ImaginationOpen Court: Unit 3

Lesson 1: Through Grandpa’s Eyes

Objectives:• You will:• Recognize compound words.• Recognize homophones• Recognize categories of related

words• Recognize words with the soft c

sound• Recognize words with long a

spellings.• Practice recognizing words with long

and short vowel spellings.

Word Knowledge (Day 1)• nowhere doorknobs stairway waterfall• blackbird cattail outside riverbank• know no I eye sun son• marigolds violets peonies carnations • spice exercises face replace circle• clay rain awake face chain

Word Knowledge• And Maggie lives next door in an old

wooden house with rooms behind rooms, all with carved doors and brass doorknobs.

• The sun wakes Grandpa differently from the way it wakes me.

• Then I try to exercise with my eyes closed.• An artist can sculpt a face out of clay.

What do these words have in common?• nowhere doorknobs stairway waterfall

• blackbird cattail outside riverbank

☻ The words are compound words. What two words make up each compound word?

☻ no + where☻ door + knobs☻ stair + way☻ water + fall☻ black + bird☻ cat +tail☻ out + side☻ river + bank

☻ Does each word separately help us understand the meaning of the compound word?

What is the same with these words?• know no I eye sun son

• These words are homophones.• Homophones are words that sound the

same but have different meanings and usually different spellings.

• Give examples of other homophones you know.

• Let’s read each pair of homophones and give the meaning of the words.

• Now, lets put the words in sentences.

What is the secret pattern in this set of words?

• marigolds violets peonies carnations

These words are all names of flowers.

Raise your hand if you can tell me what each of these flowers looks like.

Try to think of other types of flowers. Let’s add them to the list.

What do these words have in common?• spice exercises face replace circle

All of these words have the soft c sound. The letter c usually makes the soft sound when it is followed by the letter e, i, or y. Notice the ce and ci_ spellings on sound spelling card 19.Can anyone pronounce this word: celloThis word is pronounced che-lo. It is an exception to this rule, because it is taken from another language besides English.

What is the spelling pattern in these words?

• clay rain awake face chain

These words are found in the story we will be reading this week, “Through Grandpa’s Eyes”These words also review the long a sound.Can you find the long a spelling in each word?

Read the sentences and look for the compound words, homophones, words with “soft c”, and “long

a” words.

• And Maggie lives next door in an old wooden house with rooms behind rooms, all with carved doors and brass doorknobs.

• The sun wakes Grandpa differently from the way it wakes me.

• Then I try to exercise with my eyes closed.• An artist can sculpt a face out of clay.

Build Background (Day 1)• PRIOR KNOWLEDGE• Raise your hand and tell me what you know

about blindness.• How do blind people manage their day-to-day

activities?• Remember “Rugby and Rosie”. How did Rosie’s

new owner deal with being blind?

• How might imagination help a blind person with their daily life?

• How can imagination help seeing people understand what being blind is like?

• What senses do blind people rely on to help them “see” the world?

Background Information• “Through Grandpa’s Eyes was

written by Patricia MacLachlan. She is also the author of the award winning book, “Sarah, Plain and Tall”.

• “Through Grandpa’s Eyes is realistic fiction. Does anyone remember what realistic fiction means?• A story in which the action and

characters SEEM real, even though they are made up by the author.

Preview and Prepare• Let’s read aloud: the title, the author, and

the illustrator.• Now, let’s browse the first page or two of

the story. • Who are the main characters?• Look at the illustrations. What do you notice?

• Now let’s look at the focus questions:• What are the five senses?• How do you think losing one of the senses

might affect the others?

• Look for clues, problems or wonderings in the story.

Student Observation

Clues Problems WonderingsGrandpa “sees” burrow How does he see through

without using his grandpa’s eyes?

eyes.

“Through Grandpa’s Eyes”

Selection Vocabulary

carved burrow exercises

bow imitating

sculpture

carved: to cut carefully

Aunt Maggie lives next door in an old wooden house with carved doors and brass doorknobs.

