1. The Cat Who Became A Poet
Unit 3 Imagination
Lesson 2

2. Objectives: This week in this lesson:
You will learn base words and suffixes.
You will learn about contractions.
You will learn about irregular verb forms.
You will learn about long vowel spellings.

3. Word Knowledge Day 1 Reading 1.8
differ different differently difference
peace peaceful peacefully peacefulness
Identify the base words and suffixes.
Base words: differ peace
Suffixes: ent, ly, ence, ful, ness

4. Word Knowledge Day 1 doesn’t you’d won’t you’re I’ll
What kinds of words are these?
Contractions are two words put together to form a single shorter word.
Does + not you + would will + not you + are I + will
Contractions are word sandwiches!

5. Word Knowledge Day 1 hearing nibbling smiling wagging
make made fly flew think thought
These are irregular verb forms.
hearing nibbling smiling wagging
These words are from our selection.
eat hearing feel real tree
These words are from this weeks spelling list. They all have long vowel sounds.

6. Word Knowledge Day 1
“If only you’d listen to my poem you’d feel differently about it all,” said the mouse.
“What’s wrong with me?” he thought.
Can you identify any contractions?
you’d, you + would, what’s, what + is

7. Word Knowledge Day 1
Poetry has got into your blood and you’re stuck with it for the rest of your life.
Apples that we eat are picked from a tree.
Can you identify any long vowel sounds?
poetry, eat, tree

8. Build Background Day 1 Reading 2.2
Activate Prior Knowledge
What do you know about poetry?
We have learned about imagination from the other poetry in this unit.
How can imagination help us see things in a new way?
Background Information
“The Cat Who Became a Poet” is fantasy.
The author uses figurative language in this selection.

9. Prepare and Preview Reading 2.6 Reading Trans. 46
Turn to page 216 in your textbook.
Let’s read the Title and Author Illustrator together.
Let’s read the focus questions together.
Let’s look at the first two pages for interesting words, pictures and clues.
You might want to set your own purpose for reading this selection.

10. Clues, Problems, Wonderings
Can any one find any clues about our story?
Can anyone find a problem they have with our story?
Can anyone find a wondering about our story?

11. Selection Vocabulary Reading 1.6 Reading Tran. 18
We will use apposition and context clues the find meanings for these words.
Let’s say these word together.
Poet Nibbling Alarm
Temperature Commanded Burglars
Let’s clap out the syllables for each word.

12. I am a poet with a poem to write.
A person who writes or
composes poems
I am a poet with a poem to write.
I want to be a poet, a person who writes poems.

13. Poem: When I was in 3rd grade… By : Adriana
On the play ground I always played
Like soldiers we did invade
On the grass I always laid
Under the cool shade
Around the classroom we would parade
My lunch I would trade
My friends that never did betray
I hope the memories never fade
In the 3rd grade I should have stayed

14. nibbling
taking small bites
The great mouse Night with the starry tail/Slides over the hills and trees/Eating the crumbs in the corners of day/And nibbling the moon like cheese.
I often see the cat nibbling her cat food and sneaking away unnoticed by the dog

15. alarm Some time later he woke up in alarm.
sudden fear;
a sense of danger
Some time later he woke up in alarm.
I don’t want to surprise you or cause you any alarm.

16. temperature
degree of hotness or
coldness measured with a
thermometer
She took the cat’s temperature and gave him some magic medicine that tasted of dandelions.
Mom took my temperature when I told her my throat hurt.

17. commanded “Now talk!” she commanded.
ordered
“Now talk!” she commanded.
The general commanded the soldier to do push ups.

18. burglars
people who steal;
thieves
He guards the house from cats, burglars/And any threat of peacefulness.
The burglars carefully planned the robbery, but the dog’s loud bark stopped them.

19. Reading Recommendations Oral Reading Reading 1.3, Listening/Speak. 1.9
As I read the selection I will…
Make and confirm predictions to help me understand the story better.
Ask Questions about what I am reading if I don’t understand something.
Summarize the story to make sure I understand the important concepts.
Let’s read pages together.

