Voyages in English 2018, Teacher Edition, Grade 5

GRAMMAR AND WRITING

I N

E N G L I S H

teacher edition

CONTENTS

Introduction

Welcome to Voyages in English

OV-1

Program Overview How to Use This Program

OV-2 OV-24

PA R T

1 GRAMMAR Nouns Teacher Preparation

Section 1

Nouns

Common and Proper Nouns Singular and Plural Nouns More Singular and Plural Nouns Possessive Nouns Collective Nouns Nouns as Subjects and Subject Complements Nouns as Objects Nouns as Indirect Objects Nouns in Direct Address Words Used as Nouns or as Verbs Words Used as Nouns or as Adjectives Noun Review Noun Challenge

1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 1.11

1

Pronouns Teacher Preparation

Section 2

Pronouns

Singular and Plural Pronouns Personal Pronouns Subject Pronouns Object Pronouns Indirect Objects Uses of Pronouns Possessive Pronouns and Adjectives Intensive and Reflexive Pronouns Antecedents Pronouns and Contractions Demonstrative and Interrogative Pronouns Pronoun Review Pronoun Challenge

2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11

1a–1b

2 4 6 8 10 12 14 16 18 20 22 24 26 27a–27b

27 28 30 32 34 36 38 40 42 44 46 48 50 52

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Adjectives Teacher Preparation

Section 3

Adjectives

Descriptive Adjectives Proper Adjectives Articles Repetition of Articles Demonstrative Adjectives Adjectives That Tell How Many Adjectives as Subject Complements Adjectives That Compare More, Most and Less, Least Fewer, Fewest and Less, Least Interrogative Adjectives Adjective Review Adjective Challenge

3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11

53a–53b

53 54 56 58 60 62 64 66 68 70 72 74 76 78

Verbs Teacher Preparation

79a–79b

Section 4

Verbs

79

Action Verbs and Being Verbs Verb Phrases Principal Parts of Verbs Irregular Verbs More Irregular Verbs Simple Tenses Progressive Tenses Present Perfect Tense Past Perfect Tense Future Perfect Tense Linking Verbs Verb Review Verb Challenge

80 82 84 86 88 90 92 94 96 98 100 102 104

4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11

Adverbs Teacher Preparation

Section 5

Adverbs

Adverbs of Time, Place, and Manner Adverbs That Compare Troublesome and Negative Words There Is and There Are Adverb Clauses Adverb Review Adverb Challenge

5.1 5.2 5.3 5.4 5.5

105a–105b

105 106 108 110 112 114 116 118

Prepositions, Conjunctions, and Interjections Teacher Preparation

119a–119b

Section 6 Prepositions, Conjunctions, and Interjections

6.1 6.2 6.3 6.4 6.5 6.6

Prepositions and Their Objects Prepositional Phrases as Adjectives Prepositional Phrases as Adverbs Coordinating Conjunctions Subordinate Conjunctions Interjections Section 6 Review Section 6 Challenge

119 120 122 124 126 128 130 132 134

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Sentences Teacher Preparation

Section 7

Sentences

Kinds of Sentences Simple Subjects and Predicates Complete Subjects and Predicates Direct and Indirect Objects Subject Complements Sentence Order Compound Subjects and Predicates Compound Direct Objects Compound Subject Complements Compound Sentences Complex Sentences Sentence Review Sentence Challenge

7.1 7.2 7.3 7.4 7.5 7.6 7.7 7.8 7.9 7.10 7.11

135a–135b

135 136 138 140 142 144 146 148 150 152 154 156 158 160

Punctuation and Capitalization Teacher Preparation 161a–161b

Section 8

Punctuation and Capitalization

End Punctuation Commas in a Series Commas with Conjunctions Direct Address and Yes and No Apostrophes Capitalization Titles of Works Other Uses of Capitalization Abbreviations Direct Quotations Addresses and Letters Punctuation and Capitalization Review Punctuation and Capitalization Challenge

8.1 8.2 8.3 8.4 8.5 8.6 8.7 8.8 8.9 8.10 8.11

Diagramming Teacher Preparation

162 164 166 168 170 172 174 176 178 180 182 184 186 187a–187b

Section 9

Diagramming

Subjects, Predicates, Direct Objects, Modifiers Indirect Objects Subject Complements Prepositional Phrases Interjections Compound Subjects and Predicates Compound Direct Objects and Indirect Objects Compound Subject Complements Compound Sentences Adverb Clauses Diagramming Practice Diagramming Review Diagramming Challenge

9.1 9.2 9.3 9.4 9.5 9.6 9.7 9.8 9.9 9.10 9.11

161

187 188 190 192 194 196 198 200 202 204 206 208 210 212

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PA R T

Written and Oral 2 Communication Personal Narratives Teacher Preparation

Chapter 1 Personal Narratives

Lesson Lesson Lesson Lesson Lesson Lesson

1 2 3 4 5 6

214

What Makes a Good Personal Narrative?

Introduction, Body, and Conclusion Writing Skills: Sentence Variety Study Skills: Thesaurus Word Study: Exact Words Speaking and Listening Skills: Oral Personal Narratives Writer’s Workshop: Personal Narratives Rubrics

216 220 224 228 232 236 240 251y–251z

How-to Article Teacher Preparation

252a–252b

Chapter 2 How-to Articles

Lesson Lesson Lesson Lesson Lesson Lesson

1 2 3 4 5 6

252

What Makes a Good How-to Article?

Order, Accuracy, and Completeness Writing Skills: Transition Words Study Skills: Synonyms Word Study: Using the Internet Speaking and Listening Skills: How-to Talks Writer’s Workshop: How-to Articles Rubrics

254 258 262 266 270 274 278 289y–289z

Business Letters Teacher Preparation

290a–290b

Chapter 3 Business Letters

Lesson Lesson Lesson Lesson Lesson Lesson

1 2 3 4 5 6

290

What Makes a Good Business Letter?

Purpose Writing Skills: Roots Study Skills: Combining Sentences and Sentence Parts Word Study: Business E-Mails Speaking and Listening Skills: Business Telephone Calls Writer’s Workshop: Business Letters Rubrics

292 296 300 304 308 312 316 327y–327z

Descriptions Teacher Preparation

328a–328b

Chapter 4 Descriptions

Lesson Lesson Lesson Lesson Lesson Lesson

1 2 3 4 5 6

214a–214b

328

What Makes a Good Description?

Ordering a Description Writing Skills: Graphic Organizers Word Study: Suffixes Study Skills: Dictionary Speaking and Listening Skills: Oral Descriptions Writer’s Workshop: Descriptions Rubrics

330 334 338 342 346 350 354 365y–365z

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Book Reports Teacher Preparation

366a–366b

Chapter 5 Book Reports

Lesson Lesson Lesson Lesson Lesson Lesson

1 2 3 4 5 6

366

What Makes a Good Book Report?

Writing a Book Report Writing Skills: Revising Sentences Study Skills: Prefixes Word Study: Fact and Opinion Speaking and Listening Skills: Oral Book Reports Writer’s Workshop: Book Reports Rubrics

368 372 376 380 384 388 392 403y–403z

Creative Writing: Tall Tales Teacher Preparation

404a–404b

Chapter 6 Creative Writing: Tall Tales

Lesson Lesson Lesson Lesson Lesson Lesson

1 2 3 4 5 6

404

What Makes a Good Tall Tale?

Writing a Tall Tale Writing Skills: Figurative Language Word Study: Homophones Poetry: Nonsense Verse Speaking and Listening Skills: Storytellers’ Contests Writer’s Workshop: Tall Tales Rubrics

406 410 414 418 422 426 430 441y–441z

Persuasive Writing Teacher Preparation

442a–442b

Chapter 7 Persuasive Writing

Lesson Lesson Lesson Lesson Lesson Lesson

1 2 3 4 5 6

442

What Makes Good Persuasive Writing?

Writing a Persuasive Article Word Study: Expanding Sentences Writing Skills: Antonyms Study Skills: Library Speaking and Listening Skills: Persuasive Speeches Writer’s Workshop: Persuasive Writing Rubrics

444 448 452 456 460 464 468 479y–479z

Research Reports Teacher Preparation

480a–480b

Chapter 8 Research Reports

Lesson Lesson Lesson Lesson Lesson Lesson

1 2 3 4 5 6

480

What Makes a Good Research Report?

Gathering and Organizing Information Study Skills: Outlines Writing Skills: Compound Words Word Study: Library Reference Materials Speaking and Listening Skills: Oral Research Reports Writer’s Workshop: Research Reports Rubrics

Common Proofreading Marks

482 486 490 494 498 502 506 517y–517z

518

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PA R T

3 BONUS CHAPTERS Expository Writing Teacher Preparation

520a–520b

Chapter 9 Expository Writing

Lesson Lesson Lesson Lesson Lesson Lesson

1 2 3 4 5 6

520

What Makes Good Expository Writing?

Gather Different Kinds of Information Writing Skills: Connecting Ideas Word Study: Clues to Word Meaning Study Skills: Digital References Speaking and Listening Skills: Panel Discussion Writer’s Workshop: Expository Writing Rubrics

522 526 530 534 538 542 546 557y–557z

Literary Analysis Teacher Preparation

558a–558b

Chapter 10 Literary Analysis

Lesson Lesson Lesson Lesson Lesson Lesson

1 2 3 4 5 6

558

What Makes a Good Literary Analysis?

Using Evidence Writing Skills: Using Verb Tenses Word Study: Varieties of English Study Skills: Annotating Speaking and Listening Skills: Book Club Writer’s Workshop: Literary Analysis Rubrics

560 564 568 572 576 580 584 595y–595z

Poetry Teacher Preparation

596a–596b

Chapter 11 Poetry

Lesson Lesson Lesson Lesson Lesson Lesson

1 2 3 4 5 6

596

What Makes Good Poetry?

Sound Devices Writing Skills: Punctuating Pauses Word Study: Recognizing Idioms, Adages, and Proverbs Study Skills: Study and Memorize a Poem Speaking and Listening Skills: Poetry Slam Writer’s Workshop: Poetry Rubrics

598 602 606 610 614 618 622 633y–633z

Writing Traits

634

Grammar and Mechanics Handbook

635

Index

661

Acknowledgments

670

Scope and Sequence

T-673–T-685

Common Core State Standards Correlations

T-686–T-692

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SECTION PLANNER

1

Nouns SECTION FOCUS • Common and Proper Nouns • Singular and Plural Nouns • Possessive Nouns

GRAMMAR FOR GROWN-UPS

• Collective Nouns

Understanding Nouns

• Nouns as Subjects and Subject Complements

A noun is a word that names a person, a place, or a thing. There are different types of nouns, including common, proper, possessive, and collective.

• Nouns as Objects • Nouns as Indirect Objects • Nouns in Direct Address • Words Used as Nouns or as Verbs • Words Used as Nouns or as Adjectives

SUPPORT MATERIALS Practice Book Daily Maintenance, pages 2–4 Grammar, pages 5–17 Assessment Book Section 1 Assessment, pages 1–4 Loyola Press Online Assessment System Writing Chapter 1, Personal Narratives Customizable Lesson Plans www.voyagesinenglish.com

CONNECT WITH LITERATURE Consider using the following titles throughout the section to illustrate the grammar concept:

Borreguita and the Coyote

by Verna Aardema A Mink, a Fink, a Skating Rink: What Is a Noun? by Brian P. Cleary The Right Word: Roget and His Thesaurus by Jennifer Bryant

A common noun names a general person, place, or thing.

Joey delivered the newspaper to his neighbor.

A proper noun names a particular person, place, or thing.

Joey delivered the newspaper to Mrs. Hoffmann.

A collective noun names a group of people, places, or things that functions as a unit. Collective nouns are generally treated as singular nouns.

The team shares equipment.

The class has homework to complete.

A possessive form of a noun shows ownership. A singular possessive is formed by adding -’s to a singular noun.

The pet’s cage needs to be cleaned.

A plural possessive is formed by adding an apostrophe after the plural form of a regular noun.

The employees’ bonuses were sent in the mail.

Some words can be used as both nouns and verbs.

My wish came true. (noun) I wish for a new trampoline. (verb) Other nouns can be used as nouns and as adjectives.

The city is a wonderful place to live. (noun) I play in the city baseball league. (adjective)

“

One of the glories of English simplicity is the possibility of using the same word as noun and verb.

”

—Edward Sapir

www.voyagesinenglish.com • Nouns • 1a

SECTION PLANNER

Nouns

1

COMMON ERRORS

ASK AN EXPERT

Possessives with Irregular Plurals

Real Situations, Real Solutions

Some developing writers make the mistake of putting the apostrophe in the wrong place when writing an irregular plural possessive form of a noun.

Grammar Geezer Number Nouns What do you do if a sentence begins with a noun that is a number? Do you begin the sentence with the numeral or with a word?

ERROR: The childrens’ clothes are wet.

CORRECT: The children’s clothes are wet.

ERROR: Do you know the way to the mens’

It doesn’t add up, Venessa J.

locker room?

CORRECT: Do you know the way to the men’s locker room?

Record on a poster irregular plural possessive nouns so students can refer to the words as they write. Remind students to look consistently for possible spelling errors as they proofread.

Venessa J. Re: Number Nouns Remember the old rule: Every sentence must begin with a capital letter. A numeral is not a letter, so don’t begin a sentence with a numeral. Spell out the number word or revise the sentence so that the number is not used as the first word.

Your number one fan, Grammar Geezer

SENTENCE DIAGRAMMING You may wish to teach nouns in the context of diagramming. Review these examples. Then refer to the Diagramming section.

Allison ran a marathon.

Allison

Grammar Geek Pausing for Plurals

ran

marathon

Is there an easy way to help my students understand how to make regular nouns plural?

a Needing assistance, Bethany M.

subject

verb

direct object jec ad e tiv

Kathleen gave me an apple.

Kathleen

gave

an

subject

verb direct object indirect object jec ad

e tiv

1b • Section 1

Display the visual below and review it with students before providing instruction in writing, language arts, or spelling. Ask volunteers to provide examples each time.

Most Nouns Add -s.

apple me

Bethany M. Re: Pausing for Plurals

Nouns Ending in s, x, ch, or sh Add -es.

Nouns Ending in a Consonant + y Change the y to i and add -es.

After ample review the information will transfer into their writing.

Happy to assist, Grammar Geek

PART

1

GRAMMAR SE

CTION

1 Nouns 1.1

Common and Proper Nouns

1.2

Singular and Plural Nouns

1.3

More Singular and Plural Nouns

1.4

Possessive Nouns 8

1.5

Collective Nouns 10

1.6

Nouns as Subjects and Subject Complements 12

1.7

Nouns as Objects

1.8

Nouns as Indirect Objects

1.9

Nouns in Direct Address

1.10

Words Used as Nouns or as Verbs

1.11

Words Used as Nouns or as Adjectives

2 4 6

14 16 18 20 22

Noun Review 24 Noun Challenge 26

1

1.1

Common and Proper Nouns

OBJECTIVES • To identify and use common and proper nouns • To understand that a proper noun starts with a capital letter

DAILY MAINTENANCE Assign Practice Book page 2, Section 1.1. After students finish, 1. Give immediate feedback.

2. Review concepts as needed.

3. Model the correct answer.

Pages 4–5 of the Answer Key contain tips for Daily Maintenance.

WARM-UP Write on note cards the following nouns: baseball, shopping, school, games, government, food, movies, and vacation. Have small groups choose a card and write as many nouns that relate to that noun as possible in two minutes.

PRACTICE

1.1

EXERCISE 4 Encourage students to complete the exercise using both common and proper nouns. Ask volunteers to share their sentences with the class.

Common and Proper Nouns A noun is a word that names a person, a place, or a thing.

A common noun names any one of a class of people, places, or things.

TEACH

2 • Section 1.1

EXERCISE 3 Complete item 10 with the class. Point out that talent and personality are nouns, even though they cannot be physically touched.

EXERCISE 2 Review the difference between common nouns and proper nouns.

Remind students that they can test for a proper noun by checking

Read from a piece of writing that the class is currently reading. Emphasize the common and proper nouns.

Read aloud the definitions of a noun and a common noun and the examples. Write on the board the headings Person, Place, and Thing.

Ask students to give examples of each from the lists students created during the Warm-Up. Have a volunteer read aloud the definition of a proper noun and the examples. Encourage students to look at the list on the board, read aloud each noun, and tell whether it is a common noun or a proper noun. Ask students to explain their responses.

Provide examples of common nouns such as writer, teacher, doctor, and athlete. Ask volunteers to name proper nouns that would fit into the same category. For example, for the noun writer, students might say Dr. Seuss.

whether it names a particular person, place, or thing and begins with a capital letter.

EXERCISE 1 Encourage students to create a three-column chart with the headings Person, Place, and Thing. Have students record their answers in the chart. Complete the first item as a class. Then have small groups complete this exercise. Invite volunteers to share their answers with the class.

PERSON

PL ACE

THING

skater citizen writer governor

rink country library capital

ice skates flag book law

A proper noun names a particular person, place, or thing.

Proper nouns begin with capital letters.

PERSON

PL ACE

THING

Shawn Johnson Nelson Mandela Columbus Anne Frank

Iowa South Africa Spain Europe

Olympics Nobel Peace Prize Santa Maria Bill of Rights

EXERCISE 1 Tell whether each noun names a person, a place, or a thing. Then tell whether each is a common noun or a proper noun.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

2

•

James Naismith Massachusetts inventor teacher basket

11.

12.

13.

14.

15.

LeBron James Boston Garden fan seat Yao Ming

scoreboard gym Indiana uniform coach

Section 1.1

Dr. James Naismith, inventor of basketball

APPLY

ASSESS

TEACHING OPTIONS

APPLY IT NOW Ask students to write a short paragraph about the sport they chose, using all 10 nouns.

Invite volunteers to share their paragraphs with the class. Ask listeners to raise their hands when they hear a proper noun.

Students should demonstrate an understanding of common and proper nouns.

Note which students had difficulty identifying common and proper nouns. Assign Practice Book page 5 for further practice.

Reteach

WRITING CONNECTION

Use pages 214–215 of the Writing portion of the book. Be sure to point out common nouns and proper nouns in the literature excerpt and the student model.

Students should identify the proper nouns Anne Frank, Monday, September, Mrs. Van Daan and Anne.

Assign each of three groups one of these categories: person, place, or thing. Have students write as many common and proper nouns as they can for their category. When students have completed their lists, have students write five sentences using nouns from their lists. Encourage volunteers to read aloud their lists and sentences. Have students identify the nouns in the sentences and tell whether they are common or proper nouns.

Meeting Individual Needs Extra Support Have each student choose a paragraph from a newspaper, a magazine, or an online article. Direct students to write all the nouns in the paragraph. Ask students to underline the common nouns and circle the proper nouns. Have students exchange their work with a partner.

Allow time for partners to check the lists, add any missing nouns, and circle or underline each noun. Have partners determine whether each noun names a person, place, or thing.

EXERCISE 2 Tell whether each noun is a proper noun or a common noun. Then write a common noun for each proper noun and a proper noun for each common noun.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

song

Apollo city Pablo Picasso landmark

writer athlete Rhode Island actor Canada

EXERCISE 3 Identify the nouns in each sentence. Tell whether each names a person, a place, or a thing. Tell whether each is a common noun or a proper noun. The number of nouns in each sentence is shown in parentheses.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Cooperative Learning Have small groups write sentence pairs. Tell students that the first sentence in the pair should have common nouns and that the second sentence should have proper nouns that correspond to the common nouns.

Use these sentences as a model:

Michael Jordan was born in New York. (2) When Michael was a baby, his family moved to North Carolina. (4) Jordan played basketball in high school. (3) The teen was cut from the team. (2) His practice got the young man off the bench. (3) The young athlete later led the University of North Carolina to a national championship. (3) Jordan helped the United States win a gold medal at the Olympics. (4)

The baseball player drove to the ballpark.

The now-respected player joined the professional team in Chicago. (4) Jordan became a superstar in professional basketball. (3) His incredible talent and his likable personality earned him fans around the world. (4)

Derek Jeter played at Yankee Stadium.

EXERCISE 4 Complete each sentence with nouns.

1.

2.

3.

4.

I like to play

and

My favorite athletes are

. and

Sports I like to watch are The and the where I play sports.

and

Allow time for groups to share their sentences with another group.

. .

are places

APPLY IT NOW Write 10 nouns related to an athlete or a sport that

Identify all the proper nouns in the page 225 excerpt.

interests you. Identify each as a common or a proper noun.

Nouns

•

Common Core Standards CCSS.ELA.L.5.1 CCSS.ELA.L.5.2 CCSS.ELA.SL.5.1b

3

www.voyagesinenglish.com • Nouns • 3

1.2

Singular and Plural Nouns

OBJECTIVES • To identify and use singular and plural nouns • To form the plurals of regular nouns; nouns ending in -s, -x, -z, -ch, and -sh; and irregular nouns ending in -y, -f, or -fe

DAILY MAINTENANCE Assign Practice Book page 2, Section 1.2. After students finish, 1. Give immediate feedback.

2. Review concepts as needed.

3. Model the correct answer.

Pages 4–5 of the Answer Key contain tips for Daily Maintenance.

PRACTICE EXERCISE 1 Review how the plurals of most nouns are formed. Have partners complete this exercise. Encourage students to use the rules in the text if needed. You may wish to suggest that students form their own charts, listing the words according to how the plural form is made.

EXERCISE 2 Review common and proper nouns.

Then complete item 1 with the class. Have students complete the rest of the activity independently.

Have volunteers share their answers and explain how they decided which nouns were singular and which were plural.

EXERCISE 3 Have students complete this exercise independently. Remind them to check the rules in the text if needed. Ask volunteers to share their answers with the class.

WARM-UP Make five sets of plural word puzzles, using sentences strips or note cards. Write the singular and plural forms of each word and cut them apart to make puzzle pieces. Use words whose plurals are formed in a variety of ways. Place each set of puzzle pieces in an envelope. Have students work in small groups to put the puzzle pieces together.

1.2

A singular noun tells about one person, place, or thing. A plural noun tells about more than one.

Sally Ride was an astronaut. (singular) Sally Ride and Kathryn Sullivan were astronauts. (plural)

The plural of most nouns is formed by adding -s to the singular form.

Read from a piece of writing that the class is currently reading. Emphasize the singular and plural nouns.

SINGULAR

PLURAL

SINGULAR

PLURAL

ship

ships

airport

airports

Add -es to form the plural of nouns ending in -s, -x, -z, -ch, and -sh.

SINGULAR

PLURAL

SINGULAR

PLURAL

box

boxes

watch

watches

For nouns ending in -y after a consonant, change the -y to -i and add -es.

TEACH Ask volunteers to read aloud the definition of a singular noun and a plural noun. Ask volunteers to write on the board singular nouns and their plural forms from the Warm-Up. Discuss similarities and differences among the plural forms.

Have volunteers read aloud the rules for forming plural nouns. Ask volunteers to identify which rule applies to each Warm-Up noun on the board. Then challenge students to provide several more examples for each rule.

SINGULAR

PLURAL

SINGULAR

PLURAL

baby

babies

cherry

cherries

For nouns ending in -y after a vowel, add -s.

SINGULAR

PLURAL

SINGULAR

PLURAL

day

days

valley

valleys

For most nouns ending in -f or -fe, add -s.

SINGULAR

PLURAL

SINGULAR

PLURAL

roof

roofs

safe

safes

For some nouns ending in -f or -fe, form the plural by changing the -f or -fe to -v and adding -es.

4

4 • Section 1.2

Singular and Plural Nouns

•

Section 1.2

SINGULAR

PLURAL

SINGULAR

PLURAL

leaf

leaves

shelf

shelves

APPLY

ASSESS

APPLY IT NOW When students have completed their lists, have them change each singular noun into its plural form and each plural noun into its singular form. Have partners exchange lists to check for correct answers. Students should demonstrate an understanding of singular and plural nouns.

Note which students had trouble identifying singular and plural nouns. Assign Practice Book page 6 for further practice.

TEACHING OPTIONS

WRITING CONNECTION

Use pages 216–217 of the Writing portion of the book.

Students should identify the following plural nouns: masses, things, friends, sweets, chocolates, Tales, Legends.

6.

7.

8.

9.

10.

journey airplane lunch ray machine

Students may have difficulty forming some plurals, especially nouns ending in -y after a consonant. Write on large cards the singular form of troublesome nouns (puppy, story), the letters ies, and a large X. Have a volunteer hold a card with the singular noun. Say the word aloud. Then have a volunteer cover the -y with the X. Tell a volunteer to hold the card with the letters ies next to the first volunteer. Say aloud the plural form of the noun. Repeat with as many nouns as time permits.

11.

12.

13.

14.

15.

loss penny thief chimney gulf

fox berry sky knife family

EXERCISE 2 Find the nouns in each sentence. The number of nouns is shown in parentheses. Tell whether each noun is singular or plural.

1.

2.

3.

4.

5.

6.

Sally Ride first wanted to be a tennis player but later studied science. (3)

Meeting Individual Needs

Ride heard that NASA was looking for astronauts. (3) Her studies included jumps with parachutes. (3)

Challenge Have students write a paragraph using only singular nouns.

Then ask partners to exchange paragraphs and change singular nouns to plural. Point out that other words in the sentences may have to be changed when replacing singular nouns with plural nouns. You may wish to use a sentence like the one below to model the process for students.

Ride was the first U.S. woman to orbit Earth. (3) Ride went on two flights and worked for NASA for nine years. (4) Since her trips, Ride has written books about science for students. (5)

EXERCISE 3 Complete each sentence with the plural of the nouns in parentheses.

1. Sally Ride went on two space

(flight), spending a

(day) in space.

total of 14

2. Her

(duty) included helping during (experiment). (launch) and conducting

3. On one mission the butter,

(astronaut) took peanut (loaf) of bread, and (candy).

