What Makes a Family?

Do now #1

Introductory Activities

This unit looks at different kinds of families. 

1. On workbook p. 3, circle words and phrases used for talking about families. Put an X through words that are not used for talking about families.
2. On workbook pp. 4-6, read each story and think about different ways to be a family. Then decide if the people in each story do, do not, or might make a family.

Workbook p. 3-6: Different kinds of families, What makes a family?

Exit Ticket #1

Homework

Workbook p. 7: Being a family

Do now #2

Mini-lesson

Video: Short and long vowel sounds vimeo • download

Workbook pp. 9-13: Vowels

1. Watch the video to hear a teacher explain short and long vowel sounds.
2. Follow along on workbook pp. 9-10.
3. Put a short symbol ˘ over all the short vowels in the words in the box on p. 10. The first word is strict.
4. Put a long symbol ¯ over all the long vowels in the words in the box on the bottom of p. 10. The first word is fume.
5. Look at the words on workbook p. 13.
6. If they have the short vowel CVC pattern like bat, copy them under the picture of the bat on p. 11.
7. If they have the long vowel CV pattern, or a VV pattern, or a VC+E pattern, copy them under the picture of the tee on p. 11. 

Partner Reading

Should younger teens work? We’ll be reading and then debating this question. Look for reasons some teens work and some teens do not work. 

• Read the story on workbook p. 15 and answer the questions.

Here’s some vocabulary you’ll see:

• Advanced Placement: hard high school classes that give credit for college
• extracurricular: school activities like sports and clubs
• insight: understand people and situations more clearly

Text: “Fewer Teens Working,” Workbook p. 15

Exit ticket #2

Homework

Workbook p. 17: Long vowels

Do now #3

Fluency Work

Practice fluency with passages about kids who don’t live with their parents.

1. Passage 1, Day 1: Select A • B • C • D
2. Silently read the passage.
3. Time yourself reading for 1 minute. Put slashes // when the timer goes off. Record your words per minute (WPM).  Then finish the passage.
4. Answer the questions.
5. Practice reading the passage in phrases. Pause when you see a slash /. Pause longer when you see / /.

Partner Reading

Alex is a kid who gets a first job. But things don’t turn out the way he planned. Read pages 26-31 in the story. Do NOT finish the story!

Text: “First Job,” pp. 26-31 (in Local News)

Workbook p. 19: Partner Reading Questions

Mini-lesson

Video: Making predictions vimeo • download

Workbook pp. 20-21: What will happen next?

• Watch the video to hear a teacher explain how to make predictions.
• Re-read pp. 30-31 in “First Job,” and think about a prediction you could make about Alex.
• Write and draw your prediction on workbook p. 20.
• Then look back in the story for facts to back up your prediction. Write these facts on workbook p. 21.

Exit ticket #3

Do now #4

Fluency Work

Practice fluency with passages about kids who don’t live with their parents.

Passage 1, Day 2: Select A • B • C • D

1. Practice reading tricky phrases and words and do the decoding activity.
2. Time yourself reading for 1 minute. Put slashes / / when the timer goes off. Record your words read per minute (WPM). Then finish the passage.
3. Answer the questions.

Guided Reading

See if your prediction about Alex is right!

Here’s some vocabulary you’ll see today:

• Raggedy Andy: a floppy rag doll
• commotion: noise and excitement
• ayúdame: in Spanish, help me!

Text: “First Job,” pp. 32-34 (in Local News)

Workbook pp. 22-23: Guided reading questions 

Partner Reading

Here is another story about kids working. This one is true. 

• Read the story on workbook pp. 24-25 and answer the questions.

Text: “Noe’s Story,” Workbook pp. 24-25

Exit ticket #4

Homework

Workbook p. 27: Advice for Alex

Do now #5

Mini-lesson

Video: Vowel teams vimeo • download

Workbook pp. 29-31: Vowel teams

1. Watch the video to hear a teacher explain vowel teams.
2. Follow along on workbook p. 29.
3. Mark up the vowel team words at the bottom of p. 29. Put a long mark ¯ over the first vowel. Put a slash / through the second vowel.
4. Say each word out loud.
5. Look at the words with a sounds on workbook p. 31.
6. If the words have the short vowel VC pattern like abs, copy them on the line under the picture of abs on p. 30.
7. If they have a long vowel VV pattern, or a VC+E pattern, copy them under the picture of the ape on p. 30. 

