Theme - eduplace.com · 210 THEME 6: Animal Encounters ... verbs and the verb be to make...

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THEME 6: Animal Encounters206

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THEME 6: Animal Encounters 207

Selections

1 The Grizzly BearFamily Book

2 The Golden Lion TamarinComes Home

3 My Side of the Mountain

Animal Encounters

E N G L I S H L A N G U A G E D E V E L O P M E N T L E S S O N S F O RE N G L I S H L A N G U A G E D E V E L O P M E N T L E S S O N S F O R

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Observing Wild AnimalsThis week we are going to read

a story written by someone who

watched and photographed bears in the

wild. Have you ever seen animals in the

wild? Tell what happened. Have students tell

about their encounters with wild animals or

about wild animals they have seen in movies

or on television. Write the verbs spot, notice,

watch, and observe on the board and read

them with students. Use these words as you

recount some of the experiences students

have shared with the class. Display Bears in

the Autumn and read it aloud. Use pan-

tomime to convey the actions of the bears.

Display a pair of binoculars or the

Picture-Word Card and discuss with

students how binoculars are used. Have

you ever used binoculars to observe an animal in the wild? How can binocu-

lars help you? Follow a similar procedure to discuss how a camera might be

used to record the behavior of animals in the wild.

Divide students into two groups: bears and observers. Give

bears a list of typical bear behavior, such as sniffing the air,

turning over logs to look for food, or standing on hind legs to inspect the

environment. Let them practice away from observers. Then have them perform

their behavior where they can be observed. Have observers pantomime using

binoculars, and record their observations in journals or science logs.

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THEME 6/SELECTION 1

The Grizzly Bear Family Book


Vocabularybear, cubs, spot, notice,watch, observe

Materials pair of binoculars Picture-Word Cards

binoculars, camera, bear, cub(See Master ELL 63.)

Bears in the AutumnLook over there! I see a bear!She has two cubs with her.They are feeding in the autumn air The sun shines on their fur.

I watch them climb the mountain slopeTo find more food to eat.The days grow short and the bears grow fatBefore their winter sleep.

Label each part of the drawing.

Grade 5 Theme 6: Animal Encounters Language Development ELL 61

Name

Master ELL 61 The Grizzly Bear Family Book

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Get Set for ReadingCD-ROMThe Grizzly Bear Family Book

Education Placewww.eduplace.comThe Grizzly Bear Family Book

Audio CDThe Grizzly Bear Family BookAudio CD for Animal Encounters

LANGUAGE DEVELOPMENT 2025 MINUTES

Act It Out

Have students show how to use thebinoculars to observeanimals in the wild.Ask them to say thevocabulary words.

How do you thinkyou would feel if yousaw a bear in thewild? Why?

Have students write a paragraph about ananimal in the wild.

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Get Set to ReadWild Alaska, pages 600601

Have students turn to Anthology pages 600601. Read the title and the

first paragraph with me. Find Denali National Park on the map of Alaska. The

next Anthology selection takes place in this park. The author spent a year

studying grizzly bears in Alaska.

Have students look at the photograph of the grizzly bears on page 601. Look

at the smaller photographs on these pages. Which other kinds of animals could

you see in Alaska? What words would you use to describe the state of Alaska?

The Grizzly Bear Family BookSegment 1, pages 602609

Lead students on a picture walk, using these prompts.

Pages 602603: How big do you think a full-grown grizzly bear is?Page 604: What kind of weather is it where grizzly bears live? Why do youthink that they sleep all winter?

Page 606: Why do you think the bear is trying to catch the squirrel?Pages 608609: What do you think the grizzlies are doing in the river?

Prefixes com-, con-, en-,ex-, pre-, pro-Review the term prefix with students. Write the following sentences: I go toschool. My little brother goes to preschool. Say each sentence, emphasizing the

words school and preschool, and have students repeat. Underline the words

school and preschool. School and preschool are similar, but preschool has

the prefix pre-.

Explain that the prefix pre- means before. It changes the meaning of school tobefore regular school or school for children not old enough for elementary

school. Point out that prefixes change the meanings of base words. Write a chart

on the board that includes the prefixes: com-, con-, en-, ex-, pre-, pro-. Give a brief

explanation of the meaning of each prefix and a few example words such as

communicate, convince, entrap, exist, preview, promotion. Present additional

words, and have students identify the prefix.

SELECTION 1: The Grizzly Bear Family Book DAY 1 209

LITERATURE FOCUS 1020 MINUTES

SKILL FOCUS: STRUCTURAL ANALYSIS 1015 MINUTES

Skill ObjectiveStudents read and under-stand words with the prefixescom-, con-, en-, ex-, pre-, pro-.

Academic Language prefix

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MountainsHave students read these sentences in the second paragraph on Anthology

page 605: The mother chased her cub across the grassy hillside. When she

caught the youngster, she took it in her arms . . . and they began to roll down

the slope together.

Remind students that the author of the story encounters these bears in

the mountains of Alaska. Show students the picture of a mountain range

on Anthology pages 600601, and display the Picture-Word Card of a mountain

range. Have you been to the mountains? Where have you seen mountains

before? Have students tell what they know about mountains and describe what

they look like.

Ask students what the different parts of the mountain range are

called. Begin to draw a mountain range on the board with the

help of students. Ask students to call out features and label them as you go. Make

sure to include these words: range, slope, peak, and summit as well as other

words students come up with.

LOOK

Vocabularyrange, slope, peak, summit

Materials Anthology Picture-Word Cards

mountain range(See Master ELL 63.)


THEME 6/SELECTION 1: The Grizzly Bear Family Book

Beginning/PreproductionSee Master ELL 61.

Using the sketch onthe board, have stu-dents show the differ-ent features of amountain range as youname them. Ask stu-dents to repeat thename of each featureafter you.

Have students drawand label their ownpicture of a mountainrange.

Have studentsdescribe to a partnerwhat a mountain rangelooks like. Suggestthat they use thewords generated inclass discussion to getthem started.

Display the poem Bears inthe Autumn and read ittogether with students. Thenbrainstorm with students alist of other wild animals,such as squirrels, wolves,deer, skunks, hawks, and soon. Ask students to work insmall groups to create a newversion of the poem, replacingthe bears with a different wildanimal. If necessary, providestudents with a version of thepoem in which all referencesthat are specific to bearshave been replaced withblanks. Help groups asnecessary to come up withwords to fill in some of theblanks. Then have groupsread their new versions of thepoem aloud.


Label It

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The Grizzly Bear Family BookSegment 2, pages 610616


Page 610: What is the grizzly eating? How do you think he got it?Pages 611612: Do you think it is easy for bears to find food? Why?Page 613: One day two young bears came running toward the author of thisselection. How do you think he felt when he saw the bears getting close?

Page 614: What is the author doing? Why does he need to build a fire?

Contractions with notWrite on the board: I did not see him. I didnt see him. Read each sentence,emphasizing the words did not and didnt. What is different about the two

sentences? Prompt students to say that the second sentence has the contraction

didnt. Present the term contraction. Say that a contraction is a shortened form

of two words, in this case did and not. Say that the apostrophe takes the place of

the missing letter or letters. Explain that not can be combined with auxiliary

verbs and the verb be to make contractions. Present several examples of verbs

with not in their contracted forms, e.g., hadnt, arent, isnt.


