Transcript Narrative Poem

Week 26
Ms. Brittany, Ms. Vanessa, and Ms. Sarabeth
Vocabulary
• Adventurous: willing to risk danger for excitement
• Courageous: brave
• Extremely: very
• Weird: strange or mysterious
• Free Verse: poem that does not rhyme or follow a rhythmic pattern
• Narrative Poem: a poem that tells a story
• Repetition: using the same word several times in a poem
• Rhyme: words that end with the same sound
Spelling
• Pounce, cents, mice, age, changes, placed,
price, office, gyms, message, dice, space,
wage, giant, pages.
• Review: flawless, thoughtless, talked.
• Challenge: Giraffe, Peaceful.
Spelling
• Display the spelling words. Read them aloud,
heavily enunciating the soft c and g sounds.
• Point out the spelling pattern in cents. Say the
word; point out that cents follows a spelling
pattern for soft c.
• Point out that when the letters c and g are
followed by the vowel e, they usually have a soft
sound.
FSA Crunch Time Review
• LASFS.3.RL.3.9: Compare and Contrast the
themes, settings, and plots of stories written by
the same author about the same or similar
characters ( e.g., in bookies from a series).
• LAFS.3.RI.3.9: Compare and Contrast the most
important points and key details presented in
two texts on the same topic.
Crunch Time Review
• How is the person in ___ text similar or different
to the person in ___ text?
• How are passages 1 and 2 alike/ different?
• What are the most important points or key details
in _____?
• One sentence frame: ___ and ___ are similar in
that they both ____ but ___ is ___ while ___ is
___.
Genre: Narrative Fiction
and Free Verse
• Narrative poetry:
• Tells a story and can read like a story.
• May be written in stanzas, or groups of lines.
• Narrative poetry often rhymes.
• Free verse poetry:
•
•
•
•
Does not have a rhyme scheme.
Does not have a set rhythmic pattern.
May have irregular lines.
Can tell a story or express a poet’s feelings.
Comprehension Skill:
Theme
• THEME is the message or lesson an author wants to
communicate to the reader.
• To identify the theme in a poem, students must pay
attention to the characters’ thoughts and actions as
well as the author’s choice of words and descriptions.
• Then they must think about what happens as a result
of the characters’ actions or what feelings the author
is trying to create through the choices they have
made.
• Students should ask themselves, “What message does
the author want to get across to the reader?”
Repetition and Rhyme
• REPETITION: is the use of repeated words and
phrases in a poem.
• Repetition is used for rhythmic effect and
emphasis.
• Many poets use repetition to express their ideas in
interesting ways. It can also add to the emotional
impact of a poem.
• Explain that words RHYME with each other when
their endings sound the same, such as pouring and
roaring.
Figurative Language
• METAPHORS compare two things that are
different without using the words like or as.
Metaphors are different from everyday language;
they are a form of figurative language.
• Sometimes authors use figurative, or nonliteral,
language to help readers visualize something or to
connect two separate ideas.
• Students should know that metaphors do not
mean exactly what they say. In the metaphor “His
teeth are white pearls,” the author is not saying
the subject’s teeth are actually pearls.
Fluency: Expression
• Reading with expression means emphasizing
certain words to show emotion. Remind
students that reading with expression is
especially important when reading poetry
because you want listeners to enjoy what you
are reading.
• Model reading “The Giant” on page 319.
Emphasize the words sizzle, soar, push,
swoosh, and woosh to convey emotion.
Writing
• Cite Evidence Using text evidence, students will
write their opinion about whether the author
gives enough details in the poem to help readers
figure out the theme, or main message.
• Discuss how to analyze a text by asking these
questions:
• How does the author use details in the poem to
share the theme or message?
• Does the author give enough details to help
readers figure out the theme of the poem?
Writing: Word Choice
• Good writers choose strong, descriptive words to
make their writing clear.
• Strong words show rather than tell. Specific verbs
give more descriptive details about what
happened.
• For example, a writer may write The girl jumped
into the pool. To create a clearer picture in readers’
minds, the writer might choose to say The girl
plunged into the sparkling blue pool.
Prewrite
• Write a poem about someone you admire. Use
strong words to make your poem descriptive
and clear.
• Have partners discuss people they admire. Ask
them to provide some details about each
person and strong words that they might
include in their drafts.
Strong Words
• Use Your Turn Practice Book page 200 to model adding
strong words.
• Aunt Barb works really hard She speaks three languages Aunt
Barb helps me fly And never lets me fall.
• Model adding strong words by revising the third line.
• Aunt Barb helps me soar like an eagle.
• Discuss how the strong verb soar is a more descriptive detail
about how Aunt Barb helps the narrator and allows the
reader to better visualize what the poet is expressing. Guide
students to add more strong words to the rest of the model.
Prewrite
Write a poem about what
you like to do on the
weekend. Use strong words
to make your poem
interesting.
Grammar- Irregular Verbs
• Not all verbs add -ed to form the past tense:
• I saw James yesterday.
• An irregular verb has a special spelling for the past
tense. Some irregular verbs are: come/came, do/did,
say/said, go/went, eat/ate, and sing/sang:
• We ate pasta last night. We will eat steak tonight.
• The choir sang this morning. They will sing again
tonight.
Irregular Verbs
• Remind students that all verbs do not end in -ed to show
past tense. Review some irregular verbs with students.
• Introduce Forms with Have and Do
• Some irregular verbs have a special spelling when used with
the helping verbs have, has, had, does, did, or do:
• Sam has gone home.
• Subjects and helping verbs must always agree in simple and
compound sentences:
• He had beaten me at the game.
Correct the following
sentences:
1. My sister helps me fix the tires on my bike. Because
it was flat.
2. I draw a picture for my aunt, and give it to her. She
hanged it on the wall.
3. I dont think we’re in kansas anymore said Dorothy.
4. Many great painters lived, during the renaissance.
It must has been exciting to live than.
Proofread and correct
the following sentences:
1. I had saw Jane yesterday.
2. We begun to worry when you didn’t comed home
on time.
3. Sally broked her mom’s lamp. She sayed she was
sorry.
4. I has been forgived.