treasures teachers edition g5unit4_week1_2_W

1、ORAL LANGUAGE Build Background Read Aloud Expand VocabularyVOCABULARY Teach Words in Context HomophonesCOMPREHENSION Strategy: Story Structure Skill: Plot Development SMALL GROUP OPTIONS DifferentiatedInstruction, pp. 419M419VOral LanguageBuild BackgroundLA.5.5.2Student applies speaking and listenin

2、g strategiesLA.5.5.2Student applies speaking and listening strategiesACCESS PRIOR KNOWLEDGEShare the following information:The civil rights movement reached its peak during the early 1960s as people from all over the country converged in Washington, D.C., to demand fair and equal treatment for minor

3、ities.TALK ABOUT CIVIL RIGHTSDiscuss the weekly theme. Ask:What do you know about the civil rights movement in the United States?FOCUS QUESTION Ask a volunteer to read “Talk About It” on Student Book page 393 and describe the photograph. Why did these men get off buses? Where were they going? Why ar

4、e they holding signs?392&/(-*4) -/(6(& -&3/&34Beginning Build Background Make statements about the picture and have students repeat: This was a freedom ride that took the men to Washington to protest for civil rights. Point to the signs and read them aloud.Intermediate Build Concepts Complete the Be

5、ginning task. Say, Many people rode long hours on buses from the South to go to Washington. Discuss the meaning of the word rights in this context.Advanced Build Concepts Complete the Intermediate task. Discuss the meanings of the words “fair and equal treatment.” What are some examples of this?392

6、Unit 4 Week 1Talk About ItWhat rights do you think all citizens of the United States should have? What does discrimination mean to you?Find out more about civil rights LA.Demonstrate knowledge of characteristics of genresTalk About ItStudent pages 392393Read AloudRead “Th

7、e Mother of the Movement”GENRE: POETRYReview features of poetry: usually in verse and composed of short lines, with words that rhyme or have rhythm sound and meaning ofRead Aloudpages 8284language combine to create ideas and feelingsLook at the picture and write a news article about the event. Who a

8、ttended? What were they doing? How did they look?For an extended lesson plan and Web site activities for oral languagedevelopment, 393LA.Listen to and discuss familiar textLISTENING FOR A PURPOSEAsk students to listen for descriptive and figurative language and the word

9、s the writer uses to characterize Rosa Parks as you read “The Mother ofthe Movement” in the Read-Aloud Anthology. Choose from among the teaching suggestions.Fluency Ask students to listen carefully as you read aloud, paying attention to your phrasing, expression, and tone of voice.RESPOND TO THE POE

10、MAsk students to explain what they think the last few lines of the poem mean, in particular the line “gives that mule a slap.”ExpandVocabularyHave students identify three wordsin the poem that relate to this weeks theme of civil rights. Ask students to use each word to write a sentence about the civ

11、il rights movement.Goin Someplace Special 393Vocabulary/Comprehension Student page 394VocabularyTEACH WORDS IN CONTEXTVocabularyscaldblurted permissionclenched autographchiseledfarespectacularby Ilysa SamuelsonLA.Use context clues to determine meanings of unfamiliar wordsUse the following rou

12、tine:cbWSDefine: To scald means to heat to a temperature just below the boiling point. Example: The recipe said to scald the milk. Ask: To scald also means to injure by burning with hot liquid or steam. Inwhat situations might you scald yourself?MULTIPLE MEANING Giving permission for something allow

13、s it to happen. John asked his parents for permission to go on the field trip. Name three things that you ask permission to do. EXAMPLE An autograph is a persons signature.Kaylas most treasured autograph is from her favorite author. Where would you typically find an autograph? DESCRIPTION A fare is

14、the price charged to transport a person. The fare from the airport to the hotel included tax and tip. What is a synonym for fare? SYNONYMHomophonesFCAT Homophonesfare394fairBest buddies Joe and Paul loved to play baseball.They spent the morning of June 23,1963, working on their swings and working up

15、 a sweat. It was a hot day and the Mississippi sun was doing its best to scald the boys with its hot rays. At about noon Paul started feeling hungry. He wanted to grab a burger from the drugstore on Center Street withJoe.“Ummm, Ill ask my mom if I can go. I need her permission,” Joe said. The situat

16、ion was complicated for Joe. There were rules that would keep him from sitting with his friend because of the color of his skin.Joes parents and many other people were trying to change those rules. They listened to the speeches of Dr. Martin Luther King, Jr.,a famous preacher who was trying to chang

17、e unfair practices in manysouthern states. In Joes house there was a picture of Dr. King with hisautograph on the bottom.“Its mighty hot,” Joes mother said.“Why dont youboys take the bus tothe drugstore? Ive got the bus fare right here.” If you have blurted out something, Something that is spectacul

18、ar isyou said it suddenly, without thinking.LA.very unusual or remarkable. We saw&-to determineDean almost blurted out the secret.Use antonyms spectacular fireworks. What is anReinforce VocabularyDescribe a time when you blurted outsomething. DESCRIPTION Something clenched is closed ormeaning

