Grade 5 - Grade Improvement

Project Description Form
Title: The Tyrant Who Became a Just Leader

Grade: 5
Content: Reading (short story)
Estimated Time: 1-2 Hours
Grade Level Standards: 5.RL.KID.1

Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text
5.RL.KID.2
Determine a theme of a story, drama, or poem from details in the
text; summarize the text
5.RL.KID.3
Compare and contrast two or more characters, settings, or events
in a story or drama, drawing on specific details in the text
5.RL.CS.5
Explain how a series of chapters, scenes, or stanzas fit together to
provide the overall structure of particular texts
W.5.2
Write informative/explanatory texts to examine a topic and
convey ideas and information clearly
Parental Support: Parents may assist students in writing the three-

paragraph essay. In doing so, all conventions of
standard written English should be followed. (ex.
sentences starting with capital letters, use of
transition words such as next; for example,
sentences have end punctuation marks)
Materials needed: Copy of extra-credit assignment and pencil.

Additional notebook paper can be used if needed
Questions to ponder: What theme is relevant throughout the text?

What thoughts are possibly going through a
character’s mind?
Directions: Read the text entitled, The Tyrant Who Became

a Just Leader. Choose the best answer(s) for
questions 1-3.
Complete the writing assignment for question
4.
Name: __________________________
Homeroom Teacher__________________
5th Grade Reading Comprehension
Directions. Read the passage. Then choose the best answer(s) to the questions that follow.
THE TYRANT WHO BECAME A JUST RULER
by Maude Barrows Dutton 1908
[1]In olden times there lived a King, who was so cruel and unjust1 towards his subjects that he
was always called The Tyrant.2 So heartless was he that his people used to pray night and day
that they might have a new king. One day, much to their surprise, he called his people together
and said to them, —
“My dear subjects, the days of my tyranny are over. Henceforth3 you shall live in peace and
happiness, for I have decided to try to rule henceforth justly and well.”
The King kept his word so well that soon he was known throughout the land as The Just King. By
and by one of his favorites came to him and said, —
“Your Majesty, I beg of you to tell me how it was that you had this change of heart towards your
people?”
[5]And the King replied, —
“As I was galloping through my forests one afternoon, I caught sight of a hound4 chasing a fox.
The fox escaped into his hole, but not until he had been bitten by the dog so badly that he would
be lame5 for life. The hound, returning home, met a man who threw a stone at him, which broke
his leg. The man had not gone far when a horse kicked him and broke his leg. And the horse,
starting to run, fell into a hole and broke his leg. Here I came to my senses, and resolved to
change my rule. ‘For surely,’ I said to myself, ‘he who doeth evil will sooner or later be
overtaken by evil.’”
“The Tyrant Who Became A Just Ruler” from The Tortoise and the Geese by Maude Barrows Dutton (1908) is in the
public domain.
1. Unjust (adjective) : not fair
2. Tyrant (noun) : a cruel ruler
3. from now on
4. a dog used for hunting
5. unable to walk normally because of an injury

1.
RL.KID.2
PART A: Which statement describes the main theme of the short story?
A.Treating others badly will result in being treated poorly yourself.
B.You’re more likely to get what you want if you’re kind to people.
C.It is more important for a ruler to be loved, than to be fair.
D.Even the cruelest people have good in them.
2.
RL.KID.1
PART B: Which detail from the text best supports the answer to Part A?
A.“In olden times there lived a King, who was so cruel and unjust towards his subjects that he
was always called The Tyrant.” ( Paragraph 1)
B.“‘Henceforth you shall live in peace and happiness, for I have decided to try to rule
henceforth justly and well.’” ( Paragraph 2)
C.“‘Your Majesty, I beg of you to tell me how it was that you had this change of heart
towards your people?’” ( Paragraph 4)
D.“‘For surely,’ I said to myself, ‘he who doeth evil will sooner or later be overtaken by
evil.’” ( Paragraph 6)
3.
RL.KID.3
What does paragraph 4 reveal about the King?
A.His decision to become a fair ruler was unexpected.
B.He was always a fair king deep down.
C.He cares what his people think about him.
D.His decision to be fair has made him happier.
4.
RL.CS.5
How does paragraph 6 contribute to the overall structure of the story? Written Response
Compose a three-paragraph essay that explains how each event in paragraph 6 impacts the
overall theme of this short story. In your writing, be sure to include the thoughts the character
might have been thinking at the time.
Follow the Conventions of Standard written English in your essay. W.5.2
Use the lines provided below.
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5th Grade Math Assignment
Title: Cornbread Fundraiser

