weekly literature - ellis family - homeellis2020.org/treasures/tg-treasures/unit5_week4_1.pdf ·...

by David Walcott

Weekly Literature

Week At A Glance

Tested Skills for the Week

Read-Aloud AnthologyListening Comprehension

Readers’ Theater

•

•

Vocabulary/Comprehension

Weekly Theme: Artists at Work

Whole Group

VOCABULARY

skyscrapers, collage,

barbecue, glorious, strutting,

flicked, swarms

Context Clues/Descriptions

COMPREHENSION

Strategy: Monitor

Comprehension

Skill: Character

WRITING

Descriptive Writing

Social Studies LinkCulture

Small Group Options

Differentiated Instructionfor

Tested Skills



Social Studies LinkMain Selection Genre Realistic Fiction

Genre How-to Article

604A

A

UDIO CD

Everyday Everyday BeautyBeauty

by Kirsten Andersonillustrated by Matthew Archambault

Realistic Fiction



Realistic Fiction



Realistic Fiction



Realistic Fiction



Realistic Fiction



Realistic Fiction

Resources for Differentiated Instruction

Leveled ReadersLeveled Readers

• Same Theme• Same Vocabulary• Same Comprehension Skills

LEVELED PRACTICE

CLASSROOM LIBRARY

Approaching On Level Beyond

On-Level Reader

sheltered for English

Language Learner

ELL Teacher’s Guide

also available

Beyond LevelApproaching Level

English Language Leveled Reader

On Level

ELL

HOME-SCHOOL CONNECTION

Family letters in

English and Spanish

Take-Home Stories

•

•

ONLINEINSTRUCTION

www.macmillanmh.com

AUDIO CD

Listening

Library

Fluency

Solutions

•

•

CD ROM

Vocabulary

PuzzleMaker

•

A

UDIO CD CD ROM

Also AvailableLEVELED READER PROGRAM

Genre Historical Fiction

Genre Realistic FictionGR Levels P–U

P R U

Phonics and Decoding

Comprehension

Vocabulary

Also available Reading Triumphs,

Intervention Program

•

•

•

INTERVENTION ANTHOLOGY

Approaching On Level Beyond

Trade books to apply Comprehension Skills

Me and Uncle Romie 604B

http://www.macmillanmh.com



Realistic Fiction

Me and Uncle Romie,

608–625

ORAL LANGUAGE• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing

Focus Question The artist on p. 605 is creating a large picture on a sidewalk. Where do you see artists at work in your community?

Build Background, 604

Read Aloud: “Small Artist Has a Big Appeal,” 605

Listening/Speaking

Focus Question How does James’s summer in New York actually turn out?

WORD STUDY• Vocabulary

• Phonics/Decoding

Vocabulary

skyscrapers, collage, barbecue, glorious, strutting, flicked, swarms, 606

Practice Book A-O-B, 170

Strategy: Context Clues/Descriptions, 607

Vocabulary

Review Vocabulary, 608

Phonics

Decode Words with /ә r/, 631E


READING• Develop

Comprehension

• Fluency

“Secondhand Art,”606–607

Comprehension, 607A–607B

Strategy: Monitor Comprehension

Skill: Character


Model Fluency, 605

Partner Reading, 604I

Me and Uncle Romie,608–625

Comprehension, 608–625


Skill: Character



LANGUAGE ARTS• Writing

• Grammar

• Spelling

Writing

Daily Writing Prompt: What famous person do you admire? Write a short paragraph that explains why you admire him or her.

Speech, 630–631B

Grammar Daily Language Activities, 631I

Comparing with More and Most, 631I

Grammar Practice Book, 147

Spelling Pretest Words with Final /ә r/, 631G

Spelling Practice Book, 147–148

Writing

Daily Writing Prompt: Write a paragraph about someone you are proud of. Explain why.

