Theme - eduplace.com · Possessives and Contractions Teach , Display the following sentences: Have...

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Theme 3 THEME 3: Voices of the Revolution 86

Transcript of Theme - eduplace.com · Possessives and Contractions Teach , Display the following sentences: Have...

Page 1: Theme - eduplace.com · Possessives and Contractions Teach , Display the following sentences: Have students identify the word(s) in each sentence that are different. Then review these

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THEME 3: Voices of the Revolution86

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Page 2: Theme - eduplace.com · Possessives and Contractions Teach , Display the following sentences: Have students identify the word(s) in each sentence that are different. Then review these

THEME 3: Voices of the Revolution 87

Selections

1 And Then WhatHappened, Paul Revere?

2 Katie’s Trunk

3 James Forten

Voices of the Revolution

E X T R A S U P P O R T L E S S O N S F O RE X T R A S U P P O R T L E S S O N S F O R

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Page 3: Theme - eduplace.com · Possessives and Contractions Teach , Display the following sentences: Have students identify the word(s) in each sentence that are different. Then review these

Possessives and ContractionsWarm-Up/Academic Language,

Explain that a possessive noun shows ownership. Most nouns thatdo not end in s (such as mice) form the possessive by adding ’s(mice’s). Most plural nouns that end in s (such as boys) form thepossessive by adding an apostrophe (boys’). Explain that a con-traction is a shortened form of two words in which an apostrophe replaces any letters removed from the contraction.

Teach,

Have a volunteer hold up a book. Write student’s book on the board.

Circle the ’s. Explain that the ’s signals possession. Have all students

hold up their books. Write students’ books on the board. Explain that

the apostrophe signals possession.

Show students how to form contractions. Write we are and I will on the

board and read them with students. Erase the a in we are. Replace the

a with an apostrophe to form the contraction we’re. Follow a similar

procedure to form the contraction I’ll from I will.

Model decoding possessives and contractions using this sentence:

THEME 3/SELECTION 1

And Then What Happened, Paul Revere?

Objectives• read words that are possessives

and contractions• use the Phonics/Decoding

Strategy to decode longer words

Materials• Teaching Master ES3-1• Practice Master ES3-1• Anthology: And Then What

Happened, Paul Revere?

Get Set for Reading CD-ROMAnd Then What Happened, Paul Revere?

Education Placewww.eduplace.comAnd Then What Happened, Paul Revere?

Audio CDAnd Then What Happened, Paul Revere?Audio CD for Voices of the Revolution

Lexia Phonics CD-ROMIntermediate Intervention

SKILL FOCUS: STRUCTURAL ANALYSIS 25–30 MINUTES

THEME 3: Voices of the Revolution

Ruth is happy when it’s Jim’s turn to do the dishes.

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Page 4: Theme - eduplace.com · Possessives and Contractions Teach , Display the following sentences: Have students identify the word(s) in each sentence that are different. Then review these

Write the children’s toys and the students’ notebooks on the board.

Explain that for plural nouns that do not end in s, you add ’s to form

the possessive (children’s). For plural nouns that end in s, you only add

an apostrophe to form the possessive (students’).

Ask volunteers to form the plural possessive nouns mice’s, people’s, cats’,

and schools’, and the contractions I’m, she’ll, he’s, and we’re.

Guided Practice,

Display or distribute Teaching Master ES3-1. Read it with students.

Guide students to complete the chart.

Practice/Apply,

Distribute Practice Master ES3-1 to students.

Review the directions and sample answer with students.

Instruct students to complete the Practice Master independently.

Check students’ responses to make sure that they understand possessives

and contractions.

Preview And Then WhatHappened, Paul Revere?Segment 1

Refer to the bottom of page 263 in the Teacher’s Edition and preview

with students Segment 1 of And Then What Happened, Paul Revere?

(pages 262–270).

Note the suggestions in the Extra Support boxes on Teacher’s Edition

pages 265 and 270.

Possessives andContractions

Each underlined phrase in the sentences below has acontraction or possessive. Write the longer form of thephrase, and either (P) for possessive or (C) forcontraction. The first one has been done for you.

1. Have you heard about Paul Revere’s ride?

2. Many people in the American colonies weren’t happy with the

king.

3. Some of the king’s decisions made people so mad they wanted to

fight a war.

4. Paul Revere didn’t want the king to rule the American colonies.

5. That’s why Paul became a Patriot during the Revolution.

6. One of Paul’s jobs during the war was to ride through Lexington

and Concord, warning colonists if English soldiers came to attack.

7. Without his warning, the colonists probably would’ve been

surprised by the soldiers.

8. They might’ve lost the battles of Lexington and Concord.

the ride of Paul Revere (P)

Grade 5 Theme 3: Voices of the Revolution PMES 3–1

Name

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were not happy (C)

decisions made by the king (P)

did not want (C)

That is why (C)

the jobs Paul did (P)

would have been surprised (C)

might have lost (C)

Practice Master ES 3–1

Possessives andContractions

Julia’s friend isn’t coming to dinner.

My brother’s car doesn’t have a radio.

We’d like to help you find Tom’s dog.

Anya’s packages should’ve gotten here last week.

Scott’s going to meet us at Jena’s house.

TMES 3–1 Grade 5 Theme 3: Voices of the Revolution

Teaching Master ES 3–1 And Then What Happened, Paul Revere?

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Possessive (P) or Contraction (C) Longer Form of Phrase

Julia’s friend

isn’t coming

my brother’s car

doesn’t have

We’d like

Tom’s dog

Anya’s packages

should’ve gotten

Scott’s going

Jena’s house

the friend of Julia

is not coming

the car belonging to my brother

does not have

We would like

the dog belonging to Tom

the packages belonging to Anya

should have gotten

Scott is going

the house of Jena

P

C

P

C

C

P

P

C

C

P

Teaching Master ES 3–1

SELECTION 1: And Then What Happened, Paul Revere?

I see an apostrophe in it’s. I think it’s is a contraction for it is.

The apostrophe replaces the letter i. I see an apostrophe in

Jim’s turn. As a contraction it would be Jim is turn, which

doesn’t make sense. It must be a possessive meaning “a

turn belonging to Jim.” That makes sense.

LITERATURE FOCUS: 10–15 MINUTES

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Page 5: Theme - eduplace.com · Possessives and Contractions Teach , Display the following sentences: Have students identify the word(s) in each sentence that are different. Then review these

Author’s ViewpointWarm-Up/Academic Language,

Tell students that an author’s viewpoint is what the author thinksabout his or her subject. Explain that students can often figureout the author’s viewpoint by thinking about the facts and opin-ions given in the selection, the language the author uses, andthe author’s purpose for writing.

Teach,

Read the passage below to students. Ask them to listen for clues that tell

what the author thinks about British and American reactions to taxes.

