. . . .

13 “Goneril,” said Lear, “I will not trouble you further—yet I have le another daughter.”

129Lesson 8 Describing Settings and Events in Stories©Curriculum Associates, LLC Copying is not permitted.

129


If… students struggle to read and understand the story,

then… use these scaffolding suggestions:

Question the Text Preview the text with students by asking the following questions:

• Based on the title and the illustrations, what do you predict the story will be about?

• What do you think a setting of the story will be? (a castle, a time long ago)

• What questions do you have about the story?

Vocabulary Support Define words that may interfere with comprehension, such as kingdom, undutiful, misery, and heath.

Read Aloud Read aloud the text with the students. You could also have students chorally read the text in a small group.

Check Understanding Use the questions below to check understanding. Encourage students to cite details in the text that support their answers.

• Why does Lear want his daughters to tell him how much they love him? (He is about to give away his kingdom. The daughter who loves him the most will get the best part.)

• What do Goneril and Regan tell Lear about their love for him? (They say they love him greatly.)

• How is Cordelia different from Goneril and Regan? (She truly loves her father, but she will not lie or exaggerate.)

Lesson 8 Describing Settings and Events in Stories©Curriculum Associates, LLC Copying is not permitted







14 So he set out with his followers for the castle of Regan. But she, who had formerly outdone her sister in professions of attachment to the King, now seemed to outdo her in undutiful conduct. She said that � y knights were too many to wait on him, and Goneril . . . said � ve were too many, since her servants could wait on him.

15 � en when Lear saw that what they really wanted was to drive him away, he le them. It was a wild and stormy night, and he wandered about the heath half mad with misery. . . .

16 Here [Cordelia and her friends] found poor King Lear, wandering about the � elds, wearing a crown of nettles and weeds. [She] brought him back and fed and clothed him. � en Cordelia came to him and kissed him.

17 “You must bear with me,” said Lear. “Forget and forgive. I am old and foolish.”

18 And now he knew at last which of his children it was that had loved him best, and who was worthy of his love. . . .

130

Theme Connection • Remind students that the theme of this lesson is Stories

About Families.

• Ask students how all the stories in this lesson relate to the theme of family life.

• Then ask students to name one lesson they learned about family life from each story.

• Guide students to discuss whether stories with themes about family life are always set at home. Have students support their answers.


After students have read the story, use these questions to discuss the text with them.

• According to the story, why does Lear divide his kingdom?

(He is “aweary,” or tired, “of the business of his kingdom.”)

DOK 2

• What does Goneril mean when she says she loves Lear “dearer than eyesight”?

(She means that her love of her father is more important to her than being able to see. She uses this expression to convince Lear that she loves him more than she really does.)

DOK 2

• A theme of this story is about how love is truly shown for a parent. How does the character of Cordelia express this theme?

(Cordelia is a good and loving daughter. First, when she is asked to profess her love, she does not exaggerate like her sisters do in order to get land and riches. She says only that she returns “those duties back as are right and fit,” and obeys, loves, and honors her father. At the end of the story, when King Lear is “half mad with misery,” Cordelia finds him, brings him home, takes care of him, and kisses him. At the end, Lear knows that Cordelia “loved him best” and was a good daughter.)

DOK 3

• How would the story be different if Cordelia were the narrator of the events?

(The reader would likely learn how disappointed Cordelia was that her father failed to recognize her sisters’ greed and selfishness, and how she felt when her father banished her. It would probably include details about what Cordelia did after leaving her father’s castle and her joy at finding him in the woods.)

DOK 3

Theme Connection



Lesson 8




Think Use what you learned from reading the story to respond to the following questions.

1 Reread paragraph 11. Which statement about story events best shows the relationship between King Lear and Cordelia at this point?

A King Lear began to believe that Cordelia had outdone her sisters in undutiful conduct.

B King Lear saw that each of his daughters really had wanted to drive him away all along.

C King Lear sent Cordelia away because she did not give him a strong enough expression of her love.

D King Lear knew at last that each of his daughters had never really loved him the way she had claimed.

2 Choose two statements that best describe the setting of the story.

A Lear’s castle is too small for his daughters to live there.

B Regan’s castle is surrounded by fields of nettles and weeds.

C The story takes place on a windy winter night.

D It is a time when kings rule and knights serve them.

E The castles are chilly places without much light.

F Lear’s kingdom is large, wealthy, and beautiful.

G Goneril’s castle is bigger and fancier than Regan’s.

3 Read the sentence from paragraph 17 in the passage.

“You must bear with me,” said Lear. “Forget and forgive. I am old and foolish.”

Which dictionary defi nition best defi nes the word bear as it is used in the sentence?

A stand up to

B get over

C put up with

D provide for

131


If… students struggle to complete the items,

then… you may wish to use the following suggestions:

Read Aloud Activities • As you read, have students note any unfamiliar words or

phrases. Clarify any misunderstandings.

• Discuss each item with students to make certain they understand the expectation.

