What Jo Did

1. What Jo Did Written and Illustrated by: Charles R. Smith, Jr.

2. Summary Imagine that you could jump as high as a basket ball rim. That’s exactly what Joanna Marie, or Jo, could do. Jo makes new friends when she shows off her talent during a basketball game in which she is the only girl.

3. Study Skills • Genre: Fiction • Comprehension Skill: Cause and Effect • Comprehension Strategy: Prior Knowledge • Comprehension Review Skill: Draw Conclusions • Vocabulary: Prefixes and Suffixes

4. Genre: Fiction • Fiction often has characters and events that seem real. Try to picture this story taking place where you live, with people you know.

5. Comprehension Skill Tested –Cause and EffectTe112 • Aneffectissomething that happens. • Acauseexplainswhyit happens. • Writing may include clue words such as because, in order to, so, and as a result to link causes and effects. • If these words are missing, readers need to think about cause-and-effect relationships on their own.

6. Comprehension Strategy – Prior Knowledge TE144a • Good readers use what they know to help them understand what they read. They try to connect it to what they already know. They think about whether they have ever seen or experienced what they are reading about. This helps understand the new information. • Let’s practice what we know about basketball.

7. Comprehension Strategy – Prior Knowledge TE144a

8. Comprehension Skill Review –Draw Conclusions TE 153 • When you draw conclusions, you use details and what you already know to form opinions or make decisions about characters and events.

9. Vocabulary Strategy Suffixes -able and Prefixes -un • Suffixes and prefixes have their own meanings. • The prefix -un means “the opposite of ________” or “not_____”, as in unhappy.

10. Vocabulary Strategy Suffixes -able and Prefixes -un • The suffix –able means “able to be ____ed,” as in enjoyable. • The suffix –less means “without _____,” as in painless. • You can use suffixes as prefixes to help you figure out the meanings of words.

11. Question of the WeekTE 142 m • How can we learn to appreciate the talents of others?

12. Vocabulary - Say It • marveled • unbelievable • speechless • swatted • fouled • hoop • jersey • rim

13. unbelievable incredible; hard to think of as true or real

14. swatted hit sharply or violently

15. speechless not able to talk

16. rim an edge, border, or margin on or around anything

17. marveled was filled with wonder; was astonished

18. jersey a shirt that is pulled over the head, made of a soft, knitted cloth

19. hoop a ring or round flat band

20. fouled in sports, made an unfair play against

21. He was unbelievable under the basket!

22. He was unbelievable under the basket!

23. The ball bounced off the rim.

24. The ball bounced off the rim.

25. Max swatted the ball away and kept it out of the basket.

26. Max swatted the ball away and kept it out of the basket.

27. I have always marveled at the way he can play ball.

28. I have always marveled at the way he can play ball.

29. Her performance tonight left me speechless.

30. Her performance tonight left me speechless.

31. He was fouled by the other player and did not make his basket.

32. He was fouled by the other player and did not make his basket.

33. He was bouncing the ball down the court toward the other team’s hoop.

34. He was bouncing the ball down the court toward the other team’s hoop.

35. Lots of boys want to wear Peyton Manning’s jersey number.

36. Lots of boys want to wear Peyton Manning’s jersey number.

37. Day 2-Question of the Day • Do you think Jo would have had a chance to show off her talent if she hadn’t worn her hat?

38. What Jo Didp. 148-149 • Why do Joanna’s parents hang the basketball rim up so high? • Think about when Jo meets the boys. Does this situation remind you of a time you tried something new? Would you act like Jo does?

39. What Jo Didp. 150-151 • Explain the meanings of the prefix and suffix for unbelievable on p. 151, paragraph 3. Then tell the meaning of the word. • What does Jo think might happen if she removes her hat? • What happens because Jo blocks some of the boys’ shots?

40. Day 3-Question of the Day – • How does the what do the other basketball players think about Jo’s talent?

41. What Jo Didp. 152-153 • Why do you think the freckle-faced boy wants to see Jo dunk the ball? • Why do you think the text on p. 153 is slanted? • What causes the boys’ mouths to hang open?

42. What Jo Didp. 154-155 • How do the boys find out Jo is a girl? • Why is “Jumpin’ Jo” a good nickname for Jo? • Does Jo’s experience with these boys remind you of girls and boys you know? Explain why or why not.

43. Day 4-Question of the Day - Review • How does the speaker in “Fast Break” feel about himself?

44. Review Questions • What does Joanna do to T.J.’s jump shot? Why does he react the way he does? • Why do the boys ask Joanna to play ball? • Why do you think she hid the fact that she was a girl?

45. Review Questions • What is the theme or “big idea” of this story? • Which boy changes his attitude the most about Joanna? What are some ways it changed? • Why does T.J. tell her to leave her hat at home at the end of the story?

46. Writing Assignment TE 161g • Think of something you love doing. • Write a poem using figurative language, about what it feels like when you are doing this activity.

47. Spelling Wordsadding –s and -es • donkeys • batteries • bunches • memories • teammates • counties • scratches • delays • daisies • hobbies

48. Spelling WordsAdding –s and -es • sandwiches • costumes • companies • months • holidays • taxes • supplies • plays • friends • monkeys

49. CHALLENGE • eyelashes • ambulances • trophies • secretaries • inventories

50. Weekly Fluency Check -Rhythmic Patterns of Language TE 161a • Read aloud “The Circuit” on p. 142m. Have students note your rhythmic pattern, which stress important and emotionally-charged words and makes dialogue sound like everyday conversation. Explain that you also change the pace of the words and the tone of your voice to match the context.