Unit 3: Lesson 4

1. Unit 3: Lesson 4

2. Day 1: Word Knowledge • twenty twentieth thirty thirtieth forty fortieth • amaze amazing amazingly amazement • original originally originality • great greater greatest happy happier happiest • good better best flat flatter flattest • over alone noses most old

3. Day 1: Word Knowledge • Pablo Picasso was one of the greatest artists of the twentieth century. • It became much more colorful and flatter looking. • The thing that made Picasso such a great artist was his originality. • Most shoes will get old and worn over time.

4. What do these words have in common? 1. twenty twentieth thirty thirtieth forty fortieth cardinal numbers and their corresponding ordinal forms 2. amaze amazing amazingly amazement 3. original originally originality sets of base words with suffixes added 4. great greater greatest happy happier happiest 5. good better best flat flatter flattest comparatives with the suffixes –er and –est **Note: irregular comparative ¤Try using each word in a sentence. ¤ Can you give examples of other comparatives? (big/bigger/biggest, fast/faster/fastest, bad/worse/worst)

5. What sound are we focusing on this week? • over alone noses most old These words are found in “Picasso” They all practice the /ō/ sound. How is the /ō/ sound spelled in each word?

6. Day 1: Word Knowledge • These sentences are from the selection you are about to read. • Who can identify: the ordinal number word? the words with suffixes? the comparative words?

7. Day 1: Word Knowledge • Identify the words that contain the /ō/ sound spelled o. most, old, over

8. Prior Knowledge • What do you know about famous artists? • What do you know about Picasso? • What famous paintings or sculptures have you seen? • How do artists use imagination to create original works of art? • Why do people need art and how does it affect our lives?

9. Build Background • Picasso is now recognized as a great artist, but during his lifetime, some people struggled to understand his original ideas and new style. His work challenged people to think differently about painting. • A biography is the story of a real person’s life written by someone else. It may cover the person’s life from birth to death, a part of a person’s life, or an important achievement or event.

10. Day 1: Vocabulary • encouraged: urged on; gave hope or confidence to • style: a way of doing something • controversial: something causing a disagreement or argument • monuments: buildings, statues, or special structures that are made to honor a person or event • originality: ability to create something new, unusual, or different • scenery: painted scenes or hangings on a theater stage

11. encouraged • style • controversial • monuments • originality • scenery Vocabulary

12. Focus Question • How can you turn something from your imagination into something that others can see, hear, touch, or taste? • Have you ever created an object from your imagination? Explain. If not, what would you like to create?

13. Picasso Day 1: Read Aloud Comprehension Questions • How did Picasso use his imagination in his work? He used his imagination to look at the world in new and exciting ways. • What do Picasso’s different styles of painting show you about this famous artist? He was creating different styles and ways of working throughout his life. • What are some important differences between Picasso’s work during his Blue and Rose Periods? During his Blue Period, Picasso felt sad, so he used the color blue to paint. During his Rose Period, he felt happier and he used happier colors.

14. Day 1: Plural Nouns Language Arts • ~ Let’s name regular nouns you see in the classroom, write the singular of each and then change it to the plural. • Plural Nouns name more than one person, place, or thing. • Most regular nouns add –s • Regular nouns ending with s, ch, sh, ss, z, zz, or x, add –es • Regular nouns ending with a consonant and y, change the y to i and add –es • Some nouns are irregular and do not follow these rules

15. Day 2: Word Knowledge • twenty twentieth thirty thirtieth forty fortieth • amaze amazing amazingly amazement • original originally originality • great greater greatest happy happier happiest • good better best flat flatter flattest • over alone noses most old

16. Day 2: Word Knowledge • Pablo Picasso was one of the greatest artists of the twentieth century. • It became much more colorful and flatter looking. • The thing that made Picasso such a great artist was his originality. • Most shoes will get old and worn over time.

