Transcript Through Grandpa`s Eyes (2002) Days 1-5

Imagination
Open Court: Unit 3
Lesson 1: Through Grandpa’s Eyes
Objectives:
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•
•
•
You will:
Recognize compound words.
Recognize homophones
Recognize categories of related
words
• Recognize words with the soft c
sound
• Recognize words with long a
spellings.
• Practice recognizing words with long
and short vowel spellings.
Word Knowledge (Day 1)
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•
•
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nowhere doorknobs stairway waterfall
blackbird cattail outside riverbank
know no I eye sun son
marigolds violets peonies carnations
spice exercises face replace circle
clay rain awake face chain
Word Knowledge
• And Maggie lives next door in an old
wooden house with rooms behind rooms,
all with carved doors and brass
doorknobs.
• The sun wakes Grandpa differently from
the way it wakes me.
• Then I try to exercise with my eyes closed.
• An artist can sculpt a face out of clay.
What do these words have in common?
• nowhere doorknobs stairway waterfall
• blackbird cattail outside riverbank
☻ The words are compound words. What two words make up
each compound word?
☻ no + where
☻ door + knobs
☻ stair + way
☻ water + fall
☻ black + bird
☻ cat +tail
☻ out + side
☻ river + bank
☻ Does each word separately help us understand the
meaning of the compound word?
What is the same with these words?
• know no I eye sun son
• These words are homophones.
• Homophones are words that sound the
same but have different meanings and
usually different spellings.
• Give examples of other homophones you
know.
• Let’s read each pair of homophones and
give the meaning of the words.
• Now, lets put the words in sentences.
What is the secret pattern in this set of words?
• marigolds violets peonies carnations
These words are all names of flowers.
Raise your hand if you can tell me what each of
these flowers looks like.
Try to think of other types of flowers. Let’s add
them to the list.
What do these words have in common?
• spice exercises face replace circle
All of these words have the soft c sound.
The letter c usually makes the soft sound when it
is followed by the letter e, i, or y.
Notice the ce and ci_ spellings on sound spelling
card 19.
Can anyone pronounce this word: cello
This word is pronounced che-lo. It is an
exception to this rule, because it is taken from
another language besides English.
What is the spelling pattern in these words?
• clay rain awake face
chain
These words are found in the story
we will be reading this week,
“Through Grandpa’s Eyes”
These words also review the long a
sound.
Can you find the long a spelling in
each word?
Read the sentences and look for the compound
words, homophones, words with “soft c”, and
“long a” words.
• And Maggie lives next door in an old
wooden house with rooms behind rooms,
all with carved doors and brass
doorknobs.
• The sun wakes Grandpa differently from
the way it wakes me.
• Then I try to exercise with my eyes closed.
• An artist can sculpt a face out of clay.
Build Background (Day 1)
• PRIOR KNOWLEDGE
• Raise your hand and tell me what you know
about blindness.
• How do blind people manage their day-to-day
activities?
• Remember “Rugby and Rosie”. How did Rosie’s new
owner deal with being blind?
• How might imagination help a blind person
with their daily life?
• How can imagination help seeing people
understand what being blind is like?
• What senses do blind people rely on to help
them “see” the world?
Background Information
• “Through Grandpa’s Eyes was
written by Patricia MacLachlan. She
is also the author of the award
winning book, “Sarah, Plain and
Tall”.
• “Through Grandpa’s Eyes is realistic
fiction. Does anyone remember what
realistic fiction means?
• A story in which the action and
characters SEEM real, even though they
are made up by the author.
Preview and Prepare
• Let’s read aloud: the title, the author, and
the illustrator.
• Now, let’s browse the first page or two of
the story.
• Who are the main characters?
• Look at the illustrations. What do you notice?
• Now let’s look at the focus questions:
• What are the five senses?
• How do you think losing one of the senses
might affect the others?
• Look for clues, problems or wonderings in
the story.
