Grade: 5
Title: Save Queen of Sheba
Author: Louise Moeri Genre: Narrataive
COMPREHENSION STRATEGY: Monitor Comprehension SKILL: figuarative Language
Comprehension Skill & Strategy
Skill:
Strategy:
Vocabulary
Story Vocabulary:
Word Work:
Fluency:
RL 5.3- Describe in depth a character, setting or event in a story or drama, drawing on specific details in the
text.
RL 5.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
RL 5.5 Determine how a series of scenes fit together to provide the structure of the story
RL 5.6 Describe how a narrator’s point of view influences how events are described.
TLW Clarify unknown words, either by context clues, or prior knowledge
RL 4.4 – Determine the meaning of general academic and domain-specific words in a text.
RF 4.3 – Foundational Skills
RF
RL
Word Work
Each teacher will do one lesson a week from the Making
Words book. They will do dictation and sentences with it.
Resources: Read aloud the book “Meet the
Wards” on the Oregon Trail
“Drylongso” is another oral reading book.
NOTES:
Vocabulary Words
Vocabulary words are listed in the Day events for the whole book. The teacher will write
and discus the vocabulary words during the teacher read aloud. For the partner read and
the silent read the students will use the vocabulary foldables.
*Trade Book – Save Queen of Sheba
*Making Words
*Graphic Organizer – 112-115, 141,66-68
*Vocabulary Fundamental Thumbdrive: Pages
96,97,98
Date:
FOCUS
Monitor
Comprehension
12:15 – 12:30
Working with
Words
Vocabulary
10 -15 minutes
Direct Instruction
15 minutes
Day 1
Day 2
Strategy: prior knowledge
and questioning. Preview,
Predict.
Strategy: Figurative
Language simile page 29
(silent as an Indian)
Use Making Words book
for lesson
TLW sort words by root
words, suffixes and
prefixes.
Write Words on board
from Ch. 1. As teacher
reads a loud she/he stops
to discuss Vocab words:
conscious, protruded,
keg, scalp, Sioux, raiding
party, shallow draw,
Wagon master, nooning,
disintegrated.
Teacher Read Aloud:
All of Chapter 1
Teacher Think Aloud as
he/she reads and
discusses vocab words
and thoughts/context
clues
Discuss strategy: Go over
questions
Day 3
Day 4
Day 5
Strategy: figurative
language Onomatopoeia
page 46 (crack)
Strategy: Comprehension
Strategy: Italicized words
page 74 “only”
Transfer words
TLW use lesson words in
higher level context
sentences.
Dictation using lesson
words.
See below
See below
Teacher Read Aloud:
Chapter 3. Discusses
vocab words cornmeal
pone, revulsed, button
hook, meandered
Teacher Read Aloud:
Chapter 5. Teacher
discuss vocab words
ravine, baymare (brown
with black mane/tail),
sapling, pus
See below
**cuss word “Damn it**
Teacher Read Aloud:
Chapter 7 and discusses
vocab words: haughtily.
Chapter 9- Prior
knowledge Page 59
“valley of the dry bones”
Teacher/Student read
aloud Chapter 9. Teacher
assigns narrator and
character roles to read
aloud.
Guided Practice
15 minutes
Teacher uses the
Vocabulary Flapper
Page112-114 from G.O.
book. Students fill out
flapper. Words: Calico(8)
mutilated (10) basin(11)
Partner Read – Chapter 4
Pages 25-27
Use a vocabulary foldable
for: transparent blue dusk,
horizon over the hame.
Partner Read: Chapter 6
pages 39-42
Vocab words using a
foldable: tethered (40)
willows(45)
Partner Read – Chapter 8
Pages 54-55
Vocab words using
foldable: bade her to eat
(55) reckon
(56)convulsive surge of
energy (58)
Partner read: Chapter 10
Pages 70-72
Vocab use foldable
Buffalo chips (70),
Silent Read – Chapter 4
Pages 28-30
Silent Read: Chapter 6
pages 43-46
Silent Read: Chapter 8
pages 56-58
Silent Read: Chapter 10
Pages 73-75
Accountable Talk:
With your partner discuss
why Queen of Sheba
refused to wear Margaret
Anne Beecham’s shoes.
