Module 26: Stage Magic-Language Arts 2 - Course Guide

Module Overview:

In this module, learners build foundational reading and writing skills while exploring how characters are developed in stories. They practice decoding multisyllabic words with closed syllables and reading high-frequency words to strengthen fluency. Learners use context clues and real-world connections to understand new vocabulary, while also identifying and analyzing character traits using evidence from text. They deepen their understanding of language by classifying verbs and adjectives according to shades of meaning and distinguishing between similar words. Throughout the module, learners apply these skills to the writing process by planning, drafting, revising, editing, and publishing a drama that includes dialogue. They also develop handwriting skills through practice with cursive uppercase letters H and K.

Module Materials:

Lesson # Lesson Title Material(s)
1 26.1 Stage Magic note cards or pieces of paper;
2 26.2 Stage Magic Writing Notebook
Handwriting Notebook
highlighters (assorted colors)
3 26.3 Stage Magic None
4 26.4 Stage Magic pipe cleaners (chenille stems) (optional)
wax craft sticks (optional)
highlighters (assorted colors)
5 26.5 Stage Magic None

Module Objectives:

Lesson # Lesson Title Objective(s)
1 26.1 Stage Magic
  1. Identify multisyllabic words with two or more closed syllables.
  2. Identify high-frequency words: rabbit, seven, upon.
  3. Use context clues for the meaning of new vocabulary words.
  4. Recognize character traits.
2 26.2 Stage Magic
  1. Identify character traits.
  2. Classify verbs by grouping them according to their shades of meaning.
  3. Construct a rough draft of a drama with dialogue.
  4. Demonstrate proper letter formation of cursive uppercase H and K.
3 26.3 Stage Magic
  1. Identify real-world connections with new vocabulary words.
  2. Recognize character traits.
  3. Classify adjectives by their shades of meaning, ordering them from strongest to weakest in intensity.
  4. Revise a drama with dialogue.
4 26.4 Stage Magic
  1. Demonstrate how to use character traits.
  2. Distinguish shades of meaning in words to identify synonyms.
  3. Edit a drama with dialogue.
  4. Demonstrate proper letter formation of cursive uppercase H and K.
5 26.5 Stage Magic
  1. Recall multisyllabic words with two or more closed syllables.
  2. Demonstrate fluency by reading grade-level text.
  3. Cite evidence to support character traits.
  4. Create a published drama with dialogue.

Module Key Words:

Key Words Words of the Week Spelling Words Vocabulary Words
context clues
fluency
graphic organizer
closed syllables
character traits
classify
synonyms
antonyms
drama
dialogue
rough draft
revise
edit
publish
 rabbit
seven
upon
 basket
helmet
napkin
picnic
muffin
magnet
submit
nutmeg
cactus
tablet
 twitched
wide-eyed
arrive
village
island

Module Assignments:

Lesson # Lesson Title Page # Assignment Title

Learning Coach Notes:

Lesson # Lesson Title Notes
1 26.1 Stage Magic If your learner is initially overwhelmed by the decodable passage with longer words, you can write the two-syllable words on notecards. Work together to find where the syllables are split and cut the cards apart. Have your learner practice just the syllables until they are fluent. After that, they will then be more confident with decoding the two-syllable words. You can also do this for the spelling words. If your learner easily decodes two-syllable words and needs enrichment, have them divide the syllables of the words and then make new words (or nonsense words) using the syllables.
2 26.2 Stage Magic If your learner enjoys reading dramas, many short, age-appropriate dramas are available for them to read. You can also read dramas meant for older children once your learner understands the formatting and can comprehend the ideas. If your learner needs a challenge, encourage them to write a longer drama and include acts and scenes. If your learner is a performer, encourage them to act out the different characters or enlist friends to bring the dramas to life.
3 26.3 Stage Magic Your learner may not be familiar with all the synonyms presented in the shades of meaning activities, but you can model for them how to use the clues they have to sort them. For example, if they are working with synonyms for <em>angry</em>, you can help them order the words. Your learner can then infer that <em>furious</em> means very angry. If your learner has an advanced vocabulary, you can ask them to generate words with similar shades of meaning instead of sorting from a list. You can also use paint chips found at a home improvement store to help your learner visualize shades of meaning. The darker the paint hue, the stronger or more intense the shade of meaning.
4 26.4 Stage Magic If your learner struggles to make inferences based on stage directions and dialogue, encourage them to act out the scene. They may need to do this multiple times before they are able to understand the dynamics between the characters in the drama. You can read the other parts until your learner gets a feel for how to read a drama using different voices.
5 26.5 Stage Magic Students will distinguish between short and long vowel sounds in two-syllable words in the second activity. This is in preparation for the coming weeks, in which open syllables and syllables with long vowel sounds will be introduced. If your learner struggles to isolate both vowels, write the words on cards and work together to divide the words into syllables. Label the syllables, if needed, so that your learner can see what a closed syllable looks like and what an open syllable looks like. If your learner has already mastered this skill, ask them to divide the syllables and combine them to make new real or nonsense words to decode.

Module Guiding Questions:

When a student starts a lesson ask them questions to check for prior knowledge and understanding and to review concepts being taught. At the end of the lesson ask the questions again to see if their answer changes.

Lesson Title Question
26.1 Stage Magic
  1. What does it mean if a word has a closed syllable?
26.2 Stage Magic
  1. What are the characteristics of a drama?
26.3 Stage Magic
  1. How do you write a drama?
26.4 Stage Magic
  1. What are character traits?
26.5 Stage Magic
  1. What are some ways you can classify words?

Module Video Questions:

When a student watches a video take time to ask them questions about what they watched. Suggested questions for the videos in this module are listed here. Suggestion: Have the student watch the entire video first all the way through. Then have them watch the video a second time, as they watch it pause the video and ask the questions.

Lesson Title Video Question

Module Suggested Read Aloud Books:

Take time to read to your student or have them read aloud to you. Read a different book each day. While reading the book point out concepts being taught. You may purchase these books or find them at your local library. Suggested things to discuss while reading the book:

  • What is the main idea?
  • What are three things new you learned?
  • How does this book relate to what you are learning about?

# Book Author Lexile Level
1 Wombat Divine Mem Fox
2 The Great American Mousical Julie Andrews

Module Outing:

Take some time to apply what your student is learning to the real world. Suggested outings are below.

# Outing
1 Take your learner to a local library, community center, or live storytelling event where they can experience characters and dialogue in action. During this outing, encourage your learner to listen closely to how characters speak, act, and show their feelings through dialogue and actions. Afterward, discuss the character traits they noticed and how specific words helped describe the characters or move the story forward. You might also invite your learner to act out a short scene or retell part of the story using their own dialogue. This experience helps learners connect their reading and writing skills to the real world as they prepare to create and perform their own drama using descriptive language, character traits, and dialogue.