Imagination Open Court: Unit 3 Open Court: Unit 3 Lesson 5: “The Emperor’s New Clothes” Lesson 5: “The Emperor’s New Clothes”

ImaginationImagination

Open Court: Unit 3Open Court: Unit 3 Lesson 5: “The Emperor’s Lesson 5: “The Emperor’s

New Clothes”New Clothes”

Objectives:Objectives:

You will:You will:– practice recognizing base wordspractice recognizing base words– practice recognizing affixes, practice recognizing affixes, including the suffixes –ly, -ful, including the suffixes –ly, -ful, -able, and –less and the prefix -able, and –less and the prefix un-.un-.

– practice the long /oo/ sound practice the long /oo/ sound spelled oo, u_e, and _ew.spelled oo, u_e, and _ew.

– practice recognizing diphthongs.practice recognizing diphthongs.

Preparing to Read, Preparing to Read, Day 1Day 1Word KnowledgeWord Knowledgeend endless endlessly care careless end endless endlessly care careless

carelesslycarelesslyfancy fanciful force forcefulfancy fanciful force forcefulable unable do undo tie untieable unable do undo tie untieimaginable lovable adorable imaginable lovable adorable constantly wisely proudly scarcely constantly wisely proudly scarcely new noon rule fool loomsnew noon rule fool looms

Other servants toiled endlessly to keep the Other servants toiled endlessly to keep the emperor’s vast wardrobe cleaned and pressed.emperor’s vast wardrobe cleaned and pressed.

““We can weave the most beautiful cloth We can weave the most beautiful cloth imaginable!” the first told the emperor.imaginable!” the first told the emperor.

““But they are obviously the perfect clothes for But they are obviously the perfect clothes for a wise ruler like yourself!”a wise ruler like yourself!”

Weavers weave new rugs on looms.Weavers weave new rugs on looms.

Word KnowledgeWord Knowledge

What do the following words What do the following words have in common?have in common?

end endless endlessly care end endless endlessly care careless carelesslycareless carelessly

– These words are base words with different These words are base words with different suffixes added. suffixes added.

– Can you identify the base words?Can you identify the base words?– What about the suffixes?What about the suffixes?– How do the suffixes change the meanings of How do the suffixes change the meanings of the base words?the base words?


fancy fanciful force forcefulfancy fanciful force forceful

What do these words have in common?What do these words have in common?– They are base words with the suffix –ful They are base words with the suffix –ful added to them.added to them.

– How does the spelling of the word change How does the spelling of the word change when the suffix –ful is added?when the suffix –ful is added?

– What about the meaning of the base word?What about the meaning of the base word?


What about this group of words?What about this group of words?

able unable do undo tie able unable do undo tie untieuntie

They are base words with the They are base words with the prefix un-.prefix un-.

What happens to the meaning of What happens to the meaning of the word when we add un-?the word when we add un-?


imaginable lovable adorableimaginable lovable adorable

What is the same with these words?What is the same with these words?– They are base words with the suffix –They are base words with the suffix –able added to themable added to them

– How does the spelling of the base How does the spelling of the base words change when –able is added?words change when –able is added?

– How does the meaning change?How does the meaning change?– Can you give me other examples of –Can you give me other examples of –able words?able words?


What do these words have in What do these words have in common?common?

constantly wisely constantly wisely proudly scarcelyproudly scarcely

They are base words with the They are base words with the suffix –ly added?suffix –ly added?

What does the suffix –ly mean?What does the suffix –ly mean? How does it change the meaning of How does it change the meaning of the base word?the base word?


new noon rule fool loomsnew noon rule fool looms

What is the spelling pattern in What is the spelling pattern in these words?these words?– They all have the long oo sound.They all have the long oo sound.– Can you identify the letters that Can you identify the letters that make the long oo sound in each make the long oo sound in each word?word?


Other servants toiled endlessly to keep the Other servants toiled endlessly to keep the emperor’s vast wardrobe cleaned and emperor’s vast wardrobe cleaned and pressed.pressed.

““We can weave the most beautiful cloth We can weave the most beautiful cloth imaginable!” the first told the emperor.imaginable!” the first told the emperor.

““But they are obviously the perfect clothes But they are obviously the perfect clothes for a wise ruler like yourself!”for a wise ruler like yourself!”

These sentences are from the story, These sentences are from the story, “The Emperor’s New Clothes”. “The Emperor’s New Clothes”.

Can you identify the words with Can you identify the words with suffixes?suffixes?


Weavers weave new rugs on Weavers weave new rugs on looms.looms.

– Can you find the words that Can you find the words that have the long oo sound? have the long oo sound?

– What letters spell that sound?What letters spell that sound?

Building BackgroundBuilding Background

PRIOR KNOWLEDGEPRIOR KNOWLEDGE– What do you know about fairy tales?What do you know about fairy tales?

How are the plots of fairy tales similar?How are the plots of fairy tales similar? Are the characters and settings similar?Are the characters and settings similar?

