A Cloak for the Dreamer

1. A Cloak for the Dreamer Unit 3: Lesson 3

2. DAY 1: Word Knowledge • help helpful helpfulness care careful carefully • alongside whenever leftover bookseller faraway • old older oldest young younger youngest • rectangles squares triangles circles hexagons • fine wide right time night ------------------------------------------------------------------------------------ • The tailor loved his sons and appreciated their helpfulness. • He wanted to be a tailor himself one day and work alongside his father. • Unlike his brothers, Misha did not want to be a tailor and work alongside his father. • Some people have a good time going to the movies at night.

3. What do these words have in common? • help helpful helpfulness care careful carefully These words have base words with different suffixes. -What part of speech is each word? -Use each word in a sentence. • alongside whenever leftover bookseller faraway compound words -Tell each part of the word. -What does each word mean?

4. What do these words have in common? • old older oldest • young younger youngest comparatives and superlatives using suffix –er/-est -Give other examples of comparatives and superlatives. • rectangles squares triangles circles hexagons names of different geometric shapes -Identify objects in the classroom that are of the same shape • fine wide right time night found in “A Cloak for the Dreamer” review the /ỉ/ sound -Identify the spelling for /ỉ/ in each word.

5. DAY 1: Word Knowledge • The tailor loved his sons and appreciated their helpfulness. • He wanted to be a tailor himself one day and work alongside his father. • Unlike his brothers, Misha did not want to be a tailor and work alongside his father. These sentences are from the story. Identify the: -words with suffixes loved, appreciated, helpfulness, wanted -compound words alongside

6. DAY 1: Word Knowledge • Some people have a good time going to the movies at night. Identify the words that contain the long /i/ sound. time, night What is the spelling for the long /i/ sound?

7. Prior Knowledge • What do you know about tailors and what they do? • Have you ever helped sew something or watched someone sew something? • Children can learn from their parents how to make and do things. What do you imagine doing when you get older? • How can imagination lead people in new and unexpected directions?

8. Build Background • The story we will be reading is realistic fiction, but is set in the past in a country that had a king and an archduke. • Tailors are people who sew things, cut fabric into shapes, and the sew them together. • Have you read other stories about tailors and kingdoms? Were these stories fantasy or reality?

9. Day 1: Vocabulary • fabric: cloth • rectangle: a geometric shape with four right angles; two sides are shorter than the other two. • pattern: a repeated grouping of shapes • diagonal: the line between opposite corners of a shape that has four even corners. • triangles: geometric shapes with three sides • hexagons: geometric shapes with six sides

10. Now let’s practice the words with our corresponding motion. • fabric • rectangle • pattern • diagonal • triangles • hexagons Vocabulary

11. Focus Question • What would it be like to have a profession that you don’t like chosen for you? • How can you turn a job that you don’t like into one that you do like?

12. A Cloak for the Dreamer Day 1: Read Aloud – Check Comprehension 1.How was Misha different from his brothers? He didn’t want to be a tailor and wanted to travel to faraway places. 2.How did his father come to understand Misha? Misha tried to make a cloak for the Archduke, but it wasn’t a good cloak. Instead, it revealed the things he really dreamed about. 3. How did Misha’s family help him prepare for his journey? They made a good, strong cloak out of the one Misha had started and gave it to him to protect him from the wind and rain on his journey.

13. Language Arts Day 1: Verb Tenses • There are 3 kinds of verbs: -action, being, and having • Each has a time reference to past, present, or future. Identify the verb and tell whether it is in the past, present, or future? • The orchestra played Beethoven’s stirring Ninth Symphony. • The string quartet plays Mozart beautifully. • This weekend, Midori will play Mendelsohn’s moving violin concerto. ** Let’s practice verb tenses in Comprehension Workbook p. 70-71

14. DAY 2: Word Knowledge • help helpful helpfulness care careful carefully • alongside whenever leftover bookseller faraway • old older oldest young younger youngest • rectangles squares triangles circles hexagons • fine wide right time night ------------------------------------------------------------------------------------ • The tailor loved his sons and appreciated their helpfulness. • He wanted to be a tailor himself one day and work alongside his father. • Unlike his brothers, Misha did not want to be a tailor and work alongside his father. • Some people have a good time going to the movies at night.

