Imagination

1. Imagination Open Court: Unit 3 Lesson 3: “A Cloak for the Dreamer”

2. Objectives: • You will: • recognize base words and suffixes. • recognize compound words. • recognize comparative and superlative suffixes (-er, -est). • recognize categories of related words. • recognize words with long i spellings

3. Preparing to Read, Day 1Word 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

4. 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. • Some people have a good time going to the movies at night.

5. What do these words have in common? • help helpful helpfulness • care careful carefully • They are base words with different suffixes added to them • Can you identify the base words? • Can you tell me what suffixes were added and how the meaning of the word changed?

6. What is the same with these words? old older oldest young younger youngest • These words are comparatives and superlatives. They have the suffixes –er and –est. • Can you think of other examples of comparative and superlative verbs?

7. What do these words have in common? alongside whenever leftover bookseller faraway • The words are compound words. What two words make up the compound word? • along + side • when + ever • left + over • book + seller • far + away • Does each word separately help us understand the meaning of the compound word?

8. What is the common link between these words? rectangles squares triangles circles hexagons • These words are all shape words. • Can you find something in the room that matches each shape?

9. What is the spelling pattern in this set of words? fine wide right time night • These words are all found in the story we will be reading this week, “A Cloak for the Dreamer”. • These words also review the long i sound. • Can you find the long i spelling in each word?

10. Can you identify the words with suffixes and the compound words? • 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.

11. Identify the words that have the long i sound • Some people have a good time going to the movies at night.

12. Build Background, Day 1 • PRIOR KNOWLEDGE • What do you know about tailors? • Have you ever helped sew something or watched someone sew something? • Children can sometimes learn how to do things or how to make things from their parents. What do you want to be when you grow up? • Sometimes your imagination can lead you in a new and unexpected direction.

13. Background Information • The selection we will be reading this week is realistic fiction. It is set in the past in a country that had a king and an archduke. • What is realistic fiction? • A story that is made up, but the characters and events in the story seem real and could happen in real life. • Tailors are people who sew things, cut fabric into shapes, and then sew them together.

14. Preview and Prepare, Day 1 • Let’s read aloud: the title, the author, and the illustrator. • Now, let’s browse the first page or two of the story. • Who are the main characters? • Look at the illustrations. What do you notice? • Now let’s look at the focus questions: • 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? • Look for clues, problems or wonderings in the story.

15. Student Observation Clues ProblemsWonderings Word “dreamer in the title bolts Who’s the dreamer and what does he or she do?

16. “A Cloak for the Dreamer” Selection Vocabulary fabric rectangle pattern diagonal triangles hexagons 16

17. fabric cloth • Alex, the middle son, brought his father bolts of fabric to cut and then carefully put them away. • We chose a beautiful, thick, blue fabric for the dress. 17

18. rectangle a geometric shape with four right angles; two sides are shorter than the other two • He had seen his father use them all at one time or another, so he cut a rectangle from each one. • The top of the dining room table is in the shape of a rectangle. 18

19. pattern a repeated grouping of shapes • Then, using the pattern of bricks on the floor, Ivan carefully sewed the rectangles together • The cloth was printed with a swirled pattern. 19

20. diagonal the line between opposite corners of a shape that has four even corners • Alex cut more red, yellow, and purple squares, but this time he snipped them in half on the diagonal. • Fold your papers along the diagonal and cut along the line. 20

21. triangles geometric shapes with three sides • He sewed these triangles together to match the pattern on the Archduke’s coat of arms, and fashioned this new cloth into another cloak. • After you cut the paper, you will have two triangles. 21

22. hexagons geometric shapes with six sides • Ivan snipped the circles apart, and his father trimmed them into hexagons. • Stop signs are shaped like hexagons. 22

23. Selection Vocabulary fabric: cloth or material (224) rectangle: a geometric shape with four right angles; two sides are shorter that the other two (227) pattern: a repeated grouping of shapes (227) diagonal: the line between opposite corners of a shape that has four even corners (228) triangles: geometric shapes with three sides (228) hexagons: geometric shapes with six sides (234)

24. “A Cloak for the Dreamer” • Focus Questions: • 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/

25. “A Cloak for the Dreamer”Reading and Responding, Day 1p. 224-229, First Read • When I read this story, I will: • Monitor and clarify difficult words, ideas, or passages to help me understand what I am reading. • Make predictions about what I am reading to help me better understand the story. • Summarize what I am reading to make sure that I understand.

