City Wildlife 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’tCan’t aren’t aren’t it’sit’s that’s that’s• They’llThey’ll they’rethey’re we’llwe’ll I’ll I’ll• BuildingBuilding campingcamping sleepingsleeping• GentlyGently probablyprobably friendlyfriendly brightly brightly• Comfortable uncomfortableComfortable uncomfortable steadysteady unsteady unsteady• VoicesVoices point point royalroyal poisonpoison destroydestroy

• “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’tCan’t aren’t aren’t it’sit’s that’s that’s• They’llThey’ll they’rethey’re we’llwe’ll I’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?

• BuildingBuilding campingcamping sleepingsleeping• 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?


• GentlyGently probablyprobably friendlyfriendly brightlybrightly

• These words have the suffix –ly.These words have the suffix –ly.• Identify the base words:Identify the base words:• Gently = gentleGently = gentle• Probably= probableProbably= probable• Friendly=friendFriendly=friend• Brightly=brightBrightly=bright• How does the suffix –ly change the words meaning?How does the suffix –ly change the words meaning?

What is the spelling pattern in the next set of words?What is the spelling pattern in the next set of words?

• Comfortable uncomfortableComfortable uncomfortable steadysteady unsteady unsteady

• These words have the prefix un- added to them.These words have the prefix un- added to them.• Un- means not.Un- means not.• Note that adding the suffix un- makes an Note that adding the suffix un- makes an

antonym of the base word.antonym of the base word.


• VoicesVoices point point royalroyal poisonpoison destroydestroy• These words are found in “Two Days in May.”These words are found in “Two Days in May.”• They have the /oi/ sound spelled _oy and oi.They have the /oi/ sound spelled _oy and oi.• VVoioicesces p poiointnt rroyoyalal ppoioisonson destrdestroyoy

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, voicesDestroy, voices

• 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).

• 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)

• 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.

• 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.

• CluesClues ProblemsProblems WonderingsWonderings

• Deer grazing courtyard How did the

in the city deer get there?

garden

Reading 1.3, 1.5 p. 166P Trans 14

• DoesDoes bucksbucks territoryterritory relocates relocates organizationorganization population population (Transparency(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

Reading 1.4 p. 166P Trans 14

DoesDoes

•bucksbucks

•territoryterritory

•relocates relocates

•organizationorganization•populationpopulation

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)

• When I read this story I will:• Make connections between the

selection and your own life.• Ask Questions to clarify difficult• parts.• SummarizeSummarize key events to help me key events to help me understand the story.understand the story..

Te. 136Q-R (first reading-orally pgs. 166-172)

• Focus Questions:Focus Questions:

• How do you think deer find their way into the city?

• What can be done to protect the deer in the city?

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.

(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

(TG p. 181F Eng. Lang. Conv. 1.7)

• Question marks (?) are used in interrogative sentences.

• Exclamation marks (!) are used in exclamatory sentences and interjections.

Getting Ideas: Responding to Fiction TG p. 181F (writing 1.1, 1.4)

Read Language Arts handbook, pgs. 98-100.

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)

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)

- Can’t- Can’t aren’t aren’t it’sit’s that’sthat’s• They’llThey’ll they’rethey’re we’llwe’ll I’ll I’ll• BuildingBuilding campingcamping sleepingsleeping• GentlyGently probablyprobably friendlyfriendly brightly brightly• I need a volunteer to choose a word and call out I need a volunteer to choose a word and call out

the word in the line.the word in the line.• For example, For example, line 1, word 3.line 1, word 3.• Next, raise your hand if you can read that word.Next, raise your hand if you can read that word.• It’s It’s is correct!is correct! • Let’s continue with another volunteer.Let’s continue with another volunteer.

• Comfortable uncomfortableComfortable uncomfortable steadysteady unsteadyunsteady

• VoicesVoices point point royalroyal poison poison destroydestroy

I need a volunteer to choose one of the I need a volunteer to choose one of the above words and put it in a sentence.above words and put it in a sentence.

Next, I need another volunteer to continue Next, I need another volunteer to continue point to another word and put it in a point to another word and put it in a sentence.sentence.

Te. 136Q-R (first reading-orally pgs. 166-172)

• Focus Questions: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)

• When I read this story I will:• Make connections between the

selection and your own life.• Ask Questions to clarify difficult• parts.• SummarizeSummarize key events to help me key events to help me understand the story.understand the story..

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?

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 Why were the deer looking for food in the city?city?

• How did the neighbors save the deer?How did the neighbors save the deer?• How did the neighbors work together to save How did the neighbors work together to save

the deer?the deer?• Write your responses in the orange section of Write your responses in the orange section of

your writer’s notebook.your writer’s notebook.

