1. Adelina’s Whales Unit 4 Week 4 4 th Grade

2. Vocabulary tangles- things twisted together, ssuch as strands of hair tangles- things twisted together, ssuch as strands of hair rumbling- heavy, deep, and rolling rumbling- heavy, deep, and rolling snoring- making loud breathing sounds when sleeping snoring- making loud breathing sounds when sleeping massive- big or heavy massive- big or heavy dove- jumped into the water head first dove- jumped into the water head first unique- one of a kind unique- one of a kind politicians- people who hold a government office politicians- people who hold a government office Vocabulary Game 1Vocabulary Cloze Quia Vocabulary Game 1Vocabulary Cloze Quia Vocabulary Game 1Vocabulary Cloze Quia Vocabulary Game 1Vocabulary Cloze Quia

3. Vocabulary: Words in Context 1. We boarded the _______ boat, amazed at tis size, and hoped it would be a good day for whale watching. 1. We boarded the _______ boat, amazed at tis size, and hoped it would be a good day for whale watching. 2. The ______ had done a good job of protecting the whales in this bay, so I was hopeful that we would see many whales. 2. The ______ had done a good job of protecting the whales in this bay, so I was hopeful that we would see many whales. 3. I stepped over the nets that lay in _____ on the deck. 3. I stepped over the nets that lay in _____ on the deck. 4.I watched as the birds ____ into the ocean to catch their dinner. 4.I watched as the birds ____ into the ocean to catch their dinner. 5. When I heard a ______ sound, I looked toward the horizon where I saw a ______ sight: a whale. 5. When I heard a ______ sound, I looked toward the horizon where I saw a ______ sight: a whale. 6. I shouted for my father, but when I heard his _____, I knew that he had missed the fantastic sight. 6. I shouted for my father, but when I heard his _____, I knew that he had missed the fantastic sight. dove massive politicians rumbling snoring tangles unique

4. Vocabulary: Story Words lagoon - a small bay with shallow seawater lagoon - a small bay with shallow seawater breaching - breaking through something, such as a water breaching - breaking through something, such as a water bluff – cliff bluff – cliff meter- a literary element, which is a rhythm, or beat of a poem meter- a literary element, which is a rhythm, or beat of a poem rhyme scheme- a literary element, which is the pattern of rhymes in a poem rhyme scheme- a literary element, which is the pattern of rhymes in a poem

5. Vocabulary: Dictionary/Homographs Homographs are words that are spelled alike but have completely different meanings and may have different pronunciations. Homographs are words that are spelled alike but have completely different meanings and may have different pronunciations. Select the correct meaning of the underlined word. Select the correct meaning of the underlined word. dove - a. past tense of diveb. a kind of bird dove - a. past tense of diveb. a kind of bird fluke – c. part of a whale’s tail d. something lucky fluke – c. part of a whale’s tail d. something lucky The whale splashed the surface of the water with its fluke. The eagle dove for its prey. It was a fluke that my mother won the game. The bird watchers saw a mourning dove sitting in a tree. Homographs GameHomographs GameHomographs

6. Figurative Language: Personification The literary device of personification is a kind of figurative language that authors use to give human qualities or characteristics to an animal, object, or idea. The literary device of personification is a kind of figurative language that authors use to give human qualities or characteristics to an animal, object, or idea. Reread the last three paragraphs on page 491. As you read identify the whale’s actual behavior. Then ask yourself what human characteristics or feelings the author says the whales may have. Reread the last three paragraphs on page 491. As you read identify the whale’s actual behavior. Then ask yourself what human characteristics or feelings the author says the whales may have.

7. Figurative Language: Personification: EXAMPLES http://www.csd4.k12.mo.us/egits/MAP%20TA P/Lorena%20Howell/PERSONIFICATION.p pt#7 http://www.csd4.k12.mo.us/egits/MAP%20TA P/Lorena%20Howell/PERSONIFICATION.p pt#7 http://www.csd4.k12.mo.us/egits/MAP%20TA P/Lorena%20Howell/PERSONIFICATION.p pt#7 http://www.csd4.k12.mo.us/egits/MAP%20TA P/Lorena%20Howell/PERSONIFICATION.p pt#7 http://www.primaryresources.co.uk/english/po werpoints/personification_examples.ppt#1 http://www.primaryresources.co.uk/english/po werpoints/personification_examples.ppt#1 http://www.primaryresources.co.uk/english/po werpoints/personification_examples.ppt#1 http://www.primaryresources.co.uk/english/po werpoints/personification_examples.ppt#1 http://www.emints.org/ethemes/resources/S00 000562.shtml http://www.emints.org/ethemes/resources/S00 000562.shtml http://www.emints.org/ethemes/resources/S00 000562.shtml http://www.emints.org/ethemes/resources/S00 000562.shtml

