[PDF] Independent Practice

PDF document for free

1. PDF document for free

271_44th_ela_packet.pdf

Independent Practice

320Lesson 20 Elements of Plays©Curriculum Associates, LLC Copying is not permitted.

Read

Genre:

Drama 1 Se tting

T: a long time ago

P: the King's palace

2 C ast of Characters K

P

F S

 S  S  L  and L

G

3 [ e K sits on a cushion in the great hall. e P sits on a cushion by him. In front of them sits the F S . e L  and L sit nearby.] 4

F S

: "en the prince married the princess and they were happy forever and ever." 5 [ ere is a pause. ] 6

K : Go on!

7 [ e S  hangs his head.] 8

K : Go on, I say!

9

F S

: at is all, your Majesty. 10

K : [outraged] All!

11

F S

: e prince married the princess. ere is nothing more to tell. 12

K : I cannot bear so short a story!

13 P: Why, father, for three months we have listened to it! 14 K : ‘Tis short, I say! I bid you make it longer, sir! 15

F S

: I cannot, Sire. e prince married the princess. ere is nothing—

WORDS TO KNOW

As you read, look

inside, around, and beyond these words to figure out what they mean. • interrupt • seizeby Augusta Stevenson, Children's Classics in Dramatic Form

Elements of Plays Lesson 20

©Curriculum Associates, LLC Copying is not permitted.321Lesson 20 Elements of Plays

16 K : row him out of the palace, guards! Cut o his head!

17 [G seize the S .] 18

P: Father!

19 L : Your Majesty! 20

L: Sire!

21

P: Spare his life!

22

F S

: Let me keep my head, Sire! 23

K : Why should you keep it? You do not use it.

24

F S

: For three months I have used it, Sire! 25
K : Your story is too short, I say! Away with him, guards! Away! 26
[G take out the F S .] 27

K : Bid another storyteller come!

28
[ A

G admits the S

 S , who bows before the

K and P.]

29
K : Sir, hear me. You must tell a story that will last forever. 30
S  S : I hear, O King! 31
K : If you can do this, you shall marry my daughter and be king aer me. 32
S  S : I hear, O King! 33
K : If you fail, you shall lose your head. Begin! And remember, the story must go on forever. Now again I say, begin!

Independent Practice

322Lesson 20 Elements of Plays©Curriculum Associates, LLC Copying is not permitted.

34 S

 S : "Once upon a time a certain king seized upon all the corn in his country. He had it stored in a strong granary. en came a swarm of locusts over the land. Soon they found a crack in the south side of the granary. Now the crack was just large enough for one locust to pass through at a time. So one locust went in and carried away a grain of corn. en another locust went in and carried away a grain of corn. en another locust went in and carried away a grain of corn. en—" 35
K [interrupting]: Yes, yes! Now go on with the story. 36
S  S : e story shall go on, O King! "en another locust went in and carried away another grain of corn. en another locust—" 37
K [interrupting]: I tell you to go on with the story! 38
S  S : I obey, great King. "en another locust went in and carried away another grain of corn. en another—" 39

K : e story! e story, I tell you!

40
S  S : is is the story, O King! "en another locust went in and carried away another grain of corn. en—" 41
K : I cannot stand it! How long will it take the locusts to carry away all the grain? 42
S  S : One thousand years, O King! "en another locust went in and—" 43
K : Stop! Stop! Take my daughter! Be king aer me! Be king now!

Anything to stop the locusts!

44
[ fie lights go out. fie curtain falls. fie play is over .]

Elements of Plays Lesson 20

©Curriculum Associates, LLC Copying is not permitted.323Lesson 20 Elements of Plays Think Use what you learned from reading the drama to respond to the following questions. 1 Which two features below are found only in a script for a play and would not be found in a story? A d escriptions provided by a narrator B e vents that tell what happens C s tage directions D di alogue between characters E c ast of characters F de scription of the setting 2 Th e following question has two parts. First, answer Part A. Then answer Part B.

Part A

Read the sentence from line 14.

K

ING: I bid you make it longer, sir!

What does the word bid mean as it is used in this sentence? A of fer B p rovide C re quest D a nswer

Part B

Which detail from the story provides the

best clue for the meaning of bid? A "

There is nothing more to tell."

B "

I cannot bear so short a story!"

C "

That is all, your Majesty."

D "

I cannot, Sire."

Independent Practice

324Lesson 20 Elements of Plays©Curriculum Associates, LLC Copying is not permitted.

3 Wh ich of the statements below best describes why the script provided this detail in line 7? [ The S

TORYTELLER hangs his head.]

A t o let the audience know that the storyteller is tired B t o let the audience know the storyteller's neck is sore C t o let the audience know the storyteller is finished with his story D t o let the audience know the storyteller is ashamed 4 Th e following question has two parts. First, answer Part A. Then answer Part B.

Part A

What does the writer do by adding the stage direction in line 35? K ING [interrupting]: Yes, yes! Now go on with the story. A S he shows that the King is not interested in the story. B S he shows that the Second Storyteller is speaking quietly. C S he shows that the King is impatient to hear what happens next. D S he shows that the Second Storyteller is about to have his head cut off.

Part B

Underline

two sentences from the lines below that best support your answer in Part A. SECOND STORYTELLER: This is the story, O King! "Then another locust went in and carried away another grain of corn. Then—" KING: I cannot stand it! How long will it take the locusts to carry away all the grain? SECOND STORYTELLER: One thousand years, O King! "Then another locust went in and—"

Lesson 20 Elements of Plays

Elements of Plays Lesson 20

©Curriculum Associates, LLC Copying is not permitted.325Lesson 20 Elements of Plays Le arning Target In this lesson, you learned about the purpose of different parts of a play. Now, write about how you developed ways of talking and writing about plays. Write 5 Shor t Response Describe how you think this play should be performed. In your description, tell which three characters are the most important to the action and how they should perform their parts. Lesson 21 Comparing Poems, Plays, and Prose©Curriculum Associates, LLC Copying is not permitted.

Lesson 21

Learning Target

326Lesson 21 Comparing Poems, Plays, and Prose©Curriculum Associates, LLC Copying is not permitted.

Lesson 21

Read The three major forms of literature—poetry, drama, and prose—all make use of distinctive structural elements, or special features. Their shapes alone make the literature forms easy to tell apart. These forms of literature differ in other ways. A poem often packs deep thoughts and feelings into a few words. A drama is written to be performed onstage. And for prose—novels and short stories—a narrator reveals the characters' thoughts, feelings, and actions. Each form of literature has its own features, so reading it is a unique experience! Study the sheets of paper below. Can you use the text shapes and word clues to identify each form of literature?

