How Arizona Became a State An ADE Language Arts Lesson Week 3
Author ADE Content Specialists Grade Level 4th grade Duration Five sessions
Aligns To Connects To Reading: Social Studies: Strand 1: Reading Process Strand 1:American History Concept 4: Vocabulary Concept 7: Emergence of the Modern PO 1. Use knowledge of root words and affixes to United States determine the meaning of unknown words. PO 4. Recognize that Arizona changed from a PO 5. Determine the meanings, pronunciations, territory to a state on February 14, 1912. syllabication, synonyms, antonyms, and parts of speech of words by using a variety of reference Strand 3: Civics aids, including dictionaries, thesauri, glossaries, Concept 1: Foundations of Government and CD-ROM and Internet when available. PO 3. Describe Arizona’s transition from Concept 6: Comprehension Strategies territory to statehood: PO 1. Predict text content using prior knowledge a. locations of capital and text features (e.g., illustrations, titles, topic b. founding people sentences, key words). c. Arizona’s constitution
Strand 3: Comprehending Informational Text Mathematics Concept 1: Expository Text Strand 4: Geometry and Measurement PO 4. Locate specific information by using Concept 4: Measurement organizational features (e.g., table of contents, PO 3. Solve problems involving conversions headings, captions, bold print, glossaries, indices, within the same measurement system. italics, key words, topic sentences, concluding sentences) of expository text. Concept 2: Functional Text PO 1. Locate specific information from functional text (e.g., letters, memos, directories, menus, schedules, pamphlets, search engines, signs, manuals, instructions, recipes, labels, forms). PO 2. Interpret details from functional text for a specific purpose (e.g., to follow directions, to solve problems, to perform procedures, to answer questions).
Writing: Strand 1: Writing Process Concept 1: Prewriting Concept 2: Drafting Concept 3: Revising Concept 4: Editing Concept 5: Publishing
Arizona Department of Education 1 Language Arts Grade 4 Week 3
Strand 2: Writing Elements Concept 2: Organization PO 1. Use a structure that fits the type of writing (e.g., letter format, narrative, play, essay).
Concept 6: Conventions PO 1. Use capital letters for: a. proper nouns ( i.e., names, days, months) d. titles e. abbreviations
Strand 3: Writing Applications Concept 3: Functional PO 1. Write a variety of functional text (e.g., directions, recipes, procedures, rubrics, labels, graphs/tables). PO 2. Write communications, including: e. invitations PO 3. Address an envelope for correspondence that includes: a. an appropriate return address b. an appropriate recipient address
Overview The people of Arizona Territory faced a long struggle as they attempted to become a state. The United State government has a procedure by which they allow the addition of states to the union. Arizona followed these steps, but ran into some trouble at the end of the process!
Purpose In these five sessions, you will use an expository passage explaining the process of a territory becoming a state to support comprehension of expository text and vocabulary development. You will also use recipes to support comprehension of functional text and will practice writing an invitation and addressing an envelope.
Materials • How Arizona Became a State reading passage • Recipes for Arizona birthday cake and frosting • Worksheets for the daily sessions • Proofreading Chart • Crayons, colored pencils, or markers (optional)
Arizona Department of Education 2 Language Arts Grade 4 Week 3
Objectives Students will: • Read the How Arizona Became a State passage. • Read recipes. • Apply knowledge of the text organization and structure when reading. • Apply knowledge of suffixes. • Use abbreviations correctly. • Apply knowledge of the VCCV syllable pattern. • Write a simple recipe. • Write an invitation. • Address an envelope.
Lesson Components
Prerequisite skills: The 5 Steps of the Writing Process have been used since Grade 1. You should be familiar with this process. You should be able to understand and apply appropriate U.S. Customary units of measure for capacity.
Session 1: Reading Comprehension and Writing 1. Review story vocabulary prior to reading. 2. As a pre-reading and during reading strategy, use the text organization and structure skill while reading How Arizona Became a State. 3. After reading the passage, check your comprehension by answering questions about the text. 4. Begin Step 1 of the writing process in prewriting for an invitation to an Arizona statehood party. Emphasis will be on Organization and Conventions.
