Grade 5
Teacher’s Manual
sample lesson
Unit 4: Analyzing Text Structure, Fiction, Week 2
Star of Fear, Star of Hope
by Jo Hoestlandt, illustrated by Johanna Kang
A young girl loses her Jewish friend in German-occupied France in July 1942. This realistic
fiction story introduces readers to World War II and the Holocaust.
Grade 5
Teacher’s Manual
sample lesson
Thinking and Talking About Words
© 2009 Developmental Studies Center
Week 9
Overview
Star of Fear, Star of Hope
by Jo Hoestlandt,
illustrated by Johanna Kang
(Walker, 2000)
Words Taught
Word-learning strategies
uneasy
• Recognizing synonyms (review)
petrified
• Using the prefix pre- to determine
word meanings
prearrange
irate
regret
forceful
Words reviewed: irate, petrified, resilient, selfless, uneasy
do ahead
• Prior to Day 1, review More Strategy Practice on pages 208–209.
• Prior to Day 5, collect these word cards for Ongoing Review: 47, 48, 49, 50, and 52.
Grade Five 203
Week 9  Day 1
Day 1
Introduce Uneasy, Petrified,
and Prearrange
Materials
Words Taught
•
•
•
uneasy
Uneasy means “nervous, worried, or anxious.”
Star of Fear, Star of Hope
Chart paper
A marker
petrified
Petrified means “unable to move or act because you are extremely
frightened.”
prearrange
Prearrange means “arrange or plan something before it happens.”
Introduce and practice
using uneasy
Introduce and Define Uneasy and Review Synonyms
Briefly review Star of Fear, Star of Hope.
Show pages 8–9 and review that Lydia is spending the night at
Helen’s house, and they are telling each other scary zombie stories.
Read the first two paragraphs on page 8 aloud.
Teacher Note
If you started a synonym chart,
add uneasy and its synonyms to it.
Tell the students that uneasy is the first word they will learn today.
Explain that uneasy means “nervous, worried, or anxious” and that
uneasy, nervous, worried, and anxious are synonyms. Explain that
Helen and Lydia’s hearts beat faster, and they make sure the door is
locked because the footsteps make them anxious and a little afraid.
They are uneasy.
Have the students say the word uneasy, and write it on the chart.
204 Making Meaning® Vocabulary
Week 9  Day 1
Discuss Feeling Uneasy
Explain that all of us feel uneasy at times, and give examples of times
you or someone you know has felt uneasy. (You might say, “When
I was younger, I always felt uneasy when I had to speak in front of
the class. I was always a little nervous, and I worried that I would say
something silly. The first time I went skiing and used the chairlift,
I was uneasy because the chair went high into the sky and swayed
back and forth. My daughter is uneasy when she’s around bees
because she was stung once. She’s also uneasy around snakes.”)
Use “Think, Pair, Share” to discuss:
Q
When have you felt uneasy? Why were you uneasy? [pause] Turn
to your partner.
Teacher Note
Support struggling students
Prompts: “I was uneasy when…” and “I was uneasy because….”
by asking questions such as,
“When have you felt uneasy
Review the pronunciation and meaning of the word.
because you were in an unfamiliar
place or around people you did
not know?” “When have you
felt uneasy because you were
Introduce and Practice
Using Petrified
Introduce and Define Petrified
doing something for the first
time or doing something that
was a little scary?” and “What
animals make you uneasy?”
Show pages 10–11 and remind the students that Lydia and Helen
become more frightened when they hear another set of footsteps
on the stairs. Read page 10 aloud.
Explain that petrified is the next word the students will learn today
and that petrified means “unable to move or act because you are
extremely frightened.” Point out that, when the Midnight Ghost
knocks on the door, Helen and Lydia are too scared to breathe or
move. They are petrified.
Have the students say the word petrified, and then write it on a
sheet of chart paper.
You might act out what it
looks like to be petrified by
gasping, widening your eyes,
and holding very still.
Teacher Note
You might review that words
often have more than one
meaning and that petrified also
means “turned to stone.”
Grade Five 205
Week 9  Day 1
Play “Is Tulip Uneasy or Petrified?”