Student Observation
Clues
Grandpa “sees”
without using his
eyes.
Problems
burrow
Wonderings
How does he see through
grandpa’s eyes?
“Through Grandpa’s Eyes”
Selection Vocabulary
carved
burrow
bow
imitating
exercises
sculpture
carved: to cut carefully
Aunt Maggie lives next door in
an old wooden house with
carved doors and brass
doorknobs.
The beautiful table had a
delicate leaf pattern carved into
the sides.
burrow: go down into a snug,
warm place
I burrow down into the covers to
get away but the light follows
me.
My brother and I burrow down
into a corner of the couch with
our favorite books to read at
night.
exercises: physical activity
for the sake of fitness
When I peek around the door
Grandpa is already up and doing
his morning exercises.
One of my favorite exercises is
running.
bow: a wooden rod with a horsehair
string used to play a stringed
instrument
But with my eyes closed my bow
falls from the strings.
The musician stood with his
violin on his shoulder and his
bow posed ready to begin his
part.
imitating: copying or
mimicking
“I won’t,” he says, imitating her
grumbly voice and making us
laugh.
Baby ducks learn to swim
and fly by imitating their mother.
sculpture: an art object that is
shaped into three dimensions
When Nana is finished Grandpa runs
his fingers over the sculpture, his
fingers soft and quick like butterflies.
When we went to the museum last
month, the piece I liked the best was
a sculpture of two dancers.
Selection Vocabulary
• carved—to cut carefully
• burrow—make a snug, warm place
• exercises—physical activity for the sake of
fitness
• bow—a wooden rod with horsehairs stretched
from end to end used in playing a stringed
instrument
• imitating—to be or appear like; mimic
• sculpture—statue or other are object that is
carved or shaped in three dimensions and not flat
like a painting
Investigating Concepts Beyond the Text
Inquiry
• Let’s look at and discuss
Transparency 17 on investigation
possibilities for Unit 3.
• Get with your groups, and discuss
what project you might like to work
on. Come up with 2 or 3 ideas so
that if one of them doesn’t work out,
you can choose a different one.
Language Arts, Day 1
• Word Analysis
• Spelling—This week, we will spell words
with the “long a” sound.
• flame fail play
• Pretest—p. 213F
face
rain
away
• Vocabulary Skill Words (base word
families)
• sculpt sternly
dangerous
direction
sculpture
English Language Conventions
Grammar, Usage, and Mechanics
Sensory adjectives tell how things look, feel, smell, taste, and sound.
What sense is being used?
• salty
• loud
• small
• bumpy
I will give you an object. I want you to close your eyes and examine it
with your other senses.
Now, write a short description of your object using sensory
adjectives.
Now, I need a volunteer to read their description to the rest of the
class.
English Language Conventions
Grammar, Usage and Mechanics
• Let’s read Language Arts Handbook
for the definition and examples of
sensory adjectives.
• Now, we will complete
Comprehension and Language Arts
Skills workbook, pages 58-59.
Writing Process Strategies
• Getting Ideas:
Sensory Description (thing)
Read Language Arts Handbook pages,
150-153 to learn about descriptive writing
and sensory descriptions.
Let’s discuss models of good writing
(Transparency 5)
I liked how the author uses many sensory
details to show how the grandpa sees the
world without using his eyes. When I use all of
my senses to observe something, I can use
descriptive words to paint a clear and
complete picture of that thing.
Let’s list ideas for descriptive paragraphs.
Writing Process Strategies
• Assessment Rubric
 Total Point Value: 10
 Description is organized by senses, it top-tobottom or in other organizational form.
(2 points)
 A variety of sensory adjectives are used.
(2 points)
 The description gives a clear picture of
something. (2 points)
 The final copy is clean, neat and legible.
(2 points)
 Mechanics: capitalization, punctuation, and
spelling are correct. (2 points)
Word Knowledge, Day 2
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•
•
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nowhere doorknobs stairway waterfall
blackbird cattail outside riverbank
know no I eye sun son
marigolds violets peonies carnations
spice exercises face replace circle
clay rain awake face chain
Raise your hand and choose one of the words
above.