Reread the passage sentence by sentence. Help students identify each

sentence as fact or opinion.

Write the following chart on the board.

Objectives• infer the author’s viewpoint about

a subject• identify passages that reveal the

author’s viewpoint• identify the author’s purpose for

writing the selection

Materials• Teaching Master ES3-2• Practice Master ES3-2• Anthology: And Then What

Happened, Paul Revere?

THEME 3/SELECTION 1: And Then What Happened, Paul Revere?

SKILL FOCUS: COMPREHENSION 25–30 MINUTES

Shortly before the American Revolution, many people in

England and in the American colonies disagreed about

whether or not the colonies should pay certain taxes.

England needed money after fighting wars, so the English

people had to pay very high taxes. It’s understandable that

they thought the colonists should help pay taxes, too. The

colonists had paid fewer taxes up to that time. Many

colonists, however, found it hard to pay such high taxes.

It’s also understandable that they became angry about the

new taxes.

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Page 6: Theme - eduplace.com · Possessives and Contractions Teach , Display the following sentences: Have students identify the word(s) in each sentence that are different. Then review these

Help students identify the author’s viewpoint. (Both people in Englandand in the colonies had understandable reasons for how they react-ed to the new taxes.)

Guided Practice,

Display or distribute Teaching Master ES3-2.

Read each paragraph with students.

Guide students to identify each paragraph as fact or opinion, and to infer

the author’s viewpoint.

Practice/Apply,

Distribute Practice Master ES3-2 to students.

Explain the directions to students so that they understand what they are

to do.

Instruct students to complete the Practice Master independently.

Check students’ responses to make sure that they understand how to

identify facts, opinions, and the author’s viewpoint.

Preview And Then WhatHappened, Paul Revere?Segment 2

Refer to the bottom of page 263 in the Teacher’s Edition and preview

with students Segment 2 of And Then What Happened, Paul Revere?

(pages 271–278).

Note the suggestions in the Extra Support boxes on Teacher’s Edition

pages 273, 275, and 278.

Author’s Viewpoint

Read each paragraph. Then answer the questions below.

The Sons of Liberty, a group of American colonists, were wasteful. OnDecember 16, 1773, they marched onto three ships carrying tea fromEngland. They wasted tea by dumping it into Boston Harbor. They didthis so that no one in Boston could pay the king’s tax on tea.

1. Which two sentences are facts?

2. Which two sentences are opinions?

3. What is the author’s viewpoint?

On December 16, 1773, a group of American colonists called the Sonsof Liberty marched onto ships carrying tea from England. They threwthe tea into Boston Harbor so that no one could pay the king’s tax ontea. They chose a thoughtful way to protest the unfair tea tax.

1. Which two sentences are facts?

2. Which sentence is an opinion?

3. What is the author’s viewpoint?

Grade 5 Theme 3: Voices of the Revolution PMES 3–2

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the second and fourth

the first and third

The author thinks the Sons of Liberty were

wasteful because they dumped the tea.

the first and second

the third

The author thinks the Sons of Liberty chose a

thoughtful way to protest the unfair tea tax.

Practice Master ES 3–2

Author Fact or Opinion Author’s Viewpoint

Author’s Viewpoint

Author A

Many people keep dogs and cats as pets, but I think snakes are

better. Snakes have a long, pretty body. Since they make almost

no noise and like to hide in corners, snakes are the easiest pets

to care for. They’re also interesting to watch. If you’d like a

good pet, get any snake.

Author B

Snakes are reptiles with long, thin bodies. Certain types of

snakes are small, but others can grow over thirty feet long and

become large and heavy. Since they are quiet and can move

into small places easily, they may be hard to find if they get

loose. Some snakes are also poisonous. Certain types of snakes

may be dangerous to keep as pets.

A

B

TMES 3–2 Grade 5 Theme 3: Voices of the Revolution

Teaching Master ES 3–2 And Then What Happened, Paul Revere?

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Opinion

Fact

The author believes that allsnakes make good pets.

The author thinks that cer-tain types of snakes may be dangerous to keep as pets.

Teaching Master ES 3–2

Sentence 1(“Shortly…”)

Sentence 2 (“England…”)

Sentence 4 (“The colonists…”)

Sentence 5 (“Many…”)

Sentence 3 (“It’s

understandable…”)

Sentence 6 (“It’s also…”)

LITERATURE FOCUS: 10–15 MINUTES

SELECTION 1: And Then What Happened, Paul Revere?

Fact Opinion

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Page 7: Theme - eduplace.com · Possessives and Contractions Teach , Display the following sentences: Have students identify the word(s) in each sentence that are different. Then review these

Possessives and ContractionsTeach,

Display the following sentences:

Have students identify the word(s) in each sentence that are different.

Then review these concepts:

• Didn’t is a contraction. It is a combination of two words, did and not.

• The apostrophe (’) takes the place of one or more letters.

• A contraction has the same meaning as the two combined words.

• To understand the meaning of a contraction, readers need to know the

letters that the apostrophe replaces.

Encourage students to practice reading some contractions and the

words that were combined. Read the words aloud together: I’m, I am,

you’re, you are, it’s, it is, isn’t, is not, don’t, do not.

Display the following: Once, Paul made a silver collar for a man’s pet

squirrel.

Underline the ’s and explain that this ending makes man’s a possessive

noun—a noun that shows ownership. Man’s pet squirrel is a shorter

way of saying, the pet squirrel that belongs to the man.

Display the following: Paul can’t start his Big Ride until he has his

horse’s spurs.

Model the process of identifying contractions and possessives.

Objectives• identify contractions• identify possessive nouns• decode words with apostrophes

Materials• Anthology: And Then What

Happened, Paul Revere?

THEME 3/SELECTION 1: And Then What Happened, Paul Revere?

SKILL FOCUS: STRUCTURAL ANALYSIS 25–30 MINUTES

THEME 3: Voices of the Revolution

In the spring of 1756, there was a war close by,

and Paul did not want to miss it.

In the spring of 1756, there was a war close by,

and Paul didn’t want to miss it.

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Practice,

Set up a three-column chart on the board with the heads Contraction,

Singular Possessive Noun, and Plural Possessive Noun.

Have students copy the chart. Then have students read page 267 of the

selection and locate the contractions and possessives. Tell students to

list the words in the appropriate column on their charts. For the con-

tractions, have students also write the two words from which the con-

traction was formed.

Apply,

Have students go on a hunt to find other contractions and possessives in

the selection and add them to their chart. Have them use each word in

a sentence of their own.

Review And Then WhatHappened, Paul Revere?Guide students through the Comprehension Skill Lesson for Author’s

Viewpoint on page 265 in the Teacher’s Edition.

