THEME: Neighborhoods & Communities English Language Art Treasures Unit 2 Week 2 – Home-Grown Butterflies Created by Mrs. Ha Corsentino, YES AcademyDay 4

Strong Paragraphs: Replacing Telling with Showing Showing is a writer’s ability to use precise observations, descriptive details, and expressive language to communicate emotion, evoke images, and present evidence. Showing is describing so that the readers know and understand, without you having to tell them what is going on. Created by Mrs. Ha Corsentino, YES AcademyDay 4 Writing W3.1.1 Create a single paragraph. Develop a topic sentence. Include supporting facts and details.

Reading and Writing Connection: Showing Let’s look at our Treasures Textbook, pages Let’s see how reading and writing is connected. Created by Mrs. Ha Corsentino, YES AcademyDay 4 Writing W3.1.1 Create a single paragraph. Develop a topic sentence. Include supporting facts and details.

Strong Paragraphs: Replacing Telling with Showing You will write for 7 minutes using this prompt: Think about a time you learned something new at school. Describe that moment. Created by Mrs. Ha Corsentino, YES AcademyDay 4 Writing W3.1.1 Create a single paragraph. Develop a topic sentence. Include supporting facts and details.

Strong Paragraphs: Replacing Telling with Showing C onversation – No. Please write quietly. H elp – Raise your hand for help. A ctivity – Write a paragraph about a time when you learned something new at school. M ovement – Stay in your seat. P articipation – I know you are on-task if I see you writing quietly. When you are done, use your proofreading marks to improve your writing. Created by Mrs. Ha Corsentino, YES AcademyDay 4 Writing W3.1.1 Create a single paragraph. Develop a topic sentence. Include supporting facts and details.

Daily Language Activities 1.Last week our class wnt to the zoo 2.We watched two sea liones play ball 3.what a fun day we had? Created by Mrs. Ha Corsentino, YES AcademyDay 4 Writing LC3.1.1 Use complete declarative, interrogative, imperative, and exclamatory sentences.

Grammar: Singular and Plural Nouns Singular nouns Names one person, place, or thing. Can be compound words. Plural nouns Names more than one person, place, or thing. Add –s to form the plural of most singular nouns. Add –es if the singular nouns ends in s, ch, sh, or x Can be compound words. Created by Mrs. Ha Corsentino, YES AcademyDay 4 Writing LC3.1.3 Understand and use complete declarative, interogative, imperative, and exclamatory sentences.

Grammar: Singular and Plural Nouns Does Rob like berrys. The schoolyard has large playing fieldes. The rosebushs have many flowers! Please do not wake the babyes Created by Mrs. Ha Corsentino, YES AcademyDay 4 Writing LC3.1.3 Understand and use complete declarative, interogative, imperative, and exclamatory sentences.

Grammar: Singular and Plural Nouns Let’s do Practice Book, page 92. We will do a little bit and finish the rest during IWT. Created by Mrs. Ha Corsentino, YES AcademyDay 4 Writing LC3.1.3 Understand and use complete declarative, interogative, imperative, and exclamatory sentences.

“Monarch Butterfly” and “The Caterpillar” Created by Mrs. Ha Corsentino, YES AcademyDay 4 Oral Language R3.3.1 Distinguish common forms of literature. Focus Question: Which stage of a butterfly’s life is shown in “Monarch Butterfly”? How did Home-Grown Butterflies help you figure this out?

Vocabulary: Connect to Words Complete these sentence stems: Some things that disappear in the winter are … Parents protect their children when … We can stop harming forests by … I wish I had an endless supply of … Spiders capture their prey by … Enclosures are usually made of … Created by Mrs. Ha Corsentino, YES AcademyDay 4 Word Study R3.1.4 Vocabulary – Use antonyms, synonyms to determine meanings.

Suffix: -ion What does the suffix –ion do to a word? PollutionCollectionAttraction Created by Mrs. Ha Corsentino, YES AcademyDay 4 Word Study R3.1.8 Use knowledge of prefixes and suffixes to determine the meaning of words. -ion changes a word into a noun and means “the act of” Let’s add the suffix to our Writer’s Notebook!