Comparing and contrasting the features of poems,

drama, and prose will help you write and speak about the main differences between them.Comparing Poems, Plays, and Prose

Jack and the Beanstalk

Once upo n a time, A nd everyone lived happily ever after—except !fie Star

Twinkle, star,

are,

Up so high,

the sky! star, are! fie firee Little Pigs

W fi:

P  O:

W fi:

P  T : P  O: W fi: !!LAFS.4.RL.2.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Lesson 21

©Curriculum Associates, LLC Copying is not permitted.

Lesson 21

©Curriculum Associates, LLC Copying is not permitted.327Lesson 21 Comparing Poems, Plays, and Prose

Theme: Tales of Right and Wrong

Academic Talk

Use these words and phrases to talk about the text.

• drama• prose• structural elements

Think What have you learned about the ways poems, drama, and prose differ? In the chart below, describe each element. Then mark an X in the box where the element is frequently found. Talk Share your charts. Did you mark the same elements? What are some other differences between poetry, drama, and prose?

ElementDescriptionProseDramaPoem

setting dialogue cast of characters stage directions description chapters stanza narratorTime or place something happens

Modeled and Guided Instruction

328Lesson 21 Comparing Poems, Plays, and Prose©Curriculum Associates, LLC Copying is not permitted.

Genre:

Realistic Fiction and Poem

Angie's Solo

by Lars Gary Wh en my sister sang her solo, I t hought it sounded awfully at. B ut I didn't want to hurt her feelings, S o I could hardly tell her that. 5 S o later when she asked me W hat I thought about her song, I t old her,

It was beautiful,

B ecause that night the truth felt wrong.

At the Concert

by Lars Gary

1 My s ister Angie's glee club was about to perform for

their annual show, and the auditorium was packed. I was incredibly nervous because Angie would be singing her rst solo in front of an audience, and I really wanted her to do well. 2 A t last, the glee club members led onstage and began singing the rst song on the program. Too soon it came time for Angie to sing. Although she seemed tense and was probably trembling inside, I could tell Angie put her heart into it and sang away. But I also knew what she sounded like when she practiced—and tonight's performance was far from perfect. In fact, Angie sounded at several times. Still, the crowd started cheering even before she had nished. 3 I a lmost dreaded seeing Angie aer the show. Should I be honest about her performance? Aer all, I knew Angie was extremely sensitive and hated any form of criticism. I didn't want to hurt her feelings, so what should I tell her? 4 " Brian!" she called when she saw me. "What did you think of myfisolo?" 5 I di dn't hesitate for a moment. "It was really beautiful! You should be proud of yourself," I replied. When I saw her beaming, I knew at that moment how right I was to think that the truth is sometimes wrong.

328Lesson 21 Comparing Poems, Plays, and Prose

Reread the story and

poem.

Underline details

the story provides that the poem does not.

Close Reader Habits

Read

Comparing Poems, Plays, and Prose Lesson 21

©Curriculum Associates, LLC Copying is not permitted.329Lesson 21 Comparing Poems, Plays, and Prose

Comparing Poems, Plays, and Prose Lesson 21

©Curriculum Associates, LLC Copying is not permitted.Lesson 21 Comparing Poems, Plays, and Prose What are the similarities and differences between the ways the two pieces of literature tell the same story? Think 1 Co mplete the chart below by writing Xs in the boxes next to details that appear in the poem, the prose, or both. Some details may have been used in both.

DetailsPoemProse

The night of his sister"s solo (setting)

Dialogue between two characters

Rhyming words that help describe events

Ideas grouped as stanzas

Thoughts and feelings of the narrator

Ideas grouped as paragraphs

2 Wha t are two details you learn about the sister"s performance in both the story and the poem? Write them in the box below. Talk 3 Th e story and poem use different structural elements to tell about the concert. Describe the similarities and differences between what you learn about it from the story and the poem. Make a list of your ideas. Write 4 Shor t Response Compare and contrast the different ways the story and poem describe the same event. Include text evidence in your response. Use the space provided on page 334 to write your response.

HINT How are the

feelings of the narrator revealed in each passage?

Explore

Ask yourself: What

elements make this form of literature different from the other forms?

Guided Practice

Genre:

Drama

330Lesson 21 Comparing Poems, Plays, and Prose

1 Cas t of Characters: A T, an I, the T

 J 

2 S etting: Outside a country inn in Turkey, a very long time ago 3 [ A poor T stops outside a country inn. ffe I stands outside, cooking a large pot of soup over an open re. ] 4 T



[ leans over the pot to smell the soup ]: Oh, I am so hungry.

And this soup smells so delicious!

5

I

 [ angrily grabbing the T's arm]: Hey, what do you think you"re doing, stealing my soup? Why, you rascal! 6 T : But sir, I took no soup. I was only smelling the steam from the pot. 7 [

Just then the T

 J  walks onto stage. He stops to listen to the

I and the T.]

8

I

: I do not give my soup away. You must pay me, this minute.

I demand money!

9 T



[ pulls out his pockets to show they are empty ]: But I have no money. Not a cent, for I am a poor man. 10 T  J : Ah, but I do! [He reaches into his pocket and pulls out a handful of coins.] 11 I: I don't care whose money it is, as long as

I get paid for my soup!

12 T  J : And I know just the price you deserve. [

Hefijingles the handful of coins in front of th

e I.] Forthe smell of soup, you receive only the sound of the money.

How does the drama tell

you about the characters" actions?

Circle details

that tell the characters how to act.

Close Reader Habits

The Sound

Money of based on a Turkish folktale Read

©Curriculum Associates, LLC

Copying is not permitted.

Comparing Poems, Plays, and Prose Lesson 21

331Lesson 21 Comparing Poems, Plays, and Prose

1 A be ggar was given a piece of bread, but nothing to put on it.

Hoping to get something to go with his bread, he went to a nearby inn and asked for a handout. e innkeeper turned him away with nothing, but the beggar sneaked into the kitchen where he saw a large pot of soup cooking over the re. He held his piece of bread over the steaming pot, hoping to thus capture a bit of avor from the good- smelling vapor. Suddenly the innkeeper seized him by the arm and angrily accused him of stealing soup. 2 " I took no soup," said the beggar. "I was only smelling the vapor." 3 " en you must pay for the smell," answered the innkeeper. e poorfibeggar had no money, so the angry innkeeper dragged him beforefithe qadi. 1

4 No w Nasreddin Hodja was at that time serving as qadi, and he

heard the innkeeper's complaint and the beggar's explanation. 5 " So you demand payment for the smell of your soup?" summarized the Hodja aer the hearing. 6 "

Yes!" insisted the innkeeper.

