12MarbleChamp

advertisement
Cooperation and
Competition
Unit 1: Open Court
Marble Champ
Objectives
• You will read and identify synonyms and use them in
sentences to increase vocabulary.
• You will recognize and read regular plurals as well as
identify singular forms of plurals.
• You will also recognize and read words beginning
with the /n/ sound spelled kn.
• You will also recognize and read words beginning
with the /e/ sound spelled ea.
• Finally, you will develop fluency reading words and
sentences aloud. Let’s begin!
Word Knowledge
•
•
•
•
•
•
•
•
Commotion racket disturbance
hubbub
Whispers
marbles muscles
thumbs
Knuckles
knee knot
know
treasure bedspread chess
strengthen
shelf
The cheering fans created a racket and a hubbub.
Playing marbles can strengthen muscles in the hands.
When I scraped my knees, my mom made a fuss.
Isabel will treasure the bedspread quilted for her by her
grandmother.
What do these words have in common?
•
•
•
•
•
•
Commotion racket
disturbance
hubbub
The words are synonyms. Synonyms are words that have almost the
same meanings.
Raise your hands if your can tell me the meaning of the words and put
them in a sentence.
Whispers
marbles
muscles
thumbs
What do these words have in common?
The words are regular plurals. Regular plurals are formed by simply
adding –s to a word. Can you identify the singular words?
What is the same with these words?
Knuckles knee
knot
know
• The words contain the /n/ sound spelled kn. What
are some other words with that spelling pattern?
• (knight, knock, knife, knit).
• What is the pattern with these words?
• treasure bedspread chess strengthen shelf
• The words contain the/e/ sound spelled e and ea.
Please read the following sentences together:
• The cheering fans created a racket and a hubbub.
• Raise your hand if you can identify
the synonyms in the sentence.
• Racket/hubbub
• Playing marbles can strengthen
muscles in the hands.
• Let’s identify the regular plurals
in the sentence:
• Marbles, muscles, hands
Please read the following sentences together:
• When I scraped my knees and
knuckles, my mom made a fuss.
• Which words have the /n/ sound
spelled kn?
• Knees, knuckles – both are regular
plurals
• Now let’s read sentence 4:
•
Isabel will treasure the bedspread
quilted for her by her grandmother.
• Which words contain the /e/ sound
spelled e and ea?
• Isabel, treasure, bedspread, quilted
Background Information
• Marbles is played with small, hard, round objects that may be
made of stone, glass, steel, clay or plastic.
• Players shoot a marble at other target marbles placed inside a
circle drawn on the ground. Opponents’ marbles knocked out of
the ring may be kept or scored as points.
• Marble shooters “knuckle down” by placing the knuckle of their
first finger on the ground. Then they put the marble in the joint
of that finger and use their thumb to snap the marble at their
opponents’ marbles.
• Shooters try for accuracy in their aim and distance in their
shots.
The Marble Champ
• Predict what the story might be about
• Questions that come to mind.
• Images that pop into my mind.
(Visualize)
• Summarize story in own words
•
Listen/Speak 1.1,1.2
Preview and Prepare
(Reading 2.3 pp. 36M-36N)
• 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. 54)
• Now let’s look at the focus question.
Student Observation
• Clues
Problems
• Fiction
no good at sports
• Champ
Wonderings
Will Lupe be good
at marbles?
Set Purpose (Focus Question)
• What enables Lupe to accomplish her
grades?
• Must one have natural ability to order to
become good at something?
Selection Vocabulary
Reading 1.3, 1.5 p. 20N
Trans 2
• Contest athletic match energy players
commotion
(Transparency 1)
• 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
• Vocabulary words and the definitions
Selection Vocabulary
Reading 1.4
p. 20N
Contest
athletic
match
Energy
players
commotion
Trans 1
Selection Vocabulary
Reading 1.4
p. 36N
Trans 2
•
•
•
•
•
•
Contest: a competition (pg. 36)
Athletic: having skill and strength in sports and other physical activities
(pg. 38)
Match: contest, competition, or race (pg. 41)
Energy: what makes someone active in work and at play (pg. 42)
Players: people who take part and play against each other in matches
(pg. 42)
Commotion: noise, excitement, disturbance (pg. 43)
Investigating Concepts
Beyond the Text
TG 45A
Workshop time
• What do you know already about
marbles and contests?
• Record what you learned so far.
• Please complete Inquiry Journal, pg. 6.
