Unit 5 Week 2 Ms. Brittany, Ms. Vanessa, & Ms. Sarabeth

Social Studies/ Writing Classify and describe your favorite animal.

Spelling Words: Inflectional endings: ed, ing, s  Names, named, naming, hopes, hoped, hoping, dances, danced, dancing, drops, dropped, dropping, wraps, wrapped, wrapping, basketball, airplane, birthday, driving, traded.

Vocabulary Words 1. Gaze: to look steadily at something 2. Conservation: the care of natural resources 3. Discouraged: made to feel like giving up 4. Frustration: a feeling of being upset just because you cant do or have something. 5. Jubilant: to feel very happy or joyful. 6. Recycling: putting objects or materials through a special process so they can be used again. 7. Remaining: still in a certain place. 8. Tinkered: made small changes to do something.

Week Focus  Comprehension Strategy: Summarize  Comprehension Skill: Point of View  Vocabulary Strategy: Homographs  Writing Traits: Word Choice  Grammar: Subject and Object Pronouns  Other Skills: Pronoun Usage  Genre: Realistic Fiction

Essential Question:  How can we reuse what we already have?

Genre: Realistic Fiction  reflects life as it could be lived today  includes characters with normal human characteristics  setting and events are believable

Comprehension Strategy: Summarize  Readers can summarize as they read by stopping to think about the characters and the story events and restate what is happening in their own words.  Readers may ask, “What do I know about the characters? What are the characters doing in this paragraph?”

Comprehension Skill: Point of View  Explain to students that a character’s point of view in a story is what a character thinks about other characters or events.  To find a character’s point of view, students can look at that character’s actions and words.  Then students can think about how the character’s point of view is different or similar to their own.

“The New Hoop”  “The New Hoop” is about two friends who reuse something to solve a problem.  Summarize “The New Hoop”

The New Hoop  Reread Paragraphs 2 and 3:  Ask: Why can’t Kim and Marco play basketball at home? Model how to cite evidence to answer the question.  Reread Paragraph 5:  Model how to summarize the fifth paragraph. Explain to students that you will summarize the paragraph by restating the main event of the paragraph.

Using “Sensory Language”  Good writers use sensory language to tell how something looks, sounds, smells, tastes, or feels.  Sensory language helps to describe experiences and events in a clear and understandable way. It also helps the reader relate to what the characters are feeling and doing in the story.  Read aloud the expert model from “The New Hoop.” Ask students to listen for examples of sensory language that describe the events. Have students talk with partners to identify these words.

Sensory Language Examples From the Text  whizzed through the air  with a swish  tree crashed down  gasped loudly  clean and sturdy  bright red and white  great, big

Subject & Object Pronouns  A subject pronoun is used as the subject of a sentence:  They love to go camping.  Singular subject pronouns are I, you, he, she, and it: Ex: She works at the theater.  Plural subject pronouns are we, you, and they: Ex: We have school on Tuesday.

Object Pronouns  An object pronoun can take the place of an object noun.  Singular object pronouns are me, you, him, her, and it:  Ex: That color suits you.  Plural object pronouns are us, you, and them:  Ex: We picked them up.  Another pronoun is the reciprocal pronoun. There are two: each other and one another:  We gave each other gifts.

Mechanics & Usage: Pronoun Usage  Use subject pronouns I, you, he, she, it, we, and they as the subject of a sentence or to replace subject nouns. Object pronouns me, you, him, her, it, us, and them replace object nouns.  A present-tense verb must agree with its subject pronoun.  Add -s or -es to most present tense action verbs when using singular pronouns he, she, and it.  Do not add -s or -es to a present tense action verb when using plural we, you, and they, or singular I and you.

Proofread and correct 1. We has a great time at the parc. I cant wait, to go back. 2. Mary waited after her birthday to open her presence. It is very pashent. 3. We goes apple picking every year! That be our favorite things to do in the fall. 4. Jen are going to the game. It is looking forward to them.

Answers: 1. We has a great time at the parc. I cant wait, to go back. (1: had; 2: park; 3: can’t; 4: wait to) 2. Mary waited after her birthday to open her presence. It is very pashent. (1: until; 2: presents.; 3: She; 4: patient.) 3. We goes apple picking every year! That be our favorite things to do in the fall. (1: go; 2: year.; 3: is; 4: thing) 4. Jen are going to the game. It is looking forward to them. (1: is; 2: She; 3: it.)

Proofread & Correct 1. Joel wants I to go to the pool with her. 2. She studys hard for eech test. 3. Her said that the soup will take we three hours to make. 4. Jack and Owen says them have a big train set at home.

Answers:  Have students correct errors in these sentences.  1. Joel wants I to go to the pool with her. (1: me; 2: him)  2. She studys hard for eech test. (1: studies; 2: each)  3. Her said that the soup will take we three hours to make. (1: She; 2: us)  4. Jack and Owen says them have a big train set at home. (1: say; 2: they)

Role-Play a Scene  Have students reenact a favorite scene from a story the class has read. As students role-play, be sure they use many subject and object pronouns. As other students watch, have them listen for the pronouns.

Opinion Writing:  Have students tell about a time that they have had a strong opinion about an idea, a topic, or a community issue. Maybe they needed or wanted to convince someone to do something.  Tell students that writers of opinion essays use facts and compelling reasons to support their opinions on a variety of subjects. Explain that a speech is another form of an opinion essay. The person giving the speech is trying to persuade the listeners, or audience, to support his or her opinion. Read and discuss the features of an opinion essay.

Features of an Opinion Essay  It clearly states the writer’s opinion about a topic.  It tries to convince the reader to think a certain way or do something.  It supports the opinion with convincing reasons and facts.  It uses linking words and phrases to connect ideas.  It has a conclusion that asks readers to take action.

Prewrite  Discuss and Plan  Purpose Discuss with students the purpose for writing an opinion essay. They can share opinions on a community issue, an idea or change they think would benefit the school or their family, or a way people can take action to solve a problem.  Audience Have students think about who will read their opinion essays, such as friends, family members, or community leaders. Ask: What is the best way to convince someone to support your opinion?  Organization Tell students that opinion essays can be organized in a variety of ways, including comparison and contrast or question and answer. They are also often written to tell about a problem and to offer ways to solve the problem. For example, someone might write a letter to the editor of a newspaper to point out a local problem, such as litter in a park. A good writer not only explains the problem, but offers ways to solve it.

Opinion Writing  Fact and Opinion Remind students that an effective opinion essay lists reasons that support the writer’s opinion.  The most effective reasons are usually facts. Facts are statements that can be proven true. Opinions are statements based on feelings. In an opinion essay, facts are used to support opinions.  Discuss with students which of the following statements from the essay are facts and which statements are opinions.  I think Jack would be the best monitor for our classroom.  One time he offered to clean the fish tank.