Off and Running

1. Off and Running By Gary Soto

2. Day One • Theme Introduction – School Rules • Summary and Genre • Spelling (prefix pre- and pro-) • Grammar-Action and Linking Verbs • Skill and Strategy: Text Structure-Compare and Contrast; Context to Confirm Meaning • Characterization • Read Aloud • Vocabulary

3. Theme-School Rules • In this theme, students see many ways members of a community are connected. As students read and listen to selections about school experiences, they will realize that students in school communities learn not only information from texts but also practical lessons about life.

4. School Rules • How do you interpret “School Rules”? Is there more than one meaning? • Preview the stories in this theme. • Which selections seem to be about learning a lesson? • Which selections might focus on the classroom and which might focus on a particular student?

5. Summary and Genre • Miata Ramirez wants to become president of her fifth-grade class. She meets and elderly woman who helps her achieve her goal. • Genre – Realistic Fiction

6. Spelling Words Pre- and Pro-The prefix pre- usually means “before.”The prefix pro- means “for” or “on behalf of.”Both change the meaning of the root. Prevent Property Program Propose Predict Precede Project Proceed Pretend Pronunciation Process Professional Prefer Pretest Promise Preview Previous Proclaim Protect Progress

7. Monday Homework Chart • Homework Tuesday-Thursday is Choice Activity. • Friday-Spelling Quiz.

8. Action and Linking Verbs • An action verb tells what the subject does, did, or will do. • A linking verb connects the subject to a noun, a pronoun, or an adjective in the predicate. • An action verb is often followed by a direct object, a noun or pronoun that receives the action. • Look at Sentence 1-4. Identify the verb and then tell whether it shows an action or links the verb to the noun/pronoun or adjective. • Rewrite Sentence 5 using a different form of be and a different adjective after the verb. • Read sentences 6-9 and identify each verb as an action or a linking verb. Tell whether the word that follows each linking verb is a noun that renames the subject or an adjective that describes the subject. Called; action Was; linking Ate; action Was; linking Miata is excited about the election Greeted, action; dir. Obj. - Miata. Was, link; noun-worker Suggested; action; direct object - something Became; linking-adj.-curious

9. Read Aloud • Today we will read aloud a short story. • Many stories are written primarily for the readers’ enjoyment. • When you listen with an open mind, the events in the story can seem more real. • The read aloud selection you are about to hear is realistic fiction, the same genre as our story this week, “Off and Running.”

10. Read Aloud-Class President by Johanna Hurwitz • When the new fifth-grade teacher announces that there will be an election for a class president, Cricket Kaufman, the most popular girl in class is positive she will win. But what other qualities might a class president need to have in order to win? Just before lunchtime, Cricket raised her hand. “Can’t we vote for a class president today?” she asked. She was probably going to nag the teacher about it every day, thought Julio. “What’s the rush?” asked Mr. Flores. “This is only the second day of school. We have a whole year ahead of us.” “Don’t remind me,” Julio groaned under his breath, but loudly enough for Lucas and others nearby to hear. “You said we should wait to know each other better,” Cricket pointed out. “But we already know each other.” “Yeah,” several of the fifth graders chorused.

11. “It’s true you know each other better than I know you,” said Mr. Flores. “But since you’ve never voted for a class president before, you may not have thought about what qualities a president should have.” “It’s got to be somebody that everyone likes,” said Arthur. “True,” Mr. Flores said. “However, is an election just a popularity contest? Does the most popular person make the best president?” “It’s the most popular person who always wins an election,” said Zoe. “Yes. Nevertheless, a person should be popular for the right reasons,” said Mr. Flores. “What other qualities should a good president have?” No one answered. Even Cricket, who always had the right answers to even the hardest questions, didn’t know what to day. “What about leadership ability?” asked Mr. Flores. But the teacher is the leader,” said Cricket.

