The Boy Who Didn’t Believe in Spring

1. The Boy Who Didn’t Believe in Spring By: Lucille Clifton Illustrated by: Brinton Turkle

2. An example of city wildlife:

3. Objectives: • You will: • recognize antonyms and synonyms, • Recognize compound words • Recognize base words and the suffix –y and the prefix un- • Practice using the spelling patterns ar and air • Recognize the long u sound spelled u, u_e, _ue, _ew.

4. Word Knowledge hollered whispered grinned frowned vacant empty bare streetlight playground tiptoe spiky cottony smelly silvery unbelievable undecorated untied uneaten unoccupied started apartments dark car air

5. Word Knowledge • Tony stopped and made believe his sneaker was untied to see what King was going to do. • “Well, come on, man,” King whispered, and they started down the street. • Just after the friends passed some apartments, they came to a vacant lot. • An indigo car is a dark blue color.

6. What do these words have in common? • hollered whispered grinned frowned • The words are antonyms. What’s an antonym? • An antonym means opposite. With your partner, identify the antonyms • Hollered/whispered, grinned/frowned • Use each word in a sentence and come up with other examples of antonyms. • Hot/cold, hard/soft, up/down, left/right, day/night, all/none.

7. What is the same with these words? vacant empty bare • These words are synonyms. Raise your hand if you can tell me what a synonym is. • Synonyms are words that mean the same thing. • What is the synonym to these words? • Happy • tired… • large… • end… • grow… • mature, develop • sleepy • joyful • finish, complete

8. What is the spelling pattern in the next set of words? streetlight playground tiptoe • The words are compound words. • What words make up each compound word? • street + light • play + ground • tip + toe • Do the two words help us understand the meaning of the word?

9. What’s the secret pattern between these words? spiky cottony smelly silvery • The suffix –y is added to base words. • Give a definition for each word and use the word in a sentence. • Identify the part of speech the word becomes in a sentence. • By adding the suffix –y , the word becomes an adjective (a describing word).

10. What do these words have in common? unbelievable undecorated untied uneaten unoccupied • The prefix un- is added to words. • What does the prefix un- mean? • Un- means not. • Give the base word and explain how the word changes when you add un-. • Example: the base word for unbelievable is believe. • When you add un- the word means not true.

11. What do these words have in common? started apartments dark car air • These words are spelling words found in “The Boy Who Didn’t Believe in Spring”. • Let’s review the spelling patterns for ar and air.

12. Please read the sentences and find the antonyms: • Tony stopped and made believe his sneaker was untied to see what King was going to do. • “Well, come on, man,” King whispered, and they started down the street. • Just after the friends passed some apartments, they came to a vacant lot. • stopped/started, untied/tied, whispered/shouted, down/up, after/before, friends/enemies, vacant/occupied

13. Now, let’s identify any synonyms or prefixes • Tony stopped and made believe his sneaker was untied to see what King was going to do. • “Well, come on, man,” King whispered, and they started down the street. • Just after the friends passed some apartments, they came to a vacant lot. • Synonyms: stopped/discontinued, untied/undone, started/began, some/several, vacant/bare/empty • Prefixes: untied-not tied.

14. Now, let’s read the following sentence together: • An indigo car is a dark blue color. • Identify the words that have the /ar/ sound spelled ar • Car, dark

15. Prior Knowledge • What do you remember from the Read Aloud? • Raise you hand if you can share with me what you notice about the first signs of spring.

16. Background Information • “The Boy Who Didn’t Believe in Spring” is realistic fiction. • Realistic fiction may include descriptions of actual places and things, and also situations that are made up but could happen. • The author invents the characters, then involves them in solving a problem. ~Realistic Fiction~

17. Background Information • The author, Lucille Clifton, uses idiomatic spellings and phrases. • Some of the spelling in the story was used to show natural speech and may differ from the dictionary spelling. • bout for about • comin for coming

18. Preview and Prepare (Reading 2.6 • Let ‘s read aloud:the title, the author and illustrator. • Now let’s browse the first page or two of the story. • Who are the main characters? • Look at the illustrations in the selections. • Make sure you make predictions about the text to help monitor your comprehension. • Look for: clues, problems, such as unfamiliar words • Now let’s look at the focus questions. • What is city wildlife? • What types of wildlife would you expect to find in a city?

