Unit 2: Open Court Lesson 5: Two Days in May

Unit 2: Open Court Lesson 5: Two Days in May
City Wildlife Unit 2: Open Court Lesson 5: Two Days in May

Objectives You will: Practice recognizing contractions.
Practice recognizing base words and affixes, including suffixes –ly and –ing and the prefix un-. Recognize words with /oi/ spelled oy. Recognize words ending in –le with long and short vowels.

Word Knowledge Can’t aren’t it’s that’s They’ll they’re we’ll I’ll
Building camping sleeping Gently probably friendly brightly Comfortable uncomfortable steady unsteady Voices point royal poison destroy

Word Knowledge “They probably smelled your garden,” he explained.
The Pigeon Lady came up to Peach and me and said, “Oh, girls, aren’t they wonderful!” I could see that the people made them uncomfortable and it helped me appreciate that these really were wild animals. Screaming and shouting can destroy people’s voices.

What do these words have in common?
Can’t aren’t it’s that’s They’ll they’re we’ll I’ll The above words are contractions. Tell your partner what two words that make up each contraction. For example: can’t= can + not

What is the same with these words?
Building camping sleeping The words have the suffix –ing added to them. What is the base word to each of these words? Building = build Camping = camp Sleeping = sleep How does the suffix –ing change the words meaning?

Gently probably friendly brightly These words have the suffix –ly. Identify the base words: Gently = gentle Probably= probable Friendly=friend Brightly=bright How does the suffix –ly change the words meaning?

What is the spelling pattern in the next set of words?
Comfortable uncomfortable steady unsteady These words have the prefix un- added to them. Un- means not. Note that adding the suffix un- makes an antonym of the base word.

Voices point royal poison destroy These words are found in “Two Days in May.” They have the /oi/ sound spelled _oy and oi.

Please read the sentences and find the pattern
They probably smelled your garden,” he explained. The Pigeon Lady came up to Peach and me and said, “Oh, girls, aren’t they wonderful!” I could see that the people made them uncomfortable and it helped me appreciate that these really were wild animals. Identify the contraction above: Can’t Identify the word with the suffix –ly: Probably Identify the word with the prefix un-: uncomfortable

Please read the sentences and find the pattern
Screaming and shouting can destroy people’s voices. Which spelling words in the above sentence contain the /oi/ sound spelled _oy and oi? Destroy, voices

Prior Knowledge Have you ever seen deer up close?
What about other types of large wildlife? How can people help wild animals they find stranded in cities? How might growing cities affect wildlife? When cities grow, animals sometimes loose their natural habitats (homes).

Background Information
We will be reading a fictionalized account of a true story. This means that the basic events are true but the characters, names, and dialogue was made up by the author. Cities grow each year. As they grow, animals are impacted. Development versus conservation of land is a big debate in America.

(Reading 2.6 pp. 166O-266P) Preview and Prepare
Let ‘s read aloud: the title, the author and illustrator. Now let’s browse the first page or two of the story. Who are the main characters? Look at the illustrations in the selections. Make sure you make predictions about the text to help monitor your comprehension. Look for: clues, problems, such as unfamiliar words (trans. 46) Now let’s look at the focus question.

Set Purpose (Focus Question)
What is your purpose for reading this selection? Write it down. Maybe, you want to learn more about expository text. Think about questions you have about city wildlife you may still have. You may also set other reading goals.

Student Observation Deer grazing courtyard How did the
Clues Problems Wonderings Deer grazing courtyard How did the in the city deer get there? garden

Selection Vocabulary What do these words mean?
Reading 1.3, 1.5 p. 166P Trans 14 Does bucks territory relocates organization population (Transparency 14) What do these words mean? Context clues, word structure (root word, prefix & suffix), apposition, prior knowledge Add vocabulary words to your Writers’ Notebook in the Vocabulary Words section

Selection Vocabulary Does bucks territory relocates organization
Reading 1.4 p. 166P Trans 14 Does bucks territory relocates organization population Selection Vocabulary

Selection Vocabulary Does: female deer (page 169)
Reading 1.4 p. 166P Trans 14 Does: female deer (page 169) Bucks: male deer (page 169) Territory: an area belonging to a group (page 170) Relocates: moves to a different place (page 172) Organization: a group; association; society (page 173) Population: the total number of inhabitants of a given area (page 174)

Te. 148Q-R (first reading-aloud pg. 166Q)
Two Days in May Te. 148Q-R (first reading-aloud pg. 166Q) When I read this story I will: Make connections between the selection and your own life. Ask Questions to clarify difficult parts. Summarize key events to help me understand the story..