Session 2: Grammar and Writing 1. Increase your vocabulary through a word study of suffixes. 2. Write a draft of your invitation.
Session 3: Grammar and Writing 1. Strengthen your grammar skills by examining the use of the abbreviations and how this applies to your reading fluency and your writing. 2. In Step 3 of the Writing Process, revise your invitation. In Step 4 proofread, remembering what you have reviewed about abbreviations.
Session 4: Phonics/Decoding and Writing 1. Reread the passage, How Arizona Became a State, to strengthen your knowledge of the VCCV syllable pattern. 2. Create a final copy of your invitation in Step 5 of the Writing Process.
Session 5: Reading Comprehension and Writing 1. In Session 5, review story vocabulary prior to reading. 2. Read two recipes and check comprehension of functional text by answering questions about the text. You will also practice math. 3. Create a simple recipe. 4. Correctly address an envelope that could be used to send an invitation.
Arizona Department of Education 3 Language Arts Grade 4 Week 3
Assessment There is one assessment for each session that will help you check your understanding before moving on to the next session.
Arizona Department of Education 4 Language Arts Grade 4 Week 3
Session 1 – Reading Comprehension and Writing How Arizona Became a State
Vocabulary: Please review these words before you read the passage. These words will help you comprehend the passage. territory – an area ruled by the United States but not given full rights as a state citizens – people who are members of a country either because of being born there or being stated members by law approved – accepted by or allowed Enabling Act – a law of the United States that explains how a new state may be added to the United States Proclamation – something that is said for the public to hear; an act or a law
Skill to use while reading: Text organization and structure Today you will be reading a nonfiction article. A nonfiction article may give information in many ways. Before reading look over the article to see how information is given. • Look at the title, headings, and any pictures, maps or charts to get an idea of the main idea. • Read captions of pictures, maps or charts to understand what they show. • Then read the introduction and the sections of the text and check the other features when they are mentioned in the text.
As you read each section, think about the main idea and important details.
Arizona Department of Education 5 Language Arts Grade 4 Week 3
How Arizona Became a State
Do you know why February 14, 1912 is a special day in Arizona history? That is the day Arizona became the 48th state in the United States of America. Every year, February 14th is Arizona’s statehood day. But how did Arizona become a state? What was it before it was a state? Read this article to find out!
Arizona as a Territory Arizona became part of the United States in 1848 after the Mexican American War. You know that Arizona was not a state at that time. It was not even a territory of its own. It was part of New Mexico Territory. But people living in Arizona wanted to have a territory of their own. They did not want to be part of New Mexico. Leaders in Arizona worked very hard and finally, President Abraham Lincoln made Arizona a territory in 1863.
Map courtesy of the University of Oklahoma Press . Arizona Territory, 1864 and 1865
The people living in a territory do not have as many rights as citizens in a state. In a territory, the President of the United States chooses the governor, judges and other offices. In a state, the citizens would elect these people.
The people living in a territory cannot vote for the President of the United States. They do get to vote for their Territorial Assembly members. However, any laws the Assembly passes have to be approved by the U.S. Government. So you see why people living in a territory might want their territory to become a state.
How a Territory Becomes a State
In 1789, the United States government made a law that explained the way new states could be added to the country. This law told how land that was part of the United States, but not part of a state, would be ruled. It also told how people living in these areas could have their land named from a territory into a state. These rules were used later for territories such as New Mexico and Arizona.
Arizona Department of Education 6 Language Arts Grade 4 Week 3
In 1802, the United States Congress passed another law called an Enabling Act. This law told how the Territory of Ohio could become a state. This law set the plan for all the territories in the west to later become states. Arizona also had an Enabling Act.
Steps for a Territory to Become a State
1. The people of the territory ask the Congress of the United States government for statehood.
2. If Congress agrees, it passes an Enabling Act.
3. The Enabling Act allows the people of the territory to draw up a state constitution. It also tells the people of the territory what they must do to become a state.
