1. City Wildlife
Unit 2: Open Court

2. An example of city wildlife:

3. Unit Overview
Raise your hands if you can answer the following questions:
What do you know about city wildlife before we read the selection?
What do you know about the kinds of animals and plants that live and grow in the city?
Have you already read any books about city wildlife?

4. City Wildlife (Read Aloud)
Prior Reading
This is a nonfiction article that discusses habitat-the natural environment of living things.
The author of this article has been a biology teacher, and a professor of science.

5. City Lots: Living Things in Vacant Spots Te 113L-113O
Focus Questions:
How important are open spaces in a city?
What makes a city a good place to live for some wildlife?
Listen to the story I read to you.

6. City Lots (article discussion)
Why is this selection called “City Lots: living Things in Vacant Lots?”
It is about plants, insects, and animals that live in city lots.
Why do many plants and animals live in vacant lots all year round?
They find, everything they need to live there, such as food, water, sunlight, and space.

7. City Lots (article discussion)
How do the plants in city lots help insects live?
Some insects lay their eggs in the plants; others feed on the plants and use them for shelter.

8. 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.

9. 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

10. 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.

11. 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.

12. 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/
Happy/joyful, tired/sleepy, large/huge/big,
end/finish/complete, grow/mature/develop

13. 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?
Do the two words help us understand the meaning of the word?

14. 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).

15. 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.

16. What is the same with these words?
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.

17. 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.
Antonyms: stopped/started, untied/tied, whispered/shouted, down/up, after/before, friends/enemies, vacant/occupied

18. Now, let’s identify any synonyms, 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.

19. 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
Nice job folks…

20. 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.
Are there any questions on the Concept/Question board this story might answer? Let’s check…

21. 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.

22. 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 they may differ from the dictionary spelling.
(bout for about and comin for coming)

23. Preview and Prepare (Reading 2.6 pp. 114O-114P)
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 (trans. 46)
Now let’s look at the focus question.

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

25. Set Purpose (Focus Question)
What is your purpose for reading this selection? Write it down.
Maybe, you want to learn more about city wildlife.
Look for examples of wildlife and where wildlife is found.
You may also set other reading goals.

26. Selection Vocabulary Reading 1.3, 1.5 p. 114P Trans 10
Crops decorated vacant mound patch (Transparency 37)
What do these words mean?
Context clues, word structure (root word, prefix & suffix), apposition, prior knowledge
Add vocabulary words to your Writers’ Notebook in the Vocabulary Words section

27. Selection Vocabulary Reading 1.4 p. 114P Trans 10
Crops
decorated
vacant
mound
patch

28. Selection Vocabulary Reading 1.4 p. 114O Trans 10
Crops: plants grown for food or to sell to make money (pg. 115)
Decorated: made beautiful by adding fancy things (pg. 119)
Vacant: empty; abandoned (pg. 119)
Mound: small hill or pile of dirt, rocks, or other material (pg. 120)
Patch: an area different from what is around it (pg. 121)

29. Investigating Concepts Beyond the Text TG 125A Inquiry
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?
Complete Inquiry Journal, pg. 28

30. Language Arts Day 1 Word Analysis (TE. P. 35F)
Spelling – This week, we will spell words wit the /ar/ sound.
Started apartments dark car air
Pretest p. 26
Vocabulary Skill Words (antonyms)
Whispered shouted slowly mound vacant

31. English Language Conventions Grammar, Usage, and Mechanics (TG p
English Language Conventions Grammar, Usage, and Mechanics (TG p. 125F Eng. Lang. Conv. 1.0, 1.4)
Quotation Marks (Read L.A. Handbook, p. 272)
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.

