Transcript Competition and Cooperation

City Wildlife
Unit 2: Open Court
An example of city wildlife:
•
http://community-2.webtv.net/hotmail.com/verle33/HummingBirdNest
Unit Overview
• Raise your hands if you can answer the
following questions:
• What do you know about city wildlife before
we read the selection?
• What do you know about the kinds of
animals and plants that live and grow in the
city?
• Have you already read any books about city
wildlife?
City Wildlife (Read Aloud)
• Prior Reading
• This is a nonfiction article that
discusses habitat-the natural
environment of living things.
• The author of this article has been a
biology teacher, and a professor of
science.
City Lots: Living Things in
Vacant Spots
Te 113L-113O
• Focus Questions:
• How important are open spaces in a
city?
• What makes a city a good place to live
for some wildlife?
• Listen to the story I read to you.
City Lots (article discussion)
• Why is this selection called “City Lots: living
Things in Vacant Lots?”
• It is about plants, insects, and animals that
live in city lots.
• Why do many plants and animals live in
vacant lots all year round?
• They find, everything they need to live there,
such as food, water, sunlight, and space.
City Lots (article discussion)
• How do the plants in city lots help
insects live?
• Some insects lay their eggs in the
plants; others feed on the plants and
use them for shelter.
Objectives
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You will:
recognize antonyms and synonyms,
Recognize compound words
Recognize base words and the suffix –y and
the prefix un• Practice using the spelling patterns ar and air
• Recognize the long u sound spelled u, u_e,
_ue, _ew.
Word Knowledge
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hollered whispered grinned
Vacant
empty
bare
Streetlight
playground
Spiky
cottony
smelly
frowned
tiptoe
silvery
• Unbelievable undecorated untied uneaten unoccupied
• Started
apartments dark
car
air
Word Knowledge
• Tony stopped and made believe his sneaker was
untied to see what King was going to do.
• “Well, come on, man,” King whispered, and they
started down the street.
• Just after the friends passed some apartments, they
came to a vacant lot.
• An indigo car is a dark blue color.
What do these words have in common?
• hollered whispered grinned
frowned
• The words are antonyms. What’s an antonym?
• An antonym means opposite. With your partner,
identify the antonyms.
• Hollered/whispered, grinned/frowned
• Use each word in a sentence and come up with
other examples of antonyms.
• Hot/cold, hard/soft, up/down, left/right, day/night,
all/none.
What is the same with these words?
• Vacant
empty
bare
• These words are synonyms. Raise your hand if you can
tell me what a synonym is.
• Synonyms are words that mean the same thing.
• What is the synonym to these words?
• happy/
,
• tired/
, large/
,
• end/ , grow/
• Happy/joyful, tired/sleepy, large/huge/big,
• end/finish/complete, grow/mature/develop
What is the spelling pattern in the next set of words?
• Streetlight
playground
tiptoe
• The words are compound words.
• What words make up each compound
word?
• Do the two words help us understand
the meaning of the word?
What’s the secret pattern between these words?
Spiky
cottony
smelly
silvery
• The suffix –y is added to base words.
• Give a definition for each word and use the word in a
sentence.
• Identify the part of speech the word becomes in a
sentence.
• By adding the suffix –y , the word becomes an
adjective (a describing word).
What do these words have in common?
• Unbelievable undecorated untied uneaten unoccupied
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The prefix un- is added to words.
What does the prefix un- mean?
Un- means not.
Give the base word and explain how the word
changes when you add un-.
• Example: the base word for unbelievable is believe.
• When you add un- the word means not true.
What is the same with these words?
• Started apartments
dark car
air
• These words are spelling words found
in “The Boy Who Didn’t Believe in
Spring”.
• Let’s review the spelling patterns for
ar and air.
Please read the sentences and find the antonyms:
• Tony stopped and made believe his sneaker was
untied to see what King was going to do.
• “Well, come on, man,” King whispered, and they
started down the street.
• Just after the friends passed some apartments, they
came to a vacant lot.
