Week 26 Ms. Brittany, Ms. Vanessa, and Ms. Sarabeth

Vocabulary Adventurous: willing to risk danger for excitement Courageous: brave Extremely: very Weird: strange or mysterious Free Verse: poem that does not rhyme or follow a rhythmic pattern Narrative Poem: a poem that tells a story Repetition: using the same word several times in a poem Rhyme: words that end with the same sound

Spelling Pounce, cents, mice, age, changes, placed, price, office, gyms, message, dice, space, wage, giant, pages. Review: flawless, thoughtless, talked. Challenge: Giraffe, Peaceful.

Spelling Display the spelling words. Read them aloud, heavily enunciating the soft c and g sounds. Point out the spelling pattern in cents. Say the word; point out that cents follows a spelling pattern for soft c. Point out that when the letters c and g are followed by the vowel e, they usually have a soft sound.

FSA Crunch Time Review LASFS.3.RL.3.9: Compare and Contrast the themes, settings, and plots of stories written by the same author about the same or similar characters ( e.g., in bookies from a series). LAFS.3.RI.3.9: Compare and Contrast the most important points and key details presented in two texts on the same topic.

Crunch Time Review How is the person in ___ text similar or different to the person in ___ text? How are passages 1 and 2 alike/ different? What are the most important points or key details in _____? One sentence frame: ___ and ___ are similar in that they both ____ but ___ is ___ while ___ is ___.

Genre: Narrative Fiction and Free Verse Narrative poetry: Tells a story and can read like a story. May be written in stanzas, or groups of lines. Narrative poetry often rhymes. Free verse poetry: Does not have a rhyme scheme. Does not have a set rhythmic pattern. May have irregular lines. Can tell a story or express a poet’s feelings.

Comprehension Skill: Theme THEME is the message or lesson an author wants to communicate to the reader. To identify the theme in a poem, students must pay attention to the characters’ thoughts and actions as well as the author’s choice of words and descriptions. Then they must think about what happens as a result of the characters’ actions or what feelings the author is trying to create through the choices they have made. Students should ask themselves, “What message does the author want to get across to the reader?”

Repetition and Rhyme REPETITION: is the use of repeated words and phrases in a poem. Repetition is used for rhythmic effect and emphasis. Many poets use repetition to express their ideas in interesting ways. It can also add to the emotional impact of a poem. Explain that words RHYME with each other when their endings sound the same, such as pouring and roaring.

Figurative Language METAPHORS compare two things that are different without using the words like or as. Metaphors are different from everyday language; they are a form of figurative language. Sometimes authors use figurative, or nonliteral, language to help readers visualize something or to connect two separate ideas. Students should know that metaphors do not mean exactly what they say. In the metaphor “His teeth are white pearls,” the author is not saying the subject’s teeth are actually pearls.

Fluency: Expression Reading with expression means emphasizing certain words to show emotion. Remind students that reading with expression is especially important when reading poetry because you want listeners to enjoy what you are reading. Model reading “The Giant” on page 319. Emphasize the words sizzle, soar, push, swoosh, and woosh to convey emotion.

Writing Cite Evidence Using text evidence, students will write their opinion about whether the author gives enough details in the poem to help readers figure out the theme, or main message. Discuss how to analyze a text by asking these questions: How does the author use details in the poem to share the theme or message? Does the author give enough details to help readers figure out the theme of the poem?

Writing: Word Choice Good writers choose strong, descriptive words to make their writing clear. Strong words show rather than tell. Specific verbs give more descriptive details about what happened. For example, a writer may write The girl jumped into the pool. To create a clearer picture in readers’ minds, the writer might choose to say The girl plunged into the sparkling blue pool.

Prewrite Write a poem about someone you admire. Use strong words to make your poem descriptive and clear. Have partners discuss people they admire. Ask them to provide some details about each person and strong words that they might include in their drafts.

Strong Words Use Your Turn Practice Book page 200 to model adding strong words. Aunt Barb works really hard She speaks three languages Aunt Barb helps me fly And never lets me fall. Model adding strong words by revising the third line. Aunt Barb helps me soar like an eagle. Discuss how the strong verb soar is a more descriptive detail about how Aunt Barb helps the narrator and allows the reader to better visualize what the poet is expressing. Guide students to add more strong words to the rest of the model.

Prewrite Write a poem about what you like to do on the weekend. Use strong words to make your poem interesting.

Grammar- Irregular Verbs Not all verbs add -ed to form the past tense: I saw James yesterday. An irregular verb has a special spelling for the past tense. Some irregular verbs are: come/came, do/did, say/said, go/went, eat/ate, and sing/sang: We ate pasta last night. We will eat steak tonight. The choir sang this morning. They will sing again tonight.

Irregular Verbs Remind students that all verbs do not end in -ed to show past tense. Review some irregular verbs with students. Introduce Forms with Have and Do Some irregular verbs have a special spelling when used with the helping verbs have, has, had, does, did, or do: Sam has gone home. Subjects and helping verbs must always agree in simple and compound sentences: He had beaten me at the game.

Correct the following sentences: 1.My sister helps me fix the tires on my bike. Because it was flat. 2.I draw a picture for my aunt, and give it to her. She hanged it on the wall. 3. I dont think we’re in kansas anymore said Dorothy. 4.Many great painters lived, during the renaissance. It must has been exciting to live than.

Proofread and correct the following sentences: 1.I had saw Jane yesterday. 2.We begun to worry when you didn’t comed home on time. 3.Sally broked her mom’s lamp. She sayed she was sorry. 4.I has been forgived.