Skill ObjectiveStudents identify and writecontractions with not.

Academic Language contraction apostrophe

Language Transfer SupportAlthough other languages also have shortened forms in spoken language, English is somewhat unique inrepresenting such spokenforms in writing and in usingthe apostrophe to do so. Thefact that the apostrophe alsomarks possessives will likelyfurther confuse students.Present sentences with both uses and analyze thecontext and words.


SKILL FOCUS: GRAMMAR 1520 MINUTES

Write contractions withnot on the board, suchas couldnt, isnt,havent, and so on.Call students to theboard to circle theapostrophe and writethe dropped letter ineach contraction.

Write several verbswith the word not onthe board, such ascannot, do not, wasnot, should not, andso on. Have studentsshorten the words toform contractions.

Have students writefive simple sentencescontaining the wordnot. Tell them not touse contractions. Thenask students to tradepapers with a partner.Have them rewrite theirpartners sentences,using contractions.

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Caring for BabiesHave students read this question in the last paragraph on Anthology page 605:

But is the affection and care of a human mother for her children so different

from the love and tenderness the mother bear shows her cubs?

Have students share their responses to this question posed by the author.

Remind them that humans and animals have special ways of caring for

their young. Ask students to share what they know about how animals and peo-

ple care for their babies. Write some of the key words from the discussion on the

board. Be sure to include terms such as cradle, hug, snuggle, feed, clean, protect,

and teach.

Have students role-play a scenario with a partner. One student

can play a parent, and the other can play a babysitter. Have the

student playing the parent give instructions to the babysitter on how to care for

the baby properly. For example, one instruction might be to cradle the baby if it

starts to cry.

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Have students draw a picture of an adultperson or an adult animal caring for ababy. Ask them to usethe terms on theboard as a guide.

Have students draw apicture of an adult per-son or an adult animalcaring for a baby, witha caption describingwhat is happening.Have students collectthe drawings in twoseparate piles, one for humans and theother for animals. Askthem to use these tocreate two books, entitled How We Carefor Our Babies andHow Animals Care forTheir Babies.

Have students work inpairs to make a check-list of things to do tocare for a baby.Encourage them toinclude as many of the words on theboard as they can.Then have them sharetheir checklists withthe class.

Vocabularycradle, hug, snuggle, feed,clean, protect, teach

Materials Anthology markers


Display the poem and read italoud. Say: In the poem, yousee phrases that relate toseasons, like autumn air andwinter sleep. Lets think ofsome other phrases that tellabout seasons. Havestudents name the fourseasons. Write them ascolumn heads on the board.Then write the followingphrases, using gestures tohelp communicate meaning:spring flowers, spring planting,summer fun, summervacation, autumn leaves,autumn holidays, winter snow,winter clothing. Ask studentsto share any phrases theyknow that describe theseasons and add these.Finally, have each studentdraw a picture illustrating one of the phrases relating to seasons.


Act It Out

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Using ContextWrite the following sentence on the board: A BLT sandwich consists of bacon,lettuce, tomato, and bread. Say the sentence several times emphasizing consists

of. Underline consists of and ask students if they know the meaning of the word.

Prompt volunteers to say how they figured out the meaning.

Explain that if students have trouble figuring out the meaning of the word, theycan look at the surrounding words and sentences for clues, or context. Encourage

students to ask questions like the following to help them figure out the meaning

of consists of: 1) What is the sentence about? (A BLT sandwich.) 2) What do you

know about the sandwich? (Its called a BLTbacon starts with b, lettuce starts

with l, tomato starts with t.) 3) What do you know about sandwiches? (They are

usually made with bread and some kind of filling.) 4) Can you figure out what

consists of means? (Consists of might mean is made up of.)

Ask students questions similar to the ones above as you work with sentencescontaining words that students are probably not familiar with.


Skill ObjectiveStudents recognize and usecontext clues in a sentenceto help them figure out unfamiliar words.

Academic Language context

Write several sen-tences containingwords from the selec-tion that students areprobably not familiarwith. Underline theunknown words ineach sentence. Askstudents questions tohelp them use the sur-rounding context to fig-ure out the meaningsof the words.

Write several sen-tences containingwords from the selec-tion that students areprobably not familiarwith. Underline theunknown word in eachsentence. Have stu-dents work in groupsof three or four to askeach other questionsabout the surroundingcontext of the words.Write a sample list ofquestions on theboard for students torefer to as necessary.

Write several sen-tences containingwords from the selec-tion that students areprobably not familiarwith. Underline theunknown word in eachsentence. Have part-ners work together toask each other ques-tions about the sur-rounding context of thewords. They thendecide on possiblemeanings for thewords.

SKILL FOCUS: VOCABULARY 2025 MINUTES

Leveled ReaderAnimal EncountersThe Hyrax: An InterestingPuzzleby Robin BernardThis selection offers instructional support andpractice of strategies andskills at an easier readinglevel than the main selection.

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Diet and NutritionHave students find and read this sentence in the second paragraph on Anthology

page 606: Sedges grasses that grow in wetlands are particularly impor-

tant, because they grow rapidly in early spring and are rich in protein.

Protein is a part of the food animals and people eat that gives

them energy. Have students name foods that they eat on a typical day.

Record their responses on the board.

Create a chart on the board, like the one shown, to classify

each food by the categories on the food pyramid. Ask stu-

dents to share what they know about each food group.

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Vocabularygrains group; vegetablegroup; fruit group; dairygroup; meat, beans, eggs,and nuts group; fats, oils,and sweets group

Materials Anthology supermarket ads scissors glue Picture-Word Cards

grasses(See Master ELL 63.)


Display the poem Bears inthe Autumn and read thefirst line aloud. Then say:Does the poem sound as ifits happening now or in thepast? (now) Lets change thepoem to sound as if itstelling about the past. Helpstudents to identify the verbsthat would need to changefrom present to past. (see,has, are, shines, watch, grow(twice)) Model for studentshow to change the verbs.Then, with students help,write the new version on theboard. Finally, read the newversion aloud with students.

Have students drawpictures of theirfavorite breakfast,lunch, or dinner foods. Have themlabel their pictures.

Have students use pic-tures cut out of super-market advertisementsto create an illustratedmenu of healthfulfoods for breakfast,lunch, and dinner.

Have students writedown what they ate at each meal yester-day and classify the foods into the correct categories.


Organize It

Food Group ExamplesGrains Group bread, bagels, tortillas, spaghettiVegetable Group bananas, mangoes, orangesDairy Group milk, yogurt, cheeseMeats, Beans, Eggs, chicken, scrambled eggs, peanutsand Nuts Group

Fats, Oils, and potato chips, cookiesSweets Group

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Master ELL 62

Strategies for Comprehensible Input Use the SelectionSummary and suggested strategies to support student comprehension.

Explain: densthe place where a wild animal lives

Restate: fishing spotsfishing places; fishing locations

Selection Review

The Grizzly Bear FamilyBook

Michio Hoshino is an author and photographer. He spent ayear in Alaska learning how grizzly bears live. The Grizzly BearFamily Book starts and ends in winter.