• Antonyms: stopped/started, untied/tied,
whispered/shouted, down/up, after/before,
friends/enemies, vacant/occupied
Now, let’s identify any synonyms, prefixes
• Tony stopped and made believe his sneaker was
untied to see what King was going to do.
• “Well, come on, man,” King whispered, and they
started down the street.
• Just after the friends passed some apartments, they
came to a vacant lot.
• Synonyms: stopped/discontinued,
untied/undone, started/began, some/several,
vacant/bare/empty
• Prefixes: untied-not tied.
Now, let’s read the following sentence together:
• An indigo car is a dark blue color.
• Identify the words that have the /ar/
sound spelled ar
• Car, dark
• Nice job folks…
Prior Knowledge
• What do you remember from the Read
Aloud?
• Raise you hand if you can share with
me what you notice about the first signs
of Spring.
• Are there any questions on the
Concept/Question board this story
might answer? Let’s check…
Background Information
• “The Boy Who Didn’t Believe in Spring”
is realistic fiction. Realistic fiction may
include descriptions of actual places
and things, and also situations that are
made up but could happen. The author
invents the characters, then involves
them in solving a problem.
Background Information
• The author, Lucille Clifton, uses
idiomatic spellings and phrases. Some
of the spelling in the story was used to
show natural speech and they may
differ from the dictionary spelling.
• (bout for about and comin for coming)
Preview and Prepare
(Reading 2.6 pp. 114O-114P)
• Let ‘s read aloud: the title, the author and illustrator.
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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.
Student Observation
• Clues
Problems
• Can a person
-Weissman’s
“believe” in Spring?
Wonderings
-How can you
Find Spring?
Set Purpose (Focus Question)
• What is your purpose for reading this
selection? Write it down.
• Maybe, you want to learn more about
city wildlife.
• Look for examples of wildlife and where
wildlife is found.
• You may also set other reading goals.
Selection Vocabulary
Reading 1.3, 1.5 p. 114P
Trans 10
• Crops decorated vacant mound patch
(Transparency 37)
• 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
Selection Vocabulary
Reading 1.4
p. 114P
Crops
decorated
vacant
mound
patch
Trans 10
Selection Vocabulary
Reading 1.4
p. 114O
Trans 10
• Crops: plants grown for food or to sell to make
money (pg. 115)
• Decorated: made beautiful by adding fancy things
(pg. 119)
• Vacant: empty; abandoned (pg. 119)
• Mound: small hill or pile of dirt, rocks, or other
material (pg. 120)
• Patch: an area different from what is around it (pg.
121)
Investigating Concepts Beyond the Text
TG 125A
Inquiry
• What do you know already about city
wildlife? During the next six weeks, we
read stories about city wildlife.
• Does anyone have any further
questions or points to share up to this
point?
• Complete Inquiry Journal, pg. 28
Language Arts Day 1
Word Analysis
(TE. P. 35F)
• Spelling – This week, we will spell
words wit the /ar/ sound.
• Started apartments dark
car air
• Pretest p. 26
• Vocabulary Skill Words (antonyms)
• Whispered shouted slowly mound vacant
English Language Conventions
Grammar, Usage, and Mechanics
(TG p. 125F Eng. Lang. Conv. 1.0, 1.4)
• Quotation Marks (Read L.A. Handbook, p. 272)
• Quotation marks let the reader know that
something is being said.
• A comma sets of the speaker’s words from the
rest of the sentence.
• If the sentence ends with the quotation, the
punctuation goes inside the closing quotation
mark.
English Language Conventions
Grammar, Usage, and Mechanics
(TG p. 125F Eng. Lang. Conv. 1.0, 1.4)
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“I’m hungry!” Shelly said.
“Are you tired?” Michael asked.
Brian said, “It’s time to go to school.”
The name of a short story, poem, song or book
chapter should be in quotes.
• Complete Language Arts and Comprehension
Book, pgs. 26-27.
Writing Process Strategies
Getting Ideas: Responding to Fiction
TG p. 125F (writing 1.1, 1.4)
• Read Language Arts handbook, pgs. 78-79
in order to find out about Expository writing.
