Transcript Unit 1, Week 5 The Raft

Unit 1, Week 5
The Raft
4th Grade
Vocabulary
•
•
•
•
•
•
scattered- spread or thrown about in
various places
cluttered- appearing crowed with items
disgusted- showing a feeling of strong
dislike
downstream- in the same direction as the
current of a stream
raft- a flat boat made of logs fastened
together
nuzzle- to touch or rub with the nose
Vocabulary: Words in Context
nuzzle
scattered
disgusted
cluttered
raft
downstream
1.
2.
3.
4.
5.
6.
The raft had drawings of animals ________
around.
Grandma’s house was __________ with art
supplies, sketches, books, and fishing tackle in
every available space.
The raft floated _________ with the current.
At first, Nicky felt ________ with the plan for
his summer; he wanted to stay with his dad.
At the end of the summer, Nicky thought of the
_____ as a gift that opened up a new world for
him.
The fawn put its head down to _________ the
moss as it tried to find a tender bit to eat.
Vocabulary Story Words
•
•
•
•
•
•
•
•
•
tackle box- a container that holds fishing
supplies
snorkel- a mask with a curved breathing tube worn
for looking just under the surface of the water
bobber- a fishing float
cattails- tall, thin plants with brown, buzzy
flowers
otter- a furry animal that lives in or near water
Bayous- slow streams that flow in marshes or
lowlands
swamp- an area of wetlands, rich in minerals,
plantlife, and trees
guide- a person who leads others on a tour
Ancient- relating to the past
Vocabulary: Paragraph Clues
•
1.
2.
Sometimes there are no context clues in the
sentence in which a word appears, but the writer
includes clues elsewhere in the paragraph.
The table was cluttered. On one side were
glasses, forks, knives and dishes from breakfast.
On the other side were piles of paper and stacks
of books.
A great blue heron alighted on the raft. After
she landed, she preened her feathers as if she
knew she was going to be drawn. The bird took
great care to make her coat smooth and neat.
Phonics:
•
•
•
•
•
Long o
In words with /o/ sounds, the long o
can be spelled:
o-C-e, as in mole
ow, as in own
oa, as in coat
o when followed by certain blends
such as st (most) or ld (gold)
Comprehension: Make
Inference and Analyze
•
•
Good readers of fiction analyze how
the setting----the time and place of
the story----helps determine what is
and is not possible in the plot.
Readers also make inferences about
the ways in which the setting of a
story influences what a character
feels or does.
Comprehension: Character,
Setting, Plot
•
•
The author’s choice of the setting is very
important to a story. The more specific or
unusual the setting, the more closely tied
to the plot and the characters’ experiences
will be to that setting.
You may begin your analyses of the setting
by looking at any illustrations the story
might have. Then you can identify the
location of the story by looking for the
details that tell where it takes place and
the time by looking for the details that tell
when.
Comprehension: Plot
•
•
•
The plot of a story is the sequence of
events that takes place in a story
A plot can present a problem or
conflict for a character and the steps
he or she takes to resolve it.
An author can use the plot to show
how a character changes from
beginning of a story to the end.
Practice: Plot
Setting
Event
Character’s Reaction
Event
Character’s Reaction
Event
Character’s Reaction
Practice Site: Setting
Text Features: Maps
•
•
•
•
•
Maps are drawings of geographic locations
such as a city, state, or park. Maps may
include some or all of the following parts:
labels- identify cities, states, rivers, or
other land features
compass rose- shows directions north,
south, east, and west.
distance scale- helps readers figure out
distances
inset map- an enlargement of a small
section of the map
Compass Rose
inset map
labels
Distance Scale
Comprehension: Setting
Writing The Constitution
•
•
•
•
The delegates that wrote the Constitution
met in the Pennsylvania State House or, as
people were already beginning to call it,
Independence Hall. it was here that
Thomas Jefferson had first read his
Declaration of Independence to many of the
same men who were now gathering to write
the Constitution.