19. Student Observation Clues Problems Wonderings Can a person Weissman’s How can you “believe” in Spring? find Spring?

20. The Boy Who Didn’t Believe in Spring mound crops patch Selection Vocabulary vacant decorated

21. One day after the teacher had been talking about birds that were blue and his Mama had started talking about crops coming up, King Shabazz decided he had just had enough. Now that spring has arrived, the farmer is busy planting his crops. Crops

22. Crops • Dictionary crops • Page 177 • Definition: Plants grown for food or to sell to make money • Sentence: pg.145 • Antonym: seeds • Synonym: harvest, produce • Part of Speech: Noun

23. decorated • They passed the Church of the Solid Rock with high windows all decorated and pretty. • The wedding reception hall looked lovely, decorated with twinkling lights and pretty flowers.

24. Decorated Dictionary • Page 193 • Definition: Made beautiful by adding fancy things and frills • Sentence: pg. 149 • Antonym: common, plain • Synonym: detailed, garnish • Part of Speech: Adjective

25. vacant • Just after they passed some apartments King Shabazz and Tony Polito came to a vacant lot. • The warehouse looked as though it had been vacant for years.

26. vacant Dictionary • Page 832 • Empty, abandoned • Verb • Antonym: crowded • Synonym: empty, abandoned

27. The wheels were gone and so were the doors, but it was dark red and sitting high on a dirt mound in the middle of the lot. The catcher walked toward the pitcher’s mound, a slightly raised area of ground on a baseball field. He wanted to talk to the pitcher about the next batter. mound

28. Mound Dictionary • Page 482 • Definition: Small hill or pile of dirt,rocks, or other material • Sentence: pg.150 • Antonym: flat, mountain • Synonym: knoll, drift • Part of Speech: Noun

29. patch • He looked down and saw a patch of little yellow pointy flowers, growing in the middle of short spiky green leaves. • A large empty patch stood out from the full green lawn.

30. Patch Dictionary • Page 543 • An area different from what is around it • Noun • Antonym: whole • Synonym: part, spotty

31. Investigating Concepts Beyond the Text • What do you know already about city wildlife? During the next six weeks, we read stories about city wildlife. • Does anyone have any further questions or points to share up to this point?

32. Word Analysis • Spelling – This week, we will spell words wit the /ar/ sound. started apartments dark carair • Let’s take our spelling pretest. • Vocabulary Skill Words (antonyms) whispered shouted slowly mound vacant

33. English Language Conventions“Quote Marks” Eng. Lang. Conv. 1.0, 1.4) • Quotation marks let the reader know that something is being said. • A comma sets of the speaker’s words from the rest of the sentence. • If the sentence ends with the quotation, the punctuation goes inside the closing quotation mark. • “I’m hungry!” Shelly said. • “Are you tired?” Michael asked. • Brian said, “It’s time to go to school.” • The name of a short story, poem, song or book chapter should be in quotes.

34. Writing Process StrategiesGetting Ideas: Responding to Fiction (writing 1.1, 1.4) • I like the character King Shabazz in the story “The Boy Who Didn’t Believe in Spring”. • I could write a response to fiction explaining why. • What plots, settings, and ideas could you use to write responses to fiction? • Let’s make a list on the board.

35. Tip for Responding to fiction Prewriting • Make a plan • Character: qualities they have in the story. Make a web. Look for information in the story to support each idea in the web. • Example: Aunt Flossie’s Hats • Aunt Flossie • 1.Kind: feeds tea and cookies, lets try on hats, tells stories • 2. Old: horses pulled, fire engines • 3. Patient: doesn’t yell

36. Drafting • Get your thoughts on paper • Use each quality in a separate paragraph. • Example: • I wish I had an aunt like Flossie. She seems very kind. She gives her nieces cookies and tea when they come to visit. She lets them try on her hats. She tells them stories about each hat. • Aunt Flossie must be kind of old. She is a great-great aunt. She remembers when horses pulled fire engines. • I think Aunt Flossie is patient. When the girls try on her very best Sunday hat, she starts to tell the story. The girls keep interrupting Aunt Flossie doesn’t yell at them. She lets them help her tell the story.

