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A Storm in the Night. by Mary Stolz illustrated by Pat Cummings. Objectives:. You will: Practice recognizing compound words Practice recognizing the /hw/ sound spelled wh Practice recognizing the suffix –ness Practice recognizing silent consonant spellings

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A storm in the night

A Storm in the Night

by Mary Stolz

illustrated by Pat Cummings


Objectives
Objectives:

  • You will:

  • Practice recognizing compound words

  • Practice recognizing the /hw/ sound spelled wh

  • Practice recognizing the suffix –ness

  • Practice recognizing silent consonant spellings

  • Practice using conjunctions and interjections

  • Practice writing a personal narrative


Word knowledge day 1
Word Knowledge Day 1

  • Downspouts birdbath thunderstorm homework

  • Do you see anything similar about these words?

  • They are all compound words.

  • Whistle what whined when

  • What do these words have in common?

  • They all have the /hw/ sound.


Word knowledge day 11
Word Knowledge Day 1

  • Silly silliness happy happiness

  • Calm calmness

  • What do you notice about these words?

  • They are a base word with a suffix –ness.

  • The Suffix –ness changes a word from an adjective to a noun.


Word knowledge day 12
Word Knowledge Day 1

  • Scratched kitchen half

  • These words are found in our selection. They have a silent consonant.

  • I’m not afraid of thunderstorms, like Ringo and your dog.”

  • Do you see any compound words?

  • Thunder+storms

  • Thomas’s voice was like a penny whistle.

  • Are there any words with the /wh/ sound?

  • whistle


Word knowledge day 13
Word Knowledge Day 1

  • “There’s too much silliness in here.”

  • Do you see any words with a suffix?

  • Silliness

  • The dog scratched at half of it’s food on the kitchen floor.

  • Do you see any words with a silent consonant?

  • Scratched, half, kitchen


Build background reading 2 2
Build BackgroundReading 2.2

  • Activate Prior Knowledge

  • Does anyone remember a time when the electricity went off during a storm?

  • Would listening to stories help pass the time while the lights are off?

  • What kinds of stories do your grandparents or other relatives tell you?


Background information
Background Information

  • A Storm in the Night is a realistic fiction.

  • Electricity sometimes goes off during a storm because the strong winds knock down the lines or lightning hits a piece of equipment.

  • Cars were available as early as the 1800’s, but most people couldn’t afford them until the1920’s.

  • Electricity was available by the mid-1800’s.


Prepare and preview reading 2 6
Prepare and PreviewReading 2.6

We are going to read the focus questions, title, author and illustrator together.

Now, let’s look a the first page or two for any clues, problems or wonderings.

Clues

Illustrations of a grandfather and a grandson

Problems

mandarin

Wonderings

What does a storm have to do with storytelling?


Storm in the night

Storm in the Night

repeats

brave

overcome

Selection Vocabulary

errand

natural


Repeats
repeats

Something that is done again

Thomas hadn’t heard all of them yet, because he kept asking for repeats.

Sometimes when I listen to the radio, I get tired of hearing all the repeats.


Brave
brave

having courage

“We can’t all be brave as tigers.”

“The athlete was brave when facing her opponent.”


Errand
errand

a short trip to do

something

“Anyway, the day came when Melvin was out on some errand of his own, and I was doing my homework, when all at once, with only a rumble of warning . . . down came the rain, down came the lightening, and all around and everywhere came the thunder.”

Dad and I went to town on an errand at the hardware store.


Overcome
overcome

to beat or conquer

“Having overcome my fear enough to forget myself and think about Melvin, I wasn’t afraid of storms anymore.”

I have worked very hard to overcome the urge to bite my nails.


Natural
natural

normal

“Perfectly natural,” said Grandfather.

It’s only natural for cats to chase mice.


Storm in the night draw a line from the word to it s picture and from the word to it s definition
“Storm in the Night”Draw a line from the word to it’s picture and from the word to it’s definition

brave, errand, repeats, natural, overcome

something that is done again

having courage

a short trip to do something

to beat or conquer

not artificial or man-made


First read student anthology
First Read Student Anthology

  • We are going to read our story pages 128-133 using our comprehension strategies:

  • Making connections

  • Visualization


Investigation
Investigation

  • Investigating Concepts Beyond the text

  • Let’s do page 118 of our Inquiry Journal.


Word analysis eng lang conv 1 8
Word AnalysisEng. Lang. Conv. 1.8

  • Spelling pretest

  • This week we are working on words with lf, mb and _tch.