17. Day 2: Word Knowledge • Choose a word and call out only the line and the position for the word in the line. • For example: “line 3, word 1” • Select a classmate to read the word and use it in a sentence. • For example: “ line 3, word 1 is original”

18. Day 2: Vocabulary • encouraged:urged on; gave hope or confidence to • style:a way of doing something • controversial: something causing a disagreement or argument • monuments: buildings, statues, or special structures that are made to honor a person or event • originality: ability to create something new, unusual, or different • scenery: painted scenes or hangings on a theater stage

19. encouraged • style • controversial • monuments • originality • scenery Vocabulary

20. Vocabulary Practice Match the vocabulary word with its correct definition. • encourage -a way of doing something • style -causes disagreement • controversial -make you feel you can do something • monument -new and unusual things • originality -a building or statue that honors a person or event

21. Vocabulary Practice • Tanya’s new hair _____________ looks nice. • My mom ____________ me to study math facts. • This art work has a lot of _______________. • When Wendy wanted to pierce her nose, it was ______________because her parents disagreed. • We visited the Lincoln ______________ in Washington D.C..

22. Day 2: CD of story – Comprehension Skill Picasso Compare and Contrast • Authors compare and contrast things to demonstrate the similarities and differences among two or more characters, places, ideas, or events. • Authors use clue words to indicate similarities and differences. • For example, to indicate:

23. Compare andContrast • Let’s reflect on the different styles of Picasso’s paintings discussed in the biography. • Compare and contrast the different styles using clue words. **Let’s practice Comparing and Contrasting in our Comprehension Workbook p. 74-75

24. Picasso Meet the Author • Why do you think author Mike Venezia chose Picasso as the subject for his children’s book? He recognized that students would see and marvel at the vast contrast between realistic art and Picasso’s imaginative work. • Mike Venezia thinks learning about art and artists should be fun. What are some ways that he has tried to make learning about Picasso fun? He wrote in a conversational style, which keeps the reader’s attention, despite the inclusion of many facts and details. • Why do you think Mike Venezia wants to “open up the world of art” to others –especially children? Art is his passion and he wants to share his love for art with everyone that he meets. He hopes that they will learn to love art just as he does.

25. Language Arts Day 2: Plural Nouns • Identify the regular plurals and the irregular plurals. • The foxes napped in the warm sun. • Bees buzzed among the flowers. • Geese honked overhead and woke up the foxes. • The foxes ate their lunches of blueberries and sandwiches. • Turkeys gobbled up the crumbs afterwards.

26. Word Analysis • Look at Sound/Spelling Card #35 • Read the word: boat • Listen to the /ō/ • Read the words: sound bone go back tow shot goal note • Sort the words in the table on the right.

27. Word Analysis Day 2: Multiple Meanings • Read the word:style • What does style mean? (a way of painting) • Many words have more than one meaning. • Can you find another definition for style in the dictionary? (fashion) • Let’s create sentences using style in its two different meanings. **Let’s practice Multiple Meanings in our Spelling Workbook p. 62-63

28. Phonics and Fluency Day 3 • spoil spoiled unspoiled cook precook • loyal disloyal courage encouraged • appear disappear focal bifocal • view review counted miscounted ------------------------------------- • He disappeared through the door. • Jamie uncoiled the precooked pasta. • He encouraged his son to paint and draw.

29. Phonics and Fluency Day 3 • What do these words practice? • These words provide practice with diphthongs and prefixes. • Who can remind us what a diphthong is? Two consecutive vowels that appear in the same syllable. The sounds are blended together. • Who can identify the words with diphthongs? spoil, spoiled, unspoiled, loyal, disloyal, counted, miscounted - What are the words with prefixes? - How is the base word changed when the prefix is added?

30. Phonics and Fluency Day 3 • Find a word with a diphthong and underline the diphthong. • Find a word with a prefix and circle the prefix. • How has the base word changed when the prefix was added?

31. Day 3: Vocabulary • encouraged:urged on; gave hope or confidence to • style:a way of doing something • controversial: something causing a disagreement or argument • monuments: buildings, statues, or special structures that are made to honor a person or event • originality: ability to create something new, unusual, or different • scenery: painted scenes or hangings on a theater stage

32. Day 3: Let’s practice these words with our picture cards. • encouraged • style • controversial • monuments • originality • scenery Vocabulary

33. Picasso Day 3: Buddy Read – Followed by Handing Off • When did Picasso start painting? • What were some of his major influences? • Why is he considered a great artist? • What was the name of the painting style he created? • Where can students see his work?

