the boy who didn’t believe in spring by: lucille clifton illustrated by: brinton turkle
TRANSCRIPT
The Boy Who Didn’t Believe in Spring
By: Lucille CliftonIllustrated by: Brinton Turkle
An example of city wildlife:
• http://community-2.webtv.net/hotmail.com/verle33/HummingBirdNest
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?
City Wildlife (Read Aloud)
• Prior Knowledge– 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.
“City Lots: Living Things in Vacant Spots” Te 113L-113O
• Focus Questions: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.
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.
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.
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.
Word Knowledge
hollered whispered grinned frownedhollered whispered grinned frowned
vacant empty barevacant empty bare
streetlight playground tiptoestreetlight playground tiptoe
spiky cottony smelly silveryspiky cottony smelly silveryunbelievable undecorated untied uneaten unbelievable undecorated untied uneaten
unoccupiedunoccupied
started apartments dark car airstarted apartments dark car air
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.
What do these words have in common?
hollered whispered grinnedhollered whispered grinnedfrownedfrowned
– 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.
What is the same with these words?
vacant empty barevacant 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…• joyful
– tired…• sleepy
– large… • huge, big
– end… • finish, complete
– grow…• mature, develop
What is the spelling pattern in the next What is the spelling pattern in the next set of words?set of words?
streetlight playground tiptoestreetlight playground tiptoe• The words are compound
words.– What words make up each
compound word?•street + light•play + ground• tip + toe
– Do the two words help us understand the meaning of the word?
What’s the secret pattern between these What’s the secret pattern between these words?words?
spiky cottony smelly silveryspiky 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).
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.Un- means not.
– Give the base word and explain how the word changes when you add un-.•Example: the base word for the base word for
unbelievable is believe.unbelievable is believe.– When you add un- the word means not When you add un- the word means not
true.true.
What is the same with these words?
started apartments dark car airstarted 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.
Please read the sentences and find the antonyms:
• Tony stopped and made believe his sneaker was untied to see what King was going to do.
• “Well, come on, man,” King whispered, and they started down the street.
• Just after the friends passed some apartments, they came to a vacant lot. – stopped/started, untied/tied, whispered/shouted, stopped/started, untied/tied, whispered/shouted,
down/up, after/before, friends/enemies, down/up, after/before, friends/enemies, vacant/occupiedvacant/occupied
Now, let’s identify any synonyms or prefixes
• Tony stopped and made believe his sneaker was untied to see what King was going to do.
• “Well, come on, man,” King whispered, and they started down the street.
• Just after the friends passed some apartments, they came to a vacant lot.– Synonyms: stopped/discontinued, untied/undone, Synonyms: stopped/discontinued, untied/undone,
started/began, some/several, vacant/bare/emptystarted/began, some/several, vacant/bare/empty– Prefixes: untied-not tied.Prefixes: untied-not tied.
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, darkCar, dark
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.
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.
Background Information
• The author, Lucille Clifton, uses idiomatic spellings and phrases.
• Some of the spelling in the story was used to show natural speech and may differ from the dictionary spelling.– bout for about– comin for coming
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 questions.– What is city wildlife?– What types of wildlife would you expect to
find in a city?
Student Observation
Clues ProblemsWonderings
Can a person Weissman’s How can you“believe” in Spring? find
Spring?
The Boy Who Didn’t Believe in Spring
crops
decorated
vacant
mound
patch
crops
•One day after the teacher had been talking about birds that were blue and his Mama had started talking about crops coming up, King Shabazz decided he had just had enough.
•Now that spring has arrived, the farmer is busy planting his crops.
plants grown for food or to sell to make money
decorated
• They passed the Church of the Solid Rock with high windows all decorated and pretty.
• The wedding reception hall looked lovely, decorated with twinkling lights and pretty flowers.
made beautiful by adding fancythings and frills
vacant
• Just after they passed some apartments King Shabazz and Tony Polito came to a vacant lot.
• The warehouse looked as though it had been vacant for years.
empty; abandoned
mound
•The wheels were gone and so were the doors, but it was dark red and sitting high on a dirt mound in the middle of the lot.•The catcher walked toward the pitcher’s mound, a slightly raised area of ground on a baseball field. He wanted to talk to the pitcher about the next batter.
small hill or pile of dirt, rocks, or othermaterial
patch
•He looked down and saw a patch of little yellow pointy flowers, growing in the middle of short spiky green leaves.•A large empty patch stood out from the full green lawn.
an area different from what is around it
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
Word Analysis (TE. P. 35F)
• Spelling – This week, we will spell words wit the /ar/ sound.
started apartments dark car air– Let’s take our spelling pretest.