Pick another student to use the word in a
sentence.
That student picks the next word, and chooses
someone to use it in a sentence.
“Through Grandpa’s Eyes”
• Focus Questions:
• What are the five senses?
• How do you think losing one of the
senses might affect the others?
“Through Grandpa’s Eyes”
Reading and Responding, Day 2
First Read (p. 198-203)—Oral
When I read this story I will:
• Monitor my reading speed, and
clarify difficult concepts.
• Make connections between what I
read and what I already know.
• Summarize the story in my own
words.
Inquiry, Day 2
Concept/Question Board
• Let’s use the Concept/Question
board to:
• Post questions we have about the story
that have not been answered yet.
• Post articles or items that are related to
imagination.
• Answer our story focus questions.
Language Arts, Day 2
• Word Analysis
• Spelling: The long a sound—Word
sorting—sort the following words under
their various long a spellings.
• flame blaze mail stain awake play
away fail raise clay chain plate
stain spade face
Language Arts, Day 2
• Vocabulary
• direction
• What is the base word in the above word,
direction?
• direct is the base word, and direction is
direct with the suffix –ion added.
• How are the two words alike?
• direct: to guide, to control
• direction: guidance, control
• Let’s complete Spelling and Vocabulary
Skills workbook page 50-51 for more
practice with base word families.
Language Arts, Day 2
• Grammar, Usage, and Mechanics
• sensory adjectives
• Let’s review Comprehension and Language
Arts Skills book page 58-59.
• Read the following sentences
containing sensory adjectives…Can
you find them all?
• At the county fair, I petted soft, brown
rabbits and ate salty, yellow corn on the
cob.
• The rough wood on the banister had sharp
splinters.
• The shiny sculpture was covered in wet
clay.
Language Arts, Day 2
• Writing Process Strategies
• Prewriting—Sensory Description (thing)
• Let’s review our ideas for summary paragraphs from
yesterday.
• Let’s read Writer’s Workbook, page 30 on prewriting
a sensory description.
• Remember…graphic organizers help writers organize
and remember descriptive details.
• Please fill out your audience and purpose on
page 30 of your Writer’s Workbook.
• Please complete the graphic organizer on page
31 of your Writer’s Workbook to help you
organize your thoughts before you start
writing.
Phonics and Fluency, Day 3
knitted
gnat
limb
muscle
knowing
gnome
numb
muscular
knotted
gnawing
ghost island
nation national
The strong horse’s body was
muscular.
The rat had been gnawing on the
cheese.
“That something else,” says Nana
smiling, “is the marigolds.”
Phonics and Fluency, Day 3
knitted
knotted
knowing
• What do these words have in
common?
• What are some other words that have
the /n/ sound spelled kn_?
Phonics and Fluency, Day 3
gnat
gnome
gnawing
• What do these words have in
common?
• What are some other words that have
the /n/ sound spelled gn_?
Phonics and Fluency, Day 3
limb
numb
ghost
island
• Can you figure out what is the same
with these words?
• Can you think of other words that
have silent letters?
Phonics and Fluency, Day 3
muscle
muscular
nation
national
• What do these words have in common?
• These two sets of words are in the same
word family. Sometimes, when you add a
suffix and change the part of speech of a
word, it also changes the spelling or
sound of the base word.
• Notice the spelling change from muscle to
muscular, and the sound change from
nation to national.
Phonics and Fluency, Day 3
• The strong horse’s body was muscular.
Can you find the long and short vowels in
this sentence?
Why are they long or short?
That’s right, a short vowel usually means
there is a closed syllable, and a long
vowel means the syllable is open.
Phonics and Fluency, Day 3
• The rat had been gnawing on the
cheese.
Can you find the word with silent
letters?