Partner Reading

Read a true story about teens who were killed on a summer job. Look for facts to use in our debate about teens working, pro or con.

• Read the story on workbook p. 33. Answer the questions on pp. 34-35.

Here’s some vocabulary you’ll see:

• Illinois: a state in the Midwest with lots of farms
• jolt: a surge of electrical power
• Monsanto: a big company that makes seeds and other farming needs

Text: “Risks of Working,” Workbook pp. 33-35

Exit ticket #5

Homework

Workbook p. 37: Get a job?

Do now #6

Getting Ready for Debate 

Check off your team’s position on workbook p. 45.

Gather evidence to support your position. Look back at:

• “First Job,” pp. 26-34 in Local News
• “Fewer Teens Working,” workbook p. 15
• “Noe’s Story,” workbook pp. 24-25
• “Risks of Working,” workbook p. 33

Mark facts with post-its or underlines

Pick the 3 most important facts and write them on workbook p. 45. 

Workbook pp. 39-45: Getting ready to debate 

Exit ticket #6

Homework

Workbook p. 47: Vowel teams

Do now #7

Debate

Workbook pp. 49-51: Debate reaction sheet

Exit ticket #7

Homework

Workbook p. 53: Taking a stand: Is it good for teens to work?

Do Now #8

Mini-lesson

Video: Table of contents vimeo • download

1. Watch the video to hear a teacher explain how to use a table of contents.
2. Follow along on workbook p. 55.
3. Use the book Foster Families. Answer the questions on the bottom of p. 55.

Workbook p. 55: Using the table of contents

Partner Reading

In addition to the table of contents, we also use subheadings and pictures to preview nonfiction texts.

• Find the three large purple subheadings in Foster Families. Write them on workbook p. 56. 
• Look at the photo on p. 12 of Foster Families. Take notes on workbook p. 56 about what you see in the photo, what you read about the photo, and what questions you have about the photo.
• Look at the photos on p. 14 and p. 16 of Foster Families. Take notes about these photos on workbook p. 57.
• Make a prediction about what you will learn in this chapter. 

Text: Foster Families, Chapter 1

Workbook pp. 56-57: Using subheadings and pictures

Partner Reading

Sometimes, when we read nonfiction, we look for a specific piece of information. We call this scanning. 

• Workbook p. 58 asks you to find specific facts in Foster Families. 
• Scan pp. 14-16 in Foster Families looking for these specific facts. Record them on workbook p. 58.
• Scan p. 13 of Foster Families looking for words in bold. 
• Look in the glossary of Foster Families to find the definitions of the bold-faced words on p. 13. Write the definitions on workbook p. 59.
• Answer the rest of the questions on workbook p. 59.

Text: Foster Families, pp. 14-16

Workbook pp. 58-59: Scanning

Exit Ticket #8

Do Now #9

Fluency Work

Practice fluency with passages about kids in foster care and group homes.

Passage 2, Day 1: Select A • B • C • D

1. Silently read the passage.
2. Time yourself reading for 1 minute. Put slashes when the timer goes off. Record your words per minute (WPM). Then finish the passage.
3. Answer the questions.
4. Practice reading the passage in phrases. Pause when you see a slash /. Pause longer when you see //.

Mini-lesson

Video: Skimming vimeo • download

Workbook pp. 60-61: Skimming

1. Watch the video to hear a teacher explain how and why to skim.
2. Follow along on workbook p. 60.
3. Find Chapter 3 in Foster Families using the table of contents. Write down the subheadings you find in Chapter 3.
4. Skim in Chapter 3 to find answers to the questions on workbook pp. 60-61.

Exit ticket #9

Do Now #10

Fluency Work

Practice fluency with passages about kids who live in foster care and group homes.

Passage 2, Day 2: Select A • B • C • D

1. Practice reading tricky phrases and words and do the decoding activity.
2. Time yourself reading for 1 minute. Put slashes when the timer goes off. Record your words per minute (WPM). Then finish the passage.
3. Answer the questions.