The beautiful table had a delicate leaf pattern carved into the sides.

burrow: go down into a snug, warm place

I burrow down into the covers to get away but the light follows me.My brother and I burrow down into a corner of the couch with our favorite books to read at night.

exercises: physical activity for the sake of fitness

When I peek around the door Grandpa is already up and doing his morning exercises.

One of my favorite exercises is running.

bow: a wooden rod with a horsehair string used to

play a stringed instrument

But with my eyes closed my bow falls from the strings.

The musician stood with his violin on his shoulder and his bow posed ready to begin his part.

imitating: copying or mimicking

“I won’t,” he says, imitating her grumbly voice and making us laugh.

Baby ducks learn to swim and fly by imitating their mother.

sculpture: an art object that is shaped into three dimensions

When Nana is finished Grandpa runs his fingers over the sculpture, his fingers soft and quick like butterflies.

When we went to the museum last month, the piece I liked the best was a sculpture of two dancers.

Selection Vocabulary• carved—to cut carefully

• burrow—make a snug, warm place

• exercises—physical activity for the sake of fitness

• bow—a wooden rod with horsehairs stretched from end to end used in playing a stringed instrument

• imitating—to be or appear like; mimic

• sculpture—statue or other are object that is carved or shaped in three dimensions and not flat like a painting

Investigating Concepts Beyond the TextInquiry

• Let’s look at and discuss Transparency 17 on investigation possibilities for Unit 3.

• Get with your groups, and discuss what project you might like to work on. Come up with 2 or 3 ideas so that if one of them doesn’t work out, you can choose a different one.

Language Arts, Day 1• Word Analysis• Spelling—This week, we will spell words

with the “long a” sound.• flame fail play face rain away• Pretest—p. 213F

• Vocabulary Skill Words (base word families)• sculpt sternly direction sculpture

dangerous

English Language ConventionsGrammar, Usage, and Mechanics

Sensory adjectives tell how things look, feel, smell, taste, and sound.

What sense is being used?

• salty

• loud

• small

• bumpy

I will give you an object. I want you to close your eyes and examine it with your other senses.

Now, write a short description of your object using sensory adjectives.

Now, I need a volunteer to read their description to the rest of the class.

English Language ConventionsGrammar, Usage and Mechanics

• Let’s read Language Arts Handbook for the definition and examples of sensory adjectives.

• Now, we will complete Comprehension and Language Arts Skills workbook, pages 58-59.

Writing Process Strategies• Getting Ideas: Sensory Description (thing)

Read Language Arts Handbook pages, 150-153 to learn about descriptive writing and sensory descriptions.

Let’s discuss models of good writing (Transparency 5)I liked how the author uses many sensory details to show how the grandpa sees the world without using his eyes. When I use all of my senses to observe something, I can use descriptive words to paint a clear and complete picture of that thing.

Let’s list ideas for descriptive paragraphs.

Writing Process Strategies• Assessment Rubric

Total Point Value: 10Description is organized by senses, it top-to-

bottom or in other organizational form. (2 points)A variety of sensory adjectives are used. (2 points)The description gives a clear picture of

something. (2 points)The final copy is clean, neat and legible. (2 points)Mechanics: capitalization, punctuation, and

spelling are correct. (2 points)

Word Knowledge, Day 2• nowhere doorknobs stairway waterfall• blackbird cattail outside riverbank• know no I eye sun son• marigolds violets peonies carnations • spice exercises face replace circle• clay rain awake face chain

Raise your hand and choose one of the words above.

Pick another student to use the word in a sentence.

That student picks the next word, and chooses someone to use it in a sentence.

“Through Grandpa’s Eyes”• Focus Questions:• What are the five senses?• How do you think losing one of the

senses might affect the others?

“Through Grandpa’s Eyes”Reading and Responding, Day 2 First Read (p. 198-203)—Oral

When I read this story I will:

• Monitor my reading speed, and clarify difficult concepts.

• Make connections between what I read and what I already know.

• Summarize the story in my own words.