Te. 136Q-R (first reading-orally pgs. 166-172)
Two Days in May Te. 136Q-R (first reading-orally pgs ) Focus Questions: How do you think deer find their way into the city? What can be done to protect the deer in the city?

Investigating Concepts Beyond the Text
TG 181A Inquiry During workshop, let’s work on our unit investigations. Groups will meet to discuss questions you have about the story we just read. Complete Inquiry Journal, page 44 on disappearing Habits for city wildlife.

Spelling – This week, we will spell words with the /oi/ sound.
Language Arts Day 1 Word Analysis (TE. P. 181F) Spelling – This week, we will spell words with the /oi/ sound. voices Pretest p. 34 Vocabulary Skill Words (homophone difference) Deer new here tail way

English Language Conventions Grammar, Usage, and Mechanics
(TG p. 181F Eng. Lang. Conv. 1.7) Question marks (?) are used in interrogative sentences. Exclamation marks (!) are used in exclamatory sentences and interjections. Complete Comprehension Book, pg. 48 and 49

Getting Ideas: Responding to Fiction TG p. 181F (writing 1.1, 1.4)
Writing Process Strategies Getting Ideas: Responding to Fiction TG p. 181F (writing 1.1, 1.4) Read Language Arts handbook, pgs The people in the story “Two Days in May” took several steps in order to save the deer’s lives. When I want to explain a process, I will remember to do it in the order it happens. Write your ideas for your explaining a process in your Writer’s Notebook.

Getting Ideas: Steps to a Process TG p. 181F (writing 1.1, 1.4)
Writing Process Strategies Getting Ideas: Steps to a Process TG p. 181F (writing 1.1, 1.4) Total point value: 10 The main idea is clearly stated. (2 points) The steps to the process are easy to follow and understand. (2 points) The word choice and sentence length fits the audience.(2 points) The final copy is clean, neat, and legible. (2 points) Mechanics-punctuation, spelling, and capitalization is correct. (2 points)

Word Knowledge-Day 2 (TG p. 166L)
- Can’t aren’t it’s that’s They’ll they’re we’ll I’ll Building camping sleeping Gently probably friendly brightly I need a volunteer to choose a word and call out the word in the line. For example, line 1, word 3. Next, raise your hand if you can read that word. It’s is correct! Let’s continue with another volunteer.

Word Knowledge-Day 2 (TG p. 166L)
Comfortable uncomfortable steady unsteady Voices point royal poison destroy I need a volunteer to choose one of the above words and put it in a sentence. Next, I need another volunteer to continue point to another word and put it in a sentence.

Te. 136Q-R (first reading-orally pgs. 166-172)
Two Days in May Te. 136Q-R (first reading-orally pgs ) Focus Questions: How do you think deer find their way into the city? What can be done to protect the deer in the city?

Te. 148Q-R (first reading-aloud pg. 166Q)
Two Days in May Te. 148Q-R (first reading-aloud pg. 166Q) When I read this story I will: Make connections between the selection and your own life. Ask Questions to clarify difficult parts. Summarize key events to help me understand the story..

Discussing Strategy Use
TG 178 What connections did you make between the story and to your own life? What questions did you ask yourself as you read the story? Did you pause to summarize as you read the story? When?

Discussing Strategy Use
TG 143A Reading 2.5, 3.1 Let’s use handing off to answer these questions: Why were the deer looking for food in the city? How did the neighbors save the deer? How did the neighbors work together to save the deer? Write your responses in the orange section of your writer’s notebook.

Reading and Responding (day 2)
Meet the Author (Read Pg. 180) Why do you think Taylor chooses animals as the subjects of her stories? Maybe she likes the reactions of animals as opposed to those of humans.