Spelling: Proofread and Write Circle each misspelled word and write the word correctly. 1.The night rote a letter. 2.I no how to rap the box. 3.The sine said to nock. 4.Her righting was rong. 5.She hurt her rists in the reck. Created by Mrs. Ha Corsentino, YES AcademyDay 4 Word Study LC3.1.8 Spell correctly one-syllable words.

Spelling: Proofread and Write Practice Book, page 90 Let’s do some together. Finish the rest during IWT. Created by Mrs. Ha Corsentino, YES AcademyDay 4 Word Study LC3.1.8 Spell correctly one-syllable words.

“Monarch Butterfly” and “The Caterpillar” Genre: Free verse poems and rhyming poems. A free verse poem may describe something or show a strong feeling. It does not rhyme and may not have punctuation. A rhyming poem rhymes and may have stanzas. It often has literary elements such as assonance or personification. I may have line breaks at the end of phrases instead of at the end of a whole thought. Created by Mrs. Ha Corsentino, YES AcademyDay 4 Reading Comprehension R3.3.1 Distinguish common forms of literature (e.g. poetry)

“Monarch Butterfly” and “The Caterpillar” Literary Elements: Personification Some characters in poems are not human, but they have human characteristics and do human things. This is called personification. Created by Mrs. Ha Corsentino, YES AcademyDay 4 Reading Comprehension R3.3.5 Recognize the similarities of sounds in wods and rhythmic patterns in a selection.

“Monarch Butterfly” and “The Caterpillar” Literary Elements: Assonance Assonance is the repetition of the same or similar vowel sounds in a series of words grouped together, such as the long i sound in “My kite is fine.” Created by Mrs. Ha Corsentino, YES AcademyDay 4 Reading Comprehension R3.3.5 Recognize the similarities of sounds in wods and rhythmic patterns in a selection.

“Monarch Butterfly” and “The Caterpillar” Let’s do Practice Book, page 87. We will do a little bit and finish the rest during IWT. Created by Mrs. Ha Corsentino, YES AcademyDay 4 Reading Comprehension R3.3.5 Recognize the similarities of sounds in wods and rhythmic patterns in a selection.

“Monarch Butterfly” and “The Caterpillar” Read pages with your partner. Discuss the answers to the Critical Thinking on page 207 with your partner. Be prepared to share out your answers with the class. Created by Mrs. Ha Corsentino, YES AcademyDay 4 Reading Comprehension R3.3.1 Distinguish common forms of literature.

Reread for Fluency: Pacing Good readers read at a pace, or speed, that is appropriate to the text. Read slowly for nonfiction text. I will be listening for your pacing as you read this week. Created by Mrs. Ha Corsentino, YES AcademyDay 4 Oral Language R3.1.3 Read aloud narrative and expository text fluently and accurately with appropriate pacing.

Reread for Fluency: Pacing Let’s practice our pacing using Practice Book, page 86. Created by Mrs. Ha Corsentino, YES AcademyDay 2 Oral Language R3.1.3 Read aloud narrative and expository text fluently and accurately with appropriate pacing.

Rotation/Independent Workshop Time (IWT) Students will work independently. By yourself With a partner In a group Or with the teacher. Created by Mrs. Ha Corsentino, YES AcademyDay 4 IWT RC1.0 Reading Comprehension

Rotation/Independent Workshop Time (IWT) Green Go Time DO NOT DISTURB THE TEACHER. When you are done, read a book from inside your desk. Created by Mrs. Ha Corsentino, YES AcademyDay 4 IWT RC1.0 Reading Comprehension

Rotation/Independent Workshop Time (IWT) MUST DO Practice Book, pages Fluency, Practice Book, page 86 (3 times, pacing) Reader’s Theater: Practice with your team. Word Squares, using your lesson vocabulary words. Created by Mrs. Ha Corsentino, YES AcademyDay 4 IWT RC1.0 Reading Comprehension