Mini-lesson

Video: Using an index vimeo • download

Workbook p. 62: Using the index

1. Watch the video to hear a teacher explain how and why to use the index.
2. Follow along on workbook p. 62.
3. Use the index in Foster Families to find pages with information about aging out.
4. Skim and scan those pages. Write down facts on workbook p. 62.
5. Use the index to find information about adoption, group homes, and teens and foster care.
6. Choose one of these topics to learn about. Use the index to find the pages about your topic. Read those pages. Write down notes on what you learned.

Exit ticket #10

Do Now #11

Guided Reading

What is poetry? Today, we’ll read some poetry and think about what makes a poem a poem. 

Here’s some vocabulary you’ll see today:

• speaker: the person who is telling the poem (like the narrator in fiction)
• icebox:  an old-style refrigerator 

Text: “This is Just to Say,” How to Eat a Poem, p. 14

Workbook p. 63: Introduction to poetry

Guided Reading

Here’s a poem that sounds like the game ping-pong. You read the words from the left side to the right side. 

Here’s some vocabulary you’ll see today:

• metronome: a small machine that makes clicks to a beat
• ping-pong: a game where two players hit a tiny white ball back and forth across a table

Workbook p. 64: “Ping-Pong Poem”

Partner Reading

Here’s another poem where you read the words from the left side to the right side. This time, it’s two different people talking. See if you can figure out the two speakers’ ideas. 

Workbook pp. 65-66: “Speak Up”

Exit ticket #11

Homework

Workbook p. 67: Responding to “Speak Up”

Do Now #12

Fluency Work

Practice fluency with passages about families.

Passage 3, Day 1: Select A • B • C • D

1. Silently read the passage
2. Time yourself reading for 1 minute. Put slashes when the timer goes off. Record your words per minute (WPM). Then finish the passage.
3. Answer the questions.
4. Practice reading the passage in phrases. Pause when you see a slash /. Pause longer when you see //.

Mini-lesson

Video: Syllables vimeo • download

Workbook pp. 69-72: Syllables

1. Watch the video to hear a teacher explain about syllables in longer words.
2. Follow along on workbook pp. 69-72.
3. Mark the vowels in the names in the boxes on p. 69. The first name is Santo Domingo. Write a small v above each vowel. Count the syllables by counting the vs.
4. Now mark and count the vowels for the names in the boxes on p. 70-71. You’re counting syllables when you count vowels.
5. Test yourself! Take the quick quiz on workbook p. 72.

Guided Reading

Poems often tell a personal story. See what made this memory important for the poet. 

Text: “Oranges,” How to Eat a Poem, pp. 62-63

Workbook pp. 73-74: Memory poems 

Exit ticket #12

Homework

Workbook p. 75: Vowels and syllables 

Do Now #13

Fluency Work

Practice fluency with passages about families.

Passage 3, Day 2: Select A • B • C • D

1. Practice reading tricky phrases and words and do the decoding activity.
2. Time yourself reading for 1 minute. Put slashes when the timer goes off. Record your words per minute (WPM). Then finish the passage.
3. Answer the questions.

Writing a Memory Poem

• Think about two memories you have that could make a memory poem. It could be a time when things changed for you, or when you surprised yourself. It could be a time when you had a really strong feeling, good or bad. Jot down notes about each memory on workbook p. 77.
• Choose one of your memories, and write a short poem about it on workbook p. 78. If you’re stuck, start with the words “I remember.”

Workbook pp. 77-78: Writing a memory poem 

Exit ticket #13

Do Now #14

Block Party

1. Read the phrase strips from our new book, Locomotion.
2. From what you have read and heard, make some predictions about Locomotion.
3. Write your predictions on workbook p. 79.

Phrase strips

Workbook p. 79: Exploring Locomotion

Guided Reading

Let’s see why Lonnie writes poems and what he writes about.

Here’s some vocabulary you'll see today:

• swear:  promise
• disappear:   do away

Text: Locomotion, pp. 1-2

Exit ticket #14

Do Now #15

Fluency Work

Practice fluency with passages about families facing hard times.

Passage 4, Day 1: Select A  B  C  D

1. Silently read the passage.
2. Time yourself reading for 1 minute. Put slashes when the timer goes off. Record your words per minute (WPM). Then finish the passage.
3. Answer the questions.
4. Practice reading the passage in phrases. Pause when you see a slash /. Pause longer when you see //.