Speech, 630–631B


Comparing with More and Most, 631I


Spelling Word Sorts, 631G

Spelling Practice Book, 149ASSESSMENT

• Informal/Formal Vocabulary, 606

Comprehension, 607B

Comprehension, 619, 625

Phonics, 631E

Leveled Readers

Student Book

by David Walcott

Student Book

Differentiated Instruction 631M-631VDifferentiated Instruction 631M-631VTurn the Page for

Small Group Lesson Plan

Suggested Lesson Plan Instructional NavigatorInteractive Lesson Planner

604C604C

Vocabulary

Vocabulary Words

Context Clues/Descriptions

Comprehension


Skill: Character

Writing

Descriptive Writing

Listening/Speaking

Focus Question Compare the story “Secondhand Art” with Me and Uncle Romie. How are the stories alike? How are they different? Use details from both selections in your answer.

Summarize, 627


Focus Question In Me and Uncle Romie, James made a collage. What did he do that was similar to the directions in this article? What did he do differently?

Expand Vocabulary: Artists, 631F


Focus Question Describe a person from your life whose character turned out to be different from what you expected. Tell about your expectations and how your opinion of that person changed.

Speaking and Listening Strategies, 631A

Vocabulary

Review Words in Context, 631C

Strategy: Context Clues/Description, 631D


Phonics

Decode Multisyllabic Words, 631E

Vocabulary

Context Vocabulary: background, images, 628

Homographs, 631F

Apply Vocabulary to Writing, 631F

Vocabulary

Spiral Review: Traveling Game, 631F

Me and Uncle Romie,608–625

Comprehension

Comprehension Check, 627

Maintain Skill: Summarize, 627B

Repeated Reading, 627A


“Making a Collage,”628–629

Comprehension

Art: How-To Article

Directions, 628



Self-Selected Reading, 604I

Comprehension

Connect and Compare, 629

Practice, 627A


Writing

Daily Writing Prompt: Suppose your friend is a great artist. Write a short paragraph listing the reasons why he or she is so great.

Writer’s Craft: Mood, 631A

Speech, 630–631B


Mechanics and Usage, 631J


Spelling Word Meanings, 631H

Spelling Practice Book, 150

Writing

Daily Writing Prompt: Imagine that you are introducing your student government president. Make a list of what you would say.

Writing Trait: Voice, 631B

Speech, 630–631B


Comparing with More and Most, 631J


Spelling Review and Proofread, 631H


Writing

Daily Writing Prompt: Pretend you just won an award and your best friend has to introduce you. What would you want your friend to say?

Speech, 630–631B


Comparing with More and Most, 631J

Grammar Practice Book, 151–152

Spelling Posttest, 631H


Fluency, 627A Vocabulary, 631D

Student Book Student Book Student Book

Differentiated Instruction 631M-631V Differentiated Instruction 631M-631VDifferentiated Instruction 631M-631V

Weekly Assessment, 301–308

Me and Uncle Romie 604D

Suggested Lesson Plan

For intensive intervention see TriumphsR E A D I N G

Focus on Skills

Differentiated Instruction

What do I do in small groups?

Instructional Navigator Interactive Lesson Planner

Approaching Level

• Additional Instruction/Practice

• Tier 2 Instruction

Fluency, 631N

Vocabulary, 631N

Comprehension, 631O

Phonics, 631M

Vocabulary, 631O

Leveled Reader Lesson, 631P

• Vocabulary

• ComprehensionOn Level

• Practice Vocabulary, 631Q

Leveled Reader Lesson, 631R

• ComprehensionELL Leveled Reader,

631U–631V


• Comprehension

• Vocabulary

Beyond Level

• Extend Vocabulary, 631S

Leveled Reader Lesson, 631T

• Comprehension


• Comprehension

• Vocabulary

Use your observations to guide additional instruction and practice.

Vocabulary

Words: strutting, swarms, flicked,

barbecue, skyscrapers, glorious, collage

Strategy: Context Clues/Descriptions

Comprehension


Skill: Character

Fluency

Phonics

Decode Words with /ә r/

604E

Day 5

Focus on Leveled Readers

Leveled Reader DatabaseGo to www.macmillanmh.com

Search by

• Comprehension Skill

• Content Area

• Genre

• Text Feature

• Guided Reading Level

• Reading Recovery Level

• Lexile Score

• Benchmark Level

BeyondApproaching

ELL

Apply skills and strategies while reading

appropriate leveled books.

P R U

On LevelSubscription also available.

