Cooperation and Competition

Cooperation and Competition Unit 1: Open Court Marble Champ

Objectives • You will read and identify synonyms and use them in sentences to increase vocabulary. • You will recognize and read regular plurals as well as identify singular forms of plurals. • You will also recognize and read words beginning with the /n/ sound spelled kn. • You will also recognize and read words beginning with the /e/ sound spelled ea. • Finally, you will develop fluency reading words and sentences aloud. Let’s begin!

Word Knowledge • Commotion racket disturbance hubbub • Whispers marbles muscles thumbs • Knuckles knee knot know • treasure bedspread chess strengthen shelf • The cheering fans created a racket and a hubbub. • Playing marbles can strengthen muscles in the hands. • When I scraped my knees, my mom made a fuss. • Isabel will treasure the bedspread quilted for her by her grandmother.

What do these words have in common? • Commotion racket disturbance hubbub • The words are synonyms. Synonyms are words that have almost the same meanings. • Raise your hands if your can tell me the meaning of the words and put them in a sentence. • Whispers marbles muscles thumbs • What do these words have in common? • The words are regular plurals. Regular plurals are formed by simply adding –s to a word. Can you identify the singular words?

What is the same with these words? Knuckles knee knot know • The words contain the /n/ sound spelled kn. What are some other words with that spelling pattern? • (knight, knock, knife, knit). • What is the pattern with these words? • treasure bedspread chess strengthen shelf • The words contain the/e/ sound spelled e and ea.

Please read the following sentences together: • The cheering fans created a racket and a hubbub. • Raise your hand if you can identify the synonyms in the sentence. • Racket/hubbub • Playing marbles can strengthen muscles in the hands. • Let’s identify the regular plurals in the sentence: • Marbles, muscles, hands

Please read the following sentences together: • When I scraped my knees and knuckles, my mom made a fuss. • Which words have the /n/ sound spelled kn? • Knees, knuckles – both are regular plurals • Now let’s read sentence 4: • Isabel will treasure the bedspread quilted for her by her grandmother. • Which words contain the /e/ sound spelled e and ea? • Isabel, treasure, bedspread, quilted

Background Information • Marbles is played with small, hard, round objects that may be made of stone, glass, steel, clay or plastic. • Players shoot a marble at other target marbles placed inside a circle drawn on the ground. Opponents’ marbles knocked out of the ring may be kept or scored as points. • Marble shooters “knuckle down” by placing the knuckle of their first finger on the ground. Then they put the marble in the joint of that finger and use their thumb to snap the marble at their opponents’ marbles. • Shooters try for accuracy in their aim and distance in their shots.

The Marble Champ • Predict what the story might be about • Questions that come to mind. • Images that pop into my mind. (Visualize) • Summarize story in own words • Listen/Speak 1.1,1.2

Preview and Prepare (Reading 2.3 pp. 36M-36N) • Let ‘s read aloud:the title, the author and illustrator. • Now let’s browse the first page or two of the story. • Who are the main characters? • Look at the illustrations in the selections. • Make sure you make predictions about the text to help monitor your comprehension. • Look for: clues, problems, such as unfamiliar words (trans. 54) • Now let’s look at the focus question.

Student Observation • Clues Problems Wonderings • Fiction no good at sports Will Lupe be good at marbles? • Champ

Set Purpose (Focus Question) • What enables Lupe to accomplish her grades? • Must one have natural ability to order to become good at something?