15. DAY 2: Word Knowledge • help helpful helpfulness care careful carefully • alongside whenever leftover bookseller faraway • old older oldest young younger youngest • rectangles squares triangles circles hexagons • fine wide right time night 1. Give a clue for one of the above words. 2. Then choose a person to identify the word and its part of speech. Example: Hayley was ____________________to her mother when she cleared the table. (helpful/adjective)

16. Day 2: Vocabulary • fabric: cloth • rectangle: a geometric shape with four right angles; two sides are shorter than the other two. • pattern: a repeated grouping of shapes • diagonal: the line between opposite corners of a shape that has four even corners. • triangles: geometric shapes with three sides • hexagons: geometric shapes with six sides

17. Vocabulary Practice Match the vocabulary word with its correct definition. • fabric -shape that has 3 sides • rectangle -shape that has 6 sides • pattern -cloth • triangle -a group of repeated shapes • hexagons -shape that has 4 sides

18. Vocabulary Practice Identify the following shapes: Design a pattern using: O + X ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ Continue the pattern: ? - - ? - - ___ ___ ___ ___ ___ A B A A B A B A A ___ A B ___ ___ B A ___

19. A Cloak for the Dreamer Day 2: CD of story – Comprehension Skill Making Inferences • Readers use clues and suggestions from the text and from their own personal experiences to form more complete picture of the story. • Ex:As the girl read her story in front of the class for the first time, her cheeks grew warm and turned bright red. • What can you infer about how the girl was feeling? She was embarrassed, nervous… ** Let’s practice making inferences in our Comprehension Workbook p. 68-69.

20. A Cloak for the Dreamer Meet the Author/Illustrator • How do you think Friedman’s personal interests are reflected in her stories? Misha is much like Friedman because he wants to travel. • Why do you think Friedman recommends quiet time for young writers? When we are quiet we have time to listen to others’ stories or to pay attention to the world around us. • How might being a teacher prepare Friedman for being a writer? She may have learned what kind of stories they like.

21. A Cloak for the Dreamer Meet the Author/Illustrator • How do you think Howard’s father’s occupation helped her with the drawings of this story? At the end of the story, Misha’s father uses geometry (a type of math) to fix his cloak. • Why do you think Howard tried many other occupations before becoming a full-time illustrator? Maybe it’s hard to work full-time as an illustrator, so she had to support herself other ways. She may have also had many interests and wanted to try several things before deciding what she wanted to do as a career.

22. Word Analysis Day 2 tie tight time try lie light lime die dime dry Sort the words under:

23. Word Analysis Day 2: Prefixes • Read: triangles • What is the base word? angle • What is the prefix and what does it mean? tri- = three • So, triangle = a shape that has three angles. ** Let’s practice prefixes in our Spelling Workbook p. 58-59

24. Language Arts Day2: Verb Tense Not all verbs form the simple past by adding –ed. • Identify the irregular past tense verb. • After getting her first job, she bought a car. • Charles Lindbergh flew across the Atlantic Ocean on May 20, 1927. • What is the verb and verb tense? • Appreciating art takes an active imagination. • The poet Shelley believed imagination showed us how things are like each other. • Ivan thought to himself, “I will fashion a beautiful cloak for the Archduke.”

25. Writing: Place and Location Words • Place and location words describe where something is, give directions on how to get someplace, and help move the story along. • above • behind • beside • down • next to • over • under ** Let’s practice place and location words in our Comprehension Workbook p. 72-73

26. Day 3: Phonics and Fluency • loud louder loudest yawn • broil broiling annoy annoyingly • plow plowing hour hourly • dancer singer pitcher teacher ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ S1. The lawnmower made an awful and annoying noise. S2. The movie had hourly showings. S3. Alex practiced sewing together the small, leftover pieces of fabric.

27. Day 3: Phonics and Fluency • What do these words have in common? • loud louder loudest yawn • broil broiling annoy annoyingly • plow plowing hour hourly Diphthongs Identify the words with suffixes. –er, -est, -ing, and –ly.

