Unit 19, Lesson 6

1. Unit 19, Lesson 6 February 8, 2011

2. W. A. L. T. • Spell new words at least 8 of 10 trials • Determine homophones with at least 80% accuracy • Determine antonym pairs 4 of 5 trials • Use commas in a sentence with at least 80% accuracy

3. 1. Content Mastery: Using Student Performance • Review: • Vowel Digraphs- • Two vowels that go together to make one LONG VOWEL SOUND • Examples: • EE, AI, OA • Green • Rain • Boat

4. 2. Spelling Pretest 2 • Please turn to workbook page 34 • Write the words I say to the best of your ability • Try your best!! • If you do not know how to spell it, at least GIVE IT A TRY! • Please correct the words once we finish • Write the correct spelling if it is spelled incorrect

5. foresee Workbook Page 34 agreement midweek sailor aimlessly darkness boastful appraiser mistake artist colorful details waiter explained miscalculated

6. Workbook Page R14

7. 2. Word Fluency • Please record your best trial number on page R42 • Unit 19 • Lesson 6 • 2-8-11

8. 3. Review: Homophones • Homophones are word pairs or triplets that are pronounced alike but have different spellings and different meanings. • It is helpful to understand the meanings of homophones in order to spell these words correctly • Example: • Pale  Pail • Male  Mail • Tale  Tail • Waste  Waist • Rode  Road * Discuss meanings of these words *

9. 3. Review: Antonyms • Antonyms are words that have opposite meanings. • Page 5 of your hardcover book shows antonym pairs • Examples: • Free/ Costly • Obtain/ Lose • Keep/ Give • Sweet/ Sour • Float/ Sink

10. 3. Word Line: Degrees of Meaning • Please turn to workbook page 35 • Degrees of meaning means that some words have different stages of their meaning. The word line helps us physically see those stages better. • Read the words in the Word Bank under each sentence • Use a dictionary to define the unfamiliar words • Fill in the blank with the word that makes the best sense according to the context of the sentence, using what you know about the words’ degrees of meaning related to the target word speed.

11. slithered Workbook Page 35 popped meandered dashed rumbled chugged bumped accelerated glided sped

12. 3. Expression of the Day • The end of the road. • Meaning: the point where it is no longer possible to continue with a process or activity. • Example: • We’ve struggled on for as long as we could, but now we’re at the end of the road.

13. 4. Introduction: Linking Verb be • The verb be is a helping verb when used with another verb. • Example: • The crowd is cheering. • When the verb be is used as the main verb of a sentence, it is called a linking verb. It links what follows the verb to the subject. • Example: • Squeaky is a competitor.

14. 4. Introduction: Linking Verb be • Examples: • The girl is running down the track. • The boy is a violinist. • In the first sentence, is is part of the verb phrase is running. Is running is the present progressive form of the verb run. This form indicates that the running is going on now. • In the second sentence, is is the main verb and a linking verb. It links violinist and boy. The violinist and the boy are the same person: The word violinist renames the subject.

15. 4. Identify It: Linking Verb or Helping Verb • Please turn to workbook page 36 • Read each sentence • Decide if the underlined form of the verb be is a helping verb or a linking verb • Fill in the correct bubble

16. Workbook Page 36

17. 4. Introduction: Predicate Nominative • When the verb be is used as the main verb, it is a linking verb. It links what comes after the verb comes after the verb to the subject. • When a noun follows a linking verb and renames the subject, it is called a predicate nominative. • Example: • The girl is a runner. RUNNER renames GIRL

18. 4. Code It: Predicate Nominative • Please turn to workbook page 37 • Read each sentence • Decide if the underlined verb is a form of the verb be • Find and label the predicate nominative, if there is one • HINT: Not all sentences have a predicate nominative

19. Workbook Page 37 PN PN PN PN PN

20. 4. Introduction: Commas in a Series • Please refer to hardcover page 10 • When three or more words are listed together in a sentence, the items are written one after the other. • Commas are used to separate the items • A comma is not placed in front of the first word • The last item is usually connected to the others in the series by and or or. A comma is placed before the and or or. • The same rules are true for three or more groups of words listed together in one sentence

21. 4. Introduction: Commas in a Series • Example: • I have a book a pen an eraser and a piece of paper. , , , • Please turn to workbook page 38 • Identify the words in a series in Sentence 1 and place commas between them • Read each sentence • Place a comma between each item in the series

22. , , , , , , , , , , , , , , , , , , , Workbook Page 38 , , , , , , , ,

23. 5. Introduction: Fiction • Fiction is a literary genre that includes stories that are not true. Fiction is sometimes based on real people, places, or events. Novels, short stories, and dramas are examples of fiction.