Selection VocabularyReading 1.3, 1.5 p. 20N Trans 2 • Contest athletic match energy players commotion (Transparency 1) • What do these words mean? • Context clues, word structure (root word, prefix & suffix), apposition, prior knowledge • Add vocabulary words to your Writers’ Notebook in the Vocabulary Words section • Vocabulary words and the definitions

Selection VocabularyReading 1.4 p. 20NTrans 1 Contest athletic match Energy players commotion

Selection VocabularyReading 1.4 p. 36NTrans 2 • Contest: a competition (pg. 36) • Athletic: having skill and strength in sports and other physical activities (pg. 38) • Match: contest, competition, or race (pg. 41) • Energy: what makes someone active in work and at play (pg. 42) • Players: people who take part and play against each other in matches (pg. 42) • Commotion: noise, excitement, disturbance (pg. 43)

Investigating Concepts Beyond the Text TG 45A Workshop time • What do you know already about marbles and contests? • Record what you learned so far. • Please complete Inquiry Journal, pg. 6. • Let’s share our findings later on.

Language Arts Day 1Word Analysis (TE. P. 35F) • Spelling – The /e/ sound can be found by looking at the hen card. This lesson focuses on the /e/ sound. • Treasure bedspread chess strengthen shelf • Pretest p.28 • Vocabulary Skill Words • Fumed rummaged agate entranced quivering

English Language ConventionsGrammar, Usage, and Mechanics (TG p. 45F Eng. Lang. Conv. 1.0, 1.4) Pronoun Usage: Read Language Arts Handbook, pg. 344-345 for examples of pronouns. A pronoun is a word used in place of one or more nouns. Maria lost the report. She had written it for English class. She is the pronoun replacing Maria, the antecedent. -Some commonly used pronouns are: I, my, mine, me, we, our, ours, us, he, him, his, her, hers, it, its, you, your, yours, they, their, theirs, and them.

English Language ConventionsGrammar, Usage, and Mechanics (TG p. 45F Eng. Lang. Conv. 1.0, 1.4) -It’s means “it is: and can never be used correctly for its (possessive). Possessive pronouns never have an apostrophe (ours, hers, yours, theirs, whose). Talk about yourself last. She and I like music. He gave the CD to Sam and me. Independent Practice: Complete Comprehension and Language Arts Skills pages 8-9.

Writing Process Strategies TG p. 45F (writing 1.0) • Targeting the topic • Language Arts Handbook pp. 22-24 • Let’s look at the web on Language Arts Handbook, pg. 22. • Let’s try to convert these broad topics to more specific ones. Guided Practice: (focusing the events of a story) Let’s make a general story to a more specific one. The Problem-Resolution Chart (LA transparency 6) will help. Describe in your writer’s notebook how you would apply: problem-> actions to solve problem->resolution to describe your own story.

English Language ConventionsGrammar, Usage, and Mechanics (TG p. 45F Eng. Lang. Conv. 1.0, 1.4) Pronoun Usage: Read Language Arts Handbook, pg. 344-345 for examples of pronouns. A pronoun is a word used in place of one or more nouns. Maria lost the report. She had written it for English class. She is the pronoun replacing Maria, the antecedent. -Some commonly used pronouns are I, my, mine, me, we, our, ours, us, he, him, his, her, hers, it, its, you, your, yours, they, their, theirs, and them. -It’s means “it is: and can never be used correctly for its (possessive). Possessive pronouns never have an apostrophe (ours, hers, yours, theirs, whose). Talk about yourself last. She and I like music. He gave the CD to Sam and me. Independent Practice: Complete Comprehension and Language Arts Skills pages 8-9.

Word Knowledge-Day 2 (TG p. 36L) Table head competitor Can I get a volunteer to write the regular forms of the word on the board? Who can make up sentences with the words? What do you know about analogies? An analogy is the comparison of one set of things to another set of things. The items in the first set are related to each other in the same way as the items in the second set. Commotion:racket::disturbance:hubbub Commotion is to racket as disturbance is to hubbub How are the words related? They are synonyms.

