Transcript A Cloak for the Dreamer (2002) Days 1-5

Imagination
Open Court: Unit 3
Lesson 3: “A Cloak for the
Dreamer”
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
Preparing to Read, Day 1
Word Knowledge
help
care
alongside
old
young
rectangles
fine
helpful
careful
whenever
older
younger
squares
wide
helpfulness
carefully
leftover bookseller faraway
oldest
youngest
triangles circles
hexagons
right
time
night
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.
What do these words have in
common?
• help
• care
helpful helpfulness
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?
What is the same with these
words?
old
young
older
younger
oldest
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?
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?
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?
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?
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.
Identify the words that have the
long i sound
• Some people have a good time going to
the movies at night.
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.
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.
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.
Student Observation
Clues
Word “dreamer in the title
Problems
Wonderings
bolts
Who’s the dreamer and what
does he or she do?
Selection Vocabulary
“A Cloak for the Dreamer”
16
fabric
rectangle
pattern
diagonal
triangles
hexagons
cloth
fabric
17

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.
rectangle
18
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.
a repeated grouping
of shapes
pattern
19

Then, using the pattern
of bricks on the floor,
Ivan carefully sewed
the rectangles together

The cloth was printed
with a swirled pattern.
the line between opposite
corners of a shape that has
four even corners
diagonal
20

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.
geometric shapes
with three sides
triangles
21

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.
geometric shapes with
six sides
hexagons
22

Ivan snipped the circles apart, and his father
trimmed them into hexagons.