 Let’s read L.A. handbook, pgs. 84-87
(Responding to Fiction)
 Let’s good over an example of good writing:
responding to fiction (transparency 4)
 Let me show you the writing rubric with you:
Writing Process Strategies
Getting Ideas: Responding to Fiction
TG p. 125F (writing 1.1, 1.4)
 Total point value: 10
 Ideas are stated clearly and are easy to understand.
(2 points)
 There is a topic sentence for each paragraph.
 (2 points)
 There is at least one supporting detail or example for
each topic sentence (2 points)
 The final copy is clean, neat, and legible. (2 points)
 Mechanics-punctuation, spelling, and capitalization
is correct. (2 points)
Writing Process Strategies
Getting Ideas: Responding to Fiction
TG p. 125F (writing 1.1, 1.4)
 I like the character King Shabazz in the story
“The Boy Who Didn’t Believe in Spring.”
I could write a response to fiction explaining why.
 What plots, settings, and ideas could you use to
write responses to fiction?
 Write your ideas for your response in your Writer’s
Notebook.
Word Knowledge-Day 2 (TG p. 114L)
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hollered whispered
Vacant
empty
Streetlight
Spiky
cottony
grinned
frowned
bare
playground tiptoe
smelly
silvery
• Unbelievable undecorated untied uneaten unoccupied
• Started apartments dark
car
air
• Partner work:
One student selects a word from above and your
partner will put the word in a sentence.
Then we will switch!
The Boy Who Didn’t Believe in
Spring Te. 114Q-R (first reading-orally pgs. 114-123)
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When I read this story I will:
Predict what the story might be about
What Questions come to mind?
What images that pop into my
mind? (Visualize)
• Summarize story in own words
•
Listen/Speak 1.1,1.2
The Boy Who Didn’t Believe in
Spring Te. 114Q-R (first reading-orally pgs. 114-123)
• Focus Questions:
• What is city wildlife?
• What types of wildlife would you
expect to find in a city?
Discussing Strategy Use
TG 122
• How did you clarify confusing passages?
• What questions did you ask yourself as you
read the story?
• Did you make predictions as you read the
story? What were they?
• What did you visualize as you read the story?
Discussing Strategy Use
TG 123A
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Let’s use handing off to answer these questions:
Why didn’t King believe in Spring?
What did King and Tony do to find Spring?
What signs of Spring did they find?
What types of wildlife are common in cities?
Write your responses in the orange section of your
writer’s notebook.
Concept/Question Board
TE p. 125B
• 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.
Language Arts Day 2
Word Analysis
(TE. P.125G) ELC 1.8, Reading 1.4
Here is Sound/Spelling card 27 /ar/.Repeat after me: armadillo.
Sort your spelling words by ar, are, air, or ear spellings.
• Vocabulary: Antonyms
• Whispered
• Antonyms are two words with opposite meanings.
• The antonym for whispered is: __________.
• Shouted, screamed, yelled, hollered
• Complete Spelling Book pages 26-27.
100
English Language Conventions Grammar,
Usage, and Mechanics (TG p. 125G E.L.C., 1.5)
• Review: Quotation Marks. When are quotation marks used?
• Quotation marks are used when someone speaks, for short story,
poem and song titles and chapters in a book.
• Name two or more animals that live in the city.
• Imagine what animals would say to each other about how humans
treat them.
• What would they say? (write on the board and punctuate)
• Find one declarative(.), one interrogative(?), and one exclamatory
(!) quotation in “The Boy Who Didn’t Believe in Spring.”
• Look through your accelerated reader books for more examples.
Writing Process Strategies
Prewriting- Responding to Fiction
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TG p. 125G (Writing 1.1, 1.4)
Let’s review our ideas for responding to fiction from yesterday.
Let’s read Writer’s Workbook, pg. 6 (Prewriting).
Graphic organizers help writers organize their thoughts.
Now, we will go over a Character Web (transparency 11).