4. Sally is one of the

Write on the board singular nouns that correspond to each rule covered in the text, such as toy, book, fox, pass, fuzz, peach, wish, berry, chimney, loaf, and half. Have volunteers write on the board the plural form and explain each rule they used to form that plural. Ask students to add other words whose plurals are formed using the same rule.

English-Language Learners

EXERCISE 1 Write the plural of each noun.

1.

2.

3.

4.

5.

Reteach

(advocate) of science

The boy and his dog ran to see the girl and her cat.

education.

5. Young women had fewer

(opportunity) in science

when Ride was growing up.

6. One of her

(project) lets middle-school (class) shoot photos of Earth from space.

The boys and their dogs ran to see the girls and their cats.

Sally Ride

7. Her

(hope) are for (astronaut) to go to even more (place) in space and to have more (responsibility).

APPLY IT NOW Choose one paragraph from a newspaper article. List each noun. Write S if the noun is

Identify the plural nouns in the last paragraph of page 214 excerpt.

Common Core Standards CCSS.ELA.L.5.1 CCSS.ELA.L.5.2e

singular or P if it is plural.

Nouns

•

5

www.voyagesinenglish.com • Nouns • 5

1.3

More Singular and Plural Nouns

OBJECTIVES • To form plurals of nouns ending in -o after a vowel, nouns ending in -o after a consonant, nouns that use a different word to show the plural, and nouns that use the same word for both the singular and plural • To become accustomed to using a dictionary to check plural forms

DAILY MAINTENANCE Assign Practice Book page 2, Section 1.3. After students finish, 1. Give immediate feedback.

2. Review concepts as needed.

3. Model the correct answer.

Tell students that a dictionary may show alternative spellings, as in cargos and cargoes, but that the first spelling is usually the more common form. Write on the board motto, portfolio, tomato, and foot.

Have students use a dictionary to find the plural form of each word.

Ask volunteers to write on the board the correct plural form of each word.

PRACTICE EXERCISE 1 Encourage students to look up in a dictionary any word with an unfamiliar plural form.

When students have completed

Pages 4–5 of the Answer Key contain tips for Daily Maintenance.

WARM-UP

1.3

Write the following nouns on separate note cards: studio, studios, tomato, tomatoes, video, videos, mouse, mice, tooth, teeth, child, and children. Shuffle the cards and place them facedown on a table. Invite a student to play Concentration. Have the student turn over two cards in an attempt to match the singular and plural forms of a noun. If the student makes a match, have him or her remove the cards from the table. Continue with other students until all the nouns have been matched correctly.

More Singular and Plural Nouns

SINGULAR

PLURAL

SINGULAR

PLURAL

radio

radios

rodeo

rodeos

For a noun ending in -o after a consonant, form the plural by adding -es to the singular.

SINGULAR

PLURAL

SINGULAR

PLURAL

potato

potatoes

hero

heroes

For some nouns ending in -o after a consonant, however, the plural is formed by adding -s.

SINGULAR

PLURAL

SINGULAR

PLURAL

piano

pianos

solo

solos

Some singular nouns use a different word to show the plural.

SINGULAR

PLURAL

SINGULAR

PLURAL

goose woman child tooth

geese women children teeth

man ox mouse person

men oxen mice people

Some nouns use the same word for both singular and plural.

TEACH

6 • Section 1.3

EXERCISE 2 Review the rules for forming plurals. Suggest that students scan the sentences to determine which rule to use to form the correct plural of the word in parentheses. Have students complete the exercise independently. Ask volunteers to read the sentences aloud and to explain how they determined the plural of each word.

For a noun ending in -o after a vowel, form the plural by adding -s to the singular.

Read from a piece of writing that the class is currently reading. Emphasize the singular and plural nouns.

Have volunteers read aloud each rule for forming plurals. Discuss the examples. Acknowledge that students may have difficulty seeing patterns and reasons for these rules. Mention that irregular plurals of nouns can be confusing.

Stress that students should use a dictionary to check plural forms.

the exercise, have them write sentences using five plurals. Ask volunteers to write their sentences on the board. Have the class check the plural forms.

SINGULAR

PLURAL

SINGULAR

PLURAL

deer sheep Iroquois

deer sheep Iroquois

fish series species

fish series species

Use a dictionary to check plural forms.

6

•

Section 1.3

APPLY

ASSESS

APPLY IT NOW Suggest that students identify the rule in the text to form the plural of each noun to be sure the plurals are correct. Ask volunteers to write their sentences on the board.

Have students explain the rule used to form each plural noun.

Students should demonstrate an understanding of determining the correct plural forms.

Note which students had difficulty determining the correct plural forms and using a dictionary to check plurals. Assign Practice Book page 7 for further practice.

TEACHING OPTIONS

WRITING CONNECTION

Use pages 218–219 of the writing portion of the book.

Reteach Write on the board sentences with irregular plurals, leaving blanks where the plurals should be. Write the irregular plurals on note cards.

Have volunteers read aloud each sentence, choose the card with the correct plural, and write the plural on the board to complete the sentence.

Invite a volunteer to read aloud the completed sentence. Discuss whether the chosen word is correct. Then ask students to give the singular form of each plural in the sentences and the rule used to form the plural.

English-Language Learners Tell students that oral practice is an effective way to reinforce rules for forming plural nouns. Have students read aloud the words from the last two rules on page 6, adding numbers to emphasize singular and plural forms.

For example, students should say one goose, two geese; one sheep, two sheep. Have students draw pictures and label them to go along with the singular and plural forms of the words.

Encourage students to add lists of irregular plurals to their notebooks.

EXERCISE 1 Write the plural of each noun.

1.

2.

3.

4.

5.

6.

7.

8.

tomato studio shrimp silo

9.

10.

11.

12.

foot moose echo trio

alto mosquito salmon corps

EXERCISE 2 Complete each sentence with the plural of the noun or nouns in parentheses.

1.

2.

3.

4.

5.

6.

In colonial days

(person) did different tasks.

The

(woman) often gathered to make quilts.

The

(man) worked together to build houses.

The

(child) did work in the home.

The girls would cook the meals and do the

(dish).

Meeting Individual Needs

The boys would feed the farm (animal): (turkey), (chicken), (calf). (goose), and

Logical Have partners create formulas that show how to form irregular plurals. Example:

7. Instead of horses, farmers sometimes used (ox).

8. The (sheep) provided wool to make clothing.

9. Warm (scarf) and (shawl) were made

radio + s = radios

from this animal fiber.

10. Crops grown in the (tomato),

(colony) included (bean), and (pumpkin).

11. Cotton from the South was used to make

potato + es = potatoes Have partners write and illustrate each equation. Remind them to use a dictionary to check their work.

Have partners share their work with the class.

(shirt) and

(dress).

12. In New England

(fish) became important in the

colonists’ diet.

13. Colonists ate

(cod),

(turtle), and

(lobster).

14. New England colonists sometimes hunted wild game such as (rabbit).

15. At night board

16. The

(deer) and

(family) did chores, played (game), or danced.

(life) of colonial (person) on farms was difficult.

APPLY IT NOW

Common Core Standards

Write the plural form of these nouns. Use each in a sentence. tomato photo statue

CCSS.ELA.L.5.2e CCSS.ELA.L.5.4c CCSS.ELA.SL.1

deer chimpanzee country Nouns

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1.4

Possessive Nouns

OBJECTIVE • To identify and create possessive nouns

DAILY MAINTENANCE Assign Practice Book page 2, Section 1.4. After students finish, 1. Give immediate feedback.

2. Review concepts as needed.

3. Model the correct answer.

Pages 4–5 of the Answer Key contain tips for Daily Maintenance.

WARM-UP

Then have students add the WarmUp examples to the appropriate columns. If students have not suggested words with irregular plurals, add some to the list.

PRACTICE EXERCISE 1 Discuss the example, pointing out which rule applies for forming each possessive. Then have partners complete the exercise.

Have volunteers read aloud their answers and identify the rule they used to form each possessive.

Write these phrases on the board:

EXERCISE 2 Remind students that the possessive form of a plural noun ending in -s requires that only an apostrophe be added. Ask a volunteer to explain how to form the possessive of plurals that do not end in -s. Have partners complete the exercise.

EXERCISES 3 & 4 Ask small groups to complete the exercises. When students have finished, ask volunteers to explain how they chose whether to use an apostrophe with an -s or to simply add an apostrophe at the end of each word.

the hat that belongs to Haley the shoes that belong to Shia the ring that belongs to Ronaldo the tails that belong to the dogs

1.4

Have volunteers rewrite the phrase in a different way (Haley’s hat). Ask students to explain why they rewrote the phrases the way they did.

Possessive Nouns The possessive form of a noun expresses possession, or ownership.

The apostrophe (’) is the sign of a possessive noun.

Kevin’s tuba is in its case.

The tuba belongs to Kevin. The word Kevin’s is a possessive noun.

Read from a piece of writing that the class is currently reading. Emphasize the possessive nouns.

To form the singular possessive, add an apostrophe and -s to the singular form of the noun.

The singer’s voice was powerful.

To form the possessive of plural nouns ending in -s, add an apostrophe only.

The singers’ voices were loud.

TEACH

To form the possessive of plural nouns that do not end in -s, add -’s.

The women’s voices were beautiful.

Write the following on the board:

The possessive of a singular proper noun ending in -s is formed by adding -’s.

the violinist’s music

Iris’s favorite song is “America the Beautiful.”

the violinists’ instruments

Ask students how many violinists have music (one). Then ask how many violinists have instruments (more than one). Discuss how students determined the answers (by looking at the placement of the apostrophe).

Have volunteers read aloud the rules for forming possessive nouns and the examples. Ask students to give additional examples for each rule. Write each example on the board under one of the following headings: Add an apostrophe and -s and Add an apostrophe only.

8 • Section 1.4

James’s song in the recital was in Spanish.

The plural possessive of a proper noun is formed just as the plural possessive of a common noun is formed.

The Phillipses’ home was the site of many concerts.

The Whites’ donations to the orchestra helped buy many instruments.

EXERCISE 1 Write the singular possessive and the plural possessive form of each noun.

EXAMPLE

1.

2.

3.

4.

5.

8

•

sister child puppy goose teacher

Section 1.4

baby baby’s babies’

6.

7.

8.

9.

10.

player bear dinosaur athlete mother

11.

12.

13.

14.

15.

deer man hero astronaut mayor

Suggest that students use a current events article from a local newspaper’s website.

APPLY APPLY IT NOW Have students brainstorm a list of popular musicians.

Encourage students to write a short story about a musician and include possessive nouns.

Have volunteers read aloud their sentences. Challenge listeners to raise one hand when they hear a singular possessive noun and two hands when they hear a plural possessive noun. Students should demonstrate an understanding of possessive nouns.

ASSESS Note which students had difficulty identifying singular and plural possessive nouns. Assign Practice Book page 8 for further practice.

WRITING CONNECTION

Use pages 220–221 of the Writing portion of the book.

TEACHING OPTIONS Reteach Write on the board the headings Singular Possessive and Plural Possessive. Ask students to name the characteristics of each category. Write students’ answers in the appropriate columns. Give students a set of 20 note cards with a noun written on each card. Direct students to write the singular possessive and the plural possessive of each noun. If students are having difficulty, explain the process, using a noun from the board.

Encourage students to write one sentence using a singular possessive and one sentence using a plural possessive. Ask volunteers to read aloud their sentences.

Meeting Individual Needs Challenge Provide students with magazines and two highlighters of different colors. Encourage students to use one color to highlight each singular possessive noun in their articles and the other color to highlight each plural possessive noun. Invite volunteers to share their findings.

EXERCISE 2 Write the possessive noun in each sentence. Tell whether it is singular or plural in form.

1. Andres Segovia’s work elevated the place of the guitar in classical music.

2. Before Segovia many people’s view was that the guitar was neither a serious nor an important instrument.

3.

4.

5.

6.

7.

Composers’ works for orchestras did not include guitar.

Segovia played classical musicians’ works on his guitar.

The Spanish guitarist’s concerts became celebrated.

Cooperative Learning

The translation of Bach’s work to the guitar resulted in amazing pieces.

Other guitarists’ debt to Segovia is recognized, and he is called the father of classical guitar.

Ask partners to write sentence pairs using singular and plural possessive nouns. Provide students with the following example:

EXERCISE 3 Rewrite each of the following, using singular possessive nouns.

EXAMPLE

the performance of the guitarist the guitarist’s performance

1. the guitar of the musician 2. the efforts of this man 3. the music of Bach

That is Alicia’s guitar.

4. the lessons of the teacher 5. the applause of the audience 6. the sound of the orchestra

The other musicians’ guitars are here.

EXERCISE 4 Rewrite each of the following, using plural possessive nouns.

EXAMPLE

the performances of the guitarists the guitarists’ performances

1.

2.

3.

4.

5.

6.

the legacy of the musicians the voices of the sopranos the cases of the violinists the sound of the drums

APPLY IT NOW

the works of classical composers the lessons of my teachers

Write four sentences

Common Core Standards

about a famous musician or singer. Include at least

CCSS.ELA.L.5.1 CCSS.ELA.L.5.2

three possessive nouns in your writing.

▲

In an online article about a musician or singer, identify the possessive nouns.

Nouns

Encourage students to use a variety of possessives, including singular nouns, plural nouns, common nouns, and proper nouns. Challenge students to write at least one sentence reflecting each of the rules in the text. Ask volunteers to write their sentence pairs on the board.

•

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1.5

Collective Nouns

OBJECTIVE • To identify and use collective nouns

DAILY MAINTENANCE Assign Practice Book page 3, Section 1.5. After students finish, 1. Give immediate feedback.

2. Review concepts as needed.

3. Model the correct answer.

Pages 4–5 of the Answer Key contain tips for Daily Maintenance.

PRACTICE EXERCISE 1 Read aloud the example and complete the first item with the class. As you discuss the collective nouns, point out that each term represents a group of people or things treated as a single unit. Have students complete the exercise independently. When students have finished the exercise, invite volunteers to write their sentences on the board.

EXERCISE 2 Read each sentence aloud and call on a volunteer to identify the collective noun. If students have difficulty identifying the nouns, ask which word names a group of people, animals, places, or things that can be considered a unit.

EXERCISE 3 Have students complete this exercise independently. When students have finished, invite volunteers to read their answers aloud. Discuss alternative answers for each sentence.

WARM-UP Write the following on the board: school of fish

Have small groups create a list of other nouns that name groups of animals (flock of sheep, colony of ants, swarm of bees, pride of lions).

Tell students that the group with the most nouns on their list after two minutes wins.

1.5

Collective Nouns A collective noun names a group of people, animals, places, or things that are considered a unit. A collective noun usually, but not always, acts as a singular noun.

Read from a piece of writing that the class is currently reading. Emphasize the collective nouns.

The public likes stories of impossible victories.

An international committee organizes the Olympics.

Here is a list of some common collective nouns.

TEACH Ask a volunteer to read aloud the definition of a collective noun.

Then ask volunteers to write on the board their examples from the Warm-Up and to underline the collective nouns. Emphasize that in addition to groups of animals, collective nouns also name groups of people, places, and things. Read aloud the list of common collective nouns.

Read aloud the rest of the text.

Point out that collective nouns generally are treated as singular nouns, meaning that all members are doing the same thing at the same time. Explain that a singular verb should match a singular collective noun (The audience claps. Claps is singular.)

committee

group

audience

council

herd

bunch

crowd

jury

chorus

faculty

orchestra

cast

family

staff

class

flock

swarm

club

government

team

When a collective noun is singular, it agrees with a singular verb.

When the group is viewed as acting as a unit, the verb form is singular.

Note that singular verbs in the present tense end in -s.

A crew cleans the ice at the hockey rink at intermission.

The team spends hours practicing together on the ice.

EXERCISE 1 Write a collective noun for each word.

Use it in a sentence.

EXAMPLE

1.

2.

3.

4.

10

10 • Section 1.5

army

•

students grapes sheep soldiers

Section 1.5

players

5.

6.

7.

8.

team

teachers spectators relatives actors

I am on the soccer team.

9.

10.

11.

12.

musicians cows bees singers

EXERCISE 4 Read aloud the example sentences in the lesson. Remind students that collective nouns usually agree with a singular verb. Then have students complete the activity independently. Ask volunteers to read their sentences aloud.

ASSESS

TEACHING OPTIONS

Note which students had difficulty identifying and using collective nouns. Assign Practice Book page 9 for further practice.

WRITING CONNECTION

Use pages 222–223 of the Writing portion of the book.

APPLY APPLY IT NOW Invite volunteers to write their sentences on the board. Then have other volunteers underline the collective nouns. Students should demonstrate an understanding of collective nouns.

6.

7.

8.

9.

10.

Kinesthetic Read aloud a story. Have students stand up when they hear a collective noun. Then have them sit down when they hear the next collective noun. Continue reading and having students stand up and sit down until the story ends. When you have finished reading, ask students to name all the collective nouns they remember from the story.

Curriculum Connection Tell students there are many collective nouns that are used to name groups of animals and insects. Point out that some of these were used in the WarmUp. You may wish to review some of these nouns. Then ask partners to research additional collective nouns for groups of animals and insects.

Encourage partners to use the Internet to do their research. Discuss words students may use to begin their search. Have each pair make a poster with all the collective nouns partners find and present it to the class.

The 1980 U.S. Olympic hockey team won a gold medal.

This bunch of players obviously was skilled.

However, this hockey club lacked experience.

The team was not expected to win by most sports experts.

The audience filled the arena at Lake Placid, New York, for the semifinal game against the Soviet Union.

The home crowd was excited and boisterous.

The group of young players beat the favored Europeans.

A swarm of players celebrated on the ice.

A committee voted them into the Hockey Hall of Fame.

Our class watched a movie about this famous game.

EXERCISE 3 Complete each sentence with a collective noun.

Use words from the list on page 10. More than one answer may be correct.

1.

2.

3.

4.

5.

6.

7.

Our school The U.S. A The city The drama The

Write collective nouns on note cards.

Have a student choose a card, say a sentence using the word, and name another collective noun in the same category. For example, if a student chooses the word club, another collective noun might be committee.

Meeting Individual Needs

EXERCISE 2 Identify the collective noun in each sentence.

1.

2.

3.

4.

5.

Reteach

usually sings at assemblies. has its center in Washington, D.C. of sheep once lived on the White House grounds. governs our town, together with the mayor.

Common Core Standards

puts on a school play every year. is totally made up of student actors.

My still-life painting shows a

CCSS.ELA.L.5.1 CCSS.ELA.W.5.6

of grapes.

EXERCISE 4 Complete each sentence with the correct form of the verb in parentheses.

1. A hockey team 2. The Olympic Committee

(play) on an ice rink. (choose) the sports for the

winter and summer games.

3. A jury

(decide) on the winners in some sports, such as figure skating.

4. The crowd

(applaud) winners as they receive their medals.

APPLY IT NOW Choose three collective nouns that relate to after-school activities. Write five sentences about yourself, using the collective nouns.

Nouns

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1.6

Nouns as Subjects and Subject Complements

OBJECTIVE • To identify and use nouns that function as subjects or subject complements

DAILY MAINTENANCE Assign Practice Book page 3, Section 1.6. After students finish, 1. Give immediate feedback.

2. Review concepts as needed.

3. Model the correct answer.

Pages 4–5 of the Answer Key contain tips for Daily Maintenance.

WARM-UP Write on sentence strips sentence starters that have subjects and linking verbs.

Write on separate sentence strips subject complements that would complete each sentence starter. Place the sentence starters in a stack facedown on a table. Spread out the subject complements faceup on the table.

Have students choose a sentence starter, read it aloud, and find a subject complement to complete the sentence. Ask students to write their sentence on the board.

Ask a volunteer to read aloud about nouns used as subjects. Tell students that they can find the subject by asking who or what before the verb. Read aloud the example sentence. Then ask Who was born on January 15, 1929?

(Martin Luther King, Jr.).

Invite a volunteer to read aloud the definition and example of a subject complement. Point out that students should look for linking verbs such as am, is, are, was, or were when identifying subject complements. Remind students 12 • Section 1.6

EXERCISE 2 Review the role of the subject.

Encourage students to ask who or what before each verb. Have students complete the exercise independently.

PRACTICE

EXERCISE 3 Have small groups complete the exercise. Suggest that students first identify the linking verb in each sentence. Remind them that a subject complement follows

EXERCISE 1 Have students scan the sentences to understand the general topic.

Tell them to select the word that

1.6

Nouns as Subjects and Subject Complements A noun can be the subject of a verb. The subject tells what a sentence is about.

Martin Luther King Jr. was born on January 15, 1929.

The subject of this sentence is Martin Luther King Jr. To find the subject, ask who or what before the verb. Who was born? The answer is Martin Luther King Jr. A noun can be a subject complement. A subject complement follows a linking verb, such as am, is, are, was, or were. It renames the subject.

Read from a piece of writing that the class is currently reading. Emphasize the nouns used as subjects and subject complements.

TEACH

makes the most sense in each sentence. Encourage volunteers to read aloud their sentences as the rest of the class checks their answers.

that a subject complement renames the subject. Then ask volunteers to underline the subjects and circle the subject complements from the Warm-Up examples on the board.

Point out that some sentences are incomplete without a word after the verb, and when the verb is a linking verb, the word following it is a subject complement.

Martin Luther King Jr. was a minister.

(Martin Luther King Jr. = minister)

The subject complement in this sentence is minister.

Can you find the subject and subject complement in this sentence?

Nelson Mandela was a leader in South Africa.

Martin Luther King Jr.

You are correct if you said the subject is Nelson Mandela. The subject complement is leader. It renames the subject (Nelson Mandela = leader).

EXERCISE 1 Complete each sentence with a subject noun from the list. country

hometown

King

laws

marches

monument

people

speech

1. King’s childhood was Atlanta, Georgia.

2. His helped Americans understand the existence of inequality in the country.

3.

4.

5. New

used words, not violence, to win fights. crowded his church for his powerful sermons. in the 1960s helped African Americans

gain their rights.

Nelson Mandela won the Nobel Peace Prize in 1993.

12

•

Section 1.6

a linking verb and renames the subject. Have volunteers share their answers with the class.

demonstrate an understanding of nouns used as subjects or subject complements.

TEACHING OPTIONS

APPLY

ASSESS

APPLY IT NOW Have students brainstorm a list of historical figures. Encourage students to write about a figure from the list. After students have finished, have them rewrite their sentences, reversing each subject and subject complement. Explain that if a revised sentence does not make sense, it should be doublechecked to confirm that the word following the verb is a subject complement. Students should

Note which students had difficulty identifying nouns as subjects or subject complements. Assign Practice Book page 10 for further practice.

Give each student two note cards with nouns that can be used as the subject and the subject complement of a sentence (inventor, Thomas Edison; mice, rodents). On the board write:

WRITING CONNECTION

Reteach

Subject = Subject Complement is are

Use pages 224–225 of the Writing portion of the book.

Ask volunteers to use their cards to write two sentences each, alternating the nouns as subjects and subject complements. Explain that this shows that the subject and the noun subject complement are interchangeable because they rename each other.

Cooperative Learning Have students play a matching game with subjects, linking verbs, and subject complements. Write subjects on note cards. On separate note cards, write a variety of subject complements for each subject. Have students create several sentences, using a subject card and several subject complements, and adding a linking verb. Continue the activity until students recognize that subjects are equal to subject complements.

6. The changed because of King’s work.

7. King’s most famous had the words “I Have a Dream.”

8. A

in Alabama honors him and others who died for civil rights.

EXERCISE 2 Identify the subject in each sentence.

1.

2.

3.

4.

5.

Martin Luther King Jr. skipped ninth and twelfth grades.

Morehouse College admitted him at the age of 15.

His ordination as a minister occurred in 1948.

A church in Montgomery, Alabama, offered him the position of pastor.

The young minister became an important figure in the civil rights movement, a crusade for equal rights for African Americans.

6. People admire King for his courage.

7. His message was one of nonviolent protest.

8. African Americans sought the equal right to use public facilities and

Meeting Individual Needs

schools.

Extra Support Write on the board am, is, are, was, and were. Have small groups write on note cards subjects and subject complements.

Ask students to write the linking verbs from the board on separate cards. Have students make complete sentences using the cards.

9. King’s vital personality attracted many followers.

10. A march brought together 200,000 people in Washington, D.C. 11. A national holiday in January marks his birthday.

EXERCISE 3 Identify the subject in each sentence.

Then identify the subject complement.

1.

2.

3.

4.

5.

6.

7.

8.

Gandhi was an inspiration to Martin Luther King Jr. Gandhi was a supporter of nonviolent protest in India.

King was a determined leader.

An early protest was a bus boycott.

Birmingham was the place of the protest.

King was a powerful speaker.

His speech was an invitation to action.

King was the youngest winner of the Nobel Peace Prize.

9. King was the victim of an assassination in 1968.

10. Coretta Scott King was King’s widow.

11. Mrs. King was a supporter of her husband’s work.

Mahatma Gandhi was known for being a peaceful protester.

Diagram It!

APPLY IT NOW Write three sentences about a historical figure.

Use at least two nouns as subject complements.

Common Core Standards

Underline the subjects and the subject complements in

CCSS.ELA.L.5.1 CCSS.ELA.SL.5.1

your sentences.

Nouns

Section 9.3 uses these concepts in the context of diagramming.

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www.voyagesinenglish.com • Nouns • 13

1.7

Nouns as Objects

OBJECTIVES • To identify and use nouns as direct objects of verbs • To identify and use nouns as objects of prepositions

DAILY MAINTENANCE Assign Practice Book page 3, Section 1.7. After students finish, 1. Give immediate feedback.

2. Review concepts as needed.

3. Model the correct answer.

Pages 4–5 of the Answer Key contain tips for Daily Maintenance.

WARM-UP Write the following sentence starters on the board: Maggie drew

.

Lee admires

.

Kim went into Nick is visiting from

whom after the verb. Explain that some sentences have prepositions that are used to describe place, time, direction, and relationship.

Read aloud about objects of prepositions. Then have students identify the prepositions and the objects of prepositions in the Warm-Up sentences.