4. The state constitution is written and voted on by the people of the territory.
5. The constitution is sent to Congress.
6. If Congress finds everything in order, a law giving statehood is passed.
7. If the President agrees, he/she signs the law.
8. A Presidential Proclamation announces the new state.
Arizona’s Road to Statehood For some territories, these steps happened very quickly. But for Arizona, it took a long time. How many years was Arizona a territory? You do the mathematics. It became a territory in 1863 and a state in 1912. How can you figure this out? Show your work in the space below.
Why did it take so long? At first, not many people lived in Arizona. Then more people came to live and work here. Still, many people who lived in the East thought Arizona was a wild and dangerous place. Some people wanted Arizona and New Mexico to be one state instead of two. It took a long time, but towns grew. Travel to and within Arizona improved. Congress finally agreed to let Arizona become a state by itself.
Arizonans got all the way to Step 7 above. But President Taft would not sign the law! There was something in the Arizona constitution that he did not agree with. So he sent it back. He told the people to change it and they did. After it was changed, President Taft signed the bill making Arizona a state. On February 14, 1912, the people of the new state of Arizona were very happy!
Arizona Department of Education 7 Language Arts Grade 4 Week 3
Check your understanding of the reading passage, How Arizona Became a State. You may look back at the story. Answer in complete sentences.
1. How did Arizona become a part of the United States?
______
______
2. The map in the passage shows the counties of Arizona Territory in 1864 and 1865, soon after Arizona was made a Territory. Compare that map with the map below. The map below shows the state of Arizona with the counties it has today. Write sentences explaining two ways in which Arizona Territory is different from the State of Arizona in the maps.
Map courtesy of the Arizona Geographic Alliance State of Arizona and its Counties as of 1983
a.______
______
______b.______
______
______
Arizona Department of Education 8 Language Arts Grade 4 Week 3
3. What important right does a citizen of a state have that a person living in a territory does not have? ______
______
4. Find the second heading in the passage. What is the main idea of this section?
______
______
5. What is the first step for a territory to become a state?
______
______
6. What is an Enabling Act? ______
______
Why would Arizona need one? ______
______
What step is this in the process for becoming a state? ______
7. How many years was Arizona a territory? Explain your method of finding this information.
______
______
______
8. List two reasons why it took so long for Arizona to become a state. a.______
______b.______
______
Arizona Department of Education 9 Language Arts Grade 4 Week 3
9. The passage states that Arizona got all the way to Step 7 and then had a problem. What is Step 7 in the process?
______
10. What was the problem with Step 7 and how was it solved? ______
______
______
______
Writing Activity
The article you read today told about Arizona becoming a state. Every year on February 14, our state celebrates Statehood Day by having special events all around the state. You are going to pretend that you are the head of a museum in Arizona and are planning a special party for Arizona on February 14. The first thing you will do is make your invitation. To do this, you have to make some plans.
Step 1: Prewriting – Start thinking about writing your invitation. The important parts of an invitation are: • When is the party? (the date) • Where is the party? (a name of a place and an address) • What time will the party take place? • You should also say why there is a party. (the reason for the party)
Below is a map showing famous landmarks in Arizona. Perhaps it will give you an idea for the location of your pretend museum. (You can use other places, too.)
Arizona Department of Education 10 Language Arts Grade 4 Week 3
Map courtesy of the Arizona Geographic Alliance
Arizona Department of Education 11 Language Arts Grade 4 Week 3
Use the chart below to help you plan your party at your pretend museum. Your museum can be in any town or city in Arizona. Have fun! I’m sure it will be a great party!
Plan for Arizona Statehood Day Party Invitation
1. Name of your pretend museum ______
______
2. Where is your museum located? ______
3. What is the date of the party? ______
4. Where is the party at? ______
5. What is the address of the party? (You can use your home address if you wish or make up an address.)
______
______
6. What time is the party? ______
7. Why are you having a party? ______
______
In the next session, you will put your ideas together into a draft invitation.
Arizona Department of Education 12 Language Arts Grade 4 Week 3
Session 2 – Vocabulary and Writing Suffixes
You may remember learning about prefixes, suffixes and roots. • A prefix is a word part added to beginning of a root word to change its meaning. • A suffix is a word part added to the end of a root word to change its meaning. • A root is the main part of a word that gives the word its meaning.