7 " en I myself will pay you," said the Hodja, "and I will pay for the smell of your soup with the sound of money." 8  us saying, the Hodja drew two coins from his pocket, rang them together loudly, put them back into his pocket, and sent the beggar and the innkeeper each on his own way. 1 qadi: judge

Genre:

Folktale

How does the story tell

you about the setting?

Circle the words that tell

you where the action occurs.

Close Reader Habits

©Curriculum Associates, LLC

Copying is not permitted.

of The SOUND MONEY

Guided Practice

332Lesson 21 Comparing Poems, Plays, and Prose©Curriculum Associates, LLC Copying is not permitted.

Guided Practice

Think Use what you learned from reading the texts to respond to the following questions. 1 Wh ich statement best describes one difference between how the writers describe the setting in the drama and in the story? A T he writer of the drama describes the setting first. The writer of the story has to describe the setting quickly using stage directions. B T he writer of the drama describes the setting early in the play. The writer of the story describes the setting as different story details are told. C T he writer of the drama describes the setting at the end of the play. The writer of the story describes the setting first so the story makes sense. D T he writer of the drama describes the setting at the end of the play. The writer of the story also waits until the end to describe the setting. 2 Wh ich statements best explain how readers learn about the innkeepers" accusations against the traveler and the beggar? Pick two choices, one from the drama and one from the folktale. A I n the drama, the dialogue provides the details. B I n the drama, the stage directions supply the details. C I n the drama, the narrator"s dialogue provides the details. D I n the folktale, the stanza supplies the details. E I n the folktale, the dialogue provides the details. F I n the folktale, the narrator"s description supplies the details. 3 Wh at elements in the drama tell the Innkeeper, the Traveler, and the

Town Judge how to act and what to say?

A s tage directions and dialogue B di alogue and setting C r hythm and dialogue D di alogue, meter, and stanzas

Comparing Poems, Plays, and Prose Lesson 21

©Curriculum Associates, LLC Copying is not permitted.333Lesson 21 Comparing Poems, Plays, and Prose

Comparing Poems, Plays, and Prose Lesson 21

©Curriculum Associates, LLC Copying is not permitted. 4 Th is question has two parts. Answer Part A. Then answer Part B.

Part A

What is one way in which the drama and the folktale are alike? A T he thoughts of some characters are written out. B S tage directions explain the action. C A c ast of characters is provided. D D ialogue is used to help tell the story.

Part B

What evidence from the end of the drama and the folktale best supports the answer to Part A? Write the similar details in the boxes.

DramaFolktale

Talk 5 Co mpare and contrast how you learn about the characters in the drama and the story. Use the chart on page 335 to organize your thoughts. Write 6 Shor t Response Compare and contrast how you learn about the characters in the drama and the story. Use the information in your chart for help. Include at least two details from each passage to support your response. Use the space provided on page 335 to write your response.

HINT Compare and

contrast how the story and the drama show what the characters say and feel.

Ask yourself: What

elements make this form of literature different from the other forms?

Modeled and Guided Instruction

Check Your Writing

Did you read the prompt carefully?

Did you put the prompt in your own words?

Did you use the best evidence from the text to support your ideas?

Are your ideas clearly organized?

Did you write in clear and complete sentences?

Did you check your spelling and punctuation?

Modeled and Guided Instruction

Don"t forget to

check your writing.

334Lesson 21 Comparing Poems, Plays, and Prose©Curriculum Associates, LLC Copying is not permitted.

4 Shor t Response Compare and contrast the different ways the story and poem describe the same event. Include text evidence in your response. Write Use the space below to write your answer to the question on page 329.

Angie's Solo

At the Concert

Guided Practice

Check Your Writing

Did you read the prompt carefully? Did you put the prompt in your own words? Did you use the best evidence from the text to support your ideas? Are your ideas clearly organized? Did you write in clear and complete sentences? Did you check your spelling and punctuation?

Guided Practice

©Curriculum Associates, LLC Copying is not permitted.335Lesson 21 Comparing Poems, Plays, and Prose

5 Us e the chart below to organize your ideas about the story and play. Write Use the space below to write your answer to the question on page 333. 6 Shor t Response Compare and contrast how you learn about the characters in the drama and the story. Use the information in your chart for help. Include at least two details from each passage to support your response.

HINT Compare and

contrast how the story and the drama show what the characters say and feel.

BothStory DetailsPlay Details

The Sound

Money of

Independent Practice

336

Genre:

Drama

©Curriculum Associates, LLC

Copying is not permitted.

• • • • •

••

• • • • • • • • • • • • • • based on the short story by Ari Washington T h e T a l k e r

Lesson 21 Comparing Poems, Plays, and Prose

WORDS TO KNOW

As you read,

look inside, around, and beyond these words to figure out what they mean. • obviously • serious Read

•••••

•••••

Comparing Poems, Plays, and Prose Lesson 21

337Lesson 21 Comparing Poems, Plays, and Prose

©Curriculum Associates, LLC

Copying is not permitted.

• • • • •

••

• • • • • • • • • • • • • • T h e T a l k e r

CAST OF CHARACTERS

CLARISSE ....... a 6th-grade student

MOTHER ....... Clarisse's mother

1 S etting: A bare stage with a kitchen table, four chairs, and a refrigerator . M   and

C

are at the table . M   is reading a magazine . C is talking on a phone. 2 C  [ into the phone]: Mary, I"m not kidding! He was great, and now the whole school knows my brother can really dance! 3 M  : Clarisse, it's 7:15. You need to get o the phone and get busy on your homework! 4 C  [ putting her hand over the phone]: Mama, I was just telling Mary about

Jerome winning the dance contest, and—

5 M  : You can tell her all about it at school tomorrow, but tonight is not the time. 6 C  [rolling her eyes and sighing]: See you tomorrow, Mary. [hangs up] 7 M   [ shaking her head]: Clarisse, all you do all day is talk, talk, talk! Why do I constantly have to remind you to get to work? When are you going to gure out it"s the right thing to do? 8 C : But Mom, talking isn't so bad, you know. Why, just today at school— 9 M   [ ipping through her magazine, clearly annoyed ]: I mean, really, Clarisse. All that talking is no recipe for success. Nobody ever got anywhere by just talking. 10 C : But that's what I'm trying to tell you! Just today— 11 M   [ worried]: You know, one of these days, you"re going to wake up with no skills and have to go to a boring job every day that you hate. at"s not right. Don"t you want a rewarding career? 12 C : Like as a radio talk-show host? 13 M   [ nally looking up from her magazine ]: What? 14 C : I've been trying to tell you. e Communications Club at school is starting a real radio station, and every Tuesday they're going to broadcast a live talk show aer school, called "Talk Time." So guess who they invited to host it? e biggest little talker you know—me! 15 M   [ laughing]: Wow! at"s great! [Reaches across to give C a high-ve.] But you"re still going to get serious about your homework. ere"s no talking your way out of this. 16 [

C

groans, puts her head down on the table. Mother smiles, obviously proud.

