ImaginationImagination 3.2. Day 1 - Word Knowledge 1.differ different differently difference...

Imagination3.2

Day 1 - Word Knowledge

1. differ different differently difference

2. peace peaceful peacefully peacefulness

3. doesn’t you’d won’t you’re I’ll

4. make made fly flew

think thought

5. hearing nibbling smiling wagging

6. eat hearing feel real tree


S1. “If only you’d listen to my poem you’d feel differently about it all,” said the mouse.

S2. “What’s wrong with me?” he thought.

S3. Poetry has got into your blood and you’re stuck with it for the rest of your life.

S4. Apples that we eat are picked from a tree.

What do these words have in common?



Lines 1 & 2: - have suffixes added to them.

- same base word family

How does the suffix change its meaning and part of speech?

3. doesn’t you’d *won’t* you’re I’ll

contractions

What 2 words make up each contraction?

4. make made fly flew think thoughtverbs that have irregular past tense forms

• Use each word in a sentence.

5. hearing nibbling smiling waggingsuffix -ing

• What are some of the rules for spelling changes when a suffix is added?

drop the silent e; double consonant following a short vowel; drop the y and change it to an i

What do these words have in common?

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


These words are found in “The Cat Who Became A Poet.”

They all have the long /ē/ sound.

What is the spelling for the long /ē/ sound in each word?





These sentences are from the story.Who can find the: - word with a suffix?

- contractions?

Explain the difference between: your you’re



Identify the words that have the long /ē/ sound.

eat tree

What is the spelling for the /ē/ sound?

Selection Vocabulary• poet:

person who write or composes poems• nibbling:

taking small bites• alarm:

sudden fear; a sense of danger• temperature:

degree of hotness or coldness measured with a thermometer

• commanded:ordered

• burglars:people who steal; thieves

Day 1

poet

nibbling

alarm

temperature

commanded

burglars

Now let’s practice the words with our corresponding motion

• What do you know about poetry?

• What have you learned about imagination from the poetry selections read so far in this unit?

• How might imagination help a person see or state things in new ways?

• “The Cat Who Became a Poet” is a fantasy story – involves very imaginative, fanciful tales and sometimes features animals that talk.

• Mahy uses figurative language to compare things in new and imaginative ways.

• Example:

“Her dreams turned into black butterflies” (p.218) metaphor: compares two things to create a picture in our minds

Focus Question

• How can using your imagination help you see things in a new way?

• How can your life be more exciting and rewarding when you use your imagination?

1. How does the cat use his imagination?• He learns to see the world in new ways, the way a poet does.

2. What does the cat learn about poetry?• He realizes it is tricky and can have more than one meaning. He

thinks that poetry might be the world’s way of talking about itself.

3. Why do you think the cat says he will never eat another poet?• Eating he poet mouse has changed his life enough; he doesn’t want it

to change anymore.

4. How does this selection add to your understandding of the theme Imagination?

• It teaches us:• Imagination can help us when we least expect it.• Imagination can help us learn new ways and things.

Read Aloud: Checking Comprehension

Contractions

• An apostrophe is used to replace a letter or letters.

• do not drops the 2nd o to become… don’t

• she is drops the i to become…she’s

• it is drops the i to become…it’s

*Let’s practice contractions more by completing Comprehension Workbook p. 64-65

Day 1




3. doesn’t you’d won’t you’re I’ll

4. make made fly flew

think thought

5. hearing nibbling smiling wagging


Day 2 - Word Knowledge 1. differ different differently difference2. peace peaceful peacefully peacefulness

Choose a word and use it in a sentence.

3. doesn’t you’d won’t you’re I’ll4. make made fly flew think thought5. hearing nibbling smiling wagging6. eat hearing feel real tree

Give a clue for one of the following words, then choose a student to give the answer.

Selection Vocabulary• poet: person who write or composes poems

• nibbling: taking small bites

• alarm: sudden fear; a sense of danger

• temperature: degree of hotness or coldness measured with a thermometer

• commanded: ordered

• burglars: people who steal; thieves

Day 2

poet

nibbling

alarm

temperature

commanded

burglars

Vocabulary PracticeMatch the vocabulary word with its correct definition.

poet -fear

nibbling -tell someone to do something

alarm -someone who writes poems

temperature -taking very small bites

command -how hot or cold you are

Vocabulary Practice: Sentencespoet nibbling alarmtemperature command

1. What is the _________________ of water when it freezes?

2. When we discovered our cat was lost, we were filled with _______________.

3. When I _________________ my dog to stay, he listens.

4. Jack Prelutsky is my favorite ____________.

5. A mouse was ________________ on cheese.

Fantasy or Reality?

• Authors write fantasy stories to spark the imagination of readers.

• Elements of a fantasy story might include talking animals.

CD of story: Comprehension Skill

•Let’s find more story elements (character, action, and dialogue) and identify whether it is fantasy or reality.

•Now let’s practice this concept more in our Comprehension Workbook p. 62-63.

Day 2: CD of story - Comprehension Skill

Story Element Fantasy or Reality

Cat caught a mouse.

Mouse asks cat not to eat him.

Mouse is a poet.

Fantasy or Reality?

View Fine Art• p. 238

• Reflect on the painting on p. 238: Triptych

• The painting by Roy Lichtenstein is painted on three separate canvases and represents a brief history of twentieth century art.