Levels P–U

Small Group Options

Additional Leveled Reader Resources

Phonics, 631M

Fluency, 631N

Vocabulary, 631O


• Comprehension

Phonics, 631M


• ComprehensionELL Retell, 631P

Fluency, 631N


• Make Connections Across

Texts

Fluency, 631Q

Vocabulary, 631Q


• Comprehension

Text Feature, 631Q


• Comprehension

Fluency, 631Q


• Make Connections Across

Texts

Fluency, 631S

Vocabulary, 631S


• Comprehension

Text Feature, 631S


• ComprehensionELL Write Articles, 631S

Fluency, 631S

Self-Selected Reading, 631T

Me and Uncle Romie 604F


Teacher-Led Small Groups

Indepen

de

nt

Ac

tiv

itie

sLite

rac

yW

orkstations

© M

acmillan/M

cGraw

-Hill

✔ Put a check next to the activities you complete.

Name Date

My To-Do ListMy To-Do List

Reading

Practice fluency

Choose a story

Writing

Write an introduction

Describe a favorite painting

Social Studies

Research a monument

Write a description

Technology

Vocabulary Puzzlemaker

Fluency Solutions

Listening Library

www.macmillanmh.com

Word Study

Use context clues

List words with schwa + r

Science

Make a color wheel

Write how to mix colors

Leveled Readers

Write About It!

Content Connection

Independent Practice

Practice Book, 170–176

Grammar Practice Book, 147–152

Spelling Practice Book, 147–152

26 Unit 5 • Me and Uncle Romie Contracts

Isabella

Vincent

Jack Eliza

Dean

Maria

Green

Literacy Workstations

Independent Activities

Teacher-LedSmall Groups

Red

Blue

Orange

Green

What do I do with the rest of my class?

Managing the Class

Class Management Tools

Includes:

• How-To Guides • Rotation Chart • Weekly Contracts

Layered Book Foldable Pyramid Foldable

Hands-on activities for reinforcing weekly skills.

604G


A

UDIO CD



Realistic Fiction

Plan an InterviewPretend Carly could interview Margaret

Bourke-White. What questions do you think

Carly would ask? With a partner, write three

questions she would ask.

Context CluesContext clues are the words near an unfamiliar

word that help tell what it means. With a

partner, reread the pages listed below. Then

look for the listed words and their surrounding

sentences. Write the meaning of each word

using the context clues in the story.

tourists: page 7

skyscrapers: page 9

dam: page 10

Independent Activities

Approaching On Level ELL Beyond

LEVELED PRACTICE

Approaching On Level ELLBeyond

ONLINE INSTRUCTION www.macmillanmh.com

Turn the page for Literacy Workstations.

VOCABULARY PUZZLEMAKER

Activities providing multiple exposures to vocabulary, spelling,and high-frequency words including crossword puzzles, word searches, and word jumbles

CD ROMCD ROM

For Repeated Readings and Literacy Activities

Leveled ReadersLeveled Readers

Skills: Vocabulary (p. 170), Comprehension: Character (p. 171), Graphic Organizer (p. 172), Fluency (p. 173),

Text Feature: Directions (p. 174), Vocabulary Strategy: Context Clues (p. 175), Phonics (p. 176)

• Meet the Author/Illustrator

• Oral Language Activities

• Computer Literacy Lessons

• Vocabulary and Spelling Activities

• Research and Inquiry Activities

• Leveled Reader Database

LISTENING LIBRARY

Recordings of selections

• Main Selections

• Leveled Readers

• ELL Readers

• Intervention Anthology

FLUENCY

SOLUTIONS

Recorded passages for modeling and practicing fluency

Me and Uncle Romie 604H


Reading20 Minutes

Fluency SolutionsListening Library

Extension

• Read the passage again. Change your tempo to match the actions taking place.

• Discuss how this changes the story.

• Time Your Reading: Listen to the Audio CD.

• Select a paragraph from the Fluency passage on page 173 of your Practice Book.

• With a partner, take turns reading the sentences clearly and loudly (not too loud).

Fluency

Things you need:

• Practice Book

47

In

dep

en

de

nt

Ac

tiv

itie

s

Teacher-Led Small Groups

Lite

rac

yW

ork

statio

ns

604I

Objectives• Time reading to practice fluency.

• Read aloud with emphasis on key words.

• Read about an artist. Identify the person’s traits.

