Imagination
Open Court: Unit 3
Lesson 5: “The Emperor’s New
Clothes”


Objectives:

You will:
– practice recognizing base words
– practice recognizing affixes, including the
suffixes –ly, -ful, -able, and –less and the
prefix un-.
– practice the long /oo/ sound spelled oo,
u_e, and _ew.
– practice recognizing diphthongs.
Preparing to Read, Day 1
Word Knowledge
end endless endlessly care careless carelessly
fancy fanciful force forceful
able unable do undo tie untie
imaginable lovable adorable
constantly wisely proudly scarcely
new noon rule fool looms
Other servants toiled endlessly to keep the emperor’s vast
wardrobe cleaned and pressed.
“We can weave the most beautiful cloth imaginable!” the first
told the emperor.
“But they are obviously the perfect clothes for a wise ruler like
yourself!”
Weavers weave new rugs on looms.
Word Knowledge

What do the following words have in
common?
end endless endlessly care careless carelessly
–
–
–
–
These words are base words with different suffixes added.
Can you identify the base words?
What about the suffixes?
How do the suffixes change the meanings of the base
words?
Word Knowledge
fancy fanciful force forceful

What do these words have in common?
– They are base words with the suffix –ful added
to them.
– How does the spelling of the word change when
the suffix –ful is added?
– What about the meaning of the base word?
Word Knowledge

What about this group of words?
able unable do undo tie untie


They are base words with the prefix
un-.
What happens to the meaning of the
word when we add un-?
Word Knowledge
imaginable lovable adorable

What is the same with these words?
– They are base words with the suffix –able added
to them
– How does the spelling of the base words change
when –able is added?
– How does the meaning change?
– Can you give me other examples of –able
words?
Word Knowledge
What do these words have in
common?
constantly wisely proudly scarcely

They are base words with the suffix –ly
added?
 What does the suffix –ly mean?
 How does it change the meaning of the base
word?

Word Knowledge
new noon rule fool looms

What is the spelling pattern in these
words?
– They all have the long oo sound.
– Can you identify the letters that make the
long oo sound in each word?
Word Knowledge
Other servants toiled endlessly to keep the emperor’s
vast wardrobe cleaned and pressed.
“We can weave the most beautiful cloth imaginable!”
the first told the emperor.
“But they are obviously the perfect clothes for a wise
ruler like yourself!”


These sentences are from the story, “The
Emperor’s New Clothes”.
Can you identify the words with suffixes?
Word Knowledge
Weavers weave new rugs on looms.
– Can you find the words that have the
long oo sound?
– What letters spell that sound?
Building Background

PRIOR KNOWLEDGE
– What do you know about fairy tales?


How are the plots of fairy tales similar?
Are the characters and settings similar?
– Have you ever known someone who worried too
much about the way they looked?
– Sometimes stories that entertain us also try to
teach us a lesson.

Can you think of any other stories we have read that
do that?
– How could your imagination make you believe
something that is not really true?
Building Background

BACKGROUND INFORMATION
– “The Emperor’s New Clothes” is a fairy tale.
– Fairy tales are not based on fact. Sometimes
they have magical events that happen.
– This fairy tale was written by Hans Christian
Anderson more than 100 years ago. “The
Emperor’s New Clothes” is a modern version of
that story. It was written and illustrated by
Nadine Bernard Westcott.
Preview and Prepare


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:
– Have you ever wanted something so much that you
actually believed it existed, even if it didn’t?
– How can you use your imagination to help you achieve a
goal?

Look for clues, problems or wonderings in the story.
Student Observation
Clues
Words “new
clothes” in title
Problems
toiled
Wonderings
Why are the clothes so important?
Selection Vocabulary
“The Emperor’s New Clothes”
wardrobe
scholars
finery
royal
procession
garments
wardrobe
a collection of clothes


Other servants
toiled endlessly to
keep the emperor’s
wardrobe cleaned
and pressed.
My mom needs a
new wardrobe for
work.
scholars


highly educated
people
The kingdom’s most
learned scholars were
kept constantly on
hand to advise him on
his choice of clothing.
We became scholars by
studying and
investigating questions.
finery


dressy or showy
clothing
“Not everyone, of course, is able to wear such
finery,” added the second.
The queen dressed in her best finery when she
appeared in public.
royal
suitable for royalty—
people with the
sovereign right to
govern a kingdom