Grade: 5th grade
Content: Mathematics
Estimated Time: 45 minutes
Grade Level Standards 5.NF.B.4: Apply and extend previous
understandings of multiplication to
multiply a fraction by a whole number or a
fraction by a fraction.
Parental Support: Discuss fractions as parts of a whole or part
of part.
Materials needed: Paper and pencil
Questions to ponder: What does a fraction of a whole look like?
What does a fraction of a fraction look
like?
Directions Complete the activity.
Math Activity
The 5th graders want to raise money for their overnight camping trip by selling cornbread
during the school Chili Cook-Off contest. All the pans of cornbread are square. A pan of
cornbread costs $12. The customers can buy any fractional part of a pan of cornbread and
pay that fraction of $12. For example, ½ of a full pan costs ½ of $12.
a. Mrs. Farmer buys cornbread from a pan that is ¼ full. She buys one-third of the
remaining cornbread in the pan.
 What fraction of the whole pan of cornbread does she buy? Use objects and/or a
diagram to show how much of the pan of cornbread she buys.
 What does she pay for the cornbread she bought? Use objects and/or a diagram to
show how much pays.
b. b. The next customer is the school principal. He buys cornbread from a different
pan that is ½ full. He buys five-sixths of the remaining cornbread in the pan.
 What fraction of the whole pan of cornbread does he buy? Use a diagram to show
how much of the pan of cornbread he buys.
 What does he pay for the cornbread he bought? Use a diagram to show how
much he will pay for his part of the pan.
c. What would be the cost of the cornbread the principal bought if the price of the entire
pan changed to the following amounts? Use a diagram to explain each answer.
A.24
B. 18
C. 6
5th Grade Science Grade Improvement Lesson
Title: Matter, Matter, Matter

Grade: 5th Grade
Content: Science
Estimated Time: 55-60 minutes
Grade Level Standards 5.PS1.1 – Analyze and interpret data from

observations and measurements of the physical
properties of matter to explain phase changes
between a solid, liquid, or gas.
Parental Support: Supervision during experiment, especially when

pouring the hot water
Materials needed: “Matter is Everywhere!” article from

ReadWorks.org, Tablespoon, coffee mug, timer,
sugar, room-temperature water, cold water, ice,
hot water
Questions to ponder: What is matter? What are things made of? Why
do objects change form?
Directions: 1. Read the “Matter is Everywhere!” article

and answer questions 1-10. Questions 8-10
are answered using complete sentences.
2. Conduct experiment using the following
directions:
a. Stir a flattened spoonful of sugar
into a mug of water at room
temperature. At the same time, start
timing. Keep stirring until you can
no longer see the crystals of sugar.
Measure the time it takes for the
sugar to completely disappear.
Record your observations.
b. Empty the sugar water into the sink
and rinse the mug.
c. Repeat steps a and b using cold
water with a couple of ice cubes in
it.
d. Repeat steps a and b using hot
water.
3. Answer the following questions using your
recorded observations from the experiment.
a. What did you observe in all three
mugs of water?
b. In which mug of water did the
sugar crystals disappear most
quickly?
c. Why do you think this occurred?

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Project Description Form

Title: The Tyrant Who Became a Just Leader

Grade Level Standards: 5.RL.KID.1

Parental Support: Parents may assist students in writing the three-

Materials needed: Copy of extra-credit assignment and pencil.

Questions to ponder: What theme is relevant throughout the text?

Directions: Read the text entitled, The Tyrant Who Became

1. Unjust (adjective) : not fair

2. Tyrant (noun) : a cruel ruler

4. a dog used for hunting

5. unable to walk normally because of an injury

Title: Cornbread Fundraiser

Title: Matter, Matter, Matter

Grade Level Standards 5.PS1.1 – Analyze and interpret data from

Parental Support: Supervision during experiment, especially when

Materials needed: “Matter is Everywhere!” article from

Directions: 1. Read the “Matter is Everywhere!” article

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