Meet the Author (Read Pg. 180) How might camping help inspire Ms. Taylor? While she’s camping, she might see animals and nature that she likes to share. How does Ms. Taylor put her advice about writing to practice? She wants people to write about thinks they love just like she writes about animals and nature

Meet the Illustrator (Read Pg. 180) How could the writers of other children’s books have been “like teachers” to Torres when she had never met them? Maybe by reading their work, she learned how to write and illustrate books. How might Torres’s parents have helped inspire her to illustrate children’s books? Maybe they brought books with illustrations home from the school for her to read.

Meet the Illustrator (Read Pg. 180) In what ways do you think the library in New York City was different from the library in Bogota? I imagine it was a lot bigger and had many more books than the library she went to in Bogota.

Theme Connections Reading 3.4 -TE. 181 In your Writer’s Notebook (orange section) complete the questions on page 181. Also, complete Inquiry Journal p. 31. Write down what you learned about how ‘Two Days in May’ helped you learn about City Wild Life.

Concept/Question Board
TE p. 181B Let’s use the Concept/Question board to: Post questions we have about the story that have not been answered yet. Post articles about city wildlife. Answer our story focus question.

Word Analysis (TE. P.181G) ELC 1.8
Language Arts Day 2 Word Analysis (TE. P.181G) ELC 1.8 Spelling Card 43 say: coil coil The /oi/ sound can be spelled oi or _oy Say ‘deer’. What kind of animal is a deer? A hoofed animal I called my dear friend. Deer dear What does dear mean in the above sentence? Greatly loved or respected

Day 2 Vocabulary Complete Spelling Book, pages 42 and 43.
Reading 1.4 Say ‘deer’. What kind of animal is a deer? A hoofed animal I called my dear friend. Deer dear What does dear mean in the above sentence? Greatly loved or respected Complete Spelling Book, pages 42 and 43.

English Language Conventions Grammar, Usage, and Mechanics
(TG p. 181G E.L.C., 1.7) English Language Conventions Grammar, Usage, and Mechanics Lets review question marks and exclamation points as end punctuation for sentences. What end punctuation goes at the end of these sentences? Don’t you like peanut butter? (interrogative) Would you please stop doing that! (exclamatory) Ouch! (interjection) Assignment: Find examples of exclamation points in “Two Days in May.” Most are found in dialogue.

Prewriting- Explain a Process TG p. 181G (Writing 1.1, 1.4)
Writing Process Strategies Prewriting- Explain a Process TG p. 181G (Writing 1.1, 1.4) Let’s review our ideas about explaining a process from yesterday. Let’s discuss Chain of Events (transparency 10). Writer’s Craft: (purpose and audience) Good writers communicate well because they consider their purpose and audience. Let’s read L.A. handbook, pages for more information on purpose and audience. Let’s also read Comprehension Book, pages 50 & 51.

Prewriting- Explain a Process TG p. 181G (Writing 1.1, 1.4)
Writing Process Strategies Prewriting- Explain a Process TG p. 181G (Writing 1.1, 1.4) Let’s Read Writer’s Workbook, page 22 on prewriting for explaining a process. Fill out your audience and purpose on page 22 of your Writer’s Workbook. Assignment: Complete Writer’s Workbook, page 23.

Words ending in –le, with long and short vowels TE 166M
Day 3-Phonics and Fluency Words ending in –le, with long and short vowels TE 166M Repeat the words. They have words ending in –le: Bugle fable stable capable Bubble cattle drizzle gentle middle Table wobbled maple thimble Dazzle cable erasable uncomfortable recycle Cattle were grazing in the field. A bugle led the band in beginning the song. They had nervous tails, and eyes that were big and black and gentle.

Day 3-Phonics and Fluency Words ending in –le, with long and short vowels TE 166M Bugle fable stable capable Let’s blend these words: Bugle bu-gle bu-gle bu-gle Fable fa-ble fa-ble fa-ble Stable sta-ble sta-ble sta-ble Capable ca-pa-ble ca-pa-ble

Day 3-Phonics and Fluency Words ending in –le, with long and short vowels TE 166M Bubble cattle drizzle gentle middle Let’s blend these words: Bubble bub-ble bub-ble bub-ble Cattle cat-tle cat-tle cat-tle Drizzle driz-zle driz-zle driz-zle Gentle gen-tle gen-tle gen-tle Middle mid-dle mid-dle mid-dle