In a Character Web, you need to add details and examples.
Assignment: Complete Writer’s Workbook, pages 6 and 7.
Day 3-Phonics and Fluency
Review the long u sound spelled u, u_e, _ue, _ew
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TE 114M
Here is the Sound/Spelling Card 36, the long u sound.
Unit
used menu Utah
Cue
human humid January
Puny
fuel
pupil unicorn
Mew
few
unify universe
My favorite month is January.
I ate a few cookies after dinner.
He used to sit with his friend Tony Polito on the bottom step
when the days started getting longer and warmer and talk about
it.
Day 3-Phonics and Fluency
Review the long u sound spelled u, u_e, _ue, _ew
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Here is the Sound/Spelling Card 36, the long u sound.
Unit
used menu Utah
Cue
human humid January
Puny
fuel
pupil unicorn
Mew
few
unify universe
Identify the long u spelling in each word.
Unit:u
used: u_e
menu:u
Utah:U
Cue:ue
human:u
humid:u
January:u
Puny:u
fuel:ue
pupil:u
unicorn:u
Mew:ew
few:ew
unify:u
universe:u
TE 114M
Day 3-Phonics and Fluency
Review the long u sound spelled u, u_e, _ue, _ew
TE 114M
• My favorite month is January.
• I ate a few cookies after dinner.
• Identify the words with the long u sound and use them in a
different sentence.
• January, few
• He used to sit with his friend Tony Polito on the bottom
step when the days started getting longer and warmer and
talk about it.
• Identify the word in the above sentence with the long u sound.
• used
Investigating Concepts Beyond the
Text
TG 377B Workshop time
• 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 competition, and cooperation.
• You can sign out and read books from the
concept/question board (for in class only).
Day 3 Second Reading (choral) pgs. 114-123
Reading 2.1
• Comprehension Skills – Classify and Categorize
• What does classifying and categorizing mean?
• It is sometimes useful to put story information into
sections or categorizes.
• Putting things that are alike together in a group will
help you understand and learn information.
• As you read the story, try to classify and categorize
different things.
• Signs of Spring:
,
,
,
“The Boy Who didn’t Believe in Spring”
Second Reading-Checking Comprehension, pg. 123 (reading 2.3)
What does this story have to do with city
wildlife?
Tony and King find plants beginning to grow and a
bird’s blue eggs in the car in a vacant lot.
What do Tony and King realize when they find
the flowers and the bird’s eggs?
They realize that spring has really arrived.
“The Boy Who didn’t Believe in Spring”
Second Reading-Checking Comprehension, pg. 123 (reading 2.3)
• How do you think they feel about their
discovery?
• The feel happy and amazed at finding
signs of spring in the city.
Interviewing, TE. 125D
In an interview, you ask another person questions to get
information about a subject or to find out what she
or he thinks or feels about something.
In an interview, a person is the source.
Here are the rules of doing an interview:
1. Always ask permission to interview a person.
2. Ask Who? What? Where? Why? And How?
Questions.
3. Write down your questions in the order you want to
ask them.
4. Speak clearly and politely during an interview.
5. Take notes as the person answers the questions.
6. Thank the person after the interview.
Interviewing, TE. 125c
Use the calendar to play your Investigation
on City Wildlife.
Complete Inquiry Journal pages 33 to 34
and plan your unit investigation.
Choose what you want to learn about City
Wildlife and plan your investigation.
Day 3 Language Arts (Spelling) p.
125H
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Bare
bear
Listen to the /ar/ sounds in bare and bear
Complete Spelling Book, pg. 28
Vocabulary (antonyms): mound
Hole, indentation, and valley are antonyms
to mound
• What does mound mean by knowing its’
antonyms?
(hill, bump, pile)
• Think up more antonyms for mound
• Flat land, valley, dip
Day 3 English Language Conventions TG. p. 125H
Read L.A. Handbook, pg. 272 to review quotations.
Where does the quotation marks go for the following
sentences?
Fragrant flowers are flourishing in the field, Fred said
gratefully.