12. “Of course,” said Mr. Flores. “But the student you elect must have the potential to be a leader, even though the teacher is still in charge.” “Sometimes teachers are absent,” Lucas pointed out. “Yeah, but then we get a substitute,” said Julio. Just then the bell rang for lunch. “We’ll have an election on the second Friday in September,” said Mr. Flores. “I want you to think hard about the best candidate for the job. Look for a good leader, someone who is fair and who stands up for whqat he or she thinks is right. Think about someone who is concerned about the whole class and not just a few special friends.” Julio looked at Cricket. She was very smart and she spoke out a lot in class. Probably she would make an okay president, but he didn’t think she thought about anyone except herself and a few of the girls who were her friends. Mr. Flores was right, Julio thought as the class headed down to the lunchroom. He wondered if he himself had what it takes to be a good leader.

13. Read Aloud Questions • Why might Mr. Flores have wanted to wait to hold class elections? • So the students would have time to know who was the best qualified. (Important Details) • What do you think the author is suggesting about what matter in an election? (Not how popular the candidate is, but his or her leadership qualities ( Author’s Purpose) • How can voters in national elections find out who might make a good president? (Answers vary – Generalization) • Would you prefer to listen to a realistic fiction story like this one, or to a nonfiction selection? (Answers vary-Personal Response)

14. Text Structure: Compare and Contrast Authors use text structure to organize information. One type of text structure is to compare and contrast. Authors can compare and contrast story characters, settings, objects, ideas, and events by identifying how they are alike and different. When you read a piece of writing that is organized in this way, look for signal words such as also, too, and similarly for comparisons and but, yet, and although for contrasts.

15. Text Structure: Compare/Contrast • As we read the information to the right, look at the signal words. • Think about how the underlined words help you understand the comparisons and contrasts that the author is making.

16. Use Context to Confirm Meaning • Good readers use strategies, such as using context to confirm meaning, to make sure they understand the meaning of unfamiliar words. Good readers are active readers, and they pay attention to the context of the text surrounding an unfamiliar word. • If I am unsure of the meaning of an unfamiliar word, such as dominant, I can think about the context in which the word appears. I know that in Mexico most people speak Spanish, while in the United States most people speak English, so I think it must mean “main.”

17. Text Structure: Compare and Contrast • Reading Skills Rocket • Test Tutor

18. Characterization • How does using characterization help you, as a reader, see how characters are alike and different? • How would this skill help you in the future as you read realistic fiction?

19. ran against husband because children of town would need to advance She cares for other people and is concerned about the future. Miata is also concerned about other people and their future. is excited by Dona Carmen’s words

20. Vocabulary • Graffiti • Obnoxious • Campaign • Endorse • Residence

21. Vocabulary in Context

22. Graffiti graf-fi-ti drawings or writing scrawled or painted on a public surface, such as a the wall of a building “The students who wrote the graffiti had to stay after school and scrub it off.” noun

23. Obnoxious • ob-nox-ious • very unpleasant or offensive • “The landfill gave off an obnoxious smell.” • adjective

24. Campaign • cam-paign • an organized series of activities designed to obtain a definite result • “The candidate made speeches during her campaign.” • noun

25. Endorse • en-dorse • to give approval or support to someone • “The company asked famous sports stars to endorse its products.” • verb

26. Residence • res-i-dence • place where one lives • “Our residence was an apartment on the top floor of a three-story house.” • noun

27. Analogies graffiti • Paper is to writing as wall is to ________. • Leave is to depart as approve is to _____. • State is to governor as town is to ______. • Nerve is to nervous as fame is to ______. • Boring is to interesting as complicated is to _________. endorse mayor famous simple

28. Day Two • Vocabulary Review • About The Author-Gary Soto • Build Background • Characterization • Genre Review • Choral Read with Tape • (Audio Tape 7, Track 6) • Comprehension Check