Stop signs are shaped like hexagons.
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)
“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/
“A Cloak for the Dreamer”
Reading and Responding, Day 1
p. 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.
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.
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.
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.
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)
Language Arts, Day 1
• Let’s complete Comprehension and
Language Arts Workbook p. 70-71 on verb
tenses.
Language Arts, Day 1
Writing 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…
Language Arts, Day 1
Writing Process Strategies
• Write your ideas for a top-to-bottom
description in your Response Journals.
Assessment Rubric for Top-toBottom 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)
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.
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)
“A Cloak for the Dreamer”
Reading and Responding, Day 2
p. 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.
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?
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?
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.
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.
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.
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.
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.
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. Trimeans 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.
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.
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)
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.
Language Arts, Day 2
Writing 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.
Language Arts, Day 2
Writing 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.
Language Arts, Day 2
Writing 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.
Phonics and Fluency, Day 3
loud louder
broil broiling
plow plowing
dancer singer
loudest
annoy
annoyingly
hour
hourly
pitcher teacher
The lawnmower made an awful and annoying
noise
The movie had hourly showings.
Alex practiced sewing together the small, leftover
pieces of fabric.
Phonics and Fluency, Day 3
loud
louder
loudest
• What do these words have in common?
– They all have the base word loud with
comparative and superlative endings added.
– Can you think of more groups of words like
this?
Phonics and Fluency, Day 3
broil
broiling
plow
plowing
• What do these words have in common?
– They are base words with the suffix –ing
added to them
– How does the meaning of the base word
change when you add –ing?
Phonics and Fluency, Day 3
• annoy
annoyingly
hour
hourly
• What is the same with these words?
– They are base words with the suffix –ly added
to them.
– How does the meaning of the base word
change when –ly is added?
Phonics and Fluency, Day 3
dancer
singer
pitcher
teacher
• What is the pattern in these words?
– These words all have the suffix –er to indicate
the person who does the action.
– This –er is different from the comparative –er.
How?
– Can you think of any other words that fit into
this group?
Phonics and Fluency, Day 3
 The lawnmower made an awful and annoying
noise.
 The movie had hourly showings.
 Alex practiced sewing together the small,
leftover pieces of fabric.
• Can you identify the diphthongs and suffixes in
the sentences above? Underline the diphthongs
and circle the suffixes.
“A Cloak for the Dreamer”
p. 224-229, Second Read
• Comprehension Skill—Making Inferences
– You will use clues and suggestions from the
text and from your own personal experiences
to form a more complete picture of the story.
Supporting the Reading, Day 3
• Making Inferences
– Writers do not always state everything about a topic,
character, thing or event. They do provide many
clues that you should notice.
– Let’s look at your wonderings from “A Cloak for the
Dreamer”. We will find clues in the story and use
information from our personal experiences to make
inferences about the story.
– Now, lets complete Comprehension and Language
Arts Skills workbook page 68-69 for more practice
with making inferences.
Inquiry, Day 3
• Work on pages 67-68 in your Inquiry
Journal with your groups. These pages
will help you organize your investigation
and help keep you on track during the
course of your research. You may have to
come back to these pages later in the unit
as you gain new information and new
questions come up.
Language Arts, Day 3
Word Analysis
• Spelling: The long i sound
– fine
wide
time
night
• These words are from “A Cloak for the Dreamer”.
Can you find the long i spelling?
• Can you think of some other long i words? What
letters spell the long i sound?
– Complete page 60 in your Spelling and
Vocabulary Skills Workbook.
Language Arts, Day 3
Word Analysis
• Vocabulary
– disappoint
• Can anyone find the sentence from “A Cloak for
the Dreamer” with the word disappoint? (Hint:
Look on page 229)
• What is the base word in disappoint?
– appoint—Can you find the definition for the word appoint
in the dictionary?
» To set, fix, or decide on
• What is the prefix in disappoint?
– dis—What is the meaning of the prefix dis-?
» opposite of, not
• What is the meaning of disappoint?
– To not set, the opposite of fixing
Language Arts, Day 3
English Language Conventions
• Let’s review the three different verb tenses:
– Past, Present, and Future
• Can you find the verbs and identify the verb
tense in the following sentences?
– The crew of the starship travels boldly through outer
space.
• travels—present
– My coat protects me from the cold.
• protects—present
• With a partner, rewrite the sentences in the past
tense. Then rewrite them so they are in the
future tense.
Language Arts, Day 3
Writing Process Strategies
• Let’s look at Writer’s Workbook page 39.
You will use this graphic organizer to
create the first draft of your top-to-bottom
description.
• Remember to use place and location
words. You can use Comprehension and
Language Arts Skills workbook to help
you.
Phonics and Fluency, Day 4
loud louder
broil broiling
plow plowing
dancer singer
loudest
annoy
annoyingly
hour
hourly
pitcher teacher
• I will choose a student to come up and point to a word.
Then I will choose another student to think of a word that
rhymes with that word and use it in a sentence. (For
