Write in composition book a response to a prompt and a grammar exercise for subject-verb agreement.
Build background knowledge for a short story.
Listen to/read a short story, watching for plot and word choice (sensory and figurative language)
[B2 and B4 found similes on page 13. B1, A1 still need to do similes.]
A2 needs to correct sentences.
Today:
Self-Starter for “Rikki-Tikki-Tavi”:
1. Write in your composition book. Respond to this prompt (under writing) : (If you were absent, you may write these responses on lined paper and tape that into your composition book when you return.)
If you were facing a bully, would you
§ run the other way?
§ get help from your friends and/or family?
§ face your opponent and fight?
§ try to use logic and reasoning to reach an agreement?
§ use a strategy other than the ones listed above?
Explain what you would probably do and why? Or, if you have faced a bully in the past, write about what you did.
* * * * * * * * * * * * * * * * * * * * * * *
2. In your composition book (under writing), copy and correct these sentences from a student book-of-the-month project:
Underline the subject(s) in each sentence.
a. There is so many different creature’s.
b. There is 2 main characters.
c. The boys name is Marcus and the girls name is kyja.
3. Turn to page 3 in the literature textbook, and look through the story (pages 3 through 15) at the external text features: photos, captions, footnotes, text-boxes.
4. Pair share when directed to.
5. While listening to/reading the story, jot in your composition book notes on any questions or comments you have.
If you were absent, you can find the text at http://www.readbookonline.net/read/486/10065/
or a free audio version of the story at http://storynory.com/2007/01/22/rikki-tikki-tavi-part-one/
As we read the story, we will watch for the plot, figurative language [such as “all eaten up with curiosity], and sensory language.
figurative: featherbrained -- synonyms: airheaded, dizzy, empty-headed, dizzy, giddy,light-headed
Find similes in the second column of page 13. (If you were absent, find 5 similes anywhere in the story. Copy them and hand them in when you return to class. Also do the lie/lay exercise below.)
Lie/lay: Which is the correct form to use in each of these sentences?
" When he revived, he was (laying, lying) in the hot sun in the middle of a garden path. . . "
"The head was (laying, lying) a little clear of the water jar. . . "
Lie/lay: Which is the correct form to use in each of these sentences?
" When he revived, he was (laying, lying) in the hot sun in the middle of a garden path. . . "
"The head was (laying, lying) a little clear of the water jar. . . "
“Rikki-Tikki-Tavi” Story Summary
Setting: India, around 1900.
In this famous story, a little mongoose has been washed out of his burrow (a hole the mongoose family lives in). He is found and taken into their house by a British family.1
The name of the mongoose, Rikki-Tikki-Tavi, comes from the sound he makes, which the author, Rudyard Kipling, calls his “war-cry.”
When the mongoose learns from other animals that two cobras, Nag and his wife, Nagaina, live in the family garden, he knows he must kill them.
That is the beginning of the conflict.
Rikki hears the cobras taking about the cobra’s plan to kill the family. He ambushes and kills Nag in the bungalow (house) bathroom.
To prevent a new generation of cobras from taking over the garden, Rikki destroys all but one of the cobra eggs. He uses the last egg to lure (lead) Nagaina away from Teddy, the family’s little son.
Nagaina grabs the egg and disappears into a hole in the ground. Rikki bravely follows. The climax of the story is when . . . .
(footnote) --
1. The country of Great Britain ruled India from 1858 to 1947. Many British military officers and civil servants came with their families to live in India.
Still to do:
- master the irregular verb "lie/lay"
- recognize the subject and verb in a sentence (and other parts of speech) [paper plates?]
- What's it about? (subject)
- What's happening? (verb)
- master subject/verb agreement
- practice recognizing and understanding elements of literature in short stories
- understanding literal language vs. figurative language
- reading and writing sensory language
- writing: responding to reading
- writing complete sentences with varied beginnings
- preparing a summer reading list