Looking for word parts can help you understand the meaning of long or unfamiliar words. This week you will look more closely at suffixes.
For example, -less is a suffix that you often see in sentences. Bob had a sleepless night because of the thunder storm.
You can figure out the meaning of the word sleepless by looking to see if it has familiar word parts that you know. It has the root sleep and a suffix –less. Think about the meaning of the suffix and how it changes the meaning of the root word. -less means “without”, so sleepless must mean “without sleep”
Bob had a night without sleep because the thunder kept him awake. That makes sense.
Other suffixes to know – You will look at four suffixes this week: -hood, -ly, -ial, -ous Below is a chart showing the meaning of these four suffixes.
-hood Condition (state of) or quality of being -ly In a like manner or way -ial relating to; having the role of -ous full of
For example: Childhood is the condition or state of being a child. Something done happily is done in a happy way. A job with tutorial duties relates to tutoring students. A person who is joyous is full of joy.
In the story you read yesterday, How Arizona Became a State, there are six words with the suffixes above. Reread the passage and fill in the words with suffixes in the chart below. You may use a word only once.
-hood -ly -ial -ous
Arizona Department of Education 13 Language Arts Grade 4 Week 3
Use the words with suffixes in the box below in sentences of your own. Think about the word parts to help you understand what the word means and how to use it in your sentence. Use correct sentence punctuation and capitalization.
fatherhood clearly residential courageous
puppyhood lastly janitorial mountainous
1. ______
______
2. ______
______
3. ______
______
4. ______
______
5. ______
______
6. ______
______
7. ______
______
8. ______
______
Presenting – Read your sentences aloud to a family member. Explain to them what the word with a suffix means in your sentence.
Arizona Department of Education 14 Language Arts Grade 4 Week 3
Writing Activity
In Session One you planned the invitation for your Arizona Statehood Day party. Today you will create a draft invitation with all of the information you had in your chart in Session 1.
Step 2: Drafting You want your invitation to be attractive and to have something to do with Arizona. Perhaps you could draw some plants or animals that live in Arizona. Or maybe you know of a special place in Arizona to sketch on your invitation. You will focus on Organization and Conventions. Most important in an invitation is to have all of the needed information included correctly.
Below are some images that relate to Arizona. Perhaps they will give you some ideas for your invitation.
Make your draft invitation on the page below.
Arizona Department of Education 15 Language Arts Grade 4 Week 3
Arizona Department of Education 16 Language Arts Grade 4 Week 3
Session 3 – Grammar and Writing Abbreviations
Writers often use abbreviations for nouns in their writing. When reading and writing it is important to know the word an abbreviation stands for.
A noun names a person, a place, a thing or an idea. There are two types of nouns; common and proper. Common noun • Names any person, place, thing, or idea • Begins with a lowercase letter
Proper noun • Names a specific person, place, thing, or idea • Important words begin with capital letters
Some common and proper nouns can be abbreviated or shortened. Here are some points to remember when writing abbreviations: • Use a period after most abbreviations (metric measurements do not use periods). • Capitalize the abbreviations for proper nouns. • Days of the week, names of some months, and titles of people are often abbreviated. • State and city names can be abbreviated.
When you read an abbreviation, most are pronounced just like the full word. In a sentence, ft. would be pronounced foot or feet.
Examples: • The string is 1 ft. long. You say one foot.
• The tree is 10 ft. tall. You say ten feet.
Arizona Department of Education 17 Language Arts Grade 4 Week 3
In the chart below, write in the missing abbreviation or the missing word.
Abbreviations
Thurs.
Wed.
Saturday
August
Apr.
Feb.
in.
pound
mile
oz.
teaspoon
tbsp.
centimeter
Mr.
Doctor
Mistress
Jr.
Avenue
St.
Rd.
U.S.
Highway
Arizona Department of Education 18 Language Arts Grade 4 Week 3
Write the following sentences, replacing all the words that could be abbreviated with their abbreviations.
