1. Observing the world around us

2. Phonics: plurals paper papers inch inches tire tires party parties
What are the special rules for making nouns plural?
If it ends in ch, add –es
If it ends in y, drop the y and add -ies

3. Phonics: plurals What are the special rules for making nouns plural?
If it ends in ch, add –es
If it ends in y, drop the y and add –ies
belly
bellies
tadpole
tadpoles
lunch
lunches

4. Setting the purpose

5. Enduring Understandings
Readers understand the actions and motivations
of characters in stories.
We are going to read a text to understand the characters’ motivations and actions.

6. Getting ready to read Skim Chapter 5
Let’s summarize the chapter together. What happened?

7. LET’S GET READY TO READ
In this lesson, we are going to learn how readers can understand and explain characters’ motivations and actions.
motivation = WHY a character does what they do, thinks what they think or feels what they feel in a story.
Think about our Essential Questions:
How do readers understand the characters’ motivations and the effects of their actions?
How do writers write about characters and show the sequence of events in a story?

12. How are Professor Fossey and Nell alike?
Turn and Talk
How are Professor Fossey and Nell alike?

13. By-The Way Words air pressure (page 41)
tires are filled with air, and the pressure of the air makes the tires strong enough to hold up a vehicle.
valve (page 41)
the place where air can be put into a tire.

14. Close Reading
Why does Nell visit her mother? Show me where the text says so.
Why are there so many people around the truck? How do you know?
Why doesn’t Nell’s mother give her the answer to the truck problem?

15. Benchmark Vocabulary
surveyed (p. 40)
deflate (p. 4)

16. Language analysis: word relationships
A word’s literal meaning is its dictionary definition.
Words can also have nonliteral meanings. Sometimes authors will use a nonliteral meaning of a word to emphasize for dramatic effect how a character is feeling or what they’re doing in a story.
I’m going to use my Three-Column Chart to track the literal and nonliteral meanings of words in the chapter.
In the last paragraph on page 39, I find the word heart used in a nonliteral way. Heart literally means “an organ that pumps blood.” Here it means “central to something.” I’ll write the two definitions on my chart.

17. Language analysis: word relationships
Now I want you to:
Find the following words in chapter 6.
Tell me the literal meaning.
Tell me the nonliteral meaning (how the author uses the word in the chapter.
Words in chapter 6 used in a nonliteral way:
stumped
Literal definition: how you feel when a problem is too hard or impossible to solve
hurt

18. Independent reading If you’re not working with Ms. D:
Take out a fiction book to read independently.
We learned that some words have both literal and nonliteral meanings. As you read, place a sticky note at any word that is used in a nonliteral way.
We’re going to share out what we found when we come back together 

19. naturalists
We’re going to work on reading stories with plural words 

20. Independent reading
What did you read today? What words did you find that have both literal and nonliteral meanings?

21. Getting ready to write…
Dialogue is conversation between two or more characters in a story. Dialogue is what the characters say to one another. One character says something; another character responds. These exchanges can be short or long; a story can have a little dialogue or a lot. Authors use dialogue to reveal details about characters’ personalities and experiences.

22. Getting ready to write
Characters may reveal something about themselves or their experiences directly in dialogue. For example, Nell might say, “I like animals.” Now readers know a detail about Nell’s personality. Or characters may reveal something about themselves or their experiences indirectly. For example, Nell might say, “Since Mom and Dad divorced, Mom hugs me more often.” Now readers know a detail about Nell’s experiences.

23. Let’s borrow from a pro…
As I read the first paragraph, I see how the described event introduces amphibian scientists and shrinking amphibian populations. These sentences define the problem and lead to the introduction of the main idea
Through dialogue, the author shows Nell’s hesitation about Drake’s plan.

24. Let’s borrow from a pro…
In this paragraph, I see that the author gives several details about just the golden toad.
Professor Fossey tells a story through dialogue that will help Nell solve her problem.

25. Let’s borrow from a pro…
Through dialogue between Drake and Nell, we see how Nell was affected by her mother’s story.

26. Getting ready to write
Dialogue can be a crucial part of a narrative. People talk to other people all the time. They learn about people from what they say. So, when readers learn about the characters in a story from what they say, the story and the characters seem more real.
Authors use dialogue to reveal characters’ personalities and experiences. In addition, dialogue can make characters come to life because it makes them seem more like real people.
Let’s listen to a conversation and think about HOW each person is speaking.
Pro tip: As I listen to a conversation, I note the way people speak, and I think about how dialogue is different from the way I write other things.

27. Getting ready to write
I’m going to see if I can use dialogue to explain a situation. When Tom borrowed his sister’s bike, he brought it home damaged. Instead of just telling my reader that, I could use dialogue to show my reader what happened. “What happened to my brand new bike?” cried Sarah, rushing out to meet her brother. “Someone ran into it in the parking lot,” Tom replied sadly. “I’m awfully sorry.” The dialogue lets us know that Sarah is very upset and Tom is feeling very sorry about the damaged bike.

28. Independent writing
You’ve been working on narratives with your teacher 
Today, I want you to use the characters you’ve been writing about and the situation you’ve been writing about, and I want you to retell what happened using dialogue.
When I read your dialogue, I want:
To know more about what happened to the characters (their experiences)
The dialogue to sound like two real people talking to one another

29. Conventions: using quotation marks in dialogue
In this dialogue, the words spoken by Nell are enclosed in double quotation marks.

30. Conventions: using quotation marks in dialogue
This dialogue occurs between Nell and her mother. Each time words are spoken, they are surrounded with quotation marks.

31. Conventions: using quotation marks in dialogue
In this dialogue, quotation marks surround the words spoken by Nell, and then those spoken by her mother. Notice that dialogue is not always written in complete sentences.

32. Let’s practice
“Goodness gracious sakes alive, if it isn’t Naturalist Nell. How are you?” And Professor Fossey hugged Nell in a most unprofessional manner. What words are part of the dialogue?