fate
Routine for Lesson Vocabulary
Team Talk
Introduce Paul Revere’s ride determined
the fate of the colonists. Fate means “what
becomes of someone or something.” Let’s say
the word together: fate.
•Take turns completing this sentence frame:
Demonstrate A jury will decide the
prisoner’s fate. The fate of the game depended
on how well he threw this pitch. Some people
believe that the stars can reveal their fate.
Apply What was the fate of the ship called
the Titanic?
Display Now I will write the word on the
board. Let’s read the word together: fate.
In the story, a wise man told the heroine
that it was her fate to __________.
•Tell your partner a sentence using the
word fate. Have your partner repeat the
sentence, replacing the word fate with a
synonym.
•Imagine you have been stranded on an
island. Talk with your partner about what
you hope your fate will be.
Grade 5 Unit 2 Week 5 • The Midnight Ride of Paul Revere
fearless
Routine for Lesson Vocabulary
Pencil Talk
Introduce The boy is fearless as he explores
the dark. Someone who is fearless is afraid
of nothing and is brave. Let’s say the word
together: fearless.
•Complete these sentence frames:
Demonstrate The elephant was fearless as
it faced the lion. We expect an action hero
to be fearless. Courage is the ability to act
fearless even when you feel afraid.
Apply Think of a person whom you think
is fearless. Describe the person’s actions that
make you think this.
Display Now I will write the word on the
board. Let’s read the word together: fearless.
I think a firefighter must be fearless
because __________.
The little dog appeared fearless as it
__________.
•Write two synonyms and two antonyms
for the word fearless.
•Which animal seems to you to be most
fearless? Draw a picture of it. Write a
sentence about your picture using the
word fearless.
Grade 5 Unit 2 Week 5 • The Midnight Ride of Paul Revere
glimmer
Routine for Lesson Vocabulary
All Together
Introduce You can see the glimmer of the
candle. A glimmer is a faint, unsteady light.
Let’s say the word together: glimmer.
•I will tell you two little stories. Say
“Glimmer” if the story describes a
glimmering light. Say “Shine” if the story
describes a shining light.
Demonstrate The glimmer of fireflies
appeared in the dark. The flashlight beam
appeared as a glimmer through the fog. I saw
the glimmer of a candle in the window.
Apply Explain how a glimmer is different
from a glow.
Display Now I will write the word on the
board. Let’s read the word together: glimmer.
The people walked down the mountain
path at night. Now and then I could see
their torches bobbing as they walked.
The bare room was lit by an uncovered
light bulb whose harsh glare hurt my
eyes.
•Listen to this sentence: From the boat
we could see a glimmer coming from
the lighthouse. Let’s say the sentence
together. What does glimmer mean in
this sentence?
Grade 5 Unit 2 Week 5 • The Midnight Ride of Paul Revere
lingers
Routine for Lesson Vocabulary
Action!
Introduce Smoke from the fire lingers over
the neighborhood. Lingers means “stays on,
goes slowly, as if unwilling to leave.” Let’s say
the word together: lingers.
•Show how you react when you detect a
pleasant odor that lingers. Now show
how you react when you detect an
unpleasant odor that lingers.
Demonstrate The twilight lingers on a
summer evening. The fragrance of roses
lingers in the air. The new mother lingers in
the nursery, watching her baby sleep.
•Imagine the director of the school play is
going to post the names of people who
got parts in the play. Show how an actor
lingers in the hall waiting to see the list.
Apply What might be one reason a student
lingers in the classroom after the bell has
rung?
Display Now I will write the word on the
board. Let’s read the word together: lingers.
Grade 5 Unit 2 Week 5 • The Midnight Ride of Paul Revere
magnified
Routine for Lesson Vocabulary
Pencil Talk
Introduce Some of the letters and numbers
in the computer code have been magnified.
Magnified means “caused to look larger than
the actual size.” Let’s say the word together:
magnified.
•Think of an object that is very tiny, such
as a one-celled animal or a grain of
sand. Draw a picture of what it looks like
when it is magnified. Write a sentence
telling how many times it is magnified in
your drawing.
Demonstrate The telescope magnified the
stars. The lens magnified the tiny print so I
could read it. We could see the cells in the
plant leaf because they were magnified many
times by the microscope.
•Write a sentence describing what the
moon looks like when it is magnified by
a telescope. Use the word magnified in
your sentence.
Apply Are objects really changed when they
are magnified? Why not?
Display Now I will write the word on
the board. Let’s read the word together:
magnified.
Grade 5 Unit 2 Week 5 • The Midnight Ride of Paul Revere
somber
Routine for Lesson Vocabulary
Action!
Introduce The man has a somber
expression. Somber means “dark, gloomy.”
Somber also means “sad, dismal.” Let’s say
the word together: somber.
•Show me how you express a somber
mood. What does your face look like?
How do you stand, move, or sit?
Demonstrate A somber thought made her
frown. That gray painting has a somber mood.
The empty house had the somber look of a
lonely person.
Apply Think of a situation that would make a
building seem somber. Then tell how you could
change it to make it seem cheerful.
•Imagine you see your mom and dad
looking somber. Show what you do to
help them feel better.
•Show how you brighten up a somber
room. Have others try to figure out what
you did to lighten the darkness.
Display Now I will write the word on the
board. Let’s read the word together: somber.
Grade 5 Unit 2 Week 5 • The Midnight Ride of Paul Revere
steed
Routine for Lesson Vocabulary
Pencil Talk
Introduce The steed stands proudly in
the pasture. A steed is a horse, especially a
high-spirited riding horse. Let’s say the word
together: steed.
•Draw a picture of Paul Revere on his
steed, galloping through the night. Write
a sentence about your picture using the
word steed.
Demonstrate The knight rode on a great
white steed. The messenger galloped his steed
along the path. The stable boy placed the
silver-trimmed saddle on the prince’s steed.
•Look at the photograph on the front of this
card. Write about it. Use the word steed
in your description.
Apply What qualities do you think a cavalry
officer would want in his or her steed? Why?
Display Now I will write the word on the
board. Let’s read the word together: steed.
Grade 5 Unit 2 Week 5 • The Midnight Ride of Paul Revere