LANGUAGE ARTS Lesson 19 (Life of GWC)

Day 1 (1 hour 10 minutes)

Enthusiastic About: Learning about the genre of biographies and applying knowledge of sounds, letters, and
words to better understand texts.
Materials: Vowel team transparency, Studyladder.com, Transparency S60 Controlled Vowel /ir/, Transparency
R97 A Glowing Idea, Interactive game http://www.topmarks.co.uk/Flash.aspx?e=spelling-grammar01,
Comparative adjectives https://www.youtube.com/watch?v=2fQb7_KUs3A

Objectives:

The students will apply phonics and spelling

skills to decode vowel digraphs ee and ea.
The students will identify text features of
nonfiction and make inferences based on
information provided.

Assessment of Objective Accomplishment:

1.
2.
3.
4.

Teacher Observation
Question and Answer
Dry Erase boards
Class chart

The students will

Procedure with Amount of Time Stated for Each Activity:

Instruction
Teacher will call students to the back of the room to introduce the new unit and corresponding skills posted on the
language arts wall.
Students will move to the front of the room and the teacher will introduce robust vocabulary using a PowerPoint
slideshow. The teacher will read the word and the students will read the definitions and answer the questions on the
slides.
Use transparency S60 and R98 to introduce the r-controlled vowel team -ear and eer (/ir/). The teacher will
explain that they will be learning about r-controlled vowels and ask if anyone can guess what it means when a
vowel is controlled by the letter r. The teacher will provide comparative adjective sentences and students will write
the correct use of the adjective on their dry erase boards (i.e. changing soft to softer). Students will participate
in an online interactive word scramble activity using https://www.studyladder.com/resources/activity/fullscreen?
id=20102
The teacher will reinforce comparative adjectives by showing students a brief video demonstrating the difference
between small/smaller, big/bigger, high/higher, etc. at https://www.youtube.com/watch?v=2fQb7_KUs3A. The
teacher will give words to students and they will be asked to write the comparative adjective on their whiteboards.
Student will participate in an interactive online game to sort common nouns, proper nouns, and comparative
adjectives at
http://www.topmarks.co.uk/Flash.aspx?e=spelling-grammar01.
Teacher will ask students to turn to page 118 in their Storytown books and ask what focus skill we will be reading
about today. A student will read the small paragraph about locating information. The teacher will draw a chart
similar to the one shown on page 119. The teacher will guide the class as a whole group to use the sample text
about Abraham Lincoln and complete the 2nd line of the chart together. The students will then independently
complete the 3rd section of the chart.
The teacher will read A Glowing Idea from transparency R97 and will tell them to listen carefully to the story
about how a young girl invented a new way to read and write in the dark. After reading the passage, the teacher will
ask How did Beckys problem lead to a new invention?

The teacher will introduce the concept of expository nonfiction by explaining that expository is a fancy way of
saying describe or explain. Using the Read Aloud Anthology, the teacher will explain that they will learn about two
young inventors: one who invented popsicles and the other who invented earmuffs. The teacher will model fluency
by reading Young Inventors (page 72). The students will be asked to listen for key words that will tell them when
a heading has been read and when they identify a heading, what the section will be explaining.

State Standard(s) Addressed:

CC.1.1.2.E
CC.1.2.2.A
CC.1.2.2.E
CC.1.2.2.L