32. English Language Conventions Grammar, Usage, and Mechanics (TG p
English Language Conventions Grammar, Usage, and Mechanics (TG p. 125F Eng. Lang. Conv. 1.0, 1.4)
“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.
Complete Language Arts and Comprehension Book, pgs

33. Writing Process Strategies Getting Ideas: Responding to Fiction TG p
Writing Process Strategies Getting Ideas: Responding to Fiction TG p. 125F (writing 1.1, 1.4)
Read Language Arts handbook, pgs
in order to find out about Expository writing.
Let’s read L.A. handbook, pgs
(Responding to Fiction)
Let’s good over an example of good writing: responding to fiction (transparency 4)
Let me show you the writing rubric with you:

34. Writing Process Strategies Getting Ideas: Responding to Fiction TG p
Writing Process Strategies Getting Ideas: Responding to Fiction TG p. 125F (writing 1.1, 1.4)
Total point value: 10
Ideas are stated clearly and are easy to understand. (2 points)
There is a topic sentence for each paragraph.
(2 points)
There is at least one supporting detail or example for each topic sentence (2 points)
The final copy is clean, neat, and legible. (2 points)
Mechanics-punctuation, spelling, and capitalization is correct. (2 points)

35. Writing Process Strategies Getting Ideas: Responding to Fiction TG p
Writing Process Strategies Getting Ideas: Responding to Fiction TG p. 125F (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?
Write your ideas for your response in your Writer’s Notebook.

36. Word Knowledge-Day 2 (TG p. 114L)
hollered whispered grinned frowned
Vacant empty bare
Streetlight playground tiptoe
Spiky cottony smelly silvery
Unbelievable undecorated untied uneaten unoccupied
Started apartments dark car air
Partner work:
One student selects a word from above and your partner will put the word in a sentence.
Then we will switch!

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

38. The Boy Who Didn’t Believe in Spring Te
The Boy Who Didn’t Believe in Spring Te. 114Q-R (first reading-orally pgs )
Focus Questions:
What is city wildlife?
What types of wildlife would you
expect to find in a city?

39. Discussing Strategy Use TG 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 Strategy Use TG 123A
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 responses in the orange section of your writer’s notebook.

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. Language Arts Day 2 Word Analysis (TE. P.125G) ELC 1.8, Reading 1.4
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
Complete Spelling Book pages

43. English Language Conventions Grammar, Usage, and Mechanics (TG p
English Language Conventions Grammar, Usage, and Mechanics (TG p. 125G 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? (write on the board and punctuate)
Find one declarative(.), one interrogative(?), and one exclamatory (!) quotation in “The Boy Who Didn’t Believe in Spring.”
Look through your accelerated reader books for more examples.

44. Writing Process Strategies Prewriting- Responding to Fiction TG p
Writing Process Strategies Prewriting- Responding to Fiction TG p. 125G (Writing 1.1, 1.4)
Let’s review our ideas for responding to fiction from yesterday.
Let’s read Writer’s Workbook, pg. 6 (Prewriting).
Graphic organizers help writers organize their thoughts.
Now, we will go over a Character Web (transparency 11).
In a Character Web, you need to add details and examples.
Assignment: Complete Writer’s Workbook, pages 6 and 7.

45. Day 3-Phonics and Fluency Review the long u sound spelled u, u_e, _ue, _ew TE 114M
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
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. Day 3-Phonics and Fluency Review the long u sound spelled u, u_e, _ue, _ew TE 114M
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
Identify the long u spelling in each word.
Unit:u used: u_e menu:u Utah:U
Cue:ue human:u humid:u January:u
Puny:u fuel:ue pupil:u unicorn:u
Mew:ew few:ew unify:u universe:u

47. Day 3-Phonics and Fluency Review the long u sound spelled u, u_e, _ue, _ew TE 114M
My favorite month is January.
I ate a few cookies after dinner.
Identify the words with the long u sound and use them in a different sentence.
January, few
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.
Identify the word in the above sentence with the long u sound.
used

48. Investigating Concepts Beyond the Text TG 377B Workshop time
Concept/Question Board
Post questions you have about the story.
Post questions you may have about the story before reading it, if they were unanswered.
Bring in items, newspaper articles and stories about competition, and cooperation.
You can sign out and read books from the concept/question board (for in class only).

49. Day 3 Second Reading (choral) pgs. 114-123 Reading 2.1
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.
Signs of Spring: , , ,

50. What does this story have to do with city wildlife?
“The Boy Who didn’t Believe in Spring” Second Reading-Checking Comprehension, pg. 123 (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.

51. How do you think they feel about their discovery?
“The Boy Who didn’t Believe in Spring” Second Reading-Checking Comprehension, pg. 123 (reading 2.3)
How do you think they feel about their discovery?
The feel happy and amazed at finding signs of spring in the city.