1. Mister Lee lives at 42 Washington Street. ______
______
2. On Monday, November 24, we visited our grandparents. ______
______
3. Governor Smith gave a speech at the capitol in Phoenix. ______
______
4. The recipe for cookies called for 1 teaspoon of salt and 2 tablespoons of milk. ______
______
______
5. We saw Doctor Evans at her office on Desert Boulevard. ______
______
Proofreading Practice – There are 6 errors in abbreviation and/or capitalization in the paragraph below. Find and circle the mistakes. Then write the abbreviation correctly on the lines below.
On thurs., Feb 3, Mrs Juan is taking her son Billy to see a new exhibit at the history museum. The museum is on Central ave in Phoenix. The exhibit tells about how Arizona became a state back on feb. 14, 1912. Billy is very excited about the trip because he learned about this in school. His teacher, mr. Green, told him all about it.
______
______
Arizona Department of Education 19 Language Arts Grade 4 Week 3
Writing Activity
Steps 3 and 4: Revising and Proofreading – Today you will revise and proofread your draft invitation.
1. First, revise your invitation. Read it over to be sure you included the important information for an invitation. • When is the party? (the date) • Where is the party? (a name of a place and an address) • What time will the party take place? • You should also say why there is a party. (the reason for the party)
2. Think about how your invitation will look and sound to the person receiving it. You want it to be appealing and attractive. You want the person receiving it to be excited about attending!
3. Proofread your invitation. • Be sure that all words are spelled correctly. • Did you use correct abbreviations in the address and date? • Remember to write the time in correct way, using the abbreviations for morning or evening. • Did you use the correct punctuation marks for abbreviations? • Is the format correct for an invitation? (Does it look like an invitation?)
4. Use the proofreading marks that you have been taught in your classes. A chart is available for you to use as you proofread. Make all changes in your draft.
Arizona Department of Education 20 Language Arts Grade 4 Week 3
Session 4 –Phonics/Decoding and Writing VCCV Syllable Pattern
When reading, you will find some words with more than one syllable. Understanding the VCCV syllable pattern will help you pronounce unfamiliar words that have more than one syllable.
VCCV stands for vowel, consonant, consonant, vowel. Look at the word center. In this word there are two consonants surrounded by two vowels. Can you name them? • When you see the VCCV pattern, you should divide the word into two syllables: VC/CV In the example, center would be divided into two syllables this way: (cen-ter). • In most VCCV pattern words, the first vowel is short. In the example, this would be the –e in the first syllable cen-. • In most VCCV pattern words, the second vowel is pronounced with the schwa sound. In the example, this would be the –e in the second syllable –ter.
Say the first syllable, /sen/. Next say the second syllable, /tər/. Now blend the two parts together to read the whole word: /sen′ tər/.
Remember these rules when reading. If you come to an unfamiliar word with the VCCV syllable pattern, divide it into two syllables with a short vowel in the first syllable. See if it is a word you know and if it makes sense in the sentence.
A dictionary is a good tool to use to be sure that you have pronounced a word and divided it into syllables correctly. It will also give you the meaning of the word.
VCCV Practice: Circle the VCCV pattern in the following words then use what you know about the VCCV pattern to divide each word into syllables on the line.
1. pencil ______
2. fellow ______
3. picture ______
4. mental ______
5. batter ______
6. tunnel ______
7. attack ______
8. pretty ______
9. hunger ______
10. entire ______
Arizona Department of Education 21 Language Arts Grade 4 Week 3
Choose four of the words from the list above and use each one in a sentence. Be sure to use correct capitalization and punctuation.
1. ______
______
2. ______
______
3. ______
______
4. ______
______
In the passage you read on Day 1, How Arizona Became a State, there were words with the VCCV pattern. Today you will reread the passage, looking for words with the VCCV pattern. Write eight of them on the lines below. You may only use a root word once. That means that if, for example, you found and wrote attack on your list, you could not also write attacked or attacking on your list.
VCCV words
1. ______2. ______
3. ______4. ______
5. ______6. ______
7. ______8. ______
Writing Activity
Step 5: Publishing – Make your invitation into its final form on the page below. Remember to write neatly. If you have crayons, markers, or colored pencils available, use them to add color to your invitation.