• Select literature for reading enjoyment every day.

Objectives• Use context clues to identify and define

unfamiliar words.

• Identify and write words with the schwa + r

sound.

Literacy ActivitiesCollaborative Learning Activities

Managing the Class




Objectives• Write an introduction for a famous person.

• Use descriptive language to write a

description of a painting.

Objectives• Use research to learn how to make a color

wheel.

• Research information about a monument or

statue.

Literacy Workstations

Me and Uncle Romie 604J


604

ORAL LANGUAGE• Build Background

• Read Aloud

• Expand Vocabulary

VOCABULARY• Teach Words in Context

• Context Clues

COMPREHENSION• Strategy: Monitor Comprehension

• Skill: Character

SMALL GROUP OPTIONS

• Differentiated Instruction, pp. 631M–631V

Oral LanguageBuild Background

ACCESS PRIOR KNOWLEDGE

Share the following information.

Painting, drawing, sculpting, writing,

singing, and dancing are all different

forms of artistic expression.

TALK ABOUT ARTISTS AT WORK

Discuss the weekly theme.

■ What types of art do you like?

■ Why do you think some pieces of art

are more valuable than others?

FOCUS QUESTION Ask a volunteer to

read “Talk About It” on Student Book

page 605 and describe the photo.

■ What is the artist drawing?

■ What materials is she working with?

Beginning Develop Descriptive Language Point to items

and name and describe them. This is an artist. She is drawing. Have

students repeat. Ask, What is she drawing? What do you like to draw?

Help students answer.

Intermediate Personal Connections Ask, What is the artist

doing? Where is she? Do you draw or know anyone who does? What

do you/this person like to draw? What materials do you/this person

use? Restate what students say in complete sentences to provide a

model for them.

Advanced Elaborate Complete the Intermediate task. Then

ask, Have you seen an artist do his/her work? Where? What was he/she

doing? List places artists work and the different kinds of work

they do.

604

Talk About ItThis artist is creating a

large picture on a sidewalk.

Where do you see artists at

work in your community?

Find out more about artists

at www.macmillanmh.com

605

Talk About It Student pages 604–605

Read Aloud Read “Small Artist Has a Big

Appeal”

GENRE: Nonfiction

News Article

Tell students that

a nonfiction news

article contains

important facts

and interesting

information about a

newsworthy topic.

LISTENING FOR A PURPOSE

Encourage students to listen carefully

to learn what Alejandro is like and

what motivates him to paint as you

read “Small Artist Has a Big Appeal” in

the Read-Aloud Anthology. Choose

from among the teaching suggestions.

Fluency Ask students to listen

carefully as you read aloud. Tell

students to listen to your phrasing,

expression, and tone of voice.

RESPOND TO THE ARTICLE

Ask students to suppose they were a

famous artist. Have them describe and

explain what type of art they would be

famous for creating.

Expand VocabularyInvite students to pick three or more

words in the article that relate to

this week’s theme of Artists at Work.

Students should use dictionaries to

find multiple meanings of each word

and share them with a partner.

For an extended lesson plan and Web site activities for oral

language development, go to www.macmillanmh.com

Picture Prompt

Look at the picture. Write about what you see. You can write a poem,

a story, or a description, or use any other type of writing you like.

Read Aloud pages 97–100

Me and Uncle Romie 605



Vocabularyskyscrapers strutting

collage flicked

barbecue swarms

glorious

Context CluesDescriptions can help you

figure out the meaning of

unfamiliar words. Use the

description words in the

story to figure out what the

word collage means.

by David Walcott

Danny and Emma decided to enter the

school art contest. Today they are working

together on their project. The problem is,

they can’t decide what to make.

“Danny, maybe we should make models

of modern skyscrapers. Mr. Buckle said,

‘ The sky’s the limit.’” Danny and Emma

laughed.

“Seriously,” said Danny, “how about

making a collage out of pictures we cut

from magazines?”

“We could,” said Emma, “but I’ll bet a

lot of kids will make collages. Let’s try to do

something different.”

606

Vocabulary/Comprehension Student page 606

VocabularyTEACH WORDS IN CONTEXT

Use the following routine.