Inquiry, Day 2Concept/Question Board

• Let’s use the Concept/Question board to:

• Post questions we have about the story that have not been answered yet.

• Post articles or items that are related to imagination.

• Answer our story focus questions.

Language Arts, Day 2• Word Analysis• Spelling: The long a sound—Word

sorting—sort the following words under their various long a spellings.• flame blaze mail stain awake play

away fail raise clay chain plate stain spade face

Language Arts, Day 2• Vocabulary• direction• What is the base word in the above word,

direction?• direct is the base word, and direction is

direct with the suffix –ion added. • How are the two words alike?

• direct: to guide, to control• direction: guidance, control

• Let’s complete Spelling and Vocabulary Skills workbook page 50-51 for more practice with base word families.

Language Arts, Day 2• Grammar, Usage, and Mechanics• sensory adjectives• Let’s review Comprehension and Language

Arts Skills book page 58-59.

• Read the following sentences containing sensory adjectives…Can you find them all?• At the county fair, I petted soft, brown

rabbits and ate salty, yellow corn on the cob.• The rough wood on the banister had sharp

splinters.• The shiny sculpture was covered in wet

clay.

Language Arts, Day 2• Writing Process Strategies• Prewriting—Sensory Description (thing)

• Let’s review our ideas for summary paragraphs from yesterday.

• Let’s read Writer’s Workbook, page 30 on prewriting a sensory description.

• Remember…graphic organizers help writers organize and remember descriptive details.

• Please fill out your audience and purpose on page 30 of your Writer’s Workbook.

• Please complete the graphic organizer on page 31 of your Writer’s Workbook to help you organize your thoughts before you start writing.

Phonics and Fluency, Day 3knitted knowing knottedgnat gnome gnawinglimb numb ghost islandmuscle muscular nation national

The strong horse’s body was muscular.

The rat had been gnawing on the cheese.

“That something else,” says Nana smiling, “is the marigolds.”

Phonics and Fluency, Day 3knitted knotted knowing

• What do these words have in common?

• What are some other words that have the /n/ sound spelled kn_?

Phonics and Fluency, Day 3gnat gnome gnawing

• What do these words have in common?

• What are some other words that have the /n/ sound spelled gn_?

Phonics and Fluency, Day 3limb numb ghost island

• Can you figure out what is the same with these words?

• Can you think of other words that have silent letters?

Phonics and Fluency, Day 3muscle muscular nation national

• What do these words have in common?• These two sets of words are in the same

word family. Sometimes, when you add a suffix and change the part of speech of a word, it also changes the spelling or sound of the base word.

• Notice the spelling change from muscle to muscular, and the sound change from nation to national.

Phonics and Fluency, Day 3• The strong horse’s body was muscular.

Can you find the long and short vowels in this sentence?

Why are they long or short?

That’s right, a short vowel usually means there is a closed syllable, and a long vowel means the syllable is open.

Phonics and Fluency, Day 3• The rat had been gnawing on the

cheese.

Can you find the word with silent letters?

Phonics and Fluency, Day 3• “That something else,” says Nana

smiling, “is the marigolds.”

This sentence is from the selection.

Can you find the word with the silent vowel?

“Through Grandpa’s Eyes”Reading and Responding, Day 3 First Read (p. 204-211)—Oral

When I read this story I will:

• Monitor my reading speed, and clarify difficult concepts.

• Make connections between what I read and what I already know.

• Summarize the story in my own words.

Discussing Strategy Use• What connections did you make

between the reading and what you already know?

• How did you clarify confusing passages?

• Did you summarize as you read the story? When?

Discussing the Selection• Let’s use handing off to answer

these questions:• What does Grandpa do to perform his

daily activities without using his vision?• How does Grandpa use his

imagination?• How does John use his imagination?• What things does John notice when he

closes his eyes?

Supporting the Reading• Monitoring and Clarifying• You can use context clues, word

structure, or apposition to clarify meanings of words.

• To clarify difficult ideas or passages, you can reread the confusing part of the text to see if you notice something you may have missed the first time you read it.