• Let’s share our findings later on.
Language Arts Day 1
Word Analysis
(TE. P. 35F)
• Spelling – The /e/ sound can be found by
looking at the hen card. This lesson focuses
on the /e/ sound.
• Treasure bedspread chess strengthen shelf
• Pretest p.28
• Vocabulary Skill Words
• Fumed rummaged agate entranced quivering
English Language Conventions
Grammar, Usage, and Mechanics
(TG p. 45F Eng. Lang. Conv. 1.0, 1.4)
Pronoun Usage: Read Language Arts Handbook,
pg. 344-345 for examples of pronouns.
A pronoun is a word used in place of one or more nouns.
Maria lost the report. She had written it for English class.
She is the pronoun replacing Maria, the antecedent.
-Some commonly used pronouns are:
I, my, mine, me, we, our, ours, us, he, him, his, her, hers,
it, its, you, your, yours, they, their, theirs, and them.
English Language Conventions
Grammar, Usage, and Mechanics
(TG p. 45F Eng. Lang. Conv. 1.0, 1.4)
-It’s means “it is: and can never be used correctly for its
(possessive). Possessive pronouns never have an
apostrophe (ours, hers, yours, theirs, whose).
Talk about yourself last. She and I like music. He gave the
CD to Sam and me.
Independent Practice:
Complete Comprehension and Language Arts Skills
pages 8-9.
Writing Process Strategies
TG p. 45F (writing 1.0)
•
•
Targeting the topic
Language Arts Handbook pp. 22-24
• Let’s look at the web on Language Arts Handbook, pg. 22.
• Let’s try to convert these broad topics to more specific ones.
Guided Practice: (focusing the events of a story)
Let’s make a general story to a more specific one.
The Problem-Resolution Chart (LA transparency 6) will help.
Describe in your writer’s notebook how you would apply:
problem-> actions to solve problem->resolution
to describe your own story.
English Language Conventions
Grammar, Usage, and Mechanics
(TG p. 45F Eng. Lang. Conv. 1.0, 1.4)
Pronoun Usage: Read Language Arts Handbook,
pg. 344-345 for examples of pronouns.
A pronoun is a word used in place of one or more nouns.
Maria lost the report. She had written it for English class.
She is the pronoun replacing Maria, the antecedent.
-Some commonly used pronouns are I, my, mine, me, we, our, ours, us,
he, him, his, her, hers, it, its, you, your, yours, they, their, theirs, and
them.
-It’s means “it is: and can never be used correctly for its (possessive).
Possessive pronouns never have an apostrophe (ours, hers, yours,
theirs, whose).
Talk about yourself last. She and I like music. He gave the CD to Sam
and me.
Independent Practice:
Complete Comprehension and Language Arts Skills pages 8-9.
Word Knowledge-Day 2 (TG p. 36L)
Table
head
competitor
Can I get a volunteer to write the regular forms of the word on the
board?
Who can make up sentences with the words?
What do you know about analogies?
An analogy is the comparison of one set of things to another set of
things. The items in the first set are related to each other in the
same way as the items in the second set.
Commotion:racket::disturbance:hubbub
Commotion is to racket as disturbance is to hubbub
How are the words related?
They are synonyms.
Selection Vocabulary
Reading 1.2, 1.5 p. 36N
(Review)
Trans 1
• Contest athletic match energy players
commotion
(Transparency 2)
• What do these words mean?
• Context clues, word structure (root word,
prefix & suffix), apposition, prior knowledge
• Review vocabulary words from your
Writers’ Notebook (in the Vocabulary Words section)
• Vocabulary words and the definitions
Selection Vocabulary
Reading 1.4
p. 20N
Contest
athletic
match
Energy
players
commotion
Trans 1
Reading Recommendations
Second Read Day 2
(reading 1.1 p.36O-43P)
•
•
•
•
•
Making Predictions - causes reader to analyze
information given about story events and characters in
the context of how it may logically connect to the
story’s conclusion.
Predicting-causes readers to analyzes information
given about story events and characters in the context
of how it may logically connect to the story’s
conclusion.
Summarizing-prompts readers to keep track of what
they are reading and to focus their minds on important
information.
Students read pages 34-43 (Day 2)
Read aloud using fluency with appropriate expression,
pacing, and intonation.
Investigating Concepts Beyond the
Text
TG 45A
Workshop time
• What are some good and bad examples of
cooperation and competition in the Marble
Champ?