34. Language Arts Day 3: Review plural nouns • Look at the painting of Saltimbanques. • With a partner list at least 5 things you see in the painting in the singular form. • Next to it write the plural form of each noun. Don’t forget the rules: drop the y and add an i, drop the final e, nouns ending with s, ch, sh, ss, z, zz, or x, add –es

35. Figurative Language Day 3 • Figurative Language uses words to make comparisons of different things to create pictures. • Three kinds of figurative language are: • Similes: use like or as -Example: He was as quiet as a mouse. • Metaphors: don’t use like or as. -Example: He was a bear. • Personification: describes animals or things as if they were people. -Example: The goat said, “Wait for me!” ***Let’s practice figurative language in our Comprehension Workbook p. 78-79.

36. Word Analysis Day3: Multiple Meanings • Read the word: flatter • Picasso kept working with cubism and changed it over the years. It became much more colorful and flatterlooking. • What does flatter mean in this sentence? (smoother, more even) • Flatter can also mean “to praise someone too much.” • Let’s come up with a sentence using flatter as it relates to the second definition. • Example: The class tried to flatter the teacher so she would not assign any homework.

37. Word Analysis Day 3: Spelling • What are the spellings for the /ō/ sound? o o_e _ow oa_ _oe • Let’s think of things you might find at a beach that have the /ō/ sound. (boat, ocean) ** Let’s practice the /ō/ sound in our Spelling Workbook p. 64-65

38. Phonics and Fluency Day 4 • spoil spoiled unspoiled cook precook • loyal disloyal courage encouraged • appear disappear focal bifocal • view review counted miscounted ------------------------------------- • He disappeared through the door. • Jamie uncoiled the precooked pasta. • He encouraged his son to paint and draw.

39. Phonics and Fluency Day 4 • Choose a word to highlight and use it in a sentence. (add a prepositional phrase to make it a “SUPER sentence!”) • Now, I’ll give clues for some of the words, and let’s see who can identify the word.

40. Dictation • Take out your dictation booklets and blue pens and let’s begin our dictation! • If you need help, remember to ask: • “What is the spelling for the __ sound in _______?” • Line 1: __________ ___________ • Line 2: __________ ___________ • Challenge word: ________________ • Sentence:_______________________________________________________________

41. Day 4: Let’s practice matching words with definitions on our pocket chart. • encouraged • style • controversial • monuments • originality • scenery Vocabulary

42. Picasso Day 4: Popcorn Read Literary Elements • What do you know about biographies? • Remember they are nonfiction texts that tell about people who are alive or who actually lived at some time in the past. • Biographies are written in chronological sequence because they often tell the whole story of someone’s life. • Let’s create a biography timeline that illustrates important events that happened in Pablo Picasso’s life.

43. View Fine Arts Day 4 • Turn to p. 236 • Reflect on the painting, The Desk, by David Hockney. • Share your thoughts and reactions with the class. • The painting is an example of one of Hockney’s many styles and techniques. He refers to his photo collages as “joiners” because several photographs are joined to create an image that captures time and movement simultaneously. • His collages were influenced by Picasso’s cubism.

44. Word Analysis Day 4: Multiple Meanings • Read: shocking • Picasso was always shocking people, but when he started painting people who had eyes and noses in the wrong places – well, even some of his closest friends thought he had gone too far. • Get clues from the sentence to find one of the meanings of shocking. (surprising, the unexpected) • What is another definition for shocking? (a feeling of electricity)

45. Viewing: Nonverbal Cues • Many television programs and films are made to express a certain idea. • Colors and shading help to establish the mood or feeling of the scene. • Bright and dark light reflect happy or sad scenes. • If you were a moviemaker what colors would you use around a happy scene? (bright yellow, green, or blue, like the colors of a sunny day) -around a sad scene? (dark colors, like gray, or black like a rainy day)