Selection Vocabulary (Review)Reading 1.2, 1.5 p. 36N Trans 1 • Contest athletic match energy players commotion (Transparency 2) • What do these words mean? • Context clues, word structure (root word, prefix & suffix), apposition, prior knowledge • Review vocabulary words from your Writers’ Notebook (in the Vocabulary Words section) • Vocabulary words and the definitions

Reading RecommendationsSecond Read Day 2(reading 1.1 p.36O-43P) • Making Predictions - causes reader to analyze information given about story events and characters in the context of how it may logically connect to the story’s conclusion. • Predicting-causes readers to analyzes information given about story events and characters in the context of how it may logically connect to the story’s conclusion. • Summarizing-prompts readers to keep track of what they are reading and to focus their minds on important information. • Students read pages 34-43 (Day 2) • Read aloud using fluency with appropriate expression, pacing, and intonation.

Investigating Concepts Beyond the Text TG 45A Workshop time • What are some good and bad examples of cooperation and competition in the Marble Champ? • Let’s list some in our Inquiry Journal, pg. 10. • Come up with two questions for the Concept/Question board about competition and cooperation. • Let’s share our findings later on.

Language Arts Day 2Word Analysis (TE. P.45G) ELC 1.5, Reading 1.0 • Spelling –Word Sort: Sort the spelling words by the /o/ and /aw/ sound. • Outcast-Students, break the word up into two words, discuss the meaning of each word with your partner and define the word. • Prefixes and suffixes are units of meaning before and after a root word. • Misinform • Let’s think up other words with the prefix mis- • Mistake, misspell,… (define mis and define misinform). • Guided practice: Complete spelling pages 10 and 11.

English Language Conventions Grammar, Usage, and Mechanics(TG p. 45G E.L.C., 1.2) • Pronouns • Which pronouns can fix the sentence? • Carla and me went to the movies. • Carla and I went to the movies. • Us learned about World War II. • We learned about World War II. • Hem and me learned how them farmed in Minnesota. • He and I learned how they farmed in Minnesota. • Independent Practice: • Look for pronouns in “The Marble Champ.” • Many are found in the third person (i), Others are in the third person (she, her).

Writing Process Strategies TG p. 45F (Writing 1.2A) • Collecting Information • Where would you look for information for a report? • Magazines, newspapers, encyclopedia, reference books, internet • Read Language Arts Handbook on page 25 (collecting information). • Read Language Arts handbook, pg. 26-29 to learn how to break up information into manageable parts related to the subject. • Guided Practice: • Let’s use the Expository Structure (LA transparency 7) to choose a topic we are knowledgeable about. • Add this completed outline to your writer’s notebook.

Investigating Concepts Beyond the TextTG 45B Workshop time • Concept/Question Board • Post questions you have about the story. • Post questions you may have about the story before reading it, if they were unanswered. • Bring in items, newspaper articles and stories about competition, and cooperation. • You can sign out and read books from the concept/question board (for in class only).

Discussing Strategy Use • Which confusing passages did you clarify by reading on or by rereading? • How often did you summarize as you read? • What kinds of questions did you ask as you read? • How did the strategies help you better understand the selection?

Discussing the Selection TE. P 43A Reading 2.3 Listen/Speak 1.1 • Handing-Off - Whole group discussion Routine Card 1 (5. Handing-Off) • Let’s go over rules for handing off. • How does it connect to competition and cooperation? • What have you learned that is new? • What did you find interesting? • What is important here? • What was difficult to understand? • What information surprised you? • Why would someone want to read this? • Record your personal responses to the selection in your Writers Notebook.

Student Observation Clues Problems Wonderings • Fiction no good at sports Will Lupe be good at marbles? • Champ

Second Read day 3 p.36-43 Reading 2.1 • Comprehension Skills –Making inferences • Checking Comprehension p. 43 • Why was Lupe successful in her competition with the girl in the baseball cap? • Why did the girl in the baseball cap and Rachel respond so differently to losing the competition? • How has this selection connected with your knowledge of the unit theme?

Supporting the Readingp.43C-D Reading 2.1 • Let’s us the following graphic organizer (reading transparency 55) to organize information needed to make inferences about Lupe’s relationship with her brother. Afterwards, we’ll make inferences. • Independent Practice: making inferences • Complete Comprehension and Language Arts Skills Book, pg. 6 and 7.