LITERATURE FOCUS: 10–15 MINUTES

SELECTION 1: And Then What Happened, Paul Revere?

I see two words with apostrophes. The first word (can’t) is a

short way of saying can not. The two words were com-

bined, and an apostrophe takes the place of the no. This

contraction is can’t. The second word (horse’s) signals

ownership. The spurs belong to the horse.

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Page 9: Theme - eduplace.com · Possessives and Contractions Teach , Display the following sentences: Have students identify the word(s) in each sentence that are different. Then review these

Subject-Verb AgreementTeach,

Display the following two sentences:

Model the process of figuring out when to use was and were.

Practice,

Have students find sentences with was and were on page 264 and

explain why was or were is used in each sentence.

Apply,

Have students choose was or were to complete each sentence below.

1. Paul (was, were) a soldier at Fort William Henry in 1756.

2. There (was, were) thousands of flies at the fort that summer.

3. The French and the Indians (was, were) not attacking.

Objective• identify the agreement of the

verbs was and were with singularand plural subjects

Materials• Anthology: And Then What

Happened, Paul Revere?

THEME 3/SELECTION 1: And Then What Happened, Paul Revere?

SKILL FOCUS: GRAMMAR 10–15 MINUTES

THEME 3: Voices of the Revolution

The first sentence is about Paul Revere, so he must be

the subject of that sentence. Paul Revere names one

person, so the subject is singular. Was is used with sin-

gular subjects. The next sentence is about British sol-

diers, so they are the subject of that sentence. British

soldiers names more than one person, so the subject

is plural. Were is used with plural subjects.

Paul Revere was a secret agent for the Americans.

British soldiers were ready to attack.

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Page 10: Theme - eduplace.com · Possessives and Contractions Teach , Display the following sentences: Have students identify the word(s) in each sentence that are different. Then review these

Regular and Irregular VerbsTeach,

Invite students to turn to page 265 of the selection and look for verbs

that tell what Paul Revere and his family did. List the verbs on the

board. (liked, grabbed, buckled, clapped, went, spent, married,began, died, came) Point out that they describe past actions.

Explain that verbs that add -ed to form the past tense are called regular

verbs. Verbs that form their past tense in other ways are irregular

verbs, and have two past forms—one that is used alone and one that is

used after helping verbs such as has, have, or had.

Display the following chart and review the verbs with students.

Practice,

Ask students to find regular and irregular verbs on page 266 of the

selection. Have students make their own chart.

Apply,

Ask students to write sentences about things that Paul Revere did, using

regular and irregular verbs. Check students’ responses.

Preview Bunker’s CoveWalk students through Bunker’s Cove and discuss the illustrations, using

words from the story such as warship and independence. Ask students

to predict the author’s viewpoint based on the illustrations.

SELECTION 1: And Then What Happened, Paul Revere?

Objectives• identify the past tense of regular

and irregular verbs• recognize helping verbs used with

irregular verbs• write sentences with regular and

irregular verbs

Materials• Anthology: And Then What

Happened, Paul Revere?• Leveled Reader: Bunker’s Cove

SKILL FOCUS: GRAMMAR 10–15 MINUTES

Present Past Past with Helping Verb

go went (has) gone

begin began (has) begun

come came (has) come

LITERATURE FOCUS: 10–15 MINUTES

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Page 11: Theme - eduplace.com · Possessives and Contractions Teach , Display the following sentences: Have students identify the word(s) in each sentence that are different. Then review these

Author’s ViewpointTeach,

Read the text below with students. Explain that the paragraphs are two

descriptions of the same person written by two different writers.

Discuss with students what is similar and different about the two

descriptions.

Use a Think Aloud to model the process of analyzing the descriptions.

Objectives• infer an author’s attitude toward

a subject• use story text to support infer-

ences about author’s viewpoint

Materials• Anthology: And Then What

Happened, Paul Revere?• Leveled Reader: Bunker’s Cove

THEME 3/SELECTION 1: And Then What Happened, Paul Revere?

SKILL FOCUS: COMPREHENSION 25–30 MINUTES

THEME 3: Voices of the Revolution

Katelyn is slow and boring. It takes her forever to finish a

project. While she’s working, she’s no fun at all. She won’t

take time out to play or watch TV. All she does is work,

work, work, until she has finally finished.

Katelyn is a careful, patient worker. She always takes her time

and does a great job on any project. She focuses her atten-

tion and ignores unimportant things while she’s working.

She is so determined to do a good job that she works as

hard as she can until the job is successfully completed.

If I read the first two sentences in each description, I see

that the two writers agree on one fact about Katelyn: She

takes her time to finish a project. The author of the first

paragraph doesn’t seem to like this fact about Katelyn.

This writer uses the word boring to describe her slow-

ness. The second writer, though, seems to have a different

attitude, or viewpoint, about Katelyn’s slowness. This

writer uses the words careful, patient, and does a great job

to describe how Katelyn works.

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Page 12: Theme - eduplace.com · Possessives and Contractions Teach , Display the following sentences: Have students identify the word(s) in each sentence that are different. Then review these

Follow a similar process to analyze the writers’ viewpoints in the remain-

ing sentences of the descriptions. Summarize the two different view-

points the writers have about Katelyn. Conclude by explaining that

readers can infer a writer’s viewpoint about a subject by looking at the

facts and opinions the writer gives and the words the writer uses to

describe the subject.

Practice,

Have students meet in small groups to read pages 263–265 of the selec-

tion. Ask them to list the facts and descriptive words about Paul

Revere. Then have the group discuss this list of evidence and make an

inference about the author’s viewpoint about Paul Revere.

Apply,

Have students keep track of author’s viewpoint, with an eye to identify-

ing and analyzing descriptions and opinions, in the Leveled Reader

selection Bunker’s Cove by David Neufeld. Then have them complete

the questions and activity on the Responding page.

Revisit And Then WhatHappened, Paul Revere? and Bunker’s CoveGuide students through And Then What Happened, Paul Revere? and

Bunker’s Cove, helping them identify the author’s viewpoint. Also help

students look for possessives and contractions. As examples, you may

wish to include words and phrases such as printers’ colors and Paul’s

friends on pages 267 and 271 of And Then What Happened, Paul

Revere? as well as wasn’t and he’d spent on page 3 of Bunker’s Cove.

LITERATURE FOCUS: 10–15 MINUTES

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Page 13: Theme - eduplace.com · Possessives and Contractions Teach , Display the following sentences: Have students identify the word(s) in each sentence that are different. Then review these

Syllabication: VCCV and VCVPatternsWarm-Up/Academic Language,

Tell students that they can use syllable patterns to help themdecode new words. Explain that many words with the VCV (Vowel-Consonant-Vowel) pattern are either divided after the first voweland pronounced with a long vowel sound in the first syllable, asin so/fa or divided after the consonant and pronounced with ashort vowel sound in the first syllable, as in mod/el. Explain thatwords with the VCCV (Vowel-Consonant-Consonant-Vowel) patternare divided between the two consonants, as in dif/fer.

