Transcript Two Days in May - Open Court Resources.com

City Wildlife
Unit 2: Open Court
Lesson 5: Two Days in May
Objectives
• You will:
• Practice recognizing contractions.
• Practice recognizing base words and affixes,
including suffixes –ly and –ing and the prefix
un-.
• Recognize words with /oi/ spelled oy.
• Recognize words ending in –le with long and
short vowels.
Word Knowledge
•
•
•
•
•
•
Can’t
aren’t
it’s
that’s
They’ll
they’re
we’ll
I’ll
Building
camping
sleeping
Gently
probably
friendly
brightly
Comfortable uncomfortable
steady
unsteady
Voices
point
royal poison destroy
• “They probably smelled your garden,” he explained.
• The Pigeon Lady came up to Peach and me and said, “Oh,
girls, aren’t they wonderful!”
• I could see that the people made them uncomfortable and it
helped me appreciate that these really were wild animals.
• Screaming and shouting can destroy people’s voices.
What do these words have in common?
•
•
•
•
Can’t
aren’t
it’s
that’s
They’ll
they’re
we’ll
I’ll
The above words are contractions.
Tell your partner what two words that make up each
contraction.
• For example: can’t= can + not
What is the same with these words?
• Building
•
•
•
•
•
•
camping
sleeping
The words have the suffix –ing added to them.
What is the base word to each of these words?
Building = build
Camping = camp
Sleeping = sleep
How does the suffix –ing change the words meaning?
What is the same with these words?
• Gently
•
•
•
•
•
•
•
probably friendly
brightly
These words have the suffix –ly.
Identify the base words:
Gently = gentle
Probably= probable
Friendly=friend
Brightly=bright
How does the suffix –ly change the words meaning?
What is the spelling pattern in the next set of words?
• Comfortable
uncomfortable
steady
unsteady
• These words have the prefix un- added to them.
• Un- means not.
• Note that adding the suffix un- makes an
antonym of the base word.
What is the same with these words?
•
•
•
•
Voices
point
royal poison
These words are found in “Two Days in May.”
They have the /oi/ sound spelled _oy and oi.
Voices
point
royal poison
destroy
destroy
Please read the sentences and find the pattern
• They probably smelled your garden,” he explained.
• The Pigeon Lady came up to Peach and me and said, “Oh,
girls, aren’t they wonderful!”
• I could see that the people made them uncomfortable and it
helped me appreciate that these really were wild animals.
• Identify the contraction above:
• Can’t
• Identify the word with the suffix –ly:
• Probably
• Identify the word with the prefix un-:
• uncomfortable
Please read the sentences and find the pattern
Screaming and shouting can destroy people’s voices.
Which spelling words in the above sentence contain the
/oi/ sound spelled _oy and oi?
Destroy, voices
• Have you ever seen deer up close?
• What about other types of large wildlife?
• How can people help wild animals they find stranded
in cities?
• How might growing cities affect wildlife?
• When cities grow, animals sometimes loose their
natural habitats (homes).
• We will be reading a fictionalized account of
a true story. This means that the basic
events are true but the characters, names,
and dialogue was made up by the author.
• Cities grow each year. As they grow, animals
are impacted.
• Development versus conservation of land is
a big debate in America.
(Reading 2.6 pp. 166O-266P)
• Let ‘s read aloud: the title, the author and illustrator.
•
•
•
•
Now let’s browse the first page or two of the story.
Who are the main characters?
Look at the illustrations in the selections.
Make sure you make predictions about the text to
help monitor your comprehension.
• Look for: clues, problems, such as unfamiliar words
(trans. 46)
• Now let’s look at the focus question.
• What is your purpose for reading this
selection? Write it down.
• Maybe, you want to learn more about
expository text.
• Think about questions you have about
city wildlife you may still have.
• You may also set other reading goals.
• Clues
Problems Wonderings
• Deer grazing courtyard How did the
in the city
deer get there?
garden
Reading 1.3, 1.5 p. 166P
• Does
bucks
organization
Trans 14
territory
relocates
population (Transparency 14)
• What do these words mean?
