Week 13
Overview
Hurricane
by David Wiesner
(Clarion, 1990)
Words Taught
Word-learning Strategies
secure
• Recognizing synonyms (review)
thoroughly
• Recognizing words with multiple
meanings (review)
indignantly
• Using the suffix -ly to determine word
meanings (review)
sustain
serene
• Recognizing antonyms (review)
stalk
Words Reviewed: ceremony, glower, misjudge, musty, taunt
DO AHEAD
• Prior to Day 1, review More Strategy Practice on page 298.
• Prior to Day 3, review More Strategy Practice on page 306.
• Prior to Day 5, collect these word cards for Ongoing Review: 55, 58,
59, 69, and 71.
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Week 13 Day 1
Day 1
Introduce Secure, Thoroughly,
and Indignantly
Materials
Words Taught
•
•
•
secure (p. 2)
Secure means “fasten, hitch, or tie firmly.” Secure also means “safe
and protected.”
Hurricane
Chart paper
A marker
thoroughly (p. 5)
Thoroughly means “in a thorough way, or completely.”
indignantly (p. 5)
Indignantly means “in an indignant way, or in a way that shows you
are angry because you feel insulted or unfairly treated.”
INTRODUCE AND PRACTICE
USING SECURE
Introduce and Define Secure and Review Synonyms
Briefly review Hurricane.
Teacher Note
You might review that hitch
Show pages 2–3 and review that David and George are looking
for their cat Hannibal.
means “fasten or attach
one thing to another.”
If you started a synonym chart,
Read page 2 aloud, emphasizing the word securing in the
last sentence.
add secure and its synonyms to
it. Remind the students that they
can use synonyms, like secure and
hitch, in their writing to replace
Tell the students that secure is the first word they will discuss today.
Explain that secure means “fasten, hitch, or tie firmly” and that fasten,
hitch, and tie are synonyms of secure.
overused words, like tie, making
their writing more interesting.
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Week 13 Day 1
Explain that Father is securing, or firmly tying down, things in the
yard that might blow away in the hurricane. For example, if there is
a swing set in the yard, Father might secure it by firmly tying it to a
tree or fence post.
Have the students say the word secure, and then write it on a sheet
of chart paper.
Discuss Another Meaning of Secure
Explain that, like other words the students have discussed this year,
the word secure has more than one meaning. Review that in the
story secure means “fasten, hitch, or tie firmly.” Explain that secure
also means “safe and protected.”
Show pages 8–9 and review that the lights have gone out and
the family is gathered by the fireplace as the storm blows outside.
Explain that, as you read this part of the story aloud, you want the
students to listen for the words that tell them that the family feels
secure, or safe and protected.
Read page 8 aloud.
Discuss as a class:
Q
What did you hear that tells you the family feels secure?
PROMPT: “The family feels secure because….”
If necessary, explain that the words “it felt safe with everybody
together” tell us that the family feels secure.
Point to the illustration on page 9, and explain that the illustration
also shows that the family is feeling secure. Point out that they
are warm and dry inside the house—safe and protected from the
storm—and they do not look worried or scared.
English Language Learners may
struggle to understand verbal
definitions. Using illustrations in a
book to discuss a word provides
the students with critical visual
support for the word’s meaning.
Talk More About the Meanings of Secure
Remind the students that, when they hear or read a word that has
more than one meaning, they can usually figure out the correct
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Teacher Note
You might write the two
meaning by thinking about how the word is used. Explain that you
will read a scenario, or imaginary situation, that includes the word
secure. Partners will decide whether secure means “fasten, hitch, or
tie firmly” or “safe and protected.”
definitions on the board.
Read the following scenario aloud twice:
•
Robin’s puppy, Buster, is lost and scared. Suddenly Buster hears
Robin calling him. He runs to her, and she scoops him up. Buster
snuggles in her arms, happy and secure.
Ask:
Q
In the scenario, does secure mean “fasten, hitch, or tie firmly” or
“safe and protected”? Why? Turn to your partner.
PROMPT: “Secure means….”