– Have you ever known someone who worried Have you ever known someone who worried too much about the way they looked?too much about the way they looked?

– Sometimes stories that entertain us Sometimes stories that entertain us also try to teach us a lesson.also try to teach us a lesson.

Can you think of any other stories we have Can you think of any other stories we have read that do that?read that do that?

– How could your imagination make you How could your imagination make you believe something that is not really believe something that is not really true?true?

Building BackgroundBuilding Background

BACKGROUND INFORMATIONBACKGROUND INFORMATION– ““The Emperor’s New Clothes” is a fairy The Emperor’s New Clothes” is a fairy tale. tale.

– Fairy tales are not based on fact. Fairy tales are not based on fact. Sometimes they have magical events that Sometimes they have magical events that happen.happen.

– This fairy tale was written by Hans This fairy tale was written by Hans Christian Anderson more than 100 years Christian Anderson more than 100 years ago. “The Emperor’s New Clothes” is a ago. “The Emperor’s New Clothes” is a modern version of that story. It was modern version of that story. It was written and illustrated by Nadine written and illustrated by Nadine Bernard Westcott.Bernard Westcott.

Preview and PreparePreview and Prepare

Let’s read aloud: the title, the Let’s read aloud: the title, the author, and the illustrator.author, and the illustrator.

Now, let’s browse the first page or two Now, let’s browse the first page or two of the story. of the story. – Who are the main characters?Who are the main characters?– Look at the illustrations. What do you Look at the illustrations. What do you notice?notice?

Now let’s look at the focus questions:Now let’s look at the focus questions:– Have you ever wanted something so much that Have you ever wanted something so much that you actually believed it existed, even if it you actually believed it existed, even if it didn’t?didn’t?

– How can you use your imagination to help you How can you use your imagination to help you achieve a goal?achieve a goal?

Look for clues, problems or wonderings Look for clues, problems or wonderings in the story.in the story.

Student ObservationStudent Observation

Clues ProblemsClues Problems WonderingsWonderings

Words “new toiled Words “new toiled Why are the clothes so important? Why are the clothes so important?

clothes” in titleclothes” in title

Selection VocabularySelection Vocabulary

““The Emperor’s New Clothes”The Emperor’s New Clothes”

wardrobe

scholars

finery

royal

procession

garments

wardrobewardrobe

Other servants Other servants toiled endlessly toiled endlessly to keep the to keep the emperor’s emperor’s wardrobewardrobe cleaned cleaned and pressed.and pressed.

My mom needs a My mom needs a new new wardrobewardrobe for for work.work.

a collection of clothes

scholarsscholars

The kingdom’s most The kingdom’s most learned scholars learned scholars were kept were kept constantly on hand constantly on hand to advise him on to advise him on his choice of his choice of clothing.clothing.

We became scholars We became scholars by studying and by studying and investigating investigating questions.questions.

highly educated people

fineryfinery

““Not everyone, of course, is able to Not everyone, of course, is able to wear such wear such fineryfinery,” added the second.,” added the second.

The queen dressed in her best The queen dressed in her best fineryfinery when she appeared in public.when she appeared in public.

dressy or showy clothing

royalroyal

““Why, you must wear Why, you must wear them tomorrow in them tomorrow in the the royalroyal procession!” the procession!” the emperor’s wife emperor’s wife cried.cried.

The messenger The messenger passed through all passed through all the towns to the towns to announce the announce the royalroyal message.message.

suitable for royalty—people with the sovereign right to govern a kingdom

processionprocession

As the emperor set forth in As the emperor set forth in the royal the royal processionprocession, the , the crowd grew silent.crowd grew silent.

Every year the town came out Every year the town came out for a traditional for a traditional processionprocession on the queen’s birthday.on the queen’s birthday.

a group moving along in an orderly, ceremonialway

garmentsgarments

They brought in the royal They brought in the royal robes and dressed the emperor robes and dressed the emperor in them, taking great care to in them, taking great care to see that there were no loose see that there were no loose threads and that the royal threads and that the royal garments hung just right.garments hung just right.

During the summer, we put During the summer, we put away our winter garments.away our winter garments.

articles of clothing


wardrobe—a collection of clotheswardrobe—a collection of clothes

scholars—highly educated peoplescholars—highly educated people

finery—dressy or showy clothingfinery—dressy or showy clothing

royal—suitable for royalty—people with the royal—suitable for royalty—people with the sovereign right to govern a kingdomsovereign right to govern a kingdom

procession—a group moving along in an orderly, procession—a group moving along in an orderly, ceremonial wayceremonial way

garments—articles of clothinggarments—articles of clothing

““The Emperor’s New The Emperor’s New Clothes”Clothes” Focus Questions:Focus Questions:

– Have you ever wanted something Have you ever wanted something so much that you actually so much that you actually believed it existed, even if it believed it existed, even if it didn’t?didn’t?