PRACTICE EXERCISE 1 Remind students that direct objects answer the question what or whom after the verb. Have small groups complete this activity.

Invite volunteers to share their answers with the class.

1.7

EXERCISE 3 Suggest that students first locate the prepositions in the sentences.

Remind students that the object of the preposition is the noun or pronoun that follows the preposition.

EXERCISE 4 Tell students to create a chart with two columns, Direct Objects and Objects of Prepositions. Have

Nouns as Objects

.

A noun can be used as a direct object of a verb. The direct object answers the question whom or what after an action verb.

.

Have students complete each sentence starter. Invite volunteers to write their completed sentences on the board.

In this sentence the direct object is cartoons. It answers the question What did Charles Schulz draw?

Charles Schulz drew cartoons.

In this sentence the direct object is Charles Schulz. It answers the question Whom did the readers of the Peanuts comic strip appreciate?

Read from a piece of writing that the class is currently reading. Emphasize the nouns used as objects.

Readers of the Peanuts comic strip appreciated Charles Schulz.

A noun can be the object of a preposition. Prepositions show place, time, direction, and relationship. Some prepositions are about, at, by, for, from, in, into, of, on, throughout, to, with, and without. A prepositional phrase consists of a preposition and a noun or a pronoun, which is called the object of the preposition.

TEACH Read aloud the definition of a direct object and the example sentences. Then have students ask what or whom after the action verbs in the first two Warm-Up examples. (Maggie drew what?

Lee admires whom?) Discuss the answers to these questions and point out that the answers are direct objects. Be sure students can distinguish between a subject, which generally precedes the verb, and a direct object, which generally follows it.

Have volunteers read aloud the last two Warm-Up sentences. Ask students if these sentences have direct objects by asking what or 14 • Section 1.7

EXERCISE 2 Have students complete this exercise independently. Explain that students can use more than one word to complete each sentence.

The Peanuts comic strip featured a group of children.

The comic strip appeared in many newspapers.

In the first sentence, of is the preposition and children is the object of the preposition. In the second sentence, in is the preposition and newspapers is the object of the preposition.

EXERCISE 1 Identify the direct object in each sentence.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

14

•

Charles Schulz created famous characters.

One character, Linus, always carries a blanket.

The character Lucy has superior knowledge about everything.

Schulz created Charlie Brown.

Readers loved the ordinary boy.

Charlie had problems.

For example, he didn’t often win his baseball games.

Schulz had a smart dog with the name of Spike.

Spike inspired the creation of the dog Snoopy.

We read Snoopy’s thoughts in cartoon bubbles.

Section 1.7

Charles Schulz drew inspiration from his own life in creating Peanuts.

If possible, take students to the school’s computer lab to type their sentences.

students record their answers in the chart. You may wish to challenge students to add a third column for the subject.

APPLY

TEACHING OPTIONS Reteach

ASSESS

APPLY IT NOW Invite volunteers to write their sentences on the board. Have the class identify each direct object and object of a preposition.

Students should demonstrate an understanding of nouns used as direct objects and objects of prepositions.

Note which students had difficulty identifying direct objects and objects of prepositions. Assign Practice Book pages 11–12 for further practice.

WRITING CONNECTION

Use pages 226–227 of the Writing portion of the book.

Write on the board a three-column chart with the headings Direct Object, Object of a Preposition, and Common Prepositions. Have students discuss what they know about direct objects and objects of prepositions. List students’ responses in the appropriate column. Then have volunteers create sentences that have either direct objects or objects of prepositions. Ask volunteers to write their sentences in the correct column.

Then ask students to name as many prepositions as they can and to record them in the last column.

Meeting Individual Needs Interpersonal Have partners take turns describing things they like to do.

While one partner speaks, encourage the other to listen for prepositions and write them. Have partners compare lists. Encourage partners to use prepositions from their lists to write four sentences with nouns as object of prepositions. Have partners share their sentences with another pair.

EXERCISE 2 Complete each sentence with a direct object.

1.

2.

3.

4.

I really enjoy

.

I read

.

I watch

.

I play

.

5.

6.

7.

8.

I study

.

I am learning

.

I might get

.

I often eat

.

EXERCISE 3 Identify the preposition or prepositions in each sentence. Then identify the object of each preposition.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Charles Schulz wrote about everyday problems.

Newspapers throughout the world published his comics.

English-Language Learners

Peanuts reached millions of readers in 75 countries.

Fans of the cartoonist read his comic strips eagerly.

People identified with Schulz’s characters.

Experiences with failure are part of everyone’s life.

Schulz worked primarily in his studio in California.

He wrote and drew Peanuts for 50 years.

Charles Schulz left his imprint on people’s lives.

The work of Schulz still makes us think—and smile.

Snoopy at a parade

EXERCISE 4 Identify the direct object in each sentence. Then identify each object of a preposition.

1.

2.

3.

4.

5.

6.

Charles Schulz’s comic strip got the name of Peanuts.

Schulz had a friend with the name of Charlie Brown.

The famous character in the strip got his name from that person.

Newspapers around the country printed Schulz’s strip.

Place toys around a desk and say aloud a sentence that describes each. (The dog is on the desk. The cat is below the desk.) Have students repeat each sentence and identify the prepositions. Invite volunteers to move the toys and make up sentences using additional prepositions. You can also do this activity by placing students in different parts of the classroom.

People read Schulz’s work in the newspapers.

People around the world now recognize Snoopy.

7. Someone even wrote a play with the characters.

8. Actors play the Peanuts characters on the stage.

9. Many people watched cartoons with the Peanuts characters.

10. Have you seen these films on TV?

▲

Use a computer to type sentences and underline your answers.

APPLY IT NOW Write six sentences about a character from a cartoon or a fiction book. Underline each

Diagram It! Section 9.1 uses these concepts in the context of diagramming.

direct object and each object of a preposition. You might

Common Core Standards

start this way: I like name of the character.

I like about .

I first read in .

CCSS.ELA.L.5.1 CCSS.ELA.SL.5.1c

Nouns

•

15

www.voyagesinenglish.com • Nouns • 15

1.8

Nouns as Indirect Objects

OBJECTIVE • To identify and use nouns as indirect objects of verbs

DAILY MAINTENANCE Assign Practice Book page 3, Section 1.8. After students finish, 1. Give immediate feedback.

2. Review concepts as needed.

3. Model the correct answer.

Pages 4–5 of the Answer Key contain tips for Daily Maintenance.

WARM-UP Write a subject and a verb on a note card, the indirect object on a second card, and the direct object on a third card. Make enough cards so that each student has a chance to build a sentence.

Have two teams play a Build a Sentence relay game. Ask one member of each team to come to the front of the room, pick up a stack of cards, and put a sentence together. When the sentence is correct, have the student go back to the line and tag another team member to build the next sentence. The first team to finish all their sentences wins.

Read aloud the definition of an indirect object. Point out that an indirect object tells to whom, to what, for whom, or for what the action was done. Circle the indirect object (me) in the sentence on the board. Tell students that to have an indirect object, a sentence must have a direct object. Then erase a gift from the sentence on the board. Read the sentence aloud and discuss how the meaning changed.

Have students read aloud the list of verbs that can take indirect objects. Encourage students to make up sentences with indirect objects and write the sentences on the board. Have volunteers identify the indirect objects.

1.8

EXERCISE 1 Discuss clues that students can use to locate an indirect object.

When students have completed the activity, ask volunteers to explain how they identified each indirect object.

EXERCISE 2 Tell students first to locate the verb and then the direct object in each sentence. Tell students to look for a noun that appears between the verb and the direct object. Remind students that this noun is the indirect object.

Nouns as Indirect Objects A noun can be the indirect object of a verb. The indirect object tells to whom, to what, for whom, or for what the action was done.

Mother Teresa

VERB

I N D I R EC T O B J EC T

D I R EC T O B J EC T

showed

people

compassion.

In this sentence the direct object is compassion. The indirect object is people. It answers the question to whom after the verb: To whom did Mother Teresa show compassion? Here is a list of verbs that can take indirect objects.

Read from a piece of writing that the class is currently reading. Emphasize the nouns used as indirect objects.

assign

donate

grant

pay

serve

award

earn

hand

promise

show teach

bring

forgive

lend

read

buy

get

offer

sell

tell

deny

give

owe

send

write

A sentence can have an indirect object only if it has a direct object.

The indirect object always comes after the verb and before the direct object. Can you find the verb, the direct object, and the indirect object in this sentence?

TEACH Write on the board the following sentence:

Mother Teresa offered poor people help.

You’re correct if you said the verb is offered. What did Mother Teresa offer? The answer is help, the direct object. To whom did she offer help? The answer is people, the indirect object.

Julio bought me a gift.

Have a volunteer underline the direct object of the sentence (gift). Ask students for whom Julio bought a gift (me). Explain that me is the indirect object of the sentence.

EXERCISE 1 Identify the indirect object in each sentence. The direct object is italicized.

1. As a nun in India, Agnes Gonxha Bojahiu taught young girls religion.

2. Sister Teresa gave many sick people her time and devotion.

3. In 1948 the Church granted Sister Teresa permission for a different kind of work.

4. She offered the very poorest people service.

5. Many women gave Mother Teresa their help.

Mother Teresa of Calcutta

16

16 • Section 1.8

PRACTICE

•

Section 1.8

EXERCISE 3 Explain that students can often check for an indirect object by mentally adding the preposition to or for before the indirect object.

Point out that actually adding the preposition changes the construction from an indirect object to a prepositional phrase.

APPLY APPLY IT NOW Discuss some community projects before students begin writing.

Have partners exchange papers and identify the indirect objects.

Students should demonstrate an understanding of indirect objects.

The indirect object in this paragraph is us. Challenge students to identify the direct object of the sentence (help).

ASSESS Note which students had difficulty identifying indirect objects. Assign Practice Book pages 13–14 for further practice.

WRITING CONNECTION

Use pages 228–229 of the Writing portion of the book.

My neighbor Randy assigns the new members their duties.

Randy and his friends offer senior citizens company.

They serve homeless people food.

They read blind people the latest best sellers.

Our work earned the club citywide attention.

People gave our causes money.

The principal awarded Randy the Good Citizen prize for his service to the community.

The teacher read a book about charity to the students.

Cut apart the strips in this way.

The teacher / read / a book about charity / to / the students.

Display the pieces in the original order.

Ask a volunteer to identify the subject, the verb, and the direct object. Direct another volunteer to reorder the words in the sentence so that the revised sentence contains an indirect object.

Remind students that the indirect object comes after the verb and before the direct object. Be sure students note that the word to must be deleted.

Repeat the activity as time allows.

Meeting Individual Needs

service of others.

Challenge Provide students with newspaper or magazine articles and two highlighters of different colors.

Have students choose an article.

Challenge them to use one color to highlight direct objects and the other color to highlight indirect objects. Have partners discuss their articles and point out the direct and indirect objects.

10. Randy teaches us character-building.

EXERCISE 3 Rewrite the sentences, adding indirect objects. Use the nouns in parentheses.

1. The schoolwide committee told its plans for the fund-raising project—a secondhand-item sale. (classes) Many students promised their help. (the committee) People gave old clothes and other items. (the students) The students gave fliers on the street. (people) Students sent invitations to the sale. (relatives) Other students offered help on the day of the sale. (the organizers) The students sold these items at low prices. (customers)

Diagram It!

The students gave the money to help poor people in India. (a charity) The committee also donated classroom supplies. (Indian schools)

Section 9.2 uses these concepts in the context of diagramming.

The schoolchildren in India wrote a card to express their thanks. (us)

APPLY IT NOW Choose five verbs from the list on page 16. Use the verbs to write five sentences containing indirect objects about a Identify the noun used as an indirect object in the fourth paragraph of the model on page 215.

Write sentences such as the following on sentence strips:

Ask partners to list the characteristics of an indirect object. Then have partners write a brief paragraph about a person or fictional character whom they admire. Encourage students to include at least three indirect objects in their paragraphs.

The club assigns students community-service projects.

9. Randy owed his parents all his success in the

2.

3.

4.

5.

6.

7.

8.

9.

10.

Reteach

Cooperative Learning

EXERCISE 2 Identify the direct object and indirect object in each sentence.

1.

2.

3.

4.

5.

6.

7.

8.

TEACHING OPTIONS

community project you know.

Nouns

•

Common Core Standards CCSS.ELA.L.5.1 CCSS.ELA.SL.5.1 CCSS.ELA.W.5.4

17

www.voyagesinenglish.com • Nouns • 17

1.9

Nouns in Direct Address

OBJECTIVE • To identify and use nouns in direct address

DAILY MAINTENANCE Assign Practice Book page 4, Section 1.9. After students finish, 1. Give immediate feedback.

2. Review concepts as needed.

3. Model the correct answer.

Pages 4–5 of the Answer Key contain tips for Daily Maintenance.

WARM-UP Model introducing one student to the class by saying the following: John, I would like you to meet Jennifer. Jennifer, this is John.

Write the same introduction on the board. Ask several volunteers to come to the front of the classroom and introduce classmates to each other.

PRACTICE EXERCISE 1 Remind students that a noun used in direct address is set off from the rest of the sentence by a comma or commas. Have students complete the exercise independently and then work with partners to check the answers.

EXERCISE 2 Ask volunteers to write their completed sentences on the board.

Point out that when a noun in direct address occurs at the beginning of a sentence, the comma is placed after the noun, and when the noun occurs at the end of a sentence, the comma is placed before the noun.

1.9

EXERCISE 4 Complete the first four sentences with the class, reviewing the different functions of a noun. Then have partners complete the exercise.

Invite volunteers to share their answers with the class.

Nouns in Direct Address A noun in direct address names the person spoken to. A noun used in direct address is set off from the rest of the sentence by a comma or commas.

Read from a piece of writing that the class is currently reading. Emphasize the nouns used in direct address.

Class, here are the scripts for our play on the American Revolution.

Do you know your lines, Alicia?

Be sure, Ryan, that you bring your costume.

In the first sentence, class names a group of people being spoken to and is, therefore, a noun used in direct address. Alicia and Ryan name individuals being spoken to and so are nouns in direct address. Because Ryan appears in the middle of the sentence, it is set off by two commas, one before and one after the noun.

TEACH

EXERCISE 1 Identify the noun in direct address in each sentence.

Read aloud the introduction on the board. Ask students to explain why there are commas after the names John and Jennifer at the beginning of each sentence.

Reinforce that the commas help the reader understand that the nouns are the people whom the speaker is addressing.

Ask a volunteer to read aloud about nouns in direct address.

Encourage students to make up sentences using nouns in direct address. Write on the board the sentences, without punctuation. Invite volunteers to add the correct punctuation to each sentence.

1.

2.

3.

4.

5.

6.

7.

8.

Do you want to help make the costumes, Louise?

George, are you making the scenery?

Students, help me make signs for the colonists to carry.

Do you have the “No Taxation Without Representation” sign, boys?

Girls, what are your roles in the play?

Here is your Betsy Ross costume, Mei Ling.

I lost my tricorn, Ms. Bryne.

Go to your place, fifth graders, with the rest of those in the Boston Tea Party.

9. Please hand me my wig, Rosalie.

10. Ben is sick today, so, Kevin, you’ll play John Adams.

EXERCISE 2 Rewrite the sentences.

Use commas to set off the nouns in direct address in these sentences.

1.

2.

3.

4.

5.

18

18 • Section 1.9

EXERCISE 3 Read the first and second sentences aloud and discuss how the proper nouns are used. Clarify that if students can imagine speaking directly to the person, the noun is in direct address. Then have students complete the exercise independently.

•

Say your lines louder Elaine.

Michael where is the script for the narrator?

Lillian put your hat on straight.

Students it’s time for the play to start.

Congratulations fifth graders on a great job.

Section 1.9

APPLY

ASSESS

APPLY IT NOW Have students work with partners to write a script for this scenario.

Invite students to perform their scripts for the class. Have listeners raise their hands each time they hear a noun used in direct address.

Students should demonstrate an understanding of nouns used in direct address.

Note which students had difficulty identifying nouns used in direct address. Assign Practice Book page 15 for further practice.

TEACHING OPTIONS

WRITING CONNECTION

Use pages 230–231 of the Writing portion of the book.

If time permits, you may wish to show the class a brief clip of a TV show and have students write examples of nouns in direct address in their notebooks.

Have small groups work together as Noun Detectives. Tell groups to keep track of all the times throughout the day that they hear nouns used in direct address. Encourage groups to keep a log of all the sentences in which they hear or see nouns in direct address.

At the end of the day, ask groups to present their sentences to the class and to describe the situations in which they heard each sentence.

Malik, please collect the props from storage.

Anna lent Mr. Hoffmann her wig collection for the play.

Read clearly and loudly, Marta, so the back row can hear you.

Mrs. Tuttle explains Benjamin Franklin’s role in securing independence.

Meeting Individual Needs

5. Mr. Franklin captured the spirit of the struggle for independence.

6. As my assistant, Javier, you are responsible for making sure all

Extra Support Help students understand that the same noun may be in direct address in one sentence and used as a subject or an object in another.

the signers are onstage.

7. John Hancock of Massachusetts was the first signer of the Declaration of Independence.

8. The women of the Revolutionary period, though less famous, were equally important, Timothy.

I assigned the class Chapter One.

EXERCISE 4 Tell whether the italicized noun in each sentence is a subject, a subject complement, a direct object, an object of a preposition, an indirect object, or a noun in direct address.

Underline the word class. Ask students to rewrite the sentence using class in direct address. For example:

1. The 13 colonies wanted independence from Britain.

2. The colonies paid England taxes.

3. The colonies had no voice in the decisions of the British

Class, please read Chapter One.

government.

4. Students, do you know about the Boston Tea Party?

5. On December 16, 1773, colonists threw tea into the harbor.

6.

7.

8.

9.

10.

11.

They were protesting against unfair taxes.

Paul Revere was a leader of the protest.

His actions were perhaps the start of the American Revolution.

John Adams was a lawyer from Massachusetts.

Paul Revere

He supported independence for the colonies.

Leaders of the 13 colonies met in Philadelphia.

12. Who was the first signer of the declaration, Mr. Daniels?

13. Benjamin Franklin was not only a statesman but also an inventor and author.

Identify nouns in direct address on a TV show.

Write on note cards several situations in which students might use commands, such as cleaning the classroom, walking to lunch, and playing during recess. Have small groups choose a card and write sentences about their situation, using nouns in direct address. Offer some examples. (Dana, clear off your desk.

David, put that paper in the trash can.)

Cooperative Learning

EXERCISE 3 Identify a noun in a sentence only if it is used in direct address.

1.

2.

3.

4.

Reteach

APPLY IT NOW Imagine you are cleaning out the garage or attic with your family. Write five sentences about things you find and give

Write several more sentences similar to the above example. Invite volunteers to rewrite each sentence, using the underlined word in direct address.

Common Core Standards CCSS.ELA.L.5.1 CCSS.ELA.L.5.2c CCSS.ELA.SL.5.1

directions about what to do with the items, using nouns in direct address.

Nouns

•

19

www.voyagesinenglish.com • Nouns • 19

1.10

Words Used as Nouns or as Verbs

OBJECTIVE • To identify and use words that can be used as nouns or as verbs

DAILY MAINTENANCE Assign Practice Book page 4, Section 1.10. After students finish, 1. Give immediate feedback.

2. Review concepts as needed.

3. Model the correct answer.

Pages 4–5 of the Answer Key contain tips for Daily Maintenance.

WARM-UP Write on note cards sentences with words that can be used as nouns or as verbs. Write some examples on the board. Place the cards in a bag. Invite students to choose a card and to identify the underlined word as a noun or a verb. For example, We went to the dance. Dance is a noun. Then ask students to create a sentence using the word as a verb. (We dance all the time.)

either nouns or verbs. List these words on the board. Have students make up sentences using these words as nouns and as verbs.

PRACTICE EXERCISE 1 Read each sentence aloud and ask volunteers to identify the italicized word as a noun or a verb.

Challenge students to explain how they determined whether a word was a noun or a verb. As the class completes each sentence, add the word to the list on the board.

EXERCISE 2 Tell students first to identify the verb in each sentence, then to identify any nouns. Explain that this will help students determine if the word from the list is being used as a noun or as a verb. Ask volunteers to share their answers.

EXERCISE 3 Review the definitions of noun and verb. Invite volunteers to write their rewritten sentences on the board. Discuss how the italicized words have been used in the new sentences.

Words Used as Nouns or as Verbs

1.10

A noun is a naming word. A verb expresses action or being. Many words can be used as either nouns or verbs, depending on their roles in a sentence.

In this sentence practice is a noun because it names a thing.

Our practice lasted for about an hour.

Read from a piece of writing that the class is currently reading. Emphasize the words used as nouns or as verbs.

In this sentence practice is a verb because it tells about an action.

We practice soccer every day.

Tell whether each word in red is a noun or a verb.

TEACH

Each team member stretches before practice.

EXERCISE 1 Tell whether each italicized word is a noun or a verb.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

The ride to the beach is long.

We ride to practice with Maureen.

20 • Section 1.10

Leg stretches are really important.

B

You are correct if you said stretches is a noun in the first sentence. It is the subject of the verb are. In the second sentence, stretches is a verb. It describes an action performed by the subject.

Ask students to define the words noun and verb. Then write the following sentences on the board:

Read aloud the sentences. Ask the following questions: Is the word ride in the first sentence a noun or a verb? (noun) How do you know?

(It is the subject of the sentence. The verb is the word is.) Is the word ride in the second sentence a noun or a verb? (verb) How do you know? (It expresses an action.)

Have a volunteer read aloud the text about words used as nouns and verbs. Ask students to suggest other words that can be used as

A

20

•

If I stretch before a game, I usually play better.

The coach always goes over each play before a game.

In practice we always work on our passes.

Our coach always passes the ball to each player.

Last night I missed my first pass.

This was really a surprise to me.

It surprised the coach too.

The next thing we worked on was kicks.

My first kick missed the goal.

I didn’t kick the ball hard enough.

My second kick didn’t miss.

I got several balls into the net without a miss.

My hard work had paid off.

I will work even more on my kicks.

Section 1.10

EXERCISE 4 Have partners complete this exercise. After students have written the sentences, ask them to identify the function of each noun in the sentence: subject, subject complement, direct object, indirect object, or direct address.

Invite volunteers to share their sentences with the class.

used as a noun or as a verb.

Students should demonstrate an understanding of words used as nouns or as verbs.

ASSESS Note which students had difficulty identifying and using words that can be used as either nouns or verbs. Assign Practice Book page 16 for further practice.

APPLY APPLY IT NOW Suggest that partners exchange paragraphs. Then have students underline each word from the list that appears in the paragraphs and determine whether it is

WRITING CONNECTION

Use pages 232–233 of the Writing portion of the book.

EXERCISE 2 Complete each sentence with a word from the list. Tell whether it is used as a noun or a verb. commands exercise play

1.

2.

3.

4.

5.

6.

7.

8.

9.

control need starts

Soccer is good

drills offer volunteer

.

Many schools

on Tuesdays and Thursdays.

We

mouth guards for protection when we play.

We follow the coaches’ Parents and teachers

.

focus on speed.

Some practice sessions focus on

of the ball.

During each soccer practice, our coach instructs us on technique.

These drills greatly help our playing skills.

We worked on push passes last night.

According to our coach, we will try this movement several times each day.

The coach said a player should approach the ball with his or her foot aligned with the ball.

EXERCISE 4 Write sentences using each word as a noun and as a verb. Tell how you use each. dance photograph pilot camp work dream

Cooperative Learning Have partners work together. Ask one student to write five sentences using five words from the list on the board as nouns. Ask the other student to write five sentences using five different words from the lesson as verbs. Tell students to underline the words. When students have finished, have them exchange papers and write five new sentences using the words as verbs if they were used as nouns and as nouns if they were used as verbs.

Write on the board a list of words that can be used as both nouns and verbs (phone, shop, water). Arrange students in groups and give each group an object (phone). Model for students by pointing to the object and saying aloud the word phone. Then act out dialing the phone and say aloud the word phone. Write on the board a brief sentence using the word as a noun, then as a verb. Have students repeat the activity with different objects and pantomimes to understand words that can be used as both nouns and verbs.

as coaches.

6. My first attempt was not very successful.

7. We will study passes again during our next session.

1.

2.

3.

4.

5.

6.

Write on the board the headings Noun and Verb. Choose five words from the list on the board you made earlier.

Ask a volunteer to write a sentence under the first heading, using the first word as a noun. Ask another volunteer to write a sentence under the Verb heading, using the same word as a verb. Repeat until each of the words has been used in two sentences.

English-Language Learners

in September.

We

EXERCISE 3 Tell whether each italicized word is a noun or a verb. If the word in italics is a verb, write a new sentence using it as a noun. If the word in italics is a noun, write a new sentence using it as a verb.

1.

2.

3.

4.

5.

Reteach

soccer programs to their students.

At our school the soccer season

Some

TEACHING OPTIONS

7.

8.

9.

10.

11.

12.

stay shop copy blossom plant drop

APPLY IT NOW Write a short paragraph about an experience you had trying to learn something new. Include some of these words: study, try, experiment, surprise, play, step, cause,

Common Core Standards CCSS.ELA.L.5.1 CCSS.ELA.W.5.2 CCSS.ELA.SL.5.1

start, result, hope, end, plan.

Then tell whether they are used as nouns or verbs.

Nouns

•

21

www.voyagesinenglish.com • Nouns • 21

1.11

Words Used as Nouns or as Adjectives

OBJECTIVE • To identify and use words that can function as nouns or as adjectives

DAILY MAINTENANCE Assign Practice Book page 4, Section 1.11. After students finish, 1. Give immediate feedback.

2. Review concepts as needed.

3. Model the correct answer.

Pages 4–5 of the Answer Key contain tips for Daily Maintenance.

Discuss how the underlined words are used differently in these sentences. (They are not nouns.