Behind the building was a garden, or mall,
as it was called. The trees on the mall
were small then, and they didn’t give much
shade in the hot sun of the summer.
Across the street was the city jail, a stone
prison, four stories high. Many of the
people were in there because they could not
pay their depts. As the delegates walked
to work, the inmates of the jail would stick
out their hats on long poles and beg for
money.
You can still visit Independence Hall today,
and it looks very much the same. It is a
graceful red brick building with tall
windows.
George Washington
Fluency Practice: Pacing/Tempo
George Washington was
the most famous delegate at the
Convention. After the Revolution,
many people thought General
Washington would make himself
king. People loved him and
respected him. He was really our
first national hero.
He was a proud man, and
prickly. He had a quick temper and
could burst into a rage and bellow
like a bull. He was fearless.
He was fifty-five at the
time of the Convention, but he had
more energy than men half his age.
He loved to ride his horses at top
speed. He could dance for three
hours at a time.
He wore false teeth
made of ivory, not wood, and they
didn’t fit very well. His false teeth
made it hard for him to talk, so
sometimes he didn’t like to speak in
public. But he loved to be with
people, and he loved to listen.
Complete the chart by
writing a word or words in
each empty circle that
describe what George
Washington was
like.
George
Washington
Comprehension: Character
Alexander Hamilton
Alexander Hamilton was a delegate
from New York State. He was born in
the West Indies. He was probably
one of the smartest young men at the
Convention. Some people at the
Convention said he was too smart for
his own good. He would go on to
become our first secretary of the
treasury.
Hamilton was small and good-looking.
Men at that time wore tight pants
called breeches that ended at the
knee. They also wore stockings,
sometimes of silk. lSometimes men
with skinny calves put bags of sand
under their stockings to look like
muscles. Ocassionally, the sandbags
would leak over the floor and the
ladies woul giggle, but Hamilton never
had need of sandbags in his stockings.
•
•
•
Complete the chart by
writing a word or words in
each empty circle that
describe what Alexander
Hamilton was like.
Alexander
Hamilton
Comprehension: Character
James Madison
James Madison is often called
the father of the Constitution.
He was short, five feet six.
“No bigger than half a piece of
soap,” said a man who knew
him. He had pale blue eyes and
brown hair.
He never had to work for a
living. His father had built up
an estate of thousands of acres
with many slaves in Virginia.
Most wealthy young men in the
South were expected to ride,
hunt, and drink. But Madison
loved to read. He was shy.
He thought of himself as sickly,
He went from one high-pressure
job to another. He was a
politician until his death at age
eighty-five.
•
•
•
•
•
Complete the chart by
writing a word or words in
each empty circle that
describe what James
Madison was
like.
James
Madison
Comprehension: Character
Ben Franklin
Benjamin Franklin couldn’t resist
trying out new ideas. Many of his
new ideas were about science. He
invented the lightning rod,
bifocals, and the Franklin stove.
He also thought of new political
ideas. He helped write the
Declaration of Independence.
By 1787, he was an old man, in his
eighties. he was so sick that he
didn’t think he could do much at
the Convention, but he knew he
was needed. He had to be carried
to the Convention in a chair on
four long poles carried by four
convicts who he hired from the
jail for the day. It was the first
sedan chair ever seen in this
country.
•
•
•
•
Complete the chart by
writing a word or words in
each empty circle that
describe what Ben Franklin
was like.
Ben Franklin
Reflection Day 1
•
What- is the girl in the photograph on
page 108-109 thinking? What is the
frog thinking?
Reflection Day 2
•
What is it that turned Nicky’s
summer around?
Reflection Day 3
•
How is the narrator’s experience on a
raft similar to Nicky’s? Use details
from both stories in your answer.
Reflection Day 4
•
Think about this article and The Raft.
How is grandma’s river like the
Atchafalaya Swamp? How is it
Different?
Reflection Day 5
•
Do you think Nicky and the girl in
“Rafting-Ready or Not” would get
along? Describe some things they
would do together on a raft through
Atchafalaya’s Swamp.