History of Kites

Spelling Packet: re: History of Kites

CCS: R.I. 4.10: I will be able to read and comprehend non-fiction text in the grade 4 to 5 range.R.F. 4.3: I can know and apply grade level phonics.

Directions: Write words with the following review sounds review vowel blends:

Control “r” takes over the vowel sound to make a new sound.

ar = ______

or = ______

er =______

oo = ______

Review: suffix: A suffix is the ______of a word. It may change

the ______of the word: -er and –or may signify a ______who….

teach_ _ : ______

writ_ _: ______

carpent_ _: ______

produc_ _: ______

doct _ _: ______

New: suffix: A suffix is the ______of a word. The suffix “ture” sounds like “_ _ _ _” Write words using “ture” as the suffix.

ture ______

______

______

______

______

______

Break up your words into syllables by doing the following:

1. Underline the vowel sounds, blends and dipthongs.
2. Remove common prefixes and suffixes.
3. Break up your words: vc/cv v/cv vc/ccv v/v

legend = ______+ ______

culture = ______+ ______

encampment = ______+ ______+ ______

aggressors = ______+ ______+ ______

territory = ____ + _____ + ______+ ______

intimidate= ____+ _____ + ______+ ______

monsoon = ______+ ______

monarch = ______+ ______

tradition = ______+ ______+ ______

navigator = _____+ ______+ ______+ ______

depicted = ______+ ______+ ______

CCS: R.I. I will be able to understand and explain cause and effect structure.

CCS: R.I. 4.3: I can explain the events in historical text including what happened and why based on information in the text.

Directions: Read the following expository text. After reading chunks of information, draw/write the cause and effect situation. Then write a complex sentence that explains what happened using the following signal words:

“so that” “in order to” “because” “so”

History of Kites:

It is not certain where the first kites came from. Some peoplethink kites were first made in China. Others argue they originated in the SouthPacificIslands. Other cultures have a long history of using kites as well.

In 202 BC, a Chinese general named Huan Then flew thin pieces of bamboo above his enemy’s encampment at night. His aggressors believed that evil spirits were sent to destroy them.Later, it became common practice for the Chinese and Japanese to fly kites over their enemy’s territory to intimidate them. They even used kites to raise soldiers into the air to spy on and shoot at their enemy.

Cause / Effect

______

Now on May 5th, people fly windsocks in the shape of carps to represent strength.

Cause / Effect

______

Thai people rely heavily on rain to grow rice. In ancient times, monarchseach had their own kites that were flown by monks and priests continuously during the winter season. The Thai people flew kites to send prayers to the gods during the monsoonseason.

Cause / Effect

______

In Korea, it is the tradition to fly kites with the names of their male children written on them. The lines are then cut to make evil spirits fly away and to have a good new year.

Cause / Effect

______

Maori, who are native to New Zealand, referred to kites as “manu,” or birds. The Maori god Rehua is depicted as a bird and was thought to be the ancestor of all kites. People would chant “turu manu” when they flew kites. It was believed that kites could carry messages between humans and gods.

Cause / Effect

______

Flying kites is popular on other islands of the South Pacific as well. People on the Solomon Islandsstill fly kites to catch fish. They attach bait to the tail of the kite and a web to catch the fish. Even in Hawaii, there are legends about the Maui flying his kite.

Cause / Effect

______

Tales of kite flying step back thousands of years. Legends are important because they teach important lessons about the past and the way of life of people both then and now. What is one common theme that all of these cultures have in common?

______

R.I. 4.7 I can interpret information presented visually like maps to explain information in the text.

Look at the map on the projector. Level 3 question: How do you think knowledge of kite flying spread in ancient times?

______

History of Kite Flying:

R.L. 4.4 Determine the meanings of academic words (words we often see in reading for learning). Before reading the text, be sure you have an understanding of the boldfaced words. Write down the definitions of those words before you read, then draw and write your understanding of those words as they connect to the reading.

Monarch: (n_ _ _) Definition:______

Sentence: ______

______

Monsoon: (n_ _ _)

Definition: ______

Sentence: ______

______

tradition: (n_ _ _ )

Definition: ______

Sentence: ______

______

culture: (n_ _ _ )

Definition: ______

Sentence: ______

______

navigator: (n_ _ _)

Definition: ______

Sentence: ______

______

ancient: (adj______)

Definition: ______

Sentence: ______

______

intimidate: (_ _ _ _)

Definition: ______

Sentence: ______

______

territory: (_ _ _ _)

Definition: ______

Sentence: ______

______

encampment: (_ _ _ _)

Definition: ______

Sentence: ______

______

What is the meaning of common practice in the first paragraph? Circle one: idiom or metaphor

______

The History of Kites:

Genre: _ _ _ _ _ _ _ _ _ _ - a non- narrative that exposes, or ______the f_ _ _ s.

A synonym used in the story for expose is d ______

R.L. 4.6: Point of View: Expository text is often written in the _ _ _ _ _ person

Author’s Purpose: (why it the story was wr_ _ _ _ _): The authors’ purpose for writing _ _ _fic_ _ _ _ stories like

______is: (Circle one):

1. entertain
2. teach a lesson based on customs and beliefs of a particular culture
3. persuade
4. to inform

R.L. 4.10: By the end of this year, I will be able to read and comprehend literary text in the grade 4 to 5 range.