During the winter, grizzlies sleep in their dens. In the spring,the bears wake up and leave their dens. Grizzlies havent eaten inmonths, so they are much thinner. As the weather gets warmer,the bears eat roots, grasses, squirrels, and other animals.

During the summer, grizzlies fish in rivers and streams. Theyare skilled at catching fish and they especially like salmon. Thestronger, or dominant, bears get the best fishing spots. Mothersbring their young cubs food. When the cubs turn two, they canfish by themselves. They learn how to catch fish by watching theirmothers.

In the fall, the grizzlies start eating enough food to get themthrough the coming winter. They fill up on berries, which arehigh in sugar. Sometimes, bears eat berries for twenty hours aday!

The days grow short. Winter comes back. The grizzly bearsreturn to their dens and settle in for another long sleep.

ELL 62 Selection Summary Grade 5 Theme 6: Animal Encounters

Master ELL 62 The Grizzly Bear Family Book

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Comprehension Questions for the Anthology Selection

1. Look at the photograph on page 602. What words would you use to describe

it? (Answers will vary.)

2. What do all grizzly bears do in the winter? (Answers will vary.)

3. Would you like to be a photographer of animals in the wild? Why or why

not? (Answers will vary.)

NegativesIntroduce the term negative to students. Negatives are words that meanno or not. Write the following on the board: I have never been to Africa.

Nobody likes my new shirt. My friends wouldnt go ice-skating. Read each sen-

tence twice and have students repeat. Underline never in the first sentence.

Never is a negative. It means not ever. We can change the first sentence to I

have not ever been to Africa. Underline Nobody in the second sentence.

Nobody is a negative. It means no person. Again, we can change the second

sentence to No person likes my new shirt. Finally, underline wouldnt in the third

sentence. Wouldnt is a contraction of the words would not.


SKILL FOCUS: GRAMMAR APPLICATION 1015 MINUTES

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Arctic WildlifeHave students find and read the first sentence in the third paragraph on

Anthology page 607: Caribou, wolves, Dall sheep, moose, and many other ani-

mals give birth in the spring. Tell students that all the animals mentioned in the

paragraph are mammals.

Use a world map to point out the land areas above the Arctic Circle.

Explain that this region is called the Arctic. Have students share what

they know about the Arctic. What kinds of animals can live in this cold

climate? Begin a list on the board of the arctic wildlife that students mention.

You may want to include those mentioned above, along with polar bears, foxes,

wolves, arctic hares, whales, sea lions, walruses, and salmon. Ask students if

they have ever seen any of these animals in reality or on television. Have them

share their experiences. Display the Picture-Word Cards of salmon, moose, and

wolf. If possible, display photographs of other animals as you discuss how each is

suited for survival in the harsh arctic environment.

Provide students with trade books and reference materials.

Assign one animal to each student, and have him or her

research that animal and list three facts about the animals behavior on an index

card. Have students play an animal-behavior guessing game. Give each student an

opportunity to pose questions to the group, such as I hatch in fresh water and

then swim to the sea to mature. What am I?

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Name the animalstaught in the lesson.Have students showeach animal andrepeat its name after you.

Have students work inpairs to draw and labeltheir own arctic-wildlifeposter. Tell them toinclude and label theirfavorite animals fromthe list.

How do differentanimals survive in theArctic? What would youhave to do to live inthe Arctic? Would youlike to live there? Whyor why not?

VocabularyArctic Circle, mammals,Arctic, polar bears, foxes,wolves, arctic hares, whales,sea lions, walruses, salmon

Materials Anthology world map photographs of arctic

animals trade books reference materials index cards poster boards markers Picture-Word Cards

salmon, moose, wolf(See Master ELL 63.)


Display the poem Bears inthe Autumn and read it aloud.Then divide the class intosmall groups. Ask each groupto page through the selectionin the Anthology and come upwith other bear behaviors thatcould be included in the poem.Then guide them to write agroup paragraph in which they tell about seeing a bearin the wild and recount whatthe bear does, using theinformation from thediscussion and the poem.


What Am I?

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Avoiding Double NegativesCreate a chart under the term Negatives. Have students call out negatives; listtheir ideas on the chart. Be sure to include: no, not, never, nothing, nowhere,

never, no one, nobody. Tell students that in English we must avoid using two

negatives in the same sentence.

Write the following sentence on the board: I dont have no idea how to dotonights homework. Underline dont and no. Both dont and no are

negatives. This sentence is incorrect because it has two negatives. Draw an X

through dont in the sentence on the board. We can correct this sentence

by removing one of the negatives; i.e., I have no idea how to do tonights

homework. Further explain that another way to fix the original sentence is to

change one of the negatives to a positive. In this case, change no to any;

i.e., I dont have any idea how to do tonights homework.

Present several additional sentences with double negatives. Have students iden-tify the two negatives in each sentence. Prompt students to tell you how to fix

the sentences.


Skill ObjectiveStudents improve their writingby avoiding and/or correctingdouble negatives.

Academic Language double negative

Write several simplesentences on theboard containing dou-ble negatives. Call stu-dents to the board tocircle the double nega-tives. Prompt studentsto correct the sen-tences by removingone of the negativesor by changing one of the negatives to a positive.

Write several simplesentences on theboard containing dou-ble negatives. Havepartners work togetherto correct the sen-tences. Once partnersare finished, havethem join together withanother pair of stu-dents to talk aboutand compare how theyfixed the sentences.

Write several sen-tences on the boardcontaining negatives.Have partners worktogether to rewrite thesentences two ways.First, they rewrite thesentences by removinga negative. Then theyrewrite the sentencesby changing a negativeto a positive.

SKILL FOCUS: WRITING 2025 MINUTES

Language Transfer SupportMany English languagelearners will have difficulty with double negatives because(1) they will routinely hearEnglish speakers using them,and (2) languages such asSpanish have grammaticallycorrect double negatives. Whenstudents produce sentenceswith double negatives, model a correct version of thesentence, and have studentsrepeat after you.

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Helping AnimalsThis week we will be reading about a

kind of monkey that people are helping to

return to wild areas to live. Display the

Picture-Word Card.

Use the photographs on Anthology

pages 626627 to engage students in

a discussion about why it is hard for many

wild animals to survive now. Be sure to men-

tion that when people move into places

where these animals live, it becomes harder

for the animals to survive.

Next, explain that some people have

tried to help wild animals survive.

Write the following terms on the board, dis-

cussing meanings: survive, extinction,

wildlife refuge/wildlife reserve, protect,

return to the wild, feed, and reintroduce.

Model the use of these terms.

Display the poem Wild Monkeys and read it aloud. Use gestures and pantomime

to make clear what each phrase means. Then have students read the poem aloud.

Have students work in pairs to pantomime a dialogue, using the

terms on the board. One student asks What can we do to help

wild animals survive? The other student answers by completing this cloze

frame: One way to help wild animals survive is to ___.

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THEME 6/SELECTION 2

The Golden Lion Tamarin Comes Home


Vocabularywild monkeys, survive, extinc-tion, wildlife refugee, wildlifereserve, protect, return to thewild, feed, reintroduce


monkey(See Master ELL 66.)

Have students drawthemselves helping awild animal.

Have students substi-tute the name of aparticular wild animalfor the term wild ani-mals in the clozeframe on the board.