37. Revising, Editing/Proofreading, publishing • Revising: Be sure it makes sense • Organization: do your supporting sentences stay on topic? • Sentence Fluency: Did you use some long and some short sentences? • Editing/Proofreading: Look closely at the details. • 1. Indent each paragraph. • 2. Make sure you have used capital letters correctly. • 3. check your response for spelling mistakes. • Publishing: Get ready to share your response to fiction. Make a clean copy. Does it look like something you would want to read? Design a cover for your story. Write your response on the front inside page. Write a title.

38. The Boy Who Didn’t Believe in Spring (first reading-orally pgs. 114-123) Listen/Speak 1.1,1.2 • When I read this story I will: • Predict what the story might be about • What Questions come to mind? • What images pop into my mind? (Visualize) • Summarize story in own words

39. Discussing Strategy UseTG 122 • How did you clarify confusing passages? • What questions did you ask yourself as you read the story? • Did you make predictions as you read the story? What were they? • What did you visualize as you read the story?

40. Discussing the Selection • Let’s use handing off to answer these questions: • Why didn’t King believe in spring? • What did King and Tony do to find spring? • What signs of spring did they find? • What types of wildlife are common in cities? • Write your answers in your response journal

41. Concept/Question Board TE p. 125B • Let’s use the Concept/Question board to: • Post questions we have about the story that have not been answered yet. • Post articles about city wildlife. • Answer our story focus question.

42. Word Analysis ELC 1.8, Reading 1.4 • Spelling • Here is Sound/Spelling card 27 /ar/. • Repeat after me: armadillo. Sort your spelling words by ar, are, air, or ear spellings. • Vocabulary: Antonyms whispered • Antonyms are two words with opposite meanings. • The antonym for whispered is: • Shouted, screamed, yelled, hollered

43. Antonyms • Antonyms are words that have opposite meanings. • Hot and cold are antonyms. • Happy and sad are antonyms. • Push and pull are antonyms.

44. English Language Conventions E.L.C., 1.5 • Review: Quotation Marks. • When are quotation marks used? • Quotation marks are used when someone speaks, for short story, poem and song titles and chapters in a book. • Name two or more animals that live in the city. • Imagine what animals would say to each other about how humans treat them. • What would they say? Let’s write their conversation on the board. • Find one declarative (.), one interrogative (?), and one exclamatory (!) quotation in “The Boy Who Didn’t Believe in Spring.” Work with a partner...

45. Phonics and FluencyReview the long u sound spelled u, u_e, _ue, _ew • Here is the Sound/Spelling Card 36, the long u sound. unit used menu Utah cue human humid January puny fuel pupil unicorn mew few unify universe • Can you identify the letters that make the long u sound? • My favorite month is January. • I ate a few cookies after dinner. • He used to sit with his friend Tony Polito on the bottom step when the days started getting longer and warmer and talk about it

46. “The Boy Who Didn’t Believe in Spring”Second Read • Comprehension Skills – Classify and Categorize • What does classifying and categorizing mean? • It is sometimes useful to put story information into sections or categorizes. • Putting things that are alike together in a group will help you understand and learn information. • As you read the story, try to classify and categorize different things.

47. Classify and Categorize

48. Checking Comprehension(reading 2.3) • What does this story have to do with city wildlife? • Tony and King find plants beginning to grow and a bird’s blue eggs in the car in a vacant lot. • What do Tony and King realize when they find the flowers and the bird’s eggs? • They realize that spring has really arrived. • How do you think they feel about their discovery? • They feel happy and amazed at finding signs of spring in the city.

49. Interviewing • In an interview, you ask another person questions to get information about a subject or to find out what she or he thinks or feels about something. • In an interview, a person is the source. • Here are the rules of doing an interview: • Always ask permission to interview a person. • Ask Who? What? Where? Why? And How? Questions. • Write down your questions in the order you want to ask them. • Speak clearly and politely during an interview. • Take notes as the person answers the questions. • Thank the person after the interview.

50. Word Analysis • Spelling • bare bear • Listen to the /air/ sounds in bare and bear • Now, complete Spelling and Vocabulary Skills • Vocabulary mound • hole, indentation, and valley are antonyms to mound • Knowing the meaning of the antonyms, what is the meaning of the word mound. • hill, bump, pile • Work with your partner to think of some more antonyms for the word mound. • Flat land, valley, dip