City Wildlife

1
City Wildlife

• Unit 2 Open Court
• MAKE WAY FOR DUCKLINGS

2
Objectives

• You will
• Practice recognizing word families,
• Recognize adjective synonyms,
• Recognize verb synonyms,
• Practice recognizing /el/ spelled le
• Practice recognizing open syllables with vowel
  diagraphs

3
Word Knowledge

• Satisfy satisfied satisfaction satisfactory
• Decide decided undecided decision
• Enormous gigantic tremendous immense
• Beckoned signaled motioned gestured
• People turtles little waddle

4
Word Knowledge

• Just as the ducks were getting ready to start on
  their way, a strange enormous bird came by.
• The ducks climbed out on the bank and waddled
  along.
• The policeman raised one hand to stop the
  traffic, and then beckoned with the other for
  Mrs. Mallard to cross over.
• Some people can whistle many tunes.

5
What do these words have in common?

• Satisfy satisfied satisfaction satisfactory
• Decide decided undecided decision
• All the words in line 1 have the same base word.
• Satisfy
• All the words in line 2 have the same base word
• Decide
• How has the base word change the part of speech
  when the prefix or suffix was added?

6
What is the same with these words?

• Enormous gigantic tremendous immense
• Beckoned signaled motioned
  gestured
• The words in each line are synonyms. Whats a
  synonym?
• Synonyms are words that have similar meaning.
• Use each word from line 1 in a sentence.
• What part of speech are the words in line 1?
• Adjectives!

7
What is the same with these words?

• Beckoned signaled motioned gestured
• Use the above words in a sentence and tell your
  partner.
• What part of speech are the above words?
• _ _ _ _ s
• Verbs!

8
What is the spelling pattern in the next set of
words?

• People turtles little waddle
• These words are found in Make Way for
  Ducklings.
• Notice the final /el/ sound. What is its
  spelling?
• Le is correct!

9
Please read the sentences and find the words that
have prefixes and suffixes

• Just as the ducks were getting ready to start on
  their way, a strange enormous bird came by.
• The ducks climbed out on the bank and waddled
  along.
• The policeman raised one hand to stop the
  traffic, and then beckoned with the other for
  Mrs. Mallard to cross over.
• Getting, climbed, waddled, raised, beckoned

10
Please read the sentences and find the words
that contain the /el/ sound

• Some people can whistle many tunes.
• People, whistle

11
Prior Knowledge

• Think of animals you already know that live in
  cities.
• Animals include birds, fish, and insects.
• Think of animals that are not pet and write your
  ideas on the Concept/Question board.
• Can you think of any other articles or stories
  you read that were about animals that live in
  cities?

12
Background Information

• Why might ducks live in a city?
• This story is an example of fantasy-a story that
  could not happen in the real world. The people
  and animals in a fantasy have characteristics
  that are unreal.
• In this story, the city and places within the
  city that are mentioned are real.
• Can you name any fantasy stories you read?

13
(Reading 2.6 pp. 136O-136P)

• Preview and Prepare

• Let s read aloud the title, the author and
  illustrator.
• Now lets 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 lets look at the focus question.

14
Set Purpose (Focus Question)

• What is your purpose for reading this selection?
  Write it down.
• Maybe, you want to learn more about fantasy
  stories.
• Think about what advantages and disadvantages
  faced by animals in a city.
• You may also set other reading goals.

15
Student Observation

• Clues Problems Wonderings
• Ducks dither Why are the talking like ducks in
  the
• people city?

16
Reading 1.3, 1.5 p. 136P Trans 12

• Selection Vocabulary

• Enormous delighted cozy bursting responsibility
  beckoned (Transparency 12)
• 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

17
Reading 1.4 p. 136P Trans 12

• Enormous
• delighted
• cozy
• Bursting
• Responsibility
• beckoned

• Selection Vocabulary

18
Reading 1.4 p. 136P Trans 12

• Selection Vocabulary

• Enormous very, very, large huge (page 137)
• Delighted very happy pleased (page 137)
• Cozy warm, and comfortable (page 139)
• Bursting filled and overflowing with strong
  emotion (page 139)
• Responsibility important job duty (page 140)
• Beckoned make a sign or signal to someone to
  have them come closer (page 142)

19
Te. 136Q-R (first reading-orally pgs. 136-143)

• Make Way for Ducklings

• When I read this story I will
• Monitor my reading speed.
• Ask Questions to clarify difficult
• parts.
• Predict what the story is about by browsing the
  illustrations and captions.

