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A Symphony of Whales by: Steve Schuch






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A Symphony of Whales by: Steve Schuch. Fiction Context Clues Generalize Answer Questions. Genre: Vocabulary Strategy: Comprehension Skill: Comprehension Strategy:. Review Concept Board. Question of the day!
A Symphony of Whales by: Steve Schuch

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A symphony of whales by steve schuchSlide 1

A Symphony of Whalesby: Steve Schuch

Fiction

Context Clues

Generalize

Answer Questions

Genre:

Vocabulary Strategy:

Comprehension Skill:

Comprehension Strategy:

Review concept boardSlide 2

Review Concept Board

  • Question of the day!

  • What other kinds of music might the whales respond to that the people did not try?

More words to knowSlide 3

More Words to Know

neighboring

waterproof

yelping

Anxiously uneasily with fear of what might happenSlide 4

anxiouslyuneasily; with fear of what might happen

Bay a part of a sea or lake surrounded by landSlide 5

baya part of a sea or lake surrounded by land

Blizzards blinding snowstorms with very strong cold windsSlide 6

blizzardsblinding snowstorms with very strong, cold winds

Channel a body of water joining two larger bodies of waterSlide 7

channel a body of water joining two larger bodies of water

A symphony of whales by steve schuchSlide 8

chipped

to cut or break off a thin piece of something

Melody a pleasing or easily remembered series of musical notes tuneSlide 9

melodya pleasing or easily remembered series of musical notes; tune

A symphony of whales by steve schuchSlide 10

supplies

the food and equipment necessary for an army exercise, camping trip, and so on

A symphony of whales by steve schuchSlide 11

symphony

a long, complicated musical composition for an orchestra

Reader responseSlide 12

Reader Response

  • What did you think was the most exciting part of the story? Why was that part exciting?

  • MODEL I think the most exciting part was when the Russian ship was trying to get the whales to follow it out of the frozen bay. I liked it because I really wanted to know what was going to happen.

Reader response1Slide 13

Reader Response

  • The author begins his story with Glashka hearing music inside her head. How does that beginning get you ready for the rest of the story? Author

  • Think about the lives of the villagers and the lives of the whales. What does that say about how people and nature are connected? Generalize

  • At the end of the story, Glashka tells the sled dogs that they are good dogs. Why does she believe they are good dogs? Answer Questions

  • The list words symphony and melody are related to music. What other words from the story could you include in that group? Vocabulary

Look back and writeSlide 14

Look Back and Write

  • The old ones talk about "other music." What is the "other music," and why is it important? Use story details to support your answer.

Example of a Top-Score Response The beluga whales will not follow the ship out to sea. Glashka listens to the whales and tells the old ones what she hears. The old ones realize that Narna wants to hear the music whales and humans once shared. Narna wants to hear this “other music.” They play some rock music for the whales. This doesn’t work. Then they play some folk music. This doesn’t work. The whales finally follow the ship when they hear classical music.

Small group timeSlide 15

Small Group Time

  • Read A Symphony of Whales pages 368-374

Test timeSlide 16

Test Time

  • Do your very best!

Fluency modelSlide 17

FLUENCY - Model

  • Listen as I read aloud the first two paragraphs on p. 366. Noticemy reading rate. We will practice as a class by doing three choral readings.

Revisit the concept webSlide 18

Revisit the concept web

  • Do you have any words to add to our concept web?

Language objectivesSlide 19

Language Objectives:

  • Use present, past, and future tenses in writing.

Daily fix itSlide 20

Daily Fix-it

  • Kelly hopped she would seewhales on her trip to hawaii.

  • Last year they visit friendsnear the Pacific ocean.

Kelly hoped she would see whales on her trip to Hawaii.

  • Last year they visited friends near the Pacific Ocean.

Use verb tenses in writingSlide 21

USE VERB TENSES IN WRITING

  • Using present, past, and future tensestell readers exactly when an actionhappened.

  • The whales will return to warm water in the winter.

  • By using the future tense in this sentence, the writer tells readers that the action will happen in the future.

Present past and future verbsSlide 22

Present, past, and future verbs.

Writing objectivesSlide 23

Writing objectives:

  • Write a news story that answers the questions who, what, where, when, why, and how.

Reading writing connectionSlide 24

READING-WRITING CONNECTION

  • A Symphony of Whales describes an event in a small village that could be the subject of a real-life news story.

  • Think about an event that took place in your town or neighborhood.

  • Now write a news story about it that answers the 5 Ws and How.

  • You can use page 375 in your book.

Writing test tipsSlide 25

Writing Test Tips

  • Begin by summarizing what happened. Then tell who, what, where, when, why, and how.

  • Add details about each part of the story.

  • Put events in time order and use time-order words.

Ideas on how to get startedSlide 26

Ideas on how to get started.

  • Brainstorm a list of events in your school that would make good feature articles.

  • Write the article topic at the top of a page, then complete a chart answering who, what, when, where, why, and how.

Spelling objectiveSlide 27

Spelling Objective:

  • Spell words with suffixes -ly, -ful, -ness,-less.

Generalization about spelling words with suffixesSlide 28

Generalization about spelling words with suffixes

  • When adding -ly, -ful, -ness, or -less,most base words stay the same: safely. When the base word ends in y, change y to i:beautiful. Adding suffixes usually does not change the pronunciation of the base word

Write a storySlide 29

Write a story

  • You will write a story using at least four of the spelling words. Later, you can share your stories with the class by reading them aloud.

Frequently misspelled wordsSlide 30

Frequently misspelled words

  • These words are difficult for third-graders to spell because of the added suffix. Notice these frequently misspelled words and I encourage you to think carefully before you write them.

  • finallyreally

Read the words with meSlide 31

Read the words with me.

  • 1. beautiful 9. daily

  • 2. safely 10. suddenly*

  • 3. kindness 11. wireless

  • 4. finally* 12. quietly*

  • 5. spotless 13. fairness

  • 6. worthless 14. cheerful

  • 7. illness 15. painful

  • 8. helpful

Let s do this part togetherSlide 32

Let’s do this part together.

Great jobSlide 33

GREAT JOB!


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