Unit 5, Week 2 Ranita, the Frog Princess

1. Unit 5, Week 2Ranita, the Frog Princess O’Neal Elementary 4th Grade

2. Vocabulary • cranky- mean or bad-tempered • bumbling- moving unsteadily • selfish-thinking of only oneself • exasperated- annoyed greatly; made angry • famished-very hungry • commotion-noisy confusion; disorder • specialty-a special thing that a person knows a great deal about Practice

3. Vocabulary: Words in Context commotion, cranky, bumbling, selfish, exasperated, famished, specialty 1. The crew members were ___________ for the props backstage in the dark. 2. Staying up late for a play practice made him _________. 3. She was great at playing a princess; it was her ____________. 4. It’s hard for a _________person to share the stage with others. 5. The director looked ___________when the actress did not know her lines. 6. We ate lunch so we would not be ____________at the end of our performance. 7. The actors cold barely hear the director because of the ____________ from the scenery crew.

4. Vocabulary: Story Words • viceroy-a nobleman • banquet-a large, fancy feast • oath- a promise • tadpole-a newly hatched baby frog • director- one who manages the performers and staff in a play • roles-parts that people play • audition-to try out for a part • casting- the act of choosing different people for the roles in a play • rehearse- to prepare or practice for a play

5. Vocabulary: Thesaurus-Antonyms • Antonyms are words that have opposite meanings. • You may use a thesaurus to look up antonyms. • Sometimes, you can use antonyms as context clues to help you understand unfamiliar words. • Draw a line from the word in column one to its antonym in column two. Antonym Practice

6. Apply Vocabulary • Watch the Play presented by elementary students at Teacher Tube. Write a review of this performance. • Use at least three vocabulary words in your review.

7. Fluency Focus: Stress/Inflection • Words in capital letters mean that what the character is saying is very important and should be read very strongly. • Practice the following dialogue: • Viceroy: Baste!Enough! Who is this creature? • Felipe: (Sneering) She’s the nasty little frog who rescued my golden arrow. • Rantia: And in return he promised to let me eat from his plato, sleep in his cama, and give me a beso when the sun comes up. • Viceroy: Did you make this promise? • Flipe: (Sullen) I don’t remember. • Viceroy: (Grave) Si. And THE VICEROY’S SON KEEPS HIS PROMISE. Pepe! Set a place for our guest. Readers Theater

8. Phonic Focus: Decode words with V/CV and VC/V Patterns • A number of words have the VCV pattern; that is, one consonant sits between two vowels. Many of these words have long vowel sounds, but some have short vowels. • In words with long vowels, the syllables are divided after the vowel. These are called open syllables because they end with a long vowel sound. (example: fa mous) • In words with short vowels, the syllables are divided after the consonant. These are called closed syllables because they end with a consonant and the vowel is short. (example: fin ish) • Practice this skill using this weeks spelling words: • river, cider , level, stolen, never , spoken, promise, talent, cabin ,razor radar, wiper, pity, limit, habit, easel ,diver, bison

9. Comprehension: Literary DeviceForeshadowing • Authors sometimes use a device called foreshadowing to provide clues about what may happen later in a story or play. Readers can use these clues to make predictions about the resolution of a conflict or solution to a problem. Foreshadowing Chart

10. Comprehension: Problem and Solution • The problem in a story can be presented as a conflict the character needs to face. • The solution involves the steps a character takes to try to solve the problem. The solution can also be called the resolution. • Certain words or phrases in a story, such as so, as a result of, or consequently can signal that a solution has been reached. • Log in to Study Islandto practice.

11. Comprehension: Make Judgments • One way to evaluate a text is to make judgments about the characters and their actions. The way that a playwright presents the characters in a play reflects the message he or she wants to get across. • Think carefully about what each character does and says. • Compare this to the way people act and speak in real life. • Pay close attention to the words the characters use. Ask yourself what kind of person would say something like that. How would you react is someone said these words to you? • Graphic organizers are always good to help you sort information. When making judgments, a Judgment Flow Chart is a good graphic organizer to use.

12. Comprehension: Make Judgment Flow Chart Action Judgment

13. Comprehension: Make Judgment Just remember..... What the character says:_________________________________________ What the character does:_________________________________________ = Judgment: _____________________________________________________________________________

14. Text Feature: Interview • Interviews are accounts of questions asked by one person and answered by another. • interviewer- the person asking the questions • interviewee- the person answering the questions • An interview is made up of questions and answers. The letter Q stands for the question, and the letter A stands for the answer. • The Interview on page 586, Presenting The Puddlejump Players is taking place between one of the child actors of the Puddlejump Players and Liz Ray. Puddlejump Players

15. Reflections: Day 1 • How are the adjectives famished and hungry alike and different? Compare and Contrast

16. Reflections: Day 2 • Many fairy tales are hundreds of years old. Though they come from various cultures, they offer have similar themes. “The Frog Prince,” a version of which appears on pages 564-565, is believed to have originated among German-speaking people. Its theme, that it is important to keep promises, is revisited in Ranita, the Frog Princess. • List two additional keywords or phases that you might use to research information about fairy tales. • 1. • 2.

17. Reflections: Day 3 • Predict what will happen to Ranita after the end of the story. Use two details and/or examples from the story to support your answer.

18. Reflections: Day 4 • In the fairy tales a spell makes a character change into someone or something else. A spell was a punishment. • What is the meaning of fair punishment? What context clues helped you define the phrase? • Do you think the spell was a fair punishment for Ranita? Use two details or examples from the story to support your answer.

19. Reflections: Day 5 • Why did Vieja Sabia’s cast a spell in Ranita? Use two details and/or examples from the story to support your answer. • How did Ranita change from the beginning to the end of the story?