– How can you use your How can you use your imagination to help you achieve imagination to help you achieve a goal?a goal?

““The Emperor’s New The Emperor’s New Clothes”Clothes”

Pages 250-257, First Pages 250-257, First ReadRead As I read the selection I will…As I read the selection I will…

– Make Make predictionspredictions about the story, about the story, and confirm or revise my and confirm or revise my predictions as needed.predictions as needed.

– VisualizeVisualize what is happening in the what is happening in the story so I can better understand story so I can better understand what I am reading.what I am reading.

– Ask questionsAsk questions about ideas or facts about ideas or facts in the story to clarify difficult in the story to clarify difficult parts. parts.

Discussing Strategy Discussing Strategy UseUse What questions did you ask What questions did you ask yourself as you read the story?yourself as you read the story?

How did you make, confirm, and How did you make, confirm, and revise predictions as you read?revise predictions as you read?

What did you visualize as you What did you visualize as you were reading?were reading?

Discussing the Discussing the SelectionSelection Let’s use handing off to answer the Let’s use handing off to answer the following questions:following questions:– Why did the emperor worry so much about Why did the emperor worry so much about his clothes?his clothes?

– What does this concern tell you about What does this concern tell you about the emperor?the emperor?

– How did the weavers trick the emperor?How did the weavers trick the emperor?– Why was everyone afraid to tell the Why was everyone afraid to tell the truth?truth?

– Why were the people proud of the Why were the people proud of the emperor?emperor?

Investigating Investigating Concepts Beyond the Concepts Beyond the TextText Meet with your groups to discuss Meet with your groups to discuss the following questions…the following questions…– Do you have any questions about the Do you have any questions about the story you have just read?story you have just read?

– Did the story tell you something about Did the story tell you something about imagination that you didn’t already imagination that you didn’t already know?know?

– Did the story make you wonder about Did the story make you wonder about something?something?

– Discuss the concept that your Discuss the concept that your imagination can sometimes play tricks imagination can sometimes play tricks on you. Share a story with the group on you. Share a story with the group about a time when your imagination about a time when your imagination played a trick on you.played a trick on you.

Word AnalysisWord Analysis

Spelling: The long /oo/ and /u/ Spelling: The long /oo/ and /u/ sounds, sounds, – nnewew n noooon rn ruleule f fooool ll loooomsms– pretest (p. 259F)pretest (p. 259F)

Vocabulary Skill Words (Shades of Vocabulary Skill Words (Shades of Meaning)Meaning)– wardrobe magnificent learned toiled wardrobe magnificent learned toiled extraordinaryextraordinary

English Language English Language ConventionsConventionsGrammar: ArticlesGrammar: Articles

Let’s read Language Arts Handbook page Let’s read Language Arts Handbook page 252 to learn about articles.252 to learn about articles.

Articles function as noun signals…they tell you Articles function as noun signals…they tell you a noun is coming. a noun is coming.

definite article—signals a particular person, definite article—signals a particular person, place, or thingplace, or thing

indefinite article—signals any person, place or indefinite article—signals any person, place or thingthing

Use “a” when the indefinite article comes Use “a” when the indefinite article comes before a noun that begins with a consonant.before a noun that begins with a consonant.

Use “an” when the indefinite article comes Use “an” when the indefinite article comes before a noun that begins with a vowelbefore a noun that begins with a vowel

AnAn imagination is imagination is aa powerful thing to use. powerful thing to use.

AA sense of wonder is sense of wonder is anan important part of using important part of using anan imagination. imagination.

Now let’s complete Comprehension and Now let’s complete Comprehension and Language Arts Workbook p. 82-83Language Arts Workbook p. 82-83

Writing Process Writing Process StrategiesStrategies

Rhyming Poem—QuatrainRhyming Poem—Quatrain– Let’s read Language Arts Let’s read Language Arts Handbook pages 168-169 to learn Handbook pages 168-169 to learn about rhyming poetry.about rhyming poetry.

– Now, let’s look at transparency Now, let’s look at transparency 3 for an example of a quatrain 3 for an example of a quatrain poem. poem.


Assessment Rubric:Assessment Rubric:Total Point Value: 10Total Point Value: 10

Lines sound smooth and follow a rhyming Lines sound smooth and follow a rhyming pattern. (2 points)pattern. (2 points)

Descriptive adjectives and figures of Descriptive adjectives and figures of speech are used. (2 points)speech are used. (2 points)

The poem serves its purpose of The poem serves its purpose of entertaining, explaining, or other entertaining, explaining, or other stated purpose. (2 points)stated purpose. (2 points)

The final copy is neat, clean, and easy The final copy is neat, clean, and easy to read. (2 points)to read. (2 points)

Mechanics: everything is spelled Mechanics: everything is spelled correctly. (2 points)correctly. (2 points)

Writing Process Writing Process Strategies Strategies

Make a list of several ideas Make a list of several ideas for a quatrain poem that you for a quatrain poem that you could write. could write. – Write them in your response Write them in your response journal.journal.