52. Interviewing, TE. 125D
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.

53. Interviewing, TE. 125c
Use the calendar to play your Investigation on City Wildlife.
Complete Inquiry Journal pages 33 to 34 and plan your unit investigation.
Choose what you want to learn about City Wildlife and plan your investigation.

54. Day 3 Language Arts (Spelling) p. 125H
Bare bear
Listen to the /ar/ sounds in bare and bear
Complete Spelling Book, pg. 28
Vocabulary (antonyms): mound
Hole, indentation, and valley are antonyms to mound
What does mound mean by knowing its’ antonyms? (hill, bump, pile)
Think up more antonyms for mound
Flat land, valley, dip

55. Day 3 English Language Conventions TG. p. 125H
Read L.A. Handbook, pg. 272 to review quotations.
Where does the quotation marks go for the following sentences?
Fragrant flowers are flourishing in the field, Fred said gratefully.
“Fragrant flowers are flourishing in the field,” Fred said gratefully.
Rachel Carson said, We need to protect the natural world.
Rachel Carson said, “We need to protect the natural world.”

56. Day 3 English Language Conventions TG. p. 125H
Where does the quotation marks go for the following sentences?
When will the cardinal eggs hatch? asked Ellen.
“When will the cardinal eggs hatch?” asked Ellen.
That cardinal is bright red! Gasped Deonte.
“That cardinal is bright red!” Gasped Deonte.
Note: The end punctuation goes inside the closing quotation mark.
Assignment: Write a brief dialogue among animals about life in the city.

57. Time order words are words that show the transition of events.
Writing Process Strategies Day 3 Drafting : Responding to Fiction (TG 125H)
Although responding to fiction means giving opinions, these opinions need to be supported with examples from the writing.
Time order words are words that show the transition of events.
Before, after, first, next, later, last, until, then, finally
Time order words are used to help readers follow actions.
Let’s read L.A. handbook, pgs for more examples.
Let’s complete Comprehension and L.A. skills book, pgs
Guided Practice:
Complete your first draft using Writer’s Workbook, pg. 7.

58. Developing Oral Language, p. 114N
Unit used menu Utah
Cue human humid January
Puny fuel pupil unicorn
Mew few unify universe
A is a mammal.
Human
is a cold month.
January
I need to run my gold car.
fuel

59. Developing Oral Language, p. 114N
Unit used menu Utah
Cue human humid January
Puny fuel pupil unicorn
Mew few unify universe
The state of is very pretty.
Utah
Our Open Court is called City Wildlife.
Unit
The word means small.
puny

60. Dictation (routine cards 6 and 9) pg. 114 N
Take out a piece of paper and let’s begin out dictation!
Line 1:
Line 2:
Challenge word:
Sentence:

61. Dictation pg. 114 N (routine cards 6 and 9)
Let’s now proofread our dictation
Line 1: humor utilize unity
Line 2: useful mute menu
Challenge word: community
Sentence: The band wants new bugles and uniforms in the future.

62. Reading and Responding (day 4)
Meet the Author/Illustrator (Read Pg. 124)
Lucille Clifton was the first person in her family to earn a scholarship and attend college. What does this tell you about her desire to learn?
What do you thin is special about Lucille Clifton’s writing that makes her “one of the most famous poets and children’s author?

63. Reading and Responding (day 4)
Meet the Author/Illustrator (Read Pg. 124)
Brinton Turkle writes and illustrates books in the hope that they will teach children kindness, honesty, and a love of life. Why do you think he chose to illustrate this story for Lucille Clifton?
Look back at the pictures in :They Boy Who Didn’t Believe in Spring.” Brinton Turkle had to do research for the background scenery for new York City. Why would an artist do research?

64. Literary Elements Characterization Day 4 TG p. 123D
Characterization is the way that a writer shows what the characters in his or her story are like.
Writers do this by telling what the characters do, say, think, and feel.
Let’s completed Reading Transparency 53 on characterization.
Character What I know about Him Evidence
King Shabazz He’s mad. He would holler (character’s actions)
Tony Polito He’s scared. He acts like his sneaker is untied. (character’s action)
Assignment: Look in your Writing Folders for stories you have written. Read the story and see if you can improved the characterization by showing more of your characters actions, thoughts or words.

