Unit 3: Lesson 5

end
endlessly
care

fancy
fanciful
force

able
unable
do

imaginable
lovable
adorable

constantly
wisely
proudly

new
noon
rule
careless
carelessly
forceful
undo
tie
fool
untie
scarcely
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.
What do these words have in common?

end

fancy
fanciful

able
unable

imaginable

constantly
suffix:
-ly (a way something is done)

new
noon
suffix:
suffix:
prefix:
suffix:
endlessly
care
-less (without)
careless carelessly
-ly (a way something is done)
force
forceful
-ful (full of) ** change y to i
do
un- (not or opposite of)
-able (able to)
tie
lovable
wisely
words with the /oo/ sound
undo
rule
untie
adorable
proudly
fool
scarcely
looms
These sentences are from the story.

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!”
Who could identify the words with suffixes and tell what
the base word is?
endlessly, obviously, beautiful, imaginable
•
Weavers weave new rugs on looms.
Which words have the /oo/ or /ū/ sound and how is it
spelled?
new, looms
What is the spelling for the /oo/ and /ū/ sound?

What do you know about fairy tales?

How are plots of fairy tales similar?

Are the characters and setting similar?

Have you ever known someone who worried too
much about how they look?
Some stories try to teach a lesson while they entertain.

How can imagination mislead people or make
them believe things that are not really true?

The story we will be reading is a fairy tale
(a type of folklore)

Fairy tales are not based on fact.
Sometimes they have magical events that
happen (Ex: Cinderella)

This fairy tale was written by Hans
Christian Anderson more than a hundred
years ago. The following story is a modern
version of the story he wrote.






wardrobe:
a collection of clothes
scholars:
highly educated people
finery:
dressy or showy clothing
royal:
suitable for royalty
procession:
a group moving along in an orderly, ceremonial way
garments:
articles of clothing
Day 1: Now let’s practice the words with our corresponding motion.

wardrobe

scholars

finery

royal

procession

garments
Focus Question

Have you ever wanted something so
much that you actually believed it
existed, even if it didn’t? Explain.

How can you use your imagination to
help you achieve a goal?
Day 1: Read Aloud – Comprehension Questions

How was the emperor different from 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.
Day 1: Articles
Articles function as noun signals: they tell you a
noun is coming.

Definite articles signal a particular person, place, or thing.

Indefinite articles signal any person, place, or thing.
Who can identify the indefinite articles? Notice the spelling difference.
1. An imagination is a powerful thing to use.
(An and a are the indefinite articles.)
2. A sense of wonder is an important part of using an
imagination.
(A and an are the indefinite articles.)
**Let’s practice using articles in our Comprehension Workbook p. 82-83

end
endlessly
care

fancy
fanciful
force

able
unable
do

imaginable
lovable
adorable

constantly
wisely
proudly

new
noon
rule
careless
carelessly
forceful
undo
tie
fool
untie
scarcely
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.
end
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
•
Point to a word and choose a student to read the word and
use it in a sentence.

wardrobe: a collection of clothes

scholars: highly educated people

finery: dressy or showy clothing

royal: suitable for royalty

procession: a group moving along in an orderly,
ceremonial way

garments: articles of clothing
Day 2: Vocabulary Practice

wardrobe

scholars

finery

royal

procession

garments
Vocabulary Practice
Match the vocabulary word with its correct definition.

wardrobe
-dressy clothing

scholar
-someone who has a
lot of education

finery
-a parade

royal
-a collection of
clothes

procession
-meant for a king
Vocabulary Practice
wardrobe
scholar
finery
royal
procession
1.
2.
3.
4.
5.
Our school band marched in the _______________.
The professor of science is a great ______________.
Cinderella’s sisters wore their best _____________to
the ball.
The king sat in his _______________ palace.
My uncle has a _________________ of 3-piece
suits.
Day 2: CD of Story - Comprehension Skill
Classify and Categorize

Readers put like things or ideas together in
order to understand new information.

Example:
Qualities of a Good Emperor
Intelligent
Qualities of Good Ministers
Wise
Able
Trustworthy
Brave
Not afraid to tell the truth
Not too worried about clothes
Not afraid to tell the truth
**Let’s practice classifying and categorizing in our Comprehension Workbook on p. 80-81
Day 2: Meet the Original Author

How do you think Hans Christian
Andersen’s father influenced 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?
He wanted others to know that being or looking
different can be a good thing. He wanted others to
know that feeling sad is normal.
Day 2: Meet the Author and Illustrator

Why do you think Westcott wants her readers
to identify with the characters?
She thinks that if readers identify with the characters and can laugh at
them, readers will 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
and what they would like to read about, or what kind of pictures they would
like to see.
Day 2: Review Articles


Remember articles functions as noun signals:
they tell you a noun is coming.
What are the 2 kinds of articles?
definite (the) and indefinite (a/an)

Tell which indefinite article, a or an, should precede it.
_____
_____
_____
_____
_____
_____
scholar
actress
theater
outfit
kingdom
evening
Day 2: Spelling
Word Analysis
dew

Say the word:

Listen to the /oo/ sound. How is the /oo/ sound
spelled?
-ew

Say the word:
few
Listen and notice the difference in the /ū/ sound.

Look at Sound Spelling Card #41, showing the
/oo/ and /ū/ sounds.
Word Analysis
Day 2: Shades of Meaning
learned

Read the word:

What are some words that are related to learned?
(smart, studious)

Read the definition for learned:
- having or showing knowledge.