Explain that feeling petrified and feeling uneasy are very different.
Explain that when you are uneasy, you are worried and anxious. You
are a little nervous or afraid, but you are not terrified. When you are
petrified, however, you are so frightened that you cannot move.
Explain that partners will play “Is Tulip Uneasy or Petrified?” You will
describe something that is happening to Tulip, and partners will
discuss whether Tulip is uneasy or petrified and why they think so.
Begin by reading the following scenario aloud twice, slowly
and clearly:
•
Tulip and her brother are swimming in the ocean. Tulip sees a
large dark shadow moving toward her in the water. “Don’t
panic,” she says to herself to steady her nerves. “It’s probably just
seaweed.” Then she begins to swim slowly away from the shadow
toward her brother.
Ask:
Q
Is Tulip uneasy or petrified? Why do you think so? Turn to your
partner. (uneasy)
Prompt: “I think Tulip is [uneasy/petrified] because….”
Have volunteers share their thinking.
Follow up by discussing as a class:
Q
How might Tulip have acted if she were petrified?
Prompt: “If Tulip were petrified, she….”
In the same way, discuss:
•
206 Making Meaning® Vocabulary
Tulip is playing softball, and it’s her turn to bat. Her team is a run
behind, and she needs to get a hit. “What if I strike out,” she thinks.
“We’ll lose. My teammates will never speak to me again.” Suddenly,
she is terrified of letting down the team. She sits frozen on the
bench. When the coach calls her name, she just stares at him.
Week 9  Day 1
Ask:
Q
Is Tulip uneasy or petrified? Why do you think so? Turn to your
partner. (petrified)
PROMPT: “I think Tulip is [petrified/uneasy] because….”
Have volunteers share their thinking.
Follow up by discussing as a class:
Q
How might Tulip have acted if she were uneasy?
Review the pronunciation and meaning of the word.
Introduce and Practice
Using Prearrange
Introduce and Define Prearrange and Introduce the
Prefix preShow pages 14–15 and review that Papa finds Madam Eleven
O’Clock in the hall. Read page 14 aloud, stopping after, “Now I
understood: ‘Midnight Ghost’ was a codename, too.”
Explain that the last word the students will learn today is prearrange
and that prearrange means “arrange or plan something before it
happens.” Explain that earlier Mrs. Keller and the Midnight Ghost had
met with Helen’s neighbor to prearrange, or plan, when they would
arrive at the apartment. Mrs. Keller prearranged to meet at eleven
o’clock. The Midnight Ghost prearranged to meet at midnight.
Have the students say the word prearrange, and write it on the chart.
Teacher Note
You might explain that when a
group of letters is a prefix, you
have a real word left when you
remove the letters. For example,
if you remove the pre from
prearrange, you are left with a
real word, arrange, so the pre- in
Point to the prefix pre- in prearrange on the chart, and explain that
pre- is a prefix.
prearrange is a prefix. However,
if you remove the pre from the
beginning of the word prefer,
Review that a prefix is “a group of letters that is added to the
beginning of a word and changes the meaning of the word.” Explain
that the prefix pre- means “before.” Explain that when you add the
you are left with fer, which is not
a real word, so the pre- at the
beginning of prefer is not a prefix.
Grade Five 207
Week 9  Day 1
prefix pre- to the word arrange, which means “plan,” you make the
word prearrange, which means “plan something before it happens.”
Discuss Prearranging a Party
Explain that when people decide to have a party, they prearrange,
or plan, certain things before the party happens.
Use “Think, Pair, Share” to discuss:
Q
Teacher Note
If you were having a party, what would you prearrange, or plan
before the party happens? Why? [pause] Turn to your partner.
Support struggling students
by asking questions such as,
“What would you prearrange
Prompt: “If I were having a party, I would prearrange [what we
would eat] because [I would have to buy the food].”
so that the guests would know
when and where to come for the
Review the pronunciation and meaning of the word.
party?” and “What would you
prearrange so that the guests
would have good things to eat
and fun things to do at the party?”
