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Class President

Class President. Genre: Realistic Fiction. Elements of realistic fiction. The characters behave as people or animals do in real life. The setting of the story is a real place or could be a real place. The events of the story are based on a conflict or problem that could occur in real life.

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Class President

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  1. Class President

  2. Genre: Realistic Fiction Elements of realistic fiction • The characters behave as people or animals do in real life. • The setting of the story is a real place or could be a real place. • The events of the story are based on a conflict or problem that could occur in real life.

  3. Word Knowledge, line 2 broke Friday grade proud tripped What do these words have in common? These words contain consonant plus “r” blends Can you think of other words that have the consonant plus r at the beginning of the word. Journal

  4. Word Knowledge Line 1 compete competitor competition competing What is the root word in each of these words? Compete means “to try to win or gain something from another or others The original Latin form, competere means “to seek together.” Compare the Latin meaning with the present-day meaning.

  5. Word Knowledge Line 2 compete competitor competition competing

  6. Word Knowledge line 3 soccer hurt whir pertain What do these words have in common? These words show different spellings for the /er/ sound. I need someone to tell me which letters make the /er/ sound in one word.

  7. Word Knowledge line 4 soccer hurt whir pertain What do these words have in common?

  8. Word Knowledge, Sentence 1-4 Each competitor was proud. She tripped while playing soccer. The competition is on Friday. There were many empty desks in the classroom because students were absent. • List nouns in the sentences. • Say words with /er/ sounds. • ID words with the root compete. • Which words contain /a/ sound spelled a.

  9. Prior Knowledge Good readers create links between what they already know and what they are reading. What are important qualities for a class president to have? Why? What activities of a class president require cooperation? Do any activities require competition? What are they?

  10. Prejudice Background Information Toward the end of this selection, the main character, Julio, is nominated to run for class president. One of his potential opponents comments that Julio should not be allowed to run for class president because he is Puerto Rican. What do you think about a comment like this?

  11. Preview and Prepare 1. Read aloud the title? and names of the author and illustrator. 2. Browse the 1st page or two of the story. Don’t spoil the ending! What do you think this story might have to do with cooperation and competition? 3. What is the focus question? Discuss it with the class.

  12. What clues did you find that tell us something about the selection? The title helped give a clue. The picture gave a clue about treats being handed out. There is an election

  13. What problems such as unfamiliar words.

  14. About the Author See page 34 for information about Johanna Hurwitz

  15. Illustrator: Richard Hull • You can read about Richard Hull on page 34.

  16. Vocabulary Let’s read the following words, find them in our story and see if we can use context clues to determine the definition. Let’s substitute the definitions for the word to see if they make sense.

  17. Vocabulary election (page 20) • how people vote for someone to serve in an office or approve an idea campaign (page 23) • an organized effort to accomplish a purpose • to speak or act for someone else represent (page 24) Journal

  18. Vocabulary, 2 candidate (page 27) • person who is seeking an offrice, job, or position confidence (page 27) • a belief in one’s ability to do something Journal

  19. What qualities do good leaders have? • If you were running for class president, what would be your strategy for winning the election?

  20. While we are reading: Main Idea and Details Let’s Enjoy the Story!!

  21. Strategies we used as we read: Did you ask questions as you read? Did you clarify confusing words or passages by reading further? Did you summarize as you read? Explain how using the strategies helped them to understand the selection better. How did you read effectively to find answers to the questions we asked as we set the purposes?

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