In the same way, discuss:
•
Robin’s puppy Buster got out of the backyard because the gate
flew open. She asks her dad to help her secure the gate so that it
won’t fly open again.
INTRODUCE AND PRACTICE
U S I N G T H O R O U G H LY
Introduce and Define Thoroughly and
Review Synonyms
Show pages 4–5 and review that the boys are worried
about Hannibal.
Read the first paragraph on page 5 aloud, emphasizing the
word thoroughly.
Teacher Note
If you started a synonymn
chart, add thoroughly
and completely to it.
294
Tell the students that thoroughly is the next word they will discuss.
Explain that thoroughly means “completely” and that thoroughly and
completely are synonyms.
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Week 13 Day 1
Explain that Hannibal is thoroughly, or completely, wet.
Have the students say the word thoroughly, and write it on the chart.
Review the Suffix -ly
Point to the word thorough in thoroughly on the chart, and explain
that thorough means “complete.” Point to the suffix -ly, and review
that -ly is a suffix that means “in a certain way.” Explain that when the
suffix -ly is added to thorough, it makes the word thoroughly, which
means “in a thorough way, or completely.”
Teacher Note
You might remind the students
that a suffix is “a group of letters
that is added to the end of a
word and changes the meaning
Discuss Doing Something Thoroughly
Explain that, when you do something thoroughly, you do it
completely and carefully. You do not take shortcuts or leave
anything undone. For example, if you do a homework assignment
thoroughly, you do the assignment carefully and completely. You
take your time and do the best work you can do. If you thoroughly
clean up after an art project, you put away the markers, paints,
paper, and other materials you used. You pick up any trash and clean
up any paint or glue you spilled.
of the word” and that they
discussed the suffix -ly when they
learned the word consistently.
If you started a chart of words
that use the suffix -ly, add
the word thoroughly to it.
Ask the students to imagine that a friend is coming for a sleepover
and they want to clean their bedrooms thoroughly.
Ask:
Q
What would you do to clean your bedroom thoroughly? Turn to
your partner.
Teacher Note
Support struggling students by
PROMPT: “To clean my bedroom thoroughly, I would….”
asking questions such as, “What
would you do with any clothing
Review the pronunciation and meaning of the word.
that is lying about? Games and
toys on the floor? Trash on the
floor or under the bed? Dirt or
dust on the floor or furniture?”
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Week 13 Day 1
INTRODUCE AND PRACTICE
U S I N G I N D I G N A N T LY
Introduce and Define Indignantly and Review the
Suffix -ly
Show pages 4–5 again, and reread this sentence, emphasizing the
word indignantly, “A thoroughly wet Hannibal peered indignantly
back at them.”
Explain that indignantly is the last word the students will discuss
today and that indignantly means “in a way that shows you are
angry because you feel insulted or unfairly treated.”
Explain that Hannibal looks at the boys indignantly, or in a way that
shows he is angry because he thinks it is unfair that he is outside
getting soaking wet in the storm.
Have the students say the word indignantly, and write it on
the chart.
Teacher Note
If you started a chart of words
that use the suffix -ly, add
the word indignantly to it.
Point to the word indignant in indignantly on the chart, and explain
that indignant means “angry because you feel insulted or unfairly
treated.” Point to the suffix -ly and review that -ly means “in a certain
way.” Explain that when the suffix -ly is added to indignant, it makes
the word indignantly, which means “in an indignant way, or in
a way that shows you are angry because you feel insulted or
unfairly treated.”
Discuss Feeling Indignant
Explain that all of us feel indignant at times, especially when we
think we have been treated unfairly. Give a few examples of times
you or someone you know has felt indignant. (You might say, “At
the grocery store, I was waiting my turn in the checkout line. When
I finally got to the clerk, she said, ‘Sorry. I’m going to lunch. Please
go to another checkout line.’ I felt indignant, or angry because I
was being treated unfairly. Last weekend I babysat my six-yearold nephew while his parents were out of town. When I told my
nephew that he had to go to bed at eight o’clock, he was indignant.
He thought it was unfair. He stays up until nine or ten at home
and was insulted because he felt he was being treated like a baby.