20. Discussing Strategy Use
What questions did you ask yourself as you were reading?
Where did you stop to summarize?
Did you confirm any predictions?
What predictions were correct?

21. Discussing the Selection Reading 2.6, 3.1
Let’s use the Handing Off Process to discuss the following questions…
What happened when the cat ate the mouse?
How did the cat feel about what happened?
What did the cat learn?
What did the cat decide?
Record your reaction to this story in your response journal.

22. Investigating Concepts Beyond the Text Reading Tran. 17 T.E. 223A
Let’s make a schedule for our investigations.
Complete pages in your Inquiry Journal.
If you are interested in poetry you may wish to do a literature search.
Our Inquiry Journal page 64 has a page that may help with your search.

23. Word Analysis Eng. Lang. Conv. 1.8 T.E. 223F
This week we are learning about words with the long /e/ sound.
These are words from our selection that have the long /e/ sound.
eat hearing feel real tree
These are our vocabulary skill words: hopeless sadly peacefulness carelessly tricky
Let’s take our spelling pretest.

24. English Language Conventions Eng. Lang. Conv. 1.8 T.E. 223F
Grammar, Usage, and Mechanics GUM
Contractions
We are going to review page 267 in our 267 to learn more about contractions.
Let’s do pages in our Comprehension and Language Arts Skills workbook.

25. Writing Process Strategies Writing 2.0 Trans. 3
Rhyming Poem-Couplet or Triplet
We are going to review pages in our Language Arts Handbook to learn more about poetry.
Let’s read some poems together. (Trans. 3)
Let’s talk about some ideas for writing a poem of our own.

26. Writing Process Strategies
This is the rubric I will use to grade your finished poem:
Total Points 10
1. The lines sound smooth and end in rhyming words. (2 Points)
2. The poem serves its purpose of entertaining, explain, or other stated purpose. (2 Points)
3. The sounds of words as well as their meanings are used to communicate. (2 Points)
4. The final copy is neat, clean, and easy to read. (2 Points)
5. Mechanics: spelling is correct. (2 Points)

27. Day 2 Developing Oral Language
differ different differently difference
peace peaceful peacefully peacefulness
Can someone use one of these words in a complete sentence?

28. Day 2 Developing Oral Language
Can we combine any words from the following lines to create titles to stories we would like to read?
differ different differently difference
peace peaceful peacefully peacefulness
doesn’t you’d won’t you’re I’ll
make made fly flew think thought
hearing nibbling smiling wagging
eat hearing feel real tree

29. Second Read
We are going to read from our Open Court books pages
We are going to focus on using the comprehension skill of Fantasy and Reality.

30. Checking Comprehension Reading 2.3
How does the cat use his imagination in this story?
He learns to see the world in new ways, the way a poet does.
What does the cat learn about poetry?
He realizes it is tricky and can have more than one meaning. He thinks that peotry might be the world’s way of talking about itself.
Why do you think the cat says he will never eat another poet?
Eating the poet mouse has changed his life enough; he doesn’t want it to change any more.
How does the selection add to your understanding of the theme Imagination?
It helps us see that words and poetry have the power to spark imagination

31. Investigation Concept/Question Board
We are going to post any new concepts or questions that we have after reading The Cat Who Became a Poet.
Concept
If anyone wants to look for examples of poems that show imagination we can add those to our Concept/Question board.

32. Word Analysis Eng. Lang. Conv. 1.8 Reading 1.1, 1.8
Word Sorting
Let’s review the sound spelling card for the long /e/ sound.
We are going to sort these words into two groups. Words with long /e/ and words with short /e/.
meat met beast
best eat here at

33. Vocabulary We are going to learn about suffixes.
Can someone find the suffix in the word sadly?
Base word = sad Suffix= ly
Complete pages 54 and 55 in your Spelling and Vocabulary Skills workbook.