Developing Oral LanguageDeveloping Oral Languageend endless endlessly care end endless endlessly care careless carelesslycareless carelessly

fancy fanciful force forceful fancy fanciful force forceful

able unable do undo tie untie able unable do undo tie untie

imaginable lovable adorableimaginable lovable adorable

constantly wisely proudly scarcelyconstantly wisely proudly scarcely

Can someone pick a word from above and Can someone pick a word from above and use in in a sentence? Then, that use in in a sentence? Then, that student will choose a volunteer to student will choose a volunteer to choose the next word and use it in a choose the next word and use it in a sentence. We will continue until all sentence. We will continue until all of the words have been used. of the words have been used.

““The Emperor’s New The Emperor’s New Clothes”Clothes”

pages 250-257, Second Readpages 250-257, Second Read Comprehension Skill: Comprehension Skill: Classify and CategorizeClassify and Categorize– You will put like things or You will put like things or ideas together in order to ideas together in order to understand new informationunderstand new information

Supporting the Supporting the ReadingReading Classify and CategorizeClassify and Categorize

– As you read, you should pay As you read, you should pay attention to details and use attention to details and use the information to help you the information to help you classify and categorize people, classify and categorize people, places, things, and events.places, things, and events.

– Let’s read through the story Let’s read through the story again, looking for items to again, looking for items to place into categories. place into categories.

Classify and Classify and CategorizeCategorize

Qualities of Qualities of a Good a Good EmperorEmperor

Qualities of Qualities of a Good a Good StudentStudent

Let’s complete the following table.

Now, let’s complete Comprehension and Language Arts Workbook page 80-81 for more practice with

Classifying and Categorizing.

Checking Checking ComprehensionComprehension How was the emperor different from the How was the emperor different from the other emperors?other emperors?– He was very concerned about his clothes.He was very concerned about his clothes.

How did the weavers convince the How did the weavers convince the emperor he was wearing clothes?emperor he was wearing clothes?– They said that only truly wise people could They said that only truly wise people could see the clothes, and he was afraid to see the clothes, and he was afraid to appear unwise.appear unwise.

How did the emperor discover the truth How did the emperor discover the truth about the clothes?about the clothes?– A child in the crowd pointed out that the A child in the crowd pointed out that the emperor wasn’t wearing any clothes.emperor wasn’t wearing any clothes.

What did the emperor do about it?What did the emperor do about it?– He decided to keep acting like an emperor He decided to keep acting like an emperor and walked proudly.and walked proudly.

InquiryInquiry

Let’s use the Let’s use the Concept/Question board to…Concept/Question board to…– Post any questions we had about Post any questions we had about the story that have not been the story that have not been answered yet.answered yet.

– Post articles or items that are Post articles or items that are related to imagination.related to imagination.

– Answer our story focus Answer our story focus questionsquestions


Spelling: Word SortingSpelling: Word Sorting– Repeat after me…dew, dew, dewRepeat after me…dew, dew, dew– few, few, few, few, fewfew

notice the difference between the notice the difference between the long /oo/ sound in dew, and the long /u/ long /oo/ sound in dew, and the long /u/ sound in few.sound in few.

– Sort the following words under the Sort the following words under the long /oo/ or the long /u/ heading…long /oo/ or the long /u/ heading…

moon, cute, loose, scoop, choose, dune, moon, cute, loose, scoop, choose, dune, flute, chew, few, grew, new, noon, rule, flute, chew, few, grew, new, noon, rule, fool, loomsfool, looms


Vocabulary: Shades of meaningVocabulary: Shades of meaning– learned /ler-ned/learned /ler-ned/

Who can tell me some words that are Who can tell me some words that are related to the word learned?related to the word learned?– smart, studious, scholarlysmart, studious, scholarly

I need a volunteer to read the dictionary I need a volunteer to read the dictionary definition of the word learned. definition of the word learned.

How would you put the following words in How would you put the following words in order of smartness?order of smartness?– learned, average, geniuslearned, average, genius

Let’s complete Spelling and Vocabulary Let’s complete Spelling and Vocabulary Skills Workbook pages 66-67 to learn more Skills Workbook pages 66-67 to learn more about shades of meaning.about shades of meaning.

English Language English Language ConventionsConventions Grammar: ArticlesGrammar: Articles

– definite article: a specific person, definite article: a specific person, place or thing (The, This)place or thing (The, This)

– indefinite article: any person place indefinite article: any person place or thing (A, an)or thing (A, an)

Should we use “a” or “an” before these Should we use “a” or “an” before these nouns?nouns?– scholarscholar– actressactress– theatertheater– outfitoutfit– kingdomkingdom– eveningevening

– With your partner, go through “The With your partner, go through “The Emperor’s New Clothes and find as many Emperor’s New Clothes and find as many definite and indefinite articles as you definite and indefinite articles as you can.can.