Day 3-Phonics and Fluency Words ending in –le, with long and short vowels TE 166M Table wobbled maple thimble Let’s blend these words: Table ta-ble ta-ble ta-ble Wobbled wob-bled wob-bled Maple ma-ple ma-ple ma-ple Thimble thim-ble thim-ble thim-ble

Day 3-Phonics and Fluency Words ending in –le, with long and short vowels TE 166M Dazzle cable erasable uncomfortable recycle Let’s blend these words: Dazzle daz-zle daz-zle daz-zle Cable ca-ble ca-ble ca-ble Erasable e-ras-a-ble e-ras-a-ble Uncomfortable un-com-fort-a-ble Recycle re-cy-cle re-cy-cle

Day 3-Phonics and Fluency Words ending in –le, with long and short vowels TE 166M Cattle were grazing in the field. A bugle led the band in beginning the song. Find the –le words (state if they are long or short vowels): cattle - short vowel sound

Day 3-Phonics and Fluency Words ending in –le, with long and short vowels TE 166M They had nervous tails, and eyes that were big and black and gentle. Find the word with the ending –le. gentle What words rhyme with gentle? Use the new words in a sentence.

Day 3 Second Reading (silent) pgs Reading 2.1 Cause and Effect helps readers identify what causes events to happen or what causes characters to act in certain ways. As you read the story, look for cause and effect examples. Look for ways how the characters in the story worked together to achieve a goal.

Supporting the Reading Te. 179c & d
Day 3 Second Reading Supporting the Reading Te. 179c & d Identifying causes and effects is an important skill you can with any type of reading, writing, or problem solving. The effects are what happened. The causes explain why it happened. Some writers use clue words, called causal indictors to show cause and effect.

Day 3 Second Reading Supporting the Reading Te. 179c & d Let’s make a chart to help us understand cause and effect: My Questions Answers: What Happened and Why Why were the deer in the city garden? The deer were in the garden because their habitat had been destroyed.

Day 3 Second Reading Supporting the Reading Te. 179c & d Let’s Complete Comprehension Book, pages 46 and 47 as a way to practice using Cause and Effect. If we have time, I will let you pick an effect (what happened) from my container. You can write a story about the cause of the effect. Later, we will share the stories with the class. Maybe, if time permits we will have a class book.

Forming Conjectures, TE. 181c
Let’s look over entries you made in your inquiry journal since the last month. Look how far your investigations came. Work in groups and think about how your conjecture changed and how you will present your information

Day 3 Language Arts (Spelling)
p. 182H Eng. Lang. Conv. 1.8 Day 3 Language Arts (Spelling) Let’s review our Spelling words found on page 44 of our Spelling Book. Say voices: voices It has the /oi/ sound. Think of things with the /oi/ sound found in your kitchen. Foil, oil, oysters Complete Spelling Book page 44.

TE. P. 181H Day 3 Vocabulary What does tails mean? Tale tale
Read the sentence with tails on page 167. What does tails mean? Tale tale Find the definition for tale in the dictionary. Stories, old fables

TE. P. 181H Day 3 Vocabulary Are the words tail and tale homophones?
Yes, because the two words have the same sound, but different spellings and meanings. What are some ways to memorize tail and tale? A tail has hair on it; a tale does not have the ai spelling pattern.

Day 3 English Language Conventions
Eng. Lang. Conv. 1.7 TG. p. 163H Read L.A. Handbook, pg. 270 on using question marks and exclamation points. The end punctuation marks goes inside quotation marks. Assignment: write sentences with question marks and exclamation points.

Drafting : Explanation of a process (TG 163H) Writing 1.1, 1.4
Writing Process Strategies Day 3 Let’s read Writer’s Workbook, page 23 on drafting. Write the drafts for your explanation of a process. Complete Writer’s Workbook, page 19 ( 1st draft).

Developing Oral Language
p. 166N Bugle fable stable capable Bubble cattle drizzle gentle middle Table wobbled maple thimble Dazzle cable erasable uncomfortable recycle I need a volunteer to choose one of the above words and put it in a sentence. Next, let’s try to extend the sentence using the above words.