Partner Reading

What does Lonnie like about being up on the roof?

Text: Locomotion, pp. 3-4

Workbook pp. 80-83: Partner reading questions

• Read Locomotion p. 3 and complete workbook p. 80.
• Read Locomotion p. 4.
• If you have a partner, do workbook p. 81 with your partner.
• Cut out the phrases from workbook p. 83 and tape or glue them onto workbook p. 82. Make it look just like p. 4 from Locomotion. If you don’t have a hard copy of the workbook pages, just copy the poem from p. 4 of Locomotion onto workbook p. 82.

Exit ticket #15

Homework

Workbook p. 85: A special place

Do Now #16

Fluency Work

Practice fluency with passages about families facing hard times.

Passage 4, Day 2: Select A  B  C  D

1. Practice reading tricky phrases and words and do the decoding activity
2. Time yourself reading for 1 minute. Put slashes when the timer goes off. Record your words per minute (WPM). Then finish the passage.
3. Answer the questions.

Guided Reading

What line in the first poem seems most important?

Here’s some vocabulary you'll see today:

• honeysuckle:  sweet smelling flower
• cosmetics: make-up

Text: Locomotion, pp. 5-8

Exit ticket #16

Homework

Workbook p. 87: Writing about an important person

Do Now #17

Partner Reading

Look for details to help you predict: how will Lonnie do at Miss Edna’s.

• Dr. J:  Julius Erving, a basketball star from the 1960s
• Sixers: the Philadelphia 76ers NBA team
• Knicks: the New York Knicks, an underdog NBA team

Text: Locomotion, pp. 9-11

Workbook pp. 88-91: Partner reading questions

Guided Reading

Why do Lonnie and Ms. Marcus disagree about a commercial?

Here’s some vocabulary you'll see today:

• commercial:  an ad on TV or radio or on the web
• knuckles: parts of your fingers that bend

Text: Locomotion, pp. 12-16

Exit ticket #17

Homework

Workbook pp. 93-94: Jacqeline Woodson: Keeping it real

Do Now #18

Fluency Work

Practice fluency with passages about poetry.

Passage 5,  Day 1: Select A  B  C  D

1. Silently read the passage
2. Time yourself reading for 1 minute. Put slashes when the timer goes off. Record your words per minute (WPM). Then finish the passage.
3. Answer the questions.
4. Practice reading the passage in phrases. Pause when you see a slash /. Pause longer when you see //.

Partner Reading

Look for details that describe Lonnie’s parents.

• pitiful:  sad
• Con Edison: a power company
• receptionist: a job where you greet people who visit or call an office
• Gepetto:  the toymaker who made Pinocchio
• Pinocchio: a puppet who turns into a real boy

Text: Locomotion, pp. 17-20

Workbook pp. 95-97: Partner reading questions

Exit ticket #18

Homework

Workbook p. 99: Getting clear about time order

Do Now #19

Fluency Work

Practice fluency with passages about poetry

Passage 5, Day 2: Select A  B  C  D

1. Practice reading tricky phrases and words and do the decoding activity
2. Time yourself reading for 1 minute. Put slashes when the timer goes off. Record your words per minute (WPM). Then finish the passage.
3. Answer the questions.

Guided Reading

Lonnie describes his mom, his friend Eric, and his dad. What details do you learn about these people?

Here’s some vocabulary you'll see today:

• epistle:  a letter
• Langston Hughes: a famous African American poet
• Yankees & Mets: two New York baseball teams

Text: Locomotion, pp. 21-24

Exit ticket #19

Do Now #20

Fluency Work

Practice fluency with passages about rap, Langston Hughes, and poetry slams.

Passage 6,  Day 1: Select A  B  C  D

1. Silently read the passage
2. Time yourself reading for 1 minute. Put slashes when the timer goes off. Record your words per minute (WPM). Then finish the passage.
3. Answer the questions.
4. Practice reading the passage in phrases. Pause when you see a slash /. Pause longer when you see //.

Mini-lesson

Video: Chunking long words vimeo • download

Workbook pp. 101-103: Chunking long words part 1

1. Watch the video to hear a teacher explain syllable chunks in words.
2. Follow along on workbook p. 101.
3. Draw lines between double consonants in the words at the bottom of p. 101,  like Lon | nie
4. Read the chunks, then blend together.
5. Divide the words on workbook p. 103 between the double consonants. Then read the words.