20
Te. 136Q-R
(first reading-orally pgs. 136-143)

• Make Way for Ducklings

• Focus Questions
• How can an environment be both safe and dangerous
  for its wildlife?
• How do various types of city wildlife adapt to
  their environments?
• What role do people play in protecting the
  natural environment?

21
TG 142

• Discussing Strategy Use

• What predictions did you make?
• What questions did you ask yourself as you read
  the story?
• Did you summarize as you read the story? When?

22
TG 143A Reading 2.5, 3.1

• Discussing Strategy Use

• Lets use handing off to answer these questions
• What were Mr. and Mrs. Mallard looking for? Why?
• What choices did they make? Why?
• How did people threaten their safety?
• How did people help them?
• What were the advantages and disadvantages of
  city life for the Mallard family?
• Write your responses in the orange section of
  your writers notebook.

23
TG 133A Inquiry

• Investigating Concepts Beyond the Text

• What dangers did the Mallard family faced in the
  story?
• How come some people caused danger for the ducks
  and others helped them?
• Predator means hunter.
• One advantages for animals living in the city
  includes not having predators.
• Complete Inquiry Journal, page 40 on wildlife
  dangers.

24
(TE. P. 145F)

• Language Arts Day 1
• Word Analysis

• Spelling This week, we will spell words with
  the /el/ sound.
• People turtles little waddle whistle
• Pretest p. 30
• Vocabulary Skill Words (synonym helpers)
• Bank responsibility beckoned dither molt

25
(TG p. 143F Eng. Lang. Conv. 1.6)

• English Language Conventions
• Grammar, Usage, and Mechanics

• Commas in dialogue set off the words of a speaker
  from other words in the sentence.
• Use a comma to offset dialogue .
• Trina wants green beans, said Dad.
• Tom answered, I want broccoli.
• We could have both, Mom suggested.
• Lets read L.A. handbook, page 274 (examples).
• .

• Complete Comprehension Book, pg. 38 and 39

26
Getting Ideas Book Reviews TG p. 143F
(writing 1.1, 1.4)

• Writing Process Strategies

• Read Language Arts handbook, pgs. 92-94
• and learn about fictional book reviews.
• I liked the book Make Way for Ducklings, and I
  would like to recommend it to other teachers and
  students. I f I give reasons and details from
  the story to support my opinions, I may convince
  others to read the book.
• Write your ideas for your summary paragraph in
  your Writers Notebook.

27
Getting Ideas Book Reviews Rubric TG p.
143F (writing 1.1, 1.4)

• Writing Process Strategies

• Total point value 10
• There is a topic sentence of each paragraph.
• (2 points)
• The main idea is clearly stated in the first
  paragraph.
• (2 points)
• Opinions are supported with examples.(2 points)
• The final copy is clean, neat, and legible. (2
  points)
• Mechanics-punctuation, spelling, and
  capitalization is correct. (2 points)

28

• Word Knowledge-Day 2 (TG p. 136L)

• - Enormous gigantic tremendous immense
• Beckoned signaled motioned gestured Raise your
  hand and choose one of the words above.
• Put the word in a sentence.
• Who can use another form of the words in a
  sentence?

29
Word Knowledge-Day 2 (TG p. 136L)

• Large tiny hard create
• Raise your hands if you can give synonyms for
  each of the words on the board.

30
(choral) pgs. 136-143 Reading 2.1

• Day 2 Second Reading

• Comprehension Skills Fantasy and Reality
• What does fantasy and reality mean?
• A fantasy is a story about something that could
  not possibly happen I real life. These stories
  may have make-believe characters such as
  monsters, fairies or talking animals.
• Unlike fantasy, realistic fiction tells about
  something that could happen in real life.
• As you read the story, try to keep track of the
  fantasy and reality in the selection.
• Track how and why they live in the city.

31
Second Reading-Checking Comprehension, pg. 143
(reading 2.3)

• Make Way for Ducklings

• Why is city life so important in this story?
• Its a story about a family of ducks who settle
  in the pond near the Public Garden in Boston.
• What do the events in the story have to do with
  the title?
• The policeman helps Mrs. Mallard and her
  ducklings cross the busy streets so they can get
  to the Public Garden. He stops the traffic so
  the cards make way for the ducklings.

32
Second Reading-Checking Comprehension, pg. 143
(reading 2.3)

• Make Way for Ducklings

• Why do you this this story is a fantasy?
• Its a fantasy because the animals talk and act
  the way that people do.