28. Day 3: Phonics and Fluency What do these words have in common? • dancer singer pitcher teacher These words use the suffix –er to indicate the person who does the action. • Identify the base word in each word.

29. Day 3: Phonics and Fluency • Underline the diphthongs and circle the suffixes. S1. The lawnmower made an awful and annoying noise. S2. The movie had hourly showings. • Read the sentence aloud and clap the syllables. S3. Alex practiced sewing together the small, leftover pieces of fabric. • Circle the suffixes.

30. Day 3: Vocabulary • fabric: cloth • rectangle: a geometric shape with four right angles; two sides are shorter than the other two. • pattern: a repeated grouping of shapes • diagonal: the line between opposite corners of a shape that has four even corners. • triangles: geometric shapes with three sides • hexagons: geometric shapes with six sides

31. Day 3: Let’s practice these words with our picture cards. • fabric • rectangle • pattern • diagonal • triangles • hexagons Vocabulary

32. A Cloak for the Dreamer Day 3: Buddy Read – Followed off by handing off • How was Misha different from his brothers? • How did Misha’s father feel about Misha? • How did Misha’s father realize what Misha needed to do? • What did Misha’s family do to help him? • How do all the characters use imagination?

33. Word Analysis Day 3: Long /i/ sounds • What are the spellings for the long /i/ sound? i _y i__e __ie igh • Think of sport-related words with the long /i/ sound. (time, high score, goal line…) ** Let’s practice the long /i/ sound words in our Spelling Workbook p. 60-61.

34. Word Analysis Day 3: Prefixes • Read: disappoint • What is the prefix? dis- • What does dis- mean? opposite of, not • What is the base word for disappoint? appoint = to set, fix, decide on • Therefore, disappoint means: to not set, the opposite of fixing.

35. Language Arts Day 3: Verb Tenses • Let’s change the following sentences into the past tense and future tense. • The crew of the starship travels boldly through outer space. • My coat protects me from the cold.

36. Day 4: Phonics and Fluency • loud louder loudest yawn • broil broiling annoy annoyingly • plow plowing hour hourly • dancer singer pitcher teacher ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ S1. The lawnmower made an awful and annoying noise. S2. The movie had hourly showings. S3. Alex practiced sewing together the small, leftover pieces of fabric.

37. Day 4: Phonics and Fluency • loud louder loudest yawn • broil broiling annoy annoyingly • plow plowing hour hourly • dancer singer pitcher teacher • I will pick a word and let’s see who can respond with a rhymingword. • Now, who can pick a word and use it in a sentence. • Then, let’s see if a volunteer can extend it by adding a who, what, when, where statement to the beginning or end of the sentence, or by adding adjectives or adverbs

38. Dictation • Take out your dictation booklets and blue pens and let’s begin our dictation! • If you need help, remember to ask: • “What is the spelling for the __ sound in _______?” • Line 1: ________ _________ _________ • Line 2: ________ _________ _________ • Challenge word: ________________ • Sentence:_____________________________________________________________

39. Day 4: Let’s practice matching words with definitions on our pocket chart. • fabric • rectangle • pattern • diagonal • triangles • hexagons Vocabulary

40. A Cloak for the Dreamer Day 4: Popcorn Read Characterization • What do you know about the term characterization? • Characterization is how a writer reveals what a character is like. • They may do this by describing what they do, say, think, and feel • You can learn a lot about a character by paying attention to their words and actions.

41. Word Analysis Day 4: Prefixes • Read: hexagons • hexa- is a number prefix meaning “six.” • Who remembers what a hexagon is? • How was it used in the story?

42. Language Arts Day 4: Rhythm • Who remembers what alliteration is? Alliteration is when two or more words in a sentence begin with the same consonant. • Who remembers what a simile is? A simile is a comparison of two things using the word like or as. • Assonance is the repetition of the same or a similar vowel sound in two or more words.

43. Language Arts • Alliteration, assonance, or simile? 1. The tailor’s son sewed several stitches. alliteration 2. The tailor made amazing aprons. assonance 3. The tailor was as proud as a peacock. simile 4. The colors glowed like a box full of jewels. simile • Can you try and come up with your own simile using like or as?