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Week 13 Day 1
I explained that at my house the rules are different, but he was still
angry because he thought I was being unreasonable.”)
Discuss as a class:
Q
When have you felt indignant? Why?
PROMPT: “I felt indignant when….”
Talk About Responding Indignantly
Explain that, when something makes you indignant, you might
respond indignantly, or in a way that shows you are insulted or
angry. Model responding indignantly, using an indignant tone of
voice and wearing an indignant expression. (You might say, “When
the grocery store clerk told me to go to another line, I indignantly
said, ‘I’ve been waiting in line for 15 minutes. You should have told
me you were closing to go to lunch when you saw me get into line!’”)
Explain that you will read a scenario in which our make-believe
fourth-grade friend Milton feels indignant, and partners will discuss
the indignant ways Milton might respond.
Read the following scenario aloud twice:
•
Q
At family dinners, Milton always had to sit with the little children at
the children’s table. Now that he is ten, he anticipates that he will sit
with the adults. At the next family dinner, Milton’s aunt tells him to
take a seat at the children’s table. Milton indignantly says….
Teacher Note
You might review that
anticipate means “look
forward to something with
What does Milton say indignantly? How does he say it indignantly?
Turn to your partner.
excitement or eagerness.”
PROMPT: “Milton says indignantly….”
Review the pronunciation and meaning of the word.
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Week 13 Day 1
M O R E S T R AT E G Y P R A C T I C E
Review the Suffix -ly and Discuss the Word Securely
Remind the students that a suffix is “a group of letters that is
added to the end of a word and changes the meaning of the
word.” Review that the suffix -ly means “in a certain way.” Review
that the students learned the words thoroughly and indignantly,
which mean “in a thorough way, or completely” and “in an
indignant way, or in a way that shows you are angry because
you feel you have been insulted or unfairly treated.”
Remind the students that secure means “fasten, hitch, or tie
firmly.”
Ask:
Q
Based on what you know about the meaning of the word
secure and the suffix -ly, what do you think the word securely
means? Turn to your partner.
PROMPT: “I think securely means….”
Teacher Note
If necessary, explain that securely means “in a secure way, or in a
way that is fastened, hitched, or tied firmly.”
If you started a chart of words
that use the suffix -ly, add
the word securely to it.
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Week 13 Day 2
Day 2
Review Secure, Thoroughly,
and Indignantly
Words Reviewed
Materials
secure
Secure means “fasten, hitch, or tie firmly.” Secure also means “safe
and protected.”
•
Word chart from Day 1
thoroughly
Thoroughly means “in a thorough way, or completely.”
indignantly
Indignantly means “in an indignant way, or in a way that shows you
are angry because you feel insulted or unfairly treated.”
REVIEW THE WORDS
Briefly Review the Words
Review the pronunciation and meaning of each word.
Ask:
Q
Would you be indignant if you had to do chores that your brother
or sister did not have to do? Why? Turn to your partner.
PROMPT: “I [would/would not] be indignant because….”
Ask:
Q
If your mother told you to wash your hands thoroughly, what
would you do? Turn to your partner.
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Week 13 Day 2
PROMPT: “To wash my hands thoroughly, I would….”
Ask:
Q
Would you feel secure sleeping in a tent in your backyard? Why?
Turn to your partner.
PROMPT: “I [would/would not] feel secure sleeping in a tent in my
backyard because….”
Ask:
Q
How would you secure your dog if it kept running away? Turn to
your partner.
PROMPT: “To secure my dog, I would….”
PRACTICE USING THE WORDS
Do the Activity “What Might You Say or Do?”
Explain that you will describe a situation and partners will discuss
what they might say or do in that situation.
Begin with:
•
Your father asks you to wash his car thoroughly.
Ask:
Q
What might you do to wash the car thoroughly? Turn to
your partner.
PROMPT: “To wash the car thoroughly, I might….”
In the same way, discuss:
•
300
You have been practicing and are a much improved soccer player.
Even so, the coach will not let you play, and you are indignant.
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Week 13 Day 2
Q
What might you say to the coach to let her know you are
indignant? Turn to your partner.