• Context clues, word structure (root word,
prefix & suffix), apposition, prior knowledge
• Add vocabulary words to your Writers’
Notebook in the Vocabulary Words section
Reading 1.4
p. 166P
Trans 14
Does
•bucks
•territory
•relocates
•organization
•population
Reading 1.4
p. 166P
• Does:
female deer (page 169)
• Bucks:
male deer (page 169)
Trans 14
• Territory: an area belonging to a group (page 170)
• Relocates: moves to a different place (page 172)
• Organization: a group; association; society
(page 173)
• Population: the total number of inhabitants of a
given area (page 174)
Te. 148Q-R (first reading-aloud pg. 166Q)
• When I read this story I will:
• Make connections between the
selection and your own life.
• Ask Questions to clarify difficult
• parts.
• Summarize key events to help me
understand the story..
Te. 136Q-R (first reading-orally pgs. 166-172)
• Focus Questions:
• How do you think deer find their way
into the city?
• What can be done to protect the deer in
the city?
TG 181A
Inquiry
• During workshop, let’s work on our unit
investigations.
• Groups will meet to discuss questions
you have about the story we just read.
• Complete Inquiry Journal, page 44 on
disappearing Habits for city wildlife.
(TE. P. 181F)
• Spelling – This week, we will spell
words with the /oi/ sound.
• voices
• Pretest p. 34
• Vocabulary Skill Words (homophone
difference)
• Deer
new here tail
way
(TG p. 181F Eng. Lang. Conv. 1.7)
• Question marks (?) are used in interrogative
sentences.
• Exclamation marks (!) are used in exclamatory
sentences and interjections.
Getting Ideas: Responding to Fiction
TG p. 181F (writing 1.1, 1.4)
Read Language Arts handbook, pgs. 98-100.
The people in the story “Two Days in May”
took several steps in order to save the deer’s
lives. When I want to explain a process, I will
remember to do it in the order it happens.
Write your ideas for your explaining a
process in your Writer’s Notebook.
Getting Ideas: Steps to a Process
TG p. 181F (writing 1.1, 1.4)
 Total point value: 10
 The main idea is clearly stated. (2 points)
 The steps to the process are easy to follow and
understand. (2 points)
 The word choice and sentence length fits the
audience.(2 points)
 The final copy is clean, neat, and legible. (2 points)
 Mechanics-punctuation, spelling, and capitalization
is correct. (2 points)
- Can’t
aren’t
it’s
that’s
• They’ll
they’re
we’ll
I’ll
• Building camping
sleeping
• Gently
probably
friendly
brightly
• I need a volunteer to choose a word and call out
the word in the line.
• For example, line 1, word 3.
• Next, raise your hand if you can read that word.
• It’s is correct!
• Let’s continue with another volunteer.
• Comfortable uncomfortable
• Voices
point
royal
steady
poison
unsteady
destroy
I need a volunteer to choose one of the
above words and put it in a sentence.
Next, I need another volunteer to continue
point to another word and put it in a
sentence.
Te. 136Q-R (first reading-orally pgs. 166-172)
• Focus Questions:
• How do you think deer find their way
into the city?
• What can be done to protect the deer in
the city?
Te. 148Q-R (first reading-aloud pg. 166Q)
• When I read this story I will:
• Make connections between the
selection and your own life.
• Ask Questions to clarify difficult
• parts.
• Summarize key events to help me
understand the story..
TG 178
• What connections did you make
between the story and to your own life?
• What questions did you ask yourself as
you read the story?
• Did you pause to summarize as you
read the story? When?
TG 143A Reading 2.5, 3.1
• Let’s use handing off to answer these
questions:
• Why were the deer looking for food in the
city?
• How did the neighbors save the deer?
• How did the neighbors work together to save
the deer?
• Write your responses in the orange section of
your writer’s notebook.
Reading and Responding
(day 2)
• Meet the Author (Read Pg. 180)
• Why do you think Taylor chooses animals as the
subjects of her stories?
• Maybe she likes the reactions of animals as
opposed to those of humans.