“Fragrant flowers are flourishing in the field,” Fred said
gratefully.
Rachel Carson said, We need to protect the natural world.
Rachel Carson said, “We need to protect the natural world.”
Day 3 English Language Conventions TG. p. 125H
Where does the quotation marks go for the following
sentences?
When will the cardinal eggs hatch? asked Ellen.
“When will the cardinal eggs hatch?” asked Ellen.
That cardinal is bright red! Gasped Deonte.
“That cardinal is bright red!” Gasped Deonte.
Note: The end punctuation goes inside the closing quotation
mark.
Assignment: Write a brief dialogue among animals
about life in the city.
Writing Process Strategies Day 3
Drafting : Responding to Fiction (TG 125H)
• Although responding to fiction means giving opinions,
these opinions need to be supported with examples from
the writing.
• Time order words are words that show the transition of
events.
• Before, after, first, next, later, last, until, then, finally
• Time order words are used to help readers follow actions.
• Let’s read L.A. handbook, pgs. 198-199 for more
examples.
• Let’s complete Comprehension and L.A. skills book, pgs. 28-29.
• Guided Practice:
• Complete your first draft using Writer’s Workbook, pg. 7.
Developing Oral Language, p. 114N
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Unit
Cue
Puny
Mew
A
Human
used menu
human humid
fuel
pupil
few
unify
is a mammal.
Utah
January
unicorn
universe
is a cold month.
January
I need
fuel
to run my gold car.
Developing Oral Language, p. 114N
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Unit
used
Cue
human
Puny
fuel
Mew
few
The state of
Utah
Our Open Court
Unit
The word
puny
menu Utah
humid January
pupil unicorn
unify universe
is very pretty.
is called City Wildlife.
means small.
Reading and Responding
(day 4)
• Meet the Author/Illustrator (Read Pg. 124)
• Lucille Clifton was the first person in her
family to earn a scholarship and attend
college. What does this tell you about her
desire to learn?
•
What do you thin is special about
Lucille Clifton’s writing that makes her
“one of the most famous poets and
children’s author?
Reading and Responding
(day 4)
• Meet the Author/Illustrator (Read Pg. 124)
– Brinton Turkle writes and illustrates
books in the hope that they will teach
children kindness, honesty, and a love
of life. Why do you think he chose to
illustrate this story for Lucille Clifton?
– Look back at the pictures in :They Boy
Who Didn’t Believe in Spring.” Brinton
Turkle had to do research for the
background scenery for new York City.
Why would an artist do research?
Literary Elements Characterization Day 4
TG p. 123D
Characterization is the way that a writer shows what the
characters in his or her story are like.
Writers do this by telling what the characters do, say, think, and
feel.
Let’s completed Reading Transparency 53 on characterization.
Character What I know about Him
Evidence
King Shabazz
He’s mad.
He would holler.
(character’s actions)
Tony Polito He’s scared.
He acts like his sneaker is
untied. (character’s action)
Assignment: Look in your Writing Folders for stories you have
written. Read the story and see if you can improved the
characterization by showing more of your characters actions,
thoughts or words.
Interviewing, TE. 125D
In an interview, you ask another person questions to get
information about a subject or to find out what she
or he thinks or feels about something.
In an interview, a person is the source.
Here are the rules of doing an interview:
1. Always ask permission to interview a person.
2. Ask Who? What? Where? Why? And How?
Questions.
3. Write down your questions in the order you want to
ask them.
4. Speak clearly and politely during an interview.
5. Take notes as the person answers the questions.
6. Thank the person after the interview.
Interviewing, TE. 125D
In an interview, you ask another person questions to get
information about a subject or to find out what she
or he thinks or feels about something.
In an interview, a person is the source.
Here are the rules of doing an interview:
1. Always ask permission to interview a person.
2. Ask Who? What? Where? Why? And How?
Questions.
3. Write down your questions in the order you want to
ask them.
4. Speak clearly and politely during an interview.
5. Take notes as the person answers the questions.
6. Thank the person after the interview.
Day 4 Spelling
p. 125I
• We will use the Consonant Substitution strategy to complete
Spelling Book page 29.