Curtain.]

Independent Practice

©Curriculum Associates, LLC Copying is not permitted.

Genre:

Realistic Fiction

WORDS TO KNOW

As you read, look

inside, around, and beyond these words to figure out what they mean.

• discipline

• situation

1 "My, I'm not kidding," Clarisse giggled into the phone. "He was

great, and now the whole school knows my brother can dance!" 2 " Clarisse, it's already 7:15. You need to get o the phone and get busy on your homework! You've got a pile of work right next to you on the kitchen table. is is no time to be talking to friends." 3 " Mama, I was just telling Mary about Jerome winning the dance contest," Clarisse said in a wounded tone. "And—" 4 " You can tell her all about it at school tomorrow, but tonight is not the time. I will get up from this chair and take away your phone if I have to." 5 "

See you tomorrow, Mary," Clarisse said, sighing.

6 T urning back to her magazine, Clarisse's mother sighed and furrowed her brow. Why did she have to remind Clarisse to quit talking and get down to work? How would things turn out for her if she didn't start getting better grades? All day and night she did nothing but talk, talk, talk. at wasn't a recipe for success. 7 I t wasn't a matter of intelligence: Clarisse was as smart as any straight-A student. No, it was a matter of discipline. At this rate, Clarisse would probably wake up one day with no skills and discover herself stuck in a boring job. How would she talk her way out of that kind of unrewarding situation? 8 " Mama," Clarisse announced just then, "I was so excited about Jerome winning the dance contest that I forgot to tell you what else happened today! e Communications Club at school is starting a real AM radio station, and every Tuesday they're going to broadcast a live talk show aer school, called ‘Talk Time.' So guess who they invited to host it? e biggest little talker you know . . . me!" The

Talker

by Ari Washington

Lesson 21 Comparing Poems, Plays, and Prose338

Comparing Poems, Plays, and Prose Lesson 21

©Curriculum Associates, LLC Copying is not permitted.339Lesson 21 Comparing Poems, Plays, and Prose

Think Use what you learned from reading the texts to respond to the following questions. 1 If t he story or drama were presented as a poem, how would it most likely be different? A I t wouldn't have verses. B I t would have more characters. C I t wouldn't have stanzas. D I t would have rhythm. 2 Underline two details from the story and play excerpts below that provide the reader with details about the mother's actions.

From the story From the play

6 T urning back to her magazine, Clarisse's mother sighed and furrowed her brow.

Why did she have to remind Clarisse to

quit talking and get down to work? How would things turn out for her if she didn't start getting better grades? All day and night she did nothing but talk, talk, talk. That wasn't a recipe for success. 7

MOTHER [shaking her head]: Clarisse, all you

do all day is talk, talk, talk! Why do I constantly have to remind you to get to work? When are you going to figure out it's the right thing to do? 8

CLARISSE: But Mom, talking isn't so bad,

you know. Why, just today at school— 9

MOTHER [flipping through her magazine,

clearly annoyed]: I mean, really, Clarisse.

All that talking is no recipe for success.

3 Wh ich statement best describes how the story and drama differ? A T he story writer uses stage directions to tell about the setting. B T he story writer uses stanzas to organize separate ideas. C T he drama writer uses stage directions to tell the setting. D T he drama writer uses stage directions to organize ideas.

Independent Practice

340Lesson 21 Comparing Poems, Plays, and Prose©Curriculum Associates, LLC Copying is not permitted.

4 Re ad the sentence from the story "The Talker." The Communications Club at school is starting a real AM radio station, and every Tuesday they're going to broadcast a live talk show after school, called "Talk Time."

Which phrase

best states the meaning of communications? A m eans of passing along information B p eople involved in repairing electronics C or ganization engaged in sending letters D c lassmates taking part in a popular social club Write How are the setting, characters, and events presented in the story and in the drama? Reread both texts. Then underline the details that illustrate the differences between the structural elements of the two forms of literature. 5 Pl an Your Response What structural elements are present in the story? What elements appear in the drama? Use a chart to organize your thoughts before you start writing. 6 Wr ite an Extended Response Using evidence from both texts, compare and contrast the way each form of literature presents the setting, characters, and events through its structural elements. Comparing Poems, Plays, and Prose Lesson 21Comparing Poems, Plays, and Prose Lesson 21 Le arning Target In this lesson, you've compared and contrasted different structural elements in poems, drama, and prose. Explain the understanding you've developed about how to write and speak about these three forms of literature.

341Lesson 21 Comparing Poems, Plays, and Prose©Curriculum Associates, LLC Copying is not permitted.

©Curriculum Associates, LLC Copying is not permitted

Lesson 20 Elements of Plays

Independent Practice

320Lesson 20 Elements of Plays©Curriculum Associates, LLC Copying is not permitted

Independent Practice

320Lesson 20 Elements of Plays©Curriculum Associates, LLC Copying is not permitted.

Read

Genre:

Drama 1 Setting T: a long time ago P : the King's palace 2 Cast of Characters K P F S  S S  L and L G 3 [  e K sits on a cushion in the great hall.  e P sits on a cushion by him. In front of them sits the F S .  e L and L sit nearby.] 4 F S : “ en the prince married the princess and they were happy forever and ever." 5 [  ere is a pause. ] 6 K: Go on! 7 [  e S  hangs his head.] 8 K: Go on, I say! 9 F S : at is all, your Majesty.

10 K: [outraged] All!

11 F S : e prince married the princess. ere is nothing more

to tell.

12 K: I cannot bear so short a story!

13 P: Why, father, for three months we have listened to it!

14 K: ‘Tis short, I say! I bid you make it longer, sir!

15 F S : I cannot, Sire. e prince married the princess. ere is

nothing—

WORDS TO KNOW

As you read, look

inside, around, and beyond these words to figure out what they mean. • interrupt • seizeby Augusta Stevenson, Children's Classics in Dramatic Form

Today you are going to read another play and use

what you have learned about structural elements to see how they affect your understanding of the characters and events. • As k volunteers to explain why it is important to pay attention to all the parts of a play. Encourage students to use the Academic Talk words and phrases in their responses.