“Why, you must wear
them tomorrow in the
royal procession!” the
emperor’s wife cried.
The messenger passed
through all the towns
to announce the royal
message.
procession


a group moving
along in an
orderly, ceremonial
way
As the emperor set forth in the royal
procession, the crowd grew silent.
Every year the town came out for a
traditional procession on the queen’s
birthday.
garments


articles of clothing
They brought in the royal robes and
dressed the emperor in them, taking
great care to see that there were no
loose threads and that the royal
garments hung just right.
During the summer, we put away our
winter garments.
Selection Vocabulary
wardrobe—a collection of clothes
scholars—highly educated people
finery—dressy or showy clothing
royal—suitable for royalty—people with the sovereign right to
govern a kingdom
procession—a group moving along in an orderly, ceremonial way
garments—articles of clothing
“The Emperor’s New
Clothes”

Focus Questions:
– Have you ever wanted something so
much that you actually believed it
existed, even if it didn’t?
– How can you use your imagination to
help you achieve a goal?
“The Emperor’s New
Clothes”
Pages 250-257, First Read

As I read the selection I will…
– Make predictions about the story, and
confirm or revise my predictions as
needed.
– Visualize what is happening in the story
so I can better understand what I am
reading.
– Ask questions about ideas or facts in the
story to clarify difficult parts.
Discussing Strategy Use



What questions did you ask yourself as
you read the story?
How did you make, confirm, and
revise predictions as you read?
What did you visualize as you were
reading?
Discussing the Selection

Let’s use handing off to answer the
following questions:
– Why did the emperor worry so much about his
clothes?
– What does this concern tell you about the
emperor?
– How did the weavers trick the emperor?
– Why was everyone afraid to tell the truth?
– Why were the people proud of the emperor?
Investigating Concepts
Beyond the Text

Meet with your groups to discuss the
following questions…
– Do you have any questions about the story you
have just read?
– Did the story tell you something about
imagination that you didn’t already know?
– Did the story make you wonder about
something?
– Discuss the concept that your imagination can
sometimes play tricks on you. Share a story
with the group about a time when your
imagination played a trick on you.
Word Analysis

Spelling: The long /oo/ and /u/
sounds,
– new noon rule
– pretest (p. 259F)

fool
looms
Vocabulary Skill Words (Shades of
Meaning)
– wardrobe
magnificent
learned
toiled
extraordinary
English Language Conventions
Grammar: Articles
Let’s read Language Arts Handbook page 252 to
learn about articles.
Articles function as noun signals…they tell you a noun is
coming.
definite article—signals a particular person, place, or thing
indefinite article—signals any person, place or thing
Use “a” when the indefinite article comes before a noun
that begins with a consonant.
Use “an” when the indefinite article comes before a noun
that begins with a vowel
An imagination is a powerful thing to use.
A sense of wonder is an important part of using an
imagination.
Now let’s complete Comprehension and Language
Arts Workbook p. 82-83
Writing Process Strategies

Rhyming Poem—Quatrain
– Let’s read Language Arts Handbook
pages 168-169 to learn about rhyming
poetry.
– Now, let’s look at transparency 3 for an
example of a quatrain poem.
Writing Process Strategies

Assessment Rubric:
Total Point Value: 10
Lines sound smooth and follow a rhyming pattern. (2
points)
Descriptive adjectives and figures of speech are used.
(2 points)
The poem serves its purpose of entertaining,
explaining, or other stated purpose. (2 points)
The final copy is neat, clean, and easy to read. (2
points)
Mechanics: everything is spelled correctly. (2 points)
Writing Process Strategies

Make a list of several ideas for a
quatrain poem that you could write.
– Write them in your response journal.
Developing Oral Language
end endless endlessly care careless carelessly
fancy fanciful force forceful
able unable do undo tie untie
imaginable lovable adorable
constantly wisely proudly scarcely

Can someone pick a word from above and use in in a
sentence? Then, that student will choose a
volunteer to choose the next word and use it in a
sentence. We will continue until all of the words
have been used.
“The Emperor’s New Clothes”
pages 250-257, Second Read

Comprehension Skill: Classify and
Categorize
– You will put like things or ideas together
in order to understand new information
Supporting the Reading

Classify and Categorize
– As you read, you should pay attention to
details and use the information to help
you classify and categorize people,
places, things, and events.
– Let’s read through the story again,
looking for items to place into categories.
Classify and Categorize
Let’s complete the following table.
Qualities of a
Good Emperor
Qualities of a
Good Student
Now, let’s complete Comprehension and Language Arts
Workbook page 80-81 for more practice with
Classifying and Categorizing.
Checking Comprehension

How was the emperor different from the other
emperors?
– He was very concerned about his clothes.

