I m a g i n a t i o n

1. Imagination 3.2

2. Day 1 - Word Knowledge • differ different differently difference • peace peaceful peacefully peacefulness • doesn’t you’d won’t you’re I’ll • make made fly flew think thought • hearing nibbling smiling wagging • eat hearing feel real tree

3. Day 1 - Word Knowledge 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.

4. What do these words have in common? • differ different differently difference • peace peaceful peacefully peacefulness 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?

5. What do these words have in common? 4. make made fly flew think thought verbs that have irregular past tense forms • Use each word in a sentence. 5. hearing nibbling smiling wagging suffix -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

6. What is the spelling pattern in the next set of words? 6. eat hearing feel real tree • 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?

7. Day 1 - Word Knowledge 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. These sentences are from the story. Who can find the: - word with a suffix? - contractions? Explain the difference between: your you’re

8. Day 1 - Word Knowledge S4. Apples that we eat are picked from a tree. Identify the words that have the long /ē/ sound. eat tree What is the spelling for the /ē/ sound?

9. Selection Vocabulary Day 1 • 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

10. Now let’s practice the words with our corresponding motion • poet • nibbling • alarm • temperature • commanded • burglars Selection Vocabulary

11. Prior Knowledge • 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?

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

13. The Cat Who Became A Poet 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?

14. The Cat Who Became A Poet 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

15. Language Arts Day 1 Contractions • An apostrophe is used to replace a letter or letters. • do not drops the 2ndo 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

16. Day 2 - Word Knowledge • differ different differently difference • peace peaceful peacefully peacefulness • doesn’t you’d won’t you’re I’ll • make made fly flew think thought • hearing nibbling smiling wagging • eat hearing feel real tree

17. Day 2 - Word Knowledge 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.

18. Day 2 - Word Knowledge 1. differ different differently difference • peace peaceful peacefully peacefulness Choose a word and use it in a sentence. 3. doesn’t you’d won’t you’re I’ll 4. make made fly flew think thought 5. hearing nibbling smiling wagging • eat hearing feel real tree Give a clue for one of the following words, then choose a student to give the answer.

19. Selection Vocabulary Day 2 • 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

20. poet • nibbling • alarm • temperature • commanded • burglars Selection Vocabulary

21. Vocabulary Practice Match 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

22. Vocabulary Practice: Sentences poet nibbling alarm temperature command • What is the _________________ of water when it freezes? • When we discovered our cat was lost, we were filled with _______________. • When I _________________ my dog to stay, he listens. • Jack Prelutsky is my favorite ____________. • A mouse was ________________ on cheese.

23. The Cat Who Became A Poet 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

24. The Cat Who Became A Poet • 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 Fantasy or Reality?

25. 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.

26. Word Analysis Spelling • Read: meat met beast best eat here at Sort words into categories: /ē/ sound l short vowel sounds l l l Day 2

27. Word Analysis 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

28. Language Arts • Identify the contractions and tell which words go together to make them. • Dogs don’t eat at the table. • It’s a long way to Tipperary. • Wouldn’t you like some more milk? Day 2: Contractions Review

29. 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

30. day 3 - Phonics and Fluency 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.

31. Day 3 - Phonics and Fluency What do lines 1 and 2 have in common? • mouse paws crowd poison • Austin annoy count noise • They all have diphthongs – two consecutive vowels that appear in the same syllable. The sounds are blended together. (ow, aw, ow, oi, au, oy) • Say each word and identify the diphthong in each word.

32. Day 3 - Phonics and Fluency • What do these words have in common? 3. dirty over churn started 4. 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

33. Day 3 - Phonics and Fluency Read the sentences and clap the syllables. • The temperature in the library was cold. • 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

34. Selection Vocabulary Day 3 • 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

35. poet • nibbling • alarm • temperature • commanded • burglars Selection Vocabulary Day 3: Let’s practice these words with our picture cards.

36. The Cat Who Became A Poet • 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

37. Word Analysis 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

38. Language Arts Day 3: Contractions Review * In pairs, write down all the contractions you can think of with these words.

39. Word Analysis Spelling Practice • Who could name things in the classroom that have a long /ē/ sound? sneakers, teacher, green, people Day 3

40. day 4 - Phonics and Fluency 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.

41. day 4 - Phonics and Fluency • mouse paws crowd poison • Austin annoy count noise • dirty over churn started • charcoal turned Thursday temperature • mother brother observe canyon • 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.

42. Dictation • 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:_____________________________________________________________

43. poet • nibbling • alarm • temperature • commanded • burglars Selection Vocabulary Day 4: Let’s practice matching words with definitions on our pocket chart.

44. The Cat Who Became A Poet 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

45. Word Analysis Read: tricky • The suffix -y adds the same meaning to a word as -ful. • Both suffixes mean “having” or “fullof” • 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

46. Word Analysis 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