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

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 1Word Knowledge

help helpful helpfulness

care careful carefully

alongside whenever leftover bookseller faraway

old older oldest

young younger youngest

rectangles squares triangles circles hexagons

fine wide right time night

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 helpful helpfulness• care careful carefully

• They are base words with different suffixes added to them

• Can you identify the base words?• Can you tell me what suffixes were added

and how the meaning of the word changed?

What is the same with these words?

old older oldest


• These words are comparatives and superlatives. They have the suffixes –er and –est.

• Can you think of other examples of comparative and superlative verbs?

http://www.flickr.com/photos/65547475@N00/274840668/

What do these words have in common?


• 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?


• 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?


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 Problems WonderingsWord “dreamer in the title bolts Who’s the dreamer and what

does he or she do?

16

“A Cloak for the Dreamer”

Selection Vocabulary

fabric rectangle

pattern diagonal

triangles hexagons

17

fabric

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.

cloth

18

rectangle

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 geometric shape with four right angles;two sides are shorterthan the other two

19

pattern

Then, using the pattern of bricks on the floor, Ivan carefully sewed the rectangles together

The cloth was printed with a swirled pattern.

a repeated groupingof shapes

20

diagonal

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.

the line between oppositecorners of a shape that hasfour even corners

21

triangles

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 three sides

22

hexagons

Ivan snipped the circles apart, and his father trimmed them into hexagons.

Stop signs are shaped like hexagons.

geometric shapes with six sides

http://www.acclaimimages.com/_gallery/_pages/0153-0605-1713-0017.html


Selection Vocabularyfabric: 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/

http://www.amazon.com/Cloak-Dreamer-Brainy-Day-Books/dp/0590489879/ref=pd_bxgy_b_img_a/104-1678675-3886339?ie=UTF8

“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.


• 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.


• 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)


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

Language Arts, Day 1Writing Process Strategies

• Let’s read Language Arts Handbook, page 189 to learn about top-to-bottom graphic organizers.

• A top-to-bottom description can help you keep details in order and makes it easier to remember them.

• We can describe almost anything from top to bottom; a tree, the classroom, what someone is wearing, a person’s face…

Language Arts, Day 1 Writing Process Strategies

• Write your ideas for a top-to-bottom description in your Response Journals.

Assessment Rubric for Top-to-Bottom Descriptions

Total Point Value: 10The 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.


• 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.


– Vocabulary• What is the base word in the word triangles?

– angle (prefix tri-) – the prefix tri- changes the meaning of the word. Tri-

means three. A triangle is a shape that has three angles.

– Let’s work on Spelling and Vocabulary Skills Workbook page 58 and 59 for more practice with prefixes.


• 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.


• 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)


• 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.


• 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.


• 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.


• 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 loudestbroil broiling annoy annoyinglyplow plowing hour hourlydancer singer 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.


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?


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?


• 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?


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?


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 3Word 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.


• 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 3English 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.


• 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.


loud louder loudestbroil broiling annoy annoyinglyplow plowing hour hourlydancer singer 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.

http://www.amazon.com/Cloak-Dreamer-Brainy-Day-Books/dp/0590489879/ref=pd_bxgy_b_img_a/104-1678675-3886339?ie=UTF8








Literary ElementsCharacterization

• 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

• CharacterizationCharacters

Ivan

Observations

helps clean upthe shop and helpshis father sew

What is the character like?

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.


• 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.


• 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.


• 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.


• 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-to-bottom 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 helpful helpfulness

care careful carefully


old older oldest




Phonics and Fluency

loud louder loudest

broil broiling annoy annoyingly

plow plowing hour hourly

dancer singer pitcher teacher







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 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 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.


• Let’s read Writer’s Workbook page 41 to learn about editing and proofreading.

• Now, you will edit and proofread your top-to-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-to-Bottom Descriptions

Total Point Value: 10The 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)

Documents

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