Reading and Responding (day 2)

• Meet the AuthorMeet the Author (Read Pg. 180)(Read Pg. 180)

• Why do you think Taylor chooses animals as the Why do you think Taylor chooses animals as the subjects of her stories?subjects of her stories?

• Maybe she likes the reactions of animals as Maybe she likes the reactions of animals as opposed to those of humans.opposed to those of humans.


• Meet the AuthorMeet the Author (Read Pg. 180)(Read Pg. 180)

• How might camping help inspire Ms. Taylor?How might camping help inspire Ms. Taylor?• While she’s camping, she might see animals While she’s camping, she might see animals

and nature that she likes to share.and nature that she likes to share.• How does Ms. Taylor put her advice about How does Ms. Taylor put her advice about

writing to practice?writing to practice?• She wants people to write about thinks they She wants people to write about thinks they

love just like she writes about animals and love just like she writes about animals and naturenature


• Meet the IllustratorMeet the Illustrator (Read Pg. 180)(Read Pg. 180)

• How could the writers of other children’s books How could the writers of other children’s books have been “like teachers” to Torres when she have been “like teachers” to Torres when she had never met them?had never met them?

• Maybe by reading their work, she learned how Maybe by reading their work, she learned how to write and illustrate books.to write and illustrate books.

• How might Torres’s parents have helped How might Torres’s parents have helped inspire her to illustrate children’s books?inspire her to illustrate children’s books?

• Maybe they brought books with illustrations Maybe they brought books with illustrations home from the school for her to read.home from the school for her to read.


• Meet the IllustratorMeet the Illustrator (Read Pg. 180)(Read Pg. 180)

• In what ways do you think the library in New In what ways do you think the library in New York City was different from the library in York City was different from the library in Bogota?Bogota?

• I imagine it was a lot bigger and had many I imagine it was a lot bigger and had many more books than the library she went to in more books than the library she went to in Bogota.Bogota.

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.

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

Spelling Card 43 say: Spelling Card 43 say: coilcoil coilcoil

The /oi/ sound can be spelled The /oi/ sound can be spelled oioi or or _oy_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

0

100

1st

Qtr

3rd

Qtr

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.Complete Spelling Book, pages 42 and 43.

(TG p. 181G E.L.C., 1.7)

• 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)

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 194-197 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)

Let’s Read Writer’s Workbook, page 22 on prewriting for explaining a process.

Fill out your audience and purpose on page 22 of Fill out your audience and purpose on page 22 of your Writer’s Workbook. your Writer’s Workbook.

Assignment: Complete Writer’s Workbook, Assignment: Complete Writer’s Workbook,

page 23.page 23.

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.


• Bugle fable stable capable

• Let’s blend these words: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


• Bubble cattle drizzle gentle middle• Let’s blend these words: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


• Table wobbled maple thimble

• Let’s blend these words: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


• Dazzle cable erasable uncomfortable recycle

• Let’s blend these words: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


• 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


• 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.

(silent) pgs. 166-172 Reading 2.1

• Cause and EffectCause 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 As you read the story, look for cause and effect examples.effect examples.

• Look for ways how the characters in the Look for ways how the characters in the story worked together to achieve a goal.story worked together to achieve a goal.

Supporting the Reading Te. 179c & d

• Identifying causes and effects is an important Identifying causes and effects is an important skill you can with any type of reading, writing, or skill you can with any type of reading, writing, or problem solving.problem solving.

• The effects are what happened.The effects are what happened.• The causes explain why it happened.The causes explain why it happened.• Some writers use clue words, called causal Some writers use clue words, called causal

indictors to show cause and effect.indictors to show cause and effect.


• Let’s make a chart to help us understand cause and effect: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.


• Let’s Complete Comprehension Book, pages 46 Let’s Complete Comprehension Book, pages 46 and 47 as a way to practice using Cause and and 47 as a way to practice using Cause and Effect.Effect.

• If we have time, I will let you pick an effect (what If we have time, I will let you pick an effect (what happened) from my container.happened) from my container.

• You can write a story about the cause of the You can write a story about the cause of the effect.effect.

• Later, we will share the stories with the class.Later, we will share the stories with the class.• Maybe, if time permits we will have a class book.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

p. 182H Eng. Lang. Conv. 1.8

• Let’s review our Spelling words found on page 44 of our Spelling Book.

• Say voices: voicesSay voices: voices• It has the /oi/ sound.It has the /oi/ sound.• Think of things with the /oi/ sound found in Think of things with the /oi/ sound found in

your kitchen.your kitchen.• Foil, oil, oystersFoil, oil, oysters• Complete Spelling Book page 44.Complete Spelling Book page 44.

