The Cat Who Became A Poet - PowerPoint PPT Presentation

Loading...

PPT – The Cat Who Became A Poet PowerPoint presentation | free to download - id: 118160-YzE3O



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

The Cat Who Became A Poet

Description:

You will learn base words and suffixes. You will learn about contractions. ... by Robert Pottle. With an evil eye that stares you down. and a bulbous warty nose, ... – PowerPoint PPT presentation

Number of Views:317
Avg rating:3.0/5.0
Slides: 65
Provided by: lit28
Learn more at: http://www.opencourtresources.com
Category:
Tags: became | cat | poet | pottle

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: The Cat Who Became A Poet


1
The Cat Who Became A Poet
  • Unit 3 Imagination
  • Lesson 2

2
Objectives
  • This week in this lesson
  • You will learn base words and suffixes.
  • You will learn about contractions.
  • You will learn about irregular verb forms.
  • You will learn about long vowel spellings.

3
Word KnowledgeDay 1 Reading 1.8
  • differ different differently difference
  • peace peaceful peacefully peacefulness
  • Identify the base words and suffixes.
  • Base words differ peace
  • Suffixes ent, ly, ence, ful, ness

4
Word KnowledgeDay 1
  • doesnt youd wont youre Ill
  • What kinds of words are these?
  • Contractions are two words put together to form a
    single shorter word.
  • Does not you would will not you are I
    will

Contractions are word sandwiches!
5
Word KnowledgeDay 1
  • make made fly flew think thought
  • These are irregular verb forms.
  • hearing nibbling smiling wagging
  • These words are from our selection.
  • eat hearing feel real tree
  • These words are from this weeks spelling list.
    They all have long vowel sounds.

6
Word KnowledgeDay 1
  • If only youd listen to my poem youd feel
    differently about it all, said the mouse.
  • Whats wrong with me? he thought.
  • Can you identify any contractions?
  • youd, you would, whats, what is

7
Word KnowledgeDay 1
  • Poetry has got into your blood and youre stuck
    with it for the rest of your life.
  • Apples that we eat are picked from a tree.
  • Can you identify any long vowel sounds?
  • poetry, eat, tree

8
Build BackgroundDay 1 Reading 2.2
  • Activate Prior Knowledge
  • What do you know about poetry?
  • We have learned about imagination from the other
    poetry in this unit.
  • How can imagination help us see things in a new
    way?
  • Background Information
  • The Cat Who Became a Poet is fantasy.
  • The author uses figurative language in this
    selection.

9
Prepare and PreviewReading 2.6 Reading Trans. 46
  • Turn to page 216 in your textbook.
  • Lets read the Title and Author Illustrator
    together.
  • Lets read the focus questions together.
  • Lets look at the first two pages for interesting
    words, pictures and clues.
  • You might want to set your own purpose for
    reading this selection.

10
Clues, Problems, Wonderings
  • Can any one find any clues about our story?
  • Can anyone find a problem they have with our
    story?
  • Can anyone find a wondering about our story?

11
Selection VocabularyReading 1.6 Reading Tran. 18
  • We will use apposition and context clues the find
    meanings for these words.
  • Lets say these word together.
  • Poet Nibbling Alarm
  • Temperature Commanded Burglars
  • Lets clap out the syllables for each word.

12
Poet
A person who writes or composes poems
  • I am a poet with a poem to write.
  • I want to be a poet, a person who writes poems.

13
Poem When I was in 3rd grade By Adriana
  • When I was in 3rd grade
  • On the play ground I always played
  • Like soldiers we did invade
  • On the grass I always laid
  • Under the cool shade
  • Around the classroom we would parade
  • My lunch I would trade
  • My friends that never did betray
  • I hope the memories never fade
  • In the 3rd grade I should have stayed

14
nibbling
taking small bites
  • The great mouse Night with the starry tail/Slides
    over the hills and trees/Eating the crumbs in the
    corners of day/And nibbling the moon like cheese.
  • I often see the cat nibbling her cat food and
    sneaking away unnoticed by the dog

15
alarm
sudden fear a sense of danger
  • Some time later he woke up in alarm.
  • I dont want to surprise you or cause you any
    alarm.

16
temperature
degree of hotness or coldness measured with a
thermometer
  • She took the cats temperature and gave him some
    magic medicine that tasted of dandelions.
  • Mom took my temperature when I told her my throat
    hurt.

17
commanded
ordered
  • Now talk! she commanded.
  • The general commanded the soldier to do push ups.

18
burglars
people who steal thieves
  • He guards the house from cats, burglars/And any
    threat of peacefulness.
  • The burglars carefully planned the robbery, but
    the dogs loud bark stopped them.