29. Vocabulary Review: Read Vocabulary Power on page 490-491 campaign • Graffiti: drawings or writing scrawled or painted on a public surface, such as a wall of a building. • Obnoxious: very unpleasant or offensive • Campaign: an organized series of activities designed to obtain a definite result. • Endorse: to give approval or support to someone • Residence: place where one lives • The _______________ described the qualities of the candidate running for mayor. • While _________ can be a community problem, many consider it art. • How is your __________ different than your school building? • Many people will ___________ different people when they run for mayor of Biz Town. • When an _________ sound is heard, it can bother others. graffiti residence endorse obnoxious

30. About Gary Soto • Harcourt Schools Biography • Gary Soto’s Official Website Picture taken from: http://www.harcourtschool.com/activity/ book_buddy/5off_running/author.html

31. Building Background • What could you do to help someone who is trying to get elected? • Write letters, visit people’s homes, make speeches or telephone calls. • What kinds of issues are important to people in national elections? • The economy, the environment, health care, taxes, foreign policy. • What kinds of issues are important to people in local elections? • Traffic , schools, public transportation.

32. Characterization Writers use a variety of techniques to help readers learn about their characters and make contrasts between and among them. Sometimes writers directly describe characters’ appearances and actions and explain their motives. Other times writers give information through the characters’ thoughts, words, and actions. Writers may also reveal their characters through the thoughts, words, and actions of other characters. In the first few pages of the selection, I learn from Miata’s thoughts and words that she is running for fifth-grade class present and is worried about winning. I also learned from her father’s words and appearance that he has a sense of humor and enjoys his family. Miata seems to be a bit nervous while her father seems relaxed.

33. Characterization • Characterization will help you learn and form opinions about the characters. • Notice how a character reacts to other characters and how other characters react to him or her. • Look for information the author provides directly about the characters. • Contrast the actions, motives, and appearances of characters to better understand them and how they relate to one another.

34. Genre-Realistic Fiction • Realistic fiction tells about characters and events that are like people and events in real life. • In this selection, look for: • Feelings that real people have. • A setting that is familiar to most readers. • When reading realistic fiction, one purpose for reading is to enjoy reading about the story characters.

35. Pages 494-495 • How do you know that Miata started calling people early in the morning? • Her friend Belinda was still asleep; Miata’s family had not eaten breakfast yet. (Draw Conclusions) • What kind of person is Miata’s father? • He is funny and loving; he likes to tease; he values his family. (Characters’ Traits) • Compare and contrast Miata’s mood with her father. • Miata is worried, but her father is relaxed and joking. (Compare/Contrast) • How did you adjust your reading rate when you reached page 495? What elements on this page affected the way you read? • I slowed down because I needed more time to figure out the Spanish words. When I read, I adjust my pace according to how easy or difficult to understand the text is. On page 495, I slowed my pace so I could use context clues to figure out the meaning of the Spanish words. (Adjust Reading Rate)

36. Page 496-497 • Why does Miata’s mother tell her about her woman who had been mayor? • Because she loves Miata and wants to help her; Miata asked about important people; a mayor is important. (Characters’ Motivations) • What do you think will happen when Miata’s mother calls the woman? • Miata’s mother will arrange for Miata to meet the woman. (Make Predictions) • What is the meaning of the word tore in the sentence, “Miata’s family tore into the morning feast”? • “Moved with speed and excitement.” When I use context to confirm meaning, I look at clues around an unfamiliar word to figure out its meaning. When I read the word tore, the meaning I know “ripped” doesn’t make sense. I can confirm that in this case, “tore into the morning feast” means that the family ate their food with enjoyment and speed. (Use Context to Confirm Meaning)

37. Pages 498-499 • Why does the author use the verb climbing in the phrase soapsuds climbing to their elbows? • The colorful language helps readers picture the suds starting at the hands and ending at the elbows as if they were climbing. (Author’s Craft) • Compare how Miata felt when she first heard about Dona Carmen with how she feels as she drives over to visit her. • At first she was excited about talking to her; now she is unsure – she doesn’t know what to ask.(Compare/Contrast) • How has Miata’s mother helped in the campaign so far? • She arranges the interview with Dona Carmen and takes Miata to see her. I ask myself how Miata’s mother has helped Miata so far. I read that she set up the interview with Dona Carmen and drove Miata there. (Self-Question)