M o r e S t r at e g y P r a c t i c e
Explore Words with the Prefix prePrepare a sheet of chart paper entitled “Words with the Prefix
pre-.” Below the title write, “The prefix pre- means ‘before.’ ” Write
the word prearrange on the chart.
Review that pre- is a prefix and that a prefix is a “group of letters
that is added to the beginning of a word and changes the
meaning of the word.” Remind the students that the prefix premeans “before” and that, when you add pre- to the word arrange,
you make the word prearrange, which means “arrange or plan
something before it happens.”
continues
208 Making Meaning® Vocabulary
Week 9  Day 1
M o r e S t r a t e g y P r a c t i c e continued
Tell the students that knowing that pre- means before can
help them figure out the meaning of words that begin with
the prefix. Write the word preview on the chart and explain
that preview is a word made by adding the prefix pre- to the
word view.
Discuss as a class:
Q
Based on what you know about the prefix pre- and the word
view, what do you think the word preview means? What is a
movie preview?
If necessary, explain that preview means “view, or look at or
watch something ahead of time.” Explain that a movie preview
is the showing of a movie or parts of a movie before it opens for
everyone to see.
In the same way, have the students discuss the meanings of
preheat and preorder.
Ask the students for other examples of words with the prefix
pre-, discuss their meanings, and add them to the chart
(for example, precaution, prehistoric, premature, preregister,
or preschool). Display the chart, encourage the students to
continue to listen and watch for other words that use the prefix
pre-, and add any new examples to the chart.
Teacher Note
For a list of words that use the
prefix pre- and other word
lists, visit Developmental
Studies Center’s website
at www.devstu.org.
Grade Five 209
Week 9  Day 2
Day 2
Review Uneasy, Petrified,
and Prearrange
Words Taught
Materials
•
Word chart from Day 1
uneasy
Uneasy means “nervous, worried, or anxious.”
petrified
Petrified means “unable to move or act because you are
extremely frightened.”
prearrange
Prearrange means “arrange or plan something before it happens.”
Review the Words
Briefly Review the Words
Review the pronunciation and meaning of each word.
Discuss as a class:
Q
Teacher Note
If there were pandemonium in the hallway outside our classroom,
would you be petrified? Why?
You might review that
pandemonium means
“chaos or confusion.”
210 Making Meaning® Vocabulary
Prompt: “If there were pandemonium in the hallway, I [would/
would not] be petrified because….”
Week 9  Day 2
In the same way, discuss:
Q
If a friend didn’t meet you at a place you prearranged, would you
feel uneasy?
Prompt: “If a friend didn’t meet me at a place we prearranged,
I [would/would not] feel uneasy because….”
Practice Using the Words
Review the Activity “Create a Sentence”
Explain that partners will do the activity “Create a Sentence.” Review
that you will tell the students the beginning of a sentence that uses
one of the words. They will use what they know about the word and
their imaginations to finish the sentence.
Point to the word uneasy on the chart and review that uneasy means
“nervous, worried, or anxious.” Then read the following sentence
starter aloud twice, slowly and clearly:
•
Gloria felt uneasy when….
Use “Think, Pair, Share” to discuss:
Q
Teacher Note
Support struggling students by
reviewing that uneasy means
“nervous, worried, or anxious.”
How might you complete the sentence? What might happen to
make a person feel uneasy? [pause] Turn to your partner.
Then ask questions such as,
“When might a person feel
uneasy about something she
Prompt: “Gloria felt uneasy when….”
sees or hears? About something
she is doing? About something
Have a few pairs share their sentences.
that is about to happen?” Then
Follow up by asking:
and repeat the questions.
Q
reread the sentence starter
Does it make sense to say, “Gloria felt uneasy when [she saw the
gate to her backyard was open]”? Why?
Grade Five 211
Week 9  Day 2
Teacher Note
Support struggling students by
asking questions such as, “When
might someone be petrified [at
home/at school/at the movies]?”
and “What animal/sound might
petrify someone?” If they continue
to struggle, provide a sentence
starter such as, “The zookeeper
was petrified when…” or “The
dog petrified the boy when it….”