Arizona Department of Education 22 Language Arts Grade 4 Week 3
Arizona Department of Education 23 Language Arts Grade 4 Week 3
Session 5 – Reading Comprehension and Writing Vocabulary
Please review these words before you read the recipe. These words will help you in your understanding of the recipe. ingredients – the parts of a mixture vanilla – a substance from a plant often used to flavor sweet things such as cake and ice cream cinnamon – a spice made from the dried bark of a tropical Asian tree powdered sugar – a very fine sugar made by grinding granulated sugar cream – to beat something until it is as smooth as cream
Reading a Recipe - Many people and museums celebrate Arizona’s birthday with a special cake. Below is a recipe for a Chocolate Sheet Cake. It will be large enough for lots of people to have a piece!
Arizona Birthday Sheet Cake
To make your cake very special, look at the end of the recipe for the directions for decorating your cake to look like the Arizona flag!
Ingredients
2 cups flour 2 cups sugar ½ tsp. salt ½ cup butter or margarine 1 cup water 2 tbsp. cocoa 2 eggs 1 tsp. baking soda 1 tsp. vanilla 1 tsp. cinnamon
1. Preheat your oven to 350° F. 2. In a saucepan, boil the water, cocoa and butter. Take it from the heat and let it cool. 3. In a large bowl, mix together the flour, sugar, baking soda, cinnamon and salt. 4. Add the melted cocoa mixture from the saucepan and beat well. 5. Stir in the eggs and vanilla and mix well. 6. Pour the cake mixture into an ungreased cookie sheet. 7. Bake the cake for 20 minutes. 8. When cake is cooled, put on your favorite frosting.
Arizona Department of Education 24 Language Arts Grade 4 Week 3
Butter Frosting Ingredients
½ cup butter or margarine 6 tbsp. milk 3 ¾ cups powdered sugar, sifted 1 tsp. vanilla
1. With a mixer, cream the butter and vanilla until it is light and fluffy. 2. Add a little of the powdered sugar and beat it some more. 3. Continue to add the sugar and then the milk a little at a time and beat until the frosting is smooth. 4. Add more milk if needed until the frosting is right for spreading.
Note: To decorate the cake to look like the Arizona flag, follow these additional directions.
The Arizona state flag is divided in half by a five-point copper star. This stands for the state’s copper industry. The bottom half is blue (liberty blue); the same blue that is in the United States flag. The top half has 13 rays coming from the star. They are red and gold and remind us of Arizona’s beautiful sunsets. The color red is the same as is in the United States flag.
1. You will need food coloring to match the colors of the Arizona flag: red, blue, gold, copper. 2. Divide the frosting into 4 different bowls. Put ½ of the frosting into one bowl for blue; put ½ cup into another bowl for copper; and divide the rest in half for red and gold. (You will need slightly more red frosting than yellow, so you may want to adjust these amounts slightly.) 3. Add the correct food coloring to each bowl and mix completely. 4. With a toothpick or butter knife, lightly draw the star and lines for the rays on the cake. 5. Begin by spreading the blue frosting on the bottom half of the cake. 6. Next, spread the red frosting in the correct places on the cake. 7. Then, spread the gold frosting in the remaining rays. 8. Lastly, carefully spread the copper frosting in the space for the star. 9. Let the frosting set before cutting.
Hints: 1. If you cannot find copper food coloring, try orange, or mix colors to get the shade you want. 2. Cut a star-shaped pattern out of clean paper to place on the cake and trace around.
Arizona Department of Education 25 Language Arts Grade 4 Week 3
Check your understanding of reading recipes. You may look back at the recipes. Answer in complete sentences.
1. Why is it important to have the Ingredients listed in a recipe? ______
______
2. List three facts you learned about the Arizona state flag.
a. ______
b. ______
c. ______
3. Explain what could happen if you didn’t follow the directions in a recipe.
______
______
______
4. Do you think you could still make the Arizona Birthday Sheet Cake if you didn’t follow the steps in the right order? Why or why not?