• Dark
• Knowing the spelling of dark can help us know that the rhyming
word park is spelled the same way.
• Complete Spelling book, pg. 29.
• Vocabulary (antonyms)
vacant
• Empty, clear, and blank are synonyms of vacant.
• What are the antonyms for vacant?
• Full, loaded, crowded
• What is the definition of vacant , now that we know its’ antonyms
and synonyms?
• Empty space, clear area
English Language Convention Day 4 TG 125I
listen/Speak 1.1
Remembering what we hear
Being able to recall a story is an important listening skill.
If we listen well the first time, we won’t have to get the
information again.
Another good listening skill is repeating and paraphrasing what
we hear in our own words. This helps us share information with
others. We can give the same message using our own words.
Assignment: In small groups, paraphrase the important points
and details of the story.
Students will decide on a group leader.
The group leader will record the important points.
As a class, we will call on the group leader to share their
information with the class.
Writing Process Strategies:
Day 4 Revising (routine card 7)
TG 125I Writing 1.1, 1.4
Let’s read Writer’s Workbook, pg. 8 on revising.
Let’s discuss Language Arts Transparency 26 on
revising.
When the supporting sentences stray from the
topic of the paragraph, readers lose interest.
When statements about a character, setting, idea,
or plot are not supported with details from the
story, it makes the statements hard to believe.
Misspelling names of people and places can be
distracting and it makes it seem like you did not
read the story carefully.
Writing Process Strategies:
Day 4 Revising (routine card 7)
TG 125I Writing 1.1, 1.4
– Guided Practice:
– Revise your drafts using time order words.
– Use the checklist on page 9 of your Writer’s
Workbook to help you revise your response to
literature.
Day Five…
• General Review –
• Word Knowledge
• Lesson Assessment
(Reading 2.1, 2.2 & 3..3 )
– “The Boy Who Didn’t Believe in Spring”
pp.2-3 (TG p. 35I)
• Spelling – The /ar/ sound (E.L.C. 1.8)
– Unit 2 Assessment 1 p. 27
• Vocabulary Assessment Unit 2,lesson 1
p. 27
(Reading 1.2, 1.3 & 1.4)
Selection Vocabulary
Reading 1.4
p. 114P
Crops
decorated
vacant
mound
patch
Trans 10
Selection Vocabulary
Reading 1.4
p. 114O
Trans 10
• Crops: plants grown for food or to sell to make
money (pg. 115)
• Decorated: made beautiful by adding fancy things
(pg. 119)
• Vacant: empty; abandoned (pg. 119)
• Mound: small hill or pile of dirt, rocks, or other
material (pg. 120)
• Patch: an area different from what is around it (pg.
121)
English Language Conventions (Penmanship)
• Let’s practice using cursive n and m:
• N NNNNNn n n n n n n n n
• M MMMM m m m m m m m m m
• Raise your hand and trace the letters n and m.
• Practice writing rows of Ns and Ms in your Writer’s
Notebook.
• Write the words, once, time, named and
spring to practice your letter formation.
Writing Process Strategies Editing/Proofreading/Publishing
(Day 5) Writing 1.1, 1.4
Let’s read Writer’s Workbook, pg. 9 on editing/proofreading.
Now, let’s look at transparency 35, Presentation: Responding to
Literature.
Assignment: Edit your response to fiction.
Use the checklist on Writer’s Workbook, pg. 9 to help you.
Make a neat final copy.
Investigating Concepts Beyond the
Text
TG 377B Workshop time
• 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 competition, and cooperation.
• You can sign out and read books from the
concept/question board (for in class only).
California Theme Connection,
Social Studies- Explorers, TE 123F
• King Shabazz and Tony were searching for something they had
heard of but had never seen. In a way, they are like the
explorers who settled America.
• Who are some explorers that you know?
• Christopher Colombus in 1492, sailed the ocean blue and
discovered America.
• Who are some other explorers that you know?