Create Our Own Sentences
Point to the word petrified on the chart, and explain that the next
sentence will use the word petrified. Tell the students that, instead of
finishing a sentence you start, you want partners to work together
to make a sentence of their own that uses the word petrified.
Review that petrified means “unable to move or act because you are
extremely frightened.” Then use “Think, Pair, Share” to discuss:
Q
Then repeat the questions.
Teacher Note
How might you use the word petrified in a sentence? For example,
when might someone be petrified, or what might petrify someone?
[pause] Turn to your partner.
When most pairs have finished, have two or three pairs share their
sentences with the class.
If a pair’s sentence does
not convey the meaning of
petrified, help the students
develop the sentence further
Follow up by asking:
Q
by asking follow-up questions.
Does it make sense to say, [“The people on the plane were petrified
when the plane had to make an emergency landing”]? Why?
Point to the word prearrange and explain that the last sentence
will use this word. Review that prearrange means “arrange or plan
something before it happens.” Then use “Think, Pair, Share” to discuss:
Teacher Note
Q
Support struggling students by
using prearrange in a sentence
How might you use the word prearrange in a sentence? For
example, what is something a person might prearrange, or when
have you prearranged something? [pause] Turn to your partner.
or by asking questions such as,
“What is something a person
might prearrange with [their
When most pairs have finished, have two or three pairs share their
sentences with the class.
parents/friends/a teacher]?”
If they continue to struggle,
provide sentence starters such
as, “Before her vacation, the
woman prearranged…” or “My
friends and I prearranged….”
212 Making Meaning® Vocabulary
Follow up by asking:
Q
Does it make sense to say, [“The girls prearranged their outfits so
they would match during their performance”]? Why?
Week 9  Day 3
Day 3
Introduce Irate, Regret, and Forceful
Words Taught
Materials
irate
Irate means “furious, or extremely angry.”
•
•
•
Star of Fear, Star of Hope
Word chart from Day 1
A marker
regret
Regret means “feel sorry about something you have done and wish
you had not done it.”
forceful (p. 26)
Forceful means “powerful and strong.”
Introduce and Practice
U s i n g I r at e
Introduce and Define Irate and Review Synonyms
Show pages 16–17 and review that when Lydia realizes that the
police are arresting people wearing stars like hers, she asks to be
taken home to her family. Read the following sentences from pages
16–17 aloud, emphasizing the words furious and angry: “That made
me furious. I shouted at Lydia, ‘What’s the matter with you? It’s my
birthday! You’ve forgotten all about it!’… I felt so angry, so hurt at
being left by my best friend on my birthday that I shouted at her from
the top of the stairs, ‘I don’t care! You’re not my friend anymore!’ ”
Tell the students that the first word they will learn today is irate.
Explain that irate means “furious, or extremely angry” and that irate,
furious, and angry are synonyms. Point out that Helen is irate, or
furious, because Lydia wants to go home. Helen thinks Lydia has
forgotten about her birthday.
Teacher Note
If you started a synonym chart,
add irate and its synonyms
to it. You might discuss other
synonyms of irate, such as
incensed, enraged, and infuriated.
Have the students say the word irate, and write it on the chart.
Grade Five 213
Week 9  Day 3
Discuss Things That Might Make Us Irate
Review that irate means “extremely angry,” and explain that when you
are irate, you are more than a little upset or annoyed. You are furious.
Tell the students that you will describe a situation and partners will
discuss whether or not the situation would make them irate, or
furious, and why. Explain that partners may not always agree, and
that is fine. What is important is that they explain their thinking.
Begin with:
•
Your best friend says she will go to the movies with you on
Saturday. You’re excited because it’s a movie you really want to
see. Then on Saturday morning, your friend tells you she can’t go.
Ask:
Q
If your friend says she can’t go to the movies, might you be irate?
Why? Turn to your partner.
Prompt: “If my friend says she can’t go to the movie, I [might/
might not] be irate because….”
In the same way, discuss:
•
You worked extremely hard to build a model volcano for a science
project. You are carrying it to school, and you trip. You drop the
volcano, and it breaks into pieces.
PROMPT: “If my volcano breaks into pieces, I [might/might not] be
irate because….”
