2. Lesson 6 Day 2 You will need your Reading book and response journal. T38

3. Question of the Day  What goals have you set for yourself?  (Think: How did you achieve it? How did that make you feel?)  What would be a good goal for our class?  A good goal for our class would be ____________________. (Tell why this is a good goal and how we can achieve this goal.) T38

4. Read Aloud  What is the purpose for reading a poem?  for enjoyment  to learn what someone else is thinking and feeling  to practice fluency  to listen to rhythm and rhyme T39

5. Read Aloud You’ve Got to Work Together You’ve got to work together, That’s what my sister said. For when you work together, You’re sure to get ahead. You’ve got to work together, and then you’ll get things done. When all those hands are working, It might feel more like fun! You’ve got to work together, In everything you do. For when you work together, Good things will come to you! T39 transparency R37

6. Phonics and Spelling  Compound words are made up of two smaller words.  treehousetree/house  What is the definition of a treehouse?  A house in a tree.  sandboxsand/box  What is the definition of a sandbox?  surfboardsurf/board  What is the definition of a surfboard?  moonlightmoon/light  What is the definition of moonlight? T38

7. Phonics and Spelling (cont.)  Find the compound words in each sentence. Tell where you would divide the words.  Can you sell newspapers outside the ballpark?  news/papers out/sideball/park  One afternoon, Babe Ruth watched his teammates play ball.  after/noon team/mates T40-41

8. Phonics and Spelling (cont.) Help me place each word in the correct column. pickup, hallway, mailbox, classroom, thumbtack, outside, bedroom, upstairs, airplane, sunshine, something, playground, teaspoon, sandpaper, cannot, raindrop, baseball, homework, sidewalk, notebook pickuppickup hallwayhallway mailboxmailbox classroomclassroom thumbtackthumbtackoutside bedroombedroom upstairsupstairs airplaneairplane sunshinesunshine somethingsomething playgroundplayground teaspoonteaspoon sandpapersandpaper cannotcannot raindropraindrop baseballbaseball homeworkhomework sidewalksidewalk notebooknotebook T40-41 First word is longer Second word is longer Both words are equal lengths

9. Fact and Opinion  A fact is something that can be seen or proved.  An opinion is a person’s thoughts or feelings.  Clue words such as think and believe can help readers know that a sentence states an opinion. T32

10. Turn to page 156 in your book.  Read the paragraph in the blue box on page 157.  When I look at the first sentence, I see the words I think. This tells me that “baseball has an interesting history” is someone’s opinion. An opinion cannot be checked because different people think different things are interesting.  The second sentence is about something that happened in history. Dates can be checked in a reference book, and if they are correct, the sentence states a fact. T32-33

11. As we read the paragraph on page 157 we will stop and decide whether each sentence is a fact or opinion. fact opinion As we read the paragraph on page 157 we will stop and decide whether each sentence is a fact or opinion. fact opinion  In the mid-1800s, the first baseball teams were formed in the United States.  At first, there were no rules for how to play.  Alexander Cartwright wrote the first set of rules for baseball.  I think baseball has an interesting history.  Getting written rules was the best thing to happen to baseball.  Players everywhere could then play the game the same way. T33

12. Fact and Opinion Promethean Lesson   Fact and opinion Fact and opinion

13. Build Robust Vocabulary  midst- If you are in the midst of something, you are in the middle of it.  Say the word with me, midst.  Would it embarrass you if you forgot your lines in the midst of a presentation?  shabby- Shabby things look old and worn out.  Say the word with me, shabby.  If your clothes were worn out, would they look shabby. T42

14. Build Robust Voc. (cont.)  dazed- If you are dazed, you are confused and cannot think properly.  Say the word with me, dazed.  When might a person be dazed by excitement?  elevated- Something that is elevated is lifted up.  Say the word with me, elevated.  Why would a speaker be elevated on a platform? T42

15. Build Robust Voc. (cont.)  embarrass- If you embarrass someone, you make that person feel uncomfortable or ashamed.  Say the word with me, embarrass.  Would it embarrass you to trip and fall in the hall?  collapses- When something collapses, it falls down because it is not well supported.  Say the word with me, collapses.  Would you want to watch while an old building collapses? T42