■ A collage is made with many small

pieces that come together to form

a picture. We cut pictures from old

greeting cards to make a holiday

collage. Tell about a time you put

together a collage. DESCRIPTION

■ If you eat an outdoor meal that has

been prepared on a grill, you have

eaten barbecue . We ate chicken and

shrimp barbecue. What other ways can

you use the word barbecue?

MULTIPLE-MEANINGS

■ Something that is glorious is full of

beauty and wonder. The maple leaves

are glorious in the fall. What is an

antonym for glorious? ANTONYM

■ Someone who is strutting is walking

proudly, often in an exaggerated manner.

That rooster has been strutting all over the

farmyard. When have you seen people or

animals strutting? PRIOR KNOWLEDGE

■ If something is flicked , it is moved

rapidly with a jerky movement. The

horse flicked his tail back and forth

to get rid of flies. What other objects

might be flicked? EXAMPLE

■ When there are swarms of something,

there are many together in a group.

We ran from the swarms of bees that

we had accidentally stirred up. How are

swarms similar to and different from

herds? COMPARE AND CONTRAST Make Connections

For skyscrapers, compare

its meaning to buildings

using sketches. Sketch

tall and short buildings

and label them buildings.

Sketch only tall buildings

and label them skyscrapers.

Demonstrate strutting as

you say: I am strutting. I

am walking proudly. List

synonyms for walking:

strutting, strolling, marching.

Demonstrate each and

have students do them.

During Small Group Instruction

If No Approaching Level

Vocabulary, p. 631N

If Yes On Level Options,

pp. 631Q–631R

Beyond Level Options,

pp. 631S–631T

Do students understand

word meanings?

Define: Skyscrapers are very tall

buildings.

Example: The first skyscrapers were built

in New York City and Chicago.

Ask: Are there any skyscrapers in your

community? PRIOR KNOWLEDGE

606

Vocabulary and Comprehension

Reread for Comprehension

Monitor ComprehensionCharacter To monitor your comprehension of characters, think about their traits, or the long-lasting parts of their personalities. Thinking about a character’s traits will help you understand why a character does or says things and what he or she might do next.

A Character Web will help you gather information about a character’s traits. Reread the story to find examples of Emma’s traits.

Danny’s mom walked into the

kitchen. She reminded Danny to

put the recycling bin in her car.

Danny’s eyes lit up.

“I’ve got it!” he said. “Mr. Buckle

is always talking about taking care

of the Earth. Let’s make our project

out of that stuff!”

“Great idea,” agreed Emma.

They got right to work. There

were tons of aluminum cans from

last week’s outdoor hamburger and

hot dog barbecue.

They used empty plastic bottles

and jars, and cardboard. They cut

up strips of newspaper to make

papier-mâché. Finally, Danny and

Emma were ready to paint.

“Let’s use bright yellow,” Emma

suggested. “It’s such a glorious

color, isn’t it?”

Danny giggled. “You’re so

dramatic, Emma.”

He started strutting around

the room. “Yellow is such a glorious

color,” he said, teasing Emma.

Emma fl icked her paintbrush at

Danny.

The next day, Danny and

Emma presented their art project.

Everyone loved it, especially

Mr. Buckle. Danny and Emma won

fi rst prize. Swarms of

people came up to

congratulate them.

“Who knew

recycling could

be so much fun?”

said Emma.

“The best

part was that I

didn’t have to

haul everything

into Mom’s car,”

said Danny with

a grin.

607

Vocabulary/Comprehension Student page 607

VocabularySTRATEGYCONTEXT CLUES

Descriptions Review context clues that

have already been studied (surrounding

words, looking in the paragraph,

restatement, contrast, example) and

introduce description as the new

category of context clues. Explain that

a description might be a restatement

of the word, or it might help a reader

to draw a mental picture, using familiar

words to make the unfamiliar word clear.

Write the following sentence on the

board: “Seriously,” said Danny, “how

about making a collage out of pictures

we cut from magazines?”

Ask students to determine the

meaning of collage from the

description in the sentence. To extend

the lesson, place students in groups

and have them create sentences for the

vocabulary words using this technique

to provide context clues. Students can

replace the words with blanks and

have partners guess the missing words.

Students should clearly identify

wording that causes comprehension

difficulties and seek clarification by

using self-monitoring strategies.