They are adjectives used to describe nouns.) Point out that adjectives usually appear before the noun they describe.

Have a volunteer read aloud about words used as nouns or as adjectives. Have students brainstorm a list of words that can be used as both nouns and adjectives. Write the list on the board. Ask students to make up sentences using the words as both parts of speech.

WARM-UP

PRACTICE EXERCISE 1 Remind students that a noun names a person, a place, or a thing and that an adjective describes a person, a place, or a thing.

EXERCISE 2 Have students complete this activity independently. Invite volunteers to write their sentences on the board. Tell volunteers to write above the word they added an N (if the word is used as a noun) or an A (if the word is used as an adjective).

Write the following sentence pairs on the board: Our

team won the game.

We practiced

every day.

is my favorite season.

Our

Words Used as Nouns or as Adjectives

1.11

concert is next week.

A noun names a person, place, or thing. An adjective describes a noun. Many words can be used as either nouns or adjectives.

Have students choose one word that can be used to complete each sentence pair. Invite volunteers to read aloud their sentences. Discuss how the added word is used in each sentence.

In this sentence the word baseball is a noun because it names a thing. It acts as the direct object of the verb enjoy.

We really enjoy baseball.

In this sentence the word baseball is an adjective because it describes the noun team.

I play on the baseball team at school.

Read from a piece of writing that the class is currently reading. Emphasize the words used as nouns or as adjectives.

Tell whether each word in red is a noun or an adjective.

A

It is important to be a team player.

B

Our team got ready for the game by stretching.

You are correct if you said that the word team is an adjective in sentence A. It describes the noun player. The word team is a noun in sentence B. It is the subject of the sentence.

EXERCISE 1 Tell whether each underlined word is a noun or an adjective.

TEACH

1. Women once played professional baseball in a league.

2. Women players helped keep baseball alive during World War II. 3. Philip K. Wrigley was the owner of a chewing gum company and of a

Write the following sentences on the board:

baseball team called the Chicago Cubs.

I had an orange in my lunch.

4. Women made up all the team members in a league he started called the All-American Girls Professional Baseball League.

This class is really interesting.

5.

6.

7.

8.

The movie made me laugh.

Ask students what each underlined word names (a thing, a noun). Write these sentences on the board:

The teams played professional baseball and had more than a million fans.

Each player earned a good salary as a true professional.

A popular film about the league was titled A League of Their Own. Film star Tom Hanks played a team manager in the fictional movie about the league.

The orange car is ugly.

The class activity is fun.

The movie star is talented.

22 • Section 1.11

22

•

Section 1.11

EXERCISE 3 Have students complete this activity independently. Ask volunteers to write their sentences on the board. Challenge students to identify how each noun functions in the sentences.

the same words as the opposite part of speech. Students should demonstrate an understanding of words used as nouns and as adjectives.

EXERCISE 4 When students finish, have partners exchange papers. Tell students to identify each word as a noun or an adjective.

Note which students had difficulty identifying words used as nouns and as adjectives. Assign Practice Book page 17 for further practice.

EXERCISE 2 Complete each sentence with a word from the list. Tell whether it is used as a noun or an adjective. women

league

public

was smaller, and they threw

overhand.

The women included some outstanding

players.

interest in the league was high.

The In the

enjoyed seeing these professional players. the women would train. training began in May.

The

once had 10 teams, all in the Midwest.

The

championship was decided by play-off games.

EXERCISE 3 Tell whether each italicized word is a noun or an adjective. If the word in italics is an adjective, write a new sentence using it as a noun. If the word in italics is a noun, write a new sentence using it as an adjective.

1.

2.

3.

4.

5.

Some camps are for the day, while others last a week.

Participants can improve their baseball skills.

Staff members help students play better.

Players can show their talent at hitting, pitching, and running.

guest appearances.

EXERCISE 4 Write two sentences with each word, using it once as a noun and once as an adjective. Tell how you use the word in each sentence.

1.

2.

3.

4.

ocean newspaper school kitchen

5.

6.

7.

8.

rain street forest farm

Underline the word car in each sentence. Ask a volunteer to tell whether car is a noun or an adjective in the first sentence and explain why.

Write noun—names a thing, car after the first sentence. Repeat with the second sentence and write adjective— describes a noun, payment. Ask students to write a pair of sentences and label them as you labeled those on the board. Encourage volunteers to identify the noun or adjective in each sentence.

Meeting Individual Needs

Some young baseball players participate in summer camps.

APPLY IT NOW

6. At some camps major league players make

The car payment is due on the first of each month.

Visual Have students write sentence pairs that use the same word as a noun or as an adjective. Distribute sheets of paper and have students fold them in half. Ask students to use half the sheet to illustrate one sentence and the other half to illustrate the second sentence. You may wish to display the illustrations on a class bulletin board.

large ball and pitched it underhand.

4.

5.

6.

7.

8.

9.

10.

We drove the car from Chicago to Los Angeles.

Meeting Individual Needs

spring

1. Baseball played by players was somewhat different.

2. During the early years of the league, the used a 3. Later the

Write the following sentences on the board:

Use pages 234–235 of the Writing portion of the book.

APPLY IT NOW Encourage students to write a second story in which they use

baseball

Reteach

ASSESS

WRITING CONNECTION

APPLY

TEACHING OPTIONS

Use your imagination. Write a story that uses eight of the words below. Tell whether you use the words as nouns or adjectives. prize family

garden city

computer soccer

house television

zoo silver

surprise holiday Nouns

Extra Support Give each student a note card with a word written on it that can be used as either a noun or an adjective. Ask students to write two sentences, one in which the word functions as a noun and one in which the word functions as an adjective.

When the word is used as an adjective, have the student underline the noun that is being described by the adjective.

Common Core Standards CCSS.ELA.L.5.1 CCSS.ELA.L.5.3 •

23

www.voyagesinenglish.com • Nouns • 23

1

Noun Review

ASSESS Use the Noun Review as homework, as a practice test, or as an informal assessment. Following are some options for use.

Homework

Practice Test

You may wish to assign one group the odd items and another group the even items. When you next meet, review the correct answers as a group. Be sure to model how to arrive at the correct answer.

Use the Noun Review as a diagnostic tool. Assign the entire review or just specific sections.

After students have finished, identify which concepts require more attention. Reteach concepts as necessary.

1

Noun Review 1.1 Identify the nouns. Tell whether each is a common noun or a proper noun.

1. Denver is the capital of the

state of Colorado.

2. The Rocky Mountains divide the state.

3. Colorado is the only state entirely above 3,281 feet.

4. The Rockies in Colorado are covered with snow all winter.

5. Pike’s Peak is a mountain in Colorado.

12. The band room at school has two

13. Many

(piano). (child) signed up

for choir.

14. The choir sang a song about

(hero).

1.4 Write the possessive noun in each sentence. Identify it as singular or plural.

15. The students’ favorite game

to play on rainy days is charades.

1.2

16. Toby’s team acts out first.

17. The boys’ clues were difficult

6. The Pony Express riders rode

18. Even the teacher’s hints did

Write the nouns. Identify each as singular or plural. horses to carry mail from Missouri to California.

7. Messages could get across the country in only 10 days.

8. The riders rode over mountains and prairies.

9. Letters traveled by ship, and delivery could take weeks.

10. The Pony Express ended after the telegraph connected cities in the West.

Complete each sentence with the plural of the noun in parentheses.

11. Talented (person) play 1.3

musical instruments.

to figure out. not help at first.

19. Finally, the children’s guesses were correct.

1.5 Identify the collective noun in each sentence.

20. The squad of firefighters

showed great bravery.

21. They saved a group of people from a burning building.

22. The city council gave the firefighters an award for courage.

23. As the firefighters accepted their medals, the audience cheered.

24. A couple who was rescued thanked the firefighters.

24

24 • Noun Review

•

Noun Review

Informal Assessment

WRITING CONNECTION

Use pages 236–237 of the Writing portion of the book.

Use the review as preparation for the formal assessment. Count the review as a portion of the grade.

Have students work to find the correct answers and use their corrected review as a study guide for the formal assessment.

TEACHING OPTIONS Reteach Tell students they will be playing Noun Scavenger Hunt. Have students reread a story or magazine article they have previously read. Give students 10 minutes to find as many different kinds of nouns as they can. Have students keep a tally of common nouns, proper nouns, singular nouns, plural nouns, possessive nouns, collective nouns, and nouns in direct address.

Meeting Individual Needs

1.6 Identify the subject and the subject complement in each sentence.

25. Robert Louis Stevenson was

a writer.

26. Stevenson was a native of Scotland.

27. His most famous book is Treasure Island.

28. My sister is a fan of his writing.

Identify the underlined word in each sentence as a direct object or an object of a preposition.

1.7

29. Brad enjoys skateboarding after school.

30. He often practices tricks.

31. Responsible skateboarders always wear helmets.

32. A group of friends built a ramp on the weekend.

33. They will get better with practice.

1.8 Identify the indirect object in each sentence.

34. Nina gave her sister a cold.

35. Mom gave the children cough syrup.

36. The teacher sent sick students their homework.

37. Nina taught Kelly the missed lesson.

Challenge Have students write each letter of the alphabet vertically on a sheet of paper. Then challenge students to write a noun that starts with each letter of the alphabet.

Have students tell whether each noun names a person, a place, or a thing.

As an extension encourage students to write a person, a place, and a thing that begins with each letter of the alphabet. Remind students to use a variety of nouns in their lists.

1.9 Identify the noun in direct address in each sentence.

39. Class, please stand next to

your science projects.

40. Why is chlorophyll necessary, Jing Mae, for most plants?

41. Todd, please explain the results of your experiment.

Common Core Standards

42. Tell the class what you learned, Amy.

CCSS.ELA.L.5.1 CCSS.ELA.L.5.2c CCSS.ELA.L.5.2e

1.10 Identify each underlined word as a noun or a verb.

43. Do you know how to do that dance?

44. My first attempt to dance was not very successful.

45. I often step on my dance partner’s feet.

46. Please just copy my movements.

47. Let’s take a photograph together at the dance.

1.11 Identify each underlined word as a noun or an adjective.

48. Did you sign up for the

newspaper?

49. Every newspaper article is written by a student.

50. Our computer club meets before school.

51. Unfortunately, that computer has a virus.

38. Kelly read Nina the answers.

Go to www.voyagesinenglish.com for more activities.

Nouns

•

Encourage students to further review nouns, using the additional practice and games at www.voyagesinenglish.com.

25

www.voyagesinenglish.com • Nouns • 25

1

Noun Challenge

ASSESS Have volunteers read the directions and the paragraph aloud. If students have difficulty with any of the questions, remind them that they should refer to the section that teaches that skill. This activity can be done individually, in small groups, or with the class as a whole.

After you have reviewed nouns, administer the Section 1 Assessment on pages 1–4 in the Assessment Book, or create a customized test with the optional Loyola Press Online Assessment System.

1

WRITING CONNECTION

Use pages 238–239 of the Writing portion of the book. Students can complete a formal personal narrative using the Writer’s Workshop on pages 240–251.

Noun Challenge Read the selection and answer the questions.

1. Did you know, class, that some plants live on insects?

For example, the butterwort plant catches its prey on its sticky leaves. 3. The plant’s leaf rolls up around the trapped insect.

4. Juices from the leaf dissolve the insect’s body. 5. Like the leaves of a butterwort, the sticky leaves of a sundew plant are a trap for a careless intruder. 6. Another plant, the Venus flytrap, captures its dinner in its “fingers.” 7. Slowly, the liquid from the leaf digests the victim. 8. Nature’s insect-eating plants have given writers ideas for many horror books and movies.

2.

1. In sentence 1 name a noun in direct address.

2. In sentence 2 how would you write the singular form for the word leaves?

3. In sentence 3 name the subject of the sentence.

4. In sentence 4 name the direct object of the verb dissolve.

5. In sentence 5 name a subject complement.

6. In sentence 6 name a prepositional phrase. What is the object of the preposition?

7. In sentence 6 is the word plant a verb or a noun?

8. In sentence 7 name the direct object.

9. In sentence 7 is the word liquid a noun or an adjective?

10. In sentence 8 name the possessive noun.

11. In sentence 8 what is the indirect object?

12. In sentence 2, is the word prey a noun or a verb?

13. In sentence 8, is the word horror a noun or an adjective?

14. List at least four singular nouns and four plural nouns from this paragraph.

26

26 • Noun Challenge

•

Noun Challenge

PART

WRITTEN AND ORAL COMMUNICATION

2

Chapters 1

Personal Narratives 214

2

How-to Articles 252

3

Business Letters 290

4

Descriptions 328

5

Book Reports

6

Creative Writing: Tall Tales

7

Persuasive Writing 442

8

Research Reports 480

366 404

213

213

Personal Narratives CHAPTER FOCUS LESSON 1: What Makes a Good Personal Narrative?

LESSON 2: Introduction, Body, and Conclusion • GRAMMAR: Nouns • WRITING SKILLS: Sentence Variety • STUDY SKILLS: Thesaurus • WORD STUDY: Exact Words • SPEAKING AND LISTENING SKILLS: Oral Personal Narratives • WRITER’S WORKSHOP: Personal Narratives

SUPPORT MATERIALS Practice Book Writing, pages 132–136 Assessment Book Chapter 1 Writing Skills, pages 43–44 Personal Narrative Writing Prompt, pages 45–46

WHAT IS A PERSONAL NARRATIVE? Personal narratives are written to share significant events in writers’ lives. They are personal to the core, and at their best they are revealing and relevant to others.

A good personal narrative includes the following:

■■ A topic relating to a real event in the writer’s life ■■ A first-person point of view ■■ A tone appropriate for the intended audience ■■ A voice that allows the narrator’s personality to come through ■■ A structure that includes an engaging introduction, a cohesive body, and a satisfying conclusion

■■ A coherent organization that uses time order and excludes unnecessary details ■■ A variety of sentence types ■■ Prose that includes exact nouns, adjectives, and verbs Use the following titles to offer your students examples of well-crafted personal narratives.

Angels of Mercy: The Army Nurses of World War II by Betsy Kuhn Anne Frank: The Diary of a Young Girl by Anne Frank The Hidden Children by Howard Greenfeld

Rubrics Student, page 251y Teacher, page 251z Loyola Press Online Assessment System Grammar Sections 1, pages 1–26 Customizable Lesson Plans www.voyagesinenglish.com

“

I like narrative storytelling as being part of a tradition, a folk tradition.

214a • Chapter 1

”

—Bruce Springsteen

CHAPTER PLANNER

Personal Narratives

1

WRITER’S WORKSHOP TIPS

SCORING RUBRIC

Follow these ideas and tips to help you and your class get the most out of the Writer’s Workshop.

Personal Narrative

• Review the traits of good writing. Use the chart on the inside back cover of the student and teacher editions.

• Encourage students to keep a journal that records important or interesting personal experiences.

• Invite students to display photos and talk about mementos from favorite experiences.

• Fill your classroom library with autobiographies and novels written in the first person.

• Invite well-known high school athletes and scholars to tell the class about a personal turning point.

Point Values 0 = not evident 1 = minimal evidence of mastery 2 = evidence of development toward mastery 3 = strong evidence of mastery 4 = outstanding evidence of mastery

Ideas topic relates to a real event events told in time order, excluding unnecessary details

Organization an engaging introduction

• Bring in songs that tell a first-person narrative.

a cohesive body

• Show documentaries of children or adults telling their personal narratives.

a satisfying conclusion

• Guide students to limit their topics so they can fully share an experience using interesting sensory details.

POINTS

Voice first-person point of view tone appropriate for the intended audience

Word Choice

CONNECT WITH GRAMMAR Throughout the Writer’s Workshop, look for opportunities to integrate nouns with writing personal narratives.

■■ During the drafting stage, encourage students to use a variety of nouns, including singular, plural, common, proper, and collective nouns.

■■ During the copyediting stage, have students replace overused nouns with more exact nouns.

■■ During the proofreading stage, have students check that collective nouns agree with their verbs.

■■ Encourage students to use dialogue that includes nouns in direct address.

■■ Have students identify nouns that can also be verbs or adjectives. Encourage students to share these with the class.

exact words

Sentence Fluency variety of sentence types

Conventions correct grammar and usage correct spelling correct punctuation and capitalization

Presentation neatness consistency of margins and spacing

Additional Items

Total Full-sized, reproducible rubrics can be found at the end of this chapter.

www.voyagesinenglish.com • Personal Narratives • 214b

1

Personal Narratives

INTRODUCING THE GENRE

Ask students to define the word personal (private, individual, relating to a particular person).

Then ask students to define the word narrative (story). Have students tell what they think a personal narrative is (a story about something that really happened to the writer). Discuss some possible topics students might have for their own personal narratives, such as a family vacation, a trip to the zoo, the first day of school, or training a puppy.

Anne Frank: The Diary of a Young Girl The excerpts in Chapter 1 introduce students to relevant, published examples of personal narratives.

The Diary of a Young Girl is a strong example of a personal narrative because it does the following:

Elaborate on the following characteristics of a personal narrative: • A personal narrative is about a real experience the writer had.

• The narrative is written from the writer’s point of view.

• It is written in a tone that is appropriate for the audience.

• It uses a natural voice that reflects the personality of the writer.

• The narrative includes an engaging introduction, a cohesive body, and a satisfying conclusion.

• A personal narrative uses time order and excludes unnecessary details.

READING THE LITERATURE EXCERPT Have volunteers read aloud the literature excerpt. Ask students to identify characteristics of a personal narrative within the excerpt. Guide students to note the use of the first-person pronoun I. Ask students to describe some details that capture their interest. Encourage students to compare the excerpt to the characters, settings, or events in other personal narratives they have read.

Personal Narratives LiNK

Anne Frank:

The Diary of a Young Girl Sunday, 14 June, 1942

• Tells a story that happened to the writer

On Friday, June 12th, I woke up and no wonder; it was my birthday. But of course I was not allowed to get up at that hour, so I had to control my curiosity until a quarter to seven.

Then I could bear it no longer, and went to the dining room, where I received a warm welcome from Moortje (the cat).

Soon after seven I went to Mummy and Daddy and then to the sitting room to undo my presents. The first to greet me was you, possibly the nicest of all. Then on the table there were a bunch of roses, a plant, and some peonies, and more arrived during the day.

I got masses of things from Mummy and Daddy, and was thoroughly spoiled by various friends. Among other things I was given Camera Obscura, a party game, lots of sweets, chocolates, a puzzle, a brooch, Tales and Legends of the Netherlands by Joseph Cohen, Daisy’s Mountain Holiday (a terrific book), and some money.

• Is written using the first-person point of view • Moves in chronological order • Is written using a natural tone that is appropriate for the audience As students encounter the different examples throughout the chapter, be sure to point out the characteristics they share. Also take the opportunity to point out grammar skills students have been learning, such as identifying nouns.

> A personal narrative tells a story about something that happened to the writer.

Young Anne Frank wrote about her life when she and her family hid from the Nazis during World War II.

214

214 • Chapter 1

READING THE STUDENT MODEL Have volunteers read aloud the model. Ask students to find words that show that the story is written from the writer’s point of view.

Discuss the introduction. Ask students if any details caught their attention or if any phrases made them want to continue reading.

Invite volunteers to list on the board the main events of the story.

Point out that the most important story events are told in the order in which they happened and that these events appear in the middle paragraphs. Emphasize that the

main story events make up the body of the narrative.

Discuss what students thought about the conclusion. Ask volunteers to describe how they felt after reading the conclusion.

Scavenger Hunt Have small groups search the classroom and school library for examples of personal narratives (autobiographies, memoirs, nonfiction anthologies). Remind students that a personal narrative is a true story of something that happened to the writer and that it is written from the writer’s point of view.

For Tomorrow Ask students to recall something funny or interesting that happened to them during the past week. Tell students to be prepared to share this story during the next class. Be prepared to share your own story with the class.

CHAPTER

Ro Knight of the

TEACHING OPTIONS

ad

ann, Room 105 Alicia Brueggem

1

Common Core Standards CCSS.ELA.W.5.9a

t we never and Canyon, bu a trip to the Gr ok to ily fam y van didn’t Last year m And while our s a lot of water. wa ad ste in w t we sa reached it. Wha ng the way. new friend alo River we did make a p, tri the Mississippi survive the til we reached un ’t sn wa It d smoothly. the horizon The trip starte gathering over e thunderheads se d ul co I le. fall. At troub Rain began to that we ran into in the distance. r de un th of . low rumbling a raging storm and heard the once we were in at all en th ly, en hit the van unev first the drops ara Falls. ag Ni h ug thered ng thro e water had ga It was like drivi e highway wher th in e ac pl a . me to came very deep Suddenly, we ca but it quickly be w deep it was, ho e or. se do ’t e dn sid ul e co in a pool. Dad handle above th . I grabbed the nd ou ar un sp bi as g as ed and her eyes grew The van fishtail r window, and he de tsi ou ng d saw somethi -wheel truck, an My sister Jenny too. It was an 18 ion and saw it ct re e di th r at he ed in d pp saucers. I looke the truck had sto on us. Luckily, wn do g in ar was be t of the cab. it looked like it driver climb ou I could see the r. te wa of ol us, he offered us edge of the po hen he reached g a flashlight. W in rry ca n, va r we cleared He ran to ou got out. Just as and we quickly ff, stu r ou up ay. The us to pick hed it float aw help. Dad told e rain and watc th in od sto e d moving. W sit in the cab of the van, it starte offered to let us r van. Then he ou t ou ab rry so was e. driver said he te police to arriv ited for the sta saw wa we ile wh r but when they his traile we lost our van, d sad because ke driver’s loo e d th Da d on ckers Mom an ng to other tru re having talki we I d an th ny Jen rned at real how much fun at’s when I lea their faces. Th on t ou e ok br u have d smiles ere and who yo CB radio, broa how you get th t bu , go u yo e t about wher vacations are no e. along for the rid

215

www.voyagesinenglish.com • Personal Narratives • 215

1.1

What Makes a Good Personal Narrative?

OBJECTIVE • To identify the characteristics of a personal narrative

WARM-UP READ, LISTEN, SPEAK Share your funny or interesting story from yesterday’s For Tomorrow assignment. Point out the characteristics of a personal narrative in your story. Have partners share the stories they prepared. Ask partners to identify the characteristics that make their own stories good examples of personal narratives.

details give more information about a situation and allow the reader to know more about a story. Have volunteers look at the student model to find details that help paint a clear picture in the reader’s mind about what happened. Explain that specific details make the story come alive, but unnecessary details can take the reader’s attention away from the story. Point out that if the writer had included information about what the family had packed for the trip, it may have distracted the readers from the main idea that the flood was dangerous and scary.

PRACTICE ACTIVITY A Review the characteristics of a good personal narrative that were introduced on page 214. Then have students complete this activity independently. When students have finished, invite volunteers to share their answers with the class.

Encourage students to explain why their choices are effective examples of personal narratives.

ACTIVITY B Have partners complete this activity. Tell students to write the unnecessary sentences and to reread them to be sure they do

GRAMMAR CONNECTION

Take this opportunity to talk about common, proper, singular, and plural nouns. You may wish to have students point out any common, proper, singular, and plural nouns in their Read, Listen, Speak examples.

LESSON

1

TEACH Have a volunteer read aloud the two introductory paragraphs.

Invite volunteers to describe some personal narratives that they have read or heard.

Have a volunteer read aloud the section Point of View. Ask students to find words in the student model on page 215 that show it is told from the writer’s point of view (I, my, we, and our).

Ask a volunteer to read aloud the section Topic. Encourage students to think about scary, funny, and exciting experiences.

Ask students to list some topics that would make good personal narratives. Remind students that personal narratives must be true stories.

Ask a volunteer to read aloud the section Details. Explain that details can be descriptions, thoughts, feelings, or explanations.

Be sure students understand that 216 • Chapter 1

Personal Narratives

What Makes a Good Personal Narrative?

A personal narrative tells a story about something that happened to the writer. The writer is the storyteller, or narrator. You can see personal narratives in many kinds of writing. It can be an e-mail from a friend or a personal letter to a relative.

Point of View Personal narratives are told from the narrator’s point of view. This is the first-person point of view. When you write a personal narrative, use words such as I, me, my, our, and we to tell the story.

Topic The topic of a personal narrative is an experience that actually happened to you. When you select a topic, choose something that has some special meaning for you. Think of times that you have learned something important. Good personal narratives use the experience to show something that readers can think about.

Details A good personal narrative has many concrete words and sensory details that paint in the reader’s mind a clear picture of what happened.

Description makes events in personal narratives more real to the reader. However, not all details are needed.

Unnecessary details can slow down a reader and become distracting.

216

•

Chapter 1

not belong. When students have finished, have volunteers identify the unnecessary sentences and justify their answer.

APPLY Writer’s Corner

Have students discuss their topics with partners. Encourage students to discuss whether each topic would make an effective personal narrative. Challenge students to list strengths and weaknesses of each topic. Students should demonstrate an understanding of the characteristics of a personal narrative.

Students should identify the collective noun bunch.

Remind students that collective nouns usually function as a singular noun and agree with a singular verb.

ASSESS Note which students had difficulty understanding the characteristics of a personal narrative. Use the Reteach option with those students who need additional reinforcement.

TEACHING OPTIONS Reteach Work with students to develop a checklist for the characteristics of a personal narrative. Encourage students to refer to the text for ideas.

Write the characteristics on the board and have students copy them into their notebooks. Then distribute an example of a personal narrative. Have students check off the characteristics on the checklist as they find each in the story. Ask students to give examples from the story for each checklist item.

Ask a volunteer to write on the board a sentence that describes the topic of the narrative.

Recall the Details Name an experience that all students have shared, such as the first day of school. Write on the board the five senses (sight, hearing, touch, taste, smell). Ask students to write below each sense something they saw, heard, felt, tasted, or smelled during the experience. Then have students write about the details of their experience. As students work, tell them to write from their point of view.

When students have finished, invite volunteers to share what they wrote.