PROMPT: “To let the coach know I am indignant, I might say….”
•
Q
You are lost in a huge department store and do not feel secure.
What might you say or do to feel secure? Turn to your partner.
PROMPT: “To feel secure, I might….”
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Week 13 Day 3
Day 3
Introduce Sustain, Serene, and Stalk
Materials
Words Taught
•
•
•
sustain (p. 7)
Sustain means “keep going for a long period of time.”
Hurricane
Word chart from Day 1
A marker
serene
Serene means “calm or peaceful.”
stalk (p. 17)
Stalk means “follow or hunt a person or animal quietly and secretly.”
INTRODUCE AND PRACTICE
U S I N G S U S TA I N
Introduce and Define Sustain
Teacher Note
Show pages 6–7 and review that David and George are talking
about the hurricane that is approaching.
Using a previously taught
word such as approach
when discussing a story is an
Read the first two paragraphs on page 7 aloud, emphasizing the
word sustained.
excellent way to review the
word. You might review that
approach means “move closer
to someone or something.”
Explain that sustain is the first word the students will discuss today
and that sustain means “keep going for a long period of time.”
Review that the radio said the hurricane would bring “sustained winds
of 50 miles per hour.” Explain that “sustained winds” means that the
hurricane’s winds would sustain, or keep blowing, at 50 miles per
hour for long periods of time. Explain that winds that sustain, or blow
continuously, at that speed can cause a lot of damage.
Have the students say the word sustain, and write it on the chart.
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Week 13 Day 3
Discuss the Word Sustain
Explain that we often use the word sustain to talk about something
we need to continue for a long period of time. For example, when
you visit a library, you need to sustain silence, or keep being silent,
until you leave the library. In that way, you do not disturb people
who are reading. If you are listening to a story being read aloud,
you need to sustain your attention, or keep paying attention to the
story, so that you will not miss anything.
Explain that if something sustains your interest, it keeps you
interested for a long time.
Ask:
Q
What kind of [books/movies] sustain your interest? Why? Turn to
your partner.
PROMPT: “[Mysteries] sustain my interest because….”
Discuss as a class:
Q
Could you sustain a conversation with someone for two
hours? Why?
PROMPT: “I [could/could not] sustain a conversation for two hours
because….”
Review the pronunciation and meaning of the word.
INTRODUCE AND PRACTICE
USING SERENE
Introduce and Define Serene and Review Synonyms
Show pages 10–11 and review that David and George talk about the
hurricane after they go to bed.
Read the first two paragraphs of page 10 aloud.
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Teacher Note
Tell the students that the next word they will learn is serene. Explain
that serene means “calm or peaceful” and that serene, calm and
peaceful are synonyms.
If you started a synonym
and peaceful to it.
Explain that it is serene, or very calm and peaceful, inside the eye of
the hurricane.
Teacher Note
Have the students say the word serene, and write it on the chart.
chart, add serene, calm,
You might explain that if you
add the suffix -ly to serene,
you make the word serenely,
which means “in a serene way,
or calmly or peacefully.”
Teacher Note
Review Antonyms and Play “Serene or Turbulent?”
Remind the students that earlier they learned the word
turbulent and that turbulent means “wild, confused, or violent.”
Explain that turbulent and serene are antonyms, or words with
opposite meanings.
If you started an antonym chart,
add serene and turbulent to it.
Tell the students that partners will play “Serene or Turbulent?”
You will describe something, and partners will discuss whether
it is serene or turbulent and why.
Read the following scenario aloud twice:
•
A meadow full of wild flowers blowing gently in the wind
Ask:
Q
Is the meadow serene or turbulent? Why? Turn to your partner.
PROMPT: “The meadow is [serene/turbulent] because….”
In the same way, discuss:
•
•
A roaring river overflowing its banks, washing away houses
and stores
A baby’s room where soft music is playing and the baby
is sleeping
Review the pronunciation and meaning of the word.
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Week 13 Day 3
INTRODUCE AND PRACTICE
U S I N G S TA L K
Introduce and Define Stalk
Show pages 16–17 and review that after the storm the boys discover
an elm tree lying across the neighbor’s lawn. The boys begin playing
safari in the tree.