Reading and Responding
(day 2)
• Meet the Author (Read Pg. 180)
• How might camping help inspire Ms. Taylor?
• While she’s camping, she might see animals
and nature that she likes to share.
• How does Ms. Taylor put her advice about
writing to practice?
• She wants people to write about thinks they
love just like she writes about animals and
nature
Reading and Responding
(day 2)
• Meet the Illustrator (Read Pg. 180)
• How could the writers of other children’s books
have been “like teachers” to Torres when she
had never met them?
• Maybe by reading their work, she learned how
to write and illustrate books.
• How might Torres’s parents have helped inspire
her to illustrate children’s books?
• Maybe they brought books with illustrations
home from the school for her to read.
Reading and Responding
(day 2)
• Meet the Illustrator (Read Pg. 180)
• In what ways do you think the library in New
York City was different from the library in
Bogota?
• I imagine it was a lot bigger and had many more
books than the library she went to in Bogota.
Reading 3.4 -TE. 181
In your Writer’s Notebook (orange section)
complete the questions on page 181.
Also, complete Inquiry Journal p. 31.
Write down what you learned about how ‘Two
Days in May’ helped you learn about City
Wild Life.
TE p. 181B
• Let’s use the Concept/Question board to:
• Post questions we have about the story
that have not been answered yet.
• Post articles about city wildlife.
• Answer our story focus question.
Word Analysis
(TE. P.181G) ELC 1.8
Spelling Card 43 say:
coil coil
The /oi/ sound can be spelled oi or _oy
•
•
•
•
•
•
Say ‘deer’. What kind of animal is a deer?
A hoofed animal
I called my dear friend.
Deer
dear
What does dear mean in the above sentence?
Greatly loved or respected
100
Reading 1.4
•
•
•
•
•
•
Say ‘deer’. What kind of animal is a deer?
A hoofed animal
I called my dear friend.
Deer
dear
What does dear mean in the above sentence?
Greatly loved or respected
• Complete Spelling Book, pages 42 and 43.
(TG p. 181G E.L.C., 1.7)
• Lets review question marks and exclamation points
as end punctuation for sentences.
• What end punctuation goes at the end of these
sentences?
• Don’t you like peanut butter?
• (interrogative)
• Would you please stop doing that!
• (exclamatory)
• Ouch!
• (interjection)
• Assignment: Find examples of exclamation points
in “Two Days in May.” Most are found in dialogue.
Prewriting- Explain a Process
TG p. 181G (Writing 1.1, 1.4)
Let’s review our ideas about explaining a process
from yesterday.
Let’s discuss Chain of Events (transparency 10).
Writer’s Craft: (purpose and audience)
Good writers communicate well because they
consider their purpose and audience.
Let’s read L.A. handbook, pages 194-197 for more
information on purpose and audience.
Let’s also read Comprehension Book, pages 50 & 51.
Prewriting- Explain a Process
TG p. 181G (Writing 1.1, 1.4)
Let’s Read Writer’s Workbook, page 22 on prewriting
for explaining a process.
Fill out your audience and purpose on page 22 of
your Writer’s Workbook.
Assignment: Complete Writer’s Workbook,
page 23.
Words ending in –le, with long and
short vowels TE 166M
•
•
•
•
•
•
•
•
Repeat the words. They have words ending in –le:
Bugle
fable stable capable
Bubble
cattle drizzle gentle middle
Table
wobbled
maple thimble
Dazzle
cable erasable
uncomfortable recycle
Cattle were grazing in the field.
A bugle led the band in beginning the song.
They had nervous tails, and eyes that were big and black and
gentle.