ACTIVITY A Which idea in each pair is a good idea for a personal narrative? Explain why you chose each one.

1. a. how scuba equipment works b. how I learned to swim

2. a. when I found a turtle in my garden b. the life cycle of the giant sea turtle

3. a. the history of airplanes b. the first time I sailed

4. a. why I always wear a hat b. hats from around the world

5. a. the rules of baseball b. my trip to the Baseball Hall of Fame

6. a. how to get a ticket to an air show

For Tomorrow

b. the day I took a helicopter ride over the city

ACTIVITY B The personal narratives below each contain two sentences that are not necessary. Which sentences do not belong?

1. My clown act was funnier than I had planned. I had practiced for days until I could balance a red ball on my nose. I borrowed the ball from my cousin Jake. But when I began to perform, I sneezed and dropped the ball. I often catch colds in the summer. I picked it up quickly and balanced it. Afterward, my family said I was so good that I was almost ready to join the circus.

2. Everybody talks about the peace and quiet of the country. My cousin in the country invited me for a weekend. I live on the first floor of an apartment building in the city. The first night at my cousin’s cabin I was sleeping peacefully. Then in the middle of the night, I was awoken by a noise—a rattling of metal.

I didn’t want to wake up my cousin. I tried to Brainstorm a list of five go back to sleep, but the noise continued. possible topics for a personal Finally, I woke up my cousin. He told me that it was just the raccoons that came around at narrative. Some topics could night. Raccoons have black fur under their be the time you first met a eyes that looks like a mask. By the end of the weekend, I was happy to go back home to friend, an adventure while the city to get a good night’s sleep.

Writer’s Corner

Have students write two topics for personal narratives and four details for each topic. Remind students to include details that would paint a clear picture of what happened and would not distract readers. Write topics and details of your own to share with the class.

Common Core Standards CCSS.ELA.W.5.3a CCSS.ELA.W.5.3b CCSS.ELA.W.5.3d

traveling, or an embarrassing

Identify the collective noun in the page 214 excerpt.

moment. Save your list.

Personal Narratives

•

217

www.voyagesinenglish.com • Personal Narratives • 217

1.1

What Makes a Good Personal Narrative?

WARM-UP READ, LISTEN, SPEAK Share your topics and details from yesterday’s For Tomorrow assignment. Model for students how you decided which details to include for each topic. Point out some details that you would not include because they are not relevant to the story. Then have students share their topics and details in small groups. Ask students to offer feedback about whether the details for each topic are important or unnecessary.

Ask a volunteer to read aloud the section Voice. Tell students to point out words or phrases that help determine the voice in the narrative. Ask students if they could “hear” the writer’s voice in their heads as they read the narrative. Ask volunteers to make up dialogue that would fit in the story and be consistent with the voice in the student model.

PRACTICE

Read aloud the excerpt.

Point out the use of the first-person pronoun I. Then discuss the details that paint a clear picture in the reader’s mind.

ACTIVITY D Have partners complete this activity. Tell students to justify their answers to the last two questions. When students have finished, have volunteers share their answers with the class.

GRAMMAR CONNECTION

Take this opportunity to talk about common, proper, singular, and plural nouns. You may wish to have students point out any common, proper, singular, and plural nouns in their Read, Listen, Speak examples.

Diary of Anne Frank

LiNK

Saturday, 11 July, 1942

TEACH Have students discuss what they think of when they hear the word audience (movies, concerts, TV shows). Explain that when students write, they should always think about the people who will be reading their writing.

Invite a volunteer to read aloud the first paragraph of the section Audience. Ask students to think about writing a letter. Discuss how they would write a letter to their teacher and how they would write a letter to their best friend. List on the board how and why the letters would be different.

Have a volunteer read aloud the next paragraph. Tell students to look at the student model on page 215 and find the places where Jenny is mentioned. Explain that writers decide which details to include in their writing by thinking about their audience.

Remind students that good writers use language that is appropriate for their audience.

I expect you’d be interested to hear what it feels like to “disappear”; well, all I can say is that I don’t know myself yet. I don’t think I shall ever feel really at home in this house, but that does not mean I loathe it here, it is more like being on vacation in a very peculiar boardinghouse.

The “Secret Annexe” is an ideal hiding place.

Audience The kind of information and language you include in your writing will depend on your audience. For example, if you are writing a personal narrative about your family to be read by your teacher, you might tell who your brothers or sisters are.

The writer of the personal narrative on page 215 tells the reader in the third paragraph that her sister’s name is Jenny. When Jenny’s name is mentioned in the last paragraph, the reader knows who Jenny is.

Voice

The voice of a personal narrative tells the reader how the writer feels about what happened. The voice of a personal narrative also tells a little about the writer’s personality. Similar to listening to a person speak, readers can often “hear” the writer’s voice. One way a writer makes his or her voice clear is by choosing certain adjectives and adverbs.

Another way the narrator can lend his or her voice to a personal narrative is through dialogue, which reveals what the narrator or other characters are saying or thinking.

Anne Frank’s first journal from 1942 to 1944

ACTIVITY C The following sentence pairs are from personal narratives about a science fair. Each sentence in a pair is written for a different audience—a teacher or a friend. Tell which sentence was written for each audience.

1. a. You know how I am always trying to invent stuff. b. Because you encouraged my interest in science, I wanted to tell

you what I invented.

2. a. I invented a machine that a dog can use to knock on a door. b. I figured out how to make a cool doggy door knocker.

3. a. I entered it in the Palos Park science fair, and I won first prize. b. Your buddy’s invention won first prize in our science fair.

4. a. You can buy me a magazine when I see you next weekend. b. Thanks again for all you taught me.

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218 • Chapter 1

ACTIVITY C Have students complete this activity independently. When they have finished, invite volunteers to share their answers with the class. Have students identify words and phrases in the sentences that helped to decide the answers.

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APPLY

ASSESS

TEACHING OPTIONS

Writer’s Corner

Note which students had difficulty understanding audience and voice in personal narratives.

Use the Reteach option with those students who need additional reinforcement.

Practice Book page 132 provides additional work with the characteristics of a personal narrative.

Reteach

Suggest that students imagine the events of the morning before they begin freewriting. Prompt students who are having difficulty by asking questions such as the following: What time did you wake up?

What did you have for breakfast?

What did you talk to your family about? When students have finished, invite volunteers to share a few events from their freewriting notes. Students should demonstrate an understanding of the characteristics of a personal narrative.

Ask students to use the ideas for personal narratives that they wrote for homework. Have students brainstorm different audiences for the narratives, such as a teacher, family member, or stranger. Then have students write two sentences of their personal narrative.

Help students rewrite their sentences for other audiences, changing their voice and adding or taking out details as appropriate. Discuss how writers need to think of different audiences while writing personal narratives.

Sharing Notes with the Teacher Have students write a brief note to a friend about something funny that happened recently. When students have finished, have them trade papers with a partner. Ask partners to circle words and phrases they would change if they were writing about this experience to a teacher instead of to a friend. Allow time for students to rewrite their note with a teacher as their audience. Ask volunteers to share both versions of their story with the class. Ask volunteers to tell if the language used in both notes was appropriate for the audience.

ACTIVITY D Each example below describes the same event, but each uses a different voice. Read each example.

Then answer the questions.

Example 1 Last night I saw the world’s most popular rock band, Jelly, perform at the Horse Castle. Fans jammed the entrances and the aisles, but I managed to get a seat. For the first two hours, the performers delighted us with their classic songs. After intermission the high-spirited Jelly pulled out all the stops. Under the flashing lights, the performers stunned us with hits from their recent album.

We lingered long afterwards just to recover from hours of thrills and excitement.

Example 2 Last night’s concert by Jelly was fantastic. There were thousands of people there. In fact, there were so many that there were not enough seats for everyone. I could see people jammed in the aisles. I couldn’t figure out why anybody needed a seat anyway.

Jelly had everybody hopping along from the moment they started playing. For the first two hours of the concert, there was a light show that was beyond belief. Red and green laser lights waved over the crowd and pulsed in time with the beat. That concert was one of the coolest times I’ve ever had.

For Tomorrow Have students ask an adult family member to share a personal narrative.

Tell students to write notes about important details in the story. Ask one of your family members to share a personal narrative with you. Take notes and use them to discuss the story with the class.

1. Which example uses a serious voice?

2. Which example uses an excited voice?

3. What words from the serious example lead you to think the voice is serious?

4. What words from the excited piece lead you to think the writer was excited about the concert?

Writer’s Corner Freewrite about what happened when you woke up this morning. Write the

Common Core Standards CCSS.ELA.W.5.3a CCSS.ELA.W.5.3b CCSS.ELA.W.5.3d

events from the first-person point of view and include necessary details.

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1.2

Introduction, Body, and Conclusion

OBJECTIVES • To explain the function of the introduction, body, and conclusion in a personal narrative • To identify the use of time order in a personal narrative

WARM-UP READ, LISTEN, SPEAK Share your personal narrative from yesterday’s For Tomorrow assignment. As you tell the story, model how you used your notes to prepare yourself for telling it. Point out that you included only the most interesting and important details. Allow students time to review their notes.

Then have small groups share the stories about their family members. Challenge students to discuss the topic, point of view, details, and voice of each narrative.

attention (asking a question, using an exclamation, writing something funny, using a quotation). Point out that the topic must be clearly stated in the introduction.

Ask volunteers to read aloud the section Body. Be sure students understand that the body is the main part of a narrative that helps create a picture in the reader’s mind. Tell students that this picture becomes clear to the audience when a writer uses words that appeal to the reader’s senses.

Have a volunteer read aloud the section Conclusion. Ask students to think about the oral personal narrative they presented for homework. Have them give

LESSON

2

GRAMMAR CONNECTION

ACTIVITY A Encourage partners to discuss the strengths and weaknesses of each sentence. When students have finished, have volunteers share their answers with the class.

ACTIVITY B Ask volunteers to read aloud the incomplete personal narratives. Then allow time for students to write their conclusions. When students

Personal Narratives

Introduction, Body, and Conclusion Introduction The introduction of a personal narrative should grab the reader’s attention. It should make the reader want more. The introduction should tell the reader the topic of the personal narrative. It should also lead the reader into the body of the narrative.

TEACH

220 • Chapter 1

PRACTICE

Like most writing, personal narratives have parts that can be easily identified. The introduction, body, and conclusion are the parts of a personal narrative. Organize events in the parts of a personal narrative to unfold naturally.

Take this opportunity to talk about possessive nouns. You may wish to have students point out any possessive nouns in their Read, Listen, Speak examples.

Review what students know about personal narratives. Briefly discuss point of view, topic, voice, and audience. Invite volunteers to give examples to illustrate each characteristic.

Read aloud the introductory paragraph. Discuss what students know about the introduction, the body, and the conclusion of a personal narrative. (Students may say that the introduction is the beginning, the body is the middle part, and the conclusion is the ending.)

Have a volunteer read aloud the section Introduction. Discuss different ways to grab a reader’s

examples from their conclusion of how they summed up the topic or shared what they learned.

Body The body is the main part of a personal narrative. It has concrete words and sensory details that let the reader see, smell, hear, feel, and taste what the writer experienced.

It includes all the details that are important to the story. It does not include unnecessary details.

Every sentence in the body should keep the story going in time order from one event to the next.

Conclusion The conclusion of a personal narrative is where the writer closes the story. The writer can use the conclusion to sum up ideas, comment on what the story means, or share what he or she may have learned.

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have finished, invite volunteers to share their conclusions with the class. Ask volunteers to point out characteristics of an effective conclusion.

APPLY Writer’s Corner

Remind students to begin their introductions with something that grabs the reader’s attention.

Invite volunteers to share their work with the class. Ask students to offer feedback about each introduction. Students should demonstrate an understanding of introductions.

The proper nouns in the model on page 215 are Grand Canyon (thing), Mississippi River (thing), Niagara Falls (thing), Jenny (person), Dad (person), and Mom (person).

ASSESS Note which students had difficulty writing introductions for personal narratives. Use the Reteach option with those students who need additional reinforcement.

TEACHING OPTIONS Reteach Have partners share personal narratives about a special family event such as a vacation, a special birthday, or a new baby. After students have shared their stories, have partners work together to improve their stories. Have each student fold a sheet of paper into thirds. Direct students to write Introduction, Body, and Conclusion as headings for each section. Then have partners brainstorm words, phrases, and sentences to use to improve each section of their narratives. Have students write their ideas under the appropriate headings.

Let It Flow Tell small groups to choose a topic for a personal narrative. Explain that the topic should be something they all experienced together. Have students discuss things they would include in the introduction, the body, and the conclusion. Have one student write each section of the narrative. Then ask students to work together to revise the narrative so that it flows smoothly from one section to another. When students have completed their stories, have each group present their work to the class.

ACTIVITY A Which sentence in each pair makes a better introduction for a personal narrative? Explain why you think so.

1. a. My older sister painted my face. b. Having your face painted can turn your day around.

2. a. I’ll never forget what happened at the Metropolitan Museum. b. One day my family went to the Metropolitan Museum.

3. a. I like to play computer games. b. Once, for a whole week, I was computer-game champion of

my neighborhood.

4. a. My father and I often go fishing together. b. My father is usually a calm guy, but on one recent fishing

trip I saw him get really excited.

5. a. The house next door burned down last night. b. I was almost asleep last night when the fire engines

screamed around the corner.

For Tomorrow

ACTIVITY B Write a conclusion for each personal narrative.

1. What a Fish Story!

Have students think about something funny that has happened to them. Tell students to write an introduction for a personal narrative about that topic to share during the next class. Bring in an introduction of your own to share.

I usually hate fishing because I never catch anything, but last Saturday was different. I rowed out to the middle of the lake with my cousin, who loves fishing and who always catches a lot of fish. I baited my hook and cast it into the water. Almost immediately, I felt a tug on the line. I reeled in the biggest fish I’d ever seen. Ten minutes later, I landed another huge fish. By the end of the day, I’d caught 17 beauties. And my cousin?

Well, she didn’t catch a thing.

2. Stage Fright I thought I was prepared for my first speaking role in a school play. I was playing one of Tom Sawyer’s friends. I had memorized my lines thoroughly. I recited them to myself in the mirror, I practiced with my mom, and I rehearsed with the class. I knew the lines backward and forward. But when I walked onstage in front of the audience, I froze. I couldn’t remember a word.

Writer’s Corner Choose a topic from the list you brainstormed for the Writer’s Corner on page 217. Write a sevensentence introduction for

Common Core Standards CCSS.ELA.W.5.3a CCSS.ELA.W.5.3b CCSS.ELA.W.5.3e

it. Be sure to write each sentence so that your audience wants to read

Identify the proper nouns in the model on page 215 and tell if they are people, places, or things.

more about your topic.

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1.2

Introduction, Body, and Conclusion

WARM-UP READ, LISTEN, SPEAK Share the introduction from yesterday’s For Tomorrow assignment. Ask students to identify the parts of your introduction that grabbed their attention and made them want to hear more of your funny story. Have small groups share the introductions they wrote.

Encourage students to discuss ways in which they tried to grab the attention of the audience.

Allow time for students to offer suggestions about how to improve the introductions.

GRAMMAR CONNECTION

Take this opportunity to talk about collective nouns. You may wish to have students point out any collective nouns in their Read, Listen, Speak examples.

Have a volunteer read aloud the last paragraph. Have students find transition words in the student model on page 215 (at first, then).

Challenge students to find other phrases that help clarify time order (Last year, it wasn’t until we reached the Mississippi, When he reached us, Just as we cleared the van). Reinforce that using transition words or phrases helps the reader better understand the order of story events.

Have students go back to their lists of things they do every day in class. Invite volunteers to add transition words and to tell a brief personal narrative about a day in your class. Challenge students to identify the transition words.

Diary of Anne Frank

LiNK

List on the board some things students do every day in class.

Ask students to number the list in the order in which each action occurs. Ask volunteers to share their lists with the class. Point out that students could use the lists to write a personal narrative titled “A Day in Our Class.” Discuss why things are done in a certain order in your class.

Have a volunteer read aloud the first paragraph of the section Time Order. Discuss why time order is important in a personal narrative (to help the reader better understand the story).

Have a student read aloud the next paragraph. Explain that when students freewrite, they should write their ideas quickly without stopping. Point out that their ideas may not occur to them in the correct time order, but they can use their freewriting notes to put events in the correct order later.

ACTIVITY C Have partners complete this activity. When they have finished, invite volunteers to share their answers with the class. Ask students to explain why the introduction they chose is the best.

In a personal narrative, events should be in the order that they happened. When you remember an experience for a personal narrative, take time to think about everything that happened. Writing about an experience in time order can help the reader understand what happened and why things happened.

Sometimes it’s helpful to freewrite about an experience so that you can remember all the details about it. When you freewrite about something, write everything you can remember. Later you can put the events together in the order that they happened.

Writers use transition words, such as then, yesterday, first, last, and next to show how events are connected. Read the paragraph below, then study the time line. The transition words help turn the events into a story that is easy for the reader to understand.

Yesterday evening I went upstairs and “visited” the Van Daans. I do so occasionally to have a chat. Sometimes it can be quite fun. Then we have some moth biscuits (the biscuit tin is kept in the wardrobe which is full of moth balls) and drink lemonade.

This has been such a busy week. First, I had Maggie’s birthday party.

Then we all slept over to celebrate. Next, my dad and I practiced batting for the upcoming game. We met Mom and George later for dinner at the pizza parlor. Yesterday I hit a double, and our team won the game. What a tiring week!

I had Maggie’s birthday party.

first

We all slept over to celebrate.

then

My dad and I practiced batting for the upcoming game.

next

We met Mom and George for dinner at the pizza parlor.

later

yesterday

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PRACTICE

Time Order

Friday, 25 September, 1942

TEACH

Read aloud the excerpt and ask students to point out the transition words (Yesterday evening, Then).

•

Chapter 1

I hit a double, and our team won the game.

ACTIVITY D Have small groups complete this activity. Tell students to add transition words to their personal narratives. Invite volunteers to share their narratives with the class.

APPLY Writer’s Corner

Suggest that students use at least three transition words. When students have finished, have small groups read aloud their paragraphs. Tell students to raise a hand every time they hear a transition word.

Students should demonstrate an understanding of time order.

Teach students how to create time lines using a computer program.

ASSESS Note which students had difficulty understanding time order. Use the Reteach option with those students who need additional reinforcement.

Practice Book page 133 provides additional work with the introduction, body paragraphs, and conclusion in a personal narrative.

TEACHING OPTIONS Reteach Ask students to name a fairy tale or other familiar story. Draw a time line on the board. Have students work together to write the events of the story on the time line in the order in which they happened. Help students see how the outcome of one event affects another. Discuss how the story might be confusing if certain events on the time line were written out of order. Then have students write brief summaries of the events from the time line. Help students use transition words to indicate the order of events.

Ready! Set! Go to School!

Have students freewrite about what they do every morning to get ready for school. Tell students to write enough details for a complete paragraph. Then have students organize their notes in time order by numbering them, rewriting them, or cutting them apart and reordering them. Direct students to use their notes to write in correct time order a paragraph that tells what they do each morning. Remind students to use transition words to help the reader better understand time order. Invite volunteers to read aloud their completed paragraphs.

ACTIVITY C Read the personal narrative below. Find the transition words. Then choose the best introduction from the list that follows the personal narrative. Explain your choice.

I had never ice-skated before last weekend, but my sister insisted that I try. I put on a pair of her old skates and hobbled over to the rink. At first, I held my sister’s hand. Then I took a small step on my own.

My ankles wobbled, my feet slid, and I fell flat on the cold, hard ice. I spent most of the afternoon “practicing” how to fall. But I finally made it all the way around the rink in an upright position. Next week I may try doing a spin!

a. It was a very cold day. b. Learning a new skill often has its ups and downs. c. I love ice-skating.

ACTIVITY D Molly wrote these notes about her first time babysitting her sister Rayna. Write the notes as a personal narrative, using transition words. Add an introduction and a conclusion to the story.

For Tomorrow Ask students to bring to class a paragraph from a book, newspaper, or magazine that uses transition words.

Tell students they will be sharing their paragraphs during the next class.

Bring in a paragraph of your own to share with the class.

• Rayna started crying when Mom left.

• It took forever to get her into her high chair.

• I had to fight to put her bib on.

• She spilled her food on the floor.

• I gave up trying to feed her and decided to let her play.

• She started grabbing the cat’s tail.

• She tried to eat the TV remote.

• She looked up at me and said, “I’m hungry.”

Common Core Standards

Writer’s Corner Think about what you did

CCSS.ELA.W.5.3a CCSS.ELA.W.5.3c CCSS.ELA.W.5.6

last weekend. Write five sentences describing what happened. Use time order.

▲

Use a computer program to create a time line graph.

Save your work.

Personal Narratives

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1.3

WRITING SKILLS Sentence Variety

OBJECTIVE • To apply sentence variety in writing

WARM-UP READ, LISTEN, SPEAK Read aloud the paragraph from yesterday’s For Tomorrow assignment. Ask students to listen for transition words.

Discuss the order of events in the paragraph. Ask students to tell how the transition words helped to understand the paragraph better. Have small groups share the paragraphs they found.

Ask volunteers to read aloud their paragraphs, omitting the transition words. Then have students reread their paragraphs with the transition words.

Discuss how the transition words made the paragraph much easier to understand. Ask students to explain why.

a question in a personal narrative.

Have a volunteer read aloud the Set 2 sentences and the paragraph that follows. Tell students not to overuse exclamation points because overuse causes them to lose their effect.

Have a volunteer read aloud the two pairs of sentences in Set 3. Ask students to explain how placing the word suddenly at the beginning of the sentence in the first pair changes how the reader might imagine the scene. Then ask a volunteer to tell how changing the position of the words in the second pair changes his or her understanding of the sentence.

LESSON

3

Read aloud the excerpt and place extra emphasis on the exclamation and question. Discuss how these sentences make the writing more interesting.

PRACTICE ACTIVITY A Have partners complete this activity. Tell them to take turns writing either an exclamation or a question for each sentence. When students have finished, invite volunteers to write their answers on the board. Discuss how effective the exclamations and questions

Writing Skills

Sentence Variety Writing different kinds of sentences will make your writing more interesting. When all the sentences are the same kind, readers might become bored. To add variety to your writing, you can do these things:

GRAMMAR CONNECTION

Take this opportunity to talk about nouns used as subjects and subject complements. You may wish to have students point out nouns used as subjects and subject complements in their Read, Listen, Speak examples.

• • •

Change a sentence to a question.

Change a sentence to an exclamation.

Change the order of the words in a sentence.

Read each set of sentences below. Think about how sentence A has been changed to make sentence B. SET 1

A I always wanted to go white-water rafting.

B Have you ever wanted to go white-water rafting?

In Set 1 sentence A was changed to a question. Questions invite readers to make connections while they’re reading. By asking a question, writers can get readers to start thinking.

TEACH Have a volunteer read aloud the first paragraph and the bulleted list. Ask students whether they have ever used the techniques in the list to add sentence variety to their writing. Have students give examples of such changes.

Read aloud the next paragraph and the sentences in Set 1. Discuss how changing a statement to a question could make writing more interesting. (It would cause the reader to think more about the topic.) Have a volunteer read aloud the paragraph under Set 1. Discuss where and why students might use 224 • Chapter 1

SET 2

A Gliding swiftly down the river was exciting.

B How exciting it was to glide swiftly down the river!

In Set 2 sentence A is changed to an exclamatory sentence. An occasional exclamation helps readers share the enthusiasm and excitement of the writer. But be careful with exclamations and questions. Too many exclamations and questions can lose their effect and make your writing repetitive.

SET 3

A We hit some rapids suddenly, and the raft spun around.

B Suddenly, we hit some rapids, and the raft spun around.

A I didn’t know whether to be excited or scared as the raft spun wildly.

B As the raft spun wildly, I didn’t know whether to be excited or scared.

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are in varying sentences. Point out any words that were added that may grab the reader’s attention.

suggestions for improvement.

Students should demonstrate an understanding of sentence variety.

APPLY

ASSESS

Writer’s Corner

Note which students had difficulty understanding sentence variety. Use the Reteach option with those students who need additional reinforcement.

Encourage students to change the word order of at least two sentences. Tell students to include at least one question and one exclamation.

When students have finished, invite volunteers to share their revisions with the class and to describe the changes that were made. Have students point out additions that add interest to the narrative. Have volunteers offer

LiNK

Monday, 21 September, 1942

. . . I had just written something about Mrs. Van Daan when in she came. Slap! I closed the book.

“Hey, Anne, can’t I just have a look?”

Naturally it gave me a frightful shock, because there was an unflattering description of her on this particular page.

ACTIVITY A Rewrite each sentence, first as a question and then as an exclamatory sentence. You may change or add any words to make the sentences more interesting.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

On Saturday I saw my first rodeo.

Visiting the Statue of Liberty was very cool.

Everything seemed to go wrong this morning.

It took me many tries to jump that distance.

It’s a long drive to Emma’s house.

Eric didn’t believe me when I told him about my beanbag collection.

Training a dog can be very difficult.

I’d always wanted to learn to ride a horse.

Have students draw a three-column chart with the headings Question, Exclamation, and Order of Words.

Give students a statement sentence from a text in the classroom or from an earlier exercise. Help students write three variations of the sentence and place each in the appropriate column. Repeat the activity with two more sentences.

List on the board the names of explorers that students have studied in social studies, such as Christopher Columbus, Ferdinand Magellan, or Ponce de León. Have students choose an explorer and write a sentence about that explorer’s adventures. Then tell students to pass their sentences to another student who will rewrite the sentence as a question, as an exclamation, or by changing the word order. Have students continue passing papers until each sentence has been rewritten three different ways.

Invite volunteers to read aloud the revised sentences.

For Tomorrow

I was surprised to see a sandwich with corn flakes on it.

The first time I babysat was a disaster.