Teach,

Write these sentences on the board:

Explain that to decode a word with the VCV pattern, students should try

dividing it after the first vowel and pronouncing the first syllable with

a long vowel sound. Pronounce sofa as SOH fah. Ask students if that

word sounds right in the sentence. Since it does, write so/fa and its

VCV pattern on the board. Have students create the VCV pattern for

sofa using their Letter Cards.

Point to the word money. First pronounce money with a long vowel

sound in the first syllable, as MOH nee. Tell students that since that

doesn’t sound like a familiar word, you will now divide after the conso-

nant and use a short sound. Pronounce money as MUHN ee. Write

mon/ey and its VCV pattern on the board. Have students create the

VCV pattern for money using their Letter Cards.

THEME 3/SELECTION 2

Katie’s Trunk

Objectives• break words with VCCV and VCV

patterns into syllables• use the Phonics/Decoding

Strategy to decode longer words• 2 V Letter Cards for each student• 2 C Letter Cards for each student

Materials• Teaching Master ES3-3• Practice Master ES3-3• Anthology: Katie’s Trunk

SKILL FOCUS: STRUCTURAL ANALYSIS 25–30 MINUTES

THEME 3: Voices of the Revolution

Nell sat on the sofa. (so/fa)V/CV

I try to save my money. (mon/ey)VC/VGet Set for Reading

CD-ROMKatie’s Trunk

Education Placewww.eduplace.comKatie’s Trunk

Audio CDKatie’s TrunkAudio CD for Voices of the Revolution

Lexia Phonics CD-ROMIntermediate Intervention

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Page 14: Theme - eduplace.com · Possessives and Contractions Teach , Display the following sentences: Have students identify the word(s) in each sentence that are different. Then review these

Write this sentence on the board:

Model how to decode words with the VCCV pattern.

Have students create the VCCV pattern for differ using their Letter Cards.

Guided Practice,

Display or distribute Teaching Master ES3-3. Review it with students.

Help students complete the chart by dividing each VCCV and VCV word

from the passage into syllables.

Practice/Apply,

Distribute Practice Master ES3-3. Review the directions with students.

Have them complete the Practice Master independently.

Check students’ responses to make sure that they understand how to

identify words with VCV and VCCV syllable patterns.

Preview Katie’s Trunk Segment 1

Refer to the bottom of page 293 in the Teacher’s Edition and preview

with students Segment 1 of Katie’s Trunk (pages 293–299).

Note the suggestions in the Extra Support boxes on Teacher’s Edition

pages 295, 297, and 298.

VCCV and VCV PatternsFor each underlined word, circle the correct VCCV or VCV pattern. Rewrite the word, adding slashes between syllables.

1. Mary writes the letter carefully so that she won’t make mistakes.

VCCV VCV

2. She writes her aunt about the local news in Boston.

VCCV VCV

3. Her aunt will be upset by last week’s news.

VCCV VCV

4. It was common these days for people to be mad about the tea tax.

VCCV VCV

5. Mary still couldn’t figure out how some people had gotten mad enough to march onto three ships carrying tea from England.

VCCV VCV

6. She wasn’t certain yet who did it, but she did know that theythrew the tea overboard.

VCCV VCV

7. Mary’s parents wonder if King George III will be very angry.

VCCV VCV

8. Will the king punish the people who threw the tea into the harbor?

VCCV VCV

Grade 5 Theme 3: Voices of the Revolution PMES 3–3

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Practice Master ES 3–3

VCCV and VCV PatternsWhat was life like in the thirteen colonies just

before 1774? One major question in people’s minds was

whether or not to declare independence from England.

Should they form their own nation? What would

happen if a war began? They might win a skirmish or

two, but could they win a whole war? What if people

couldn’t agree on whether or not to fight? Since many

families came from England, would some stay loyal to

the king? If you lived at that time, what would you do?

thirteen

before

major

question

nation

happen

began

skirmish

families

loyal

If VCCV,

then VC/CV

If VCV,

then V/CV or VC/V

TMES 3–3 Grade 5 Theme 3: Voices of the Revolution

Teaching Master ES 3–3 Katie’s Trunk

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thir/teen

ques/tion

hap/pen

skir/mish

be/forema/jor

na/tion

be/gan

fam/i/liesloy/al

Teaching Master ES 3–3

SELECTION 2: Katie’s Trunk

The twins differ in weight but not in height. (dif/fer)(VC/CV)

I see the letters i-f-f-e in differ. This is the VCCV pattern. I should

divide words with this pattern between the two consonants,

or the f-f. I blend the two syllables, and get DIHF fuhr. That

means “are not alike.” It makes sense in the sentence.

LITERATURE FOCUS: 10–15 MINUTES

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Page 15: Theme - eduplace.com · Possessives and Contractions Teach , Display the following sentences: Have students identify the word(s) in each sentence that are different. Then review these

Cause and EffectWarm-Up/Academic Language,

Explain that a cause is the reason something happens. An effect isthe event that happens as a result of the cause. To help stu-dents identify cause and effect, tell students to ask as they read,“What happens because of this event?”

Teach,

Read the story below to students.

Model how to identify the cause and effect for the first paragraph.

Objectives• recognize that cause is the rea-

son something happens andeffect is the result

• identify the causes and effects ina work of fiction

Materials• Teaching Master ES3–4• Practice Master ES3-4• 1 Cause card for each student• 1 Effect card for each student• Anthology: Katie’s Trunk

THEME 3/SELECTION 2: Katie’s Trunk

SKILL FOCUS: COMPREHENSION 25–30 MINUTES

THEME 3: Voices of the Revolution

After biking for an hour, Tracy and Bill become hungry and

thirsty. They stop at a gas station to rest, and have some fruit,

energy bars, and water.

On their way home, Tracy suddenly hears a loud POP. “Oh no,”

she groans. Tracy finds the problem—she has ridden over a

piece of glass and her back tire now has a hole in it.

The first paragraph says that Tracy and Bill bike for an

hour. That is why they become hungry and thirsty,

and why they stop at a gas station to rest. So biking

for an hour is the cause that has the effect, or result,

of making Tracy and Bill stop at the gas station to

rest, eat, and drink.

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Page 16: Theme - eduplace.com · Possessives and Contractions Teach , Display the following sentences: Have students identify the word(s) in each sentence that are different. Then review these

Give each student one Cause card and one Effect card. Reread the sec-

ond paragraph. Ask students to hold up the Cause card when they hear

the sentence that describes the cause and the Effect card when they

hear an effect. Then guide students in completing the following chart.