38. Page 500-501 • Why do you think Miata’s mother tells her not to let Dona Carmen to pay for the bread? • To thank Dona Carmen for taking the time to talk to her; to show an act of kindness to an older person who may not have a lot of money. (Characters’ Motivations) • What do you predict will happen when Miata talks with Dona Carmen? • Dona Carmen will give Miata some ideas about how to win the election. (Make Predictions) • Why was Miata nervous about meeting Dona Carmen? • Miata didn’t know what to say. I didn’t understand why Miata seemed reluctant to go up to Dona Carmen’s door, because I thought she was looking forward to meeting her. I reread page 498 and remembered that she couldn’t think of what questions to ask. (Re-read to Clarify)

39. Pages 502-503 • How do you know that Dona Carmen is elderly? • She walks with a slow shuffle; her hair is steel gray. (Important details) • How do you think Miata feels as she begins to talk with Dona Carmen? • More relaxed because Dona Carmen initiates the conversation; still nervous about what to say? (Characters’ Emotions)

40. Pages 504-505 • In what ways are Dona Carmen and Miata similar? How are they different? • They are both independent thinkers who care about other people’s needs; Dona Carmen is more mature and wise. (Compare and Contrast) • Do you agree with Miata’s statement that the things she wants to do are just little things? Why or why not? • No, cleaning up graffiti, repairing broken equipment, caring for lawns, and planting flowers are big jobs for a fifth grader. (Make Judgments) • Summarize what gains from her conversation with Dona Carmen. Does this outcome match what you predicted? • Miata is impressed and inspired by the older woman. Dona Carmen’s promise to help her with the flowers also gives her new confidence. I had predicted that in some way, the older woman would encourage Miata in her campaign. (Summarize/Confirm Predictions) • What is the meaning of advance in the phrase, “…the children of her town would need to advance…?” • Progress to change with the times. (Context to Confirm Meaning)

41. Think and Respond • How does meeting Dona Carmen make a difference in Miata’s campaign? • Hearing what Dona Carmen did as mayor makes Miata more determined to win the election; Dona Carmen’s flowers will help Miata keep her promise to make the school pretty. (Summarize) • How does the author’s use of Spanish words add to the selection? • It makes the characters more realistic. (Literary Analysis/Author’s Craft) • What traits does Miata have that might make her a good school leader? Why are these traits important? • She works hard to reach her goals and is not easily discouraged. This is important because cleaning up the school will be a hard job. (Literary Analysis/Make Judgments) • If Miata and Rudy were running for office in your school, who do you think would win? Tell why you think so. (Personal Response) • How did you use reading strategies to help you understand the story? (Reading Strategies.

42. Day Three • Vocabulary Review • Partner Read (use Venn Diagram to Compare and Contrast Miata and Rudy)

43. Vocabulary Review Write the vocabulary word that goes with each group of words. Unpleasant, irritating, rude, _________________ Plan, tactics, headquarters, _________________ Promote, approve, encourage, _______________ Home, dwelling, apartment, __________________ Paint, words, wall, _________________________ obnoxious campaign endorse residence graffiti

44. Purpose Read “Off and Running” – pages 492 – 507. As you read complete a Venn diagram to compare and contrast Miata’s and Rudy’s campaign. Both Fifth grader

45. Day Four • Review Vocabulary • Characterization • Discuss Story-Compare and Contrast (per partner read) • Vocabulary Test

46. Vocabulary Review Use the vocabulary words to complete the sentence. The woman’s _________________ was in an apartment building. Someone had painted _________________ on the building’s white wall. She reported the ___________________ behavior to the mayor’s office. One of the mayor’s _____________________ promises had been to keep the city clean. The mayor decided to _________________ a plan to begin a block clean up program. residence graffiti obnoxious campaign endorse

47. Compare/Contrast Both Fifth grader