Accountable Talk: With
your partner what three
things did King David do
to recover.
Accountable Talk: With
your partner discuss why
David keeps telling
Queen of Sheba that they
will find Ma tomorrow?
Why doesn’t he tell her
the truth?
Quiz: Sequencing.
Class will brainstorm
scenes from Ch1-10. Class
will design a Flow Chart
from GO, pg.68
Partner Read – Chapter 2
Pages 8-11
Independent
Application
20 – 25 minutes
Silent Read: Pages 12-15
Accountable Talk: With a
partner describe one or
two scenes from Ch. 1
and 2 text that help you
understand what the main
character is experiencing.
Independent: In your
journal describe how
King David felt when he
discovered Queen of
Sheba alive.

Times are approximate.
Independent: In your
Independent: In your
journal write what
journal knowing Queen of information you know
Sheba had to have shoes, about King David’s
how would you have
insight on Queen of
handled the situation?
Sheba that helped him
find her?
Independent: In your
journal was it a good idea
to use a work horse for
Queen of Sheba to ride?
Why or why not?
TLW: The learner will..
S: student
V: vocabulary
*Trade Book – Save Queen of Sheba
*Making Words
*Graphic Organizer – See above
Date:
Day 6
Day 7
Day 8
Day 9
FOCUS
Monitor
Comprehension
Strategy: Personification
page 78 “hours crept by”
page 81 “gray light was
creeping in”
Strategy: figurative
language Simile page 99
“Sheba was like a
magnet” Personification
page 102 “the night wind
whispered”
Strategy: Italicized word:
page 103 “was”
Figurative Language
Simile page 107 “silent
as a rabbit”
Strategy:
Using a graphic organizer
to sequence the main
points of the story
12:15 – 12:30
Taking words that have
suffixes and taking off
the suffix to find the root
words. (grudgingly,
possibility,
uncomfortable, easier,
dwindling)
From the Vocabulary
Fundamentals book, pgs.
98 as a class on suffixes.
Use your thumb dive to
pull up the pages.
From the Vocabulary
Fundamentals book, in
partners of 2, pg. 97
Independently the class
will do pg. 96 from the
Vocabulary
Fundamentals’ book
Vocabulary
10 -15 minutes
See below
See below
See below
See below
Direct Instruction
15 minutes
Teacher Read Aloud:
All of Chapter 11
Vocabulary: stealthily
(78),
Teacher Read Aloud :
Chapter 13
Teacher Read Aloud:
Chapter 15
Predict how the book with
end. Have them write it
down and share it with a
partner.
Working with
Words
Discuss strategy
-ion, -ity, -ty, -ment
Teacher /student take
character roles Read
Aloud:
Chapter 17
Day 10
Guided Practice
15 minutes
Independent
Application
20 – 25 minutes
Partner Read – Chapter
12 pages 81-84
Use a vocabulary
foldable: optimism (89),
fatigue (88)
Partner Read – Chapter
14 Pages 98-100
Vocabulary words to add
to foldable: bedeviled
(99), diviner (99)
marrow(101)
Teacher sets up prior
knowledge: talk about a
life or death decision.
Vocab words to add to
foldable: fringed (108),
vermillion (108 red in
color)
Use a summary sheet
page 141 from the G.O. In
pairs of two they will
each fill out their own
G.O. with B,M,climax,E.
Silent Read: Pages 85-90
Silent Read: Pages 101103
Accountable Talk: Why
did the author compare
Queen of Sheba to a
magnet?
Silent Read: Chapter 16
TLW: Using the graphic
organizer that they wrote
with their partners they
will now write a summary
of the book.
Accountable Talk:
King David is fighting
with himself...having
Queen of Sheba or not
having Queen of Sheba.
Discuss his view, and
give your view.
Independent: In your
journal tell why King
David is feeling
optimistic?

Times are approximate.
Independent: In your
journal tell why King
David thanked God that
Queen of Sheba hated
shoes, Why?
Independent: In your
journal tell if you think
King David made the
right decision do you
agree with what he
decided why or why not?
TLW: The learner will..
S: student
V: vocabulary