33
Second Reading-Checking Comprehension, pg. 143
(reading 2.3)

• Make Way for Ducklings

• Lets identify examples of fantasy and reality
  from Make Way for the Ducklings
• Fantasy Mr. and Mrs. Mallard looked for a good
  place to live.
• Reality The two ducks flew around the city.
  They built a nest by a pond.

34
Second Reading-Checking Comprehension, pg. 143
(reading 2.3)

• Make Way for Ducklings

• Lets practice what we learned about fantasy and
  reality.
• Lets Complete Comprehension Book page 36
  together.
• For homework, complete page pg. 37.

35
TE. 143C and D

• Supporting the Reading

• When we identify different types of writing, it
  helps us predict and understand a story.
• Lets investigate about fantasy and reality
  (Transparency 50).

36
TE p. 143B

• Concept/Question Board

• Lets 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.

37
Word Analysis (TE. P.145G) ELC 1.8

• Language Arts Day 2

• Say and listen for the /el/ sound
• candle candle
• Little burn angle car tore battle jungle
• Lets sort the words for final /el/ sound and
  other sounds
• FINAL /el/ sound
• Little angle battle jungle
• Other final sounds
• Burn car tore

38
Reading 1.4

• Day 2 Vocabulary

• What is the meaning of this word bank ?
• Synonyms are words with nearly the same meaning.
• Shore is a synonym for bank.
• Shore and bank can both mean
• land along the edge of water.

39
Reading 1.4

• Day 2 Vocabulary

• Knowing the synonyms for a word can help you
  understand a words meaning.
• Lets learn more about synonyms by completing
  page 34 in our Spelling Book.
• For homework, complete page 35 of your Spelling
  book.

40
(TG p. 145G E.L.C., 1.6)

• English Language Conventions Grammar, Usage, and
  Mechanics

• Lets review commas in dialogue
• Is it snowing outside? Jennifer asked.
• Brian said to Jorge, Please pass the ketchup.
• Watch out! called Anita.
• Barbara answered, No, I cant come over right
  now.
• Find three examples of commas in dialogue from
  pages 136-138 of Make Way for the Ducklings.
• NOTE When the quote is exclamatory or an
  interjection, an exclamation point is used
  instead of a comma.

41
Prewriting- Summary Paragraph TG p. 145G
(Writing 1.1, 1.4)

• Writing Process Strategies

• Lets review our ideas about book reviews from
  yesterday.
• Lets Read Writers Workbook, page 13 on
  prewriting a fiction book review.
• Fill out your audience and purpose on page 14 of
  your Writers Workbook.
• Assignment Complete Writers Workbook,
• page 15.

42
Open Syllables with vowel digraphs TE 136M

• Day 3-Phonics and Fluency

• Repeat the words. They have open syllables with
  digraphs.
• Hay play daily free
• Sea season pea Beacon
• Lie vie cocoa Joe
• Hue quiet trailer degree
• Hot cocoa by a fire is a nice treat.
• When the radio is too loud, the dog barks.
• All day long they follow the swan boats and eat
  peanuts.

43
Open Syllables with vowel digraphs TE 136M

• Day 3-Phonics and Fluency

• Vowel digraphs are words with two vowels blended
  together to create a single long vowel sound.
• Identify the two letters that make up each long
  vowel sound.
• Hay play daily free
• Now, lets get volunteers to come up and point
  the diagraphs
• Sea season pea Beacon
• Sea season pea Beacon
• Lie vie cocoa Joe
• Lie vie cocoa Joe
• Hue quiet trailer degree
• Hue quiet trailer degree

44
Open Syllables with vowel digraphs TE 136M

• Day 3-Phonics and Fluency

• Lets point out the words with the long vowel
  sound
• Hot cocoa by a fire is a nice treat.
• When the radio is too loud, the dog barks.
• Identify the above word with an open syllable and
  vowel diagraph
• cocoa

45
Open Syllables with vowel digraphs TE 136M

• Day 3-Phonics and Fluency

• Whats the difference between a vowel and a vowel
  digraph?
• A vowel digraph has two vowels blended together
  to make one vowel sound.
• What is an open syllable?
• Open syllables are words having syllables that
  end in vowels.
• Identify the words with open syllables in the
  following sentence
• All day long they follow the swan boats and eat
  peanuts.
• Day, peanuts

46
Open Syllables with long vowels TE 126M

• Day 3-Phonics and Fluency

• Label puppet zebra balcony
• The words above alternate between open and closed
  syllables.
• In closed syllables, the single vowel is followed
  by a consonant.
• Lets read the words again and clap the
  syllables
• La-bel pup-pet ze-bra bal-cony
• What vowel sound is heard in each syllable?