Rhyming Poem: QuatrainRhyming Poem: Quatrain– Let’s read Writer’s Workbook to Let’s read Writer’s Workbook to learn about how to prewrite for learn about how to prewrite for a quatrain poem. a quatrain poem.


Writer’s Craft: MoodWriter’s Craft: Mood– Mood is the way a piece of writing sounds Mood is the way a piece of writing sounds and the feelings the writer gives to the and the feelings the writer gives to the reader.reader.

– Descriptive adjectives and figurative Descriptive adjectives and figurative language help to set the mood of a piece language help to set the mood of a piece of writing.of writing.

– Let’s read Language Arts Handbook, page 12 Let’s read Language Arts Handbook, page 12 to learn about voice.to learn about voice.

– Let’s complete Comprehension and Language Let’s complete Comprehension and Language Arts Skills Workbook pages 84-85 for more Arts Skills Workbook pages 84-85 for more practice with mood.practice with mood.


PrewritingPrewriting– Fill out the audience and Fill out the audience and purpose for your quatrain poem purpose for your quatrain poem on page 46 of your Writer’s on page 46 of your Writer’s Workbook.Workbook.

– Complete the graphic organizer Complete the graphic organizer on page 47 of your Writer’s on page 47 of your Writer’s workbook.workbook.

Phonics and FluencyPhonics and Fluency

law awful fault join ploylaw awful fault join ploychoice toiled royal bowchoice toiled royal bowhour about allowed crowd hour about allowed crowd proudlyproudly

cow loudly hawk awkwardcow loudly hawk awkward

The ruler of the town grew tired.The ruler of the town grew tired.It was her choice to toil all night It was her choice to toil all night on the project. on the project.

““Why, you must wear them tomorrow in Why, you must wear them tomorrow in the Royal Procession!”the Royal Procession!”


law awful fault join ploylaw awful fault join ploychoice toiled royal bowchoice toiled royal bowhour about allowed crowd proudlyhour about allowed crowd proudlycow loudly hawk awkwardcow loudly hawk awkward

What do these words have in common?What do these words have in common?They all have diphthongs…two vowel sounds They all have diphthongs…two vowel sounds together in the same syllable. They blend together in the same syllable. They blend together to make one sound. together to make one sound.

Can you find the diphthongs in the words Can you find the diphthongs in the words above?above?

Meet the Author (p. Meet the Author (p. 258)258)Hans Christian Hans Christian AndersenAndersen With your partner, read the top With your partner, read the top half of page 258 to learn more half of page 258 to learn more about the author of the story “The about the author of the story “The Emperor’s New Clothes”, Hans Emperor’s New Clothes”, Hans Christian Andersen.Christian Andersen.– How do you think Hans Christian How do you think Hans Christian Andersen’s father influences his work?Andersen’s father influences his work?

His father loved books and theater and His father loved books and theater and passed these feelings on to his son.passed these feelings on to his son.

– Why do you think Andersen sometimes Why do you think Andersen sometimes wrote about things that made him sad?wrote about things that made him sad?

Maybe he wanted others to know that being Maybe he wanted others to know that being or looking different can be a good thing. or looking different can be a good thing. He also wanted others to know that feeling He also wanted others to know that feeling sad is normal.sad is normal.

Meet the Illustrator (p. Meet the Illustrator (p. 258)258)Nadine Bernard WestcottNadine Bernard Westcott With your partner, read the bottom half of With your partner, read the bottom half of page 258 to learn more about the illustrator page 258 to learn more about the illustrator of “The Emperor’s New Clothes”, Nadine of “The Emperor’s New Clothes”, Nadine Bernard Westcott.Bernard Westcott.– Why do you think Westcott wants her readers to Why do you think Westcott wants her readers to identify with the characters and to laugh?identify with the characters and to laugh?

She thinks that if readers identify with the characters She thinks that if readers identify with the characters and can laugh at them, readers with laugh at themselves and can laugh at them, readers with laugh at themselves when they do silly things.when they do silly things.

– How might being a greeting card illustrator have How might being a greeting card illustrator have prepared Westcott for being a children’s book prepared Westcott for being a children’s book illustrator?illustrator?

Both types of illustrations help tell stories.Both types of illustrations help tell stories.– How might studying education and fine arts have How might studying education and fine arts have helped Westcott to illustrate and adapt children’s helped Westcott to illustrate and adapt children’s books?books?

She might have a better idea of what students need to She might have a better idea of what students need to learn when they read. She might also know what learn when they read. She might also know what students would like to read and what kinds of pictures students would like to read and what kinds of pictures they would like to see. Studying fine arts helped her they would like to see. Studying fine arts helped her become a better artist. become a better artist.

Theme ConnectionsTheme Connections

In your response journal, answer the In your response journal, answer the following questions…following questions…– Why did the swindlers want the emperor and his Why did the swindlers want the emperor and his trusted ministers to use their imaginations?trusted ministers to use their imaginations?