Words ending in –le, with long and
short vowels TE 166M
• Bugle fable
•
•
•
•
•
stable capable
Let’s blend these words:
Bugle bu-gle
bu-gle
Fable fa-ble
fa-ble
Stable sta-ble sta-ble
Capable
ca-pa-ble
bu-gle
fa-ble
sta-ble
ca-pa-ble
Words ending in –le, with long
and short vowels TE 166M
•
•
•
•
•
•
•
Bubble cattle drizzle gentle middle
Let’s blend these words:
Bubble bub-ble bub-ble bub-ble
Cattle cat-tle
cat-tle
cat-tle
Drizzle driz-zle driz-zle driz-zle
Gentle gen-tle gen-tle gen-tle
Middle mid-dle mid-dle mid-dle
Words ending in –le, with long
and short vowels TE 166M
• Table
•
•
•
•
wobbled
maple
Let’s blend these words:
Table ta-ble
ta-ble
Wobbled
wob-bled
Maple ma-ple ma-ple
• Thimble thim-ble thim-ble
thimble
ta-ble
wob-bled
ma-ple
thim-ble
Words ending in –le, with long
and short vowels TE 166M
• Dazzle
•
•
•
•
•
•
cable erasable uncomfortable recycle
Let’s blend these words:
Dazzle daz-zle daz-zle daz-zle
Cable ca-ble
ca-ble
ca-ble
Erasable
e-ras-a-ble
e-ras-a-ble
Uncomfortable
un-com-fort-a-ble
Recycle
re-cy-cle
re-cy-cle
Words ending in –le, with long and
short vowels TE 166M
• Cattle were grazing in the field.
• A bugle led the band in beginning the song.
• Find the –le words (state if they are long or short
vowels):
• cattle
short vowel sound
Words ending in –le, with long and
short vowels TE 166M
• They had nervous tails, and eyes that were big and
black and gentle.
• Find the word with the ending –le.
• gentle
• What words rhyme with gentle?
• Use the new words in a sentence.
(silent) pgs. 166-172
Reading 2.1
• Cause and Effect helps readers identify
what causes events to happen or what
causes characters to act in certain ways.
• As you read the story, look for cause and
effect examples.
• Look for ways how the characters in the
story worked together to achieve a goal.
Supporting the Reading Te. 179c & d
• Identifying causes and effects is an important
skill you can with any type of reading, writing, or
problem solving.
• The effects are what happened.
• The causes explain why it happened.
• Some writers use clue words, called causal
indictors to show cause and effect.
Supporting the Reading Te. 179c & d
• Let’s make a chart to help us understand cause and effect:
My Questions
Answers:
What Happened and Why
Why were the deer in the city
garden?
The deer were in the garden
because their habitat had been
destroyed.
Supporting the Reading Te. 179c & d
• Let’s Complete Comprehension Book, pages 46
and 47 as a way to practice using Cause and
Effect.
• If we have time, I will let you pick an effect (what
happened) from my container.
• You can write a story about the cause of the
effect.
• Later, we will share the stories with the class.
• Maybe, if time permits we will have a class book.
Forming Conjectures, TE. 181c
Let’s look over entries you made in
your inquiry journal since the last
month.
Look how far your investigations
came.
Work in groups and think about how
your conjecture changed and how you
will present your information
p. 182H
Eng. Lang. Conv. 1.8
• Let’s review our Spelling words found on page
44 of our Spelling Book.
• Say voices: voices
• It has the /oi/ sound.
• Think of things with the /oi/ sound found in
your kitchen.
• Foil, oil, oysters
• Complete Spelling Book page 44.
TE. P. 181H
• tails
• Read the sentence with tails on page 167.
• What does tails mean?
• Tale tale
• Find the definition for tale in the
dictionary.
• Stories, old fables
TE. P. 181H
• Are the words tail and tale homophones?
• Yes, because the two words have the same
sound, but different spellings and meanings.
• What are some ways to memorize tail and
tale?
• A tail has hair on it; a tale does not have the
ai spelling pattern.
Eng. Lang. Conv. 1.7 TG. p. 163H
Read L.A. Handbook, pg. 270 on using question
marks and exclamation points.
The end punctuation marks goes inside quotation
marks.
Assignment: write sentences with question marks
and exclamation points.
Drafting : Explanation of a process (TG 163H)
Writing 1.1, 1.4
Let’s read Writer’s Workbook, page 23
on drafting.
Write the drafts for your explanation of a
process.