What are somereasons wild animalsare having trouble sur-viving? What are somepossible solutions tothis problem?

Wild MonkeysWhat do the wild monkeys need?Food to eat and air to breathe,Room to grow and space to leap,A nest up high where its safe to sleep,Protection from the hunters greed,Thats what the wild monkeys need.

Make the drawing of the monkey bigger. Copy each partfrom the small grid to the big one.


Name

Master ELL 64 The Golden Lion Tamarin Comes Home

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Get Set for ReadingCD-ROMThe Golden Lion TamarinComes Home

Education Placewww.eduplace.comThe Golden Lion TamarinComes Home

Audio CDThe Golden Lion TamarinComes HomeAudio CD for Animal Encounters


Help Them

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Get Set to ReadRescue in the Rain Forest, pages 626627

Have students open their Anthology to pages 626627. Read the title and

the first sentence with me. Now find Brazil on the map on page 627. The rain

forest is shown in blue. Do you see any differences between the two photo-

graphs of the rain forest shown on page 627. Why do you think the forest keeps

getting smaller? What will happen to the animals if they lose their home?

Look at the photograph of the monkey on page 626. This kind of monkey

is called a tamarin. The next selection is about a special program to protect

tamarins that have lost their homes in the forest.

The Golden Lion Tamarin ComesHomeSegment 1, pages 629635


Page 630: What do you think the woman is pointing to?Pages 631632: What words would you use to describe the tamarins?Page 633: Why is the woman holding those ropes in the middle of the forest?Pages 634635: Why are the tamarins put into large cages?

Three-Syllable WordsReview the term syllable with students. Write the following sentence from theselection: They pick their way carefully along the narrow path. Read the sen-

tence aloud and have students repeat. Ask students if they can pick the word that

has three syllables in the sentence.

Remind students that they have learned ways to break down multi-syllabicwords by looking for base words and looking for VC letter patterns. The

word carefully has three syllables. How can I break down this word? Is there a

base word? Prompt students to answer care. Are there any endings on this

word that I am familiar with? Again, prompt students to answer -ful and -ly.

Present several more three-syllable words from the selection. Have studentshelp you break the words down using base words or VC letter patterns.

SELECTION 2: The Golden Lion Tamarin Comes Home DAY 1 219



Skill ObjectiveStudents read and understand words with three syllables.

Academic Language syllable vowel consonant

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Human Impact Remind students that they are reading about a kind of wild monkey that

has been having a hard time surviving in the wilderness. When peo-

ple build homes or start farms in wild areas, they can cause problems for the

wild animals in the area.

Have students find and read the second sentence in the second para-

graph on Anthology page 631: They burned the rest of the forest to

clear the land for settlements, for coffee and sugar plantations, and for pas-

tures on which to graze livestock. Why would burning a forest cause prob-

lems for wild animals? Write on the board the terms settlement, pasture, plan-

tation, farm, town, and home. Display the Picture-Word Cards of farm and

pasture. If possible, show pictures of each of the other terms. Guide students to

discuss what each of these human creations is like, and how establishing it in a

wild area might affect the lives of wild creatures.

Have pairs of students draw a picture of a real or imaginary wild

area, and then draw a second picture of the area showing a plan-

tation or a settlement that has been built there. Have them talk about what life

would be like for wild animals in each scene.

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Vocabularywild areas, settlement, pasture, plantation, farm,town, home

Materials Anthology pictures of a settlement,

a plantation, a town, and a home

markers Picture-Word Cards

farm, pasture(See Master ELL 66.)


THEME 6/SELECTION 2: The Golden Lion Tamarin Comes Home


Have students draw apicture of one wayhumans can causeproblems for the wildanimals in an area.

What can happento wild animals when aplantation is started ina wild area? Why?

Which wild ani-mals can live neartowns? Why? Whichones cant? Why?

Display Wild Monkeys andread it with students, usingthe motions from Day 1. Next,write the following nouns onthe board: food, air, room,space, nest, protection. Askstudents to say each one.Then read the poem aloudagain. Have the class chimein only on the listed nouns.Then read the whole poemonce again, with studentsreading all the words.


Draw It

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The Golden Lion Tamarin Comes HomeSegment 2, pages 636641


Page 636: Why do you think the people in charge of the tamarins have to prepare healthful meals for them?

Page 639: What do you think will happen when the tamarins see the cagewith the banana? Why is the woman sitting under the trees?

Pages 640641: Do you think the tamarins will learn to take care of themselves in the forest? Why?

PrepositionsIntroduce the term preposition, and write some prepositions on the board.Demonstrate meaning, for example, by holding up a small box and placing an

object such as a pen in the box. The pen is in it. Then place the pen on,

under, near, and over the box. Have students say a sentence about where the pen

is. Write the sentence on the board and have another student point to the prepo-

sition. Explain that a preposition is a word that shows a relationship between

other words in a sentence. The object of a preposition is a noun or a pronoun.

Write other sentences that show a relationship between classroom objects.

Prompt students to identify the prepositions. Have students brainstorm a list of

prepositions. Post a chart of prepositions with sample sentences.


Skill ObjectiveStudents identify prepositionsand their objects.

Academic Language preposition object of a preposition

Language Transfer SupportCommon prepositions such asin, on, at can be especiallyconfusing because the use in astudents primary languagemay overlap with English insome places and differ inothers. Suggest that studentslearn a series of set phraseswith in, on, at that they canrefer to.



Have students taketurns telling eachother to put a pen or apencil in, on, under,near, over, by, inside,or outside a bag, back-pack, or box.

Write several sen-tences containingprepositions on theboard. Call on stu-dents to circle theprepositions andunderline the object of the preposition.

Have partners place apen or pencil in, on,under, near, by, inside,or outside a paperbag. Have them writesentences showing therelationship of the pencil to the bag.

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Animal BehaviorHave students locate and read aloud with you these sentences in the first para-

graph on Anthology page 632: A captive tamarin lives in a confined space,

climbs sturdy poles that dont move, and is served its food in a bowl at regular

hours by a familiar keeper. It has never leaped from a vine to a delicate tree

branch that sways under its weight.

Write on the board climb and leap; read these aloud, pantomiming the

actions. Have students do the same. Point out that climbing and leaping

are two things golden lion tamarins do in the wild. What are some other

things these monkeys do in the wild? As students respond, repeat the verbs they

mention and pantomime or demonstrate meanings, and then write those verbs

on the board. Introduce the verbs whistle, nest, feed, rest, and peel if students do

not mention them.

Have individual students choose an action described by a verb on

the list and pantomime it. As the student pantomimes, ask the rest

of the class to describe what the student is doing by completing the following

cloze frame written on the board: Golden lion tamarins ___ in the wild.

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Have students choosea verb from the list onthe board and draw atamarin doing theaction indicated by theverb. Ask students tolabel their pictureusing the cloze framefrom the lesson.

Draw on the board twoor three simple sketch-es of monkeys doingvarious things. Havestudents use a verbon the board to write asentence about whateach monkey is doing.

Have students work inpairs to create one ormore journal pagessimilar to what a person observingtamarins in the wildmight create. Encour-age them to draw asketch and write asentence or two oneach page.