19、antonym for spectacular? ANTONYMRelate new words to situations students may already know. For permission,Do students understandhave students discusssqueezed together tightly. Jodieclenched her mothers hand. In what situations might someones teeth be clenched? EXPLANATION Chiseled means chipped or sh

20、aped by a metal tool called a chisel. The sculptor chiseled a curve in the marble. How does chiseled differ from carved? COMPAREAND CONTRASTword meanings?During SmallGroup Instruction If NoApproachingLevel Vocabulary, p. 419NIf YesOn Level Options,pp. 419Q419R Beyond Level Options, pp. 419S419Twhen

21、they ask permission using this sentence frame: In school/At home I ask permission to.(Spanish cognate = permiso.) For fare, ask if students have traveled on a bus or train.Discuss how you pay fares. Explain fare is not the same as the wordfair.394 Unit 4 Week 1Vocabulary and Comprehension“No, maam,”

22、 Paul blurted out suddenly. “Bikes are fine!” He hated riding the bus with Joe. They would be forced to sit in theback.When the boys reached Center Street, Joe started to getnervous.“Dad told me about some trouble here last week,” Joe said sadly. “Ill just wait outside.”“Not happening!” Paul said, a

23、s he grabbed Joes arm and the two boys marched through the door. Pauls hand was clenched in a fist as they headed for two empty stools.“These boys will be joining me,” the soft voice said. The man and the boys turned to see a woman in a wheelchair beside them. “Excuse us,” she said smiling, as she m

24、oved her chair toward the man, intending to goforward.Not wanting to appear rude to the woman, the man stepped aside.Joe and Paul followed the woman to the stools. She parked beside them and talked steadily as they ordered and ate their lunch.After the boys finished, the womanmet them on the sidewal

25、k outside. “HaveLA.Use homophones to determine meanings ofVocabulary/Comprehension Student page 395VocabularySTRATEGYHOMOPHONESHomophones Remind students that homophones are words that sound the same but are spelled differently andA man with a frown that looked likea spectacular afternoon,” s

26、he said. “Twoit was chiseled out of stone blocked theirfriends like you, that shouldnt be awordshave different meanings. Have studentspoint to the word fare in “Lunchway. “Go around back if yourewith him,”he said pointing at Joe.Before the boys could respond, a womans voice interrupted the discussio

27、blem.” Then she wheeled away. Joe and Paul never got her name, but they never forgot her either.Counter Encounter.” Ask what other word is pronounced the same but has a different spelling and meaning. (fair) Point out that readers need to use the context of the sentence to figure out the meanin

28、g of the homophone. HaveStory StructureReread for Comprehensionvolunteers use the words fare and fairin sentences.FCAT Plot Developmentcharacter setting! ! !Test Prep and Practice with vocabulary, pages 631.!1VOOQbSASbbWU395clenchedchiseled1. sensational, fantastic spectacular 2. burn scald3. spoke

29、suddenly blurted4 carved chiseled 5 closed together tightly clenched6. consent permission7. a persons signed name autograph8. price charged for public transportation farepermission spectacularblurted fareautographA. Match the vocabulary word with its definition. Then write the correct word on the li

30、ne.On Level Practice Book O, page 112scaldLA.5.1.6Student uses multiple strategies to develop vocabularyWrite the following words on the board:there, buy, hear, peace. Have students suggest as many homophones as they can for each word.Read“Lunch Counter Encounter”As you read “Lunch Counter Encounter

31、” with students, ask them to identify clues that reveal the meanings of the highlighted words. Tell students they will read these words again in GoinSomeplace Special. Remind students to also look for homophones and to use context and pronunciation clues to help them understand the correct meanings.

32、provided.Tonight I went to see my favorite singer. Since she was singing at the local concert hall, I needed to ask my mom for permission to go to the show. Luckily my mom agreed to go with me. That night we got on the bus and paid the fare. The bus seemed to take forever. Mom and I got there with o

33、nly seconds to spare before the last act. The singing was spectacular, and I was soglad I was able to go to the show.Underline each vocabulary word you use. Possible responseB. Write a paragraph using at least three vocabulary words.Approaching Practice Book A, page 112Beyond Practice Book B, page 1

34、12Goin Someplace Special 395Vocabulary/ComprehensionObjectives Analyze story structure Use academic language:character, setting Analyze character andsettingReread forComprehensionSTRATEGYANALYZE STORY STRUCTUREas elements of a plotLA.Analyze elements ofUnderstanding how the events of a story

35、are organized can help readers better understand and remember what they are reading.Materials Graphic Organizer Transparency 16 Practice Book, p. 113plot structure Story structure looks at how the author has organized the eventsof the plot using story elements such as character and setting.SKILLPLOT

36、 DEVELOPMENTSkills TracePlot DevelopmentLA.Analyze elements of plot structure including character development and settingEXPLAIN A character is a person or animal in a story or play. In order to recognize the role a character plays in plot development, readers must relate to the character, pr