Complete Writer’s Workbook, page 19
( 1st draft).
p. 166N
Bugle
• Bubble
• Table
fable
cattle
wobbled
• Dazzle
cable
stable
drizzle
maple
erasable
capable
gentle middle
thimble
uncomfortable recycle
• I need a volunteer to choose one of the
above words and put it in a sentence.
• Next, let’s try to extend the sentence using
the above words.
Rhyme Time!
•
•
•
•
•
•
•
p. 148L
Bugle
fable
stable
capable
Bubble
cattle
drizzle
gentle middle
Table
wobbled
maple
thimble
Dazzle
cable erasable uncomfortable recycle
Use one of the above words and make a rhyme.
Example: This is a large tree.
Maple
(silent) pgs. 173-179
Reading 2.1
Cause and effect helps readers identify what
causes events to happen or what causes
characters to act in certain ways.
• As you read the story, continue to look for
cause and effect examples.
• Look for ways how the characters in the
story worked together to achieve a goal.
Second Reading-Checking Comprehension, pg. 179
(reading 2.3)
• Why did the deer end up in the city?
• They were looking for food in the city
probably because their habitat had
been destroyed.
Second Reading-Checking Comprehension, pg. 179
(reading 2.3)
• What was so remarkable about what
the neighbors did?
• They took the time to protect wildlife.
They made a difference by participating
in a peaceful protest.
Second Reading-Checking Comprehension, pg. 179
(reading 2.3)
• How did the experience help the
neighbors?
• The neighbors got to spend time
together and some that had not been
getting along even had a chance to talk
and make up.
Reading 1.4
p. 166P
Trans 14
Does
•bucks
•territory
•relocates
•organization
•population
Day 4
(transparency 50
TG p. 143E Reading 3.1
)
A story’s setting is the time and place in which the
events in a story take place.
Description of the physical surroundings, what people
wear, and how they act can all be clues to a story’s
setting.
Let’s discuss the setting in “Two Days in May.”
The setting was in Chicago in 1996.
What clues from the story support this information?
Day 4
(transparency 50
TG p. 143E Reading 3.1
)
Look in your writing folder for a story
you have written.
What was the setting of your story?
If the setting is not described, revise your
story and include a great setting.
Day 4
TG p. 181D Reading 2.1
To take good notes, you need to:
Use a different page for each kind of information
on the investigation question or problem.
Create a heading for each kind of information.
Summarize an author’s ideas n your own words.
Use key phrases and abbreviate when possible.
Use quotation marks when it is imprtant to use the
author’s exact words.
Take notes on only the most important
information about the problem.
Write neatly and clearly.
Day 4
TG p. 181D Reading 2.1
Ted Rand no longer accepts portrait commissions
so that he can spend his time illustrating
children’s books. “The technical freedom, the
opportunity to work for a great variety of styles,
the people I work with, the common goal of
getting children to read, all these combine to put
this at the top of my list.” Rand attended the
Cornish School in Seattle. “The Ghost Eye” was
named a 1986 Children’s Choice Book.
Raise your hand if you can identify the most
important points of the above paragraph.
Complete Inquiry Journal, pages 49 and 50.
• The following activities will help us learn the
/oi/ sound:
• Complete Spelling Book, page 45.
Reading 1.4, 1.7
Words
Way
weigh
Long /a/
sound
-ay
-eigh
Definition
A direction heaviness
TG 181I
listen/Speak 1.8
Interacting: Asking questions
We interact with others in order to share, to have fun
and to learn.
In order to do all these things, we should be able to
ask each other questions and respond to questions
with appropriate answers.
Asking and answering questions takes a lot of
thought.
Before we speak, we should carefully think about
what we want to say, and how we are going to say it.
TG 181I
listen/Speak 1.8
Interacting: Asking questions
In pairs, take turns asking one another questions
about “Two Days in May.” or about the following
topics:
Why did the deer leave the woods?
Food supply is low; space is shrinking
What are the terms for a female deer, male deer, and
a baby deer?
Doe, buck and fawn
Ask questions carefully and listen and answer
questions thoughtfully.
Writing Process Strategies:
Day 4 Revising: Explaining a Process
TG 181I Writing 1.1, 1.4
Let’s look at transparency 17 on revising:
adding a copy.