  • The words from our selection that have this spelling pattern are: scratched, kitchen, half

    The vocabulary skill words for this week are:

    Natural, silliness, darkness, certainly, daintily

half


English language conventions
English Language Conventions

  • Conjunctions and interjections

  • We are going to look in our language arts Handbook on page 255 information on conjunctions.

  • Conjunctions are words like: and, or,or but.


English language conventions1
English Language Conventions

  • We rode the roller coaster and the Ferris wheel.

  • No comma needed to join only two items.

  • Mai Ling dreams of being an engineer, a scientist, or a doctor.

  • Commas in a series

  • Toby is afraid of diving underwater, but Dexter loves to swim to the bottom of the pool.

  • Comma joins independent sentences

  • Let’s do page 140 and 141 of our Comprehension and Language Arts workbook.


Writing process strategies
Writing Process Strategies

  • Writing a personal narrative

  • Let’s read pages 114-115 in our Language Arts Handbook to review narrative writing.

  • We’re going to make a list of ideas for writing a personal narrative.


Writing process strategies1
Writing Process Strategies

  • Formal Assessment

  • All sentences are complete. 2 Points

  • It is written in the first person. 2 Points

  • It has a beginning, middle, and end. 2 Points

  • Exact words are used. 1 Point

  • Mechanics are correct. 2 points

  • Photographs or illustrations support the story. 1 point


Word knowledge day 2
Word Knowledge Day 2

  • Downspouts birdbath thunderstorm homework

  • Do you see anything similar about these words?

  • They are all compound words.

  • Whistle what whined when

  • What do these words have in common?

  • They all have the /hw/ sound.


Word knowledge day 21
Word Knowledge Day 2

  • Silly silliness happy happiness

  • Calm calmness

  • What do you notice about these words?

  • They are a base word with a suffix –ness.

  • The Suffix –ness changes a word from an adjective to a noun.


Word knowledge day 14
Word Knowledge Day 1

  • Scratched kitchen half

  • These words are found in our selection. They have a silent consonant.

  • I’m not afraid of thunderstorms, like Ringo and your dog.”

  • Do you see any compound words?

  • Thunder+storms

  • Thomas’s voice was like a penny whistle.

  • Are there any words with the /wh/ sound?

  • whistle


Word knowledge day 15
Word Knowledge Day 1

  • “There’s too much silliness in here.”

  • Do you see any words with a suffix?

  • Silliness

  • The dog scratched at half of it’s food on the kitchen floor.

  • Do you see any words with a silent consonant?

  • Scratched, half, kitchen


Devolving oral language
Devolving Oral Language

  • Downspouts birdbath thunderstorm homework

  • Whistle what whined when

  • Silly silliness happy happiness

  • Calm calmness

  • Scratched kitchen half

  • Can someone use one of these words in a complete sentence?

  • Can someone add adjectives of adverbs to one of these sentences?

  • Can someone say a word that rhymes with one of these words?


First read student anthology1
First Read Student Anthology

  • We are going to read pages 134-141 using these comprehension strategies:

  • Visualization

  • Making Connections

  • Predicting


Discussion strategy use
Discussion Strategy Use

  • What connections did you make between the reading and what you already know?

  • On what basis did you make and confirm predictions?

  • What did you visualize as you were reading?


Discussing the selection reading 2 6 reading 3 1
Discussing the SelectionReading 2.6 Reading 3.1

  • Let’s use handing off to answer these questions:

  • Why did Grandfather tell Thomas the story?

  • How did Grandfather and Thomas feel about each other?

  • Was Thomas really afraid?

  • Why was Grandfather no longer afraid of storms?


Meet the author
Meet the Author

  • Let’s look on page 142 to read about the author of the story.

  • Why do you think Stolz’s first book was written while she was confined to her house?

  • How did her “Unk” inspire Stolz to write by buying books?

  • Why do you think she’ll only keep writing books as long as children read them for answers?


Meet the illustrator
Meet the Illustrator

  • We’re going to read the second half of page 142 to learn about Pat Cummings.

  • Why do you think Cummings wants to portray different cultures in the writing and illustrations?

  • How would climbing the steps of German castles increase Cumming’s appreciation for fairy tales?


Theme connections
Theme Connections

  • We’re going to look on page 143 of our text books to make theme connections.

  • Let’s do page 109 of our Inquiry Journals.


Investigation1

Concept

Would anyone like to add to our concept board?