Reread the Text • Have students record details about settings and events

in a chart as they reread.

• Have students summarize the text.


Think

• Use the Monitor Understanding suggestions to support students in completing items 1–5.


Answer AnalysisWhen students have finished, discuss correct and incorrect responses.

1 The correct choice is C. Cordelia does not express exaggerated professions of love to King Lear. Disappointed, he sends her away.

• A and B are inaccurate descriptions of Cordelia.

• D is an accurate description of what Lear realizes about two, but not all, of his daughters at the end of the story.

DOK 3

2 The correct choices are B and D. Choice B describes an aspect of the landscape, and choice D describes an aspect of the social life of the time.

• A, C, E, F, and G are all unsupported by details in the text.

DOK 3

3 The correct choice is C. In this context, the word “bear” has the same meaning as the phrase “put up with.”

• A, B and D are incorrect definitions of the word.DOK 2







4 This question has two parts. First, answer Part A. Then answer Part B.

Part AWhich statement best describes why King Lear’s feelings about Goneril started to change?

A She was a stranger to his heart.

B She began to be mean and disrespectful.

C She allowed fewer than fifty of her knights to serve him.

D She sent him outside to wander alone in the heath.

Part B Underline two sentences in paragraph 12 that best support your answer in Part A.

The King now went to stay with this daughter Goneril, who had got everything from her father that he had to give. She now began to grudge even the hundred knights that he had reserved for himself. She was harsh and undutiful to him. Her servants either refused to obey his orders or pretended they did not hear them. . . .

5 Which two sentences from paragraphs 15 and 16 best explain why King Lear’s feelings toward his daughters changed at the end of the story? Write a sentence from each paragraph in the box below.

1. Then when Lear saw that what they really wanted was to drive him away, he left them.

2. She brought him back and fed and clothed him.

132


If… students don’t understand the writing task,

then… read aloud the writing prompt. Use the following questions to help students get started:

• What is the prompt asking you to write about?

• Do you need to reread the text to find more information?

• How will you identify the information you need to include?

• Have partners talk about how they will organize their responses.

• Provide a graphic organizer to assist students, if needed.


4 Part A The correct choice is B. After Goneril receives a portion of the kingdom, she becomes “harsh and undutiful” to her father.

• A describes King Lear’s feelings about Cordelia.

• C describes the number of knights Regan thought should serve her father.

• D does not describe King Lear’s feelings about Goneril.

Part B See the answers on the student book page. These sentences are the best example of how Goneril caused her father’s feelings toward her to change. DOK 2

5 See the answers on the student book page. Discuss students’ responses with them to make sure they understand why King Lear’s feelings toward his daughters changed at the end of the story. Remind students that this item simulates drag-drop items students may see on computer-based assessments. DOK 3


Lesson 8Describing Settings and Events in Stories Lesson 8


Learning TargetIn this lesson, you learned to use details to describe the setting and events in a story. Now, explain how understanding the setting and events help you better understand a story.

Write

6 Short Response What conclusions can be drawn about King Lear’s experiences with his three daughters? What lesson did he learn? Use details about events from the story to support your response.

Sample response: By vowing they love him dearly, Goneril and Regan

trick King Lear into giving them his kingdom. He sends Cordelia away

because he’s disappointed in her expression of love. Soon Goneril and

Regan show their true feelings by treating Lear cruelly, and he

realizes why they have changed. The story says, “ . . . Lear saw what

they really wanted was to drive him away. . . .” Cordelia rescues him

and takes him in, even though he had mistreated her. By her actions,

Cordelia shows she truly loves him. He learns that people’s actions are

truer proof than the words they speak.

Responses will vary, but students should describe how using details

to identify a story’s setting and events gave them a clearer picture

of what happened.

133

Lesson 8 Describing Settings and Events in Stories©Curriculum Associates, LLC Copying is not permitted 133

6 2-Point Writing Rubric

Points Focus Evidence Organization

2 My answer does exactly what the prompt asked me to do.

My answer is supported with plenty of details from the text.

My ideas are clear and in a logical order.

1 Some of my answer does not relate to the prompt.

My answer is missing some important details from the text.

Some of my ideas are unclear and out of order.

0 My answer does not make sense.

My answer does not have any details from the text.

My ideas are unclear and not in any order.

Write

• Tell students that using what they read, they will plan and compose a short response to the writing prompt.


Review ResponsesAfter students have completed each part of the writing activity, help them evaluate their responses.

6 Display or pass out copies of the reproducible 2-Point Writing Rubric on p. TR10. Have students use the rubric to individually assess their writing and revise as needed.

When students have finished their revisions, evaluate their responses. Answers will vary but should include Lear’s interactions and experiences with all three daughters, as well as a clear explanation of how the experiences affect him. DOK 3

Learning Target• Have each student respond in writing to the

Learning Target prompt.

• When students have finished, have them share their responses. This may be done with a partner, in small groups, or as a whole class.

Wrap Up

lesson lesson 8 oeriew describing settings and events in

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