47
Reading and Responding (day 3)

• Meet the Author (Read Pg. 144)
• Robert Mccloskey thought he wanted to be an
  inventor when he was a child. What does being an
  inventor have to do with being a writer and
  illustrator?
• Maybe one must be creative in all three
  situations. They all require imagination to
  create new ideas.

48
Reading and Responding (day 3)

• Meet the Author (Read Pg. 144)
• When Robert McCloskey decided to write and
  illustrate this story, he actually bought four
  ducks to watch. Do you think this was a good
  idea?
• Maybe by spending so much time with ducks Mr.
  McCloskey learned many things about them. It is
  important to remember to take good care of
  animals.
• If buying animals for research, you must still be
  able to provide a good and safe home for the
  animals when research is complete.

49
Reading and Responding (day 3)

• Meet the Author (Read Pg. 144)
• Winning a Caldecott medal is an important honor
  for illustrators. Robert McCloskey has won two
  Caldecott awards.
• How might winning an award affect the
  illustrator?
• An award lets an illustrator know others
  appreciate and enjoy looking at his or her
  illustrations.

50
Reading 3.4 -TE. 145

• Theme Connections

• In your Writers Notebook (orange section)
  complete the questions on page 145.
• Also, complete Inquiry Journal p. 30.
• Write down what you learned about how Make Way
  for Ducklings helped you learn about City Life.

51
Reading 1.4 p. 136P Trans 12

• Selection Vocabulary

• Enormous
• delighted
• cozy
• Bursting
• Responsibility
• beckoned

52
Reading 1.4 p. 136P Trans 12

• Selection Vocabulary

• Enormous very, very, large huge (page 137)
• Delighted very happy pleased (page 137)
• Cozy warm, and comfortable (page 139)
• Bursting filled and overflowing with strong
  emotion (page 139)
• Responsibility important job duty (page 140)
• Beckoned make a sign or signal to someone to
  have them come closer (page 142)

53
Te. 143B

• Viewing Fine Art

• Lets look at the painting on page 146.
• Raise your hands to share any thoughts or ideas
  about the painting.
• The painting by Beryl Cook provides a humorous
  look at life in New York.
• Here, she shows businessmen in suits eating
  french fries, as the pigeons surround them.
• Pigeons here are just as much a part of the city
  life as the businessmen.

54
Forming Conjectures, TE. 145c

• Needs refers to things we need to find out.
• What facts will we need to help us decide whether
  this conjecture is right?
• Where can we find these facts?
• What do we need to understand to make our
  conjectures better?
• What would an expert on this problem know that we
  dont know?
• Complete Inquiry Journals, pages 41-42.

55
p. 145H Eng. Lang. Conv. 1.8

• Day 3 Language Arts (Spelling)

• Lets review our Spelling words found on page 36
  of our Spelling Book.
• Think of words with a final /el/ sound that
  rhymes with jingle.
• Single mingle tingle
• Complete Spelling Book page 36.

56
TE. P. 145H

• Day 3 Vocabulary

• Dither
• Read the sentence with dither on page 138.
• Upset, fluster, and angry are synonyms of dither.
• How is Mrs. Mallard feeling if dither describes
  her?
• She is upset, she is mad, she is angry.
• Reread the sentence and replace dither with its
  synonyms.

57
Eng. Lang. Conv. 1.6 TG. p. 145H

• Day 3 English Language Conventions

• Read L.A. Handbook, pg. 271 to learn about using
  commas in dialogue.
• Where do the commas need to be inserted in the
  following sentences?
• I think ducklings are cute said Kindra.
• (needs a comma) I think ducklings are cute,
  said Kindra.
• Tyrone answered, I think puppies are cuter.
• (okay)
• The ducklings had good parents, said Molly.
• (okay)
• Yes, they did agreed Nick.
• (needs a comma) Yes, they did, agreed Nick.

58
Eng. Lang. Conv. 1.6 TG. p. 145H

• Day 3 English Language Conventions

• Write sentences that include dialogue of what you
  think the ducklings from the story might say to
  the drivers of the cards speeding by or to
  Michael, the policeman.