Question

Would anyone like to add to our question board?

Investigation


Spelling eng lang conv 1 8
SpellingEng. Lang. Conv. 1.8

  • Words with lf, mb, and _tch

  • Let’s say these words together slowly:

  • Calf lamb match

  • Listen carefully for the sounds of each word

  • Did you hear the /f/, /m/ or /t/ sound in calf, lamb and match?

  • The l, m and t are silent in these words.


Vocabulary reading 1 1 1 7 1 8
VocabularyReading 1.1, 1.7, 1.8

Short

  • Suffixes

  • “You were short, probably.”

  • “Short, certainly.” pg. 130

  • What is the base word in the word certainly?

  • Certain

  • Let’s look the word certain up in the dictionary.

  • Certain: sure; positive; known

  • When we add –ly to a word it means in a certain way.

  • So, certainly means in a known way.

  • Let’s do page 110 and 111 in our Spelling and Vocabulary Skills workbooks.


English language conventions2
English Language Conventions

  • Grammar: Conjunctions and Interjections

  • Let’s look at page 255 of our Language Arts Handbook.

  • Oh, I can’t possible eat all that food.

  • Alas! The weather report arrived too late for me to save my boat.

  • Wow!

  • These are ways interjections can be punctuated.

  • Can you find any interjections

  • in “A Storm in the Night”?


Writer s craft exact words
Writer’s CraftExact Words

  • Please tap your feet.

  • Please stomp your feet.

  • Do you notice a difference in the way you move your feet when I use specific words?

  • When we are writing exact words help the read picture what you are talking about.

  • Can you think of any more exact words?

  • Rose daisy sunflower


Writing process strategies2
Writing Process Strategies

  • Prewriting: A Personal Narrative

  • Page 90 of our Writer’s Workbook has information on prewriting a personal narrative.

  • Let’s look on page 13 of our Language Arts Handbook to read about Word Choice.

  • We are going to complete pages 90 and 91 in our Writer’s Workbook.


Word knowledge day 3
Word Knowledge Day 3

  • Downspouts birdbath thunderstorm homework

  • Whistle what whined when

  • Silly silliness happy happiness

  • Calm calmness

  • Scratched kitchen half


Word knowledge day 31
Word Knowledge Day 3

  • I’m not afraid of thunderstorms, like Ringo and your dog.”

  • Thomas’s voice was like a penny whistle.

  • “There’s too much silliness in here.”

  • The dog scratched at half of it’s food on the kitchen floor.


Student anthology second read
Student Anthology Second Read

  • Let’s read pages 134-141 of our student anthology.

  • While we are reading we will use the comprehension skill author’s purpose.


Supporting the reading listen speak 1 11
Supporting the ReadingListen/Speak 1.11

  • The author’s purpose is usually to entertain, inform or persuade.

  • Now we are going to do pages 138 and 139 in our Comprehension and Language Arts Skills workbooks.


Investigation2
Investigation

  • Questions for Family Storytellers

  • We are going to do page 118 of our inquiry journal to learn more about storytelling.


Spelling eng lang conv 1 81
SpellingEng. Lang. Conv. 1.8

  • Words with lf, mb, and _tch

  • Scratched kitchen half

  • The red letters are silent.

  • Let’s circle the silent letters in these words.

    batch catch latch match lamb limb comb climb calf thumb crumb scratched kitchen half

    Let’s do page 112 of our Spelling and Vocabulary Skills workbook.


Vocabulary reading 1 1 1 7 1 81
VocabularyReading 1.1, 1.7, 1.8

  • Suffixes

  • Daintily

  • Dainty + ly

  • Can someone circle the suffix in the word daintily?

  • Let’s look the word up in the dictionary.

  • Dainty = delicate, beautiful; graceful

  • When you add –ly to a word it means in a certain way.

  • What happens to the y in dainty when you add ly?

  • You change the y to i and add ly.


English language conventions3
English Language Conventions

  • Conjunctions and Interjections

  • Let’s look on pages 140 and 141 of our Comprehension and Language Arts work book to review conjunctions and interjections.

  • Let’s write 3 sentences using some of these words and conjunctions and interjections.

  • Horse, Grandmother, Grandfather, wagon, home, journey, faucet, creaked, slopes, friends, faraway, long ago, icicles, snow, chickens, automobile, castle, thunder, and wedding


Writing process strategies writing 2 1a 2 1b 2 1c
Writing Process StrategiesWriting 2.1a, 2.1b, 2.1c

  • Let’s review page 91 of our Writer’s Workbooks to help us draft our personal narratives.