34. English Language Conventions Eng. Lang. Conv. 1.8
Contractions are a word sandwich
Grammar, Usage, and Mechanics GUM
Let’s look in our Language Arts Handbook pages 267 to learn more about contractions.
Can you find the contractions in these sentences?
Dogs don’t eat at the table.
It’s a long way to Tipperary.
Wouldn’t you like some more milk?
Don’t do+not it’s it+is wouldn’t would+not

35. Writing Process Strategies Writing 2.0 Listening/Speak. 1.4
Today we are going to learn about writing rhyming poem with 2 or 3 lines.
A rhyming poem with 2 lines is called a couplet, a rhyming poem with 3 lines is called a triplet.
We can use onomatopoeia (sound words) like buzz, sizzle, bang, roar, and whoosh.
Let’s look in our Language Arts Handbook pages to see more sound words (onomatopoeias)
We are going to do pages in our Comprehension and Language Arts Skills workbook to learn more about using sounds of words.

36. Writer’s Workbook Prewriting
Let’s look at page 34 and 35 in our writer’s workbook to get ideas for our own poems.

37. Day 3 Phonics and Fluency
mouse paws crowd poison
Austin annoy count noise
These words have a diphthong in them. A diphthong is two consecutive vowels that blend together. Let’s look at our blue cards to review the diphthong spellings.

38. Day 3 Phonics and Fluency
dirty over churn started
charcoal turned Thursday temperature
These words have an r controlled spelling found on the armadillo and bird card. These spellings blend together to form one sound.

39. Day 3 Phonics and Fluency
mother brother observe canyon
These words have a schwa /e/ sound spelled o.

40. Day 3 Phonics and Fluency
The temperature in the library was cold.
On Thursday, we started an important project.
Can you find the words with spellings from the armadillo and bird cards?
We are going to clap the syllables for these sentences
A cat once caught a mouse, as cats do.
Do you see any diphthongs in this sentence?
Caught mouse

41. Meet the Author T.E. pp. 222
Let’s look on page 222 in our Open Court books to find out more about Margaret Mahy the author and Quentin Blake the illustrator of “The Cat Who Became a Poet.”

42. Meet the Author
Even when she was little, Margaret Mahy kept her stories in a little notebook. Do you think this was a good idea? Why?
The notebook became a treasury of ideas. You can take old stories and improve them or make ideas into new stories.
Margaret Mahy tries to tell an exciting story when she writes. What could you do to write an exciting story like “The Cat Who Became a Poet”?
The best way to write an exciting story is to write about something that your are excited about or interested in. You should add details, include lots of action, or show characters’ feelings or thoughts.

43. Meet the Illustrator
Quentin Blake says that to be a good artist you must draw all of the time. Why do you think Blake says this?
By practicing, we become more talented. This is true of anything—sports, writing, and so on.
Quentin Blake has illustrated more than 200 books. How do you think he is able to create so many pictures?
By practicing all the time, because he loves his work, and by exploring the world around him.

44. Review Selection Vocabulary
Point to the picture that matches the word from this selection.
poet, nibbling, alarm, temperature, commanded, burglars

45. Review Selection Vocabulary
Match the word to the definition.
Poet Degrees of hot or cold.
Nibbling Ordered
Alarm A person who writes poems
Temperature Sudden fright or fear
Commanded People who steal
Burglars Taking small bites

46. View Fine Art
We are going to turn to page 238 to look at some examples of fine art.
Would any one like to make a comment about what they see or feel when they look at these paintings?

47. Inquiry
We are going to turn to page 65 in our Inquiry Journal to form a conjecture for our investigation.

48. Word Analysis Eng. Lang. Conv. 1.8
Spelling
We are going to say the words with a long /e/ sound from our spelling list together.
Does anyone see a word in our classroom that has a long /e/ sound?
We are going to do page 56 in our Spelling and Vocabulary Skills workbook.

49. English Language Conventions Grammar, Usage, and Mechanics GUM Eng
English Language Conventions Grammar, Usage, and Mechanics GUM Eng. Lang. Conv. 1.8
Column A He
They We
Should Do
Can
Column B is
are
will
not
Can you make some contractions using words from Column A and words from Column B with a partner?

50. Writing Process Strategies Writing 2.0
Today we are going to work on drafting a rhyming couplet or triplet.
We are going to use page 35 in our Writer’s Workbook to help us organize our ideas.