English Language Learners

Read

You are going to read the play independently and

use what you have learned to think and write about the script. As you read, remember to look closely at the setting, cast of characters, dialogue, stage directions, and descriptions to deepen your understanding of what you read. • Rea d aloud the title of the play, and then encourage students to preview the text, paying attention to the structural elements, as well as to the illustrations. • Call attention to the Words to Know in the upper left of p. 320. Remind students to use the Glossary of Words to Know in the back of the Student Book if they struggle to determine meaning from context, or to conrm their understanding of the word. • If s tudents need support in reading the passage, you may wish to use the Monitor Understanding suggestions. • When students have nished, have them complete the Think and Write sections. Monitor Understanding

Get Started

320

English Language Learners

Develop Language

• Ar chaic Language [T eacher note: Administer this activity after students complete the Independent Practice problems.] Assign a role to each of three volunteers, and have them read aloud the rst page of the play. Then ask students if they notice anything unique or unusual about the language. Point out line 1

4. Explain that this language may be unfamiliar

because it is archaic, or representative of how people spoke a long time ago. Provide a modern interpretation of the line. If t his story took place today, the character might say instead that the story was too short. Instead of saying "Ibid you," the king might demand or insist that the storyteller tell a longer story. • Pa ir students. Have them work together to identify and interpret other examples of archaic language in the play. Guide students to come up with a more modern way of saying the lines. ©Curriculum Associates, LLC Copying is not permitted

Lesson 20

321Lesson 20 Elements of Plays©Curriculum Associates, LLC Copying is not permitted

Elements of Plays Lesson 20

©Curriculum Associates, LLC Copying is not permitted.321Lesson 20 Elements of Plays

16 K: row him out of the palace, guards! Cut o his head!

17 [G seize the S .]

18 P: Father!

19 L: Your Majesty!

20 L: Sire!

21 P: Spare his life!

22 F S : Let me keep my head, Sire!

23 K: Why should you keep it? You do not use it.

24 F S : For three months I have used it, Sire!

25 K: Your story is too short, I say! Away with him, guards!

Away!

26 [G take out the F S .]

27 K: Bid another storyteller come!

28 [

A

G admits the S S , who bows

before the K and

P

. ]

29 K: Sir, hear me. You must tell a story that will last forever.

30 S S : I hear, O King!

31 K: If you can do this, you shall marry my daughter and be

king a er me.

32 S S : I hear, O King!

33 K: If you fail, you shall lose your head. Begin! And

remember, the story must go on forever. Now again I say, begin! 321
Monitor Understanding If... students struggle to read and understand the passage, then... use these scaffolding suggestions:

Question the Text Preview the text

w ith students by asking the following questions: • Ba sed on the title and illustrations, what do you predict the play will beabout? • Wh at questions do you have about thetext?

Vocabulary Support Dene words that

m ay interfere with comprehension, such as granary and locust.

Read Aloud Read aloud the text with

s tudents. You could also have students chorally read the text in small groups.

Check Understanding Use the

q uestions below to check understanding.

Encourage students to cite details in the

text that support their answers. • Wh ere does this story take place? (in a king"s palace, a long time ago) • Wha t does the king want from the storytellers? (a story that never ends) • Wha t is this play mostly about? (a king"s unreasonable demands) ©Curriculum Associates, LLC Copying is not permitted

Lesson 20 Elements of Plays

Independent Practice

322Lesson 20 Elements of Plays©Curriculum Associates, LLC Copying is not permitted

Independent Practice

322Lesson 20 Elements of Plays©Curriculum Associates, LLC Copying is not permitted.

34 S S : “Once upon a time a certain king seized upon

all the corn in his country. He had it stored in a strong granary. en came a swarm of locusts over the land. Soon they found a crack in the south side of the granary. Now the crack was just large enough for one locust to pass through at a time. So one locust went in and carried away a grain of corn. en another locust went in and carried away a grain of corn. en another locust went in and carried away a grain of corn. en—"

35 K [interrupting]: Yes, yes! Now go on with the story.

36 S S : e story shall go on, O King! “ en another

locust went in and carried away another grain of corn. en another locust—"

37 K [interrupting]: I tell you to go on with the story!

38 S S : I obey, great King. “ en another locust went in

and carried away another grain of corn. en another—"

39 K: e story! e story, I tell you!

40 S S : is is the story, O King! “ en another locust

went in and carried away another grain of corn. en—"

41 K: I cannot stand it! How long will it take the locusts to carry away

all the grain?

42 S S : One thousand years, O King! “ en another

locust went in and—"

43 K: Stop! Stop! Take my daughter! Be king a er me! Be king now!

Anything to stop the locusts!

44 [ e lights go out.  e curtain falls.  e play is over.]

322
Theme Connection • Remind students that the theme of this lesson is Comedies. A sk students to recall comedies they've seen, such as funny movies, TV shows, or Internet videos. Challenge students to identify what made them funny. • Di splay a three-column chart on the board. Label each column with a play title. • As k volunteers to recall details from each play that they found humorous. Add them to the appropriate chart columns. • Di scuss with students how the plays compare to other comedies they've seen.

After students have read the play, use these

questions to discuss the text with them: • Ho w does the second storyteller outsmart the king? (H e tells the king a story about locusts carrying corn one grain at a time. His storytelling bores the king so much that the king gives the storyteller his daughter's hand in marriage to make him stop.) DOK 2 4 .RL.1.1 • Wha t do the princess's lines of dialogue show about her? (T he princess reminds her father that the rst storyteller has been speaking for three months and begs the king to spare his life. This shows readers that she thinks the king is being unjust.) DOK 3 4 .RL.1.3 • Whi ch details from the play do the illustrations help you understand? (T he rst illustration shows the outside of the palace and helps me understand the setting. The second illustration shows where the king, the princess, and the storyteller sit as the story is told. It gives more details about the setting and the characters. The third illustration shows a locust from the second storyteller's story. I see that a locust looks like a grasshopper.) DOK 4 4 .RL.3.7 • Wha t does the word

Sire mean as it is used in

line 15 of this play? (T he rst storyteller uses

Sire as a way of addressing

the king. It must mean “my lord" or be a very formal way of saying “sir.") DOK 2 4.

RL.2.4

Theme Connection

Integrating Standards

©Curriculum Associates, LLC Copying is not permitted

Lesson 20

323Lesson 20 Elements of Plays©Curriculum Associates, LLC Copying is not permitted

Elements of Plays Lesson 20

©Curriculum Associates, LLC Copying is not permitted.323Lesson 20 Elements of Plays ©Curriculum Associates, LLC Copying is not permitted

Lesson 20

Think Use what you learned from reading the drama to respond to the following questions.