– Why did a child need to point out to the crowd Why did a child need to point out to the crowd that the emperor was not wearing clothes?that the emperor was not wearing clothes?

– How is this story different from the other How is this story different from the other stories you have read?stories you have read?

– Can you think of a time when you pretended so Can you think of a time when you pretended so that you did not look foolish? What happened?that you did not look foolish? What happened?

What did you learn about imagination What did you learn about imagination from reading “The Emperor’s New from reading “The Emperor’s New Clothes”? Write your answer in your Clothes”? Write your answer in your Inquiry Journal on page 58.Inquiry Journal on page 58.








View Fine ArtView Fine Art

Look at the paintings on page Look at the paintings on page 239 in your Open Court book. 239 in your Open Court book. – What do you notice about the What do you notice about the paintings?paintings?

– How do the paintings make you How do the paintings make you feel?feel?

– How do the paintings make you How do the paintings make you use your imagination?use your imagination?

InquiryInquiry

With your groups, work on revising and With your groups, work on revising and changing your initial conjectures to changing your initial conjectures to reflect the new information you have reflect the new information you have gathered throughout this unit. gathered throughout this unit. – Think about what you have learned about Think about what you have learned about imagination and its role in problem solving. imagination and its role in problem solving.

– How can you use imagination to solve problems How can you use imagination to solve problems in your own lives?in your own lives?

– Explore these questions using Inquiry Journal Explore these questions using Inquiry Journal page 76.page 76.

After your group has revised and restated After your group has revised and restated your conjecture, continue planning and your conjecture, continue planning and preparing for your presentations.preparing for your presentations.


Spelling: the long /oo/ Spelling: the long /oo/ and /u/ soundsand /u/ sounds– nnewew n noooon rn ruleule f fooool ll loooomsms– Can you think of other words with Can you think of other words with the long /oo/ or long /u/ sound?the long /oo/ or long /u/ sound?

– Let’s complete Spelling and Let’s complete Spelling and Vocabulary Skills Workbook page Vocabulary Skills Workbook page 68 for practice sorting long /oo/ 68 for practice sorting long /oo/ and long /u/ words.and long /u/ words.


Vocabulary: Shades of MeaningVocabulary: Shades of Meaning– wardrobewardrobe

Can anyone find the word wardrobe Can anyone find the word wardrobe in “The Emperor’s New Clothes”? in “The Emperor’s New Clothes”?

Think of words from the surrounding Think of words from the surrounding sentences that relate to the word sentences that relate to the word wardrobe. wardrobe.

Let’s create a chart showing shades Let’s create a chart showing shades of meaning for words that relate to of meaning for words that relate to wardrobe.wardrobe.

English Language English Language ConventionsConventions Grammar: ArticlesGrammar: Articles

– definite articles—used with a definite articles—used with a specific person, place, or thing. specific person, place, or thing.

– indefinite articles—used with any indefinite articles—used with any person, place, or thing. person, place, or thing. The following words are written with The following words are written with their definite articles. Can you their definite articles. Can you write them with their indefinite write them with their indefinite articles?articles?– the applethe apple– the chairthe chair– the bookthe book– the elephantthe elephant

English Language English Language ConventionsConventions Please write two sentences about a pig Please write two sentences about a pig and an anteater going to the mall to and an anteater going to the mall to buy clothes for the first day of buy clothes for the first day of school. In the first sentence, include school. In the first sentence, include different articles of clothing with different articles of clothing with their definite articles. In the second their definite articles. In the second sentence, include different things you sentence, include different things you will need to buy for class with their will need to buy for class with their indefinite articles. indefinite articles.

Share your sentences with your partner.Share your sentences with your partner.

Writing Process Writing Process StrategiesStrategies Rhyming Poem—QuatrainRhyming Poem—Quatrain

– Let’s read Writer’s Workbook Let’s read Writer’s Workbook page 47 on drafting a quatrain page 47 on drafting a quatrain poem. poem.

– Use your graphic organizer to Use your graphic organizer to help you write your first help you write your first draft. draft.

– It helps to read poetry out It helps to read poetry out loud while writing. loud while writing.

Developing Oral LanguageDeveloping Oral Languagelaw awful fault join ploy law awful fault join ploy choice toiled royal bow choice toiled royal bow hour about allowed crowd proudlyhour about allowed crowd proudlycow loudly hawk awkwardcow loudly hawk awkward

I need a volunteer to come up to the I need a volunteer to come up to the board and point to a word, say the board and point to a word, say the word, underline it, and use it in a word, underline it, and use it in a sentence. Then I will call on other sentence. Then I will call on other students to extend the sentence by students to extend the sentence by answering who? what? when? where? why? answering who? what? when? where? why? how?how?