Vocabularyclimb, leap, whistle, nest,feed, rest, peel

Materials Anthology markers


Create sets of sentence stripsfor the poem Wild Monkeys.Then display the poem andread it chorally. Distribute thesets of sentence strips topartners. Have each pairreconstruct the poem insequence, using the strips.Read the poem aloud again,line by line. Have partnershold up the appropriate strips.Then ask them to read thepoem aloud. Have partnersread the first and last linestogether, and alternatereading the middle four lines.


Act It Out

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Dictionary: Variations inPronunciationTell students that when they look in the dictionary to find out how to pro-nounce a word, they may be surprised to find more than one pronunciation.

Write the following on the board: orange (r inj, or inj). Say both pronuncia-tions for orange, emphasizing the r and or sounds. Can you hear the

difference between the two ways to say orange? Explain that in English some

words can have a variety of pronunciations. Sometimes words have differ-

ent pronunciations because of where people live in the United States. A person

from the Northeastern region of the United States might pronounce a word

like orange differently from a person in the Southwestern part of the United

States. Point out that a dictionary usually lists all the acceptable pronunciations

of a word. Also point out that the first pronunciation listed is usually the most

common.

Present additional examples of words that have more than one pronunciation.Say the different pronunciations several times until students can discern the

difference.


Skill ObjectiveStudents use a dictionary tofind out that some wordshave more than one accept-able pronunciation.

Academic Language pronunciation

Have students work asa group to look upwords such as where,water, there, marry, orcoffee in the diction-ary. Have studentscount how many different pronuncia-tions there are foreach word.

Have students work ingroups of three or fourto look up words suchas where, water, differ-ent, program, or presi-dent. Ask questionsabout how the pronun-ciations for each wordare different. Promptstudents to notice differences in numberof syllables, stressedor unstressed sylla-bles, or differences in sound.

Have students workwith partners to lookup words such aswhere, water, differ-ent, program, or presi-dent. Students com-pare the differentpronunciations foreach word. Help stu-dents read and sayeach pronunciation.


Leveled ReaderAnimal EncountersProtecting Sea Turtlesby Amy EdgarThis selection offers instructional support andpractice of strategies andskills at an easier readinglevel than the main selection.

Language Transfer SupportWhen you present alternativepronunciations for words, modeleach pronunciation severaltimes. Overemphasize thedifferences slightly. Keep inmind that most languages have fewer variations inpronunciation than Englishdoes. Some students will havedifficulty noticing the differencebetween vowel sounds.

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Parts of a Plant Have students find and read this part of the second sentence in the third para-

graph of Anthology page 630: Above them the leaves rustle and branches sway. . .

Display the Picture-Word Cards. Draw a simple diagram of a plant on

the board, and label the parts, including root, stem, leaf and flower. Do

the same with a tree, including these labels: root, trunk, branch, leaf. Read all

the words aloud with students as you point to the different parts. Then ask

students to compare plants and trees. Record their responses in a Venn diagram

on the board.

Have students look at books with photographs of forests, jun-

gles, or gardens to help them think of other words that name

parts of plants and trees. These might include vine, treetop, spine, seed, fruit,

and nut. Ask students to add these words to the diagrams on the board. Then

read all the words aloud with students.

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Vocabularyroot, stem, leaf, flower, trunk,branch, vine, treetop, spine,seed, fruit, nut

Materials Anthology books with photographs of

forests, jungles, or gardens markers Picture-Word Cards

vine, root, stem, leaf,flower(See Master ELL 66.)


Display the poem WildMonkeys. Read it aloud. Ask: How would this poem bedifferent if its first line said,What do human beings need?Read aloud each element ofthe poem with students anddiscuss whether it tells aboutsomething human beingsneed. For example, bothelements in the second line,food to eat and air to breathe,are things human beingsneed, so they would stay inthe poem. The element in thefourth line, a nest up highwhere its safe to sleep is notsomething humans need, sothis line might be changed toa bed in a house where itssafe to sleep. Write the newpoem on the board under thetitle Human Beings.

Draw a plant and atree on the board.Name the parts of aplant. Have studentsshow where each partis located. Repeat theprocedure with theparts of a tree. Havestudents repeat thewords after you asthey show the locationof each part.

What are theparts of a tree? What are the parts of a plant?

Have each studentdraw a sketch or a diagram of a plant she or he would plantin a garden. Have students label asmany of the parts asthey can. Then havethem share their workwith the class.


Look for It

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Master ELL 65


Explain: conservation programa special program to keep the monkeys safe from the damage done to theirnatural home in the rain forest

Show: radio collarsShow the photograph on page 640. Explain that the collar sends special sig-nals to the observers so they can know where the tamarin is.

Explain: keep trackfind and follow; know where the tamarins are

Selection Review

The Golden LionTamarin Comes HomeThe golden lion tamarin is a kind of monkey. Its natural

home is the rain forest along the coast of Brazil. But many treeshave been cut down or burned to clear the land. As the forestdisappeared, so did the tamarins. The Golden Lion TamarinComes Home is about bringing tamarins back to Brazil.

Today most tamarins are born and raised in zoos. Zootamarins do not know how to hunt or how to live in the forest.One zoo in Washington, D. C., has set up a special conservationprogram. Scientists in the program teach tamarins the skills theyneed. When the tamarins are ready, they are flown to Brazil.

In Brazil, the monkeys are put into cages in trees. When theyget used to the sights and sounds of the rain forest, the tamarinsare set free. Some of the tamarins wear radio collars so observerscan keep track of them.

The observers give the tamarins plenty of food and water atfirst. As the tamarins become more independent, they learn tofind their own food and water. Sadly, only a small number ofthese tamarins survive for more than two years in the wild. Thegoal of the conservation program is to make that number grow.


Master ELL 65 The Golden Lion Tamarin Comes Home

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1. Look at the photograph on page 631. How do you think the tamarins feel

when they see people? How do you know? (Answers will vary.)

2. What is the main idea in the first paragraph on page 632? (Tamarins that live

in zoos dont have skills to survive on their own in the forest.)

3. Would you like to work with animals in their natural homes? Why?

Prepositional PhrasesWrite the following sentence on the board: The pencil is under the book. Callon students to identify the preposition and the object of the preposition in the

sentence. Remind students that prepositions are always followed by objects.

Underline the words under the book. Under the book is a prepositional

phrase. A prepositional phrase is made up of a preposition, the object of the

preposition, and all the words between them. Point out to students that a good

way to figure out what words are part of a prepositional phrase is to ask a ques-

tion like, Where is the pencil? (Under the book.) Present several more examples

of sentences containing prepositional phrases.



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Types of FruitHave students find and read the last sentence in the second paragraph on

Anthology page 640: The bananas are partially opened for them, and the

oranges have windows cut into them. Display the Picture-Word Card of the

banana and, if available, the pictures of other fruits.

Today we will talk about different types of fruits. Fruits have dif-

ferent colors and shapes. They also have other characteristics that help

us identify one from the other. What is your favorite fruit? Write students

responses on the board. Add your favorites to the list as well.

On the board draw a chart similar to the one shown. Have

volunteers suggest words that describe the color and shape of

a banana and an orange, and other phrases that help describe these fruits. If pos-

sible, display samples or pictures of these fruits. Display other fruits and guide

students to name and describe the ones they know. Add this information to

the chart.