• Let’s list some in our Inquiry Journal, pg. 10.
• Come up with two questions for the
Concept/Question board about competition
and cooperation.
• Let’s share our findings later on.
Language Arts Day 2
Word Analysis
(TE. P.45G) ELC 1.5, Reading 1.0
• Spelling –Word Sort: Sort the spelling words by the /o/ and
/aw/ sound.
• Outcast-Students, break the word up into two words,
discuss the meaning of each word with your partner and
define the word.
• Prefixes and suffixes are units of meaning before and
after a root word.
• Misinform
• Let’s think up other words with the prefix mis• Mistake, misspell,… (define mis and define misinform).
• Guided practice: Complete spelling pages 10 and 11.
100
English Language Conventions Grammar, Usage,
and Mechanics
•
•
•
•
•
•
•
•
•
•
•
(TG p. 45G E.L.C., 1.2)
Pronouns
Which pronouns can fix the sentence?
Carla and me went to the movies.
Carla and I went to the movies.
Us learned about World War II.
We learned about World War II.
Hem and me learned how them farmed in Minnesota.
He and I learned how they farmed in Minnesota.
Independent Practice:
Look for pronouns in “The Marble Champ.”
Many are found in the third person (i), Others are in the
third person (she, her).
Writing Process Strategies
TG p. 45F (Writing 1.2A)
• Collecting Information
• Where would you look for information for a report?
•
•
•
Magazines, newspapers, encyclopedia, reference books, internet
Read Language Arts Handbook on page 25 (collecting information).
Read Language Arts handbook, pg. 26-29 to learn how to break up
information into manageable parts related to the subject.
• Guided Practice:
• Let’s use the Expository Structure (LA transparency 7) to choose
a topic we are knowledgeable about.
• Add this completed outline to your writer’s notebook.
Investigating Concepts Beyond the Text
TG 45B
Workshop time
• 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 competition, and cooperation.
• You can sign out and read books from the
concept/question board (for in class only).
Selection Vocabulary
Reading 1.4
p. 20N
Contest
athletic
match
Energy
players
commotion
Trans 1
Selection Vocabulary
Reading 1.4
p. 36N
Trans 2
•
•
•
•
•
•
Contest: a competition (pg. 36)
Athletic: having skill and strength in sports and other physical activities
(pg. 38)
Match: contest, competition, or race (pg. 41)
Energy: what makes someone active in work and at play (pg. 42)
Players: people who take part and play against each other in matches
(pg. 42)
Commotion: noise, excitement, disturbance (pg. 43)
Discussing Strategy Use
• Which confusing passages did you
clarify by reading on or by rereading?
• How often did you summarize as you
read?
• What kinds of questions did you ask as
you read?
• How did the strategies help you better
understand the selection?
Discussing the Selection
TE. P 43A
Reading 2.3 Listen/Speak 1.1
• Handing-Off - Whole group discussion
Routine Card 1 (5. Handing-Off)
• Let’s go over rules for handing off.
• How does it connect to competition and cooperation?
• What have you learned that is new?
• What did you find interesting?
• What is important here?
• What was difficult to understand?
• What information surprised you?
• Why would someone want to read this?
• Record your personal responses to the selection in
your Writers Notebook.
Student Observation
Clues
Problems
• Fiction
no good at sports
• Champ
Wonderings
Will Lupe be good
at marbles?
Selection Vocabulary
Reading 1.4
p. 20N
Contest
athletic
match
Energy
players
commotion
Trans 1
Second Read
day 3 p.36-43 Reading 2.1
• Comprehension Skills –Making inferences
• Checking Comprehension p. 43
• Why was Lupe successful in her competition
with the girl in the baseball cap?
• Why did the girl in the baseball cap and
Rachel respond so differently to losing the
competition?
• How has this selection connected with your
knowledge of the unit theme?
Supporting the Reading
p.43C-D
Reading 2.1
• Let’s us the following graphic organizer
(reading transparency 55) to organize
information needed to make inferences about
Lupe’s relationship with her brother.
Afterwards, we’ll make inferences.
• Independent Practice: making inferences
• Complete Comprehension and Language
Arts Skills Book, pg. 6 and 7.
Supporting the Reading
p.43C-D
Reading 2.1
• What do you know about making inferences?
• Good readers use their prior knowledge to
make sure of what they read about events
and characters in the story.