8. Phonics: Words with /oi/ and /ou/ The letters oi and oy almost always spell the sound /oi/. The letters ou often spell /ou/, unless they are followed by r or gh. The letters ow often spell /ou/, but they may also spell the long o sound. The letters oi and oy almost always spell the sound /oi/. The letters ou often spell /ou/, unless they are followed by r or gh. The letters ow often spell /ou/, but they may also spell the long o sound. Read the following words and identify the letters that spell /ou/ and /oi/. Read the following words and identify the letters that spell /ou/ and /oi/. joyspoilmountainblouse joyspoilmountainblouse cointoweraroundmouth cointoweraroundmouth Phonics Practice Phonics Practice Phonics Practice Phonics Practice

9. Fluency: Tempo Fluency Practice Fluency Practice Fluency Practice Echo read the following passage Echo read the following passage Begin with a slow mood Begin with a slow mood Change the mood after the whale nudges the boat Change the mood after the whale nudges the boat In a whisper, her grandfather begins to draw them in. Adelina closes her eyes to imagine the calm and quiet on that first afternoon when his boat was gently nudged by a huge gray whale. As the boat rocked, her grandfather and his fishing partner’s hearts pounded. They held tight and waited, preparing themselves to be thrown into the water by the giant animal. The whale dove below them and surfaced again on the opposite side of their boat, scraping her head along the smooth sides. Instead of being tossed from the boat, they were surprised to find themselves still upright and floating. In a whisper, her grandfather begins to draw them in. Adelina closes her eyes to imagine the calm and quiet on that first afternoon when his boat was gently nudged by a huge gray whale. As the boat rocked, her grandfather and his fishing partner’s hearts pounded. They held tight and waited, preparing themselves to be thrown into the water by the giant animal. The whale dove below them and surfaced again on the opposite side of their boat, scraping her head along the smooth sides. Instead of being tossed from the boat, they were surprised to find themselves still upright and floating.

10. Comprehension: Draw Conclusions Good readers use information from a selection as well as personal experience to draw conclusions. Good readers use information from a selection as well as personal experience to draw conclusions. Good readers can draw conclusions about a person’s character and about events by looking for clues in the selection. Good readers can draw conclusions about a person’s character and about events by looking for clues in the selection.

11. Comprehension: Analyze Text Structure An author must choose a structure that will best communicate what he or she wants to say to the reader. Good readers look for clues about what kind of structure the author has chosen. Knowing what the basic structure is may help students determine the author’s purpose. An author must choose a structure that will best communicate what he or she wants to say to the reader. Good readers look for clues about what kind of structure the author has chosen. Knowing what the basic structure is may help students determine the author’s purpose.

12. Comprehension: Sequence Sequence is the order in which events happen. Authors who use sequence to provide a structure for their texts have decided that readers will need to know when things happen in order to understand them. Authors who write about history or who write how-to texts will usually use sequence to organize the information in their writing. Sequence is the order in which events happen. Authors who use sequence to provide a structure for their texts have decided that readers will need to know when things happen in order to understand them. Authors who write about history or who write how-to texts will usually use sequence to organize the information in their writing. Some signal words are: first, next, then, finally, second, and after. Some signal words are: first, next, then, finally, second, and after. Time related words can also signal the sequence of a story. Time related words can also signal the sequence of a story. Sequencing -Crickweb Reading Skills Rocket Sequencing -Crickweb Reading Skills Rocket Sequencing -Crickweb Reading Skills Rocket Sequencing -Crickweb Reading Skills Rocket

13. Poetry: Limericks A limerick is a funny poem with a specific pattern of rhyme and meter. All limericks have five lines. A limerick is a funny poem with a specific pattern of rhyme and meter. All limericks have five lines. Meter is the rhythm, or beat, of a poem. It is created by the arrangement of accented and unaccented syllables in a line. Meter is the rhythm, or beat, of a poem. It is created by the arrangement of accented and unaccented syllables in a line. Rhyme Scheme is the pattern of rhymes in a poem. Capital letters are used to represent each individual rhyme. Rhyme Scheme is the pattern of rhymes in a poem. Capital letters are used to represent each individual rhyme. Poetry Writing Poetry Practice Poetry Writing Poetry Practice Poetry Writing Poetry Practice Poetry Writing Poetry Practice

14. Reflections : Day 1 What conclusions can you draw about the village of La Laguna? Use two details from the story to support your answer. What conclusions can you draw about the village of La Laguna? Use two details from the story to support your answer.

15. Reflections: Day 2 Identify events from the beginning, middle and end of the story. Identify events from the beginning, middle and end of the story. Complete a story map to show the major events in the order that they happened. Complete a story map to show the major events in the order that they happened.

16. Reflection: Day 3 Reread page 497 Reread page 497 Why do you think Adelina does not go out in the boats too. Use two details from the story to explain your answer. Why do you think Adelina does not go out in the boats too. Use two details from the story to explain your answer.

17. Reflections: Day 4 Explain ways in which the author uses personification on page 496. Explain ways in which the author uses personification on page 496.

18. Reflections: Day 5 What events drew whale watchers to Laguna San Ignacio? Be sure to name the events in the order in which they occurred. What events drew whale watchers to Laguna San Ignacio? Be sure to name the events in the order in which they occurred.