example: hour; Superman has lots of power.)
• Now I will point to a word and select a student to use it in
a sentence. That student will then point to a new word
and select someone else to use it in a sentence.
Dictation
line 1: ________ ________ ________
line 2: ________ ________ ________
Challenge Word: ___________________
Sentence:_________________________
_________________________________
_________________________________
Building Fluency, Day 4
• Please take out your decodable book
number 25, “Summer Pen Pals”.
• Take 5 minutes to browse the story and
read it silently to yourself…
• Now, let’s read it together…
• We will look for words that have the /ow/,
/aw/ and /oi/ sounds.
“A Cloak for the Dreamer”
p. 230-235, Second Read
• Comprehension Skill—Making Inferences
– You will use clues and suggestions from the
text and from your own personal experiences
to form a more complete picture of the story.
Checking Comprehension
• How was Misha different from his brothers?
– He didn’t want to be a tailor. He wanted to travel to
faraway places.
• 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.
• 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
wind and rain on his journey.
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)
Literary Elements
Characterization
• Characterization is how a writer reveals what a
character is like. They don’t always say what a
character is like…sometimes they describe what
characters do, say, think and feel. You can learn
what a character is like by paying attention to
their words and actions.
• Let’s record information on the characters in “A
Cloak for the Dreamer”.
Literary Elements
• Characterization
Characters
Ivan
Observations
What is the character like?
helps clean up
the shop and helps
his father sew
Ivan is a good helper and a
hard worker
Supporting the Investigation
• Using Guide Words in the Dictionary
– A dictionary is a book that tells the meanings of most
of the words that people use when they speak, read,
and write.
– You can use a dictionary to find out a words spelling,
meaning, and pronunciation.
– Words are listed alphabetically.
– Look at the two words at the top of each page.
– These are called guide words—the first and last
words on the page. Every word on the page comes
between these two words alphabetically.
Supporting the Investigation
• Look in a dictionary for the following words:
–
–
–
–
–
station
step
stem
starve
steady
• On what page of the dictionary are they
found?—Remember, sometimes you have to
look and the third, fourth, or even fifth letter to
determine alphabetical order.
• Now, let’s complete Inquiry Journal page 69 for
more practice with dictionary guide words.
Language Arts, Day 4
Word Analysis
• Spelling: The long i sound
– Spelling and vocabulary skills are designed to help
you become better spellers of words with the long i
sound
– Work with your partner and complete Spelling and
Vocabulary Skills workbook page 61.
• Vocabulary
– hexagons
• the prefix hexa- means “six”
• What do you know about “hexagons”?
– a “hexagon” is a six-sided shape so “hexagons” must be more
than one six sided shape.
Language Arts, Day 4
English Language Conventions
• Listening, Speaking and Viewing
– Figurative Language
• Alliteration—when two or more words in a
sentence begin with the same consonant.
• Assonance—the repetition of the same or similar
vowel sound in two or more words.
• Simile—comparison of two things using the words
like or as.
Language Arts, Day 4
English Language Conventions
• Figurative Language
– Alliteration, Assonance, or Simile?
• The tailor’s son sewed several stitches.
– alliteration
• The colors glowed like a box of jewels.
– simile
• The tailor made amazing aprons.
– assonance
• The tailor was as proud as a peacock.
– simile
– With your partner, try to think of one example or
alliteration, one example of assonance, and one
example of a simile.
Language Arts, Day 4
Writing Process Strategies
• Let’s go over Writer’s Workbook page 40 to
learn about revising a top-to-bottom description.
– Make sure you follow through with the order of details
in your description, or your reader will get lost.
– Make sure to use plenty of place and location words,
so that your story will be clear to your reader.
– Be sure to use the correct verb tense in your writing.
Don’t switch tenses in the middle or your reader will
be confused about the order of the events in your
story.
• With your partner’s help, revise your top-tobottom description. Be sure to use the checklist
and proofreading marks on page 40 of your
Writer’s Workbook.
Day 5…
• General Review of Word Knowledge,
Phonics and Fluency, and Selection
Vocabulary…
Word Knowledge
help
care
alongside
old
young
rectangles
fine
helpful
careful
whenever
older
younger
squares
wide
helpfulness
carefully
leftover bookseller faraway
oldest
youngest
triangles circles
hexagons
right
time
night
Phonics and Fluency
loud louder
broil broiling
plow plowing
dancer singer
loudest
annoy
annoyingly
hour
hourly
pitcher teacher
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)
Assessment, Day 5
• Lesson Assessment
– “A Cloak for the Dreamer (p. 10-12)
• Spelling—The long a sound
– Unit 3 Assessment, p. 29
• Vocabulary Assessment
– Unit 3 Assessment, p. 13
Inquiry/Investigation, Day 5
1. Continue working with your group on your
investigation project. You may use the
computers, encyclopedias, or books from the
classroom library.
2. Update the Concept/Question board with any
questions you may have about imagination,
articles or pictures you have found, or you may
post answers to someone else’s questions.
Language Arts, Day 5
• Penmanship
• Let’s practice writing cursive numbers 5 and 6:
5
6
5
6
5
6
5
6
5
6
5
6
5
6
5
6
5
6
5
6
5
6
5
6
5
6
5
6
5
6
5
6
 Write in Cursive:
 Meet me back here in 5 minutes.
 Please bring me 6 toothpicks.
 Practice writing rows of 5’s and 6’s in your journals.
 Now, try to think of 3 sentences containing these
numbers and write them in your journals.
 Next, try practicing the word names for the numbers 5
and 6.
Language Arts, Day 5
Writing Process Strategies
• Let’s read Writer’s Workbook page 41 to
learn about editing and proofreading.
• Now, you will edit and proofread your topto-bottom descriptions.
– Remember to use the checklist on page 41 of
your Writer’s Workbook.
• Make a neat, final copy of your description
on a clean piece of paper.
Assessment Rubric for Top-toBottom 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)