How did the weavers convince the emperor he was
wearing clothes?
– They said that only truly wise people could see the
clothes, and he was afraid to appear unwise.

How did the emperor discover the truth about the
clothes?
– A child in the crowd pointed out that the emperor wasn’t
wearing any clothes.

What did the emperor do about it?
– He decided to keep acting like an emperor and walked
proudly.
Inquiry

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: Word Sorting
– Repeat after me…dew, dew, dew
–
few, few, few

notice the difference between the long /oo/
sound in dew, and the long /u/ sound in few.
– Sort the following words under the long
/oo/ or the long /u/ heading…

moon, cute, loose, scoop, choose, dune,
flute, chew, few, grew, new, noon, rule, fool,
looms
Word Analysis

Vocabulary: Shades of meaning
– learned /ler-ned/

Who can tell me some words that are related to the
word learned?
– smart, studious, scholarly


I need a volunteer to read the dictionary definition of
the word learned.
How would you put the following words in order of
smartness?
– learned, average, genius

Let’s complete Spelling and Vocabulary Skills Workbook
pages 66-67 to learn more about shades of meaning.
English Language
Conventions

Grammar: Articles
– definite article: a specific person, place or thing
(The, This)
– indefinite article: any person place or thing (A,
an)

Should we use “a” or “an” before these nouns?
–
–
–
–
–
–
scholar
actress
theater
outfit
kingdom
evening
– With your partner, go through “The Emperor’s
New Clothes and find as many definite and
indefinite articles as you can.
Writing Process Strategies

Rhyming Poem: Quatrain
– Let’s read Writer’s Workbook to learn
about how to prewrite for a quatrain
poem.
Writing Process Strategies

Writer’s Craft: Mood
– Mood is the way a piece of writing sounds and
the feelings the writer gives to the reader.
– Descriptive adjectives and figurative language
help to set the mood of a piece of writing.
– Let’s read Language Arts Handbook, page 12 to
learn about voice.
– Let’s complete Comprehension and Language
Arts Skills Workbook pages 84-85 for more
practice with mood.
Writing Process Strategies

Prewriting
– Fill out the audience and purpose for your
quatrain poem on page 46 of your
Writer’s Workbook.
– Complete the graphic organizer on page
47 of your Writer’s workbook.
Phonics and Fluency
law awful fault join ploy
choice toiled royal bow
hour about allowed crowd proudly
cow loudly hawk awkward
The ruler of the town grew tired.
It was her choice to toil all night on the
project.
“Why, you must wear them tomorrow in the
Royal Procession!”
Phonics and Fluency
law awful fault join ploy
choice toiled royal bow
hour about allowed crowd proudly
cow loudly hawk awkward
What do these words have in common?
They all have diphthongs…two vowel sounds together in the
same syllable. They blend together to make one sound.
Can you find the diphthongs in the words above?
Meet the Author (p. 258)
Hans Christian Andersen

With your partner, read the top half of page
258 to learn more about the author of the
story “The Emperor’s New Clothes”, Hans
Christian Andersen.
– How do you think Hans Christian Andersen’s
father influences his work?

His father loved books and theater and passed these
feelings on to his son.
– Why do you think Andersen sometimes wrote
about things that made him sad?

Maybe he wanted others to know that being or looking
different can be a good thing. He also wanted others
to know that feeling sad is normal.
Meet the Illustrator (p. 258)
Nadine Bernard Westcott

With your partner, read the bottom half of page 258
to learn more about the illustrator of “The
Emperor’s New Clothes”, Nadine Bernard Westcott.
– Why do you think Westcott wants her readers to identify
with the characters and to laugh?

She thinks that if readers identify with the characters and
can laugh at them, readers with laugh at themselves when
they do silly things.
– How might being a greeting card illustrator have prepared
Westcott for being a children’s book illustrator?

Both types of illustrations help tell stories.
– How might studying education and fine arts have helped
Westcott to illustrate and adapt children’s books?

