Comprehension Genre A Play is a story told entirely through dialogue and MAIN SELECTION intended to be performed. • Ranita, the Frog Princess • Skill: Make Judgments Evaluate Make Judgments PAIRED SELECTION As you read, use your Make • “Presenting the Puddlejump Judgments Flow Chart. Players” • Text Feature: Interview /QbW]\ 8cRU[S\b SMALL GROUP OPTIONS • Differentiated Instruction, pp. 591M–591V Read to Find Out Who is the evil character, and what will the happy ending be? Comprehension GENRE: PLAY Have a student read the definition of a Play on Student Book page 566. Students should look for text features, such as separate lines of dialogue and stage directions. 566 STRATEGY EVALUATE Tell students that, in evaluating a play, they should identify ways the playwright brings the characters to life by using D]QOPcZO`g dialogue and depicting conflict. Vocabulary Words Review the tested vocabulary words: SKILL cranky, bumbling, selfish, exasperated, famished, commotion, and specialty. MAKE JUDGMENTS Remind students that making Play Words Students may be unfamiliar with these words. judgments about the characters in Pronounce the words and give meanings as necessary. a play involves deciding whether viceroy (p. 568): a nobleman their actions are good, bad, likely to succeed, and so on. banquet (p. 574): a large, fancy feast oath (p. 578): a promise tadpole (p. 583): a newly hatched baby frog 566 Main Selection Main Selection Student pages 566–567 Preview and Predict Ask students to read the title, preview The Frog Princess the illustrations, and make predictions about the selection. Will this play be by Carmen Agra Deedy humorous or serious? How do they illustrated by Renato Alarcão know? Have students write their predictions and any questions they may have about the play. Set Purposes FOCUS QUESTION Discuss the “Read to Find Out” question on Student Book page 566. Remind students to look for the answer as they read. Point out the Make Judgments Flow Chart in the Student Book and on Practice Book page 158. Explain that students will fill it in as they read. Read Ranita, the Frog Princess Use the questions and Think Alouds to support instruction about the comprehension strategy and skill. 567 On Level Practice Book O, page 158 As you read Ranita, the Frog Princess, fill in the Make Judgments Flow Chart. If your students need support If your students can read the to read the Main Selection, Main Selection independently, use the prompts to guide have them read and complete comprehension and model the graphic organizer. Remind how to complete the graphic them to use self-monitoring skills organizer. Encourage students while reading and to self-correct to read aloud. as needed. If your students need alternate selections, choose the Leveled Readers that match their instructional levels. 27=1 C 2 / How does the information you wrote in the Make Judgments Flow Chart BSQV\]Z]Ug help you to evaluate Ranita, the Frog Princess? Story available on Listening Library Audio CD Approaching Practice Book A, page 158 Beyond Practice Book B, page 158 Ranita, the Frog Princess 567 Main Selection Student page 568 Develop SETTING Long ago in Mexico. The Viceroy’s hunting lodge in Comprehension Chapultapec forest. 1 PLAYERS 1 GENRE: PLAY FELIPE, the Viceroy’s rotten son The list of players at the beginning of a 2 PEPE, Felipe’s mistreated servant play often includes a brief description RANITA, a little frog with a mysterious past of the characters. Based on the VIEJA SABIA, a wise but cranky old woman descriptions of the first five characters, VICEROY, the representative of the Spanish throne what inferences can you make about VICEROY’S WIFE the way they will behave during the COOK action? (Suggested answer: Felipe MAN ONE is described as “rotten,” so he may MAN TWO be mean or spoiled. Pepe is called a SERVANT ONE mistreated servant, so he may be angry about being treated badly. Ranita’s past SERVANT TWO is described as mysterious, so she may MAN THREE need to keep a secret. Vieja Sabia is EXTRAS: Members of hunting party, servants attending dinner, noblemen and ladies described as cranky, so she may not be very patient with people. The Viceroy is connected to the throne, so he is probably going to be serious.) 