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Have students drawand label their favoritefruit. Ask them to usevocabulary from thechart to write a simpledescription about thecolor and shape oftheir favorite fruit.

What is yourfavorite fruit? Whatcolor is it? How would you describe its shape?

Play a game withteams of pairs of stu-dents. Tell one studentfrom each team thename of a fruit. Thatstudent describes thefruit (without namingit) so that his or herpartner guesses itbefore partners onother teams.

Vocabularybanana, orange, curved, long,peel, segments

Materials Anthology samples or pictures of a

banana, an orange, andother fruits

Picture-Word Cardsbanana(See Master ELL 66.)


Display the poem WildMonkeys and read it aloud.Point out that the words greedand need each end with theletters e, e, and d. Then readaloud these words: deed,freed, skid, bleed, shed,braid, seed. Have studentsclap when they hear wordsthat rhyme with need andgreed. Write all the words onthe board. Have volunteerscircle the words that rhyme.Repeat the process forleap/sleep and the wordskeep, cheap, chap, heap,weep, and strap. Point outthat the long e sound isspelled ea in leap and eein sleep.


Describe It

Fruitsname color shape other characteristicsbanana yellow long, curved has a thick peelorange orange round has segments

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Combining Sentences withPrepositional PhrasesExplain to students that they can improve their writing by combining sentenceswith prepositional phrases. Tell students that instead of writing a few short sen-

tences that repeat a subject but have different prepositional phrases, they can

have one longer sentence with consecutive prepositional phrases. Write the fol-

lowing sentences: John rode his bicycle on a path. He went around a pond. He

went under some trees. Prompt students to identify the prepositional phrases in

each of the sentences. We can combine these three sentences into one sen-

tence. Then write: Riding a bicycle on a path, John went around a pond and

under some trees. Again, prompt students to identify the prepositional phrases in

the new sentence. Compare the prepositional phrases between the old sentences

and the new sentence and point out that they are exactly the same.

Language Experience Activity Display a picture cut out from a magazine ora newspaper that shows prepositional relationships between objects. Have stu-

dents create a story about the photo. Prompt students to call out short sentences

using prepositional phrases. Write them on the board. Students then combine

two or three of the short sentences into longer sentences containing consecutive

prepositional phrases.


Skill ObjectiveStudents improve their writingby combining sentences withprepositional phrases.

Academic Language prepositional phrase


Have students draw apicture that showsprepositional relation-ships between twoitems such as a birdflying over, around,under, along, or nextto a tree or bench in a park. Help studentsto label the pictures,using prepositionalphrases.

Draw a simple pictureon the board thatshows prepositionalrelationships betweentwo items. Then writeshort sentences withprepositional phrasesthat describe theaction. Prompt stu-dents to help you com-bine the sentencesinto one sentence.

Draw a simple pictureon the board thatshows prepositionalrelationships betweentwo items. Have stu-dents call out shortsentences containingprepositional phrasesabout the picture. Writestudents responseson the board next tothe picture. Prompt stu-dents to combine theshorter sentences intoone sentence.

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SheltersThis week we will be reading about a

boy who makes a home for himself in a

wild area. What is a shelter? Display the

poem In the Woods and read it aloud. Use

gestures and pantomime to help convey

meaning. Then have students read the poem

aloud with you.

What kinds of shelter do people

make or use in wild areas? List stu-

dents responses on the board in the left-hand

column of a two-column chart. Label the

chart shelter, and label the two columns for

people and for animals. If students do not

mention shed, tent, cave, and hut, add these

to the chart. Have several students describe

each type of shelter.

What kinds of shelters do animals make or use? Display the

Picture-Word Cards. Have students look at the illustration on Anthology

pages 648649 to give them ideas. List their responses in the chart; responses

might include burrow, den, hollow tree, nest, and cave. Ask several students to

describe each, and tell what kind of animal uses it.

Have students pantomime being out in the wilderness,

looking for materials to build a shelter, and explaining the

kind of shelter they will build.

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THEME 6/SELECTION 3

My Side of the Mountain


Vocabularyshelter, shed, tent, cave, hut,burrow, den, hollow tree, nest


burrow, den, hollow tree,nest, cave(See Master ELL 69.)

In the WoodsIn the woods, I live alone Ive made myself a simple home.

A small den in a hollow tree What a cozy house for me!

Tonight I will eat a fresh-caught fish,Cooked in a pan and served on a dish.

Then I will crawl into my bed,And pull a warm blanket up to my head.

Help the child get to the home in the tree.


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Master ELL 67 My Side of the Mountain

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Get Set for ReadingCD-ROMMy Side of the Mountain

Education Placewww.eduplace.comMy Side of the Mountain

Audio CDMy Side of the MountainAudio CD for Animal Encounters


I Need Shelter

Have students draw ahollow tree, a cave, anest, and a few othershelters from thechart on the board.Ask students to labeleach type of shelter.

What kind of shel-ter do rabbits use?Describe it. What kindof shelter do bearsuse? Describe it.

Have students work inpairs to play a guess-ing game. One studentmakes a riddle thatdescribes a kind ofshelter. The other stu-dent guesses it.

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Get Set to ReadLiving on the Land, pages 648649

Lets look at Anthology pages 648649. Read the title and the first

paragraph with me. Now look at the large illustration. Have you been

in a forest? What do you see in a forest? Invite students to tell about hiking or

camping experiences they have had. What do you most clearly remember

about your experience? What was the hardest part? What did you miss from

home? Tell students that the next selection is about a boy who tries to live by

himself in the forest.

My Side of the MountainSegment 1, pages 651659


Pages 652653: In what season does the story takes place? How can you tell?Page 655: What could Sam be writing about in his diary? One of his animalfriends is behind him. Try to find this animal. What is it?

Pages 656657: On these pages we see two more of Sams animal friends.What kind of animals are they?

Page 658: Sam makes his home inside a hollow tree. How does he keep warmin his house in the forest?

Suffixes: -ent, -ant, -able, -ibleRemind students that a suffix is a group of letters at the end of a base word.Write the words different and laughable on the board. Underline the suffix -ent

in different. Explain to students that the suffix -ent adds meaning to the base

word differ. In this case, differ changes from a verb to an adjective (a word that

describes a noun). Now underline the suffix -able in laughable. Again, point out

that the suffix -able changes the base word laugh into an adjective. Write a suffix

chart on the board with -ent, -ant, -able, and -ible. Include their meanings and/or

how they change a base word into adjective. Write some example words for each

suffix in the chart such as: excellent, important, readable, legible.

SELECTION 3: My Side of the Mountain DAY 1 229



Skill ObjectiveStudents read and under-stand words with suffixes -ent, -ant, -able, and -ible.

Academic Language suffix noun adjective

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Describing Colors Have students find the third paragraph on Anthology page 652. Read it

aloud with students: Then she frosted the aspen leaves and left them

sunshine yellow. What color did the leaves turn? Point out that yellow is

the basic color name; by adding sunshine, the author tells what shade of yellow

the leaves turn.

What are some other words for colors? Write the colors students

mention in a list on the board. Read all the color names aloud with stu-

dents. Then have volunteers identify and describe objects in the classroom that

are these colors.