Reteach

Exploring Sentence Variety

Diary of Anne Frank In the first pair in Set 3, the word order of the sentence was changed. The word suddenly was moved to the beginning of the sentence to add variety. Changing the order of words in a sentence can shift the emphasis of a sentence.

The change makes the event seem more urgent.

In the second pair in Set 3, the words as the raft spun wildly was moved to the beginning of the sentence. Changing the word order gives the background information about the raft first.

TEACHING OPTIONS

Writer’s Corner

Life on a farm can be fun.

Rewrite the sentences you

My penalty kick was going toward the goal.

wrote for the Writer’s Corner on page 223 into a paragraph.

Add variety by using questions or exclamations.

You might also change the

Have students find a short paragraph from a fiction book. Ask them to change some sentences for variety and to write their new sentences.

Tell students to bring in the original paragraph with their revised sentences. Bring in a paragraph and revised sentences of your own to share with the class.

Common Core Standards CCSS.ELA.W.5.3c CCSS.ELA.W.5.5 CCSS.ELA.L.5.3

order of the words in some sentences. Reread and determine if your revisions improve your paragraph.

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1.3

WRITING SKILLS Sentence Variety

WARM-UP

PRACTICE

READ, LISTEN, SPEAK Read aloud your paragraph from yesterday’s For Tomorrow assignment. Then read aloud your revised sentences, pointing out changes that you made.

Discuss how your changes grab attention or add excitement.

Have small groups share their paragraphs and revisions.

Discuss how the revisions change the meaning and emphasis of the original paragraph.

ACTIVITY B Write on the board the first sentence and model several different ways to rewrite it. Then have partners complete the activity. When they have finished, invite students to compare their revisions in small groups.

GRAMMAR CONNECTION

Take this opportunity to talk about nouns used as objects. You may wish to have students point out nouns used as objects in their Read, Listen, Speak examples.

ACTIVITY C Point out that the words in parentheses can be placed in several places in the sentences.

Have students complete this activity independently. Then have partners compare their answers.

TEACH

ACTIVITY E Have small groups complete this activity. Assign one paragraph to each group. Remind students not to change the meanings of the paragraphs while adding sentence variety. When students

ACTIVITY B Rewrite each sentence by moving the words in italics to a new position in the sentence. You may change or add any words to make the sentences more interesting.

Discuss reasons that writers vary their sentences (to grab the reader’s attention, to add excitement to the writing, to make the writing more interesting). Ask students to name different ways to vary sentences in writing, such as changing statements to questions, changing statements to exclamations, and changing word order.

Write on the board the following sentence:

1. I awoke as the cuckoo clock began to strike.

2. Black smoke poured out when I opened the oven door.

3. Everyone looked up when I walked into the library with my squeaky shoes.

4.

5.

6.

7.

8.

9.

10.

We met Charlie and Doug on the way to the costume party.

Our backyard looked like an ice palace after the winter storm.

It was getting dark when I realized I had taken the wrong road.

I finally succeeded after many attempts at twirling spaghetti on a fork.

The telephone rang just as we were going out the door.

A big yellow snowplow rumbled down the street just in time.

We went to the Brooklyn Children’s Museum while we were in New York.

ACTIVITY C Rewrite each sentence using the word or words in parentheses. Write two different sentences for each item.

The movie opens next week.

1.

2.

3.

4.

5.

6.

Have students rewrite the sentence three different ways: as a question, as an exclamation, and with different word order. Then ask volunteers to write on the board their revised sentences. Discuss how the changes affected the meaning of the sentence.

The sandbags gave way. (unexpectedly) The water flowed over the banks of the river. (swiftly) We ran onto higher ground. (quickly) The water stopped rising. (in a little while) The water went down. (gradually) We started cleaning up. (immediately)

ACTIVITY D This is the first paragraph of a personal narrative. Rewrite the paragraph by following the directions.

Taking Off My first plane trip was very exciting. The engines roared and the plane vibrated as it prepared for takeoff. The ground seemed to rush by as the plane sped down the runway. It was a thrilling moment when the plane rose from the ground.

1.

2.

3.

4.

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ACTIVITY D Ask volunteers to read aloud the paragraph. Then have students complete the activity independently. As students work, remind them to make sure that their sentence changes do not change the meaning of the paragraph. When students have finished, have them compare their paragraphs in small groups.

•

Add a question to the beginning of the narrative.

Change the word order in two of the sentences.

End the paragraph with an exclamation.

You may change or add words to make the sentences more interesting.

Chapter 1

have finished, ask them to read aloud their paragraphs. Have students discuss the changes each group made.

small groups share their work.

Students should demonstrate an understanding of sentence variety.

ASSESS

APPLY Writer’s Corner

Provide students with newspapers from which to choose their articles or encourage students to find online articles. Then have students complete this activity independently. Encourage students to write examples of each way to vary a sentence that they have read about in this lesson.

When students have finished, have

Note which students had difficulty understanding sentence variety. Use the Reteach option with those students who need additional reinforcement.

Practice Book page 134 provides additional work with sentence variety.

Reteach Have students look at a personal narrative from this chapter. Guide them to find sentences that could be changed to add variety. Help students decide how best to change each sentence. Encourage students to revise at least one sentence by changing the order of the words. Then have students rewrite the paragraph with the new sentences. Invite students to read aloud their original and revised paragraphs.

English-Language Learners Have students choose three sentences from the student model on page 215.

Tell students to revise these for sentence variety. Ask students to copy the sentences onto note cards by writing each word on a separate card. Have students rearrange the words to revise the sentences. Tell students they may add or delete words as necessary. Discuss how the punctuation may have to change to go along with some of students’ changes.

ACTIVITY E Change the sentences to make the paragraphs more interesting. Try not to change the meanings of the paragraphs.

1. Jogging is not my idea of fun exercise. Running for the sake of running bores me to tears. Playing tennis is more exciting to me. Chasing after that fuzzy, little ball wears me out, but at least I’m enjoying myself.

Learning to play, however, was not as easy as I first thought it would be.

2. I was happily on my way to the movie. Suddenly, it started to rain very hard! How kind this stranger is, I thought, to share her umbrella with me! If only I had known what she had in mind! I couldn’t refuse her request. Collecting signatures for a petition is no fun.

What a wasted afternoon! I would rather have gotten drenched! Imagine how you would feel if you spent your holiday the way I spent mine!

For Tomorrow Have students write the body paragraph for a personal narrative about a class field trip. Direct them to revise the paragraph by using sentence variety. Tell students they will share their paragraphs and revised sentences during the next class. Write your own paragraph and revise it by using a variety of sentences.

3. Have you ever flown down a snowy hillside on a toboggan? Can you imagine screaming with three friends on a narrow wooden board as it skims downward at nearly 40 miles per hour? Can you feel your heart race as the wind lashes against your face? Would you like to know how I first got involved in this thrilling sport?

4. I was making cinnamon bread for the first time. I was using a recipe from a classmate. I really wanted to make the recipe after I had tasted my classmate’s scrumptious bread. I went to the store, and I got all the ingredients. I made the batter. I went to look for the bread pan. I couldn’t find it. I looked high and low. Finally, I asked my mom. I found out that she had taken the bread pan to work and had forgotten to bring it home.

I was upset. I couldn’t make the bread.

Common Core Standards

5. Can you believe it? My roller skates are here.

I wanted to earn enough money. I babysat my brothers. I walked my neighbor’s dogs. I raked my grandmother’s lawn. I washed Mrs. Waverly’s windows. Enough money to buy my roller skates is what I have. Buying the skates tomorrow will be the first thing I do.

TEACHING OPTIONS

Writer’s Corner

CCSS.ELA.W.5.5 CCSS.ELA.L.5.3 CCSS.ELA.SL.5.1

Choose an article from a newspaper. Change five sentences in the article to add variety. How do your revisions affect the article?

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1.4

STUDY SKILLS Thesaurus

OBJECTIVES • To demonstrate how to use a dictionary thesaurus • To demonstrate how to use an indexed thesaurus

WARM-UP READ, LISTEN, SPEAK Read aloud your paragraph and revised paragraph from yesterday’s For Tomorrow assignment. Point out revisions you made to add sentence variety. Ask students to offer suggestions for further revisions.

Then invite volunteers to read aloud their original and revised paragraphs. Encourage students to offer constructive feedback about the revisions.

LESSON

GRAMMAR CONNECTION

Take this opportunity to talk about nouns used as indirect objects. You may wish to have students point out any nouns used as indirect objects in their Read, Listen, Speak examples.

4

ACTIVITY B Have partners look up the words and write one sentence for each.

Then have partners exchange papers, and rewrite the sentence using a word with a similar meaning. Encourage students to

Study Skills

A dictionary can help you check that you use words correctly.

But where do you turn if you think of a word, but it isn’t the exact word you want? What tool can help you replace a word that you have used too often?

A thesaurus is the answer to these problems. A print or digital thesaurus lists synonyms, or words with similar meanings. A thesaurus can help you find words that say exactly what you mean.

Jenna wrote a personal narrative about playing a game with her baby sister. She wanted to change jumped because she had already used that word three times in one paragraph. This was her original sentence.

Magda clapped her hands and jumped over a garden hose.

Her baby sister’s jump over the garden hose was tiny. Look at these pages from a thesaurus. Which word would best describe Magda’s jump as tiny? first guide word

joke

examples of usage

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ACTIVITY A Have students complete this activity independently. When they have finished, ask volunteers to share their answers with the class.

If time permits, have small groups use a dictionary thesaurus to look up synonyms for a few words in the activity.

Thesaurus

TEACH Discuss what students think a thesaurus is and how it is different from a dictionary. Ask students if they have ever used a thesaurus and to tell how and why they have used one. Then invite a volunteer to read aloud the first paragraph.

Have volunteers read aloud the rest of the section. Point out that a thesaurus can help students use a variety of different words in their writing. Allow time for students to read silently the thesaurus excerpt.

Have volunteers name a synonym for the word jump that would work in the example sentence (hop).

PRACTICE

Direct students’ attention to the thesaurus excerpt again. Ask a volunteer to point out the first and last guide words on the thesaurus pages. Have students identify the parts of speech and synonyms for both joke and jump.

Have volunteers read aloud the section Dictionary Thesaurus.

Point out that not all dictionary thesauruses give the meanings of the synonyms, so students may have to check the meanings in a dictionary when choosing the correct synonym. Have students use a dictionary thesaurus to look up the words help, pretty, and nice.

Ask students to read the synonyms listed for each word.

•

last guide word

synonyms

juice

joke noun. a trick or story with a funny ending meant to make people laugh <The whole group laughed at her great joke.> jest a remark that is not spoken seriously <It was only a jest, so don’t be upset.> gag a joke or trick, especially one that is prepared in advance <He’s been doing that gag for weeks, but it always gets a laugh.> prank a mischievous trick <One day, Jonny’s pranks are going to make someone mad.>

Chapter 1

first guide word

jump

part of speech

last guide word

junk

jump verb. to move off the ground by bending and suddenly straightening the legs <He jumped and caught the ball.> spring to move suddenly upward, forward, or backward <I sprang out of my chair.> leap to jump, especially high or far <The dog leaped over a hedge and sprinted away.> hop to make a small jump <She hopped up to the next step.>

add sentence variety to the new sentence by turning the original sentence into a question, an exclamation, or by changing the word order.

APPLY

ASSESS

TEACHING OPTIONS

Note which students had difficulty understanding the use of a dictionary thesaurus.

Use the Reteach option with those students who need additional reinforcement.

Reteach

Writer’s Corner

Have students complete this activity independently. When students have finished, invite volunteers to write their lists on the board.

Have students add any synonyms they found to complete each list.

Students should demonstrate an understanding of how to use a dictionary thesaurus.

Ask students to write on a note card a common adjective or verb, such as small, happy, or sit. Help students look up the word in a dictionary thesaurus.

Work with students to write on the note cards the guide words from the page on which the word is found.

Have students find a synonym for the original word and record its meaning on the note card. Ask students to find more synonyms and record their meanings. Be sure that students understand that synonyms often have slightly different meanings from the original words.

Thesaurus Challenge Write descriptive sentences on the board. Challenge students to find in a dictionary thesaurus synonyms for the adjectives and adverbs in the sentences. Encourage students to choose synonyms that most closely retain the meanings of the original words. Have students use a dictionary to check a word’s definition if the definition does not appear in the thesaurus. Have volunteers write their changes on the board. As a class decide which synonyms work best.

Dictionary Thesaurus Jenna’s thesaurus is a dictionary thesaurus. It is organized like a dictionary. Words are listed in alphabetical order, and each section has words that start with the same letter.

At the top of each page of a dictionary thesaurus are guide words.

Guide words show you the first entry and the last entry that appear on that page. If you were looking for the word jump in a thesaurus, you would know you had the right page if the guide words for that page were joke and junk. The word jump comes alphabetically between joke and junk.

Remember that synonyms may have slightly different meanings from one another. A hop is not exactly the same as a leap. Some dictionary thesauruses give definitions and example sentences for each synonym, but not all of them do. If you aren’t sure about a synonym’s exact meaning, look up the word in a dictionary.

For Tomorrow Have students write three sentences describing an animal. Ask students to rewrite the sentences using synonyms from a dictionary thesaurus. Tell students to be prepared to share their sentences during the next class. Be prepared to share your own descriptive sentences with the class.

ACTIVITY A Tell which words in Column B might be found on a page with the guide words in Column A.

1.

2.

3.

4.

5.

6.

Column A

Column B

pace/pale

pack, paddle, parade

stall/stir

steep, sting, stock

bride/broken

bronze, bristle, brilliant

alike/angry

alert, alley, ancient

gamble/gift

gentle, giant, gloomy

ache/again

active, aid, afraid

ACTIVITY B Use a thesaurus to find the following words and write a sentence for each word.

Then rewrite the sentence using a word with a similar meaning.

1. amusing 5. break

2. clever 3. interesting 4. polite

6. happy 7. mad 8. shabby

Common Core Standards CCSS.ELA.L.5.4c CCSS.ELA.L.5.5c

Writer’s Corner

Find one of the words below in a thesaurus. Write a list of the synonyms you find. go

break

smile

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1.4

STUDY SKILLS Thesaurus

WARM-UP READ, LISTEN, SPEAK Write on the board the three sentences from yesterday’s For Tomorrow assignment. Then model how you changed the sentences by pointing out the words for which you found synonyms in a dictionary thesaurus. Read aloud the sentences, inserting the new words. Tell students you chose those particular words because their meanings were the best to convey what you wanted to say to describe the animal. Have partners share their sentences and discuss why they chose the synonyms they did. Have students discuss additional synonyms for the descriptive words.

the similarities and differences between a dictionary thesaurus and an indexed thesaurus. Have students decide which kind of thesaurus they think is easier to use.

PRACTICE ACTIVITY C Read aloud the first sentence and point out that the sentence can provide clues for which synonym is appropriate. Explain that students should look under noun in the index entry to determine the correct meaning. Then have students complete the activity

GRAMMAR CONNECTION

ACTIVITY D Have partners complete this activity. When students have finished, ask volunteers to write their sentences on the board. Have students share other synonyms they used. Discuss how the different synonyms affect the meaning of the sentence.

Indexed Thesaurus

Take this opportunity to talk about nouns used in direct address. Point out students’ use of nouns in direct address in their Read, Listen, Speak discussions.

A dictionary thesaurus is organized by words in alphabetical order.

An indexed thesaurus is organized by ideas or categories. In an indexed thesaurus, words that express the same idea are listed together in one entry.

An indexed thesaurus is divided into two sections. To find synonyms for a word, look up the word in the index. Words in the index are listed alphabetically, and guide words show the first and last word on each page. Most entry words are followed by a list of meanings. Next to each meaning is a number that tells you where to find synonyms with that meaning. Here is an example of an entry for jump from the index of an indexed thesaurus.

TEACH Have a volunteer read aloud the first two paragraphs of the section Indexed Thesaurus. Pass around an indexed thesaurus for students to look through. Then show students that the index is located in the back of the thesaurus.

Explain that the numbers listed next to each meaning correspond to the synonyms listed in the front of the book.

Ask a volunteer to read aloud the entry for the word jump and the rest of the section. Have another student look up the word jump in the index of an indexed thesaurus and read aloud the list of synonyms. Emphasize that an indexed thesaurus will usually list more synonyms than a dictionary thesaurus will. Discuss

jump

noun:

step 177.11 advantage 249.2 increase 251.1 leap 366.1

verb:

be startled 131.5 parachute 184.47 leap 366.5 attack 459.15

The verb leap is closest to the meaning Jenna needed. The entry might look like this.

366 LEAP 5 verbs leap, jump, hop, spring, skip

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230 • Chapter 1

independently. Invite volunteers to share their answers with the class.

•

Chapter 1

Discuss online dictionaries. If possible, guide students through steps of using an online dictionary.

APPLY Writer’s Corner

After students have finished, ask volunteers to read aloud their sentences. If time permits, have partners identify in each other’s sentences some other words that might be replaced with synonyms. Tell students to list synonyms for the identified words next to their sentences.

Students should demonstrate an understanding of how to use an indexed thesaurus.

ASSESS Note which students had difficulty using an indexed thesaurus. Use the Reteach option with those students who need additional reinforcement.

Practice Book page 135 provides additional work with using a thesaurus.

TEACHING OPTIONS Reteach Have students find words in the student model on page 215 that might be replaced with synonyms. Help students find one word in an indexed thesaurus. Discuss the synonyms and which word’s meaning best fits the context of the original sentence. Then have students work with partners to find synonyms for the rest of the words they would like to replace in the student model. Have partners rewrite the student model, using the synonyms they found in the thesaurus.

Allow time for students to share their work. Discuss how the word changes affect the meaning of each sentence.

Illustrated Synonyms Name some common words, such as walk, pretty, and eat. Invite students to use a thesaurus to find synonyms for each word and to draw a picture or scene that illustrates each synonym.

Have volunteers write a story using the synonyms and the pictures they drew. Ask volunteers to share their stories with the class.

ACTIVITY C Use the index entry for jump on page 230. Decide what numbers you would look under to find a synonym for jump in each of these sentences.

1. Petra had a jump on the competition because she had practiced her flute all summer.

2. When the monster pounced from a tree, everyone in the movie theater jumped.

3. Profits jumped when the company began to sell a new speedboat.

4. The team of soldiers jumped as their plane flew over the battlefield.

5. Anton jumped over the creek and kept on running.

For Tomorrow

ACTIVITY D Use a thesaurus to rewrite these sentences. Replace each word in italics with a synonym.

Have students find a magazine or newspaper article and rewrite it using synonyms they find in a thesaurus. Tell students they will share their rewritten article during the next class. Bring in an article you have rewritten using synonyms from a thesaurus to share with the class.

1. When Peter goes to the arcade with his friends, they talk for hours.

2. Jessica Montray’s first film as a director was a success.

3. Mark’s bedroom is always so clean you could almost eat off the floor.

4. They are using their pickup truck to carry pipes and lumber across town.

5. The outlaw escaped the hound dogs by swimming upriver.

Common Core Standards

6. We made a trip across the country in our beat-up car.

7. The diver looked nervous at the edge of the diving board.

8. A big lion lay behind the bush, ready to pounce on its prey.

9. The vase of flowers filled the room with a

Writer’s Corner

CCSS.ELA.W.5.4 CCSS.ELA.L.5.4c

Use an indexed thesaurus

fragrant odor.

10. Our class gave the money we raised to the local food pantry.

to find three synonyms for the word noise. Write a sentence for each synonym you choose. Use a dictionary to check that you used each

▲

Use an online dictionary to check your synonyms.

synonym correctly.

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1.5

WORD STUDY Exact Words

OBJECTIVES • To identify and use exact nouns and adjectives • To identify and use exact verbs

WARM-UP READ, LISTEN, SPEAK Read aloud the original article you brought from yesterday’s For Tomorrow assignment.

Read aloud the revised article with the synonyms you found in a thesaurus. Discuss how the meaning of the sentences changed with the new words.

Ask students to suggest other synonyms you could have used.

Have small groups share their revised articles. Ask students to tell which kind of thesaurus they used and why it was helpful.

Allow time for students to offer additional synonyms that could have been used.

Have a volunteer read aloud the rest of the section. Ask volunteers to suggest other exact nouns that could replace bird and tree.

Have a volunteer read aloud the first paragraph and the example sentences in the section Exact Adjectives. Ask a volunteer to identify the words from the first sentence that were changed in the second sentence. Encourage students to think of other exact adjectives that might replace beautiful and nice.

Ask volunteers to read aloud the rest of the section. Have students name some adjectives with which they might replace pretty, nice, good, great, bad, and awful.

LESSON

5

GRAMMAR CONNECTION

PRACTICE ACTIVITY A Complete this activity as a class.

Have several volunteers suggest exact nouns for the italicized words in the sentences. Discuss each suggestion and have students decide which exact noun is the best.

Word Study

Exact Words Good writers choose exact words to give their readers the clearest picture with the fewest words. Often one well-chosen word can do the job of many overused words.

Take this opportunity to talk about words used as nouns or as verbs. You may wish to have students point out any words used as nouns or as verbs in their Read, Listen, Speak examples.

Exact Nouns Read these two sentences.

A bird swooped down and knocked leaves from the tree.

A raven swooped down and knocked leaves from the oak.

When you read the first sentence, you might picture any kind of bird or tree. Exact nouns in the second sentence help you see more clearly what the writer is describing.

The writer might have changed “A bird” to “A big black bird” to create a clearer picture. But by choosing the word raven, the writer gave more specific information and painted a clearer picture in fewer words.

TEACH Invite a volunteer to read aloud the first paragraph. Tell students that it is important to use exact words because they create a clear picture in the reader’s mind.

Have a volunteer read aloud the first paragraph and example sentences in the section Exact Nouns. Ask a volunteer to point out the nouns in the first example sentence. Then have a volunteer identify the changes that were made to the first sentence. (Raven is substituted for bird and oak for tree.) Discuss how these changes improve the writing.

Exact Adjectives Which of these two sentences creates a clearer picture by using exact adjectives?

The beautiful baton twirler wore a uniform with nice sequins.

The graceful baton twirler wore a uniform with glittering sequins.

The exact adjective graceful tells you that the baton twirler is beautiful because her movements are full of grace.

The adjective graceful gives the reader more to imagine.

When someone says that something is “nice,” what do you imagine? It’s hard to picture what “nice” looks like.

When someone says that something is “glittering,” it is easier to imagine. The adjective glittering is exact. Nice is not.

When you write and revise, watch out for adjectives such as pretty, nice, good, great, bad, and awful. These adjectives do not give much information. Use exact adjectives that tell in what way something is nice, good, or awful.

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Explain that these adjectives do not help to paint a clear picture in a reader’s mind. Emphasize that students should use exact adjectives to make their writing more descriptive and interesting.

•

Chapter 1

ACTIVITY B Have students complete this activity independently. When students have finished, have partners compare their sentences.

Ask students to discuss how their choices affect the meaning of the sentence and create a clearer picture.

APPLY Writer’s Corner

Tell students to exchange paragraphs with a partner and provide feedback about whether more exact words might improve their partner’s paragraph. Allow time for

students to make changes to their paragraphs. Then invite volunteers to share their work with the class. Students should demonstrate an understanding of exact words.

ASSESS Note which students had difficulty using exact nouns and exact adjectives. Use the Reteach option with those students who need additional reinforcement.

TEACHING OPTIONS Reteach Have students work with partners. Ask one student in each pair to cover his or her eyes. Distribute a small, familiar object, such as a marker, a cup, or an apple, to the students whose eyes are open. Ask that student to use exact adjectives to describe the object to his or her partner without naming it.

Explain that since the partner cannot see, the better the description is, the more likely the partner will be able to visualize the object and guess what it is. Repeat this activity with additional objects until each student has described and guessed two objects.

Dueling Directions Have students work with partners.

Distribute to each pair a picture from a magazine or newspaper. Ask each partner to write descriptions of the picture. When students have finished, have them discuss the similarities and the differences between their paragraphs. Encourage students to note how their word choices affect the descriptions. Then have students exchange descriptions with their partners and use a thesaurus to find more exact nouns and adjectives to describe the picture.

ACTIVITY A Rewrite these sentences by replacing the nouns in italics with exact nouns.

1.

2.

3.

4.

5.

6.

7.

8.

When Maria bit into her piece of fruit, the juice dribbled down her chin.

Have you seen his furry pet ?

Alfonso came running into the room.

The picture on the wall showed a landscape scene.

The passenger put his bag in the overhead compartment.

There was a colorful bird in a large cage.

The water around our boat was filled with sea creatures.

The tourists were riding animals up the side of the mountain.

9. A lot of plants were growing in the garden.

10. I need a tool to hang the picture.

11. Mom liked the flowers I gave her.

For Tomorrow Have students write a short personal narrative about an exciting event in their lives. Encourage students to use exact nouns and adjectives.

Tell students they will share their narratives during the next class. Bring in your own personal narrative that provides a good example of how to use exact nouns and adjectives.

ACTIVITY B Rewrite these sentences by replacing the adjectives in italics with exact adjectives.

1.

2.

3.

4.

5.

6.

7.

The weather yesterday was bad.

The mountains were beautiful at that time of day.

We shared a good meal with our new neighbors.

A big tree is growing in our yard.

Have you noticed the pretty picture hanging on the wall?

The smart student solved all the math problems.

There was a strange sound coming from the box.

8. The horror movie was so scary that I probably won’t sleep well tonight.

9. The neighbors were angry because of the loud music Jon’s band was playing.

10. My sister is messy, and her things are thrown all over her room.

Writer’s Corner Imagine that you have discovered a buried treasure chest in your yard. Write five sentences describing what you might find in it. Use exact

Common Core Standards CCSS.ELA.W.5.3d CCSS.ELA.W.5.5 CCSS.ELA.L.5.5

words to help readers picture what is inside.

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1.5

WORD STUDY Exact Words

WARM-UP READ, LISTEN, SPEAK Tell students to close their eyes.