______
______
______
5. In the frosting recipe, what are you doing in Step 1 when it says to “cream the butter and vanilla”? ______
______
6. Is it important to measure the ingredients accurately? Why or why not?
______
______
______
Arizona Department of Education 26 Language Arts Grade 4 Week 3
7. What ingredients are mixed together in a large bowl in Step 3 of the recipe for the cake?
______
8. What four ingredients are used to make frosting? ______
______
9. What was the direction to help with making the shape for the frosting rays and stars on the Arizona flag cake?
______
______
10. On the flag cake, which color frosting do they suggest you spread first? ______
second? ______last? ______
11. It would be nice to have lemonade with the cake. Think about what is used to make lemonade. (There are just 3 ingredients.) Write a recipe for a pitcher of lemonade. Include the ingredients and the directions.
Arizona Department of Education 27 Language Arts Grade 4 Week 3
12. Below are the ingredients for the Sheet Cake. What if you wanted a cake that was twice as large? You would have to double your ingredients, or put in twice as much of each ingredient.
You are going to double the recipe. Compute the amount needed for each item and rewrite the ingredients list for the new amounts in the box below. You can do you figuring in the space next to the ingredient list below. (Note: You would also need a larger pan and have to bake the cake longer, but we won’t worry about that!)
Ingredients
2 cups flour 2 cups sugar ½ tsp. salt ½ cup butter or margarine 1 cup water 2 tbsp. cocoa 2 eggs 1 tsp. baking soda 1 tsp. vanilla 1 tsp. cinnamon
Arizona Department of Education 28 Language Arts Grade 4 Week 3
Writing Activity
You have created your invitation, now you are ready to send it (still pretending!) What do you need to send an invitation? An envelope. You need to know how to address an envelope. Look at the example below.
Johnson Wagon Museum 123 Third Ave. Anytown, AZ 85602
Mrs. Mary Smith, Principal Washington Elementary School 456 Blue St. Anytown, AZ 85602
In the upper left corner is the return or sender’s address. This is your address. Notice how it is written in three lines. • The name of your pretend museum • Your street address (or P.O. Box #) • Your city, state and zip code
Notice that the U.S. Postal System uses its own two-letter abbreviations for states. It is different than the regular abbreviation for the state. They use all capitals and no period. The usual abbreviation for Arizona is Ariz. Notice the difference between the two abbreviations: AZ - Ariz.
In the center of the letter is the address of the person to whom you are sending the letter (invitation) – the receiver. This example has four lines because it is going to a person at the place where they work. • The name and title of the person • The name of the place they work • The street address • The city, state and zip code
A stamp would go in the upper right-hand corner of the envelope.
Arizona Department of Education 29 Language Arts Grade 4 Week 3
Address your invitation to someone you know. It could be a teacher or principal at your school, a member of your community, or a state leader. You do not need to know their real address. You can make one up for this activity (just like you made up the party!) Just be sure you include all of the necessary information for an envelope and use capitalization, punctuation and abbreviations correctly.
Need a stamp? Just draw one in. How much does it cost to mail a letter today?
Use the form below to address your envelope.
Arizona Department of Education 30 Language Arts Grade 4 Week 3
Extensions • Create a stamp to celebrate Arizona statehood. Think about what information is included on a stamp and what would be a good symbol for Arizona. Use space on the back of one of the worksheets and practice creating your stamp. Think about the colors you would use in your stamp. First make a large example and then try to make it the actual size.
• In Session 5 you doubled a recipe. Can you cut a recipe in half? Try rewriting the recipe with half of the ingredient amounts.
• Did you know that President Taft’s signing of the Arizona Statehood Proclamation was the first time in history that moving pictures were taken the White House? It was such a big event that it made the newspaper in The New York Times! What do you think that article said? Pretend that you are a newspaper writer and write a short article telling about the event. Remember: who, what, where, when, and how are the facts that a good reporter gives.
Sources Arizona State maps courtesy of Arizona Geographic Alliance http://alliance.la.asu.edu/azga/
County Boundaries map courtesy of the University of Oklahoma Press .
Arizona Department of Education 31 Language Arts Grade 4 Week 3