• Vocabulary Skill Words (antonyms)whispered shouted slowly mound whispered shouted slowly mound
vacantvacant
English Language Conventions(TG p. 125F Eng. Lang. Conv. 1.0, 1.4)
• Let’s read L.A. Handbook, p. 272 to learn about quotation marks.– Quotation marks let the reader know that something
is being said. – A comma sets of the speaker’s words from the rest
of the sentence.– If the sentence ends with the quotation, the
punctuation goes inside the closing quotation mark.• “I’m hungry!” Shelly said.• “Are you tired?” Michael asked.• Brian said, “It’s time to go to school.”
– The name of a short story, poem, song or book chapter should be in quotes.
• Now, we will work on Comprehension and Now, we will work on Comprehension and Language Arts Workbook pages 26-27 for Language Arts Workbook pages 26-27 for more practice with quotation marks. more practice with quotation marks.
Writing Process Strategies Getting Ideas: Responding to Fiction TG p. 125F (writing 1.1, 1.4)
• Read Language Arts handbook, pgs. 78-79
in order to find out about expository writing.
Let’s read L.A. handbook, pgs. 84-87 on responding to fiction
Let’s go over an example of good writing: responding to fiction (transparency 4)
Let me share you the writing rubric with you:
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)
Writing Process StrategiesGetting 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? Let’s make a list on the board.
Developing Oral Language
hollered whispered grinned frownedhollered whispered grinned frownedvacant empty barevacant empty barestreetlight playground tiptoestreetlight playground tiptoespiky cottony smelly silveryspiky cottony smelly silveryunbelievable undecorated untied uneaten unbelievable undecorated untied uneaten
unoccupiedunoccupied
started apartments dark car airstarted apartments dark car air• Partner work: Partner work:
– One student selects a word from above and One student selects a word from above and your partner will put the word in a sentence. your partner will put the word in a sentence.
– Then we will switch!Then we will switch!
The Boy Who Didn’t Believe in Spring Te.
114Q-R (first reading-orally pgs. 114-123)
• When I read this story I will:• Predict what the story might be
about• What Questions come to mind?• What images pop into my mind? (Visualize)• Summarize story in own words
Listen/Speak 1.1,1.2
Discussing Strategy UseTG 122
• How did you clarify confusing passages?
• What questions did you ask yourself as you read the story?
• Did you make predictions as you read the story? What were they?
• What did you visualize as you read the story?
Discussing the Selection
• Let’s use handing off to answer these questions:– Why didn’t King believe in spring?– What did King and Tony do to find
spring?– What signs of spring did they find?– What types of wildlife are common in
cities?• Write your answers in your response Write your answers in your response
journaljournal
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.
Word Analysis (TE. P.125G) ELC 1.8, Reading 1.4
•Spelling–Here is Sound/Spelling card 27 /ar/.–Repeat after me: armadillo. Sort your spelling words by ar, are, air, or ear spellings.
•Vocabulary: Antonyms
whispered•Antonyms are two words with opposite meanings.
–The antonym for whispered is: __________.•Shouted, screamed, yelled, hollered
•Let’s complete Spelling and Vocabulary Skills Workbook Let’s complete Spelling and Vocabulary Skills Workbook pages 26-27 for more practice identifying antonyms.pages 26-27 for more practice identifying antonyms.
0100
1st
Qtr
2nd
Qtr
3rd
Qtr
4th
Qtr
Antonyms
Antonyms are words that have opposite meanings.
Hot and cold are antonyms.
Happy and sad are antonyms.
Push and pull are antonyms.
English Language Conventions (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? Let’s write their conversation on the
board.
• Find one declarative (.), one interrogative (?), and one exclamatory (!) quotation in “The Boy Who Didn’t Believe in Spring.”
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 on prewriting for responding to fiction.
• 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.
• I would like you to complete the character web on Writer’s Workbook pages 6-7.
Phonics and FluencyReview the long u sound spelled u, u_e, _ue, _ew
• Here is the Sound/Spelling Card 36, the long u sound.
unit used menu Utahcue human humid Januarypuny fuel pupil unicornmew few unify universe
– Can you identify the letters that make the long u sound?
• My favorite month is January.• I ate a few cookies after dinner.• He used to sit with his friend Tony Polito on the
bottom step when the days started getting longer and warmer and talk about it.– Can you find the words with the long u sound?
Investigation
• Let’s begin planning our investigations.