Read “Secondhand Art”

As you read “Secondhand Art” with

students, ask them to identify clues

that reveal the meanings of the

highlighted words. Tell students they

will read these words again in Me and

Uncle Romie.

strutting swarms flicked barbecueskyscrapers glorious collage

Answer each question, substituting the vocabulary word for its underlined definition.

1. Have you seen Jason? Why was he walking in a proud manner down the hall?

2. Why were there great numbers of people at the mall?

3. Did the horse get you when she snapped her tail?

4. What kinds of food do you like to eat at an outdoor gathering at which meat is roasted over an open fi re and served?

5. Where can you go to see very tall buildings?

6. How would you describe an exceedingly beautiful or splendid day?

7. What materials are you using to make that artistic composition made by pasting or gluing materials together on a surface?

Use two of the words above in one sentence.

8.

Possible responses provided.


He was strutting because he scored the winning basket in the game last night.

Those swarms of people were taking advantage of a big sale.

She sure did. She flicked her tail right in my face.

I like to eat cheeseburgers, ribs, and corn on the cob at a barbecue.

You have to go to big cities to see skyscrapers.

A glorious day would be warm and sunny, with a nice breeze blowing in from the ocean.

I’m making a collage from an old-fashioned magazine.

What a glorious collage you made!

On Level Practice Book O, page 170

Approaching Practice Book A, page 170

Beyond Practice Book B, page 170 Me and Uncle Romie 607

LOZ_Subhd_LFTVocabulary/Comprehension

Objectives• Monitor comprehension

• Analyze character

• Use academic language:

monitor, comprehension,

analyze, character

Materials

• Comprehension

Transparencies 24a and 24b

• Graphic Organizer 24

• Leveled Practice Books, p. 171

Reread for

ComprehensionSTRATEGYMONITOR COMPREHENSION

Students should use strategies that help them monitor their

comprehension. For example, they can ask themselves questions about

the text, reread passages, or read ahead to correct any errors in their

understanding. Students can also visualize, adjust their reading rate,

and paraphrase as they go along to make sure they know what they

have read.

SKILLCHARACTER

■ Sometimes the focus of a story is on what one character does and

says. As students read the story, they should look for descriptions

of the character’s traits. The author may describe the traits directly

or provide clues about them from the point of view of other

characters in the story. Students should look for information about

the character’s thoughts, feelings, words, and actions.

Model Self Monitoring

Explicitly use the strategies

of asking questions,

rereading, and so on, to

show how you derive

meaning and figure

things out that you don’t

understand. Afterwards,

ask, What did you see me do

to help myself understand

what I read? (ask questions,

reread, make connections)

Student Book pages 606–607 available on Comprehension Transparencies 24a and 24b

Vocabulary and Comprehension

Reread for Comprehension

Monitor ComprehensionCharacter To monitor your comprehension of characters, think about their traits, or the long-lasting parts of their personalities. Thinking about a character’s traits will help you understand why a character does or says things and what he or she might do next.

A Character Web will help you gather information about a character’s traits. Reread the story to find examples of Emma’s traits.

Danny’s mom walked into the

kitchen. She reminded Danny to

put the recycling bin in her car.

Danny’s eyes lit up.

“I’ve got it!” he said. “Mr. Buckle

is always talking about taking care

of the Earth. Let’s make our project

out of that stuff!”

“Great idea,” agreed Emma.

They got right to work. There

were tons of aluminum cans from

last week’s outdoor hamburger and

hot dog barbecue.

They used empty plastic bottles

and jars, and cardboard. They cut

up strips of newspaper to make

papier-mâché. Finally, Danny and

Emma were ready to paint.

“Let’s use bright yellow,” Emma

suggested. “It’s such a glorious

color, isn’t it?”

Danny giggled. “You’re so

dramatic, Emma.”

He started strutting around

the room. “Yellow is such a glorious

color,” he said, teasing Emma.

Emma fl icked her paintbrush at

Danny.

The next day, Danny and

Emma presented their art project.

Everyone loved it, especially

Mr. Buckle. Danny and Emma won

fi rst prize. Swarms of

people came up to

congratulate them.

“Who knew

recycling could

be so much fun?”

said Emma.