24. 5. Introduction: Plot • Map It: Plot • Please turn to page 12 in your hardcover • Definition of plot: • Plot is a literary term referring to the patterns of events in a narrative or drama. A plot usually consists of a series of events that establish a problem. The plot guides the author in composing the work and helps the reader follow the story.

25. 6. Map It: Plot • You will be given a blank graphic organizer titled Map It: Plot • With a partner or individually, fill out this graphic organizer based on the story that will be read to you • “Butterfly’s Bet” • Areas to remember/ cover on the graphic organizer • Setting • Characters • Problem • Solution

26. 5. Butterfly’s Bet • It was a beautiful day in the Fiji Islands. Heron stood on his long stick legs in the white sands of his favorite lagoon. He closed his eyes lazily and thought about his next meal. “Maybe I’ll have jumbo shrimp,” he thought. “Or I might catch a juicy crab.” Thinking about food was Heron’s favorite pastime. • Just then something very light bounced off his head and landed on his bill. Heron’s eyes snapped open. There, flapping her wings and staring at him thoughtfully, was a small butterfly. • “What do you think you’re doing?” Heron asked crossly. • “Resting,” said Butterfly. “I’m on my way to Tonga, to visit my cousins.” • “You’ll never make it to Tonga!” said Heron. “You’re too small and weak, the island is too far away. • Butterfly knew that she was small, and Tonga was far away. She also knew that Heron was large and strong. • Butterfly had a plan.

27. 5. Cont’d • “I may be small, but I’m fast,” she said. “I bet I could beat you in a race to Tonga!” • Why should I go to Tonga?” Heron asked. • “Because Tonga has the largest and tastiest seafood in the world,” answered Butterfly. • Heron was very proud of his flying ability. And he was very fond of large and tasty seafood. • “I accept your challenge,” he said. • The race was on! • With a few powerful beats of his wings, Heron rose into the air. He felt the wind ruffle his feathers as he flew through the skies. • He did not, however, feel the small butterfly that perched lightly on his back, hitching a free ride. • Heron flew along, thinking about mud lobsters and other tidbits. Suddenly Butterfly seemed to appear from nowhere. As she streaked ahead of him, she shouted, “What a slowpoke you are! You’ll never get to Tonga!”

28. 5. Cont’d • Heron flew faster, and passed Butterfly. “I could beat you with one wing tied behind my back!” he shouted. • He did not realize that Butterfly had once again settled lightly and comfortably onto that very back. • Time passed, and Heron grew tired. But each time he slowed down, Butterfly appeared out of nowhere to tell him she was winning. Each time, Heron flew faster and passed her up. And each time, Butterfly hitched a free ride when he wasn’t looking. At sunset, the sun began to sink toward the sea like a big red ball. Heron was so exhausted that he began to sink toward the sea.

29. 5. Cont’d • Butterfly saw that Heron was in trouble. Quickly she rose from his back and flew beside him. “We’re almost there, Heron!” she said. “Come on, you can make it!” • Heron was too tired to ask where she’d come from. He beat his wings weakly and Butterfly fluttered around his head, encouraging him. • Butterfly and Heron reached the island together, so no one won the race. They didn’t mind though. Butterfly had a good visit with her cousins. As for Heron, he decided that the seafood of Tonga was, indeed, the largest and tastiest he’d ever eaten.

30. 6. Map It: Plot • You will be given a blank graphic organizer titled Map It: Plot • With a partner or individually, fill out this graphic organizer based on the story that was just read to you • “Butterfly’s Bet” • Areas to remember/ cover on the graphic organizer • Setting • Characters • Problem • Solution

31. A lagoon in the Fiji Islands, and in the sky on the way to Tonga Heron Butterfly Butterfly wants to fly to Tonga to visit her cousins, but she is too small and weak to fly so far. Handout Butterfly challenges Heron to a race to Tonga. Heron accepts because of tasty seafood in Tonga. Butterfly secretly sits on Heron’s back as eh flies to Tonga. At times Butterfly jumps off and flies ahead of Heron to tease him. Finally they reach Tonga, and both get what they want.