26. Investigating Concepts Beyond the Text, Day 1 • With your groups, please discuss the following questions: • What sort of tasks require imagination? • How can imagination improve peoples’ lives? • How can imagination help families? • Post any new questions or information you may come up with on the Concept/Question Board.

27. Language Arts, Day 1 • Spelling: The long i sound, pretest • Vocabulary Skill Words: unsure, disappoint, unlike, triangles, hexagons • If a suffix or prefix is added to a base word, it changes the meaning of the word.

28. Language Arts, Day 1 • English Language Conventions: Verb Tenses • Who can tell me the three different kinds of verbs? • Let’s look at Language Arts Handbook, page 250-251. • The three different types of verbs are action, being, and having. • Each type of verb also has a time reference that goes with it—past, present, and future.

29. Language Arts, Day 1 • English Language Conventions: Verb Tenses • Read Language Arts Handbook, page 262-263 for information on verb tenses. • Identify the verbs in the following sentences…What tense are they in? • The orchestra played Beethoven’s stirring Ninth Symphony. • played (past tense; notice the –ed) • The string quartet plays Mozart beautifully. • plays (present tense; notice the –s) • This weekend, Midori will play Mendelsohn’s moving violin concerto. • play (future tense; notice the “will” before the verb play)

30. Language Arts, Day 1 • Let’s complete Comprehension and Language Arts Workbook p. 70-71 on verb tenses.

31. Language Arts, Day 1Writing Process Strategies • Let’s read Language Arts Handbook, page 189 to learn about top-to-bottom graphic organizers. • A top-to-bottom description can help you keep details in order and makes it easier to remember them. • We can describe almost anything from top to bottom; a tree, the classroom, what someone is wearing, a person’s face…

32. Language Arts, Day 1 Writing Process Strategies • Write your ideas for a top-to-bottom description in your Response Journals.

33. Assessment Rubric for Top-to-Bottom Descriptions • Total Point Value: 10 • The description follows a top-to-bottom order. (2 points) • Place and location words make it clear where people and things are. (2 points) • The variety of descriptive details gives a complete picture of the topic. (2 points) • The final copy is neat, clean, and easy to read. (2 points) • Mechanics: capitalization, punctuation, and spelling are correct. (2 points)

34. Word Knowledge, Day 2 • I will point to a word and I need a volunteer to read the word and use it in a sentence. Then that student will point to the next word and call on someone to use it in a sentence. We will try to use all of the words in a sentence.

35. Word Knowledge, Day 2 • Can you identify the missing word in the following sentences? • What about the part of speech? • Hayley was ________ to her mother when she cleared the table. • helpful (adjective) • Taylor ________ lifted the puppy out of his crate. • carefully (adverb) • Judy took the ________ bread and rolls to the homeless shelter. • leftover (adjective) • Lynn traveled to ________ places. • faraway (adjective) • Hannah was the ________ of three children. • youngest (adjective) • Greg was the ________ of two children. • older (adjective)

36. “A Cloak for the Dreamer”Reading and Responding, Day 2p. 230-235—First Read • When I read this story I will: • Monitor and clarify difficult words, ideas, or passages to help me understand what I am reading. • Make predictions about what I am reading to help me better understand the story. • Summarize what I am reading to make sure that I understand.

37. Discussing Strategy Use, Day 2 • How did you clarify confusing parts? • Where did you pause in the reading to summarize? • On what basis did you make and confirm predictions?

38. Discussing the Selection, Day 2 • Let’s use handing off to answer these questions… • 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 did the characters in this story use imagination?