Partner Reading

Look for details that describe Lonnie’s parents.

• tragedy:  something very sad
• country: someone or something that comes from out in the country; can be an insult

Text: Locomotion, pp. 25-30

Workbook pp. 105-108: Partner reading questions

Exit ticket #20

Homework

Workbook p. 109: Chunking words into syllables 

Do Now #21

Fluency Work

Practice fluency with passages about rap, Langston Hughes, and poetry slams.

Passage 6, Day 2: Select A  B  C  D

1. Practice reading tricky phrases and words and do the decoding activity
2. Time yourself reading for 1 minute. Put slashes when the timer goes off. Record your words per minute (WPM). Then finish the passage.
3. Answer the questions.

Guided Reading

Why is December 9th a hard day for Lonnie?

Here’s some vocabulary you'll see today:

• burden:  a heavy load
• Pumas: sneakers
• Sprewell: Latrell Sprewell, a former NBA player. Sprewell played for the New York Knicks, Lonnie’s team.
• cornrows:  hair worn in small braids

Text: Locomotion, pp. 31-36

Exit ticket #21

Homework

Workbook p. 111: Getting to know Lonnie better

Do Now #22

Partner Reading

Look for details about Miss Edna.

• Twinkies:  cream-filled donut shaped like a fat log
• upstate:  parts of New York state that are north of New York City. Upstate there are more trees and grass.

Text: Locomotion, pp. 37-40

Workbook pp. 113-115: Partner reading questions

Guided Reading

Make a prediction: why does Eric act mean sometimes?

Here’s some vocabulary you'll see today:

• high water: pants that are too short
• rewind: to travel back in time

Text: Locomotion, pp. 41-43

Exit ticket #22

Homework

Workbook p. 117: Advice about Eric

Do Now #23

Partner Reading

In ‘Just Nothing,’ what makes Lonnie mad?

• Ajax:  cleaning powder
• vaporize: disappear
• Star Trek: a TV show with space travel and aliens

Text: Locomotion, pp. 44-50

Workbook pp. 119-121: Partner reading questions

Guided Reading

Why is Lonnie reading Lili’s Bible?

Here’s a word you'll see today:

• brilliant: really good

Text: Locomotion, pp. 51-54

Exit ticket #23

Homework

Workbook p. 123: “All of a Sudden”

Do Now #24

Fluency Work

Practice fluency with passages about New York City.

Passage 7,  Day 1: Select A  B  C  D

1. Silently read the passage
2. Time yourself reading for 1 minute. Put slashes when the timer goes off. Record your words per minute (WPM). Then finish the passage.
3. Answer the questions.
4. Practice reading the passage in phrases. Pause when you see a slash /. Pause longer when you see //.

Partner Reading

Look for facts that show how Lonnie and his class at school are becoming like a family.

• phat:  cool
• Lakers, Knicks, and Nets:  Los Angeles and New York NBA teams.

Text: Locomotion, pp. 55-61

Workbook pp. 125-128: Partner reading questions

Exit Ticket #24

Do Now #25

Fluency Work

Practice fluency with passages about New York City.

Passage 7, Day 2: Select A  B  C  D

1. Practice reading tricky phrases and words and do the decoding activity.
2. Time yourself reading for 1 minute. Put slashes when the timer goes off. Record your words per minute (WPM). Then finish the passage.
3. Answer the questions.

Mini-lesson

Video: More on chunking long words vimeo • download

Workbook pp. 129-131: More on chunking long words

1. Watch the video to hear a teacher explain how to chunk and read longer words.
2. Follow along on workbook p. 129.
3. Underline the two middle consonants in the words at the bottom of p. 129, like thunder.  
4. Then draw a line between the two middle consonants  thun | der. Put the short vowel sound symbol above the vowel in the first chunk:  thŭn | der. Read the words chunk by chunk.
5. See how many words you can make with the syllable cards on p. 131. Write your words on p. 130.

Guided Reading

We’ll learn something new about Eric. Does this change what you think about him?