TE. P. 181H

• tails• Read the sentence with tails on page 167.

• What does tails mean?• Taletale• Find the definition for tale in the

dictionary.• Stories, old fables

TE. P. 181H

• 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.

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

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 Complete Writer’s Workbook, page 19

( 1( 1stst draft). draft).

p. 166NBugle fable stable capable

• Bubble cattle drizzle gentlemiddle

• 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.

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

(silent) pgs. 173-179 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 As you read the story, continue to look for cause and effect examples.cause and effect examples.

• Look for ways how the characters in the Look for ways how the characters in the story worked together to achieve a goal.story worked together to achieve a goal.

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.


• 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.


• 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.

Reading 1.4 p. 166P Trans 14

DoesDoes

•bucksbucks

•territoryterritory

•relocates relocates

•organizationorganization•populationpopulation

Day 4 (transparency 50) TG p. 143E Reading 3.1

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?

Day 4 (transparency 50) TG p. 143E Reading 3.1

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.

Day 4 TG p. 181D Reading 2.1

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

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.Complete Inquiry Journal, pages 49 and 50.

• The following activities will help us learn The following activities will help us learn the /oi/ sound:the /oi/ sound:

• Complete Spelling Book, page 45.Complete Spelling Book, page 45.

Reading 1.4, 1.7

Long /a/ sound

-ay -eigh

Words Way weigh

Definition A direction heaviness

TG 181I listen/Speak 1.8Interacting: Asking questionsInteracting: Asking questions

We interact with others in order to share, to have fun We interact with others in order to share, to have fun and to learn.and to learn.

In order to do all these things, we should be able to In order to do all these things, we should be able to ask each other questions and respond to questions ask each other questions and respond to questions with appropriate answers.with appropriate answers.

Asking and answering questions takes a lot of Asking and answering questions takes a lot of thought.thought.

Before we speak, we should carefully think about Before we speak, we should carefully think about what we want to say, and how we are going to say it.what we want to say, and how we are going to say it.

TG 181I listen/Speak 1.8

Interacting: Asking questionsInteracting: Asking questions

In pairs, take turns asking one another questions In pairs, take turns asking one another questions about “Two Days in May.” or about the following about “Two Days in May.” or about the following topics:topics:

Why did the deer leave the woods?Why did the deer leave the woods?

Food supply is low; space is shrinkingFood supply is low; space is shrinking

What are the terms for a female deer, male deer, and What are the terms for a female deer, male deer, and a baby deer?a baby deer?

Doe, buck and fawnDoe, buck and fawn

Ask questions carefully and listen and answer Ask questions carefully and listen and answer questions thoughtfully.questions thoughtfully.

Writing Process Strategies:Writing Process Strategies: Day 4 Day 4 Revising: Explaining a Process 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.

Writing Process Strategies:Writing Process Strategies: Day 4 Day 4 Revising: Explaining a Process Revising: Explaining a ProcessTG 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…Day Five…• General Review –General Review –

• Word KnowledgeWord Knowledge• Lesson AssessmentLesson Assessment (Reading 2.1, 2.2 & 3..3

)

– “Two Days in May” pp. 18-21 (TG p. 133I)

• Spelling pelling – The /ow/ sound (E.L.C. 1.8)

– Unit 2 Assessment 5 p. 35

• VocabularyVocabulary Assessment Unit 2,lesson 3

pg. 21 (Reading 1.2, 1.3 & 1.4)

Word Knowledge• Can’tCan’t aren’t aren’t it’sit’s that’s that’s• They’llThey’ll they’rethey’re we’llwe’ll I’ll I’ll• BuildingBuilding campingcamping sleepingsleeping• GentlyGently probablyprobably friendlyfriendly brightly brightly• Comfortable uncomfortableComfortable uncomfortable steadysteady unsteady unsteady• VoicesVoices point point royalroyal poisonpoison destroydestroy


• 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.

• 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-dleMid-dle ta-bleta-blewob-bledwob-bled ma-plema-ple• Thim-bleThim-ble daz-zledaz-zle ca-bleca-ble e-ras-a-blee-ras-a-ble• Un-com-fort-a-bleUn-com-fort-a-ble re-cy-clere-cy-cle

Reading 1.4 p. 136P Trans 12• Abandoned:Abandoned: left behind or unused; either unprotected,

unneeded, or unwanted (pg. 150)

• Originally:Originally: at first, in the beginning (pg. 151)

• Species: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:Cavity: hollow place or hole (pg. 151)

• Suburbs:Suburbs: area of homes, stores, and businesses that are near or right next to a city or urban area (pg. 154)

• Clamor:Clamor: loud noise, usually for a long time (pg. 158)

TG 181F

• 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 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 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)

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)

Documents

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