16. Build Robust Voc. (cont.)  Turn to page 158 in your Reading book.  Read page 158 with me. 1.What might people think of the child’s shabby shirt? 2.What could the child do to not embarrass his or her mom? 3.How do you think the narrator felt when in the midst of shopping he or she saw his or her favorite shirt? 4.Why was the shirt on an elevated platform? T42

17. Build Robust Voc. (cont.)  Read page 159 with me. 5.Would you be dazed if you had five hours of homework? 6.Why is it a problem if a clothing rack collapses? T42

18. Build Robust Voc. (cont.)  The boy makes a contribution to his family by earning money.  contribution- If you help your family reach its goal, you make a contribution to your family  Say the word with me, contribution.  Which would be a contribution to your family, washing the car or playing baseball? T42

19. Build Robust Voc. (cont.)  The boy took initiative to find a way to sell more newspapers.  initiative- When you take initiative, you make the first step in doing something without being told what to do.  Say the word with me, initiative.  Do you take initiative when you set up a garage sale, or when you collapse on the sofa? T42

20. Congratulations! You did it. T38

21. Reading Genre:  Today you will be reading a story “The Babe and I”.  It is Historical Fiction  Historical fiction is a made-up story that is set in the past and has people, places, and events that are real or could be real.  Look for  A real time and place in the past  Facts as well as opinions about people in history. T45

22. Comprehension Strategy  Reread!  Good readers are confused by something they read, they often reread that part of a selection.  As they read, they think about whether they understand what is happening.  If not, they can reread earlier parts of the story to make the events in the story clearer. T44

23. Building Background  You are going to read a story about a boy growing up in The Bronx, New York, during the Great depression. This was from 1929 to 1939, and millions of people were out of work.  What might family members to earn money in times like that? T45

24. Set a Purpose and Predict  Two Purposes to read this story is to…  enjoy and to learn.  Turn in your book to page 160-161.  “The Babe” in the title is Babe Ruth, a famous baseball player from the 1930’s.  Let’s predict what we think this story might be about.  Now read to find out why the story is called “The Babe and I”. T45

25. Check Comprehension: Retelling  Name one fact you learned from “The Babe and I”.  Now give me and opinion you have about the selection. T58

26. Fluency: Phrasing  Good readers  make their reading sound like normal speech by following the natural pauses between phrases, or groups of words.  do not pause after each word or two.  The punctuation often shows where readers should pause.  Turn to page 172-173 of “The Babe and I” and listen as I read.  Now let’s choral read this page. T58

27. DOL  1. jacob shouts the headline and the boy collects the money? collects the money?  2. the boy thought selling apples was a job but his father did not! T60 ^,. ^, T J

28. Grammar  A few blocks from home we passed a woman selling apples.  This sentence tells a complete thought.  We turned onto Webster Avenue, and there were more apple sellers.  This is a compound sentence. It is made up of two sentences joined together.  The word and joins the two sentences.  Compound sentences are joined with the words, and, or, or but. In a compound sentence, a comma is used before the joining words. T60

29. Grammar (cont.) Which sentence is a compound sentence? Jacob called to the boy. I wanted to tell him he didn’t have to pretend he still had his job, but I couldn’t. WB pg. 19 T60

30. Writing Character Sketch Describes how a person looks, sounds, or actsDescribes how a person looks, sounds, or acts Tells what a person is likeTells what a person is like Includes a topic sentenceIncludes a topic sentence T61

31. Writing (cont.)  Who might read a character sketch?  What would the purpose of writing a character sketch be?  You can inform, entertain, or persuade your audience with the character.  The topic sentence can let your readers know what the purpose of the sketch is. T61

32. Writing (cont.)  Listen as I read pg. 168 from “The Babe and I”.  I am going to brainstorm words to describe Jacob. T61

33. How Jacob Looks, What Jacob Is Sounds, or Acts Like  young  poor  loud  confident  friendly  smart  hard-working T61

34. Choose a character from a previous story. Complete a chart like the one below. How the Character Looks, What the Character Sounds, or Acts is Like T61