Guided Practice,

Display or distribute Teaching Master ES3-4.

Discuss the pictures and read the captions with students.

Guide them in identifying each cause and effect.

Practice/Apply

Distribute Practice Master ES3-4 to students.

Review the directions with students.

Ask students to complete the Practice Master independently.

Check students’ responses to make sure that they understand how to

identify causes and effects.

Preview Katie’s Trunk Segment 2

Refer to the bottom of page 293 in the Teacher’s Edition and preview

with students Segment 2 of Katie’s Trunk (pages 300–303).

Note the suggestions in the Extra Support boxes on Teacher’s Edition

pages 301 and 302.

Each exercise below includes a cause and an effect. Label the causewith a (C) and the effect with an (E).

1. Tina’s mom gets a flat tire.

Tina’s mom drives over a big nail.

2. Julian trips and falls while running down the sidewalk.

Julian gets a hole in the knee of his new pants.

3. Brittany scores the winning goal in a soccer game.

Brittany’s teammates cheer as they carry her off the field.

4. Marcus is tired and covered with dirt.

Marcus helps his mom weed their garden.

5. A lot of bees are buzzing around the playground.

Luis is nervous that he’ll get stung.

6. The class field trip to the zoo is canceled.

It’s raining today.

Cause and Effect

Grade 5 Theme 3: Voices of the Revolution PMES 3–4

Name

Practice Master ES 3–4 Katie’s Trunk

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Cause: Dan is thirsty. Effect: Dan drinks a big glass of water.

E

C

C

E

C

E

E

C

C

E

E

C

Practice Master ES 3–4

Cause and Effect

TMES 3–4 Grade 5 Theme 3: Voices of the Revolution

Teaching Master ES 3–4 Katie’s Trunk

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My older brother didn’t

follow directions when he

made dinner.

Dinner was

ruined.

There wasn’t enough food

to make another dinner.

We drove to our family’s

favorite restaurant.

The restaurant was closed. We went back home and

ordered pizza.

Teaching Master ES 3–4

SELECTION 2: Katie’s Trunk

LITERATURE FOCUS: 10–15 MINUTES

Cause Effect

Tracy and Bill bike for They become hungry andan hour. thirsty, and stop at a gas

station to rest, eat, and drink.

Tracy rides over a piece of Tracy hears a loud POP andglass. finds a hole in her back tire.

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Page 17: Theme - eduplace.com · Possessives and Contractions Teach , Display the following sentences: Have students identify the word(s) in each sentence that are different. Then review these

Syllabication: VCCV and VCVPatternsTeach,

Remind students that a good way to decode a word they don’t know is

to break it into syllables. Review that a syllable is a word part with just

one vowel sound.

Have students read the last paragraph on page 294. Then write the fol-

lowing on the board:

Explain that some patterns of vowels and consonants can be used to

recognize how to divide a word into syllables. One pattern is called the

VCCV pattern. It stands for vowel-consonant-consonant-vowel.

Model how to use the VCCV pattern to divide words into syllables.

Display the following:

Objectives• decode words by using syllable

generalizations• divide words into syllables using

VCCV and VCV patterns

Materials• Anthology: Katie’s Trunk

THEME 3/SELECTION 2: Katie’s Trunk

SKILL FOCUS: STRUCTURAL ANALYSIS 25–30 MINUTES

THEME 3: Voices of the Revolution

When two consonants fall between two vowels, the first

vowel sound usually is short. When the first vowel

sound is short, the word is usually divided between

the consonants. So I can divide this word between the

t-t and pronounce it as SKIHT tish. I see from the sen-

tence context that skittish means “jumpy, nervous.”

V C V

l o c a l

V C C V

s k i t t i s h

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Page 18: Theme - eduplace.com · Possessives and Contractions Teach , Display the following sentences: Have students identify the word(s) in each sentence that are different. Then review these

Model how to use the VCV pattern to divide words into syllables:

Practice,

Have pairs of students copy these words: gallop, skirmish, silent,

enough. Tell students to mark the VCCV and VCV patterns in the

words and to use a slash to break the words into syllables.

Apply,

Have students look through the selection, jot down words that follow

the VCCV and VCV patterns, and break them into syllables.

Review Katie’s TrunkGuide students through the Comprehension Skill Lesson for Cause and

Effect on page 297 in the Teacher’s Edition.

LITERATURE FOCUS: 10–15 MINUTES

SELECTION 2: Katie’s Trunk

I know that when one consonant falls between two vow-

els, the first vowel sound is usually long. When the first

vowel sound is long, the consonant goes with the sec-

ond syllable. So I can divide this word between the o

and the c, and pronounce it as LOH kuhl.

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Page 19: Theme - eduplace.com · Possessives and Contractions Teach , Display the following sentences: Have students identify the word(s) in each sentence that are different. Then review these

Verb Phrases with haveTeach,

Write the following sentences on the board:

Point out that each sentence uses two words to tell what the subject

did. These two words are called a verb phrase. Ask: Which word in

each sentence describes an action? (played, helped, lost) Tell students

that these words are called the main verbs.

Write MV above each main verb. Explain that the other verbs are called

helping verbs. Write HV above each helping verb. Tell students to:

• Use have with plural subjects and with I or you.

• Use has with singular subjects.

• Use had with either singular or plural subjects.

Practice,

Ask students to identify the helping verbs and main verbs in these sen-

tences: The rebels have crossed the fields. Tories have ripped the door

down. Mother has sent the family away from the house.

Apply,

Have students identify the main verbs and helping verbs in these sen-

tences: Katie has hidden in her mother’s trunk. The rebels have

searched the house for money. Her parents had run back to the

house.

Objectives• identify the helping verb and the

main verb in verb phrases• identify the correct form of have

in verb phrases

THEME 3/SELECTION 2: Katie’s Trunk

SKILL FOCUS: GRAMMAR 10–15 MINUTES

THEME 3: Voices of the Revolution

Children have played together.

Walter has helped the neighbors.

Katie’s family had lost some friends.

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Page 20: Theme - eduplace.com · Possessives and Contractions Teach , Display the following sentences: Have students identify the word(s) in each sentence that are different. Then review these

teach, learn; let, leave; sit, set;can, mayTeach,

Say these sentences aloud: Katie’s family hides in the woods, but Katie

leaves. She doesn’t want to let the rebels destroy her things.

Explain that let means “to allow” and leave means “to go away.”

Display the following sentence pairs:

It teaches her many things. She learns about goodness.

Katie’s mother sets down the teapot. She sits down to tea.

She asks if she may go back. She can hear the rebels coming.

Help students identify the different meanings of the verbs. teach (toinstruct) and learn (to be instructed); set (to put) and sit (to rest);may (to have permission) and can (to be able to)

Practice,

Have students choose the correct verb for each sentence.