Read the sentence on pages 16–17 aloud, emphasizing the
word stalking.
Explain that stalk is the last word the students will learn
today and that stalk means “follow or hunt a person or animal
quietly and secretly.”
Explain that the boys are pretending to stalk a leopard, or hunt it by
sneaking up on it quietly and secretly.
You or a volunteer might act out
how David and George looked as
they stalked the leopard.
Have the students say the word stalk, and write it on the chart.
Discuss Animals That Stalk
Explain that members of the cat family stalk their prey, or hunt their
prey quietly and secretly.
Ask:
Q
What does a cat look like when it stalks a mouse? How does it
move? Turn to your partner.
PROMPT: “When a cat stalks a mouse, it….”
Explain that human hunters stalk game such as deer and birds.
Discuss as a class:
Q
What might a hunter do if she were stalking a deer? Why?
PROMPT: “If a hunter were stalking a deer, she might….”
Review the pronunciation and meaning of the word.
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Week 13 Day 3
M O R E S T R AT E G Y P R A C T I C E
Discuss Another Meaning of Stalk
Remind the students that words often have more than one
meaning and that the meanings may be very different. Point to
the word stalk on the chart, and review that in the story stalk
means “follow or hunt a person or animal quietly and secretly.”
Discuss as a class:
Q
What else do you know about the word stalk? What do we
mean when we talk about the stalk of a plant?
PROMPTS: “Stalk also means [‘stem’]” or “The stalk of a plant is
[the stem].”
If necessary, explain that a stalk is “the stem of a plant.”
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Week 13 Day 4
Day 4
Review Sustain, Serene, and Stalk
Words Reviewed
Materials
sustain
Sustain means “keep going for a long period of time.”
•
•
Word chart from Day 3
A marker
serene
Serene means “calm or peaceful.”
stalk
Stalk means “follow or hunt a person or animal quietly and secretly.”
REVIEW THE WORDS
Briefly Review the Words
Review the pronunciation and meaning of each word.
Use “Think, Pair, Share” to discuss:
Q
Which of yesterday’s words might you use if you were writing a
story about a trip to the mountains? How might you use the word?
[pause] Turn to your partner.
PROMPT: “I might use the word [serene]. I might write….”
PRACTICE USING THE WORDS
Do the Activity “What Do You Think About?”
Explain that partners will do the activity “What Do You Think About?”
Point to yesterday’s words on the chart, and explain that the students
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Week 13 Day 4
are to notice what they think about, or what picture comes into their
minds, when they hear each of the words.
Point to the word sustain, and explain that sustain is the first word
the students will think about.
Teacher Note
If the students struggle to make
associations, support them
by asking questions such as,
“What is a tradition you sustain
in your family?” “When have
you sustained something, or
kept something going, even
Model the activity by thinking aloud about what comes into your
mind when you hear the word sustain. (You might close your eyes
and say, “When I hear the word sustain, I think about a holiday
tradition in my family. We make special spaghetti every New Year’s
Eve. We have sustained this tradition, or kept it going, for more
than 100 years. When I hear the word sustain, I also think about
talking with my best friend. We can sustain a conversation for hours
because we enjoy talking with each other and have a lot to share.”)
Have the students close their eyes.
Use “Think, Pair, Share” to discuss:
Q
though it was hard?” and “What
What do you think about when you hear the word sustain? Why?
[pause] Open your eyes and turn to your partner.
is something that sustains
your interest or attention?”
Teacher Note
If the students struggle to make
PROMPT: “When I hear the word sustain, I think about [practicing
the piano] because….”
Point to the word serene and explain that serene is the next word the
students will think about.
associations, call for attention
and think aloud about what
Have the students close their eyes.
comes into your mind when you
hear the word serene. (You might
close your eyes and say, “When
I hear the word serene, I picture
a beach with palm trees and
gentle winds because that is a
place where I feel peaceful and
calm.”) If the students continue to
struggle, support them by asking
questions such as, “What place
comes into your mind when you
think about the word serene?”
and “When do you feel serene?”