How would you rank these words in order of smartness?
learned
average
genius
(average – learned – genius)
**Let’s practice ranking words by its shade in the Spelling Workbook p. 66-67.
Day 3
law
 choice
 hour
 cow

awful
toiled
about
loudly
fault
royal
allowed
hawk
join
play
bow
crowd
proudly
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!”

Day 3
What do these words have in common?
law
 choice
 hour
 cow

awful
toiled
about
loudly
fault
royal
allowed
hawk
join
play
bow
crowd proudly
awkward
These words provide practice with diphthongs.
Let’s identify the diphthong in each word.
Day 3
Who can identify the words with diphthongs?
Then use the word in your own sentence.

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!”
Can you think of other words with the same vowel sound.

wardrobe: a collection of clothes

scholars: highly educated people

finery: dressy or showy clothing

royal: suitable for royalty

procession: a group moving along in an orderly,
ceremonial way

garments: articles of clothing
Day 3: Let’s practice these words with our picture cards.

wardrobe

scholars

finery

royal

procession

garments
Day 3: Buddy Read – Followed by Handing Off

Why did the emperor worry so much about
clothes?

What does this concern tell us 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?

Turn to p. 239

Reflect on the painting: Baird Trogon.
Share your thoughts and reactions.

This painting by Robert Lostutter is an example of the
artist’s birdmen.

Why do you think he shows only a portion of the
figure?
So that it is unclear what is happening in this painting, and perhaps
he wanted viewers to use their imaginations.

Can you guess what a trogon is?
a brightly colored, tropical bird.
Day 3: Review Articles

What is an article and when is it used?
An article functions as a noun signal. It is used right before a noun.

What are the 2 kinds of articles?
definite (the) and indefinite (a/an)

Change the definite article to an indefinite article using,
a or an.
the
the
the
the
apple
chair
book
elephant
_____________
_____________
_____________
_____________
Word Analysis
Day 3: Shades of Meaning
wardrobe

Say the word:

Now read the sentence from the story:
Other servants toiled endlessly to keep the
emperor’s vast wardrobe cleaned and pressed.

Which surrounding words relate to the word wardrobe.
Let’s create a range of words showing the shades of meaning
for words that relate to wardrobe.
Start with: clothing  _____________  ___________

(clothing  outfit  wardrobe)
Day 3: Spelling
Word Analysis

Look at Sound Spelling Card #41, showing the /oo/ and
/ū/ sounds.

What are the spellings for the /oo/ and /ū/ sounds?
oo

u__e
u
__ew
__ue
Think of words with the /oo/ and /ū/ around the
classroom.
(unit tests, shoes, rulers)
**Let’s practice the spelling sounds in our Spelling Workbook p. 68-69
Day 4
law
 choice
 hour
 cow

awful
toiled
about
loudly
fault
royal
allowed
hawk
join
play
bow
crowd
proudly
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!”

Day 4
law
• choice
• hour
• cow
•
1.
2.
3.
awful
toiled
about
loudly
fault
royal
allowed
hawk
join
bow
crowd
awkward
play
proudly
Point to a word
Underline it
Then ask a question using that word
beginning with: who, what, where, when,
why, which, how…
Day 4
law
• choice
• hour
• cow
•
awful
toiled
about
loudly
fault
royal
allowed
hawk
join
bow
crowd
awkward
Now let’s do a fast “antonym role call.”
I’ll call out one word and ask someone to name its antonym listed above.
Ready?
1. wonderful
2. comfortable
3. quietly
4. relaxed
5. humbly/modestly
6. common/plain
7. separate
8. forbid
play
proudly



Take out your dictation booklets and blue pens and
let’s begin our dictation!
If you need help, remember to ask:
“What is the spelling for the __ sound
in _______?”
Line 1: ____________ _____________
 Line 2: ____________ _____________
 Challenge word: ________________
 Sentence:___________________________
__________________________________


wardrobe: a collection of clothes

scholars: highly educated people

finery: dressy or showy clothing

royal: suitable for royalty

procession: a group moving along in an orderly,
ceremonial way

garments: articles of clothing
Day 4: Let’s practice matching words with definitions on our pocket chart.

wardrobe

scholars

finery

royal

procession

garments
Day 4: Popcorn Read – Literary Elements

What is the setting of the story?
Where?
When?

Today you will choose a story from Unit 3 and illustrate
the setting.

You may not include any characters from the story, so
include as much detail about the setting as possible.

Do not tell anyone which story you are illustrating. Later
we will display the pictures and invite classmates to tell
which story goes with each picture.
Day 4: Spelling
Word Analysis

The visualization strategy will help you learn to
become a better speller of words with the /oo/
and /ū/ sounds.

Look at the words:

By visualizing that nune does not look like the
correct spelling for noon can help you know how
to spell the word correctly.
noon
nune
Word Analysis
Day 4: Shades of Meaning
toiled

Read the word:

With a partner create a range of words to show
the shades of meaning for words that relate to
toiled.
(attempted – tried – toiled) or (tried – worked – toiled)

Writers create mood through setting, description,
character emotion, and choice of words.

There are many moods, such as:
excitement, suspense, humor, and mystery.

What is mood?
The feeling the writer creates in the story.

What do you think the mood of this story is? Why?
** Let’s practice this skill more in our Comprehension Workbook p. 84-85