Then read aloud your personal narrative from yesterday’s For Tomorrow assignment. Ask students to list on the board the exact words that helped them create a clear picture of your story events. Have small groups share the narratives they wrote.

Challenge students to identify the exact nouns and adjectives in each narrative.

GRAMMAR CONNECTION

Take this opportunity to talk about words used as nouns or as adjectives. You may wish to have students point out any words used as nouns or as adjectives in their Read, Listen, Speak examples.

TEACH Have a volunteer read aloud the first paragraph of the section Exact Verbs. Ask volunteers to give synonyms for run, smile, and sing. Discuss why using exact verbs improves writing. Then have a volunteer read aloud the two example sentences. Have students explain the meanings of the words walked and strolled. Ask students how the meaning of stroll reflects how the writer feels about the fun house. (The writer wants to take time to see everything.)

Invite a volunteer to read aloud the next two paragraphs and the example sentence. Encourage students to explain how the word raced changes the meaning of the sentence. (The writer may be uninterested or excited.)

Read aloud the next paragraph and the example sentences. Ask a volunteer to tell what an adverb is (a word that describes a verb, an adjective, or another adverb). Then have a volunteer name the adverbs that were removed from the first sentence (quickly and wildly).

Read aloud and answer the question at the end of the section.

Have students close their eyes. Then read aloud the excerpt. Ask students to identify exact words that helped create a clear picture in their minds.

PRACTICE ACTIVITY C Discuss the use of print or online thesauruses as resources. Have partners complete this activity.

Invite volunteers to share their answers. Discuss how different verb choices affect the meaning of each sentence and offer more detail to the reader.

Diary of Anne Frank

We turned absolutely white.

Perhaps he had heard something after all and wanted to investigate our secret den . . .

The knocking, pulling, pushing, wrecking went on. I nearly fainted at the thought this utter stranger might discover our beautiful secret hiding place.

ACTIVITY E Have students work independently on the activity. Have volunteers write their sentences on the board. Discuss the exact words that were chosen. Point out any words that were added to make a clearer picture.

Exact Verbs Verbs such as run, smile, and sing are action words. Some verbs show an action more clearly than other verbs do. When you write and revise, use exact verbs to show readers what is happening in your writing.

I walked through the fun house at the fair.

I strolled through the fun house at the fair.

The second sentence tells readers that the writer walked leisurely through the fun house.

Readers get a clearer picture of how the writer walked. The second sentence also tells that the writer wanted to take time in the fun house. The word strolled gives more information than the word walked.

How does this revision change the meaning of the sentence?

I raced through the fun house at the fair.

When you revise, look for places where you can use exact verbs. Check the adverbs you used with the verbs. When you find one or more adverbs that describe a verb, think about whether a more exact verb might do the job. A thesaurus can help.

I ran quickly and wildly through the scary forest.

I scampered through the scary forest.

Anne Frank

What other exact verbs might you use to replace the verb and adverbs in the first sentence?

ACTIVITY C Replace each verb in italics with an exact verb.

Use a thesaurus if you need help.

1.

2.

3.

4.

5.

My horse ran across the swampy field.

A gray rabbit was eating a leaf of lettuce.

The campers walked along the crooked trail.

I caught the ball and ran toward the end zone.

Ned took the basketball from the bully and gave it back to his friend.

6. “I’m going to win!” said the star athlete.

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234 • Chapter 1

LiNK

Tuesday, 20 October, 1942

ACTIVITY D Have students complete this activity independently. Encourage students to use a thesaurus if needed. Have volunteers write on the board their sentences.

Ask students to explain their verb choices.

•

Chapter 1

ACTIVITY F Have students complete the activity independently. Tell partners to exchange paragraphs.

Encourage students to offer further suggestions for exact nouns, adjectives, and verbs. Invite volunteers to read aloud their revised paragraphs.

APPLY Writer’s Corner

Before students write their sentences, create a chart on the board and have students list all the synonyms they found. Then tell students to write their sentences.

Invite volunteers to read aloud their sentences. Students should demonstrate an understanding of using exact words.

ASSESS Note which students had difficulty using exact verbs. Use the Reteach option with those students who need additional reinforcement.

Practice Book page 136 provides additional work with exact words.

Play a game of charades with students. Have them mime an action, such as running, jumping, or skipping.

Guide students who are watching to name the verb that identifies each action. Encourage students to use a thesaurus to find other words for the verb and to mime some of the synonyms they find. Explain how exact verbs can clearly communicate a specific action.

Have students use exact words to write a brief personal narrative of a sporting event. Encourage students to write as if their narrative will be read over the radio. Tell students that exact words help a listener visualize the action of the narrative. When students have finished, invite volunteers to read aloud what they wrote as if they were announcers on a radio program.

The snake went on its belly across the basement floor.

A train came loudly into the station.

The bonfire made loud noises as we told our stories.

For Tomorrow

The mayor went up onstage and spoke loudly to the crowd.

Have students choose a paragraph from a news article about a sporting event or a weather phenomenon. Have students rewrite the paragraph using exact nouns, adjectives, and verbs.

Choose a paragraph of your own to rewrite and share with the class.

5. The fox looked for a long time at the people walking clumsily through the bushes.

6. The clothes hanging on the line moved slowly back and forth in the wind.

ACTIVITY E Rewrite the sentences below by replacing the words in italics with exact words. You may add words to paint a more detailed picture.

1.

2.

3.

4.

5.

Reteach

Sports Broadcast

ACTIVITY D Rewrite these sentences by replacing the words in italics with exact verbs.

1.

2.

3.

4.

TEACHING OPTIONS

The main character and her family lived in an old house.

The coach shouted commands to the players.

The lost child was crying for 20 minutes at the park ranger’s office.

Common Core Standards

Jackson is sad because his best friend is moving away.

The sunset was so beautiful that I took a photograph of it to share with my grandfather.

CCSS.ELA.L.5.4c CCSS.ELA.W.5.3d CCSS.ELA.W.5.5

6. That new puppy is cute, but I am allergic to dogs.

ACTIVITY F Rewrite this paragraph, using exact nouns, adjectives, and verbs.

In a faraway place, a group of animals was deciding what to do next. Their homes had been ruined by a very bad storm. They came together and started talking. “I don’t know what to do,” said an animal. A colored snake came to the middle of the circle. “We’d better decide soon,” he said. He pointed to the clouds, which were looking bad. Finally, one animal had a good idea. “Let’s go into that cave for the night,” he said. They were all happy with the idea, and they went into the cave.

Writer’s Corner Work with a partner to list three synonyms for each of the following verbs: talk, walk, eat, and take. Then choose one set of synonyms.

Write three sentences, using a different synonym from your list in each sentence.

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SPEAKING AND LISTENING SKILLS Oral Personal Narratives

OBJECTIVES • To present an effective oral personal narrative • To demonstrate how to be an active listener

WARM-UP READ, LISTEN, SPEAK Read aloud your paragraph from yesterday’s For Tomorrow assignment. Model how you chose which words you would replace with more exact words.

Then read aloud your revised paragraph. Ask students to describe the mental picture they had after hearing your revised paragraph. Have small groups share the paragraphs they rewrote for homework.

Encourage students to discuss how the exact words help the reader visualize the action.

cannot go back and read what has already happened.

Read aloud the section Conclusion. Have volunteers explain how they might end an oral narrative (by restating the topic, by explaining what they learned or how they were affected).

Ask a volunteer to read aloud the section Tone of Voice. Read aloud the following sentence, using different tones: I’m going to take a plane trip. Ask students to describe the tone of each reading.

Then have volunteers say the same sentence in two different ways, using different tones.

LESSON

6

GRAMMAR CONNECTION

Take this opportunity to review nouns. You may wish to have students point out nouns in their Read, Listen, Speak examples.

PRACTICE ACTIVITY A Tell partners to practice saying the sentences, using all of the tones of voice that are listed.

When students have finished, discuss what they noticed with each reading, such as how loud or how quickly students spoke, and how these things helped to express a feeling.

ACTIVITY B Suggest that each partner choose a different person to be in the story. When partners have completed this activity, encourage students to list tips for expressing

Speaking and Listening Skills

Oral Personal Narratives Have you ever told someone about something funny or scary that happened to you? Telling an audience about something that happened to you is sharing an oral personal narrative.

Audience and Topic

TEACH Ask volunteers to read aloud the first paragraph and the section Audience and Topic. Invite volunteers to tell brief personal narratives. Then have students explain how their narratives might be different if their audience was the school principal or the local mayor.

Ask a volunteer to read aloud the section Introduction.

Discuss ways that students might grab their audience’s attention (by using a question or an interesting statement).

Have a volunteer read aloud the section Body. Explain that using transition words is especially important when presenting a narrative orally because if the audience becomes confused, they 236 • Chapter 1

To whom are you going to tell your story? You might tell your story one way for your teacher and another way for a classmate. Knowing your audience can help you decide which experience to tell about.

What kind of story will your audience enjoy? Choose a topic that you will enjoy sharing with your audience.

Introduction Grab your listeners’ attention in the introduction.

You might let listeners know what kind of story you are going to tell. Will it be scary? Does it begin on a stormy night in a spooky forest?

Body The body of your oral personal narrative tells what happened to you. Be sure to include only the most interesting details.

Telling what happened in time order will help listeners follow your story. Use transition words to make your narrative clearer.

Conclusion In the conclusion of your oral personal narrative, you might tell listeners what you learned from the experience or how you felt about it.

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certain emotions. Have volunteers share these tips and list them on the board.

APPLY Speaker’s Corner

After partners have discussed their ideas, invite volunteers to list their ideas on the board. As a class, discuss each idea and decide whether it would make an interesting oral personal narrative. Students should demonstrate an understanding of oral personal narrative topics.

ASSESS

TEACHING OPTIONS

Note which students had difficulty understanding oral personal narratives. Use the Reteach option with those students who need additional reinforcement.

Reteach Show students a scene from a TV show or a movie in which the characters’ tones of voice clearly convey their feelings. Then discuss the following questions:

What feelings did each character show?

What clues helped you identify each character’s feelings?

Have students re-create several lines from the scene, using their voices to convey the characters’ emotions.

Friendly Feedback Have partners share personal narratives about fun times with friends. Then have students complete feedback forms. Ask students to discuss their comments.

Distribute feedback forms with the following questions:

Tone of Voice How you tell your personal narrative will help you connect with your audience. Use a tone of voice that shows how you feel. You might speak quickly during the exciting parts of the story. If something scary is about to happen in the story, slow down and speak quietly to keep your audience on the edge of their seats. You might also use words that imitate sounds in your story, such as crash, boom, or whoosh.

• How did the narrative catch and hold your attention?

• Did the speaker show feelings through tone of voice?

• What did you think was effective about the personal narrative?

ACTIVITY A Read each sentence aloud to a partner, using a tone of voice that sounds as if you are angry, scared, excited, or happy. See if your partner can guess the feeling you are showing.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

• How might the speaker improve the personal narrative?

Finally, I saw my balloon in the branches of a tree.

It was the biggest toad I’d ever seen.

I knew my life would never be the same.

You’ll never believe what happened next.

For Tomorrow

That’s the last time I’ll ever go there.

I didn’t know what to say.

I ran to the corner as fast as I could.

“Where did he go?” I wondered aloud.

I wasn’t sure what I was seeing.

It was the most unforgettable trip I’d ever taken.

ACTIVITY B Retell the story on page 215 in your own words to a partner. Imagine that you are one of the people in the story.

Change your tone of voice to match the emotions in the story.

Speaker’s Corner

Have students tell a story about their day to two people of different ages.

Ask students to note the differences in how they tell the story, depending upon their audience. Tell a story of your own to two different audiences and be prepared to share your experience with the class.

Write a list of three ideas for an oral personal narrative.

Talk with a partner about which idea would be best for an oral personal narrative you might present to your

Common Core Standards CCSS.ELA.W.5.5 CCSS.ELA.SL.5.4 CCSS.ELA.SL.5.6

classmates. Think about which narrative your classmates would most enjoy.

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1.6

SPEAKING AND LISTENING SKILLS Oral Personal Narratives

WARM-UP READ, LISTEN, SPEAK Tell students your story from yesterday’s For Tomorrow assignment. Explain to whom you told the story and tell how you changed certain words and phrases, depending upon your audience. Have small groups share their stories and their observations about how they changed the stories, depending upon their audience. Ask students to explain why they chose to use different words with each person.

TEACH

point, such as making eye contact, speaking slowly, and using appropriate volume, tone, and body language.

Invite volunteers to read aloud the section Listening Tips. Ask a volunteer to tell a short oral narrative twice. During the first presentation, fidget, yawn, look away from the speaker, and interrupt to ask a question. During the second presentation, model the good listening tips from the text. When you have finished, ask students to compare the two ways you listened. Ask volunteers to name additional ways to demonstrate good listening skills.

Read aloud the first paragraph of the section Prepare and Practice.

Explain that note cards can help a speaker stay on track as he or she talks. Write on the board the following example:

ACTIVITY D Read aloud the first sentence. Ask several volunteers to read it aloud, each showing a different emotion.

Discuss how the meaning of the sentence changed depending

To prepare your oral personal narrative, write the important parts, or the parts you most want to remember, on note cards. You might write a few good sentences that you want to include in your introduction or conclusion. Don’t put every word on your note cards. Instead, use keywords and phrases that will help you remember what to say.

Practice your personal narrative in front of a mirror a few times.

As you practice, try using different tones of voice to add feeling to your story. Try adding sound effects or body movements. The more you practice, the easier your oral personal narrative will be to present to your audience.

I woke up early.

My parents said they had a surprise.

I had to go on a treasure hunt.

There were clues in envelopes around the house.

Present

The last envelope had tickets to my favorite amusement park.

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ACTIVITY C Have students complete the activity independently. Tell them to use one note card for the introduction and another for the conclusion. Explain that they might need several note cards to write the details of the body. Then have students share their note cards in small groups.

Prepare and Practice

My Tenth Birthday

Use the first few items to demonstrate the introduction of an oral personal narrative. Then have volunteers continue the narrative, using the rest of the items on the board.

Ask a volunteer to read aloud the next paragraph. Tell students that when they prepare for their personal narrative, they should practice several times. Suggest that students also practice in front of family members or friends and ask for feedback about their presentation.

Have volunteers read aloud the section Present. Talk about each bulleted item and clarify any misconceptions. You might demonstrate each presentation

PRACTICE

Here are some tips for presenting your personal narrative.

• •

• • •

Before you begin, check that your note cards are in order.

Look at the audience as you speak. The audience wants to know that you are speaking to them, not reading from your note cards. Move your eyes from person to person to let your audience know you want to include them all.

Talk slowly. Taking a breath at the end of each sentence can help you remember to slow down.

Speak so everyone can hear you, but do not shout.

Use your tone of voice, your facial expressions, and your body movements to grab your listeners’ attention.

Listening Tips Listeners make a speaker feel comfortable when they show their interest. A speaker who is comfortable is more likely to tell a story you will enjoy. Here are some tips for being a good listener.

• •

•

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Look at the speaker. Pay attention to what the speaker is saying.

Picture the story in your mind. Imagine how the people and places in the story might look. Think about how the story might end.

If you have questions, save them until the speaker is finished.

Chapter 1

on the tone of voice. Then have partners complete the activity.

ACTIVITY E Encourage students to offer their partners constructive feedback.

If time allows, have students practice their narratives again, incorporating any changes they have made.

APPLY Speaker’s Corner

Before students present their oral personal narratives, review listening tips for the audience. Encourage students to ask questions after each presentation. You might

meet with each student and offer constructive feedback about his or her presentation. Students should demonstrate an understanding of oral personal narratives.

ASSESS Note which students had difficulty presenting oral personal narratives. Use the Reteach option with those students who need additional reinforcement.

After you have reviewed Lessons 3–5, administer the Writing Skills Assessment on pages 43–44 in the Assessment Book. This test is also available on the optional Loyola Press Online Assessment System.

ACTIVITY C Look at the three ideas you wrote for the Speaker’s Corner on page 237. Pick one you want to present. Write a set of note cards for that idea. Use keywords and phrases in your notes.

ACTIVITY D Read each sentence several times aloud to a partner. Show a different emotion each time. Notice how the same sentence changes meaning depending on how you say it.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

It’s just around the corner.

I didn’t expect that.

Is that really for me?

I think it’s going to be here soon.

I don’t think you should do that.

How did you know that?

TEACHING OPTIONS Reteach Meet with students individually to identify the important parts of the narratives that they presented in this lesson. Guide students to revise their note cards. Allow time for students to practice their narratives with you.

Offer students constructive feedback about their presentations. Then have students present their narratives to the class.

Present the Past Have students choose a person from history to research. Encourage students to use the Internet to research an interesting event from that person’s life. Have students prepare an oral personal narrative about the event. Tell students to imagine that they are the historical figure as they prepare to tell the story.

Encourage students to write note cards, sequencing events logically, and practicing their presentation with a partner, paying attention to their volume, eye contact, and pacing.

Allow students to dress the part of their historical figure or carry symbols or props associated with the person when they give the presentation.

When will this day end?

I don’t believe what you’re telling me.

Common Core Standards

My teacher told me it was true.

CCSS.ELA.W.5.3 CCSS.ELA.SL.5.4 CCSS.ELA.SL.5.6

This is the worst day.

ACTIVITY E Practice your oral personal narrative with a partner.

Practice using your voice to show your feelings. Try using facial expressions, body movements, and sound effects to keep your partner’s interest. When you have finished, talk with your partner about ways to improve your narrative.

Speaker’s Corner Present your oral personal narrative to the class.

Remember to make eye contact with your audience and to speak slowly and clearly. Use your voice to show your feelings. When your classmates present their narratives, use the Listening Tips to help you be a good listener.

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WRITER’S WORKSHOP Personal Narratives

OBJECTIVE • To choose a topic and to use a storyboard to plan a personal narrative

PREWRITING AND DRAFTING Tell students that they will follow a seven-step writing process to write their own personal narrative.

Have students turn to the inside back cover of their books. Review the traits of good writing. Refer to this chart as needed. The chart is also printed on the inside back cover of your edition. Invite a volunteer to read aloud the opening paragraph. Then review the following characteristics of a personal narrative:

• A personal narrative is about an event that really happened to the writer.

• It is told from the writer’s point of view.

• It is written in time order.

• It has an introduction, a body, and a conclusion.

Prewriting Tell students that the first step in the writing process is prewriting.

Explain that prewriting is the time when they will explore possible topics, determine an audience, develop ideas and details, and make a plan for writing.

Invite a volunteer to read aloud this section. Discuss some ways that Elsa might find a topic for her personal narrative.

and Elsa’s answers. Ask students to name some topics in Elsa’s answers that might be interesting to an audience of fifth-grade students. Then ask students to name topics from the list that might be interesting to teachers, parents, or grandparents.

Have a volunteer read aloud the paragraph following Elsa’s questions and answers. Ask students to describe how a personal narrative about playing drums might be different from one about moving to Philadelphia.

(Elsa’s feelings about each event might be different. The tone of each story could be unique.)

Writer’s Workshop Prewriting and Drafting Writing a personal narrative is an opportunity to share an experience from your life with others.

As the narrator you might write about something that changed your life. You might also write about something funny, scary, or brave that you did. The choices are endless.

Prewriting Elsa is a fifth grader who wanted to write a personal narrative to enter in the Pennsylvania “It Happened to Me” Contest. Elsa first took time to do some prewriting. During prewriting Elsa chose her topic and planned what she wanted to write.

240 • Chapter 1

Choosing a Topic Elsa had some ideas for what to write about, but she didn’t know which one to pick. Elsa answered a list of questions from her teacher to help her narrow her possible topics. Here are some of the questions.

Ideas

What is something that changed your life?

whe� �� ��mil� ���e� f�o� t�� �rm� ��s� �� � rman� � Philadelphi� �he� I �a� �i� What is the most exciting thing that has ever happened to you?

ge� ��n� � �la� drum� � t�� �am� ���g� a� Brick�, t�� �i�-�o� ar��s� What is the funniest thing that ever happened to you?

I �a� �nt� � �r�� �hil� �aughin� a� �� f�ien� f� �ri� in�.

What is the scariest thing that ever happened to you?

Choosing a Topic Tell students Ideas that ideas are the foundation of writing. Explain that strong ideas supported by interesting and relevant facts help make strong personal narratives.

Have volunteers read aloud the first paragraph, the questions,

Ask volunteers to read aloud this section. Explain that the questions can be used as a tool to help students brainstorm topics.

As students answer the questions, remind them that their topics should be true stories that happened to them. Suggest that students write several answers to each question.

When students have finished, ask them to select one topic for a personal narrative. Tell them to be sure that the topic would be interesting to their audience. You might have small groups discuss their topic choices and offer feedback about each topic.

playin� drum� � s��g� a� t�� Brick� c� cer� Elsa looked at her answers to the questions.

She chose playing drums at the Bricks concert as her topic for a few reasons. She thought her amazing opportunity would interest her audience.

She also thought that since the topic appeared more than once on the list of answers, she would have a lot to say about it.

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Using a Storyboard to Plan Explain that Organization organization is the way writers put their ideas together. Tell students that personal narratives use time order to tell events in the order in which they happened.

Have a volunteer read aloud this section. Tell students to look at Elsa’s drawings at the bottom of the page. Talk about how creating a storyboard might help Elsa plan her draft. (She can draw on each page important details that she wants to include in her draft. The storyboard will help her keep track of time order.)

Have volunteers read aloud this section. Encourage students to draw simple pencil illustrations that show the important details and events of their narrative.

Encourage them to use dialogue.

When students have finished, tell them to reread their storyboards to make sure that they have included all the necessary information. Ask them to circle their transition words, phrases, or clauses. Explain that students can rearrange or redraw their storyboards if they want to add a detail or if the time order is not correct.

Personal Narratives

What’s in a Title?

Explain that students’ prewriting notes can help them brainstorm possible titles for their personal narratives.

Have partners share their topics and storyboards. Tell students to use their storyboards to summarize for their partners the narrative they want to write. Then ask students to write three possible titles for their partner’s narrative. Have students talk about which titles they think are most appropriate for their narratives.

Common Core Standards CCSS.ELA.W.5.3a, b, d CCSS.ELA.W.5.5 CCSS.ELA.W.5.10

Proofreading

Now that Elsa had her topic, she wanted to plan what she would write about in her personal narrative. Elsa drew on sheets of paper simple pictures for each thing that happened to her.

She left room at the top of each page to write what was going on in the picture. Then she organized the pictures in the order that the events happened. Here are a few pages from Elsa’s storyboard.

Use the student model on page 215 to review the characteristics of a personal narrative. Some students may benefit from rereading the personal narrative. Others might enjoy retelling the story orally or performing it as a skit.

Copyediting

Using a Storyboard to Plan

Teaching Tip

Revising

Use a storyboard to plan your draft.

• Think about your topic. Draw the first thing that happened to you. Leave space at the top of the page to write about the picture.

• Write dialogue in a bubble next to a character’s mouth. Write what you were thinking in a bubble next to your mouth.

• Draw each event of the story on a separate page. Make sure you include all the important details of the experience.

• Use transition words, phrases, or clauses to sequence events clearly.

• Read the storyboard to see if it is organized in the order that your experience happened.

Content Editing

Think of experiences that you have had that you would like to share with an audience. Use the following questions to help you think of ideas. Choose as your topic the idea that you would most enjoy writing about.

• What is something that changed your life?

• What is the most exciting thing that has ever happened to you?

• What is the funniest, scariest, bravest, or most embarrassing thing that you have ever done?

• What is the thing that you are most proud of doing?

Drafting

Your Turn

Prewriting

Your Turn

TEACHING OPTIONS

Organization

Publishing

3

4 W� �rac ��ce� t�� �� � �� t�� empt� Civi � Cent er.

1 I �� c� cer� ��cket� t� ��� Brick�.

� er� �a� � �ilver an� blac� dru� �e�.

2

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WRITER’S WORKSHOP Personal Narratives

OBJECTIVE • To use prewriting notes to write a first draft

Drafting Explain that drafting is the time when writers first put their ideas into sentences and paragraphs.

Then have a volunteer read aloud the first and second paragraph of this section. Ask student to explain what a draft is (a piece of writing that is not yet complete).

Have volunteers read aloud Elsa’s draft. When they have finished, ask students the following questions:

• What do you find effective about the introduction?

• Is the order of the body

paragraphs logical?

• What details in the body are effective or interesting?

• How would you rate Elsa’s conclusion?

• Is there anything else you might want to know about Elsa’s experience?

Have students find words or sentences in Elsa’s draft that show Elsa’s voice. Discuss these and list them on the board. Then ask students to find details in the draft that show that Elsa is aware of her audience. Invite volunteers to suggest ways that Elsa might improve her draft.

June 15 | 6:0

Drafting

0 p.m.

A draft is the first chance to write ideas for your personal narrative in paragraph form. Elsa used her storyboard to help write her personal narrative. She made sure that her personal narrative was written in time order and that it had a clear introduction, body, and conclusion.

Elsa left extra space between the lines so that she would have room to make changes later. Here is Elsa’s first draft.

B R IC KJuS

C iv ic C en ne 15 | 6:00 p.m. te r

BRIC

Civic Seat

16

Row

3 S

A d m it17eOat No Refun ds No Exchan ges

Adm

Aisle

8 Ro

n e3 w

I won concert tickets to see Bricks, my favorite hip-hop artist! I also got a backstage pass to meet her two hours before the show started. I was so excited!

I play drums for fun, and I loved playing the beat along with Bricks’s CDs. I could hardly wait.

When the day of the concert came, I was so nervous. My stomack felt like it was doing gymnastics. My dad and I knocked on the back door of the Civic Center. The strongest-looking man I have ever seen opened the door. One of Bricks’s managers took my dad and me down a dark hallway to the stage. The stage was cluttered with microphones, equipment for the DJ, and a silver and black drum set. The manager said that Bricks would be out in a minute.