Maui’s Kite

Author: unknown

Directions: Fill in the blanks:

Genre: ______- a narrative that shows the

b______and c______, or ways of life of the a particular c______.

A synonym for legend is ______

R.L. 4.6: Point of View: _ _ _ _ _ person

Author’s Purpose: (why it the story was wr_ _ _ _ _): The authors’ purpose for writing fic_ _ _ _ stories like

a f______is: (Circle one):

1. entertain
2. teach a lesson based on customs and beliefs of a particular culture
3. persuade
4. to inform

Why do you think the author is unknown?

______

Maui’s Kite: How – To: Explanatory Text

When writing a how-to explanatory text, you will need to include the following:

1.an introduction including background information that is interesting to the reader

2.a materials list

3.a topic sentence and sequence of steps that may be useful to others in how-to perform a task, using transition words between steps.

4.a conclusion including interesting facts, thoughts and opinions about the process that leaves the reader feeling like something worthwhile was accomplished.

Exemplar:

Long ago in Hawaii, people told stories to explain the wonders of nature. This story is about Maui, who wanted to tame the winds.

The weather had been first warm and then cool that month. There was a feeling of uncertainty, of change, of excitement in the air that inspired Maui, and he decided to build a kite. And what a kite it was!

There were several things he had to do to create such a fabulous object. First, he gathered his materials:

Materials:

Barcloth: 28 in. by 24 in.

Bamboo: 3/16 in diameter, one piece cut 30 in. long and another piece cut 36 in. long and notched at each end.

Olona branch: as long as wanted and twisted to make a long rope

His mother gave him the largest, strongest piece of barkcloth to make a sail. Then he used great bamboo that was carefully cut and notched for cross-pieces. After that, he cut a long olona branch and twisted them together to make a strong rope. Finally, he tied the three parts together using some of his rope.

Maui’s kite was a work of art. His friends excitedly gathered around it. They paraded it through the village. Everyone stopped and stared. What a marvelous kite!

Your turn! W.4.2.: Write an informative/explanatory essay about how you built your kite.

R.L. 4.10: I will be able to read and comprehend text in the grade 4 to 5 range. R.L. 4.2 I can summarize text. Continue to read what happened in the story of Maui’s Kite.

(1) To the Cave-of-the-Winds they marched. As the approached the cave they could see Keeper-of-the-Winds sitting by the entrance.

(2) "O Keeper-of-the-Winds," cried Maui, "Come, bring Ipu Iki, the small gourd that holds the gentle breezes, and let us fly our kite!"

(3) Keeper-of-the-Winds was a wise old woman, and knew that the gentle winds of Ipu Iki would play kindly with the boy. She went into her cave and returned, carrying a small gourd, or hollowed-out calabash.

Event Summary: ______

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(4) "The name of this gourd is Ipu Iki," she said, "and it holds the gentle winds; the soft, the misty, and the dusty." And she sang her song,

O Wind, Soft Wind of Hilo,
Wind from the calabash of everlasting winds,
come from Ipu Iki.
O Wind, Soft wind of Hilo,
Come gently, come with mildness.

(5) The lid of the calabash began to stir, and Keeper-of-the-Winds carefully lifted its edge. Slowly Soft Wind of Hilo drifted out and tugged at the kite. Maui let out some cord and his friends held up the great sail, but the wind could do no more than rustle the cloth.

Event Summary: ______

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(6) Again Keeper-of-the-Winds sang her song.

O Wind, Soft wind of Waimea,
Wind from the calabash of everlasting winds,
come from Ipu Iki.
O Wind, Soft Wind of Waimea,
hasten to me, come to me with strength.

(7) Again the lid of the calabash stirred, and Keeper-of-the-Winds raised it slightly. Misty Wind of Waimea flew out, sweeping the kite from the hands of Maui's friends, sending it soaring over the trees.

Event Summary: ______

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(8) Maui's friends cheered as he let out the cord, and even Keeper-of-the-Winds became excited. She called Dusty Wind and Smoky Wind. The kite soared like a great bird out over the sea. Maui leaned back and laughed in happiness as Keeper-of-the-Winds stood silently and looked with pleasure upon the boy's face, and then at the kite.

(9) "That's enough for today," said Keeper-of-the-Winds. "One must respect the winds; they should not be taken for granted. They will respect you if you respect them."

(10) After a few moments of silence, Maui slowly nodded his head. "Yes, O Keeper-of-the-Winds," he said a little reluctantly. "Call your winds back to you."

(11) Keeper-of-the-Winds removed the lid from Ipu Iki and called back her winds. Slowly the kite dropped, and as Maui reeled in the line, his friends caught the kite. Keeper-of-the-Winds put the lid back on the calabash, and everyone went home.

Event Summary: ______

______

(12) But Maui was not content. He had seen how high his kite had gone, but wondered just how much higher it could fly. He remembered the words of Keeper-of-the-Winds, and knew that he must respect the winds, but still he wondered.