• The use of flat, primary colors with black and white is typical of his early work and imitates the feeling a comic strip.

Spelling• Read: meat met beast best eat here at

Sort words into categories:

/ē/ sound l short vowel soundslll

Day 2

Read: sadly

• What is the base word?• What is the suffix?

• Remember a suffix is a part added to the end of a word that changes the word’s meaning.

• -ly means “in a certain way”

• Sadly means:• “in a sad way”

* Let’s practice suffixes in our Spelling Workbook p.54-55

Day 2

• Identify the contractions and tell which words go together to make them.

1. Dogs don’t eat at the table.

2. It’s a long way to Tipperary.

3. Wouldn’t you like some more milk?

Day 2: Contractions Review

Poetry• Poetry uses the sounds and meanings of words to communicate

thoughts and feelings.

• End rhyme uses rhyming words at the end of lines• Ex: I’m late, I’m late,

For a very important date!

• Onomatopoeia uses words that spell a sound• Ex: sizzle and bang.

• Alliteration uses several words with the same beginning consonant sound, like tongue twister• Ex: Sally sells seashells by the seashore.

• Repetition of words makes a strong, strong statement

Sound out the words.

• mouse paws crowd poison• Austin annoy count noise• dirty over churn started• charcoal turned Thursday temperature• mother brother observe canyon

• The temperature in the library was cold.• On Thursday, we started an important project.• A cat once caught a mouse, as cats do.

What do lines 1 and 2 have in common?

1. mouse paws crowdpoison

2. Austin annoy count noise

• They all have diphthongs – two consecutivevowels that appear in the same syllable. Thesounds are blended together.

(ow, aw, ow, oi, au, oy)

• Say each word and identify the diphthong in each word.

• What do these words have in common?

3. dirty over churn started4. charcoal turned Thursday temperature

• These lines emphasize /r/ spelled er, ir, ur, and ar. In these cases, the letter r affects the sound of the vowel or vowels that precede it. The preceding vowel and r are treated as a single sound.

• Who can underline these spellings?--------------------------------------------------------------------------------------------------

--• What do the words in line 5 have in common?

5. mother brother observe canyon

• These practice the schwa /Ə/ sound spelled o.• Identify the words with the /r/ sound preceded by a vowel.

mother, brother, observe

Read the sentences and clap the syllables.

1. The temperature in the library was cold.

2. On Thursday, we started an important project.

• These sentences stress multisyllabic words and practice the /r/ sound spelled er and ar.

3. A cat once caught a mouse, as cats do.

• This sentence is from the story.• Identify the words with diphthongs and underline

the diphthong.

caught and mouse

Selection Vocabulary• poet: person who write or composes poems

• nibbling: taking small bites

• alarm: sudden fear; a sense of danger

• temperature: degree of hotness or coldness measured with a thermometer

• commanded: ordered

• burglars: people who steal; thieves

Day 3

poet

nibbling

alarm

temperature

commanded

burglars

Day 3: Let’s practice these words with our picture cards.

• What happened when the cat ate the mouse?

• How did the cat feel about what happened?

• What did the cat learn?

• What did the cat decide?

Day 3: Buddy Read - Followed by Handing Off

Read: carelessly

• What is the base word?• Which suffixes does carelessly have?

-less, -ly

• What does careless mean?without care

• What does carelessly mean?in a way without care

• What part of speech is it?adverb

Day 3

Day 3: Contractions Review

Column 1 Column 2

he is

they are

we will

should not

do

can

* In pairs, write down all the contractions you can think of with these words.

Spelling Practice

• Who could name things in the classroom that have a long /ē/ sound?

sneakers, teacher, green, people

Day 3

Sound out the words.


• The temperature in the library was cold.• On Thursday, we started an important project.• A cat once caught a mouse, as cats do.


• Choose a word and use it in a sentence. • Remember to:

- extend the sentence by adding phrases to the beginning or end.

- add adjectives and adverbs.

• Take out your dictation booklets and blue pens and let’s begin our dictation!

• If you need help, remember to ask:

• “What is the spelling for the __ sound in _______?”

• Line 1: ________ _________ _________• Line 2: ________ _________

_________• Challenge word: ________________• Sentence:___________________________

__________________________________

poet

nibbling

alarm

temperature

commanded

burglars

Day 4: Let’s practice matching words with definitions on our pocket chart.

Rhyme and Rhythm• Share what you know about rhyme and rhythm?

• rhyme: two or more lines of verse with terminal words corresponding in sound.

• rhythm: an alternating pattern composed of strong and weak sounds, broken by periods of silence.

• Listen as I read the poem on p. 217• Pay attention to the rhythm of the words. • Who could name pairs of rhyming words for each

stanza?• Note: although the ending sounds of the words are alike, the spellings

are not necessarily the same.

• Look for these elements as we read through the story.

Day 4: Popcorn Read – Literary Elements

Read: tricky

• The suffix -y adds the same meaning to a word as -ful.

• Both suffixes mean “having” or “full of”• Some words use –y, and others use –ful.

• Which sounds right… sticky or stickful?

• What does tricky mean?

having tricks; full of tricks

Day 4

Spelling Practice

• Look at Sound/Spelling Card 37.• What are the spellings for the /ē/ sound?

e ea e_e _y ee _ie_

* Let’s practice the long /ē/ sound in our Spelling Workbook p. 56-57

Day 4

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