1. Theme 4 Lesson 16 Day 4 A Red-Riding Hood Story from China Translated and Illustrated by Ed Yn

2. WHAT JOBS DO YOU DO WITH OTHER PEOPLE? Question of the Day T74 Write in your planner: I can work with others to help improve my school or community by ______________. How could you work with others to help improve your school, neighborhood or community?

3. YOU ARE GOING TO HEAR THE STORY, “THE PLAN.” Read Aloud What would the purpose be to listen to such a story? For enjoyment, to learn about the plan. Listen and follow along to enjoy and understand the story. T75

4. The Plan Rat watched while Squirrel buried acorns under a big oak tree. When Squirrel went to sleep, Rat crept over to the tree and took the acorns. When Squirrel woke, Rabbit told her what had happened. T75

5. The Plan “Oh, no!” cried Squirrel. “Don’t worry,” said Rabbit. “I have a plan.” Squirrel and Rabbit went to Rat’s house. Just outside the front door, they set down a huge basket. “This pie is delicious,” said Rabbit, as loudly as she could. “Try this sandwich,” said Squirrel, just as loudly. For almost an hour Rabbit and Squirrel pretended to eat all kinds of tasty food. Rat heard them. “That picnic sounds more delicious than acorns,” he thought. He walked over T75

6. The Plan to Squirrel and Rabbit, and they invited him to eat. “We are finished eating,” said Rabbit. “But there is more food in the basket,” said Squirrel. Rat opened the basket and looked in. “I don’t see it,” he said, sounding terribly upset. “Oh,” said Rabbit, “there’s plenty. It’s at the very bottom. Just reach in further.” Rat could just taste the food already. He leaned in as far as he could. Soon only his long skinny tail was sticking out of the basket. And at that moment, T75

7. The Plan Squirrel rushed over and pushed Rat inside the basket. With a loud Snap! Rabbit locked it shut. “That will teach you to be greedy,” said Squirrel. “Now you can stay in there and listen while we enjoy an acorn feast!” And then she and Rabbit did just that. T75

8. The Plan Now let’s go back and choral read. Discussion Questions:  What did you like about the story?  What were the characters like? What did you think about them?  What is squirrel’s problem?  How does working with Rabbit help Squirrel solve her problem? T75

9. r-Controlled Vowel /ôr/ The r-controlled vowel /ôr/ can be made from various letter combinations. Some of them are or, ore and our. Look at the following word: orange Notice that the letters or stand for / ôr /. T76

10. r-Controlled Vowel /ôr/ Find the words below that have the / ôr / sound. warm farm roar tarp warm roar Notice that both the ar and oar also stand for the / ôr / sound in some words. T76

11. r-Controlled Vowel /ôr/ Words with the letter combination ar often have the / ôr / sound. See below. warm charm Notice that warm has the / ôr / sound, but charm does not. Try each sound to see which makes a familiar word. T76

12. r-Controlled Vowel /ôr/ board The letter combination oar almost always has the / ôr / sound. Look at the following word: T76 warn Does it have the /ôr / sound? Yes, warn Underline the /ôr / sound in the following words.

13. r-Controlled Vowel /ôr/ warn cart wart score warn wart Notice that warn and wart have the /ôr / sound, but cart and score do not. Write down the following words, and find the words that have the /ôr / sound. Then underline the letters that stand for the /ôr / sound. T76 air oar tear warp oar warp Write sentences using two of the /ôr / words we’ve discussed.

14. Fluency - Accuracy Good readers use many strategies to help them read accurately. For example,  they pay attention to punctuation and to the meaning of words.  they read at an appropriate, comfortable rate – not reading too quickly or slowly  They also speak clearly and loud enough for others to hear. T78

15. Fluency - Accuracy When you read you should:  Read each word carefully  Pay attention to meaning and correct mistakes  Pay attention to punctuation  Ask for help with pronunciation, if needed. T78

16. Fluency - Accuracy Think aloud: As I read part of “Lon Po Po” aloud,  I am going to pronounce words correctly and clearly.  If I do not know how to pronounce a word, I will use what I know about letter-sounds or ask for help.  I am going to think about the meaning so I will recognize if I make a mistake and be able to correct it. T78

17. Fluency - Expression Turn to P. 30-31 in your textbook, and track the print as I read. Now, I will divide you into two groups and you will each choral-read a page several times. Now you can reread a page of Lon Po Po. Try to correct yourself and remember any mistakes. Remember to notice punctuation and ask for help, if you need it. Fluency - Accuracy T78

18. COMPREHENSION – Compare/Contrast When you compare you tell how things are alike. Word clues – same, both, like When you contrast you tell how things are different. Word clues- however, unlike, but Good readers compare and contrast characters, settings, and events to better understand what the author is expressing. T79

19. COMPREHENSION – Compare/Contrast The Mysterious Purple Pot Long ago, in a far-off part of China, there lived two brothers. Life for them was hard until one day something wonderful happened. The two brothers found a purple pot that was always full of rice. No matter how much the brothers ate or how much rice they gave to their friends and neighbors, the pot filled itself up again in just a few hours. T

20. COMPREHENSION – Compare/Contrast One day, however, a wicked crow came by. He quickly formed a plan to steal the mysterious pot. “Your pot looks just like the one that was stolen from me,” lied the crow. “It was purple, too, and it was full of rice all the time, just like this one. Can you prove that this is your pot?” T79