• Good readers use text clues along with
personal knowledge to help them understand
the story.
• This skill is known as: making inferences.
Second Read Day 3
• Student Anthology pp. 36-43
• Comprehension Skills
– Making Inferences
Inquiry, TE. 45C
 When we investigate a topic, we need to narrow it
down from a general one to a question more specific.
 Choose a specific question that interests you.
 Come up with a list of possible investigation
questions.
 During workshop, let’s complete Inquiry Journal,
pages 11, as a means to investigate some interesting
questions or problems you may have.
Day 3 Word Analysis (p. 45H )
• Spelling – /e/ sound: The spelling pattern for the /e/
sound, are e and ea. The pattern ea can also spell the
long e sound, but in the case of words like head and
dead, spells the short e sound.
• Guided Practice-Spelling and Vocabulary Skills- pg. 8
• Vocabulary – Context Clues
-An agate is a playing marble with swirls or stripes of color.
Sometimes the meaning of a word is given in a sentence.
-She was entranced, or made to star with great wonder, by
the sight.
Sometimes the meaning of a word is stated after the word.
-He wasn’t calm and steady, but was quivering with
excitement.
Sometimes the meaning of a word is contrasted with the
opposite meaning.
Day 3 English Language Conventions
(TG. p. 45H Eng. Lang. Conv. 1.4)
Let’s read Language Arts Handbook, pgs. 344-345
to review pronouns.
When a pronoun is used as a subject, use I, he, she, it, you,
we, or they.
Use possessive pronouns by themselves:
Mine, yours, hers, his, its, ours, yours, theirs.
Be clear about whom you are referring:
Unclear: When Latrice met Angel for dinner, she had steak.
Clear: When Latrice and Angela met for dinner, Latrice had
steak.
Independent Practice: Write a paragraph about a time they did
something for which they were proud. Include a pronoun in
each sentence.
Writing Process Strategies
Day 3 (TG 45H)
• Organizing Story Writing
• Story writing calls for a unique kind of planning.
• Let’s read Language Arts Handbook, pgs. 27-28 on organizing
story writing.
• Story Elements:
• Characters (who is in the story)
• Setting (the time and place of the story)
• Conflict (the problem that characters face)
• Key events (working through the problem; important events)
• Resolution (how the problem is solved)
Writing Process Strategies
Day 3 (TG 45H)
•
•
•
•
•
•
•
Story Titles
Titles do not have to be obvious descriptions of topics.
Can you think of some unique story titles?
Mrs. Frisby and the Rats of NIMH, Roll of Thunder Hear My Cry
Guided Practice:
Map out the story elements of “The Marble Champ”
(LA transparency 8) Include the map into your writers notebook.
Selection Vocabulary
Reading 1.4
p. 20N
Contest
athletic
match
Energy
players
commotion
Trans 1
Selection Vocabulary
Reading 1.4
p. 36N
Trans 2
•
•
•
•
•
•
Contest: a competition (pg. 36)
Athletic: having skill and strength in sports and other physical activities
(pg. 38)
Match: contest, competition, or race (pg. 41)
Energy: what makes someone active in work and at play (pg. 42)
Players: people who take part and play against each other in matches
(pg. 42)
Commotion: noise, excitement, disturbance (pg. 43)
Reading and Responding (day 3)
•
Meet the Author/Illustrator (pp. 44-45)
• Gary Soto grew up working closely with his parents, grandparents,
brothers, and sisters. Lupe from “The Marble Champ”, seems to be
close to her family also. Can you think of others things the
character of Lupe and the author, Gary Soto, have in common?
• Why do you think that finding a poem he liked changed Gary Soto’s
feelings about school and learning?
• Maren Scott says that it’s okay to make mistakes, and that as you
learn from them you get better and better at what you are trying to
do. How is that similar to Lupe’s experience with marbles?
Reading and Responding (day 3)
•
Meet the Author/Illustrator (pp. 44-45)
• Note: While he was growing up, author Gary Soto and his family
worked as farm laborers in Fresno, California. His wife was also a
farm worker. Farm labor involves long hours of repetitive work.
• Author’s point of view: How was Gary Soto’s background in farm
work help portray Lupe’s persistence?
Investigation, TE. 45C
 Formulating Questions and Problems
 As we learned earlier this week, when we investigate
a topic, we need to narrow it down from a general
one to a question more specific.
 Choose a specific question that interests you.