Phonics and Fluency, Day 3
• “That something else,” says Nana
smiling, “is the marigolds.”
This sentence is from the selection.
Can you find the word with the silent
vowel?
“Through Grandpa’s Eyes”
Reading and Responding, Day 3
First Read (p. 204-211)—Oral
When I read this story I will:
• Monitor my reading speed, and
clarify difficult concepts.
• Make connections between what I
read and what I already know.
• Summarize the story in my own
words.
Discussing Strategy Use
• What connections did you make
between the reading and what you
already know?
• How did you clarify confusing
passages?
• Did you summarize as you read the
story? When?
Discussing the Selection
• Let’s use handing off to answer these
questions:
• What does Grandpa do to perform his
daily activities without using his vision?
• How does Grandpa use his
imagination?
• How does John use his imagination?
• What things does John notice when he
closes his eyes?
Supporting the Reading
• Monitoring and Clarifying
• You can use context clues, word
structure, or apposition to clarify
meanings of words.
• To clarify difficult ideas or passages,
you can reread the confusing part of the
text to see if you notice something you
may have missed the first time you read
it.
• Does anyone have any words or
passages they need to clarify from
“Through Grandpa’s Eyes?
• Let’s record them on Transparency 50.
Inquiry
• Generating Questions to Investigate
• With your group, come up with a couple
of questions that you would like to
know the answers to. Remember, your
question must be related to imagination.
• Record your ideas in your Inquiry
Journal page 59.
Language Arts, Day 3
• Word Analysis
• Spelling
• How do you spell the long a sound?
• Can you find words in “Through Grandpa’s
Eyes” with the long a sound?
• Can you think of names with the long a
sound?
• Assignment: Complete Spelling and
Vocabulary Skills workbook, page 52.
Language Arts, Day 3
• Vocabulary—Base word families
Does anyone know the meaning of the word
sternly?
(Harshly said or strictly spoken)
Go to the dictionary and look up the
meaning of the word, stern.
(Harsh or strict)
We know that the suffix –ly means “in a
certain way or manner, so sternly must
mean in a stern manner.
Language Arts, Day 3
• Grammar, Usage, and Mechanics
• Sensory adjectives
• Read Language Arts Handbook pages 252 and 266 to
review adjectives.
• Identify the sensory adjectives in the following
poem:
My rough skin
Craves the pulsing heat of the sun
The soaring birds rest
On my sinewy arms
My rustling hair
Provides comforting shelter
What am I?
-A tree
• Write a paragraph about going to the zoo. Try to
include at least one sensory adjective in each
sentence.
Language Arts, Day 3
• Writing Process Strategies
• Drafting: Sensory Description (thing)
• Good descriptions use a variety of sensory
details, and good organization of these
details helps hold your reader’s interest.
• You should organize your description either
by top-to-bottom, or by senses.
• You should use top-to-bottom organization
when you are describing things in the order
that they appear.
• You should organize by senses when there
are several different sensory details.
Language Arts, Day 3
• Writing Process Strategies
• Drafting: Sensory Description (thing)
• Let’s read Language Arts Handbook page
152, on organizing a description.
• Now let’s complete Comprehension and
Language Arts Workbook, page 60-61, for
practice with descriptive details.
• After you have completed the workbook
pages, you may begin drafting your sensory
description.
Phonics and Fluency, Day 4
knitted
gnat
limb
muscle
knowing
gnome
numb
muscular
knotted
gnawing
ghost island
nation national
• I need a volunteer to choose a word
from the board and call on a student
to clap the syllables in that word. We
will clap the syllables in each word.
Phonics and Fluency, Day 4
knitted
gnat
limb
muscle
knowing
gnome
numb
muscular
knotted
gnawing
ghost island
nation national
• I need a volunteer to pick a word and
use it in a sentence to begin a story.
They will then call on another
student to choose a different word,
and use it in a sentence to continue
the story.