Supporting the Readingp.43C-D Reading 2.1 • What do you know about making inferences? • Good readers use their prior knowledge to make sure of what they read about events and characters in the story. • Good readers use text clues along with personal knowledge to help them understand the story. • This skill is known as: making inferences.

Second Read Day 3 • Student Anthology pp. 36-43 • Comprehension Skills • Making Inferences

Inquiry, TE. 45C • When we investigate a topic, we need to narrow it down from a general one to a question more specific. • Choose a specific question that interests you. • Come up with a list of possible investigation questions. • During workshop, let’s complete Inquiry Journal, pages 11, as a means to investigate some interesting questions or problems you may have.

Day 3 Word Analysis (p. 45H ) • Spelling – /e/ sound: The spelling pattern for the /e/ sound, are e and ea. The pattern ea can also spell the long e sound, but in the case of words like head and dead, spells the short e sound. • Guided Practice-Spelling and Vocabulary Skills- pg. 8 • Vocabulary – Context Clues -An agate is a playing marble with swirls or stripes of color. Sometimes the meaning of a word is given in a sentence. -She was entranced, or made to star with great wonder, by the sight. Sometimes the meaning of a word is stated after the word. -He wasn’t calm and steady, but was quivering with excitement. Sometimes the meaning of a word is contrasted with the opposite meaning.

Day 3 English Language Conventions(TG. p. 45H Eng. Lang. Conv. 1.4) Let’s read Language Arts Handbook, pgs. 344-345 to review pronouns. When a pronoun is used as a subject, use I, he, she, it, you, we, or they. Use possessive pronouns by themselves: Mine, yours, hers, his, its, ours, yours, theirs. Be clear about whom you are referring: Unclear: When Latrice met Angel for dinner, she had steak. Clear: When Latrice and Angela met for dinner, Latrice had steak. Independent Practice: Write a paragraph about a time they did something for which they were proud. Include a pronoun in each sentence.

Writing Process Strategies Day 3 (TG 45H) • Organizing Story Writing • Story writing calls for a unique kind of planning. • Let’s read Language Arts Handbook, pgs. 27-28 on organizing story writing. • Story Elements: • Characters (who is in the story) • Setting (the time and place of the story) • Conflict (the problem that characters face) • Key events (working through the problem; important events) • Resolution (how the problem is solved)

Writing Process Strategies Day 3 (TG 45H) • Story Titles • Titles do not have to be obvious descriptions of topics. • Can you think of some unique story titles? • Mrs. Frisby and the Rats of NIMH, Roll of Thunder Hear My Cry • Guided Practice: • Map out the story elements of “The Marble Champ” • (LA transparency 8) Include the map into your writers notebook.

Reading and Responding (day 3) • Meet the Author/Illustrator (pp. 44-45) • Gary Soto grew up working closely with his parents, grandparents, brothers, and sisters. Lupe from “The Marble Champ”, seems to be close to her family also. Can you think of others things the character of Lupe and the author, Gary Soto, have in common? • Why do you think that finding a poem he liked changed Gary Soto’s feelings about school and learning? • Maren Scott says that it’s okay to make mistakes, and that as you learn from them you get better and better at what you are trying to do. How is that similar to Lupe’s experience with marbles?

Reading and Responding (day 3) • Meet the Author/Illustrator (pp. 44-45) • Note: While he was growing up, author Gary Soto and his family worked as farm laborers in Fresno, California. His wife was also a farm worker. Farm labor involves long hours of repetitive work. • Author’s point of view: How was Gary Soto’s background in farm work help portray Lupe’s persistence?

Investigation, TE. 45C • Formulating Questions and Problems • As we learned earlier this week, when we investigate a topic, we need to narrow it down from a general one to a question more specific. • Choose a specific question that interests you. • Come up with a list of possible investigation questions. • Let’s complete Inquiry Journal, pages 12, as a means to investigate some interesting questions or problems you may have.

Cooperation and Competition