Katie’s mother tells her that she (may, can) go to the pond.

Katie (sits, sets) her sewing down on the table.

The rebels (let, leave) the house without hurting Katie.

Katie’s mother tries to (teach, learn) her about goodness.

Apply,

Ask students to write sentences using the target verbs.

Preview The Drummer BoyWalk students through The Drummer Boy and discuss the illustrations,

using words from the story such as liberty and carpenter. Ask students

to predict causes and effects based on the illustrations.

SELECTION 2: Katie’s Trunk

Objectives• identify the correct usage of

teach, learn; let, leave; sit, set;can, may

• write sentences with these verbs

Materials• Leveled Reader: The Drummer

Boy

SKILL FOCUS: GRAMMAR 10–15 MINUTES

LITERATURE FOCUS: 10–15 MINUTES

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Page 21: Theme - eduplace.com · Possessives and Contractions Teach , Display the following sentences: Have students identify the word(s) in each sentence that are different. Then review these

Cause and EffectTeach,

Build a simple house of playing cards or a stack of small blocks on your

desk. Keep adding cards or blocks until the pile collapses. Ask: What

just happened? Why did it happen?

Tell students that what happened is called the effect; the reason why

something happens is called the cause. Point out that students often

recognize causes and effects in daily life. For example, they know it’s

time to get up (effect) because the alarm clock went off (cause). Have

students give their own examples.

Take students through the process of identifying a cause and effect con-

nection by reading aloud the first page of Katie’s Trunk with them.

Talk about the way Katie is acting and feeling, and about Mama’s

words,“Why, it makes me skittish as a newborn calf…” Lead students to

realize that Katie and Mama are nervous (this is what is happening)

and this is the effect.

Create a two-column chart on the board with the headings Cause and

Effect. Under Effect, write Katie and Mama are nervous. Then ask:

Why are Mama and Katie nervous? Model the thinking:

Write this sentence on the board under the head Cause: Their neighbors

are rebelling against the English.

Objectives• infer cause and effect• explain cause and effect• identify a chain of cause and

effect events

Materials• Anthology: Katie’s Trunk• Leveled Reader: The Drummer

Boy

THEME 3/SELECTION 2: Katie’s Trunk

SKILL FOCUS: COMPREHENSION 25–30 MINUTES

THEME 3: Voices of the Revolution

I see that Mama talks about the trouble and fighting, the

marching and talking, and about the tea they, meaning

the rebels, dumped into the harbor. Katie and Mama

must be nervous because their neighbors are rebelling

against the English.

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Page 22: Theme - eduplace.com · Possessives and Contractions Teach , Display the following sentences: Have students identify the word(s) in each sentence that are different. Then review these

Practice,

Read aloud pages 295–296 with students. Lead them to find the follow-

ing effects, and write them under Effect on the chart:

Ask: Why has the family lost all their friends? Guide students to find the

reason, and write it in the Cause column. Repeat this process to help

students find why the family decides to hide.

Write in the Effect column: The rebels leave and Katie is unharmed.

Ask students to finish reading the story independently and identify the

cause for this final story event.

Apply,

Have students keep track of cause and effect, with an eye to identifying

what happened and why it happened, in the Leveled Reader selection

The Drummer Boy by Philemon Sturges. Ask students to complete the

questions and activity on the Responding page.

Revisit Katie’s Trunk and The Drummer BoyGuide students through Katie’s Trunk and The Drummer Boy, helping

them identify examples of cause and effect. Also, help students look for

words with the VCCV and VCV syllable patterns. As examples, you may

wish to include words such as sofa (VCV), skittish (VCCV), and harbor

(VCCV) on page 294 of Katie’s Trunk, and the words drummer

(VCCV) and model (VCV) on page 6 of The Drummer Boy.

LITERATURE FOCUS: 10–15 MINUTES

SELECTION 2: Katie’s Trunk

The family has lost all their friends.

The family decides to hide.

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Page 23: Theme - eduplace.com · Possessives and Contractions Teach , Display the following sentences: Have students identify the word(s) in each sentence that are different. Then review these

Prefixes sub- and sur-Warm-Up/Academic Language,

Explain that a prefix is a word part that is added to the beginningof a base word. Adding a prefix often changes the meaning of thebase word. Tell students that they will learn about the prefix sur-,which means “over, above, or additional,” and about the prefixsub-, which means “under, down, or beneath.”

Teach,

Write surplus on the board and read it aloud. Circle the prefix sur-.

Explain that a surplus of something is an amount greater than what’s

needed. Give examples of surplus items in your classroom, such as

extra textbooks or extra rulers.

Repeat a similar procedure with subdue. Explain that subdue means “to

bring under control” or “to defeat.”

Read aloud the following words: subtitle, surname, subset, surcharge,

subcompact, surtax, and subcontinent. Have students hold up the

appropriate sur- or sub- card each time they hear a word with that pre-

fix. Be sure that each student can identify words with sur- and sub-.

Remind students that adding a prefix to a base word or word part often

changes the meaning of the base word or word part.

Display the following sentence: We’re happy to announce that we’ll

surpass our original fundraising goals.

Model how to decode surpass with this Think Aloud.

THEME 3/SELECTION 3

James Forten

Objectives• read words that have the prefixes

sub- and sur-• use the Phonics/Decoding

Strategy to decode longer words

Materials• Teaching Master ES3-5• Practice Master ES3-5• Anthology: James Forten• 1 sub- card for each student• 1 sur- card for each student

SKILL FOCUS: STRUCTURAL ANALYSIS 25–30 MINUTES

The word surpass begins with the prefix sur-. I can divide

the word into syllables: sur/pass. When I cover the prefix,

I see pass. To pass means “to move on” or “to go by.” I

know that sur- means “over, above, or additional.” So sur-

pass must mean something like “to go beyond.” That

makes sense in the sentence.

THEME 3: Voices of the Revolution

Get Set for Reading CD-ROMJames Forten

Education Placewww.eduplace.comJames Forten

Audio CDJames FortenAudio CD for Voices of the Revolution

Lexia Phonics CD-ROMIntermediate Intervention

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Page 24: Theme - eduplace.com · Possessives and Contractions Teach , Display the following sentences: Have students identify the word(s) in each sentence that are different. Then review these

Repeat the procedure using the sentence: Since I don’t know Russian,

I’ll read the subtitles. (subtitles: text at the bottom of a movie screenthat translates one language to another)

Guided Practice,

Display or distribute Teaching Master ES3-5 to students.

Discuss the chart, illustrations, and sentences with students.

Help students to decode each underlined word and to write its meaning

on the following line.

Practice/Apply,

Distribute Practice Master ES3-5 to students.

Review the directions with students.