39. Meet the Author • Read page 236 to learn about the author of “A Cloak for the Dreamer”, Aileen Friedman. • How do you think Friedman’s personal interests are reflected in her stories? • In this story Misha is like Friedman because he wants to travel the world. • Why do you think Friedman recommends quiet time for young writers? • Maybe when we are quiet we have time to listen to others’ stories or to pay attention to the world around us. • How might being an elementary teacher prepare Friedman for being a writer? • Having taught the age group for which she writes, Friedman may have learned what kinds of stories they like.

40. Meet the Illustrator • Read page 236 to learn about the illustrator of “A Cloak for the Dreamer”, Kim Howard. • How do you think Howard’s father’s occupation helped her with the drawings for this story? • At the end of the story, Misha’s father uses geometry to fix his cloak. Geometry is a type of mathematics. • Why do you think Howard tried many other occupations before becoming a full-time illustrator? • Maybe it is hard to work full-time as an illustroator; so she had to support herself other ways while she began her career. She probably also had many interests and wanted to try several things before deciding what she wanted to do as a career.

41. Theme Connections • In your response journal, complete the following questions: • How did Misha use his imagination to make a cloak for the Archduke? Why was the cloak useless? • Misha’s father understood Misha’s dreams of traveling the world. How was he able to use his own creativity to turn the useless cloak of circles into a useful cloak? • What other stories have you read that show imagination? • How is Misha like Grandpa in “Through Grandpa’s Eyes”? • Complete the top half of Inquiry Journal, p. 57.

42. Inquiry, Day 2 • Let’s use the Concept/Question board to… • Post any questions we had about the story that have not been answered yet. • Post articles or items that are related to imagination. • Answer our story focus questions.

43. Language Arts, Day 2 • Word Analysis • Spelling: • tie, tight, try, lie, light, lime, die, dime, dry • Sort the words under the i_e, igh, _y, or _ie spelling pattern.

44. Language Arts, Day 2 • Vocabulary • What is the base word in the word triangles? • angle (prefix tri-) • the prefix tri- changes the meaning of the word. Tri- means three. A triangle is a shape that has three angles. • Let’s work on Spelling and Vocabulary Skills Workbook page 58 and 59 for more practice with prefixes.

45. Language Arts, Day 2 • English Language Conventions: Verb Tense • With your partner, review Comprehension and Language Arts Skills p. 70-71 on verb tense. • Not all verbs form the past tense by adding –ed • After getting her first job, she bought a car. • Charles Lindbergh flew across the Atlantic Ocean on May 20, 1927.

46. Language Arts, Day 2 • English Language Conventions: Verb Tense • Can you identify the verb tense in the following sentences? • Appreciating art takes an active imagination. • takes (present) • The poet Shelley believed imagination showed us how things are like each other. • showed (past), believed (past) • Ivan thought to himself, “I will fashion a beautiful cloak for the Archduke.” • thought (past), will fashion (future)

47. Language Arts, Day 2 • With your partner, look through “A Cloak for the Dreamer” and find as many past, present and future verbs as you can. List them on a piece of paper under the correct headings.

48. Language Arts, Day 2Writing Process Strategies • Top-to-bottom description • Let’s review your ideas for a top-to-bottom description from yesterday. • Now, we will read Writer’s Workbook page 38 to learn more about prewriting a top-to-bottom description.

49. Language Arts, Day 2Writing Process Strategies • Writer’s Craft • Place and Location Words • above, behind, beside, down, next to, over, under • describe where something is, give direction on how to get someplace, and help move the action in a story. • Read Language Arts Handbook, page 200-201 on place and location words with your partner. • Complete Comprehension and Language Arts Skills workbook page 72-73 for more practice with place and location words. You may work with a partner.

50. Language Arts, Day 2Writing Process Strategies • Complete Writer’s Workbook page 38 to determine the audience and purpose for writing your top-to-bottom description. • Complete the graphic organizer on page 39 of your Writer’s Workbook.