September 15th Lesson Plans/Week 3
EVERY THURSDAY: SPELLING CONTRACT/READING LOG/SPELLING TEST
This Week’s Focus: Using the book ENEMY PIE by DEREK MUNSON to showcase several lessons.
www.enemypie.com
It was the perfect summer. That is, until Jeremy Ross moved into the house down the street and became
neighborhood enemy number one. Luckily Dad had a surefire way to get rid of enemies: Enemy Pie. But part of the
secret recipe is spending an entire day playing with the enemy!
In this funny yet endearing story, one little boy learns an effective recipes for turning your best enemy into your
best friend. Accompanied by charming illustrations, Enemy Pie serves up a sweet lesson in the difficulties and
ultimate rewards of making new friends.
Reading Workshop: Context Clues, Important Ideas - BOOK CLUBS, Inference Review: see posters
below. Power point att
Vocabulary: excerpt, endearing, enemy, ingredients, confusion, relieved, exploration, effective
Spelling: Week 3 words: Given on 9/4 - Open and Closed Syllables in multi-syllable words Spelling Contract Due 9/18 – Spelling Test 9/11
Week 4 words: Given on 9/11 – Final Stable Syllables
Grammar: Commas in a series of things, actions or phrases.
Ingredients in ENEMY PIE by Derek Munson --- What would you include in your own ENEMY
PIE? What would you include in your own FRIENDSHIP PIE?
I would like to do a Halloween
pie with zombie brains, Frankenstein’s chewing
gum (already chewed), bat wings dust, and 1 month molded pumpkin .
leaves, ground acorns from a
squirrel’s den, butternut squash, and pumpkin seeds. It will be cooked over a pile
HARVEST PIE is always yummy.
It includes fall
of burning leaves under a scarecrows watchful eye.
Writing: Create a COLORFUL paragraph to compliment your “commas in a series” sentence.
Social Studies: Introduction to Colonial America: Roanoke and Jamestown
Reading Workhop:
Lesson #1 – Context Clues
Whole Group:
Display the Context Clues poster.
SPELLING
Focus:
Vowel pair’s ai and ay are digraphs (two letters that make one sound) that make the long (a) vowel
sound. Vowel pair ai is found in the initial position of the word like in aid, aim and ail and in the
medial position of the word like in faith, claim and brain. This is not regular for spelling. Vowel pair
ay is regular for spelling for the long (a) sound in the final position like in play, lay and today.
Vowel pair (ee) makes the long (e) sound in the initial, medial and final positions like in the words
eel, eek, need peep, see and coffee.
Vowel pair (ea) makes three sounds (/ē/ like in the word ‘eat’, /ĕ/ like in the word ‘thread’ and /ā/
like in the word ‘steak’. This list contains ‘ea’ that makes the long e sound.
Lesson:
Review the six syllable type poster.
Explain that vowel pairs are two vowels in the same syllable.
Write the word ‘campaign’ on the board. Explain that knowing how many syllables are in a word
can help with both reading and spelling.
o Ask: “How many vowels does the word have?” (3)
o Ask: “Are they together or apart?” (Both)
4. Tell the students that when two vowels are together in a word they make one sound therefore if
the vowels are together they would be part of one syllable. Underline the vowel pair ‘ai’.
The first vowel is by itself so that would be one syllable; it is a closed syllable because the vowel is
followed by one or more consonants. The second vowels are a pair, making one sound, so that
would make another syllable. The word has two syllables. It is divided like:
cam
paign
The Enemy Pie Experiment
This presentation explores the ingredients of both friendship and “enemyship” in a unique and
entertaining way. It includes a reading of the story “Enemy Pie”, a brief discussion about friends
and enemies and a crazy experiment involving some gross and gooey ingredients. This is a student
favorite! Presentation: 50-55 minutes, maximum 120 students, grades K-3.
If you were going to make a pie for an enemy, what would you put in it?