Have students complete the Practice Master independently.

Check students’ responses to make sure they understand how to decode

words with the prefixes sur- or sub-.

Preview James Forten Segment 1Refer to the bottom of page 313 in the Teacher’s Edition and previewwith students Segment 1 of James Forten (pages 313–320).

Note the suggestions in the Extra Support boxes on Teacher’s Edition

pages 317, 319, and 320.

Grade 5 Theme 3: Voices of the Revolution PMES 3–5

Name

Practice Master ES 3–5 James Forten

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Prefixes sub- and sur-Prefix sub-

“under, down, or less”

Prefix sur-

“over, above, or more”

1. A boat that travels underwater marine

2. The top layer of something face

3. To look something over vey

4. To make less tract

5. A tax that is added to another tax tax

6. To put underwater merge

7. More than what’s needed plus

8. To live longer than vive

Write either sub or sur in each blank to form a word that matches thedefinition given on the left.

A subway is anunderground train.

sub

sur

sur

sub

sur

sub

sur

sur

Practice Master ES 3–5

Prefixes sub- and sur-Prefix sub-

“under, down, or less”

Prefix sur-

“over, above, or more”

1. My mom and dad both ride the

subway on their way to work.

2. Somehow I ended up with a huge

surplus of mismatched socks.

3. The submarine moved deeper into

the ocean.

4. The pond’s surface was calm.

TMES 3–5 Grade 5 Theme 3: Voices of the Revolution

Teaching Master ES 3–5 James Forten

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an underground train

more than what is needed

a ship that can go underwater

the top layer

Teaching Master ES3–5

SELECTION 3: James Forten

LITERATURE FOCUS: 10–15 MINUTES

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Page 25: Theme - eduplace.com · Possessives and Contractions Teach , Display the following sentences: Have students identify the word(s) in each sentence that are different. Then review these

Following DirectionsWarm-Up/Academic Language,

Explain to students that when they are following directions, theyshould read all the directions carefully and follow each stepin order. Point out that numbers or order words such as first,next, then, and finally can help readers figure out the correctorder of steps.

Teach,

Write the following chart on the board:

Read the chart with students. Leave the chart on the board for students’

reference.

Point out to students that knowing how to follow directions well helps

them in many activities, such as doing schoolwork, playing sports or

other games, building projects, and preparing meals.

Display the following chart. Read each step with students and have

them identify numbers and order words. (numbers 1–6; first, next,then, finally)

Objectives• identify where to find information

in a set of directions• practice following directions

Materials• Teaching Master ES3-6• Practice Master ES3-6• Anthology: James Forten

THEME 3/SELECTION 3: James Forten

SKILL FOCUS: COMPREHENSION 25–30 MINUTES

THEME 3: Voices of the Revolution

Following Directions

1. Read all the directions carefully. Use numbers ororder words such as first, next, and finally tofigure out the sequence of steps.

2. Gather any necessary materials.

3. Follow each step in order.

4. Finish each step before going on to the next step.

5. If you come to a step you don’t understand,reread the directions, look at the diagrams orillustrations, and ask questions.

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Page 26: Theme - eduplace.com · Possessives and Contractions Teach , Display the following sentences: Have students identify the word(s) in each sentence that are different. Then review these

Ask students to predict what would happen if you followed all the steps

out of order. (It would be difficult or impossible to make ice cubes.)

Guided Practice,

Display or distribute Teaching Master ES3-6.

Read the directions with students.

Guide students in following directions as they trace the route to

the treasure.

Practice/Apply,

Distribute Practice Master ES3-6 to students.

Review the directions with them.

Ask students to complete the Practice Master independently.

Check their responses to make sure that they understand how to follow

directions.

Preview James Forten Segment 2

Refer to the bottom of page 313 in the Teacher’s Edition and preview

with students Segment 2 of James Forten (pages 320–327).

Note the suggestion in the Extra Support box on Teacher’s Edition

page 326.

1. 2. 3.

4. 5. 6.

Following DirectionsBelow, you’ll find directions for making a peanut butter and jellysandwich on toast. The problem is that the directions are out oforder. Place them in the correct order by numbering them from 1 to 6 in the blanks provided. Use the picture clues as a guide.

Put the two slices of toast together, with the peanut

butter touching the jelly. You’ve got your sandwich. Now

take a bite!

Open the bag of bread and take two slices out.

Take peanut butter, jelly, and bread out of the

refrigerator.

Spread peanut butter on one side of a piece of toast.

Spread jelly on one side of the other piece of toast.

Put the two slices of bread in the toaster and turn the

toaster on.

Put the two slices of toast on a plate. Open the jar of

peanut butter and the jar of jelly.

Grade 5 Theme 3: Voices of the Revolution PMES 3–6

Name

Practice Master ES 3–6 James Forten

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6

2

1

5

3

4

Practice Master ES 3–6

Following Directions

Find the Treasure

1. Start at the beach.

2. Follow the row of palm trees away from the beach

until you reach a big boulder.

3. At the boulder, take a right. Walk until you come to

a creek.

4. Take a left, and walk along the creek until you come

to a waterfall.

5. Look behind the waterfall. You’ve found the treasure!

TMES 3–6 Grade 5 Theme 3: Voices of the Revolution

Teaching Master ES 3–6 James Forten

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Teaching Master ES 3–6

SELECTION 3: James Forten

Making Ice Cubes1. First, get a clean ice cube tray.

2. Next, fill the tray with drinking water.

3. Then, carry the tray to the refrigerator.

4. Open the door and place the tray in the freezer.

5. Wait three hours before taking the ice cubes out.

6. Finally, use your ice cubes.

LITERATURE FOCUS: 10–15 MINUTES

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Page 27: Theme - eduplace.com · Possessives and Contractions Teach , Display the following sentences: Have students identify the word(s) in each sentence that are different. Then review these

Prefixes sub- and sur-Teach,

Explain that sub- is a prefix, or word part, added to the front of a base

word. Sub- means “under” (as in submarine) or “lower, less important”

(as in subtitle). Remind students that knowing when words have pre-

fixes can help them decode those words more quickly.

Use a Think Aloud to model the process for decoding submerged: When

the three British ships closed in on the Royal Louis, it was soon clear

that it had two choices, to give up or be submerged by enemy

cannons.

Write the following sentences on the board and ask students to note

what is similar and different about both underlined words. (Both areformed with the prefix sur-, and both have different base words.)

Objectives• recognize when words have the

prefixes sub- and sur-• decode words with the prefixes

sub- and sur-• understand the meaning of a

longer word with the prefixes sub-and sur-

Materials• Anthology: James Forten

THEME 3/SELECTION 3: James Forten

SKILL FOCUS: STRUCTURAL ANALYSIS 25–30 MINUTES

THEME 3: Voices of the Revolution

I can separate the prefix sub- from the base word merge so

that I can pronounce each part. I know that the base

word merge means “joined,” but it doesn’t make sense

when I add the prefix sub-. If I look to see what makes

sense in the sentence, I can figure out that submerged

means “put under.” I check, and the meaning fits; it’s

another way of saying sunk.