I got more and more excited! I started tapping the beat to Bricks’s hit song “My Street” on my leg. “My Street” was her newest song. I thought that it was her best too. Before “My Street” my favorite song by Bricks had been “Fool Me.” Then I heard a voice behind me say, “You play that beat pretty well.” It was Bricks! She asked if I would like to play the drums when she performed “My Street” that night.

I couldn’t believe it! We practiced the song in the empty Civic Center for the next hour. She told me that as long as I didn’t lose the beat, I would do a good job.

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Aisle

8

it On e

No R No Ex efunds chan ges

Don’t Lose the Beat

KS

Cente

r

Have volunteers read aloud this section. Tell students that when they write a draft, they are free to make changes without rewriting the entire draft from the beginning. Remind students to use the storyboards they made to help guide their writing. Encourage students to write an engaging introduction to get the reader’s attention. As students write the body, remind them to keep time order. Ask them to circle concrete words and sensory details. Remind them to summarize the story in the conclusion or in a comment on what the story means.

If students are struggling to write parts of their personal narrative, suggest that they work inside out. Tell students they may want to write their body paragraphs first, then write their introduction and conclusion.

Working this way may offer students new insights into how they might introduce the topic.

Explain that voice is

Voice the writer speaking

through the words on the page.

Tell students that the language helps readers hear and feel the personality of the writer, which is important in personal narratives.

Prewriting

drum set. I concentrated hard on not losing the beat. All of a sudden, the DJ

Drafting

stopped scratching and Bricks stopped rapping. The song was over, but I was still playing the beat. I was so embarrassed I didn’t know what to do. People in

Content Editing

the audience saw Bricks smile and start to dance to the beat. Then Bricks starts rapping over my beat. We were making up a new part for “My Street” together.

The crowd went wild. Bricks and I finally made eye contact and stopped at the same

Revising

time. The crowd cheered and screamed for more!

After the show Bricks told me how well she thought I had done. She said that

Copyediting

she might even keep the new line we made together in her song. I felt famous. I couldn’t believe what an amazing night I had had with my favorite hip-hop star.

Proofreading

Your Turn • While you write your draft, keep in mind your audience. Who Voice are you writing for? How much do they need to know to understand your experience?

Remember to use a voice that tells your reader how you felt about what happened. Were you excited? Were you scared? Were you happy?

Publishing

• Use your storyboard to write the first draft of your personal narrative. Write from your point of view as the narrator.

Use words such as I, me, my, our, and we. Start with an introduction that catches your reader’s attention.

• Tell the events in the body in time order.

Add concrete words and phrases and sensory details to make events seem as real as possible to the reader.

• Finish by writing a conclusion. Try to sum up what happened in your personal narrative. You might also want to write a final line that will be remembered by the reader.

How Do I Do It? Share the following tips for writing a draft: • Write quickly. The more ideas you get on paper now, the more you will have to work with later.

• Keep your prewriting notes in front of you. Use them to help you remember details and correct time order.

• You can add things to your draft that are not in your notes.

• Have fun. The more fun you have writing your draft, the more your voice will shine through.

Remind students that a draft is a work in progress and that they will have time later to revise what they have written.

Personal Narratives The enormous crowd cheered! I started to play the beat of the song on the

TEACHING OPTIONS

Writing with a Strong Voice Tell students that when writers use a voice that sounds and feels natural, their writing becomes more interesting. Discuss how writers show that they are happy, sad, or angry.

Explain that one way a writer’s voice is heard is through his or her word choice. Guide students to understand that by using exact words and a variety of sentence types and lengths, writers are able to express their thoughts and feelings clearly.

Tell students that reading aloud their drafts can help them hear whether their voice is strong and natural. Explain that when reading aloud, students should also listen for words that are dull and sentences that are not varied. Tell students to replace these problem areas with concrete words and sensory details. Also encourage them to write with a variety of sentence types.

Common Core Standards CCSS.ELA.W.5.3b, d, e CCSS.ELA.W.5.5 CCSS.ELA.W.5.10

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EDITOR’S WORKSHOP Personal Narratives

OBJECTIVE • To edit a personal narrative for content

CONTENT EDITING Have a volunteer read aloud the first paragraph. Ask students what it means to content edit a draft (check ideas for order, logic, and clarity; notice how well the ideas are expressed; check to make sure all the necessary information is included). Then have a volunteer read aloud the next paragraph.

Ask students why Anton is a good person to content edit Elsa’s draft.

(Anton is familiar with the story, so he will be able to compare what he knows about the story to what Elsa has written.)

Invite volunteers to read aloud the Content Editor’s Checklist.

Clarify any misconceptions students have about the items on the checklist. Explain that students should check a draft several times, each time focusing on one item from the checklist.

Have volunteers read aloud the rest of the section. Point out that Anton began by complimenting Elsa on her first draft and that he wrote his comments in a helpful and constructive way. Ask students whether they agree with Anton’s comments. Then discuss other suggestions students might give Elsa.

Students should identify the direct objects handle, something, it, and driver. Point out that truck is a subject complement because it follows the linking verb was.

Editor’s Workshop Content Editing Now that Elsa had a draft of her personal narrative, she wanted to make it better. A content editor would improve the draft by checking that all the important ideas were included. A content editor would also make sure that the story was told in time order.

Content Editor’s Checklist Does the writing stay on the topic?

Is the personal narrative told from the writer’s point of view?

Are there an engaging introduction, a detailed body, and a satisfying conclusion?

Are the details in the narrative necessary?

Is the narrative told in correct time order?

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Elsa wanted to ask someone she trusted to content edit her personal narrative. She decided to ask Anton, her older brother. Anton wasn’t at Bricks’s concert, but he had heard his little sister tell the story of meeting Bricks and playing the drums. Anton used the Content Editor’s Checklist below to content edit Elsa’s personal narrative.

Ask volunteers to read aloud this section. Allow time for students to content edit their drafts. When students have finished, choose a volunteer and demonstrate how to start an editing conference by saying positive things about the student’s writing. Show students how to phrase suggestions and comments so they are constructive and not hurtful or embarrassing.

Then have students exchange drafts with partners. Observe students as they make suggestions to their partners. Make sure that students give positive feedback as well as suggestions for improvement.

Writer’s Tip Remind students

that they do not have to make all of the edits their partner suggested.

Tell students that they should discuss a suggestion that they are not going to include to clarify why their partner included the edit.

TEACHING OPTIONS Editor’s Alert Explain that before giving a draft to an editor, writers can point out things in their writing on which they would like feedback. Tell students that in this way the editor can offer suggestions about the writers’ concerns. Explain that writers might circle or highlight a section and write a question next to it, such as “Does this make sense?”

Tell students to mark on their draft any concerns or questions that they have about their writing. Explain that by alerting their editor beforehand, writers can get the help they need.

Common Core Standards CCSS.ELA.W.5.4 CCSS.ELA.W.5.5 CCSS.ELA.W.5.10

Personal Narratives

• The conclusion is satisfying, but you might add a line that will stick with the reader.

Publishing

order, but something seems to be missing between the third and fourth paragraphs. It jumps from practicing the song with Bricks to being called up to play the song during the concert.

Writer’s Tip Listen to your partner’s comments about your personal narrative. Think about each one. Ask your partner any questions that you might have.

Proofreading

• The personal narrative is in the right time

Copyediting

Maybe you shouldn’t say what the topic is right away. You might start with a question or an interesting fact.

Revising

• The introduction doesn’t catch my attention.

Content Editing

when you mention your favorite song before “My Street.”

• Exchange your personal narrative with a partner.

• Use the Content Editor’s Checklist to check your partner’s paper. Pay attention to one question in the checklist at a time.

Take notes on changes you would like to suggest to your partner about his or her personal narrative.

• When you have finished, take turns talking about each other’s drafts with your partner. Start by saying something you like about your partner’s personal narrative.

Drafting

• You get off the topic in the third paragraph

Your Turn

Prewriting

Anton read Elsa’s personal narrative. He told her that he liked how she used details to capture the excitement she felt when she met Bricks and performed onstage. He told her that although he had heard her tell the story many times, he thought that this was the best she had ever told it. Then Anton told Elsa these ideas he had for her personal narrative.

Elsa thanked Anton for his help. She was happy to have ideas on how to make her personal narrative better.

Identify the nouns or pronouns used as direct objects in the third paragraph of the model on page 215.

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WRITER’S WORKSHOP Personal Narratives

OBJECTIVE • To revise a personal narrative

REVISING Explain that during revising, writers choose which changes they want to make in their draft.

Tell students that these changes could be those that the writer has made as well as those suggested by a content editor. Read aloud the opening sentence. Then have students silently read Elsa’s revised draft.

Encourage students to ask questions about any marks on the revision that look unfamiliar.

Ask students to suggest further revisions that would strengthen Elsa’s draft.

Have volunteers read aloud the paragraph following the draft and each bulleted item. Discuss each question. The following are some suggested responses:

• Elsa added some sentences to make the introduction grab the reader’s attention. The sentences she chose create a little bit of suspense so that the reader wants to continue reading to find out what happens next in her story.

• Elsa deleted the sentences in the

third paragraph because they included details that did not really relate to the main idea of her story.

• Elsa added a sentence to the beginning of the fourth paragraph that helped connect the third and fourth paragraphs and to show the transition from the practice session to the real concert.

• Elsa added some excitement to the ending by including some dialogue she had with Bricks and including the line, “You didn’t lose the beat!” This helped tie together the body of the story and the conclusion.

Writer’s Workshop Revising This is how Elsa revised her draft, using the ideas from content editing.

Don’t Lose the Beat

I waited on the line as the phone rang once, twice then three times. The voice that answered said that I was the winning caller!

I won concert tickets to see Bricks, my favorite hip-hop artist! I also got had a backstage pass to meet her two hours before the show started. I was so excited!

I play drums for fun, and I loved playing the beat along with Bricks’s CDs. I could hardly wait.

When the day of the concert came, I was so nervous. My stomack felt like it was doing gymnastics. My dad and I knocked on the back door of the Civic Center. The strongest-looking man I have ever seen opened the door. One of Bricks’s managers took my dad and me down a dark hallway to the stage. The stage was cluttered with microphones, equipment for the DJ, and a silver and black drum set. The manager said that Bricks would be out in a minute.

I got more and more excited! I started tapping the beat to Bricks’s hit song “My Street” on my leg. “My Street” was her newest song. I thought that it was her best too. Before “My Street” my favorite song by Bricks had been “Fool Me.” Then I heard a voice behind me say, “You play that beat pretty well.” It was Bricks! She asked if I would like to play the drums when she performed “My Street” that night.

I couldn’t believe it! We practiced the song in the empty Civic Center for the next hour. She told me that as long as I didn’t lose the beat, I would do a good job.

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Tell students that even though Elsa has revised her draft, she is still looking for ways to improve it. Ask students to suggest other ways that Elsa might improve her draft. If students notice spelling, punctuation, or grammar errors in Elsa’s draft, tell them that these will be corrected in the next steps of the writing process.

Have a volunteer read aloud this section. Allow time for students to revise their drafts. Tell students to keep the Content Editor’s Checklist nearby as they work on their revisions to help focus on the task and to check revised sections of their drafts. Encourage students to ask their content editor to explain any suggested improvements.

After students have revised their drafts, have students check their revisions again against the Content Editor’s Checklist.

Personal Narratives When the time came for “My Street,” Bricks invited me onstage.

Prewriting

The enormous crowd cheered! I started to play the beat of the song on the

drum set. I concentrated hard on not losing the beat. All of a sudden, the DJ

Drafting

stopped scratching and Bricks stopped rapping. The song was over, but I was still playing the beat. I was so embarrassed I didn’t know what to do. People in

Content Editing

the audience saw Bricks smile and start to dance to the beat. Then Bricks starts rapping over my beat. We were making up a new part for “My Street” together.

The crowd went wild. Bricks and I finally made eye contact and stopped at the same

Revising

time. The crowd cheered and screamed for more!

After the show Bricks told me how well she thought I had done. She said that

Copyediting

she might even keep the new line we made together in her song. I felt famous. I

As I left the Civic Center, Bricks yelled out, “You sure know how to follow advice, Elsa. You didn’t lose the beat!” couldn’t believe what an amazing night I had had with my favorite hip-hop star.

introduction to make it more attention-getting.

What did Elsa do to fix the introduction?

• What did Elsa change in the third paragraph to keep her on the topic?

Your Turn Use your ideas and those of your content editor to revise your draft. Use only the ideas that you agree with.

When you have finished revising, look at the Content Editor’s Checklist again.

Make sure that you can answer yes to each question.

Publishing

• Anton made some suggestions about the

Proofreading

Elsa wanted her personal narrative to pop.

She read her narrative again and made some improvements.

TEACHING OPTIONS Using Computers If students are using computers to type their drafts, point out that students should first do their revisions on paper. Have students print a copy of their draft, mark their revisions, and then go back and make the changes on the computer.

Revising Tips Share the following tips for revising: • Know that it is OK to make mistakes. You will write many drafts before you are finished. Be patient and give yourself plenty of time to revise. You may repeat content editing and revising several times before you are happy with your writing.

• Think about your editor’s comments carefully. Your editor has worked hard to help you improve your writing. Think about each comment. Use the suggestions that will make your writing better or clearer. Remember that you don’t have to make every change that your editor marked.

• Make your own choices. Writing can be hard. You have to make many choices. That is what makes each person’s writing special.

Follow the rules of grammar, but keep in mind that your writing should sound like you.

Common Core Standards CCSS.ELA.W.5.5 CCSS.ELA.W.5.6 CCSS.ELA.W.5.10

• Anton said that there was a jump between the third and fourth paragraphs.

How did Elsa fix the problem?

• How did Elsa improve the ending?

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EDITOR’S WORKSHOP Personal Narratives

OBJECTIVE • To copyedit and proofread a personal narrative

COPYEDITING AND PROOFREADING Copyediting that entence Reinforce S sentence fluency Fluency is the sound of

students’ writing. Suggest that students always read their writing aloud to hear where it might sound choppy or awkward.

Ask a volunteer to read aloud the first paragraph. Explain the differences between content editing and copyediting. (A content editor looks for clarity of message, mood, tone, voice, sense, and accuracy of facts and content. A copyeditor looks for accuracy in word meaning, word choices, sentence structure, and the overall logic of the work.) Then have a volunteer read aloud the Copyeditor’s Checklist. Clarify anything on the checklist that students might not understand.

Ask volunteers to explain the correct way to use questions and exclamations.

Read aloud the second paragraph. Discuss Elsa’s exclamation points in her final two paragraphs. Ask students to identify exclamation points that they would keep and to justify their answers.

Explain that Word Choice word choice involves selecting exact nouns, adjectives, and verbs that create a vivid picture for the reader and that grab the reader’s attention.

Have a volunteer read aloud the last paragraph. Ask students to name other exact words that Elsa might use to describe the door and the drum set.

Ask a volunteer to read aloud this section. Tell students to check for one item on the checklist at a time. Then allow time for students to copyedit their drafts. Encourage students to check a thesaurus to see whether they have used exact nouns, verbs, and adjectives. When they have finished copyediting, have students reread their drafts and make sure that they can answer yes to each question on the Copyeditor’s Checklist.

Proofreading Conventions Remind students

that conventions are the grammar, spelling, punctuation, and capitalization of a piece of writing.

Emphasize the importance of proofreading a draft to find and correct these errors.

Have volunteers read aloud the first paragraph and the Proofreader’s Checklist on page 248. Review items on the checklist that may need elaboration, such as where students might look for grammar rules. Explain the importance of

Editor’s Workshop Copyediting and Proofreading Copyediting Elsa had improved the ideas in her personal narrative by revising it. Now she wanted to check whether Sentence Fluency all her sentences made sense and whether her words were used correctly. Elsa decided to copyedit by using the Copyeditor’s Checklist.

Elsa realized that she had used too many exclamation points. She decided to keep the exclamation points only when she was really excited or surprised. She kept the second exclamation point in the first paragraph because winning tickets to the concert was exciting. She kept the second exclamation point in the third paragraph because Bricks had startled her. What exclamation points in the final two paragraphs would you keep? Why would you choose the ones you did?

Elsa thought that she could use exact words to describe what she saw Word Choice at the Civic Center. She used exact words to describe the door and the drum set.

Your Turn Copyedit your personal narrative. Use the Copyeditor’s Checklist. Check your questions and exclamations. If you overuse these, they will lose their effect. Be sure that you use exact words to describe your experience.

Copyeditor’s Checklist Are all the sentences complete sentences?

Do the sentences follow each other in an order that makes sense?

Are the sentences different lengths?

Are questions and exclamations used correctly?

Are exact words used?

Proofreader’s Checklist Are the paragraphs indented?

Are all the words spelled correctly?

Are capitalization and punctuation correct?

Is the grammar correct?

Were any new mistakes added while editing?

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checking to make sure that no new mistakes were added during content editing or copyediting.

Have volunteers read aloud the rest of the section. Ask students why Elsa should add a comma after twice. (Every item in a series has a comma after it.) Then have a volunteer locate in Elsa’s draft the sentence with the incorrect tense.

Remind students to make certain that the tense in the sentences of their draft is consistent.

Tell students that a common editing mistake is to make corrections and then not proofread the corrections. Read aloud this section and point out the proofreading marks at the bottom of the page. Briefly explain what each symbol represents.

Refer students to Elsa’s revision on pages 246–247 as a model for using proofreading marks. Then allow time for partners to proofread each other’s drafts.

TEACHING OPTIONS Proof It Again Tell students that after the corrections have been made and a clean copy written or printed, it is a good idea to proofread a piece of writing again.

Have students first make sure that they included all the corrections.

Then have students proofread the piece to make sure they did not miss something the first time through. If students used a computer, tell them to make sure there are no typing errors.

Common Core Standards CCSS.ELA.W.5.5 CCSS.ELA.W.5.10 CCSS.ELA.L.5.1, L.5.2

Personal Narratives

Copyediting

Meaning

Proofreading

COMMON PROOFREADING MARKS Symbol

Revising

Ask a partner to use the Proofreader’s Checklist to check your draft. Make sure that the changes from your partner are correct.

Content Editing

Your Turn

Drafting

Elsa thought that a proofreader might catch mistakes that she had missed. Elsa’s neighbor, Ms. Gabriel, often helped Elsa with her English homework. While proofreading, Ms. Gabriel would check the grammar, spelling, capitalization, and punctuation. Ms. Gabriel used the Proofreader’s Checklist to help keep her organized.

Ms. Gabriel found a misspelled word in the second paragraph. Can you find it?

Ms. Gabriel found one punctuation mistake.

In the first sentence, Elsa put a comma after the word once, but she forgot to put a comma after twice.

Conventions

In the fourth paragraph, Elsa had written Then Bricks starts rapping over my beat. Ms. Gabriel told Elsa that she needed to use the same verb tense throughout. Ms. Gabriel suggested replacing starts with started.

Prewriting

Proofreading

Example over. Begin a new

close up space

close u p space

insert

students think

delete, omit

that the the book

make lowercase

Mathematics

reverse letters

reves re letters

capitalize

washington

add quotation marks

I am, I said.

add period

Marta drank tea

Personal Narratives

Publishing

begin new paragraph

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WRITER’S WORKSHOP Personal Narratives

OBJECTIVE • To publish a personal narrative

PUBLISHING Explain that the moment in which students share their work with an audience is the moment in which they publish it. Ask students to suggest some ways in which writers might publish their work (sharing a written or an oral narrative with the class; creating a class publication, such as a book or magazine; turning the finished writing in to a teacher). Then discuss why the moment that a writer publishes a finished work is important.

Have a student read aloud the first paragraph. Then have volunteers read aloud Elsa’s finished personal narrative.

Encourage students to comment about the revisions Elsa made. Ask the following questions:

• How has Elsa’s personal narrative improved?

• What is the tone of voice of the

narrative?

• Who is Elsa’s audience?

• Is the order of events easy to follow?

• What spelling and punctuation corrections did Elsa make?

After discussing the changes Elsa made to her personal narrative, read the different ways

that students can publish their personal narratives. Discuss the advantages and disadvantages for each publication technique.

Offer examples of publications students might contact to submit their narratives for publication.

Creative Kids www.prufrock.com Skipping Stones www.skippingstones.org Young Voices www.youngvoicesmag.blogspot.com

Invite volunteers to read aloud their personal narratives.

Encourage students to use the speaking and listening skills they learned in Lesson 6.

Writer’s Workshop Publishing Elsa made the changes Ms. Gabriel suggested.

Then she wrote the final copy of her personal narrative. She was ready to share her narrative with an audience. Her audience was her teacher, her classmates, and the judges of the

Pennsylvania “It Happened to Me” Contest. Once she published her personal narrative, there would be no more chances to change her work. She knew her published copy had to be her best possible work.

Don’t Lose the Beat I waited on the line as the phone rang once, twice, then three times. The voice that answered said that I was the winning caller. I had won concert tickets to see Bricks, my favorite hip-hop artist! I also got a backstage pass to meet her two hours before the show started. I was so excited. I play drums for fun, and I loved playing the beat along with Bricks’s CDs. I could hardly wait.

When the day of the concert came, I was so nervous. My stomach felt like it was doing gymnastics. My dad and I knocked on the back door of the Civic Center.

The strongest-looking man I have ever seen opened the heavy red door. One of Bricks’s managers took my dad and me down a dark hallway to the stage. The stage was cluttered with microphones, equipment for the DJ, and a glittering silver and black drum set. The manager said that Bricks would be out in a minute.

I got more and more excited. I started tapping the beat to Bricks’s hit song “My Street” on my leg. Then I heard a voice behind me say, “You play that beat pretty well.” It was Bricks! She asked if I would like to play the drums when she performed “My Street” that night. I couldn’t believe it. We practiced the song in the empty Civic Center for the next hour. She told me that as long as I didn’t lose the beat, I would do a good job.

When the time came for “My Street,” Bricks invited me onstage. The enormous crowd cheered. I started to play the beat of the song on the drum set. I concentrated hard on not losing the beat. All of a sudden, the DJ stopped scratching and Bricks stopped rapping. The song was over, but I was still playing

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Have volunteers read aloud this section. Encourage students to utilize keyboarding skills and produce at least two pages if they type their personal narratives on a computer. Otherwise, ask them to write neatly on a sheet of paper.

When students have finished, encourage them to proofread their personal narratives one last time.

Tell students that presentation means the physical appearance of their final draft.

Explain that this includes neatness, as well as consistency of margins and spacing.

Presentation

ASSESS

TEACHING OPTIONS

Have students assess their finished personal narrative using the reproducible Student Self-Assessment on page 251y.

A separate Personal Narrative Scoring Rubric can be found on page 251z for you to use to evaluate their work.

Plan to spend tomorrow doing a formal assessment. Administer the Personal Narrative Writing Prompt on Assessment Book pages 45–46.

Portfolio Opportunity Have students begin keeping a portfolio of their finished copies from the Writer’s Workshops. Point out that keeping a portfolio will help students keep track of the progress they are making with their writing. Allow students to decorate their portfolios as they choose.

Common Core Standards CCSS.ELA.W.5.5 CCSS.ELA.W.5.6 CCSS.ELA.W.5.10

Personal Narratives Prewriting

the beat. I was so embarrassed I didn’t know what to do. Then Bricks started rapping over my beat. We were making up a new part for “My Street” together. The crowd went wild. Bricks and I finally made eye contact and stopped at the same

Drafting

time. The crowd cheered and screamed for more!

After the show Bricks told me how well she thought I had done. She said that she might even keep the new line we made together in her song. I felt famous. I

Content Editing

couldn’t believe what an amazing night I had had with my favorite hip-hop star. As I left the Civic Center, Bricks yelled out, “You sure know how to follow advice, Elsa. You didn’t lose the beat!”

Revising

• Make a final copy of your personal narrative. Add the changes from proofreading that you decided to use.

• Be careful making this final copy. Use your best handwriting or type it using a word processor. Be sure that your finished piece Presentation is as clean and polished as possible.

Proofreading Publishing

Create a classroom book. Your classmates may have photographs, illustrations, or other souvenirs of their experience. Donate it to the school library for a limited time.

Your Turn

Copyediting

Whenever you publish your work, your goal is to share your thoughts and experiences. Consider having an adult help you use technology, or maybe you could collaborate with a classmate.

Whatever you do, make sure you find a special way to share your personal narrative so that others can enjoy it.

Record your personal narrative as a podcast. Upload your podcast to the class blog for your classmates.

Have your class book on hand for Parents’ Night. You might wish to video record the event to share later.

Create a slide show presentation of your narrative. You can use photos to illustrate your story.

Personal Narratives

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STUDENT SELF-ASSESSMENT

Name Date

Personal Narrative Ideas Does my topic relate to a real event in my life?

YES

NO

Do I express the events in time order and exclude unnecessary details?

Organization Does the narrative have an engaging introduction?

Does the narrative have a cohesive body?

Does the narrative have a conclusion that satisfies the audience?

Voice Do I write in the first-person point of view?

Do I use a tone appropriate for the intended audience?

Word Choice Do I use exact words?

Sentence Fluency Do I use a variety of sentence types and lengths?

Conventions Do I use correct grammar?

Do I use correct spelling?

Do I use correct punctuation and capitalization?

Presentation Is my final paper neat and clean?

Do I use consistent margins and spacing?

Additional Items

©

Voyages in English Grade 5

251y • Chapter 1

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TEACHER’S SCORING RUBRIC POINT VALUES

Name

0 1 2 3 4

Date Score

= = = = =

not evident minimal evidence of mastery evidence of development toward mastery strong evidence of mastery outstanding evidence of mastery

Personal Narrative Ideas topic relates to a real event

POINTS

events told in time order, excluding unnecessary details Organization an engaging introduction a cohesive body a satisfying conclusion Voice first-person point of view tone appropriate for the intended audience Word Choice exact words Sentence Fluency variety of sentence types Conventions correct grammar and usage correct spelling correct punctuation and capitalization Presentation neatness consistency of margins and spacing Additional Items

©

Total

Voyages in English Grade 5

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