1 Which two features below are found only in a script for a play and

would not be found in a story?

A descriptions provided by a narrator

B events that tell what happens

C stage directions

D dialogue between characters

E cast of characters

F description of the setting

2 The following question has two parts. First, answer Part A. Then

answer Part B.

Part A

Read the sentence from line 14.

K

ING: I bid you make it longer, sir!

What does the word bid mean as it is used in this sentence?

A offer

B provide

C request

D answer

Part B

Which detail from the story provides the

best clue for the meaning of bid?

A "There is nothing more to tell."

B "I cannot bear so short a story!"

C "That is all, your Majesty."

D "I cannot, Sire."

323
Monitor Understanding

If... students struggle to complete the items,

then... then you may wish to use the following suggestions:

Read Aloud Activities

• As you read the items aloud, have students note any u nfamiliar words or phrases. Clarify any misunderstandings. • Di scuss each item with students to make certain they understand the expectation.

Reread the Text

• Have students list the text features of the script as they re read. • Ha ve partners summarize the play. Think • Use the Monitor Understanding suggestions t o support students in completing items 1-4. Monitor Understanding

Answer Analysis

When students have finished, discuss correct and

incorrect responses.

1 The correct choices are C and E. These

features do not appear in stories. • A, B , D, and

F are features that appear in both

stories and plays. DOK 1 4.

RL.2.5

2 Part A

T he correct choice is C. Th e king is requesting that the storyteller make the story longer. • A is o ne of the meanings of bid, but it does not make sense in the context of the sentence. • B and

D are not meanings of the word bid.

Par t B

The correct choice is B.

Th is text detail tells the reason why the king asks for a longer story: he can't bear short stories. • A, C , and

D are text details from the play. They

confirm that the story is short, but they do not provide context clues to help determine the meaning of bid. DOK 2 4.R

L.2.4, 4.L.3.4a

©Curriculum Associates, LLC Copying is not permitted

Lesson 20 Elements of Plays

Independent Practice

324Lesson 20 Elements of Plays

Independent Practice

©Curriculum Associates, LLC Copying is not permitted

Lesson 20 Elements of Plays

324Lesson 20 Elements of Plays©Curriculum Associates, LLC Copying is not permitted.

3 Which of the statements below best describes why the script

provided this detail in line 7? [ The S

TORYTELLER hangs his head.]

A to let the audience know that the storyteller is tired B to let the audience know the storyteller's neck is sore C to let the audience know the storyteller is finished with his story D to let the audience know the storyteller is ashamed

4 The following question has two parts. First, answer Part A. Then

answer Part B.

Part A

What does the writer do by adding the stage direction in line 35? K ING [interrupting]: Yes, yes! Now go on with the story. A She shows that the King is not interested in the story. B She shows that the Second Storyteller is speaking quietly. C She shows that the King is impatient to hear what happens next. D She shows that the Second Storyteller is about to have his head cut off.

Part B

Underline

two sentences from the lines below that best support your answer in Part A. SECOND STORYTELLER: This is the story, O King! "Then another locust went in and carried away another grain of corn. Then—" KING: I cannot stand it! How long will it take the locusts to carry away all the grain? SECOND STORYTELLER: One thousand years, O King! "Then another locust went in and—" ©Curriculum Associates, LLC Copying is not permitted 324
Monitor Understanding If... students don't understand the writing task, then... read aloud the writing prompt. Use the following questions to help students get s tarted: • Wh at is the prompt asking you to write about? • Do y ou need to reread the text to find more information? • Ho w will you identify the information you need toinclude? • Ha ve partners talk about how to they will organize their responses. • Pr ovide a graphic organizer to assist students, if needed.

3 The correct choice is D. Students should infer

this from the preceding line of dialogue, which shows that the king wants the story to continue, but the storyteller knows he cannot do what the king demands. • A, B , and

C are inferences not supported by

text details or prior knowledge. DOK 2 4.

RL.2.5, 4.RL.1.1

4 Part A

T he correct choice is C. Th e fact that the king has interrupted the storyteller - he's done it several times - shows that he is tired of hearing the same story detail over and over. • A and

B are not supported by the details in the

text. The king is very interested in the story, and he wants to hear some new details. There are no text features that indicate the storyteller is tired. • D ma y be a supportable inference about what might happen to the storyteller, but it is not why the king interrupts him. Par t B

Students should underline the two sentences

in the king's lines of dialogue. Th e king's own words explain why he is impatient. DOK 2 4.

RL.2.5

©Curriculum Associates, LLC Copying is not permitted

Lesson 20

325Lesson 20 Elements of Plays©Curriculum Associates, LLC Copying is not permitted

Lesson 20

Elements of Plays Lesson 20

©Curriculum Associates, LLC Copying is not permitted.325Lesson 20 Elements of Plays Learning Target In this lesson, you learned about the purpose of different parts of a play. Now, write about how you developed ways of talking and writing about plays. Write

5 Short Response Describe how you think this play should be

performed. In your description, tell which three characters are the most important to the action and how they should perform their parts.

Sample Response: The three main characters are the King, the First Storyteller, and the Second Storyteller, since they are most important to the action. The King should sound impatient and bossy. The First Storyteller should act like he's nervous and afraid, but the Second Storyteller should sound very sure of himself. A cast of eight or more should act out the play since a few actors will be needed to play the "Lords and Ladies" and "Guards" They should listen to the stories.

Answers will vary, but students should identify ways that understanding the purpose of the different parts helps them talk and write about plays. ©Curriculum Associates, LLC Copying is not permitted 325

Points Focus Evidence Organization

2 My answer does

exactly what the prompt asked me

to do.My answer is supported with plenty of details from the text.My ideas are clear and in a logical order.

1Some of my answer does not relate to the prompt.My answer is missing some important details from the text.Some of my ideas are unclear and out of order.

0My answer does not make sense.My answer does not have any details from the text.My ideas are unclear and not in any order.

5 2-Point Writing Rubric

Write • Tell students that using what they read, they will p lan and compose a short response to the writing prompt. Monitor Understanding

Review Responses

After students have completed the writing activity, help them evaluate their responses.

5 Display or pass out copies of the reproducible 2

-Point Writing Rubric on p. TR10. Have students use the rubric to individually assess their writing and revise as needed. When students have nished their revisions, evaluate their responses. Answers will vary but should give details of how the play should be performed. See the sample response on the student book page. DOK 3 4.R

L.2.5, 4.W.3.9a

Learning Target

• Have each student respond in writing to the L earning Target prompt. • When students have nished, have them share their responses. This may be done with a partner, in small groups, or as a whole class.