Developing Oral Language
Rhyme Time! p. 148L Bugle fable stable capable Bubble cattle drizzle gentle middle Table wobbled maple thimble Dazzle cable erasable uncomfortable recycle Use one of the above words and make a rhyme. Example: This is a large tree. Maple

(routine cards 6 and 9) pg. 166 N
Dictation (routine cards 6 and 9) pg. 166 N Take out a piece of paper and let’s begin out dictation! Line 1: Line 2: Challenge word: Sentence:

pg. 166 N (routine cards 6 and 9)
Dictation pg. 166 N (routine cards 6 and 9) Let’s now proofread our dictation Line 1: fickle tackle Line 2: topple saddle Challenge word: disagreeable Sentence: We were able to go to the park.

Day 3 Second Reading (silent) pgs Reading 2.1 Cause and effect helps readers identify what causes events to happen or what causes characters to act in certain ways. As you read the story, continue to look for cause and effect examples. Look for ways how the characters in the story worked together to achieve a goal.

Second Reading-Checking Comprehension, pg. 179 (reading 2.3)
“Two Days in May” Second Reading-Checking Comprehension, pg. 179 (reading 2.3) Why did the deer end up in the city? They were looking for food in the city probably because their habitat had been destroyed.

“Two Days in May” Second Reading-Checking Comprehension, pg. 179 (reading 2.3) What was so remarkable about what the neighbors did? They took the time to protect wildlife. They made a difference by participating in a peaceful protest.

“Two Days in May” Second Reading-Checking Comprehension, pg. 179 (reading 2.3) How did the experience help the neighbors? The neighbors got to spend time together and some that had not been getting along even had a chance to talk and make up.

Selection Vocabulary Does bucks territory relocates organization
Reading 1.4 p. 166P Trans 14 Does bucks territory relocates organization population Selection Vocabulary

Day 4 (transparency 50) TG p. 143E Reading 3.1
setting A story’s setting is the time and place in which the events in a story take place. Description of the physical surroundings, what people wear, and how they act can all be clues to a story’s setting. Let’s discuss the setting in “Two Days in May.” The setting was in Chicago in 1996. What clues from the story support this information? Need transparency 50.

Day 4 (transparency 50) TG p. 143E Reading 3.1
setting Look in your writing folder for a story you have written. What was the setting of your story? If the setting is not described, revise your story and include a great setting. Need transparency 50.

Day 4 TG p. 181D Reading 2.1 Notetaking
To take good notes, you need to: Use a different page for each kind of information on the investigation question or problem. Create a heading for each kind of information. Summarize an author’s ideas n your own words. Use key phrases and abbreviate when possible. Use quotation marks when it is imprtant to use the author’s exact words. Take notes on only the most important information about the problem. Write neatly and clearly.

Day 4 TG p. 181D Reading 2.1 Notetaking
Ted Rand no longer accepts portrait commissions so that he can spend his time illustrating children’s books. “The technical freedom, the opportunity to work for a great variety of styles, the people I work with, the common goal of getting children to read, all these combine to put this at the top of my list.” Rand attended the Cornish School in Seattle. “The Ghost Eye” was named a 1986 Children’s Choice Book. Raise your hand if you can identify the most important points of the above paragraph. Complete Inquiry Journal, pages 49 and 50.

Day 4 Spelling The /oi/ sound
The following activities will help us learn the /oi/ sound: Complete Spelling Book, page 45.

Day 4 Vocabulary-Homophones
Reading 1.4, 1.7 Words Way weigh Long /a/ sound -ay -eigh Definition A direction heaviness

English Language Convention Day 4
TG 181I listen/Speak 1.8 Interacting: Asking questions We interact with others in order to share, to have fun and to learn. In order to do all these things, we should be able to ask each other questions and respond to questions with appropriate answers. Asking and answering questions takes a lot of thought. Before we speak, we should carefully think about what we want to say, and how we are going to say it.

English Language Convention Day 4
TG 181I listen/Speak 1.8 Interacting: Asking questions In pairs, take turns asking one another questions about “Two Days in May.” or about the following topics: Why did the deer leave the woods? Food supply is low; space is shrinking What are the terms for a female deer, male deer, and a baby deer? Doe, buck and fawn Ask questions carefully and listen and answer questions thoughtfully.