21. COMPREHENSION – Compare/Contrast The two brothers looked at the crow suspiciously. Then the older brother said, “We will look for your pot in the forest.” The younger brother frowned. “No, we will look in the city.” “In the forest!” cried the older brother. “In the city,” growled the younger. Hour after hour the brothers pretended to argue until the crow grew tired and fell asleep. T79

22. COMPREHENSION – Compare/Contrast When he woke up, he found himself locked in a cage. “Ha, ha,” said the brothers. “This time the trick is on you. Now stay here until you learn not to steal any more!” With that, they went on to share the rice from their mysterious purple pot with their friends and neighbors. T79

23. COMPREHENSION – Compare/Contrast How are the two brothers alike? They are both suspicious of the crow; they both want to keep the mysterious purple pot. How are the two brothers different? One is older, and one is younger. The older brother says he wants to look for the pot in the forest, but the younger brother says he wants to look for the pot in the city. T79

24. COMPREHENSION – Compare/Contrast How are the characters in “Lon Po Po” the same as the characters in “The Mysterious Purple Pot?” The main characters in each fairy tale are family members who outwit an animal who is trying to trick them. How are the characters in “Lon Po Po” different from the characters in “The Mysterious Purple Pot?” The characters in “Lon Po Po” are three sisters and a wolf; in “The Mysterious Purple Pot” they are two brothers and a crow. T79

25. COMPREHENSION – Plot What is the plot of a story? The plot is the events that make up a story.  In most plots, the main character has a problem that must be solved.  The problem is usually introduced at the beginning of the story.  Readers learn how the characters work to solve the problem in the middle of the story.  The problem is solved at the end. T80

26. COMPREHENSION – Plot Think back to the Read Aloud, “Red Riding Hood.” Copy the following chart into your notebooks, and fill it out for Red Riding Hood. T80 Characters: Problem: Setting: Important Events: Solution:

27. COMPREHENSION – Plot T80 Characters: Red Riding Hood, mother, wolf, grandmother, hunter Problem: The wolf wants to eat Red Riding Hood after eating her grandmother. Setting: Forest Important Events: Red Riding Hood meets the wolf in the woods. He goes to her grandmother’s house and eats her grandmother. The hunter kills the wolf before the wolf can eat Little Red Riding Hood. Solution: The hunter saves Little Red Riding Hood.

28. Building Vocabulary charming/delighted If you think the action I name is charming and would delight you, then put on your most charming smile, otherwise frown. being nice to a guest being rude to a friend offering someone a seat turning your back to someone T82

29. Building Vocabulary racket If I name something that could make a racket, cover your ears. Otherwise, if it could not make a racket, cup your hands to your ears. a whisper pots and pans banging a mouse squeaking 30 people yelling at once T82

30. Building Vocabulary ingenious If the thing I name is ingenious, put your thumbs up, otherwise, if it is not ingenious, put your thumbs down. take a nap make a house of cards smile build a fort with blankets and pillows T82

31. Building Vocabulary cunning/outwit I will read examples of times when a person has to be cunning to outwit someone else. If it is, nod your head to show “yes.” If it is not, shake your head “no.” playing “hide and seek” winning a game of chess reading a comic book sleeping T 82

32. Building Vocabulary brittle Raise your hands if the thing I name could be described as brittle. an eraser an ancient piece of paper a glass vase a chair T 82

33. Building Vocabulary SYNONYMS Synonyms are words that mean the same or almost the same as another word. In the following sentences, replace the underlined words with a vocabulary word that is a synonym for the under lined words. 1. The two friends hugged when they met at the airport. embraced 2. Darcy is always so polite. charming T83

34. Building Vocabulary 3. Mrs. Washington was pleased with her gift. delighted 4. In stories, the fox is often a sneaky character. cunning 5. The person who invented the zipper was very clever. ingenious 6. Did you hear the noise the thunder made last night? racket T83

35. Grammar – Daily Proofreading Daily Proofreading:  Us had fun at the beach sandy We had fun at the sandy beach.  I seen two whale. I saw two whales. T84

36. Grammar – Adjectives An adjective is a word that describes a noun.  Some adjectives describe what kind of people, places or things.  Some adjectives tell how many people, places or things. The man lived in a house. (Find the nouns in this sentence) Man, house What kind of man do you think he is? Is he young or old? Tall or short? Tall, short, funny, serious What kind of house is it? Blue, yellow, small, brick T84

37. Grammar – Adjectives The boys camped in tents. (Find the nouns in this sentence) Boys, tents What are some adjectives that could tell us how many about the boys? Several, two, twenty What are some adjectives that tell how many about the tents? A few, one hundred, three T84

38. Grammar – Adjectives  Think of two of your favorite outdoor places, such as the zoo or the beach.  Brainstorm a list of adjectives that tell what kind and how many to describe your favorite places.  Now use these adjectives to write three sentences about how these places are alike and how they are different.  Share your work with a partner and circle the adjectives you find in their sentences. T84

39. Writing – Character Sketches You will continue to write your character sketches. Remember, they should be three paragraphs long and each paragraph should have a focus. Remember to use adjectives that tell how the character looks, sounds and acts. Remember to capitalize proper nouns. T85

40. Writing – Character Sketches Let’s review the characteristics of a Character Sketch Character Sketch  Uses adjectives to tell how a character looks, sounds and acts.  Each paragraph has a topic sentence.  Tells what a character is like. After you finish your first draft, let a partner read it. When you are reading someone’s sketch, please look for a topic sentence for each paragraph, and adjectives that describe how the character looks, sounds and acts. T85