51. Day 4 Developing Oral Language
mouse paws crowd poison
Austin annoy count noise
dirty over churn started
charcoal turned Thursday temperature
mother brother observe canyon
My ________ did the dishes last night after dinner.
My dad used __________ to light the barbecue last weekend.
My grandmother is from _________, Texas.
When we went on our field trip to the farm, we learned how to _________ butter.
When the __________is hot, it is fun to go to the beach.
My little brother and sister like to ___________me when I am watching t.v.

52. Day 4 Dictation T.E. 216N
I will say the words aloud you will use the cards to help you spell the words.
Line 1:________ ________ ________
Line 2:________ ________ ________
Challenge Word: _______________
Sentence: ________________________
__________________________________

53. Day 4 Building Fluency
Let’s take out our decodable book number 24, “No Noise!”
We are going to look for examples of the /oi/ sound as we read, No Noise!, together.

54. Literary Elements Listen/Speak 1.4
Rhymes
Rhymes are two or more lines of a poem that end with rhyming words.
The Experiment
A curious lad from Dover Crossed poison ivy with a four-leaf clover. This young man was struck With a rash of good luck, Before his experiment was over.
By Joanna Fuchs
Rhythm
Rhythm is an alternating pattern of strong and weak sounds.
Scary Costume   by Robert Pottle 
With an evil eye that stares you down and a bulbous warty nose, a furrowed brow, a nasty scowl, and old outdated clothes, my costume is the scariest the world has ever seen. I’m not an ogre, ghost, or ghoul: I’m a teacher for Halloween.

55. Inquiry Journal Choosing Appropriate Sources
We are going to do page 66 in our inquiry Journals to find more information about sources of information.

56. Word Analysis Eng. Lang. Conv. 1.8
Spelling
We are going to practice using the long /e/ sound this week.
Let’s complete page 57 in our Spelling and Vocabulary Skills workbook.
Vocabulary/Suffixes
When we use the suffix –y or –ful it means full of.
Can we think of any examples?
Tricky sticky beautiful careful

57. English Language Conventions Listen/Speak 1.7
Listening, Speaking, Viewing
Reading out load and reading silently is different. When we read out loud we need to use expression.
We are going to practice reading a few sentences from our selection to practice using expression.
Let’s work with a partner to practice a few more sentences.

58. Writing Process Strategies Writing 2.0
Revising
Using page 36 in our Writer’s Workbook, we are going to revise our rhyming poems.
When you have finished revising bring poem to me for a writing conference.

59. Day 5 General Review Word Knowledge: suffixes, contractions
Vocabulary: poet, nibbling, alarm, temperature, commanded, burglars
Review Spelling Patterns the long /e/ sound
Listen to the story
Are there any questions about this story before we take our test?

60. Day 5… Lesson Assessment Spelling—The long e sound
“The Cat Who Became a Poet” (p. 6-8)
Spelling—The long e sound
Unit 3 Assessment, page 28
Vocabulary Assessment
Unit 3 Assessment, page 9

61. Investigation Unit investigation continued
We are going to update our Concept/Question board.

62. We are going to practice forming the numbers 3 and 4.
Word Analysis English Language Conventions Eng. Lang. Conv Writing 1.2
We are going to practice forming the numbers 3 and 4.
Write using cursive: The recipe calls for 3 eggs and 4 cups of sugar.
took, gave, magic

63. Writing Process Strategies Writing 1.2
Editing and Publishing
Using our Writer’s Workbook page 37 we are going to edit and proofread our poems.
When you are finished proofreading we will publish our poems on a new sheet of paper and draw an illustration to go with it.

64. Writing Process Strategies
This is the rubric I will use to grade your finished poem:
Total Points 10
1. The lines sound smooth and end in rhyming words. (2 Points)
2. The poem serves its purpose of entertaining, explain, or other stated purpose. (2 Points)
3. The sounds of words as well as their meanings are used to communicate. (2 Points)
4. The final copy is neat, clean, and easy to read. (2 Points)
5. Mechanics: spelling is correct. (2 Points)