• Work with your groups to complete the calendar on Inquiry Journal page 33-34.
“The Boy Who Didn’t Believe in Spring”Second Read
• Comprehension Skills – Classify and Categorize– What does classifying and
categorizing mean?• It is sometimes useful to put story
information into sections or categorizes.
•Putting things that are alike together in a group will help you understand and learn information.
– As you read the story, try to classify and categorize different things.
Classify and Categorize
Signs of Spring
People in the Story
Things in King and Tony’s Neighborhood
Things King Does
Things King and Tony Smell
Checking Comprehension (reading 2.3)
• What does this story have to do with city wildlife?– Tony and King find plants beginning to grow
and a bird’s blue eggs in the car in a vacant lot.
• What do Tony and King realize when they find the flowers and the bird’s eggs?– They realize that spring has really
arrived.
• How do you think they feel about their discovery?– They feel happy and amazed at finding
signs of spring in the city.
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:
1. Always ask permission to interview a person.2. Ask Who? What? Where? Why? And How?
Questions.3. Write down your questions in the order you
want to ask them.4. Speak clearly and politely during an interview.5. Take notes as the person answers the
questions.6. Thank the person after the interview.
Word Analysis
• Spelling– bare bear– Listen to the /air/ sounds in bare and bear– Now, complete Spelling and Vocabulary Skills
Workbook pg. 28 for more practice with the /ar/ and /air/ sounds.
• Vocabularymoundmound
– hole, indentation, and valley are antonyms to mound
• Knowing the meaning of the antonyms, what is the meaning of the word mound.
– hill, bump, pile– Work with your partner to think of some more
antonyms for the word mound.– Flat land, valley, dipFlat land, valley, dip
English Language Conventions TG. p. 125H
Read L.A. Handbook, pg. 272 to review quotations.
Where does the quotation marks go for Where does the quotation marks go for the following sentences?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.
English Language Conventions TG. p. 125H
Where does the quotation marks go for the following Where does the quotation marks go for the following sentences?sentences?
When will the cardinal eggs hatch? asked Ellen.That cardinal is bright red! Gasped Deonte.
Note: The end punctuation goes inside the closing quotation mark.
Assignment: Write a brief dialogue among animals Assignment: Write a brief dialogue among animals about life in the city.about life in the city.
Writing Process Strategies Drafting : Responding to Fiction
• 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. 198-199 for more examples.
• Let’s complete Comprehension and L.A. skills book, pgs. 28-29.
• Complete your first draft using Writer’s Workbook, pg. 7.
Sequence is the order in
which events happen.
Certain words can be
sequence clues.
Time-Order Words
first
next
then
finally
Time-Order Expression
in the morning
after that
later that day
two weeks later
Other Time Words
yesterday
Saturday
April
winter
Now be a sequence detective. See if you can spot the clue words in the following story.
Last Tuesday I met my new friend Mickey. We were both in a ball game at recess. I told him he had made a good catch during the game. Later that day we played in a softball game. We were on the same team and we won!
Last Tuesday I met my new friend Mickey. We were both in a ball game at recess. I told him he had made a good catch during the game. Later that day we played in a softball game. We were on the same team and we won!
After the game, we traded some baseball cards, and then he said he wanted to ask me something. After he finished talking, we walked to the bus stop.
After the game, we traded some baseball cards, and then he said he wanted to ask me something. After he finished talking, we walked to the bus stop.
The next morning, I was able to answer his question. My parents said that I would go to his family’s apartment to have dinner with him on his birthday, December 6.
The next morning, I was able to answer his question. My parents said that I would go to his family’s apartment to have dinner with him on his birthday, December 6.
Developing Oral Language
unit used menu Utahcue human humid
Januarypuny fuel pupil unicornmew few unify universe• A is a mammal.
– Human
• is a cold month.– January
• I need to run my gold car.– fuel
Developing Oral Language
unit used menu Utahcue human humid Januarypuny fuel pupil unicornmew few unify universe• The state of is very pretty.
– Utah
• Our Open Court is called City Wildlife.– unit
• The word means small.– puny
Meet the Author
• Please read the top half of page 124 with your partner to learn about the author of “The Boy Who Didn’t Believe in Spring”, Lucille Clifton. – 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?
• She was determined to get an education and studied hard to be able to succeed by getting a scholarship.
– What do you think is special about Lucille Clifton’s writing that makes her “one of the most famous poets and children’s authors”?