37、edict how he or she will behave, and appreciate the characters feelings. Characters who have large roles are major characters. Those who have small roles are minor characters. The setting of a story is where and when it takes place. Sometimes the date and location are stated outright; sometimes they

38、 are implied by clues in the text and illustrations. SettingsIntroduce19ABPractice / Apply2039, 51AB, 147AB,231AB, 263AB,359AB, 395AB, 607AB,671AB; Practice Book 23, 910, 3940, 6768, 7677,104105, 113114, 178179,194195Reteach / Review251B, 441B, 661B;Small Group OptionsAssessWeekly Tests; Units 16 Te

39、sts; Benchmark TestsMaintain2039, 51AB, 147AB,231AB, 263AB, 359AB,395AB, 607AB, 671ABTransparency16aTransparency 16b“No, maam,” Paul blurted out“These boys will be joining me,” the suddenly. “Bikes are fine!” He hatedsoft voice said. The man and the boys riding the bus with Joe. They would beturned

40、to see a woman in a wheelchairVocabularyforced to sit in the backbeside them. “Excuse us,” she saidscaldblurtedWhen the boys reached Center Street,smiling, as she moved her chair towardpermission clenchedJoe started to getnervous.the man, intending to go forward“Dad told me about some trouble hereNo

41、t wanting to appear rude to thefarespectacularby Ilysa Samuelsonlastweek,” Joe said sadly. “Ill just waitwoman, the man stepped aside. outside.”Joe and Paul followed the woman toHomophonesBest buddies Joe and Paul loved to play“Not happening!” Paul said, as hethe stools. She parked beside them andHo

42、mophonesbaseball.They spent the morning of June 23,grabbed Joes arm and the two boystalked steadily as they ordered andate1963, working on their swings and working upmarched through the door. Paulshandtheir lunch.a sweat. It was a hot day and the Mississippiwas clenched in a fist as they headed forA

43、fter the boys finished, the womanfaresun was doing its bestto scald the boys withtwo emptystools.met them on the sidewalk outside.“Havefairits hotrays. At about noon Paul started feelingA man with a frown that lookedlikea spectacular afternoon,” shesaid.“Two hungry. He wanted to grab a burger from t

44、heit was chiseled out of stone blocked theirfriends like you, that shouldnt be a drugstoreon Center Street with Joeway. “Go around back if youre with himproblem.” Then she wheeled away. Joe“Ummm, Ill ask my mom if I can go. Ihe said pointing at Joeand Paul never got her name, but theyneed her permis

45、sionBefore the boys could respond, aneverforgothereitherwas complicated for Joe. There were rules thatwomans voice interrupted the discussion. would keep him from sitting with his friendbecause of the color of his s kin.Joesparents and many other people were trying to change those rules. They listen

46、ed tothe speeches of Dr. Martin Luther King, Jr.,Reread for Comprehensiona famous preacher who was trying tochange unfair practices in manyStory Structuresouthern states. In Joes housetherePlot Developmentwas a picture of Dr. King with hischaractersetting1VOOQbS ASbbWUautograph on the bottom!“Its mi

47、ghty hot,” Joes !mother said. “Why dont you! !boys take the bus tothe!drugstore? Ive got the!bus fare right here.”395.&-Group Work Organize students into groups.Have them read the rest of the selection and work together to fill out the Characters and Setting Chart. At times have students pause and r

48、etell what they have read.Explain words as needed. Monitor their work to make sure students understand the task.autographchiseled.,” Joe said. The situation.,”.FCAT395A Unit4Week1Student Book pages 394395 available on Comprehension Transparencies 16a and 16bVocabulary/Comprehensioncan change from on

49、e location to another within one story. Good readers try to analyze how the setting can have an impact on the characters and events in the plot.CharactersSettingJoe, PaulJune 1963, MississippiJoes motherbaseball field or parkman, woman in wheelchairdrugstoreSetting can also include a specific time o

50、f day, season, and time period.Transparency 16LA.Locate and analyze elements of plot structureMODELRead the first two paragraphs of “Lunch Counter Encounter” fromStudent Book page 394.Think Aloud The author gives information about the setting in the first paragraph of this story: It is set in

51、 Mississippi in June 1963. Joe and Paul are the main characters. I know that in the early 1960s segregation was still very common in the South. Since Joe is African American, I think the settingmay have a big impact on the characters and the development of the plot. Joe doesnt want to go to the drug

52、store with Paul because there are laws that would keep him from sittingwith his friend. So the time and place of the story have a major influence on the characters and the way they behave.GUIDED PRACTICEDisplay Transparency 16. Help students begin the chart with the main characters (Joe and Paul) an

53、d the setting (June 1963,Mississippi). Help students analyze information about character and setting, and how one affects the other.APPLYHave students reread the rest of the selection and complete the chart. Ask students to discuss why they think the woman helps Joe and Paul, and what the “trouble”

54、at the drugstore that Joe refers to might have been.Graphic Organizer Transparency 16Test Prep and Practice with Plot Development, pages 6596.When you summarize a story, you briefly retell it in your own words. You can describe the characters (people in the story), setting (place where the story happens), and plot development in a summary.Read