•
You are wearing a brand new jacket. You are walking across the
playground and the sprinklers come on, soaking you from head
to toe.
PROMPT: “If the sprinklers soak me from head to toe, I [might/
might not] be irate because….”
Review the pronunciation and meaning of the word.
214 Making Meaning® Vocabulary
Week 9  Day 3
Introduce and Practice
Using Regret
Introduce and Define Regret
Show pages 20–21 and review that, after Lydia leaves, Helen
feels bad about telling Lydia that she is not her friend anymore.
Read the first paragraph on page 20 aloud.
Explain that the next word the students will learn today is
regret and that regret means “feel sorry about something you
have done and wish you had not done it.” Point out that Helen
regrets, or feels sorry about, the things she said to Lydia. She
wishes she had never said them.
Have the students say the word regret, and write it on the chart.
Discuss Regret
Explain that people can regret things they do, as well as things they
say. For example, people sometimes break things by accident or lose
things, and they regret it, or feel sorry and wish they had not done it.
Give an example of something you or someone you know regretted
breaking or losing. (You might say, “Not long ago, a friend of mine
dropped a glass bowl when she was washing dishes, and it smashed
into a dozen pieces. She really regretted breaking the bowl because
it was a wedding gift. She really loved that bowl. When I was your
age, I got a necklace from my parents for my birthday. I lost it a few
weeks after I got it. I really regretted losing the necklace because it
was a gift and because my parents were very disappointed that I had
been careless.”)
Use “Think, Pair, Share” to discuss:
Q
What is something you regret breaking or losing? [pause] Turn to
your partner.
Prompt: “I regret losing [my wallet] because [it had money and my
library card in it].”
Explain that, like Helen in the story, we sometimes say things to
friends or family that we later regret.
Grade Five 215
Week 9  Day 3
Discuss as a class:
Q
If you said something that you regret to another person, might you
apologize? Why?
Prompt: “If I said something that I regret, I [might/might not]
apologize because….”
Review the pronunciation and meaning of the word.
Introduce and Practice
Using Forceful
Introduce and Define Forceful and Review Synonyms
Show pages 26–27 and remind the students that, at the end of the
story, Helen and her mother go to Lydia’s house and discover that
Lydia and her family are gone. Read the last two paragraphs on
page 26 aloud, emphasizing the word forcefully.
Tell the students that the last word they will learn today is forceful.
Explain that forceful means “powerful and strong” and that forceful,
powerful, and strong are synonyms. Explain that Helen’s mother
speaks to Helen in a forceful, or powerful and strong, way because
she is angry about what has happened to Lydia and she wants
Helen to understand that people are responsible for it, not the stars
or bad luck.
Teacher Note
If you started a synonym
chart, add forceful and
its synonyms to it.
Have the students say the word forceful, and write it on the chart.
Teacher Note
You might point to the suffix -ful
in forceful and explain that -ful is
a suffix that means “full of.” When
you add -ful to the word force,
which means “power or strength,”
you make the word forceful,
which means “full of force, or
powerful and strong.” For more
information about the suffix -ful,
see the Extension on page 218.
216 Making Meaning® Vocabulary
Discuss Using a Forceful Tone of Voice
Explain that people can use forceful, or powerful and strong, tones
of voice without raising their voices or yelling. Tell the students that
you will read what Mama said to Helen in the story twice. First, you
will read her words in a normal tone of voice; then, you will read
them in a forceful tone of voice.
Week 9  Day 3
Read the following sentences aloud using a normal and then
forceful tone of voice: “Bad luck almost never comes from the stars
above, Helen. And this bad luck certainly doesn’t.”
Discuss as a class:
Q
What did you notice when I read the sentence using a forceful tone
of voice?
Prompt: “When you used a forceful tone of voice, you….”
In the same way, discuss:
Q
When might you use a forceful tone of voice?
Teacher Note
If the students struggle to answer
Prompt: “I might use a forceful tone of voice when….”
the question, give examples of
times you use a forceful voice.