Have students use crayons or colored markers to create a chart

on chart paper for primary colors (red, blue, yellow), and interme-

diate colors, plus shades of one of the colors. For example, for yellow they might

include sunshine yellow, lemon yellow, dandelion, yellow-orange, and gold.

Read all the color names aloud with students. Point out those color words that

are descriptive, such as lemon yellow and dandelion.

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Vocabularyprimary colors, intermediatecolors, shades

Materials Anthology crayons or colored markers chart paper pictures or photographs of

a nature scene


THEME 6/SELECTION 3: My Side of the Mountain


Have students use thecolor chart on theboard. What isyour favorite color? Tellabout some thingsthat are that color.

Describe theclothes you are wearing today. Tell the color of each piece of clothing.

Have students choosea colorful picture orphotograph of a nature scene. Thenhave them describethe colors of the items in the scene.

Display the poem In theWoods and read it aloud.Then have students read thepoem chorally. Divide theclass into four groups, assigneach group a stanza, andhave each group practice itsstanza before participating inthe choral reading. After thereading, assign each group adifferent stanza and repeatthe process.


Color It

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My Side of the MountainSegment 2, pages 659665


Page 661: What does Sam use a turtle shell for?Page 662: Why does Sam gather wild apples and nuts?Page 664: Why does Sam have to chase the animals away?

Object Pronouns in Prepositional PhrasesReview the object pronouns me, you, him, her, it, us, and them with students.Remind them that object pronouns can replace object nouns in sentences. Write

the following sentences on the board: Sherry sits behind Mike. Sherry sits

behind him. Underline behind Mike in the first sentence. Remind students that a

prepositional phrase is made up of a preposition, the object of the preposition,

and all the words between. Behind is a preposition and Mike is the object

of the preposition. Underline behind him in the second sentence. Him is

an object pronoun. Him can be used to replace the object of the preposition,

which is Mike. Point out that object pronouns can only replace object nouns in

prepositional phrases. Present a variety of sentences containing object nouns in

prepositional phrases.


Skill ObjectiveStudents identify and use object pronouns in prepositional phrases.

Academic Language object pronoun prepositional phrase



Write several sen-tences containingprepositional phraseswith object nouns. Call on students toidentify the preposi-tional phrases.

Write several sen-tences containingprepositional phraseswith object nouns.Have partners rewriteeach sentence, replac-ing the noun objectwith an appropriateobject pronoun.

Write several sen-tences containingprepositional phrases,such as Mary isbehind her./Dave is in front of he. Havepartners decide whichsentences are correctand which are not.

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Preparing FoodRemind students that the selection they are reading tells about a boy

who lives alone in the wilderness. In order to survive in the

wilderness, you have to be able to find and prepare food. Name several exam-

ples of the types of food a person might find, including nuts, berries, and other

kinds of fruit. Then have students find and read aloud with you the last para-

graph on Anthology page 653: I smoked fish and rabbit, dug wild onions by the

pouchful, and raced September for her crop. Write smoke fish and rabbit and

dig wild onions on the board in a chart.

If possible, display magazine ads that show each method of cooking

foods. What are some foods you enjoy eating? How are these pre-

pared? Add students responses to the chart. You may want to prompt students

by asking: What is a food that is baked? What is a food that is stewed? What is

a food that is boiled? fried? broiled? grilled?

Organize students into three groups to create class menus. One

group will create a menu for breakfast, another group a menu

for lunch, and the third group a menu for dinner. Ask each group to include in

its menu a description of how each food is prepared. Have the groups share

their menus.

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Vocabularysmoked fish and rabbit, digwild onions, baked, stewed,boiled, fried, broiled, grilled

Materials Anthology magazines a recent weeks school

lunch menu or a restaurantmenu

Picture-Word Cardsfish, rabbit(See Master ELL 69.)


Create sets of sentence stripsfor the poem In the Woods.Then display the poem andread it aloud with students.Distribute the sets ofsentence strips to partners.Have each pair reconstructthe poem in sequence, usingthe strips. Read the poemaloud again line by line. Havepartners hold up theappropriate strips. Then askpartners to read the poemaloud, alternating stanzas.


Class Menu

Have students drawtheir favorite food forbreakfast, lunch anddinner, and label theirpicture indicating howeach is prepared.

What are someways to cook an egg?What are some waysto cook a potato?

Have pairs of studentslook at a recentweeks school lunchmenu (or, a restaurantmenu). Have partnerstake turns and usecomplete sentences todescribe how foods onthe menu were pre-pared; for example,The hamburger wasgrilled. The noodleswere boiled.

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Dictionary: Idioms and Run-onEntriesIntroduce the term idiom to students. English speakers often use expres-sions that dont seem to make sense. For example, you might hear someone

say, Im tired. I think Ill take a break. Can you figure out what take a

break means if you look at each individual word? Explain that take a break is

an idiom, a group of words with a special meaning that is different from the com-

bined meanings of the separate words. Take a break is an idiom that

means to stop what you are doing and rest. Have students think of as many

idioms as they can. List them on the board; discuss the meanings. Tell students

that many idioms appear in the dictionary. Show a dictionary and point out some

examples. Model how to look up an idiom at the end of an entry. Point to run-on

entries (words made by adding a suffix to an entry word) for related words such

as adjectives and nouns. With students, look up two or three words that will have

idioms or run-on entries. You might use: take, head, make for the idioms and

winter, soft, sudden for the run-ons.


Skill ObjectiveStudents learn what idiomsand run-on entries are.

Academic Language idiom run-on entry

Have students work asa group to look up themeaning of an idiom,such as lose yourhead, in the dictionary.Help students betterunderstand the mean-ings of the idioms byusing them in sen-tences as necessary.

Write some commonEnglish idioms on theboard. You might use:get lost, lost cause,hot shot, or similaridioms. Have partnerswork together todecide what words ineach idiom they mightuse to look up itsmeaning in the diction-ary. Partners then look the words up tofind out if their ideaswere correct.

Write sentences con-taining commonidioms such as: Hissister told him to getlost. She knew thatfinding the money wasa lost cause. The newmanager acted like ahot shot. Underline theidioms. Have groups ofthree students readthe sentences and talkabout what the idiomsmight mean. Thenhave them look up theidioms in the diction-ary to see if theirideas were correct.


Leveled ReaderAnimal EncountersCurious Katby Barbara Brooks SimonsThis selection offers instructional support andpractice of strategies andskills at an easier readinglevel than the main selection.

Language Transfer SupportStudents may have difficultyunderstanding idioms even ifthey look them up in adictionary. When studentsencounter idioms while readingor in daily conversations,encourage them to ask whatthe idioms mean. Suggest that they keep a list of idioms and their meanings torefer to as necessary.

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ToolsHave students find the third sentence in the second paragraph on Anthology

page 657: I had no hacksaw to cut it into smaller pieces, and I was not strong

enough to heat it and hammer it apart.

Write hacksaw and hammer on the board. As you sketch them on the

board, explain that these are tools. Ask what each is used for. What

other tools can you name? What is each used for? Record this information in a

chart on the board, like the one shown. Have students read aloud each entry and

pantomime the use of each tool.