  • We’re going to draft our personal narrative.


Word knowledge day 4
Word Knowledge Day 4

  • Downspouts birdbath thunderstorm homework

  • Whistle what whined when

  • Silly silliness happy happiness

  • Calm calmness

  • Scratched kitchen half


Word knowledge day 41
Word Knowledge Day 4

  • I’m not afraid of thunderstorms, like Ringo and your dog.”

  • Thomas’s voice was like a penny whistle.

  • “There’s too much silliness in here.”

  • The dog scratched at half of it’s food on the kitchen floor.


Spelling eng lang conv 1 82
SpellingEng. Lang. Conv. 1.8

  • Words with lf, mb, and _tch

  • Scratched kitchen half

  • The red letters are silent.

  • Let’s circle the silent letters in these words.

    batch catch latch match lamb limb comb climb calf thumb crumb scratched kitchen half


Second read student anthology
Second Read Student Anthology

  • We are going to read pages 134 and 141 of “A Storm in the Night”, wjile we are reading we’ll use the comprehension skill author’s purpose.


Checking comprehension reading 2 3
Checking ComprehensionReading 2.3

  • Why did Grandfather tell the story to Thomas?

  • Because there was no electricity, and they didn’t have anything else to do. Also, Grandfather wanted to teach Thomas about being afraid and being brave.

  • Why did Grandfather leave his dog out in the rain?

  • Because he was so afraid himself that he forgot about the dog for a while.

  • How did Grandfather feel about storms in the end?

  • He wasn’t afraid anymore after he found the courage to go out and get his dog.


Theme storytelling

Theme: Storytelling

SELECTION VOCABULARY

Storm in the Night


Repeats1
repeats

Thomas hadn’t heard all of them yet, because he kept asking for repeats.

Sometimes when I listen to the radio, I get tired of hearing all the repeats.

something that is done again =

= repeats

CONTEXT CLUES


Brave1
brave

“We can’t all be brave as tigers.”

“The athlete was brave when facing her opponent.”

having courage =

= brave

CONTEXT CLUES


Errand1
errand

“Anyway, the day came when Melvin was out on some errand of his own, and I was doing my homework, when all at once, with only a rumble of warning . . . down came the rain, down came the lightening, and all around and everywhere came the thunder.”

Dad and I went to town on an errand at the hardware store.

a short trip to do something =

= errand

CONTEXT CLUES


Overcome1
overcome

“Having overcome my fear enough to forget myself and think about Melvin, I wasn’t afraid of storms anymore.”

I have worked very hard to overcome the urge to bite my nails.

to beat or conquer =

= overcome

CONTEXT CLUES


Natural1
natural

“Perfectly natural,” said Grandfather.

It’s only natural for cats to chase mice.

not artificial or man-made =

= natural

CONTEXT CLUES


Storm in the night draw a line from the word to it s picture and from the word to it s definition1
“Storm in the Night”Draw a line from the word to it’s picture and from the word to it’s definition

brave, errand, repeats, natural, overcome

something that is done again

having courage

a short trip to do something

to beat or conquer

not artificial or man-made


Literary elements reading 3 5 listen speak 1 4
Literary ElementsReading 3.5, Listen Speak 1.4

  • Onomatopoeia

  • Words that sound like the noise they make are called onomatopoeias.

  • Meow ruff squeak whoosh

  • Let’s look at “A Storm in the Night” for more onomatopoeias.


Diagrams
Diagrams

  • A diagram is a labeled drawing.

  • What part of the house is not labeled?

  • The diagram has four of what?

  • What area is the largest?

  • What part of the house is in the center and at the front?

  • What could be added to the diagram?

  • What other things could be drawn as a diagram?

Chimney

Window

Window

Window

Window

Door


Spelling eng lang conventions 1 8
SpellingEng. Lang Conventions 1.8

  • Words with lf, mb and _tch

  • Catch

  • Can you spell words that rhyme with catch?

  • Latch hatch batch match

  • Let’s do page 113 of our Spelling and Vocabulary Skills workbook.


English language conventions listen speak 1 9

Effective Voice and Word Choice

An effective voice and have a powerful impact on an audience.

Clear diction, fluent phrasing, rhythm, changes in volume for emphasis and word choice are elements of effective voice.

Let’s read this poem using effective voice.