(You might say, “I use a forceful
Describe a Forceful Storm
Explain that the word forceful can be used to describe things
other than tone of voice. For example, a baseball player can have a
forceful, or powerful and strong, swing. A government leader can
give a forceful speech.
voice with my dog when he does
something he isn’t supposed to
do. I also use a forceful voice to
let my children know that what I
am saying is important and that
I expect them to listen to me. I
sometimes use a forceful voice
Ask:
Q
on the playground when I want
children to stop playing roughly.”)
What might happen during a forceful storm? Why? Turn to your
partner.
Then repeat the question.
Prompt: “During a forceful storm, [trees might blow down]
because….”
Review the pronunciation and meaning of the word.
Grade Five 217
Week 9  Day 3
Extension
Discuss Other Words with the Suffix -ful
Point to the suffix -ful in forceful on the chart, and explain that -ful
is a suffix that means “full of.” Explain that, when you add -ful to the
word force, you make the word forceful, which means “full of force,
or powerful and strong.”
Have the students discuss the meanings of these words that use the
suffix: boastful, powerful, skillful, wasteful, and watchful.
Teacher Note
The suffix -ful is formally
taught in grade 3 of Making
Meaning Vocabulary. For a list of
words that use the suffix, visit
Developmental Studies Center’s
website at www.devstu.org.
218 Making Meaning® Vocabulary
Invite the students to listen and watch for other words that use the
suffix -ful, and discuss the words the students find.
Week 9  Day 4
Day 4
Review Irate, Regret, and Forceful
Words Reviewed
Materials
irate
Irate means “furious, or extremely angry.”
•
•
Word chart from Day 3
A marker
regret
Regret means “feel sorry about something you have done and wish
you had not done it.”
forceful
Forceful means “powerful and strong.”
Review the Words
Briefly Review the Words
Review the pronunciation and meaning of each word.
Use “Think, Pair, Share” to discuss:
Q
Which of the words we learned yesterday do you think was
especially interesting to talk about? Why? [pause] Turn to
your partner.
Prompt: “I think the word [regret] was interesting to talk about
because….”
Grade Five 219
Week 9  Day 4
Practice Using the Words
Review the Activity “Create a Sentence”
Explain that partners will do the activity “Create a Sentence.” Review
that you will tell the students the beginning of a sentence that uses
one of the words. They will use what they know about the word and
their imaginations to finish the sentence.
Point to the word irate on the chart, and review that irate means
“furious, or extremely angry.” Then read the following sentence
starter aloud twice, slowly and clearly:
•Sally became irate when….
Teacher Note
Support struggling students by
reviewing the meaning of irate
Use “Think, Pair, Share” to discuss:
Q
and then asking questions such
How might you complete the sentence? What might make a
person irate? [pause] Turn to your partner.
as, “What might someone do
that would make Sally irate?”
Prompt: “Sally became irate when….”
“What might Sally see or hear
that would make her irate?”
Have volunteers share their thinking.
and “What makes you irate?”
Follow up by asking:
Q
Does it make sense to say, “Sally became irate when [she saw that
her bicycle tire was flat]”? Why?
Create Our Own Sentences
Teacher Note
Support struggling students
by asking questions such as,
“When have you regretted doing
or saying something?” If they
continue to struggle, provide
sentence starters such as, “Gordon
regrets telling his friend…” or
“I regretted it when I….”
220 Making Meaning® Vocabulary
Point to the word regret on the chart, and explain that the next
sentence will use the word regret. Tell the students that, instead of
finishing a sentence you start, you want partners to work together
to make a sentence of their own that uses the word regret.
Review that regret means “feel sorry about something you have done
and wish you had not done it.” Then use “Think, Pair, Share” to discuss:
Q
How might you use the word regret in a sentence? For example,
what might someone regret doing, or what might someone regret
saying? [pause] Turn to your partner.
Week 9  Day 4
When most pairs have finished, have two or three pairs share their
sentences with the class.