Let’s look at transparency 17 on revising: adding a copy.
Writing Process Strategies: Day 4 Revising: Explaining a Process TG 181I Writing 1.1, 1.4 Let’s look at transparency 17 on revising: adding a copy. Forgetting a step makes it difficult for readers to follow your explanation. Accuracy of information is sometimes not verified. Unfamiliar words specific to the process being explained are sometimes left undefined. When the other sentences in a paragraph stray away from the main idea in the topic sentence, readers can get lost or lose interest.

Revise your drafts of your explanation of a process.
Writing Process Strategies: Day 4 Revising: Explaining a Process TG 181I Writing 1.1, 1.4 Revise your drafts of your explanation of a process. Revise your writing using what you learned about organization of your explanation of a process. Complete the checklist and proofreading marks on page 24 of your Writer’s Workbook.

Day Five… General Review – Word Knowledge
Lesson Assessment (Reading 2.1, 2.2 & 3..3 ) “Two Days in May” pp (TG p. 133I) Spelling – The /ow/ sound (E.L.C. 1.8) Unit 2 Assessment 5 p. 35 Vocabulary Assessment Unit 2,lesson 3 pg. 21 (Reading 1.2, 1.3 & 1.4)

Word Knowledge Can’t aren’t it’s that’s They’ll they’re we’ll I’ll
Building camping sleeping Gently probably friendly brightly Comfortable uncomfortable steady unsteady Voices point royal poison destroy

Day 3-Phonics and Fluency Words ending in –le, with long and short vowels TE 166M Repeat the words. They have words ending in –le: Bugle fable stable capable Bubble cattle drizzle gentle middle Table wobbled maple thimble Dazzle cable erasable uncomfortable recycle Cattle were grazing in the field. A bugle led the band in beginning the song. They had nervous tails, and eyes that were big and black and gentle.

Syllabication Lesson 3 Let’s clap the syllables to the following words: Bu-gle fa-ble sta-ble ca-pa-ble Bub-ble cat-tle driz-zle gen-tle Mid-dle ta-ble wob-bled ma-ple Thim-ble daz-zle ca-ble e-ras-a-ble Un-com-fort-a-ble re-cy-cle

Selection Vocabulary Reading 1.4 p. 136P Trans 12 Abandoned: left behind or unused; either unprotected, unneeded, or unwanted (pg. 150) Originally: at first, in the beginning (pg. 151) Species: kind or type of plant or animal that scientists group together because the plants or animals share many of the same characteristics (pg. 151) Cavity: hollow place or hole (pg. 151) Suburbs: area of homes, stores, and businesses that are near or right next to a city or urban area (pg. 154) Clamor: loud noise, usually for a long time (pg. 158)

Investigating Concepts Beyond the Text
TG 181F Investigating Concepts Beyond the Text Concept/Question Board Post questions you have about the story. Post questions you may have about the story before reading it, if they were unanswered. Bring in items, newspaper articles and stories about city wildlife. You can sign out and read books from the concept/question board (for in class only).

English Language Conventions
Penmanship English Language Conventions Let’s practice using cursive h and k: H h h h h h h h h h h h h h h h K k k k k k k k k k k k Raise your hand in order to come to the board and trace the letters h and k. Practice writing rows of hs and ks in your Writer’s Notebook. Write the words, block, here and neighborhood to practice your letter formation.

Writing Process Strategies
Writing Process Strategies Editing/Proofreading/Publishing (Day 5) Writing 1.1, 1.4 Let’s read Writer’s Workbook, pg. 25 on editing/proofreading. Assignment: Edit your writing. Use the checklist on Writer’s Workbook, pg. 25 to help you. Make a neat final copy in your best cursive handwriting.

Getting Ideas: Steps to a Process TG p. 181F (writing 1.1, 1.4)
Writing Process Strategies Getting Ideas: Steps to a Process TG p. 181F (writing 1.1, 1.4) Total point value: 10 The main idea is clearly stated. (2 points) The steps to the process are easy to follow and understand. (2 points) The word choice and sentence length fits the audience.(2 points) The final copy is clean, neat, and legible. (2 points) Mechanics-punctuation, spelling, and capitalization is correct. (2 points)

Unit 2: Open Court Lesson 5: Two Days in May

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