Greedy Dog

By James Hurley

This dog will eat anything.

Apple cores and bacon fat,

Milk you pored out for the cat.

He likes the string that ties the roast

And relishes hot buttered toast.

Hide your chocolates! He’s a thief,

He’ll even eat your handkerchief.

And if you don’t like sudden shocks,

Carefully conceal you socks.

Leave some soup without a lid,

And you’ll wish you never did.

When you think he must be full,

You find him gobbling bits of wool,

Orange peel or paper bags,

Dusters and old cleaning rags.

This dog will eat anything,

Except for mushrooms and cucumber.

Now what is wrong with those, I wonder?

English Language ConventionsListen /Speak 1.9


Writing process strategies writing 1 4 lang arts trans 19
Writing Process StrategiesWriting 1.4 Lang. Arts Trans. 19

  • Writing a personal narrative

  • Let’s review page 92 of our Writer’s Workbook for information on revising our personal narrative.

  • Make sure your point of view (1st person or 3rd person) stays the same.

  • Make sure you have sufficient details.

  • Make sure you have good organization.

  • Please revise your personal narrative using the checklist on page 92 of your Writer’s Workbook.


Word knowledge day 5
Word Knowledge Day 5

  • Downspouts birdbath thunderstorm homework

  • Whistle what whined when

  • Silly silliness happy happiness

  • Calm calmness

  • Scratched kitchen half


Word knowledge day 51
Word Knowledge Day 5

  • I’m not afraid of thunderstorms, like Ringo and your dog.”

  • Thomas’s voice was like a penny whistle.

  • “There’s too much silliness in here.”

  • The dog scratched at half of it’s food on the kitchen floor.


Storm in the night draw a line from the word to it s picture and from the word to it s definition2
“Storm in the Night”Draw a line from the word to it’s picture and from the word to it’s definition

brave, errand, repeats, natural, overcome

something that is done again

having courage

a short trip to do something

to beat or conquer

not artificial or man-made


Spelling eng lang conv 1 83
SpellingEng. Lang. Conv. 1.8

  • Words with lf, mb, and _tch

  • Scratched kitchen half

  • The red letters are silent.

  • Let’s circle the silent letters in these words.

    batch catch latch match lamb limb comb climb calf thumb crumb scratched kitchen half


Conjunctions
Conjunctions

  • We rode the roller coaster and the Ferris wheel.

  • No comma needed to join only two items.

  • Mai Ling dreams of being an engineer, a scientist, or a doctor.

  • Commas in a series

  • Toby is afraid of diving underwater, but Dexter loves to swim to the bottom of the pool.

  • Comma joins independent sentences


Interjections
Interjections

  • These are ways interjections can be punctuated.

  • Oh, I can’t possible eat all that food.

  • Alas! The weather report arrived too late for me to save my boat.

  • Wow!


Listening
Listening

  • Let’s listen to our story and the poem “Past” on CD.


Selection assessment
Selection Assessment

  • We are going to take our assessments for:

  • Spelling

  • Vocabulary

  • Reading Comprehension


Science connection listen speak 1 8 soc st cst4
Science ConnectionListen/Speak. 1.8, Soc. St. CST4

  • Water Cycle


Poetry
Poetry

  • Simile

  • A simile is a poetic device that compares two things using the words like or as.

  • The boy ate like a horse.

  • The girl ran like the wind.

  • He’s happy as a bug in a rug.


Investigation3

Concept

Would anyone like to add something to our concept board?

Question

Would anyone like to add something to our question board?

Investigation


English language conventions writing 1 2
English Language ConventionsWriting 1.2

  • Cursive letters Q and G

  • Let’s practice writing our upper case Q and G in cursive writing.

  • Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q

  • G G G G G G G G G G G G G G G G G

  • Quietly walking down the street, Greg found a quarter.

  • Quick Quack

  • Grandfather Grape


Writing process strategies writing 1 2
Writing Process StrategiesWriting 1.2

  • Editing/Proofreading Publishing

  • We are going to use the edit and proofread checklist on page 93 to edit and proofread our personal narratives.

  • Rewrite your personal narrative on a new sheet of paper.


Writing process strategies3
Writing Process Strategies

  • Formal Assessment

  • All sentences are complete. 2 Points

  • It is written in the first person. 2 Points

  • It has a beginning, middle, and end. 2 Points

  • Exact words are used. 1 Point

  • Mechanics are correct. 2 points

  • Photographs or illustrations support the story. 1 point


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