19
Reading RecommendationsOral Reading Reading 1.3,
Listening/Speak. 1.9
  • As I read the selection I will
  • Make and confirm predictions to help me
    understand the story better.
  • Ask Questions about what I am reading if I dont
    understand something.
  • Summarize the story to make sure I understand the
    important concepts.
  • Lets read pages 216-221 together.

20
Discussing Strategy Use
  • What questions did you ask yourself as you were
    reading?
  • Where did you stop to summarize?
  • Did you confirm any predictions?
  • What predictions were correct?

21
Discussing the SelectionReading 2.6, 3.1
  • Lets use the Handing Off Process to discuss the
    following questions
  • 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?
  • Record your reaction to this story in your
    response journal.

22
Investigating Concepts Beyond the TextReading
Tran. 17 T.E. 223A
  • Lets make a schedule for our investigations.
  • Complete pages 62-63 in your Inquiry Journal.
  • If you are interested in poetry you may wish to
    do a literature search.
  • Our Inquiry Journal page 64 has a page that may
    help with your search.

23
Word AnalysisEng. Lang. Conv. 1.8 T.E. 223F
  • This week we are learning about words with the
    long /e/ sound.
  • These are words from our selection that have the
    long /e/ sound.
  • eat hearing feel real tree
  • These are our vocabulary skill words hopeless
    sadly peacefulness carelessly tricky
  • Lets take our spelling pretest.

24
English Language ConventionsEng. Lang. Conv.
1.8 T.E. 223F
  • Grammar, Usage, and Mechanics GUM
  • Contractions
  • We are going to review page 267 in our 267 to
    learn more about contractions.
  • Lets do pages 64-65 in our Comprehension and
    Language Arts Skills workbook.

25
Writing Process StrategiesWriting 2.0 Trans. 3
  • Rhyming Poem-Couplet or Triplet
  • We are going to review pages 168-169 in our
    Language Arts Handbook to learn more about
    poetry.
  • Lets read some poems together. (Trans. 3)
  • Lets talk about some ideas for writing a poem of
    our own.

26
Writing Process Strategies
  • This is the rubric I will use to grade your
    finished poem
  • Total Points 10
  • 1. The lines sound smooth and end in rhyming
    words. (2 Points)
  • 2. The poem serves its purpose of entertaining,
    explain, or other stated purpose. (2 Points)
  • 3. The sounds of words as well as their meanings
    are used to communicate. (2 Points)
  • 4. The final copy is neat, clean, and easy to
    read. (2 Points)
  • 5. Mechanics spelling is correct. (2 Points)

27
Day 2 Developing Oral Language
  • differ different differently difference
  • peace peaceful peacefully peacefulness
  • Can someone use one of these words in a complete
    sentence?

28
Day 2 Developing Oral Language
  • Can we combine any words from the following lines
    to create titles to stories we would like to
    read?
  • differ different differently difference
  • peace peaceful peacefully peacefulness
  • doesnt youd wont youre Ill
  • make made fly flew think thought
  • hearing nibbling smiling wagging
  • eat hearing feel real tree

29
Second Read
  • We are going to read from our Open Court books
    pages 216-221.
  • We are going to focus on using the comprehension
    skill of Fantasy and Reality.

30
Checking ComprehensionReading 2.3
  • How does the cat use his imagination in this
    story?
  • He learns to see the world in new ways, the way a
    poet does.
  • What does the cat learn about poetry?
  • He realizes it is tricky and can have more than
    one meaning. He thinks that peotry might be the
    worlds way of talking about itself.
  • Why do you think the cat says he will never eat
    another poet?
  • Eating the poet mouse has changed his life
    enough he doesnt want it to change any more.
  • How does the selection add to your understanding
    of the theme Imagination?
  • It helps us see that words and poetry have the
    power to spark imagination

31
InvestigationConcept/Question Board
  • Question
  • We are going to post any new concepts or
    questions that we have after reading The Cat Who
    Became a Poet.
  • Concept
  • If anyone wants to look for examples of poems
    that show imagination we can add those to our
    Concept/Question board.

32
Word AnalysisEng. Lang. Conv. 1.8 Reading 1.1,
1.8
  • Word Sorting
  • Lets review the sound spelling card for the long
    /e/ sound.
  • We are going to sort these words into two groups.
    Words with long /e/ and words with short /e/.
  • meat met beast
  • best eat here at

33
Vocabulary
  • We are going to learn about suffixes.
  • Can someone find the suffix in the word sadly?
  • Base word sad Suffix ly
  • Complete pages 54 and 55 in your Spelling and
    Vocabulary Skills workbook.