59
Writing Process Strategies Day 3 Drafting Book
Review (TG 145H)

• Lets read Writers Workbook, page 15 on drafting
  a book review.
• Lets also read Comprehension Book pages 38-39 on
  commas.
• Expository writing explains or informs readers.
• Good paragraphs have three parts
• The topic sentence introduces the topic and gives
  the main idea of the paragraph.
• The body gives details, facts, examples, or
  reasons that support the topic sentence.
• The last sentence of the paragraph summarizes the
  topic .
• Read L.A. handbook, page 186 on expository
  paragraph form.
• Read Comprehension Book, pages 40-41 on paragraph
  form.
• Complete Writers Workbook, page 15 (book review
  1st draft).

60
Drafting Summary Paragraph (TG 133H)

• Writing Process Strategies Day 3

• Lets read L.A. Handbook, pgs. 78-79 on
  expository writing.
• Now lets complete comprehension and Language
  Arts Skills book, pages 34-35 on organizing
  expository writing.
• Assignment Turn the information on your graphic
  organizer
• (Writers Workbook, pg. 11) into your first
  draft.

61
p. 136M

• Developing Oral Language

• Hay play daily free
• Sea season pea Beacon
• Lie vie cocoa Joe
• Hue quiet trailer degree
• I need a volunteer to choose one of the above
  words and put it in a sentence.
• Next, lets try to extend the sentence using the
  above words.

62
Choose the best word to fit in the sentence, p.
136M

• Developing Oral Language

• Hay play daily free
• Sea season pea Beacon
• Lie vie cocoa Joe
• Hue quiet trailer degree
• I like to _____ guitar.
• Play
• The ______ of summer is hot and sunny.
• season
• The word means color.
• hue

63
Syllabication Lesson 3

• Lets clap the syllables to the following words
• Hay play dai-ly free
• Sea sea-son pea Bea-con
• Lie vie co-coa Joe
• Hue qui-et trail-er de-gree

64
(routine cards 6 and 9) pg. 136 N

• Dictation

• Take out a piece of paper and lets begin out
  dictation!
• Line 1
• Line 2
• Challenge word
• Sentence

65
pg. 136 N (routine cards 6 and 9)

• Dictation

• Lets now proofread our dictation
• Line 1 display crayon three
• Line 2 reason pie cue
• Challenge word equator
• Sentence Fay had tea under the tree at the bay.

66
Day 4 TG p. 143E Reading 3.1

• Literary Elements fiction vs. nonfiction

• What do you remember about the difference between
  fiction and nonfiction?
• Make Way for the Ducklings is a fiction and
  fantasy selection.
• Fiction versus Nonfiction
• Fiction is make not real. -Nonfiction are
  real stories.
• Fiction Stories have -Nonfiction
  stories have real
• imaginary characters. Characters.
• Raise your hand if you can state stories we read
  that are fiction.
• Raise your hand if you can state stories we read
  that are nonfiction.
• Look in your writers folder for fiction and
  nonfiction writing.
• Challenge
• Write a short fiction story and a nonfiction
  story about animals or birds.

67
TG p. 143F Science 3c, 5e

• Science Connection Day 4

• In Make Way for Ducklings, a family of ducks
  settle in the middle of Boston, in part because a
  family fed them peanuts.
• Observe a bird over several days.
• Make a journal of what it eats.
• Producers (produce food for other species).
• Carnivores (meat-eating animals).
• Herbivores (plant-eating animals).
• Omnivores (plant- and meat eating animals).
• What impact might animals have on their
  environment?

68
145D

• Tables and Charts

• Charts, graphs and tables show a lot of
  information in a small amount of space.
• Tables and charts list information in columns and
  rows to help readers find specific information
  easily and graphs use lines to make a visual
  image to show the relationship between changing
  things.
• If you are presenting information about several
  items, think about putting the information in a
  chart or table.

69
145D

• Tables and Charts

• Choose a good title that tells what the chart or
  table is about.
• Write the items you will give information about
  down the left side of the chart or table.
• Write short headings across the top of the chart
  or table to tell the kinds of information you
  will give about each item.
• Draw lines between columns and rows to make
  boxes.
• Assignment Complete Inquiry Journal, page 43 for
  homework.