Antonym roll call…Antonym roll call…– awfulawful

greatgreat– loudlyloudly

softlysoftly– awkwardawkward

gracefulgraceful

DictationDictation

line 1: ____________ ____________line 1: ____________ ____________

line 2: ____________ ____________line 2: ____________ ____________

Challenge Word: __________________Challenge Word: __________________

Sentence: ____________________________Sentence: ________________________________________________________________________________________________________________________________________________________________________________

Building FluencyBuilding Fluency

Please take out your Decodable Please take out your Decodable Book number 27, “Little Hare”.Book number 27, “Little Hare”.

Take 5 minutes to browse the Take 5 minutes to browse the story and begin reading silently story and begin reading silently to yourself…to yourself…

Now let’s read it out loud Now let’s read it out loud together…together…

We will look for the long /oo/ We will look for the long /oo/ sound as well as diphthongs while sound as well as diphthongs while we are reading.we are reading.

Literary ElementsLiterary Elements

SettingSetting– What is the setting of a story?What is the setting of a story?– What is the setting of “The What is the setting of “The Emperor’s New Clothes”?Emperor’s New Clothes”?

Where? Where? When? When?

Literary ElementsLiterary Elements

SettingSetting– Choose a story from Unit 3.Choose a story from Unit 3.– Illustrate the setting of the story.Illustrate the setting of the story.

Do not include any characters in your Do not include any characters in your illustration, but include as much detail about illustration, but include as much detail about the setting as you can. the setting as you can.

Do not tell which story your are illustrating.Do not tell which story your are illustrating.

– I will display the pictures on the board I will display the pictures on the board and you can guess which story belongs to and you can guess which story belongs to each picture. What clues in the each picture. What clues in the illustration helped you match the correct illustration helped you match the correct story with its setting?story with its setting?

InquiryInquiry Supporting the Investigation: Supporting the Investigation: dictionariesdictionaries– What do you know about dictionaries?What do you know about dictionaries?

arranged in ABC orderarranged in ABC order guide words at the top of each pageguide words at the top of each page

– Using ABC order and the guide words, Using ABC order and the guide words, look up the following multiple meaning look up the following multiple meaning words:words:

train mint key graze mine present train mint key graze mine present press prize project record match press prize project record match

– Use the words in a sentence for 2 of Use the words in a sentence for 2 of the meanings you find in the the meanings you find in the dictionary.dictionary.

English Language English Language ConventionsConventions Spelling: the long /oo/ and Spelling: the long /oo/ and long /u/ soundslong /u/ sounds– The following activities will The following activities will help you become better spellers help you become better spellers of the long /oo/ and long /u/ of the long /oo/ and long /u/ soundssounds

– Let’s complete Spelling and Let’s complete Spelling and Vocabulary Skills Workbook, Vocabulary Skills Workbook, page 69.page 69.

English Language English Language ConventionsConventions Listening, Speaking, ViewingListening, Speaking, Viewing

– Interacting: Group DiscussionsInteracting: Group Discussions– Why do we interact with each other?Why do we interact with each other?

We interact to share information, to acquire We interact to share information, to acquire information, to share or learn ideas or information, to share or learn ideas or feelings, and to enjoy the company of others.feelings, and to enjoy the company of others.

– We take turns listening and speaking to We take turns listening and speaking to one another, sharing information, and one another, sharing information, and reacting to each others’ thoughts and reacting to each others’ thoughts and comments.comments.

– We can use our imaginations to discuss We can use our imaginations to discuss any topic, from the everyday to the any topic, from the everyday to the extraordinary.extraordinary.

English Language English Language ConventionsConventions Interacting: Group DiscussionInteracting: Group Discussion

– With your groups, discuss the With your groups, discuss the following questions…following questions…

Do you like what happens to the emperor, Do you like what happens to the emperor, or do you feel bad for him? Why?or do you feel bad for him? Why?

Do you remember a time when your Do you remember a time when your imagination was so strong, you convinced imagination was so strong, you convinced yourself of something that was not so? yourself of something that was not so?

– Now, let’s have a class discussion Now, let’s have a class discussion about the questions you discussed as about the questions you discussed as a group. a group.

Remember to be good listeners when someone Remember to be good listeners when someone else is speaking.else is speaking.

Remember that in order to have an Remember that in order to have an effective discussion, everyone needs to effective discussion, everyone needs to participate and contribute something to participate and contribute something to the group.the group.

Writing Process Writing Process StrategiesStrategies Rhyming Poem—QuatrainRhyming Poem—Quatrain

– Let’s read Writer’s Workbook, page 48 to Let’s read Writer’s Workbook, page 48 to learn about revising a quatrain poem.learn about revising a quatrain poem.

– Now, let’s look at Transparency 3…it Now, let’s look at Transparency 3…it will show us a good example of what a will show us a good example of what a quatrain looks like.quatrain looks like.

– Now, take out the draft you wrote and Now, take out the draft you wrote and use what we have learned to revise it use what we have learned to revise it and make it better. and make it better.

Remember…try not to choose overused Remember…try not to choose overused adjectives, or your reader may lose interest adjectives, or your reader may lose interest quickly.quickly.