Teacher Note
If a pair’s sentence does not
convey the meaning of regret
Follow up by asking:
(for example, “I regret” or “He
regrets asking”), point out that
Q
Does it make sense to say, [“I regret teasing my sister because it
hurt her feelings”]? Why?
the sentence does not make
the meaning of regret clear,
and help the students develop
Point to the word forceful and explain that the last sentence will use
this word. Review that forceful means “powerful and strong.” Then
use “Think, Pair, Share” to discuss:
the sentence further by asking
Q
Teacher Note
How might you use the word forceful in a sentence? For example,
when do people use a forceful tone of voice, or when is weather
forceful? [pause] Turn to your partner.
follow-up questions such
as, “What do you regret?” or
“What did he regret asking?”
Support struggling students
by asking questions such as,
“When have you used a forceful
When most pairs have finished, have two or three pairs share their
sentences with the class.
Follow up by asking:
Q
Does it make sense to say, [“The forceful wind blew the roofs off the
houses in my neighborhood”]? Why?
voice?” and “What might happen
if you were walking outside
during a forceful wind?” If they
continue to struggle, provide
a sentence starter such as, “I
used a forceful voice when…”
or “The forceful wind blew….”
Then repeat the questions.
Grade Five 221
Week 9  Day 5
Day 5
Ongoing Review
Materials
Words Reviewed
•
•
irate
Irate means “furious, or extremely angry.”
Pocket chart
Word cards 47, 48, 49, 50, 52
petrified
Petrified means “unable to move or act because you are extremely
frightened.”
resilient
Resilient means “able to recover from or adjust to misfortune or
change.”
selfless
Selfless means “unselfish, or without thought for yourself.”
When you are selfless, you are more concerned about others
than about yourself.
uneasy
Uneasy means “nervous, worried, or anxious.”
Review the Words
Display the Word Cards and Briefly Review the Words
Review the pronunciation and meaning of the words.
222 Making Meaning® Vocabulary
Week 9  Day 5
Practice Using the Words
Introduce “Describe the Character”
Explain that partners will do an activity called “Describe the
Character.” Explain that you will read a scenario aloud and partners
will decide which vocabulary word best describes the main
character of the scenario and why they think so. Tell the students
that before they play the game in pairs, they will practice as a class.
Explain that the main character of the first scenario is a cat named
Hairy. Then read the following scenario aloud twice:
•
Hairy was starving and weak when he was brought to the animal
shelter. The veterinarian gave Hairy food, medicine, and loving
care, and within a few days he was playing and purring. (resilient)
Point to the vocabulary words and ask:
Q
Which vocabulary word best describes Hairy? Why?
Teacher Note
If the students struggle to answer
Prompt: “The word [resilient] best describes Hairy because….”
the questions, call for attention,
reread the scenario, and think
aloud about which word best
Do the Activity “Describe the Character” in Pairs
Continue the activity in pairs using the following scenarios:
Explain that the main character of the next scenario is a boy named
Jorge. Then read the following scenario aloud twice:
•
Jorge waited in line for an hour at the movie theater. When he got
to the ticket window, the movie was sold out. Jorge clenched his
fists. His eyes got wide. His face got red. He stomped his feet. (irate)
describes Hairy. (You might
say, “I think the word resilient
best describes Hairy, because
resilient means ‘able to recover
from or adjust to misfortune or
change.’ Hairy recovered from
being weak and hungry within
a few days after he came to
the shelter, so he’s resilient.”)
Then read the next scenario.
Ask:
Q
Which vocabulary word best describes Jorge? Why? Turn to
your partner.
PROMPT: “The word [irate] best describes Jorge because….”
Have one or two pairs share their thinking with the class.
Grade Five 223
Week 9  Day 5
In the same way, discuss:
•
When Heather opened the door to the old shed, dozens of wasps
swarmed around her. She knew she should run, but she was too
scared to move. (petrified)
•Shelly’s friend invited her to go horseback riding. When Shelly
arrived at the stable, she saw a horse stomping and kicking at the
gate. She began to wonder if going horseback riding was a good
idea. (uneasy)
Teacher Note
You might review that scarce
means “difficult to get or find.”
224 Making Meaning® Vocabulary
•
Times were hard for Thor and his family. Food was scarce, so Thor
often gave his portion of food to his children so they would have
more to eat. (selfless)