 Come up with a list of possible investigation
questions.
 Let’s complete Inquiry Journal, pages 12, as a means
to investigate some interesting questions or problems
you may have.
Day 4 Spelling
•
•
•
•
•
p.45I
Spelling - /e/ sound
Which spelling word rhymes with Health?
Complete Spelling Book, pg. 9
Vocabulary:
There are different kinds of context clues,
including direct definitions, restatements and
comparisions/contrasts.
• Scan upcoming stories for words you don’t
know.
• Give me two examples. Let’s read the words
in a sentence and come up with a definition.
English Language Convention Day 4 TG 45I listen/Speak 1.3
Speaking: Speaking Clearly
• Get together with your team. Take turns speaking about your
accelerated reader. Summarize what it is about and describe
one of the characters.
• The teams should not have to talk over neighboring teams in
order to be heard.
• Talk just loudly enough for your own group members to be
heard; any louder is disruptive.
• If one teammate is speaking too fast or you cannot understand
them, raise your hand and politely interrupt and correct the
speaker.
English Language Convention Day 4 TG 45I listen/Speak 1.3
Speaking: Speaking Clearly
- When we speak clearly, we are able to express our thoughts
and ideas. We should speak slowly and make sure to say each
full word. We should also speak loudly enough to be heard
without shouting.
- When we speak this way, we demonstrate that we have thought
about what we are saying and why we want to say it.
- People take us more seriously if they can understand what we
are saying.
Writing Process Strategies:
Day 4 TG 45I Writing 1.2a
Organizing Writing
• Read Language Arts Handbook, pages 29-31 on organizing
informational writing.
• Let’s plan an informational report on how to play the marble
game described in “The Marble Champ.”
• Let’s may out subtopics and keypoints using (LA
transparency 7).
• Possible subtopics:
(1. conditioning the thumb, 2, game layout, 3. rules of the game).
Guided Practice:
Let’s use a Web (transparency 10) to may out our informational report.
Day5
• General Review –
• Word Knowledge
• Lesson Assessment
(Reading 2.1, 2.2 & 3..3 )
– “The Marble Champ” pp.2-3
(TG p. 35I)
• Spelling – /e/ sound
(E.L.C. 1.7)
– Unit 1, Assessment # 2 p. 30-31
• Vocabulary- Assessment Unit 1, lesson 2
(Reading 1.2, 1.3 & 1.4)
Selection Vocabulary
Reading 1.4
p. 36N
Trans 2
•
•
•
•
•
•
Contest: a competition (pg. 36)
Athletic: having skill and strength in sports and other physical activities
(pg. 38)
Match: contest, competition, or race (pg. 41)
Energy: what makes someone active in work and at play (pg. 42)
Players: people who take part and play against each other in matches
(pg. 42)
Commotion: noise, excitement, disturbance (pg. 43)
English Language Conventions (Penmanship: u and w)
• Let’s practice using cursive I and t:
• U uu u
• Ww w
u
w
u
w
u
w
u
w
u
w
• When Jessica was the new kid in town, she quickly made
friends.
• Write a paragraph about how you might handle being
in a new situation, such as a new school.
• Write two paragraphs in cursive from
“The Marble Champ.”
Writing Process Strategies (Day 5)
Writing 1.0, 1.1a
• Let’s talk about how one or more of these may be used to plan
an autobiography:
• Transparency 3- Chain of Events
• Transparency 5-Time Line
• Transparency 8-Story Map.
• The following transparency # 5-Time Line, can be used to
explore key events in your own life for your autobiography.
• Guided Practice:
• Recreate the timeline in your writers notebook.
• Complete the activity on page 2 in your Writers workbook.
Social Studies Connection
p. 43F
• In “The Marble Champ”, Lupe realizes as she
begins to practice, the bedspread is slowing
down the marbles.
• The cause of the marbles slowing down was
the increased friction caused by the marble
rolling over the bedspread.
• Lupe tried shooting marbles on a smooth floor
to gain speed.
Social Studies Connection
p. 43F
• If we run out of time, you can try this activity at
home.
• Divide into groups of four. Each person will
take turns shooting a marble on a smooth
surface.
• If possible, record the speed of each shot and
the distance it travels.
• Shoot a marble on carpeted floor.
• Shoot a marble on a blanket and other soft
surfaces. Record your results.
• Discuss your results.
• Which surface had more friction? (explain).
Download
Related flashcards
Create Flashcards