Dictation
• Take out a piece of paper and let’s begin
dictation!
line 1: ______________
______________
line 2: ______________
______________
Challenge Word: _________________________
Sentence:________________________________
________________________________
________________________________
Reading and Responding, Day 4
“Through Grandpa’s Eyes”, p 198-203—Second Read
• Comprehension Skills-Author’s Purpose
• What does Author’s Purpose mean?
• Readers determine the purpose the author had
for writing the text. Readers can then sort out
what is important in a text from what is less
important. Knowing the author’s purpose also
gives readers an idea of what they can expect
to find in the text.
• As you read the story, look for ways the
characters use or learn about imagination.
Literary Elements
• What is point-of-view?
• The point-of-view is revealed by the
person telling the story.
• First person-Someone in the story is telling
the story
• Third person-Someone outside the story is
telling the story.
Point-of-View
• Who is the storyteller in the following
sentences? What is the point of view of
the sentence?
• “Of all the houses that I know, I like my
grandpa’s best.”
• John is telling the story. (1st person point-of-view)
• “Where’s Nana?”
• John is telling the story. (1st person point-of-view)
• “Close your eyes, John. Look through my
eyes”
• Grandpa is telling the story. (1st person point-of
veiw)
• “Two eggs at nine o’clock and toast at two
o’clock…”
• Nana is telling the story. (1st person point-of-view)
Point-of-View
• Continue identifying point-of-view with the
following sentences…
• My husband David stretched out on the couch to nap,
and I went to the kitchen to make a cake for our
grandchildren.
• (A grandmother, 1st person point-of-view)
• My favorite person is the girl with happy eyes who
brings me apples, saddles me, rides me in the meadow,
and sings to me in my stall.
• (A horse, 1st person point-of-view)
• When my father and I came in dripping wet, my mother
asked what we “boys” had been doing. My father just
grinned.
• (A son, 1st person point-of-view)
• Kelly knew that no matter how many times she saw her
Uncle Harold, she would always think of him sitting at
the piano.
• (someone outside the story, 3rd person point-of-view)
Meet the Author
• Read page 212 with your partner.
• Patricia MacLachlan grew up
watching the people around her read.
How do you think this encouraged
her love of reading?
• Maybe because children learn from their
families. If children see their parents
read, they are more likely to read
themselves.
Meet the Author
• Many of MacLachlan’s stories reflect
her interest in family life. In what
ways do you notice this in “Through
Grandpa’s Eyes”?
• Through John’s love for Grandpa; the
way that John and his grandfather teach
each other things; the way Nana
“smiles” with her voice.
Meet the Illustrator
• Deborah Kogan Ray took many
classes in high school and college in
order to enhance her skill as an
artist. Why do you think education
would be so important for an artist?
• In art classes, artists learn about the
skills perfected by famous artists of the
past and about new techniques that are
being developed now.
Theme Connections
• In your response journal, complete
the following questions:
• How does John’s grandpa see things?
• How is John able to see things through
his grandpa’s eyes?
• This story shows a special friendship
between John and his grandpa. What
other stories have you read about
special friendships?
• Have you ever tried to feel what
someone else was feeling? How did
you do it?
Selection Vocabulary
• carved—to cut carefully
• burrow—make a snug, warm place
• exercises—physical activity for the sake of
fitness
• bow—a wooden rod with horsehairs stretched
from end to end used in playing a stringed
instrument
• imitating—to be or appear like; mimic
• sculpture—statue or other are object that is
carved or shaped in three dimensions and not flat
like a painting
Supporting the Investigation
•
Outlines help you organize information before you write
or present something.
•
Sample Outline:
I.
Animals in the zoo
I.
II.
III.
IV.
II.
Animals in the circus
I.
II.
III.
IV.
III.
Zebra
Monkey
Lion
Penguin
Tiger
Elephant
Dog
Horse
Animals that live with people
I.
II.
III.
IV.
V.
Dog
Cat
Fish
Turtle
Hamster
Supporting the Investigation
•
Let’s work on Inquiry Journal p. 60-61
for more practice with outlines.