Here’s some vocabulary you'll see today:

• contagious: disease that can be spread from person to person
• sickle: moon shape
• sickle cell anemia: painful disease where blood cells have a moon shape and can’t carry oxygen to the body
• Dominicans: Spanish-speaking people from the Caribbean
• Trinidad and Jamaica:  islands in the Caribbean

Text: Locomotion, pp. 62-66

Exit ticket #25

Homework

Workbook p. 133: More on chunking words

Do Now #26

Partner Reading

What changes for Lamont in these two poems?

Here’s some vocabulary you'll see today:

• free verse: poetry that doesn’t rhyme or have a beat
• Richard Wright: African American who wrote novels, plays, and short stories
• Pablo: a Spanish boy’s name

Text: Locomotion, pp. 67-70

Workbook pp. 135-136: Partner reading questions

Guided Reading

Why do you think Lonnie writes about the new boy, Clyde? What do they have in common?

Here’s some vocabulary you'll see today:

• bumpkin: somebody from the country
• swishing: moving with a hissing sound
• soft-shoeing: dancing with smooth, fancy foot moves
• survivor: someone who stays alive after a disaster

Text: Locomotion, pp. 71-74

Exit ticket #26

Do Now #27

Fluency Work

Practice fluency with passages about house fires and Brooklyn, New York.

Passage 8,  Day 1: Select A  B  C  D

1. Silently read the passage.
2. Time yourself reading for 1 minute. Put slashes when the timer goes off. Record your words per minute (WPM). Then finish the passage.
3. Answer the questions.
4. Practice reading the passage in phrases. Pause when you see a slash /. Pause longer when you see //.

Partner Reading

Look for facts about the new boy, Clyde.

• brownstone: fancy row house in New York City
• repent: feel sorry about something bad you’ve done
• chorus: group of singers

Text: Locomotion, pp. 75-78

Workbook pp. 137-139: Partner reading questions

Exit ticket #27

Homework

Workbook p. 141: Syllable review

Do Now #28

Fluency Work

Practice fluency with passages about house fires and Brooklyn, New York.

Passage 8, Day 2: Select A  B  C  D

1. Practice reading tricky phrases and words and do the decoding activity.
2. Time yourself reading for 1 minute. Put slashes when the timer goes off. Record your words per minute (WPM). Then finish the passage.
3. Answer the questions.

Guided Reading

Learn more about Angel. In Easter Sunday, what is Lonnie struggling with?

Here’s some vocabulary you'll see today:

• palms: long thin leaves from a palm tree, used in Easter services
• lilies: tall white flowers for Easter
• sacrifice: suffering harm or death for a greater good, like the death of Jesus

Text: Locomotion, pp. 79-81

Exit ticket #28

Do Now #29

Partner Reading

Will Miss Edna’s feel more like a family for Lonnie with Rodney coming home?

• duffel bag: big canvas bag with a zipper
• okra: green plant you can eat
• epitaph: short piece of writing that honors someone who has died

Text: Locomotion, pp. 82-84

Workbook pp. 143-145: Partner reading questions

Guided Reading

What new feelings does Lonnie share in these poems?

Here’s some vocabulary you'll see today:

• wiring: thin cables that carry electric power inside a house
• survived by: relatives of someone who has died
• catalpa: tree with giant leaves and white flowers in the spring

Text: Locomotion, pp. 85-89

Exit ticket #29

Homework 

Workbook p. 147: “Little brother,” he called me

Do Now #30

Fluency Work

Practice fluency with passages about sickle cell disease and teens in foster care.

Passage 9,  Day 1: Select A  B  C  D

1. Silently read the passage.
2. Time yourself reading for 1 minute. Put slashes when the timer goes off. Record your words per minute (WPM). Then finish the passage.
3. Answer the questions.
4. Practice reading the passage in phrases. Pause when you see a slash /. Pause longer when you see //.

Partner Reading

Why is the poem about Eric called ‘First Day of School’?

• pecans: tasty nuts that grow on trees in the South
• familiar: something we know really well

Text: Locomotion, pp. 90-92

Workbook pp. 149-150: Partner reading questions

Exit ticket #30

Do Now #31

Fluency Work

Practice fluency with passages about sickle cell disease and teens in foster care.

Passage 9, Day 2: Select A  B  C  D

1. Practice reading tricky phrases and words and do the decoding activity.
2. Time yourself reading for 1 minute. Put slashes when the timer goes off. Record your words per minute (WPM). Then finish the passage.
3. Answer the questions.

