Transcript A Symphony of Whales by: Steve Schuch Genre: Fiction Vocabulary Strategy: Context Clues Comprehension Skill: Generalize Comprehension Strategy: Answer Questions.

A Symphony of Whales
by: Steve Schuch
Genre: Fiction
Vocabulary Strategy: Context Clues
Comprehension Skill: Generalize
Comprehension Strategy: Answer Questions
Review Concept Board
• Question of the day!
• What other kinds of music might the
whales respond to that the people did not
try?
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More Words to
Know
neighboring
waterproof
yelping
anxiously
uneasily; with
fear of what
might happen
bay
a part of a sea or lake
surrounded by land
blizzards
blinding snowstorms with
very strong, cold winds
channel
a body of water joining two
larger bodies of water
chipped
to cut or break off a thin piece of
something
melody
a pleasing or easily
remembered series of
musical notes; tune
supplies
the food and equipment necessary for
an army exercise, camping trip, and so
on
symphony
a long, complicated musical
composition for an orchestra
Reader Response
• What did you think was the most exciting
part of the story? Why was that part
exciting?
• MODEL I think the most exciting part was
when the Russian ship was trying to get
the whales to follow it out of the frozen
bay. I liked it because I really wanted to
know what was going to happen.
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Reader Response
• The author begins his story with Glashka hearing
music inside her head. How does that beginning get
you ready for the rest of the story? Author
• Think about the lives of the villagers and the lives of
the whales. What does that say about how people and
nature are connected? Generalize
• At the end of the story, Glashka tells the sled dogs that
they are good dogs. Why does she believe they are
good dogs? Answer Questions
• The list words symphony and melody are related to
music. What other words from the story could you
include in that group? Vocabulary
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Look Back and Write
• The old ones talk about "other music." What is
the "other music," and why is it important? Use
story details to support your answer.
Example of a Top-Score Response The beluga whales will
not follow the ship out to sea. Glashka listens to the whales
and tells the old ones what she hears. The old ones realize
that Narna wants to hear the music whales and humans
once shared. Narna wants to hear this “other music.” They
play some rock music for the whales. This doesn’t work.
Then they play some folk music. This doesn’t work. The
whales finally follow the ship when they hear classical music.
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Small Group Time
• Read A Symphony of Whales
pages 368-374
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Test Time
• Do your very best!
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FLUENCY - Model
• Listen as I read aloud the first two
paragraphs on p. 366. Notice
my reading rate. We will practice as a
class by doing three choral readings.
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Revisit the concept web
• Do you have any words to add to our
concept web?
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Language Objectives:
• Use present, past, and future tenses in
writing.
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Daily Fix-it
–Kelly hopped she would see
whales on her trip to hawaii.
Kelly hoped she would see whales on her trip
to Hawaii.
–Last year they visit friends
near the Pacific ocean.
Last year they visited friends near the Pacific
Ocean.
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USE VERB TENSES IN WRITING
• Using present, past, and future tenses
tell readers exactly when an action
happened.
• The whales will return to warm water in the
winter.
• By using the future tense in this sentence,
the writer tells readers that the action will
happen in the future.
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Present, past, and future verbs.
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Writing objectives:
• Write a news story that answers the
questions who, what, where, when, why,
and how.
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READING-WRITING CONNECTION
• A Symphony of Whales describes an
event in a small village that could be the
subject of a real-life news story.
• Think about an event that took place in
your town or neighborhood.
• Now write a news story about it that
answers the 5 Ws and How.
• You can use page 375 in your book.
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Writing Test Tips
 Begin by summarizing what
happened. Then tell who, what,
where, when, why, and how.
 Add details about each part of the
story.
 Put events in time order and use timeorder words.
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Ideas on how to get started.
• Brainstorm a list of events in your school
that would make good feature articles.
• Write the article topic at the top of a page,
then complete a chart answering who,
what, when, where, why, and how.
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Spelling Objective:
• Spell words with suffixes -ly, -ful, -ness,
-less.
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Generalization about
spelling words with suffixes
• When adding -ly, -ful, -ness, or -less,
most base words stay the same: safely.
When the base word ends in y, change y to i:
beautiful. Adding suffixes usually does not
change the pronunciation of the base word
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Write a story
• You will write a story using at least four of
the spelling words. Later, you can share
your stories with the class by reading them
aloud.
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Frequently misspelled words
• These words are difficult for third-graders
to spell because of the added suffix.
Notice these frequently misspelled words
and I encourage you to think carefully
before you write them.
• finally
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Read the words with me.
• 1. beautiful
9.
• 2. safely
10. suddenly*
• 3. kindness
11. wireless
• 4. finally*
12. quietly*
• 5. spotless
13. fairness
• 6. worthless
14. cheerful
• 7. illness
15. painful
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8. helpful
daily
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Let’s do this part together.
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GREAT JOB!