Forgetting a step makes it difficult for
readers to follow your explanation.
Accuracy of information is sometimes not
verified.
Unfamiliar words specific to the process
being explained are sometimes left
undefined.
When the other sentences in a paragraph
stray away from the main idea in the topic
sentence, readers can get lost or lose
interest.
Writing Process Strategies:
Day 4 Revising: Explaining a Process
TG 181I Writing 1.1, 1.4
Revise your drafts of your explanation of a
process.
Revise your writing using what you learned
about organization of your explanation of a
process.
Complete the checklist and proofreading
marks on page 24 of your Writer’s
Workbook.
Day Five…
• General Review –
• Word Knowledge
• Lesson Assessment
(Reading 2.1, 2.2 & 3..3 )
– “Two Days in May” pp. 18-21 (TG p. 133I)
• Spelling – The /ow/ sound (E.L.C. 1.8)
– Unit 2 Assessment 5 p. 35
• Vocabulary Assessment Unit 2,lesson 3
pg. 21
(Reading 1.2, 1.3 & 1.4)
Word Knowledge
•
•
•
•
•
•
Can’t
aren’t
it’s
that’s
They’ll
they’re
we’ll
I’ll
Building
camping
sleeping
Gently
probably
friendly
brightly
Comfortable uncomfortable
steady
unsteady
Voices
point
royal poison destroy
Words ending in –le, with long and
short vowels TE 166M
•
•
•
•
•
•
•
•
Repeat the words. They have words ending in –le:
Bugle
fable stable capable
Bubble
cattle drizzle gentle middle
Table
wobbled
maple thimble
Dazzle
cable erasable
uncomfortable recycle
Cattle were grazing in the field.
A bugle led the band in beginning the song.
They had nervous tails, and eyes that were big and black and
gentle.
• Let’s clap the syllables to the following
words:
• Bu-gle fa-ble
sta-ble
ca-pa-ble
• Bub-ble cat-tle
driz-zle
gen-tle
• Mid-dle ta-ble
wob-bled ma-ple
• Thim-ble daz-zle
ca-ble
e-ras-a-ble
• Un-com-fort-a-ble re-cy-cle
Reading 1.4
p. 136P
Trans 12
• Abandoned: left behind or unused; either unprotected,
unneeded, or unwanted (pg. 150)
• Originally:
at first, in the beginning (pg. 151)
• Species:
kind or type of plant or animal that scientists
group together because the plants or
share many of the same characteristics
animals
(pg. 151)
• Cavity:
hollow place or hole (pg. 151)
• Suburbs:
area of homes, stores, and businesses that are
near or right next to a city or urban area (pg. 154)
• Clamor:
loud noise, usually for a long time (pg. 158)
TG 181F
• Concept/Question Board
• Post questions you have about the story.
• Post questions you may have about the
story before reading it, if they were
unanswered.
• Bring in items, newspaper articles and
stories about city wildlife.
• You can sign out and read books from the
concept/question board (for in class only).
English Language Conventions
• Let’s practice using cursive h and k:
• Hh h h h hh h h hh h h h h h
•K k k k k k k k k k k k
• Raise your hand in order to come to the board and trace the
letters h and
k.
hs and ks in your Writer’s Notebook.
Write the words, block, here and neighborhood to
• Practice writing rows of
•
practice your letter formation.
Writing Process Strategies Editing/Proofreading/Publishing
(Day 5) Writing 1.1, 1.4
Let’s read Writer’s Workbook, pg. 25 on editing/proofreading.
Assignment: Edit your writing.
Use the checklist on Writer’s Workbook, pg. 25 to help you.
Make a neat final copy in your best cursive handwriting.
Getting Ideas: Steps to a Process
TG p. 181F (writing 1.1, 1.4)
 Total point value: 10
 The main idea is clearly stated. (2 points)
 The steps to the process are easy to follow and
understand. (2 points)
 The word choice and sentence length fits the
audience.(2 points)
 The final copy is clean, neat, and legible. (2 points)
 Mechanics-punctuation, spelling, and capitalization
is correct. (2 points)