Wrap Up

LESSON OVERVIEW

Lesson 21

Comparing Poems, Plays, and Prose

326aLesson 21 Comparing Poems, Plays, and Prose©Curriculum Associates, LLC Copying is not permitted

Learning Progression

Grade 3Grade 5

Students identify the basic

structural elements of

dierent literary genres.Grade 5 increases in complexity by requiring students to describe the connections between structure and meaning in

poems, drama, and prose.

Learning Progression

Grade 4

Building on Grade 3,

students distinguish the major forms of literature and their structural elements.

Angie's Solo

by Lars Gary

Genre: Realistic Fiction

At the Concert

by Lars Gary

Genre: PoemThe Sound of Money

based on a Turkish folktale

Genre: Drama

The Sound of Money

based on a Turkish folktale

Genre: FolktaleThe Talker

based on the short story by Ari Washington

Genre: Drama

The Talker

by Ari Washington

Genre: Realistic Fiction

Comparing Poems, Plays, and Prose Lesson 21

331Lesson 21 Comparing Poems, Plays, and Prose

1 A beggar was given a piece of bread, but nothing to put on it.

Hoping to get something to go with his bread, he went to a nearby inn and asked for a handout. e innkeeper turned him away with nothing, but the beggar sneaked into the kitchen where he saw a large pot of soup cooking over the fi re. He held his piece of bread over the steaming pot, hoping to thus capture a bit of  avor from the good- smelling vapor. Suddenly the innkeeper seized him by the arm and angrily accused him of stealing soup.

2 “I took no soup," said the beggar. “I was only smelling the vapor."

3 “ en you must pay for the smell," answered the innkeeper. e

poorbeggar had no money, so the angry innkeeper dragged him beforethe qadi. 1

4 Now Nasreddin Hodja was at that time serving as qadi, and he

heard the innkeeper's complaint and the beggar's explanation.

5 “So you demand payment for the smell of your soup?"

summarized the Hodja a er the hearing.

6 “Yes!" insisted the innkeeper.

7 “ en I myself will pay you," said the Hodja, “and I will pay for

the smell of your soup with the sound of money."

8 us saying, the Hodja drew two coins from his pocket, rang

them together loudly, put them back into his pocket, and sent the beggar and the innkeeper each on his own way.

1 qadi: judge

Genre:

Folktale

How does the story tell

you about the setting?

Circle the words that tell

you where the action occurs.

Close Reader Habits

of The SOUND MONEY ©Curriculum Associates, LLC Copying is not permitted.

Guided Practice

Genre:

Drama 330Lesson 21 Comparing Poems, Plays, and Prose 1 Cast of Characters: A T
 , an I, the T J 2 Setting: Outside a country inn in Turkey, a very long time ago 3 [ A poor T
  stops outside a country inn.  e I stands outside, cooking a large pot of soup over an open  re. ] 4 T
  [leans over the pot to smell the soup]: Oh, I am so hungry.

And this soup smells so delicious!

5 I [angrily grabbing the T
 's arm]: Hey, what do you think you're doing, stealing my soup? Why, you rascal! 6 T
 : But sir, I took no soup. I was only smelling the steam from the pot. 7 [

Just then the

T J walks onto stage. He stops to listen to the

I and the T
 .]

8 I: I do not give my soup away. You must pay me, this minute.

I demand money!

9 T
  [pulls out his pockets to show they are empty]: But I have no money. Not a cent, for I am a poor man.

10 T J: Ah, but I do! [He reaches into his pocket and pulls out a

handful of coins.]

11 I: I don't care whose money it is, as long as

I get paid for my soup!

12 T J: And I know just the price you deserve.

[

Hejingles the handful of coins in front of th

e I.] Forthe smell of soup, you receive only the sound of the money.

How does the drama tell

you about the characters' actions?

Circle details

that tell the characters how to act.

Close Reader Habits

The Sound

Money of based on a Turkish folktale Read ©Curriculum Associates, LLC Copying is not permitted.Modeled and Guided Instruction Read

328Lesson 21 Comparing Poems, Plays, and Prose©Curriculum Associates, LLC Copying is not permitted.

Genre:

Realistic Fiction and Poem

Angie's Solo

by Lars Gary When my sister sang her solo, I thought it sounded awfully  at. But I didn't want to hurt her feelings, So I could hardly tell her that.

5 So later when she asked me

What I thought about her song, I told her,

It was beautiful,

Because that night the truth felt wrong.

At the Concert

by Lars Gary

1 My sister Angie's glee club was about to perform for

their annual show, and the auditorium was packed. I was incredibly nervous because Angie would be singing her fi rst solo in front of an audience, and I really wanted her to do well.

2 At last, the glee club members fi led onstage and began

singing the fi rst song on the program. Too soon it came time for Angie to sing. Although she seemed tense and was probably trembling inside, I could tell Angie put her heart into it and sang away. But I also knew what she sounded like when she practiced—and tonight's performance was far from perfect. In fact, Angie sounded  at several times. Still, the crowd started cheering even before she had fi nished.

3 I almost dreaded seeing Angie a er the show. Should I be honest about her

performance? A er all, I knew Angie was extremely sensitive and hated any form of criticism. I didn't want to hurt her feelings, so what should I tell her?

4 “Brian!" she called when she saw me. “What did you think of mysolo?"

5 I didn't hesitate for a moment. “It was really beautiful! You should be proud

of yourself," I replied. When I saw her beaming, I knew at that moment how right I was to think that the truth is sometimes wrong.Reread the story and poem.

Underline details

the story provides that the poem does not.

Close Reader Habits

Independent Practice

©Curriculum Associates, LLC Copying is not permitted.

Genre:

Realistic Fiction

WORDS TO KNOW

As you read, look

inside, around, and beyond these words to figure out what they mean. • discipline • situation 1 “My, I'm not kidding," Clarisse giggled into the phone. “He was great, and now the whole school knows my brother can dance!"

2 “Clarisse, it's already 7:15. You need to get o the phone and get busy

on your homework! You've got a pile of work right next to you on the kitchen table. is is no time to be talking to friends."

3 “Mama, I was just telling Mary about Jerome winning the dance

contest," Clarisse said in a wounded tone. “And—"

4 “You can tell her all about it at school tomorrow, but tonight is not

the time. I will get up from this chair and take away your phone if I have to."

5 “See you tomorrow, Mary," Clarisse said, sighing.