(13) The next day Maui and his friends took the great kite and went back to Cave-of-the-Winds. They found Keeper-of-the-Winds sitting out front.

"O Keeper-of-the-Winds, bring out Ipu Nui, calabash of the Four Great Winds!" cried out Maui.

"The winds of Ipu Iki were enough, Maui," said the old woman. "Do you not remember what I said to you? You must respect the winds, especially the Four Great Winds."

"But I am strong, as strong as the Four Great Winds," said Maui, only half believing his own words, and he began to chant,

O Winds, mighty as the gods,
Wind from the calabash of everlasting winds,
come from Ipu Nui.
Strong Wind of the East,
Churning Wind of the North,
hasten and come to me.

(14) From inside the cave came a mighty roar. Keeper-of-the-Winds ran towards the entrance, but she was greeted by North Wind and East Wind, who bowled her over and snatched the kite from the hands of Maui's friends. Maui leaned back as far as he could as the kite was swept far out over the sea.

Event Summary: ______

______

(15) He laughed with delight when he saw how far his kite had gone, and at Keeper-of-the-Winds who was struggling vainly to put the lid back on Ipu Nui. But with a great screaming and howling, West Wind and South Wind roared out of the calabash, knocking it from the woman's hands and sending it rolling away.

(16) The kite went as high as the cord was long, and still it tugged violently. The cord began to hum in the wind, and as the sky grew dark, the kite disappeared into the clouds.

Event Summary: ______

(17) Thinking himself to be in control, Maui called out, "O Winds, mighty as the gods, return to Ipu Nui."

(18) But of course the winds were beyond his control. The sky darkened. The four howling winds raged stronger and stronger until the cord attached to the kite snapped with a mighty crack, sending Maui reeling backwards. The kite sailed away over the mountain, never to be seen again.

(19) Yet the winds continued to rage. The palms that grew around Cave-of-the-Winds bent down their heads in the face of the onslaught, until they too broke. Over the entire island the winds screamed and howled. The sheets of barkcloth set out to dry were blown away and a heavy rain began, flooding the fields, sending the men scurrying in all directions. The winds had proven who was the stronger.

Event Summary: ______

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(20) In desperation Keeper-of-the-Winds pounced on Ipu Nui and took it back to the cave and worked the night, gently coaxing the winds back into the calabash. Finally the storm ended.

(21) Maui was in disgrace, and people started to call him He-Who-Brought-the-Great-Storm. The people would have nothing to do with him. His friends left him and Keeper-of-the-Winds looked the other way when Maui came to visit.

Event Summary: ______

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(22) Finding himself alone with nothing to do, Maui built another kite, small than the first, and flew it near his home when there was no-one else about. He would tie the kite to a rock and study its movements in the sky, and soon he could tell when the weather would be fine, or stormy. One day he noticed some men going off to the fields.

"It will rain today," said Maui to the men, "Tomorrow will be a better day to work the fields."

(23) But the men just scowled at him. Soon it did begin to rain, and the men came running back to the village, looking in amazement at Maui as they ran by.

Event Summary: ______

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(24) Another day Maui warned a group of women that their barkcloth could be blown from its drying place, because his kite told him that there would be a storm that day. The women paid him no attention. Soon, however, they were out of their yards, chasing the cloth which was blowing about in the storm.

Event Summary: ______

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(25) In time, the village people began to rely on Maui and his kite. He taught them how to predict for themselves from the dancing movements of the kite which days would be good for planting, or fishing, or drying barkcloth. People stopped calling Maui He-Who-Brought-the-Great-Storm and started calling him Teacher-and-Foreteller-of-the-Weather. Keeper-of-the-Winds became friendly towards him again, but Maui had learned his lesson. Never again did he call for the winds of Ipu Iki or Ipu Nui.

Event Summary: ______

______

L 4.5: I can understand figurative language:

Directions: Refer back to the text to answer each question correctly and circle which form of figurative language is being represented.

In paragraph 7, the wind’s sweeping motion may be compared to that of a b _ _ _ _. (Simile or metaphor?)

In paragraph 8, what comparison is being made with the kite? ______(simile or metaphor?)

In paragraph 9, what does Keeper-Of-The-Winds mean when she says the winds “should not be taken for granted”? ______

(metaphor or idiom?)

In paragraph 14, what other word is used as a metaphor for the wind and to what is it being compared? ______

In paragraph 20, the Keeper-Of-The-Winds pounced on the gourd. To what is she being compared?______(simile or metaphor?)

Response Writing Checklist:

When responding follow the following steps:

1. Restate the question and share your thought or thoughts.

2. R.L. 4.1: Cite information from the text. Write, In the text it says, “…..” to support your answer or paraphrase.

4. Write your opinion

5. Write a conclusion statement.

Level 1 Questions: Gathering Information

1. Why did the children go see Keeper-Of-The-Winds?

______In the text it says she tied a ______

______I think ______

______.That is ______

______.

1. Why did Keeper of the Winds insist that the children should not call out the Four Great Winds?

______In the text it says she tied a ______

______I think ______

______.That is ______

______.

Level 2: Processing Questions: Read for understanding.