Iguana guts. Crazy glue. Rotten zombie brains…kids get to work finding the best way to get rid of an
enemy. They make a good pie, then a bad pie, and decide which one does a better job achieving
their goal.
TEKS: 5.15A, 5.16A
CCRS: I A 1-3
Suggested ELPS:1(C),1(E),3(E),3(G),5(F),5(G)
Mentor Text: Enemy Pie
Lesson 1
The focus of this lesson is commas in a series.
Draw students’ attention to the third sentence and read the sentence without the commas.
Reinforce the idea that when we read for meaning, it’s not about having commas in a sentence, it’s
about what the commas do to the sentence.
Provide the rule for using commas in a series.
Use a comma to separate words in a series. A series is a list of things, actions, or phrases. The
word ‘and’ or ‘or’ joins the last word (s) to the series.
A serial pattern is found within a sentence that describes three actions that take place in a series
p.21
Taken from: Mechanically Inclined by Jeff Anderson
Reading Workhop:
Lesson #2 – Best Definition/Multiple Meaning Words
Whole Group:
Display the Best Definition Poster.
Follow Step 1 – Introduction and Step 2 – Modeling pg 19-21 (Developing Readers, original editionred, white, and blue cover) using the following sentences from one of the mentor texts:
Have students work with partners to complete Step 3 – Guided Practice (Developing Readers,
original edition-red, white, and blue cover) pg 20) using another short text or complete this step
during guided reading groups.
Reading Strategy - Predicting
I can predict what will happen next.
Jamestown
Roanoke - The Lost Colony
Roanoke: The Lost Colony--An Unsolved Mystery from History by Heidi E. Y. Stemple, Jane Yolen
and Roger Roth
In 1587 John White was chosen by Sir Walter Raleigh to lead a new colony at Roanoke off the
Atlantic coast. After bringing many men, women, and children to the new land, White went back to
England to gather supplies for the long winter. But when he finally returned to the fort almost
three years later, he found that all of the colonists had vanished. The only signs of life left were the
letters CRO carved into a tree and the word CROATOAN carved into one of the fort's posts. Some
people think that the Spanish army captured the colonists; some people think that the local native
people murdered them; others think that the colonists went off to live with the native people and
start a new life. Still others think that the colonists tried to sail home to England and were lost at
sea. No one knows for sure.
Become a detective as you read this true story, study the clues, and try to figure out the fate of the
lost colony of Roanoke. The Unsolved Mystery from History series is written by acclaimed author
Jane Yolen and former private investigator Heidi Elisabet Yolen Stemple. Read carefully and check
your clues. You might be the first to solve a puzzle that has baffled people for years.
Read book and discuss vocabulary in story
Choose words from:
Colony/Colonists- A group of settlers in a new country, still subjects of their mother country.
Community- A group of people living in one place.
Flagship- The fleet's largest, best, or safest ship.
Musket- A Long Heavy Gun that fires a ball-shaped bullet.
Token-A keepsake given as evidence of, friendship.
Destination-A place to which one is going.
Fertile- Capable of supporting a plentiful crop.
Charter- A royal or government document.
Razed- Destroyed completely by having been torn down.
Riddled- Pierced with many holes.
Christening-A ceremony in which an individual is admitted into the Christian Church by baptism.
Plight-A difficult and serious situation.
Conspired-Combined into a common effort.
Vicinity-The surrounding Area.
Palisade-A high Fence with Large posts set firmly in the ground.
Pigs-Oblong masses of a particular kind of metal.
Flyboat-A large boat with one or two masts, generally square rigged.
Pinnace-A smaller, faster, more maneuverable boat that sometimes carried oars.
Privateering-Acting legally as a pirate with a letter of commission from the King or Queen.
Archaelogist-Someone who studies ancient cultures.
The students will know...
why, when, and where groups of people colonized and settled the United States
The students will be able to...
explain when, where, and why groups of people colonized and settled the United States
explain how examples of art, music, and literature reflect the times during which they were created