34
English Language ConventionsEng. Lang. Conv. 1.8
Contractions are a word sandwich
  • Grammar, Usage, and Mechanics GUM
  • Lets look in our Language Arts Handbook pages
    267 to learn more about contractions.
  • Can you find the contractions in these sentences?
  • Dogs dont eat at the table.
  • Its a long way to Tipperary.
  • Wouldnt you like some more milk?
  • Dont donot its itis wouldnt wouldnot

35
Writing Process StrategiesWriting
2.0 Listening/Speak. 1.4
  • Today we are going to learn about writing rhyming
    poem with 2 or 3 lines.
  • A rhyming poem with 2 lines is called a couplet,
    a rhyming poem with 3 lines is called a triplet.
  • We can use onomatopoeia (sound words) like buzz,
    sizzle, bang, roar, and whoosh.
  • Lets look in our Language Arts Handbook pages
    210-211 to see more sound words (onomatopoeias)
  • We are going to do pages 66-67 in our
    Comprehension and Language Arts Skills workbook
    to learn more about using sounds of words.

36
Writers Workbook
  • Prewriting
  • Lets look at page 34 and 35 in our writers
    workbook to get ideas for our own poems.

37
Day 3Phonics and Fluency
  • mouse paws crowd poison
  • Austin annoy count noise
  • These words have a diphthong in them. A diphthong
    is two consecutive vowels that blend together.
    Lets look at our blue cards to review the
    diphthong spellings.

38
Day 3 Phonics and Fluency
  • dirty over churn started
  • charcoal turned Thursday temperature
  • These words have an r controlled spelling found
    on the armadillo and bird card. These spellings
    blend together to form one sound.

39
Day 3 Phonics and Fluency
  • mother brother observe canyon
  • These words have a schwa /e/ sound spelled o.

40
Day 3 Phonics and Fluency
  • The temperature in the library was cold.
  • On Thursday, we started an important project.
  • Can you find the words with spellings from the
    armadillo and bird cards?
  • We are going to clap the syllables for these
    sentences
  • A cat once caught a mouse, as cats do.
  • Do you see any diphthongs in this sentence?
  • Caught mouse

41
Meet the AuthorT.E. pp. 222
  • Lets look on page 222 in our Open Court books to
    find out more about Margaret Mahy the author and
    Quentin Blake the illustrator of The Cat Who
    Became a Poet.

42
Meet the Author
  • Even when she was little, Margaret Mahy kept her
    stories in a little notebook. Do you think this
    was a good idea? Why?
  • The notebook became a treasury of ideas. You can
    take old stories and improve them or make ideas
    into new stories.
  • Margaret Mahy tries to tell an exciting story
    when she writes. What could you do to write an
    exciting story like The Cat Who Became a Poet?
  • The best way to write an exciting story is to
    write about something that your are excited about
    or interested in. You should add details,
    include lots of action, or show characters
    feelings or thoughts.

43
Meet the Illustrator
  • Quentin Blake says that to be a good artist you
    must draw all of the time. Why do you think
    Blake says this?
  • By practicing, we become more talented. This is
    true of anythingsports, writing, and so on.
  • Quentin Blake has illustrated more than 200
    books. How do you think he is able to create so
    many pictures?
  • By practicing all the time, because he loves his
    work, and by exploring the world around him.

44
Review Selection Vocabulary
  • Point to the picture that matches the word from
    this selection.
  • poet, nibbling, alarm, temperature, commanded,
    burglars

45
Review Selection Vocabulary
  • Match the word to the definition.
  • Poet Degrees of hot or cold.
  • Nibbling Ordered
  • Alarm A person who writes poems
  • Temperature Sudden fright or fear
  • Commanded People who steal
  • Burglars Taking small bites

46
View Fine Art
  • We are going to turn to page 238 to look at some
    examples of fine art.
  • Would any one like to make a comment about what
    they see or feel when they look at these
    paintings?

47
Inquiry
  • We are going to turn to page 65 in our Inquiry
    Journal to form a conjecture for our
    investigation.

48
Word AnalysisEng. Lang. Conv. 1.8
  • Spelling
  • We are going to say the words with a long /e/
    sound from our spelling list together.
  • Does anyone see a word in our classroom that has
    a long /e/ sound?
  • We are going to do page 56 in our Spelling and
    Vocabulary Skills workbook.

49
English Language Conventions Grammar, Usage, and
Mechanics GUM Eng. Lang. Conv. 1.8
  • Column A
  • He
  • They
  • We
  • Should
  • Do
  • Can
  • Column B
  • is
  • are
  • will
  • not

Can you make some contractions using words from
Column A and words from Column B with a partner?
50
Writing Process StrategiesWriting 2.0
  • Today we are going to work on drafting a rhyming
    couplet or triplet.
  • We are going to use page 35 in our Writers
    Workbook to help us organize our ideas.