70

• Day 4 Spelling The final /el/ sound

• The following activities will help us learn the
  final /el/ sound
• Complete Spelling Book, page 37.
• Molt (pg. 139)
• Find the definition of molt in a dictionary.
• To shed hair, feathers, or skin
• A dictionary can provide a synonym for molt
  (shed).
• Find a synonym for molt in the sentences around
  the word molt.
• (drop out)

71
TG 145I listen/Speak 1.0

• English Language Convention Day 4

• Speaking speaking clearly
• When we hear certain words, they can affect how
  we react, how we perceive something, or what we
  believe.
• People from one part of the earth may use words
  differently than another group of people, even if
  they speak the same language.
• The ducks in Make Way for the Ducklings speak
  like real people, but have their own language.
• What do the ducks discuss that people would also
  discuss?
• Finding a place to live looking for things to
  eat teaching babies

72
TG 145I listen/Speak 1.0

• Speaking speaking clearly
• What language is mostly limited to ducks?
• Squawked, quacked, molted Instead of Mr.
  Mallard said, its Mr. Mallard quacked.
• People in England speak English, but use
  different words than Americans to name things.
  What do these words mean?
• Lorrytruck liftelevator flatapartment
• What do these sentences mean?
• I live in a flat.
• The lorry delivered the gravel.

• English Language Convention Day 4

73
Writing Process Strategies Day 4 Revising
Summary Paragraph TG 145I Writing 1.1, 1.4

• Lets read Writers Workbook, page 16 on
  revising.
• Now, lets look at transparency 27,
  Editinggrammar.
• Giving opinions without supporting your thoughts
  makes it difficult for readers to believe your
  writing.
• If you tell too much about the story and its
  ending, your readers will not need to read the
  book themselves.
• If you dont give enough information, your
  readers may not be interested enough to read your
  book.
• When the supporting sentences stray from the
  topic of the paragraph, readers can get lost or
  lose interest.

74
Writing Process Strategies Day 4 Revising
Summary Paragraph TG 145I Writing 1.1, 1.4

• Revise your drafts of your fiction book review.
• Revise your writing using what you learned about
  organization of book reviews.
• Complete the checklist and proofreading marks on
  page 16 of your Writers Workbook.

75
Day Five

• General Review
• Word Knowledge
• Lesson Assessment (Reading 2.1, 2.2 3..3 )
• Make Way for the Ducklings pp. 10-13 (TG p.
  133I)
• Spelling The /er/ and /or/ sound (E.L.C. 1.8)
• Unit 2 Assessment 3 p. 31
• Vocabulary Assessment Unit 2,lesson 3
• pg. 13 (Reading 1.2, 1.3 1.4)

76
Reading 1.4 p. 136P Trans 12

• Selection Vocabulary

• Enormous
• delighted
• cozy
• Bursting
• Responsibility
• beckoned

77
Reading 1.4 p. 136P Trans 12

• Selection Vocabulary

• Enormous very, very, large huge (page 137)
• Delighted very happy pleased (page 137)
• Cozy warm, and comfortable (page 139)
• Bursting filled and overflowing with strong
  emotion (page 139)
• Responsibility important job duty (page 140)
• Beckoned make a sign or signal to someone to
  have them come closer (page 142)

78
TG 136F

• Investigating Concepts Beyond the Text

• 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).

79
English Language Conventions

• Penmanship

• Lets practice using cursive y, z and v
• y y y y y y y y y y y y y y y y y
• Z z z z z z z z z z z z z z z z z z z
• v v v v v v v v v v v v v v v v v v v
• Raise your hand in order to come to the board and
  trace the letters y, z and v.
• Practice writing rows of ys, zs and vs in your
  Writers Notebook.
• Write the words, everyone, lady, and amazing to
  practice your letter formation.

80
Writing Process Strategies Editing/Proofreading/P
ublishing (Day 5) Writing 1.1, 1.4

• Writing Process Strategies

• Lets read Writers Workbook, pg. 17 on
  editing/proofreading.
• Assignment Edit your book review.
• Use the checklist on Writers Workbook, pg. 17 to
  help you.
• Make a neat final copy in your best cursive
  handwriting.

81
Getting Ideas Book Reviews Rubric TG p.
143F (writing 1.1, 1.4)

• Writing Process Strategies

• Total point value 10
• There is a topic sentence of each paragraph.
• (2 points)
• The main idea is clearly stated in the first
  paragraph.
• (2 points)
• Opinions are supported with examples.(2 points)
• The final copy is clean, neat, and legible. (2
  points)
• Mechanics-punctuation, spelling, and
  capitalization is correct. (2 points)