• believable characters, interesting use of slang and dialect in dialogue
Meet the Illustrator
• Please read the bottom half of page 124 with your partner to learn about the illustrator of “The Boy Who Didn’t Believe in Spring”, Brinton Turkle.– Brinton Turkle writes and illustrates books in
the hope that they will teach children kindness, honesty, and a love for life. Why do you think he chose to illustrate this story for Lucille Clifton?
• The story deals with friendship and springtime; the boys find evidence of life even in an abandoned lot.
– Look back at the pictures in “The 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?
• Turkle would research to be sure his pictures were authentic. The more details possible, the better the pictures complement the story line.
Literary Elements: Characterization
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 complete the table:
Character What I Know About Him Evidence
King Shabazz
Tony Polito
Word Analysis
• Spelling– DarkDark
• Knowing the spelling of dark can help us know Knowing the spelling of dark can help us know that the rhyming word park is spelled the same that the rhyming word park is spelled the same way.way.
– Now let’s complete Spelling and Vocabulary Skills page 29 for more practice with strategies for spelling /ar/ and /air/ words.
• Vocabulary vacantvacant
– Empty, clear, and blank are synonyms of vacant.Empty, clear, and blank are synonyms of vacant.– What are the antonyms for vacant?
• full, loaded, crowdedfull, loaded, crowded– What is the definition of vacant , now that we
know its’ antonyms and synonyms?• empty space, clear areaempty space, clear area
English Language Conventions listen/Speak 1.1
Remembering what we hearRemembering what we hearBeing 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.
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.
Writing Process Strategies: Writing Process Strategies: Revising (Revising (Writing 1.1, 1.4)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.
• 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.
Day 5…
Word Knowledge Review
hollered whispered grinned frowned – past tense
vacant empty bare – synonyms
streetlight playground tiptoe– compound words
spiky cottony smelly silvery– suffix -y
unbelievable undecorated untied uneaten unoccupied– prefix un-
started apartments dark car air– /ar/ and /air/ sounds
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.
Phonics and Fluency Review
unit used menu Utahcue human humid Januarypuny fuel pupil unicornmew 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.
The Boy Who Didn’t Believe in Spring
crops
decorated
vacant
mound
patch
crops
•One day after the teacher had been talking about birds that were blue and his Mama had started talking about crops coming up, King Shabazz decided he had just had enough.
•Now that spring has arrived, the farmer is busy planting his crops.
plants grown for food or to sell to make money
decorated
• They passed the Church of the Solid Rock with high windows all decorated and pretty.
• The wedding reception hall looked lovely, decorated with twinkling lights and pretty flowers.
made beautiful by adding fancythings and frills
vacant
• Just after they passed some apartments King Shabazz and Tony Polito came to a vacant lot.
• The warehouse looked as though it had been vacant for years.
empty; abandoned
mound
•The wheels were gone and so were the doors, but it was dark red and sitting high on a dirt mound in the middle of the lot.•The catcher walked toward the pitcher’s mound, a slightly raised area of ground on a baseball field. He wanted to talk to the pitcher about the next batter.
small hill or pile of dirt, rocks, or othermaterial
patch
•He looked down and saw a patch of little yellow pointy flowers, growing in the middle of short spiky green leaves.•A large empty patch stood out from the full green lawn.
an area different from what is around it
English Language Conventions Review
• Remember… – Quotation marks are used to let the
reader know that something is being said.
– A comma sets off the speaker’s words from the rest of the sentence.
– The ending punctuation goes inside the closing quotation mark.
• “I’m hungry!” Shelly said.• “Are you tired?” Michael asked.• Brian said, “It’s time to go to school.”
– The name of a short story, poem, song, or book chapter should also be in quotation marks.
Listening
• Now, we will listen to the story on CD…
Assessments
• Selection Assessment– “The Boy Who Didn’t Believe in
Spring”—Unit 2 Assessment, p. 2-4
• Vocabulary Assessment – Unit 2 Assessment, p. 5
• Spelling Assessment– The /ar/ and /air/ sounds—– Unit 2 Assessment, p. 27
English Language Conventions (Penmanship)English Language Conventions (Penmanship)
• Let’s practice using cursive n and m:
•n n n n n n n n n n n n n n n n n
•m m m m m m m m m m m m m m m
• Practice writing rows of n’s and m’s in your Writer’s Notebook.
• once• time•named •spring
Writing Process Strategies (Writing 1.1, 1.4)
Editing, Proofreading, &Publishing
Let’s read Writer’s Workbook, pg. 9 on editing/proofreading.Now, we will edit, proofread, and publish our responses to fiction. Use the checklist on Writer’s Workbook page 9.
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)