She might have a better idea of what students need to learn
when they read. She might also know what students would
like to read and what kinds of pictures they would like to see.
Studying fine arts helped her become a better artist.
Theme Connections

In your response journal, answer the following
questions…
– Why did the swindlers want the emperor and his trusted
ministers to use their imaginations?
– Why did a child need to point out to the crowd that the
emperor was not wearing clothes?
– How is this story different from the other stories you have
read?
– Can you think of a time when you pretended so that you
did not look foolish? What happened?

What did you learn about imagination from reading
“The Emperor’s New Clothes”? Write your answer
in your Inquiry Journal on page 58.
Selection Vocabulary
wardrobe—a collection of clothes
scholars—highly educated people
finery—dressy or showy clothing
royal—suitable for royalty—people with the sovereign right to
govern a kingdom
procession—a group moving along in an orderly, ceremonial way
garments—articles of clothing
View Fine Art

Look at the paintings on page 239 in
your Open Court book.
– What do you notice about the paintings?
– How do the paintings make you feel?
– How do the paintings make you use your
imagination?
Inquiry

With your groups, work on revising and changing
your initial conjectures to reflect the new
information you have gathered throughout this unit.
– Think about what you have learned about imagination and
its role in problem solving.
– How can you use imagination to solve problems in your
own lives?
– Explore these questions using Inquiry Journal page 76.

After your group has revised and restated your
conjecture, continue planning and preparing for
your presentations.
Word Analysis

Spelling: the long /oo/ and /u/ sounds
– new noon rule fool looms
– Can you think of other words with the
long /oo/ or long /u/ sound?
– Let’s complete Spelling and Vocabulary
Skills Workbook page 68 for practice
sorting long /oo/ and long /u/ words.
Word Analysis

Vocabulary: Shades of Meaning
– wardrobe
Can anyone find the word wardrobe in “The
Emperor’s New Clothes”?
 Think of words from the surrounding
sentences that relate to the word wardrobe.
 Let’s create a chart showing shades of
meaning for words that relate to wardrobe.

English Language
Conventions

Grammar: Articles
– definite articles—used with a specific
person, place, or thing.
– indefinite articles—used with any person,
place, or thing.

The following words are written with their
definite articles. Can you write them with
their indefinite articles?
–
–
–
–
the
the
the
the
apple
chair
book
elephant
English Language
Conventions


Please write two sentences about a pig and
an anteater going to the mall to buy clothes
for the first day of school. In the first
sentence, include different articles of
clothing with their definite articles. In the
second sentence, include different things
you will need to buy for class with their
indefinite articles.
Share your sentences with your partner.
Writing Process
Strategies

Rhyming Poem—Quatrain
– Let’s read Writer’s Workbook page 47 on
drafting a quatrain poem.
– Use your graphic organizer to help you
write your first draft.
– It helps to read poetry out loud while
writing.
Developing Oral Language
law awful fault join ploy
choice toiled royal bow
hour about allowed crowd proudly
cow loudly hawk awkward


I need a volunteer to come up to the board and
point to a word, say the word, underline it, and use
it in a sentence. Then I will call on other students
to extend the sentence by answering who? what?
when? where? why? how?
Antonym roll call…
– awful

great
– loudly

softly
– awkward

graceful
Dictation
line 1: ____________
____________
line 2: ____________
____________
Challenge Word: __________________
Sentence: ____________________________
_____________________________________
_____________________________________
Building Fluency




Please take out your Decodable Book
number 27, “Little Hare”.
Take 5 minutes to browse the story
and begin reading silently to yourself…
Now let’s read it out loud together…
We will look for the long /oo/ sound as
well as diphthongs while we are
reading.
Literary Elements

Setting
– What is the setting of a story?
– What is the setting of “The Emperor’s
New Clothes”?
Where?
When?
Literary Elements

Setting
– Choose a story from Unit 3.
– Illustrate the setting of the story.