2 STRATEGY THESAURUS 568 What words or phrases are antonyms for mistreated? Use a thesaurus to help you. (well treated, well cared for, safeguarded, respected) Text Features of a Play Explain The printed text of a play has certain standard features: A list of the characters’ names appears at the beginning; italicized stage directions are set off by parentheses; and each of the spoken lines is indicated by the character’s boldface name followed by a colon. Plays are divided into numbered acts and/or scenes. Discuss Point out the description of the setting and the character list on page 568. Ask students to discuss the kinds of information these provide. (the time and place of the action; brief descriptions of the characters’ traits) Apply Have students look over the text features on page 569. Ask them to tell where Scene 1 takes place and to identify the characters’ lines and the stage directions. Then have them scan the remainder of the play to find the total number of scenes and the setting of each. 568 Main Selection Student page 569 Develop Comprehension 3 STRATEGY EVALUATE Teacher Think Aloud When I read these first two pages, I am reminded In a forest clearing, men are frantically searching the that a play is quite different from ground. From a nearby stone well, Ranita watches but a story. For example, there is no remains unnoticed. narrator to tell me what the setting Man One: (Frustrated) Keep looking! If we don’t fi nd that looks like or what the characters golden arrow— are thinking. There are some stage tortillas Man Two: —we’ll be on and water for the next directions, however. I know that the month! (Men, grumbling, all agree.) play takes place in Mexico and that (Enter Felipe.) the action of the first scene happens in a forest clearing. I also notice that Felipe: (Loud and demanding) Well? Have you found my golden arrow yet? the words in parentheses next to the Man Three: Not yet, Señor! characters’ names tell me how they Felipe: (Sweetly, hand over heart) It was a gift from my dear would say the lines. As I continue mother. (Turning suddenly and hissing) Find it or I will feed to read, I will pay attention to these you to the jaguars—starting with my bumbling servant, clues that the playwright gives. Pepe. It’s his fault I missed my mark. Now, out of my sight, 3 all of you! 4 MAKE JUDGMENTS (Men exit hurriedly.) 4 569 Based on the action on page 569, what kind of person do you think Felipe is? (While looking for the arrow, Felipe yells at the men helping him. He talks sweetly about his mother, but says he &-- will feed the men to jaguars. He also insults Pepe by calling him bumbling. Practicing Language Students may need help understanding Judging from these clues, I think the adjectives and adverbs in the stage directions. Explain the Felipe is not very nice or fair.) Add this words. Then read the characters’ lines, using facial expressions and gestures to convey the meanings of words and phrases such as information to your Make Judgments grumbling, loud and demanding, sweetly, hissing, and hurriedly. Have Flow Chart. students repeat the lines, mimicking your expressiveness. Action Judgment Felipe yells at the Felipe is not a nice men helping him. person. Ranita, the Frog Princess 569 Main Selection Student page 570 Develop Comprehension 5 GENRE: PLAY What details tell you that this selection is a kind of fairy tale in play form? (Ranita is a talking frog, which is the kind of character we expect in a fairy tale. She says she is under a spell, which reminds the reader of the fairy tale about the Frog Prince.) Students should be able to describe characteristics of the genre. 570 Literary Device: Foreshadowing Explain Tell students that authors sometimes use a device called foreshadowing to provide clues about what may happen later in a story or play. Readers can use these clues to make predictions about the resolution of a conflict or solution to a problem. Discuss Have students reread the first six lines on page 571 and make note of anything that seems to be out of context. Ask them to discuss why they think Ranita mentions a Mayan princess. What information in the next few lines might be a clue? Apply Have students make predictions about the action of the play based on these lines. Tell them to keep Ranita’s mysterious comments in mind as they continue to read the play. They should look for actions that explain or follow up on her comments. 570 Felipe: (Stomping foot and whining) I want my golden arrow back! Main Selection Student page 571 Ranita: (Sitting on top of well, holding the golden arrow) You mean, this golden arrow? Felipe: (Joyously) My golden arrow! You found it! You—(Stops cold) Develop —you’re a frog. Ranita: You were expecting a Mayan princess, perhaps? Felipe: (Rolls eyes) Well, I wasn’t expecting a talking frog! 5 Comprehension (Sighs) Ranita: I’m under a spell. I don’t like to talk about it. 6 MAINTAIN (Pauses to think) Felipe: Not my problem. Hand over the arrow. PROBLEM AND SOLUTION Ranita: (Plink! Drops it back down the well) Hmm, looks like it’s your problem now.