51
Day 4 Developing Oral Language
  • mouse paws crowd poison
  • Austin annoy count noise
  • dirty over churn started
  • charcoal turned Thursday temperature
  • mother brother observe canyon
  • My ________ did the dishes last night after
    dinner.
  • My dad used __________ to light the barbecue last
    weekend.
  • My grandmother is from _________, Texas.
  • When we went on our field trip to the farm, we
    learned how to _________ butter.
  • When the __________is hot, it is fun to go to the
    beach.
  • My little brother and sister like to
    ___________me when I am watching t.v.

52
Day 4 DictationT.E. 216N
  • I will say the words aloud you will use the cards
    to help you spell the words.
  • Line 1________ ________ ________
  • Line 2________ ________ ________
  • Challenge Word _______________
  • Sentence ________________________
  • __________________________________
  • __________________________________

53
Day 4 Building Fluency
  • Lets take out our decodable book number 24, No
    Noise!
  • We are going to look for examples of the /oi/
    sound as we read, No Noise!, together.

54
Literary ElementsListen/Speak 1.4
  • Rhymes
  • Rhymes are two or more lines of a poem that end
    with rhyming words.
  • The Experiment
  • A curious lad from DoverCrossed poison ivy with
    a four-leaf clover.This young man was
    struckWith a rash of good luck,Before his
    experiment was over.
  • By Joanna Fuchs
  • Rhythm
  • Rhythm is an alternating pattern of strong
    and weak sounds.
  • Scary Costume  by Robert Pottle 
  • With an evil eye that stares you downand a
    bulbous warty nose,a furrowed brow, a nasty
    scowl,and old outdated clothes,my costume is
    the scariestthe world has ever seen.Im not an
    ogre, ghost, or ghoulIm a teacher for
    Halloween.

55
Inquiry Journal
  • Choosing Appropriate Sources
  • We are going to do page 66 in our inquiry
    Journals to find more information about sources
    of information.

56
Word AnalysisEng. Lang. Conv. 1.8
  • Spelling
  • We are going to practice using the long /e/ sound
    this week.
  • Lets complete page 57 in our Spelling and
    Vocabulary Skills workbook.
  • Vocabulary/Suffixes
  • When we use the suffix y or ful it means full
    of.
  • Can we think of any examples?
  • Tricky sticky beautiful careful

57
English Language ConventionsListen/Speak 1.7
  • Listening, Speaking, Viewing
  • Reading out load and reading silently is
    different. When we read out loud we need to use
    expression.
  • We are going to practice reading a few sentences
    from our selection to practice using expression.
  • Lets work with a partner to practice a few more
    sentences.

58
Writing Process StrategiesWriting 2.0
  • Revising
  • Using page 36 in our Writers Workbook, we are
    going to revise our rhyming poems.
  • When you have finished revising bring poem to me
    for a writing conference.

59
Day 5General Review
  • Word Knowledge suffixes, contractions
  • Vocabulary poet, nibbling, alarm, temperature,
    commanded, burglars
  • Review Spelling Patterns the long /e/ sound
  • Listen to the story
  • Are there any questions about this story before
    we take our test?

60
Day 5
  • Lesson Assessment
  • The Cat Who Became a Poet (p. 6-8)
  • SpellingThe long e sound
  • Unit 3 Assessment, page 28
  • Vocabulary Assessment
  • Unit 3 Assessment, page 9

61
Investigation
  • Unit investigation continued
  • We are going to update our Concept/Question board.

62
Word AnalysisEnglish Language ConventionsEng.
Lang. Conv. 1.8 Writing 1.2
  • We are going to practice forming the numbers 3
    and 4.
  • 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
  • 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
  • Write using cursive The recipe calls for 3 eggs
    and 4 cups of sugar.
  • took, gave, magic

63
Writing Process StrategiesWriting 1.2
  • Editing and Publishing
  • Using our Writers Workbook page 37 we are going
    to edit and proofread our poems.
  • When you are finished proofreading we will
    publish our poems on a new sheet of paper and
    draw an illustration to go with it.

64
Writing Process Strategies
  • This is the rubric I will use to grade your
    finished poem
  • Total Points 10
  • 1. The lines sound smooth and end in rhyming
    words. (2 Points)
  • 2. The poem serves its purpose of entertaining,
    explain, or other stated purpose. (2 Points)
  • 3. The sounds of words as well as their meanings
    are used to communicate. (2 Points)
  • 4. The final copy is neat, clean, and easy to
    read. (2 Points)
  • 5. Mechanics spelling is correct. (2 Points)
About PowerShow.com