Do not include any characters in your illustration, but
include as much detail about the setting as you can.
Do not tell which story your are illustrating.
– I will display the pictures on the board and you
can guess which story belongs to each picture.
What clues in the illustration helped you match
the correct story with its setting?
Inquiry

Supporting the Investigation: dictionaries
– What do you know about dictionaries?


arranged in ABC order
guide words at the top of each page
– Using ABC order and the guide words, look up
the following multiple meaning words:

train mint key graze mine present press prize
project record match
– Use the words in a sentence for 2 of the
meanings you find in the dictionary.
English Language
Conventions

Spelling: the long /oo/ and long /u/
sounds
– The following activities will help you
become better spellers of the long /oo/
and long /u/ sounds
– Let’s complete Spelling and Vocabulary
Skills Workbook, page 69.
English Language
Conventions

Listening, Speaking, Viewing
– Interacting: Group Discussions
– Why do we interact with each other?

We interact to share information, to acquire
information, to share or learn ideas or feelings, and to
enjoy the company of others.
– We take turns listening and speaking to one
another, sharing information, and reacting to
each others’ thoughts and comments.
– We can use our imaginations to discuss any
topic, from the everyday to the extraordinary.
English Language
Conventions

Interacting: Group Discussion
– With your groups, discuss the following
questions…


Do you like what happens to the emperor, or do you
feel bad for him? Why?
Do you remember a time when your imagination was
so strong, you convinced yourself of something that
was not so?
– Now, let’s have a class discussion about the
questions you discussed as a group.


Remember to be good listeners when someone else is
speaking.
Remember that in order to have an effective
discussion, everyone needs to participate and
contribute something to the group.
Writing Process Strategies

Rhyming Poem—Quatrain
– Let’s read Writer’s Workbook, page 48 to learn
about revising a quatrain poem.
– Now, let’s look at Transparency 3…it will show us
a good example of what a quatrain looks like.
– Now, take out the draft you wrote and use what
we have learned to revise it and make it better.


Remember…try not to choose overused adjectives, or
your reader may lose interest quickly.
Remember to consider your audience and purpose to
keep your writing age appropriate.
Day 5…

General Review of Word Knowledge,
Phonics and Fluency, and Selection
Vocabulary…
Word Knowledge
end endless endlessly care careless carelessly
fancy fanciful force forceful
able unable do undo tie untie
imaginable lovable adorable
constantly wisely proudly scarcely
new noon rule fool looms
Other servants toiled endlessly to keep the emperor’s vast wardrobe
cleaned and pressed.
“We can weave the most beautiful cloth imaginable!” the first told the
emperor.
“But they are obviously the perfect clothes for a wise ruler like yourself!”
Weavers weave new rugs on looms.
Phonics and Fluency
law awful fault join ploy
choice toiled royal bow
hour about allowed crowd proudly
cow loudly hawk awkward
The ruler of the town grew tired.
It was her choice to toil all night on the
project.
“Why, you must wear them tomorrow in the
Royal Procession!”
Selection Vocabulary
wardrobe—a collection of clothes
scholars—highly educated people
finery—dressy or showy clothing
royal—suitable for royalty—people with the sovereign right to
govern a kingdom
procession—a group moving along in an orderly, ceremonial way
garments—articles of clothing
Assessment, Day 5
 Lesson Assessment
 “The Emperor’s New Clothes” (p. 18-20)
 Spelling: The long /oo/ and long /u/ sounds
 Unit 3 Assessment, page 35
 Vocabulary Assessment
 Unit 3 Assessment, page 21
Inquiry, Day 5
1.
2.
Continue working with your group on your
investigation project. You may use the
computers, encyclopedias, or books from
the classroom library.
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.
Penmanship

Let’s practice writing cursive numbers 9 and 10:
9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9
 10 10 10 10 10 10 10 10 10 10 10 10

9
10
Write in Cursive:
 10 pens and 9 signs of all kinds.



Practice writing rows of 9’s and 10’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 9
and 10.
Writing Process Strategies




Let’s read Writer’s Workbook page 49 to
learn about editing, proofreading, and
publishing.
Let’s look at Transparency 34 to learn how
to present our poems.
Use the checklist on page 49 of your
Writer’s Workbook to help you proofread
and edit your writing.
Make a neat, final copy of your poem on a
piece of clean, white paper.
Writing Process Strategies

Assessment Rubric:
Total Point Value: 10
Lines sound smooth and follow a rhyming pattern. (2
points)
Descriptive adjectives and figures of speech are used.
(2 points)
The poem serves its purpose of entertaining,
explaining, or other stated purpose. (2 points)
The final copy is neat, clean, and easy to read. (2
points)
Mechanics: everything is spelled correctly. (2 points)