“The best

part was that I

didn’t have to

haul everything

into Mom’s car,”

said Danny with

a grin.

607

Transparency 24b

Vocabularyskyscrapers strutting

collage flicked

barbecue swarms

glorious

Context CluesDescriptions can help you

figure out the meaning of

unfamiliar words. Use the

description words in the

story to figure out what the

word collage means.

by David Walcott

Danny and Emma decided to enter the

school art contest. Today they are working

together on their project. The problem is,

they can’t decide what to make.

“Danny, maybe we should make models

of modern skyscrapers. Mr. Buckle said,

‘ The sky’s the limit.’” Danny and Emma

laughed.

“Seriously,” said Danny, “how about

making a collage out of pictures we cut

from magazines?”

“We could,” said Emma, “but I’ll bet a

lot of kids will make collages. Let’s try to do

something different.”

606

Transparency 24a

Character, Plot, Setting

Introduce 85A–B

Practice /Apply

86–101; Leveled Practice, 23–24

Reteach/ Review

107M–T; 111A–B, 112–137, 143M–T; Leveled Practice, 30–31

Assess Weekly Tests; Unit 1, 5 Tests; Benchmark Tests A, B

Maintain 101B, 137B, 169B, 201B, 265B, 607A–B, 608–627, 631M–T, 681B

607A


■ Students should identify any problem or conflict a character

might face at the beginning of the story. Then they can ask

themselves how the character might go about trying to solve

the problem. When they finish reading, they can decide if

their predictions were correct.

MODEL

Read aloud the first four paragraphs of “Secondhand Art” from

Student Book page 606.

Think Aloud

I notice that both Danny and Emma are trying to

solve the problem of what to make for the art contest. It

doesn’t seem as if either Danny or Emma is the main

character, because they are partners working together. They

make a joke out of what Mr. Buckle said about the sky being

the limit, so they seem to be friends that get along well.

Emma thinks about Danny’s suggestion about making a

collage, but she points out the added problem that many

other students will make collages. I will find out more about

these characters when I read how they solve their problem.

GUIDED PRACTICE

■ Help students describe Danny using the Character Web. Ask them

to identify clues in the first four paragraphs to show a character

trait of Danny’s. (Danny has a sense of humor.) Have them write

this trait in one of the outer ovals on the chart.

■ Have students continue reading and identifying Danny’s character

traits. Provide guidance as necessary.

APPLY

■ Have students reread the remainder of “Secondhand Art” and

complete the Character Web. Ask them to write paragraphs

discussing what they learned about Danny’s character traits from

the way he and Emma solved their problem.

During Small Group Instruction

If No Approaching Level Comprehension, p. 631O

If Yes On Level Options, pp. 631Q–631R

Beyond Level Options, pp. 631S–631T

Can students identify characters’ traits?

Characters are the people, and sometimes animals, that you read about in a story. The main character is the story’s most important character. You can learn about characters from the things they say, do, and feel.

Read the following passage. Then answer the questions that follow.

Brian said to his mom, “I’m worried about going to art camp. I won’t

know anyone there.”

“Don’t worry about it,” his mom said. “You’ll see. It’ll be fine.”

When Brian walked into the camp meeting room, he swallowed hard.

Most of the tables were full of kids talking and laughing with each other.

There was only one spot open, and it was at a table way in the back.

There were three other kids at the table—Alex, Kenya, and Mike. They

all knew each other, but they were happy to talk to Brian, too. The four

of them wound up working on a project together. By the time Brian went

home, he knew he had a new set of friends for the summer.

1. Who is the main character?

2. Name the other characters in the story.

3. What kind of person do you think Brian is?

4. Do you think that Alex, Kenya, and Mike are friendly? Explain your answer.

Brian

Brian’s mom, Alex, Kenya, Mike

Brian is someone

who worries. He seems shy and might have trouble

making friends.

Yes. Even though they all knew each other, they

talked to Brian when he sat at their table.


On Level Practice Book O, page 171

Approaching Practice Book A, page 171

Beyond Practice Book B, page 171

Graphic Organizer Transparency 24

Transparency 24

good sense of humor

hard working

has good ideas

likes to tease

Danny

Character Web

Me and Uncle Romie 607B

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