Write this cloze frames on the board: You are using a/an ___ to

cut metal. You are using a ___ to pound nails. You are using a

___ to tighten screws. Organize students in pairs. Have one student pantomime

using a tool and the other student choose and complete the frame that identifies

the tool and describes the action.

LOOK



Vocabularyhacksaw, hammer

Materials hardware-store ads scissors empty shoebox Picture-Word Cards

hacksaw, hammer(See Master ELL 69.)


Display the poem In theWoods. Read it aloud withstudents. Then ask: Whichpart of the poem tells whatplace the person lives in?Say: I am the person in thepoem. Where do I live? Leadstudents to read the firststanza as an answer to thatquestion. Ask: Which part ofthe poem describes thepersons home? Say: I am theperson in the poem. What ismy home like? Lead studentsto read the second stanza asan answer. Follow the sameprocedure for stanzas 3 and4, using these questions:What will I eat tonight? Wherewill I sleep tonight?

Have students com-plete the followingcloze frames: Topound nails, I use a___. To cut metal, Iuse a ___. Ask themto include a drawing ofeach tool next to thecompleted sentence.

Have students identifyand describe a tool bysketching it and thencompleting this clozeframe: A(n) ___ can beused for ___.

Provide pairs of stu-dents with hardware-store advertisements.Have them cut outtools and place themin an empty shoeboxto create a toolbox.Then have partnerstake out each tool,name it, and describehow it is used.


ToolsType Used forhacksaw cutting metalhammer pounding nails

Guess It

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Master ELL 68


Explain: cricketa small, black insect related to the grasshopper that makes a chirping soundby rubbing the front wings together

Explain: Halloweencelebrated on October 31 by children going door to door wearing costumesand asking for treats and playing tricks

Explain: the trick is on himThe animals played a trick on Sam by stealing his food.

Selection Review

My Side of theMountain

Young Sam Gribley tries to live in the woods with only hisdiary and a few animals for company. These include Frightful, thefalcon; The Baron Weasel; and Jessie C. James, a raccoon. My Sideof the Mountain is the story of how Sam survives in the wilderness.

In September, Sam digs up wild onions and root vegetablesthat grow along the river. One day he tries eating a cricket butdecides he doesnt like the taste. Leaves turn color. The birds aregetting ready to fly south.

In early October, Sam notices that The Baron Weasels fur isturning white. Winter is on its way. Sam makes some fur clothesto keep himself warm. He also builds a clay fireplace to heat thehollow tree he lives in.

In late October, Sam gathers walnuts and hickory nuts to store for the winter. He needs to gather them quickly because thesquirrels are also after them. Soon he has a storehouse filled withnuts. Next, he competes with the squirrels, raccoons, and a skunkfor apples.

On Halloween night, Sam treats his animal neighbors to aparty. But the trick is on him. After falling asleep, Sam wakes upto noises in his tree house. The animals have found his acorns andbeechnuts! Sam growls to frighten them. The animals leave.Halloween is over.


Master ELL 68 My Side of the Mountain

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1. Read the second paragraph on page 657. What conclusions can you draw

about what Sam will do next? (take tools to tree house to fix fireplace)

2. Retell the story to a partner. Use the pictures to help you. Tell what happens

at the beginning, middle, and end of the story. (Answers will vary.)

3. Do you think it is a good idea to live out in the wilderness? Why?

Pronouns in Prepositional Phraseswith Compound ObjectsWrite on the board: This present is for Samantha. This present is for Erin andAlex. Underline for Samantha and for Erin and Alex. What is different

about these two prepositional phrases? Point out that the second prepositional

phrase refers to more than one person, or that it has a compound object.

We can change for Erin and Alex to for Erin and him. Remind students to

use an object pronoun. Present additional sentences containing prepositional

phrases with compound objects. Have students identify the compound objects.

Prompt them to provide appropriate object pronouns.



42335_208-237 7/1/03 3:05 PM Page 235

InjuriesHave students find and read the last sentence in the second full para-

graph on Anthology page 658: I grabbed so swiftly that my hand hit a

rock and I bruised my knuckles. Then read it aloud with them, guiding them to

pantomime the action.

Write bruise on the board. What is a bruise? How did the boy in

the story get a bruise? What are some other ways people get bruises?

Tell students that a bruise is a kind of injury, a mark from being hurt. Introduce

the terms cut, scrape, scratch, bump, and break. For each term, ask: What is a

(cut)? What are some ways people get (cuts)? Record this information in a chart

on the board.

Have pairs of students role-play a phone call from a person

with an injury to a receptionist in a doctors office. Explain

that the caller should describe the injury and the cause, and the receptionist

should ask questions.

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What kind ofinjury did Sam, the boyin the story, get?

Have students act out being a personwho bumps his or her head, or whoscrapes a knee.

What is one typeof injury? What actioncould cause thisinjury? What can youdo to help a personwho has been injured?

Vocabularyinjuries, bruise, cut, scrape,scratch, bump, break

Materials Anthology


Display the poem In theWoods and read it aloud.Read the poem again, circlingthe phrase will eat in the thirdstanza. Ask: Does this phrasetell about something that hashappened, is happening, orwill happen? Explain that totalk about things that aregoing to happen in the future,people use the helping verbwill and a main verb. Havestudents find another phrasein the poem that talks aboutsomething that is going tohappen. Then write on theboard the cloze frame TonightI will ___. Guide students tocomplete this frame orally.


Injury Causebruise hitting knuckles on a rock

Act It Out

42335_208-237 7/1/03 3:08 PM Page 236

Placing Prepositional PhrasesCorrectlyTell students that they can improve their writing by placing prepositional phrases as close to the words and phrases they describe as possible. Explain

that when they put prepositional phrases in the wrong places in sentences,

the sentence can be difficult to understand.

Write the following sentences on the board: Keiko on the floor found a ring.Keiko found a ring on the floor. Have students identify the prepositional phrase

in each sentence. What did Keiko find? Prompt students to answer that she

found a ring. Where did Keiko find the ring? Prompt students to answer

that she found it on the floor. Explain that the second sentence is clearer than

the first sentence because the prepositional phrase that describes the location of

the ring is closer to the word ring.

Present additional pairs of sentences containing prepositional phrasesonewith the prepositional phrase placed correctly and one with the prepositional

phrase placed incorrectly. Prompt students with questions to help them under-

stand which sentence has the correctly placed prepositional phrase.


Skill ObjectiveStudents place prepositionalphrases correctly.

Academic Language prepositional phrase

Write sentences containing correctlyplaced prepositionalphrases on the board.Have students identifythe prepositionalphrases. Prompt stu-dents with questionsto help them under-stand why the preposi-tional phrases areplaced correctly.

Write pairs of sen-tences containingprepositional phrasesone with the prepo-sitional phrase placedcorrectly and one withthe prepositionalphrase placed incor-rectly. Have studentswork in groups ofthree to four to readthe sentences. Thentalk about which sen-tence has the correctlyplaced prepositionalphrase and why.

Write sentences withincorrectly placedprepositional phraseson the board. Havepartners work togetherto ask each otherquestions about thesentences. Then havestudents decide wherethe prepositionalphrases should go tomake the sentencesclearer.


42335_208-237 7/1/03 3:08 PM Page 237

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