6 Turning back to her magazine, Clarisse's mother sighed and furrowed

her brow. Why did she have to remind Clarisse to quit talking and get down to work? How would things turn out for her if she didn't start getting better grades? All day and night she did nothing but talk, talk, talk. at wasn't a recipe for success.

7 It wasn't a matter of intelligence: Clarisse was as smart as any

straight-A student. No, it was a matter of discipline. At this rate, Clarisse would probably wake up one day with no skills and discover herself stuck in a boring job. How would she talk her way out of that kind of unrewarding situation?

8 “Mama," Clarisse announced just then, “I was so excited about

Jerome winning the dance contest that I forgot to tell you what else happened today! e Communications Club at school is starting a real AM radio station, and every Tuesday they're going to broadcast a live talk show a er school, called ‘Talk Time.' So guess who they invited to host it? e biggest little talker you know . . . me!" The

Talker

by Ari Washington

Lesson 21 Comparing Poems, Plays, and Prose338

Independent Practice

336

Genre:

Drama • • • ••••• • • • • • •

•••••

•

•based on the short story by Ari Washington

T h e Talk e r

Lesson 21 Comparing Poems, Plays, and Prose

WORDS TO KNOW

As you read,

look inside, around, and beyond these words to figure out what they mean. • obviously • serious Read ©Curriculum Associates, LLC Copying is not permitted.

Lesson Text Selections

Modeled and Guided Instruction

Guided PracticeIndependent Practice

Standards Focus

Academic Talk

See Glossary of Terms, pp. TR2-TR9

• dr ama • p rose • s tructural elementsExplain major difierences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. 4.RL.2.5

Lesson Objectives

Reading

• Understand the major difierences b

etween poems, drama, and prose.

4.RL.2.5

• Ex plain the major difierences among the three genres when writing or speaking about a text.

4.RL.2.5

Writing

• Draw evidence from literary text to s

upport analysis and reection.

4.W.3.9a

Speaking and Listening

• Pose and respond to specic questions a

nd contribute to discussions.

4.SL.1.1c

Language

• Use context to determine the meaning o

f unknown words and phrases.

4.L.3.4a

• Us e academic vocabulary.

4.L.3.6

Additional Practice: 4.RL.1.1,

4.RL.1.2, 4.RL.1.3, 4.RL.2.4

Lesson 21 Overview

326bLesson 21 Comparing Poems, Plays, and Prose©Curriculum Associates, LLC Copying is not permittedLesson 21 Comparing Poems, Plays, and Prose©Curriculum Associates, LLC Copying is not permitted

Lesson Pacing Guide

Reteach

Ready Reading Prerequisite Lessons

Grade 3

• Lesson 13 What Are Stories Made Of? • Lesson 14 What Are Plays Made Of? • Lesson 15 What Are Poems Made Of? • Lesson 22 Comparing and Constrasting Stories

Small Group Differentiation

Teacher-Toolbox.com

Personalized Learning

i-Ready.com

Independent

i-Ready Close Reading Lessons • Grade 3 What Are Poems Made Of?

What Are Stories Made Of?

What Are Plays Made Of?

• Grade 4 Comparing Poems, Plays, and Prose Day 1

Teacher-Toolbox.com

Interactive Tutorial Check the Teacher Toolbox for Interactive Tutorials to use with this lesson.

Introduction pp. 326-327

• Read Comparing Poems, Plays, and Prose 10 min • Think 10 min

Graphic Organizer: Five-Column Chart

•

Talk 5 min

Quick Write (TRB)

5 min Day 2

Modeled and Guided Instruction pp. 328-329, 334

• Read Angie's Solo and At the Concert 10 min • Think 10 min

Graphic Organizer: Three-Column Chart

•

Talk 5 min

•

Write Short Response 10 min

Day 3

Guided Practice

pp. 330-333, 335 • Read The Sound of Money and

The Sound of Money 20 min

• Think 10 min •

Talk 5 min

•

Write Short Response 10 min

Day 4

Independent Practice pp. 336-341

• Read The Talker and The Talker 20 min • Think 10 min •

Write Extended Response 15 min

Day 5

Independent Practice pp. 336-341

• Review Answer Analysis (TRB) 10 min • Review Response Analysis (TRB) 10 min • Assign and Discuss Learning Target 10 min

Language Handbook

Lesson 20

Idioms, pp. 502-503

20 min (optional)

Whole Class Instruction 30-45 minutes per day

Teacher-led Activities

Tools for Instruction

• Analyze Story Elements ©Curriculum Associates, LLC Copying is not permittedLesson 21 Comparing Poems, Plays, and Prose

Introduction

Lesson 21 Comparing Poems, Plays, and Prose

Lesson 21 Comparing Poems, Plays, and Prose326Lesson 21 Comparing Poems, Plays, and Prose

English Language Learners

Develop Language

Multiple-meaning Words

Inv ite students to tell what the word play means in this lesson. (a story that actors perform on stage) Point out that when the word play is used as another term for drama, it is a noun. • Ex plain that the word play can be a noun or a verb and that it has many meanings. Ask:

What are some other meanings

of the word play? (to do an activity for fun, to participate in a sport, to perform on a musical instrument) • Ha ve students say as many meanings as they can. Encourage them to say whether each meaning denes a noun or a v erb. Genre Focus

Realistic Fiction

In some stories, the characters take

part in activities that could really happen. The story is made up, but the characters are believable, and the settings and events are possible.

The term "realistic ction" is usually

used to describe this kind of prose.

However, poems and plays can also be

realistic. This lesson includes all three forms of realistic ction. There are three realistic stories, two realistic plays, and a realistic poem.

Provide some examples of realistic

ction, such as Kate DiCamillo"s

Because

of Winn-Dixie. Then ask students to name other realistic stories, plays, and poems they"ve read. • Explain to students that in this lesson they will be r eading poetry, prose, and drama, and comparing and contrasting the features of these three major forms of literature. • Wr ite the names of three sports—soccer, baseball, and basketball—on the board. Ask:

What do

these activities have in common? (They are all sports.) Which sport has a pitcher and catcher? (baseball) Which sport is played with two hoops? (basketball) In which sport do players kick the ball? (soccer) Invite students to name o

Turkish Documents PDF, PPT , Doc

[PDF] 123 go turkish among us

1. Foreign Language

2. Turkish

3. Turkish

[PDF] a turkish judge lesson plan

[PDF] about turkish airlines

[PDF] about turkish coffee

[PDF] about turkish culture

[PDF] about turkish food

[PDF] about turkish language

[PDF] accepting meaning in turkish

[PDF] additional documents turkish airlines

[PDF] amid turkish translation

12345 Next 200000 acticles