308
Use “Think, Pair, Share” to discuss:
Q
What do you think about when you hear the word serene? Why?
[pause] Open your eyes and turn to your partner.
PROMPT: “When I hear the word serene, I think about [a pond in the
early morning] because….”
Discuss stalk the same way. If the students struggle with the word,
think aloud about what you picture in your mind when you hear the
word, or ask supporting questions like those in the notes.
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Week 13 Day 5
Day 5
Ongoing Review
Words Reviewed
Materials
ceremony
A ceremony is “an event that celebrates a special occasion or
honors someone.”
•
•
Pocket chart
Word cards 55, 58, 59, 69, 71
glower
Glower means “stare angrily.”
misjudge
Misjudge means “judge wrongly, or form a wrong or unfair opinion
about a person or situation.”
musty
Musty means “having a stale or moldy smell or taste.”
taunt
Taunt means “tease or make fun of someone cruelly.”
REVIEW THE WORDS
Display the Word Cards and Briefly Review the Words
Review the pronunciation and meaning of the words.
Grade Four
Making Meaning® Vocabulary Sample Lesson,Project
Grade
4 MM Vocabulary
© Developmental
Studies
Center Name:
Teacher’s Manual
Grade 4 Week
13
Round: Final pages
Date: 03/07/11
309
www.devstu.org
Week 13 Day 5
PRACTICE USING THE WORDS
Do the Activity “What Do You Think Will Happen?”
Explain that partners will do the activity “What Do You Think Will
Happen?” Point to the chart, and explain that you will describe a
situation that uses one of this week’s review words and another
vocabulary word they have learned. Partners will use what they
know about the words and their imaginations to tell what they
think will happen next.
Read the following scenario aloud twice:
Teacher Note
•
Reggie is indignant when he finds out that he is too young to go
on a ride at the amusement park. He glowers at the ride operator.
You might review that indignant
means “angry because you
feel you have been insulted
or unfairly treated.”
Use “Think, Pair, Share” to discuss:
Q
What do you think will happen after Reggie glowers at the
operator? [pause] Turn to your partner.
PROMPT: “After Reggie glowers at the operator….”
In the same way, discuss:
•
Teacher Note
You might review that jittery
means “worried and nervous.”
Q
Tammy is excited because she gets to be the flower girl at her
sister’s wedding. When she sees all the people at the ceremony, she
begins to get jittery.
What do you think will happen to Tammy at the ceremony?
[pause] Turn to your partner.
PROMPT: “At the ceremony, Tammy….”
•
Teacher Note
You might review that rickety
means “in bad condition
and likely to break.”
Q
Tony is riding his bike when an older boy taunts him, saying,
“That rickety old bike is a piece of junk. It should be in the garbage
instead of on the street.”
What do you think will happen? What will Tony do when he is
taunted? [pause] Turn to your partner.
PROMPT: “When Tony is taunted, he….”
310
Making Meaning® Vocabulary
Making Meaning® Vocabulary Sample Lesson,Project
Grade
4 MM Vocabulary
© Developmental
Studies
Center Name:
Teacher’s Manual
Grade 4 Week
13
Round: Final pages
Date: 03/07/11
www.devstu.org
Week 13 Day 5
•
Q
Celia and her sister find a musty old trunk in the attic. The lid of the
trunk creaks when they open it.
What do you think will happen when the girls open the musty
trunk? [pause] Turn to your partner.
Teacher Note
You might review creak means
“make a sharp, squeaking sound.”
PROMPT: “When the girls open the musty trunk….”
•
Q
D’Angelo is indignant because he thinks his friend Russ has
taken his backpack. He then finds out that he has misjudged
the situation.
What do you think will happen when D’Angelo realizes that he has
misjudged Russ? [pause] Turn to your partner.
PROMPT: “When D’Angelo realizes that he has misjudged
Russ, he….”
Grade Four
Making Meaning® Vocabulary Sample Lesson,Project
Grade
4 MM Vocabulary
© Developmental
Studies
Center Name:
Teacher’s Manual
Grade 4 Week
13
Round: Final pages
Date: 03/07/11
311
www.devstu.org