65. Interviewing, TE. 125D
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.

66. Interviewing, TE. 125D
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.

67. Day 4 Spelling p. 125I
We will use the Consonant Substitution strategy to complete Spelling Book page 29.
Dark
Knowing the spelling of dark can help us know that the rhyming word park is spelled the same way.
Complete Spelling book, pg. 29.
Vocabulary (antonyms) vacant
Empty, clear, and blank are synonyms of vacant.
What are the antonyms for vacant?
Full, loaded, crowded
What is the definition of vacant , now that we know its’ antonyms and synonyms?
Empty space, clear area

68. English Language Convention Day 4 TG 125I listen/Speak 1.1
Remembering what we hear
Being able to recall a story is an important listening skill.
If we listen well the first time, we won’t have to get the information again.
Another good listening skill is repeating and paraphrasing what we hear in our own words. This helps us share information with others. We can give the same message using our own words.
Assignment: In small groups, paraphrase the important points and details of the story.
Students will decide on a group leader.
The group leader will record the important points.
As a class, we will call on the group leader to share their information with the class.

69. Let’s read Writer’s Workbook, pg. 8 on revising.
Writing Process Strategies: Day 4 Revising (routine card 7) TG 125I Writing 1.1, 1.4
Let’s read Writer’s Workbook, pg. 8 on revising.
Let’s discuss Language Arts Transparency 26 on revising.
When the supporting sentences stray from the topic of the paragraph, readers lose interest.
When statements about a character, setting, idea, or plot are not supported with details from the story, it makes the statements hard to believe.
Misspelling names of people and places can be distracting and it makes it seem like you did not read the story carefully.

70. Revise your drafts using time order words.
Writing Process Strategies: Day 4 Revising (routine card 7) TG 125I Writing 1.1, 1.4
Guided Practice:
Revise your drafts using time order words.
Use the checklist on page 9 of your Writer’s Workbook to help you revise your response to literature.

71. Day Five… General Review – Word Knowledge
Lesson Assessment (Reading 2.1, 2.2 & 3..3 )
“The Boy Who Didn’t Believe in Spring” pp.2-3 (TG p. 35I)
Spelling – The /ar/ sound (E.L.C. 1.8)
Unit 2 Assessment 1 p. 27
Vocabulary Assessment Unit 2,lesson 1 p. 27 (Reading 1.2, 1.3 & 1.4)

72. Selection Vocabulary Reading 1.4 p. 114P Trans 10
Crops
decorated
vacant
mound
patch

73. Selection Vocabulary Reading 1.4 p. 114O Trans 10
Crops: plants grown for food or to sell to make money (pg. 115)
Decorated: made beautiful by adding fancy things (pg. 119)
Vacant: empty; abandoned (pg. 119)
Mound: small hill or pile of dirt, rocks, or other material (pg. 120)
Patch: an area different from what is around it (pg. 121)

74. English Language Conventions (Penmanship)
Let’s practice using cursive n and m:
N NNNNNn n n n n n n n n
M MMMM m m m m m m m m m
Raise your hand and trace the letters n and m.
Practice writing rows of Ns and Ms in your Writer’s Notebook.
Write the words, once, time, named and spring to practice your letter formation.

75. Let’s read Writer’s Workbook, pg. 9 on editing/proofreading.
Writing Process Strategies Editing/Proofreading/Publishing (Day 5) Writing 1.1, 1.4
Let’s read Writer’s Workbook, pg. 9 on editing/proofreading.
Now, let’s look at transparency 35, Presentation: Responding to Literature.
Assignment: Edit your response to fiction.
Use the checklist on Writer’s Workbook, pg. 9 to help you.
Make a neat final copy.

76. Investigating Concepts Beyond the Text TG 377B Workshop time
Concept/Question Board
Post questions you have about the story.
Post questions you may have about the story before reading it, if they were unanswered.
Bring in items, newspaper articles and stories about competition, and cooperation.
You can sign out and read books from the concept/question board (for in class only).

77. California Theme Connection, Social Studies- Explorers, TE 123F
King Shabazz and Tony were searching for something they had heard of but had never seen. In a way, they are like the explorers who settled America.
Who are some explorers that you know?
Christopher Colombus in 1492, sailed the ocean blue and discovered America.
Who are some other explorers that you know?