Guided Reading

What questions does Lonnie ask God? What is he wondering about?

Here’s some vocabulary you'll see today:

• blasphemous: disrespecting God
• mysterious: difficult to understand

Text: Locomotion, pp. 93-96

Exit ticket #31

Homework

Workbook p. 151: LaTenya’s secret

Do Now #32

Fluency Work

Practice fluency with passages about getting adopted and sickle cell disease.

Passage 10,  Day 1: Select A  B  C  D

1. Silently read the passage.
2. Time yourself reading for 1 minute. Put slashes when the timer goes off. Record your words per minute (WPM). Then finish the passage.
3. Answer the questions.
4. Practice reading the passage in phrases. Pause when you see a slash /. Pause longer when you see //.

Partner Reading

What feeling does the book end with?

• Camp Kaufman: summer sleep-away camp in upstate New York
• Port Authority: main bus terminal in New York City
• Prospect Park: large beautiful park in Brooklyn

Text: Locomotion, pp. 97-100

Workbook pp. 153-154: Partner reading questions

Exit ticket #32

Do Now #33

Fluency Work

Practice fluency with passages about getting adopted and sickle cell disease.

Passage 10, Day 2: Select A  B  C  D

1. Practice reading tricky phrases and words and do the decoding activity.
2. Time yourself reading for 1 minute. Put slashes when the timer goes off. Record your words per minute (WPM). Then finish the passage.
3. Answer the questions.

Getting Ready to Discuss

Think about people who could be like family to Lonnie: his mother and father, Lili, Miss Edna, and Rodney, Ms. Marcus and the class at school. Your teacher will assign you one of these people to work on, or choose yourself.

• Review poems about ‘your’ person or people. Poems are listed on the workbook pages above. Just do the workbook page for ‘your’ person or people
• Write down ways that these people are like a family to Lonnie.
• Check off things these people do with Lonnie.
• Write down one or more ways these people are not like a family to Lonnie.

Workbook pp. 155, 156, 157, 158, 159, 160: getting ready to discuss, Discussion roles, Facilitator checklists 

Exit ticket #33

Do Now #34

Finding and Analyzing Quotes

1. Choose 2 poems to analyze. Poems about your person or people are listed on workbook pp. 157-160.
2. Fill in all the information about your poem on workbook p. 162. Do this two times for the 2 poems you chose. Use workbook p. 163 as an example. 

Workbook pp. 161-163: Recorder notes 

Mini-lesson

Video: Persuasive Phrases and Reporter Speech vimeo • download (coming soon)

Workbook p. 164: Persuasive Phrases

Workbook pp. 165-166 (Reporter Speech): Google Doc • PDF 

1. Watch the video to hear a teacher explain how to use persuasive phrases in a speech.
2. Follow along on workbook p. 164.
3. Use the notes on poems you wrote on workbook p. 162. Fill in the reporter speech on workbook pp. 165-166.

Exit ticket #34

Do Now #35

Rehearsal

1. Practice saying your reporter speech out loud from workbook pp. 165-166.
2. Get feedback from a friend, classmate or family member. Use workbook p. 167.
3. Discuss: how can you make your speech sound better?

Workbook p. 167: Rehearsal feedback

Discussion

Workbook p. 168: Discussion note-taking sheet

Exit ticket #35

Do Now #36

Select and prepare a poem

1. Choose a poem to share with the class. The poem could come from Locomotion, How to Eat a Poem, or another place. You might choose a poem you wrote yourself.
2. Copy the poem onto workbook pp. 171-172.
3. Follow the directions on workbook p. 169 for marking up your poem. 
4. Perform your poem for a family member, friend or classmate. Write down praise and questions at the bottom of workbook p. 169.
5. Decide how you want to change the way you perform your poem.

Workbook pp. 169-172: Preparing for the poetry slam

Exit ticket #36

Do Now #37

Rehearsal

1. Practice your poem at least one more time. Get feedback from someone about how it sounds. Make any needed changes. 
2. Practice performing your poem some more. Can you say it all without looking at your notes? Which parts are solid? Where can you practice more?

Exit Ticket #37

Do Now #38

Poetry Slam

Workbook p. 173: Poetry performance feedback

Exit Ticket #38