•
When you’re finished, you may try
making an outline of your daily routine.
•
I.
II.
For example
Get up
Get dressed
I.
II.
III.
IV.
•
Shoes
Shirt
Pants
Socks
Finish the outline on your own.
Language Arts, Day 4
• Word Analysis
• Spelling: The Long A Sound
• plate—knowing the spelling pattern for the
word plate can help you know how to spell
other words with the same spelling pattern,
such as place. By substituting one
consonant for another, we make new words
with the same spelling pattern.
• Assignment: Please complete Spelling and
Vocabulary Skills workbook page 53.
Language Arts, Day 4
• Vocabulary
• Can you think of some other words
that would be in the same base word
family as the word “play”?
• What about the word “thought”?
Language Arts, Day 4
• English Language Conventions
• Listening, Speaking, and Viewing
• Good descriptive presentations include specific
sensory details to describe people, places, things,
and experiences. Using the right words will help
other people understand your topic.
• Plan a presentation of your sensory
description that you have been writing this
week. It’s okay if your writing is not finished
yet. Just work with what you have.
• Think of a prop that you will use to make your
presentation better such as a poster, object, or
picture.
Language Arts, Day 4
• Student Presentations
Preparing to Read, Day 5
• General Review
Reading and Responding, Day 5
“Through Grandpa’s Eyes”, p 204-211—Second Read
• Comprehension Skills-Author’s Purpose
• What does Author’s Purpose mean?
• Readers determine the purpose the author had
for writing the text. Readers can then sort out
what is important in a text from what is less
important. Knowing the author’s purpose also
gives readers an idea of what they can expect
to find in the text.
• As you read the story, look for ways the
characters use or learn about imagination.
Checking Comprehension
• Who uses imagination in this story?
• John and his grandfather both use their imaginations.
• How do they do it?
• John uses his imagination when he tries to see the
world in the same way his grandfather does. Grandpa
uses imagination to “see” things.
• What does the title of the story have to do with
what happens in the story?
• The title refers to what Grandpa says to John when he
tells John to close his eyes and “look through my eyes.”
• What do you think John learns about the way his
grandfather sees things?
• He realizes that his grandfather uses his imagination
and his other senses to see the world around him.
Assessment, Day 5
• Lesson Assessment
• “Through Grandpa’s Eyes”, (p. 2-4)
• Spelling—The long a sound
• Unit 3 Assessment, p. 27
• Vocabulary Assessment
• Unit 3 Assessment, p. 5
Inquiry/Investigation, Day 5
1. Continue working with your group
on your investigation project. You
may use the computers,
encyclopedias, or books from the
classroom library.
2. Update the Concept/Question board
with any questions you may have
about imagination, articles or
pictures you have found, or you
may post answers to someone
else’s questions.
English Language Conventions, Day 5
• Penmanship
• Let’s practice writing cursive numbers 1 and 2:
1 1
2 2
1 1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2
 We will leave in 1 or 2 more hours.
 Practice writing rows of 1’s and 2’s in your
journals.
 Now, try to think of 3 sentences containing these
numbers and write them in your journals.
 Next, try practicing the word names for the
numbers 1 and 2.
Writing Process Strategies, Day 5
• Let’s go over Transparency 36 on making
effective presentations.
• Now, edit and proofread your sensory
description you have been working on this
week. Make corrections and copy it on a
clean, white piece of paper in your best
cursive writing.
• Then, you will present your sensory
description to the class.
Writing Process Strategies, Day 5
• Assessment Rubric for Sensory
Descriptions
Description is organized by senses, in
top-to-bottom, or in other organizational
form. (2 points)
A variety of sensory adjectives are
used. (2 points)
The description gives a clear picture of
something. (2 points)
The final copy is neat, clean, and easy
to read. (2 points)
Mechanics: capitalization, punctuation,
and spelling are correct. (2 points)