They had a surplus of food, so they shared their supplies.

It’s amazing that cacti survive so long without water.

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Page 28: Theme - eduplace.com · Possessives and Contractions Teach , Display the following sentences: Have students identify the word(s) in each sentence that are different. Then review these

Explain that sur- is a prefix that means “over, above, or additional.” Use

this sentence to model decoding words with the prefix sur-: The

soldiers surround the town.

Repeat the Think Aloud process using the word surround, or “to encir-

cle; to be on all sides of.”

Practice,

Explain the following tips:

• A prefix always appears before the base word.

• A prefix is usually a syllable.

• A prefix has the same pronunciation in different words.

Help students practice identifying words with the prefixes sub- and sur-.

Point out that these prefixes may connect to a base word or a root word.

Display the following:

Refer students to the Phonics/Decoding Strategy Poster for more tips.

Apply,

Have students look up the words in a dictionary to check their mean-

ings. Then ask students to write a sentence using each word.

Review James FortenGuide students through the Comprehension Skill Lesson for Following

Directions on page 332 in the Teacher’s Edition.

SELECTION 3: James Forten

LITERATURE FOCUS: 10–15 MINUTES

title subtitle subtract

head subhead subject

pass surpass survive

render surrender survey

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Page 29: Theme - eduplace.com · Possessives and Contractions Teach , Display the following sentences: Have students identify the word(s) in each sentence that are different. Then review these

AdjectivesTeach,

Read page 325 of the selection with students. Then ask: What describing

words does the author use to help you picture the prison ship Jersey?

Write students’ responses on the board. (dark, forbidding, old, dank)

Use a Think Aloud to model the process of identifying adjectives.

Tell students that these describing words are called adjectives. An adjec-

tive describes a noun. It can tell what kind or how many.

Write the heading Adjectives above the list of describing words. Then

ask: What adjectives does the author use to describe the prisoners on

this page? Write students’ responses on the board. (pale, sickly)

Practice,

Ask: What kind of boy was James Forten? Have students fill in the

blanks with two adjectives.

James Forten was a _____, _____ boy.

Tell students to share their sentences. Write some of their sentences on

the board, underlining the adjectives.

Apply,

Have each student work with a partner. Ask each partner to write a sen-

tence describing his or her partner, using two adjectives.

Have the partners share their sentences and identify the adjectives.

Objectives• identify adjectives that tell what

kind and how many• write sentences with adjectives

Materials• Anthology: James Forten

THEME 3/SELECTION 3: James Forten

SKILL FOCUS: GRAMMAR 10–15 MINUTES

THEME 3: Voices of the Revolution

I see the name Jersey in the first sentence on page 325. The

words dark and forbidding appear right before the name

Jersey, so they are describing words.

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Proper AdjectivesTeach,

Display this sentence: The American ship fought the British vessel. Ask

students what words describe the ship and the vessel. (American,British) Then ask: How are these describing words different from

other adjectives you’ve seen? (Both begin with capital letters.)

Tell students that adjectives beginning with capital letters are called

proper adjectives. Explain that proper adjectives are formed from

proper nouns and refer to particular persons, places, or things.

Practice,

Have students copy this sentence: The African children in Philadelphia

could attend a small Quaker school. Ask them to underline all the

adjectives and then circle the two proper adjectives.

Apply,

Have students add capital letters to all the proper adjectives.

1. Last week we read a scary chinese folktale.

2. My family went to our favorite italian restaurant.

3. My sister owns a book on north american butterflies.

Preview Deborah Sampson:Soldier of the RevolutionWalk students through Deborah Sampson: Soldier of the Revolution and

discuss the illustrations, using phrases and words from the story such

as bound servant, independence, and disguise.

Ask students to discuss how the main character, Deborah, might follow

directions for completing the three chores in order from left to right, as

shown on page 7.

SELECTION 3: James Forten

SKILL FOCUS: GRAMMAR 10–15 MINUTES

Objectives• identify proper adjectives• write proper adjectives correctly

Materials• Leveled Reader: Deborah

Sampson: Soldier of theRevolution

LITERATURE FOCUS: 10–15 MINUTES

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Following DirectionsTeach,

Give each student a simple map of your school. Then give students oral

or written directions for reaching a particular room in your school. Do

not tell them which room they are trying to find. For example, say:

Ask students which room in the school they have just entered. If some

students have entered the wrong room, go over the directions again

until they discover what mistake they have made.

Display a copy of the map on the board and use a Think Aloud to model

the process you would use to follow the directions.

Take students through each step of the directions in order. Then

summarize the rules for following directions.

• Read or listen carefully to all the directions.

• Be sure you understand each step. If you don’t, ask questions.

• If necessary, gather any materials that you need.

• Follow each step in order.

• Finish each step before going on to the next.

Objectives• recognize the importance of fol-

lowing steps in order to completea task or reach a goal

• follow directions step by step

Materials• Anthology: James Forten • Leveled Reader: Deborah

Sampson: Soldier of theRevolution

• eleven white beans and elevenred beans for each pair of students

THEME 3/SELECTION 3: James Forten

SKILL FOCUS: COMPREHENSION 25–30 MINUTES

THEME 3: Voices of the Revolution

When I get directions to do something or to go somewhere,

I need to make sure that I understand all the steps

before I start to follow them. I also know that I must

follow each step in order.

Walk in the front door. Turn left. Go up the stairs.

Turn right. Enter the third door on your left.

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Practice,

Give pairs of students a copy of the gameboard shown on page 333 in

the Social Studies Link for this selection. Also, give each pair eleven

white beans and eleven red beans.

Tell students to read the directions for playing the colonial game “Eleven

Men’s Morris” on page 337. Have students play the game. Be available

to answer any questions students may have about the directions.

Encourage students to discuss any problems they may have had in fol-

lowing the directions for the game, and how they solved the problems.

Apply,

Have students keep track of following directions, with an eye to recog-

nizing the order of steps, in the Leveled Reader selection Deborah

Sampson: Soldier of the Revolution by Lee S. Justice. Ask students to

complete the questions and activity on the Responding page.

Revisit James Forten andDeborah Sampson: Soldier ofthe RevolutionGuide students in identifying activities mentioned in the story for which

they might need to follow directions. (how to complete chores, writein a journal, put on a disguise, memorize a speech) Also, help stu-

dents look for words with the prefixes sub- or sur-.

LITERATURE FOCUS: 10–15 MINUTES

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