Remember to consider your audience and purpose Remember to consider your audience and purpose to keep your writing age appropriate.to keep your writing age appropriate.

Day 5…Day 5…

General Review of Word General Review of Word Knowledge, Phonics and Knowledge, Phonics and Fluency, and Selection Fluency, and Selection Vocabulary…Vocabulary…


end endless endlessly care careless end endless endlessly care careless carelesslycarelessly

fancy fanciful force forcefulfancy fanciful force forcefulable unable do undo tie untieable unable do undo tie untieimaginable lovable adorable imaginable lovable adorable constantly wisely proudly scarcely constantly wisely proudly scarcely new noon rule fool loomsnew noon rule fool looms

Other servants toiled endlessly to keep the emperor’s Other servants toiled endlessly to keep the emperor’s vast wardrobe cleaned and pressed.vast wardrobe cleaned and pressed.

““We can weave the most beautiful cloth imaginable!” We can weave the most beautiful cloth imaginable!” the first told the emperor.the first told the emperor.

““But they are obviously the perfect clothes for a But they are obviously the perfect clothes for a wise ruler like yourself!”wise ruler like yourself!”

Weavers weave new rugs on looms.Weavers weave new rugs on looms.


law awful fault join ploylaw awful fault join ploychoice toiled royal bowchoice toiled royal bowhour about allowed crowd hour about allowed crowd proudlyproudly

cow loudly hawk awkwardcow loudly hawk awkward

The ruler of the town grew tired.The ruler of the town grew tired.It was her choice to toil all night It was her choice to toil all night on the project. on the project.

““Why, you must wear them tomorrow in Why, you must wear them tomorrow in the Royal Procession!”the Royal Procession!”








Assessment, Day 5Assessment, Day 5

Lesson AssessmentLesson Assessment““The Emperor’s New Clothes” (p. 18-20)The Emperor’s New Clothes” (p. 18-20)

Spelling: The long /oo/ and Spelling: The long /oo/ and long /u/ sounds long /u/ sounds Unit 3 Assessment, page 35Unit 3 Assessment, page 35

Vocabulary AssessmentVocabulary AssessmentUnit 3 Assessment, page 21Unit 3 Assessment, page 21

Inquiry, Day 5Inquiry, Day 5

1.1. Continue working with your group on Continue working with your group on your investigation project. You may your investigation project. You may use the computers, encyclopedias, or use the computers, encyclopedias, or books from the classroom library. books from the classroom library.

2.2. Update the Concept/Question board Update the Concept/Question board with any questions you may have with any questions you may have about imagination, articles or about imagination, articles or pictures you have found, or you may pictures you have found, or you may post answers to someone else’s post answers to someone else’s questions.questions.

PenmanshipPenmanship Let’s practice writing cursive numbers 9 and Let’s practice writing cursive numbers 9 and 10:10: 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 99 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

1010

Write in Cursive:Write in Cursive:

10 pens and 9 signs of all kinds. 10 pens and 9 signs of all kinds.

Practice writing rows of 9’s and 10’s in your Practice writing rows of 9’s and 10’s in your journals.journals.

Now, try to think of 3 sentences containing Now, try to think of 3 sentences containing these numbers and write them in your journals.these numbers and write them in your journals.

Next, try practicing the word names for the Next, try practicing the word names for the numbers 9 and 10. numbers 9 and 10.


Let’s read Writer’s Workbook page Let’s read Writer’s Workbook page 49 to learn about editing, 49 to learn about editing, proofreading, and publishing.proofreading, and publishing.

Let’s look at Transparency 34 to Let’s look at Transparency 34 to learn how to present our poems. learn how to present our poems.

Use the checklist on page 49 of Use the checklist on page 49 of your Writer’s Workbook to help you your Writer’s Workbook to help you proofread and edit your writing. proofread and edit your writing.

Make a neat, final copy of your Make a neat, final copy of your poem on a piece of clean, white poem on a piece of clean, white paper.paper.


Assessment Rubric:Assessment Rubric:Total Point Value: 10Total Point Value: 10

Lines sound smooth and follow a rhyming Lines sound smooth and follow a rhyming pattern. (2 points)pattern. (2 points)

Descriptive adjectives and figures of Descriptive adjectives and figures of speech are used. (2 points)speech are used. (2 points)

The poem serves its purpose of The poem serves its purpose of entertaining, explaining, or other entertaining, explaining, or other stated purpose. (2 points)stated purpose. (2 points)

The final copy is neat, clean, and easy The final copy is neat, clean, and easy to read. (2 points)to read. (2 points)

Mechanics: everything is spelled Mechanics: everything is spelled correctly. (2 points)correctly. (2 points)

Documents

Imagination Open Court: Unit 3 Open Court: Unit 3 Lesson 5: “The Emperor’s New Clothes” Lesson 5: “The Emperor’s New Clothes”