• Does anyone have any words or passages they need to clarify from “Through Grandpa’s Eyes?

• Let’s record them on Transparency 50.

Inquiry• Generating Questions to Investigate

• With your group, come up with a couple of questions that you would like to know the answers to. Remember, your question must be related to imagination.

• Record your ideas in your Inquiry Journal page 59.

Language Arts, Day 3• Word Analysis• Spelling• How do you spell the long a sound?• Can you find words in “Through Grandpa’s

Eyes” with the long a sound?• Can you think of names with the long a

sound?• Assignment: Complete Spelling and

Vocabulary Skills workbook, page 52.

Language Arts, Day 3• Vocabulary—Base word families

Does anyone know the meaning of the word sternly?

(Harshly said or strictly spoken)

Go to the dictionary and look up the meaning of the word, stern.

(Harsh or strict)

We know that the suffix –ly means “in a certain way or manner, so sternly must mean in a stern manner.

Language Arts, Day 3• Grammar, Usage, and Mechanics• Sensory adjectives

• Read Language Arts Handbook pages 252 and 266 to review adjectives.

• Identify the sensory adjectives in the following poem:

My rough skinCraves the pulsing heat of the sunThe soaring birds restOn my sinewy armsMy rustling hair Provides comforting shelterWhat am I?-A tree

• Write a paragraph about going to the zoo. Try to include at least one sensory adjective in each sentence.

Language Arts, Day 3• Writing Process Strategies• Drafting: Sensory Description (thing)• Good descriptions use a variety of sensory

details, and good organization of these details helps hold your reader’s interest. • You should organize your description either

by top-to-bottom, or by senses. • You should use top-to-bottom organization

when you are describing things in the order that they appear. • You should organize by senses when there

are several different sensory details.

Language Arts, Day 3• Writing Process Strategies• Drafting: Sensory Description (thing)• Let’s read Language Arts Handbook page

152, on organizing a description.• Now let’s complete Comprehension and

Language Arts Workbook, page 60-61, for practice with descriptive details.• After you have completed the workbook

pages, you may begin drafting your sensory description.

Phonics and Fluency, Day 4knitted knowing knotted

gnat gnome gnawing

limb numb ghost island

muscle muscular nation national

• I need a volunteer to choose a word from the board and call on a student to clap the syllables in that word. We will clap the syllables in each word.

Phonics and Fluency, Day 4knitted knowing knottedgnat gnome gnawinglimb numb ghost islandmuscle muscular nation national

• I need a volunteer to pick a word and use it in a sentence to begin a story. They will then call on another student to choose a different word, and use it in a sentence to continue the story.

Dictation• Take out a piece of paper and let’s begin

dictation!

line 1: ______________ ______________

line 2: ______________ ______________

Challenge Word: _________________________

Sentence:________________________________

________________________________

________________________________

Reading and Responding, Day 4“Through Grandpa’s Eyes”, p 198-203—Second Read

• Comprehension Skills-Author’s Purpose• What does Author’s Purpose mean?• Readers determine the purpose the author had

for writing the text. Readers can then sort out what is important in a text from what is less important. Knowing the author’s purpose also gives readers an idea of what they can expect to find in the text.

• As you read the story, look for ways the characters use or learn about imagination.

Literary Elements• What is point-of-view?• The point-of-view is revealed by the

person telling the story.• First person-Someone in the story is telling

the story• Third person-Someone outside the story is

telling the story.

Point-of-View• Who is the storyteller in the following

sentences? What is the point of view of the sentence?• “Of all the houses that I know, I like my

grandpa’s best.”• John is telling the story. (1st person point-of-view)

• “Where’s Nana?” • John is telling the story. (1st person point-of-view)

• “Close your eyes, John. Look through my eyes”• Grandpa is telling the story. (1st person point-of

veiw)

• “Two eggs at nine o’clock and toast at two o’clock…”• Nana is telling the story. (1st person point-of-view)

Point-of-View• Continue identifying point-of-view with the

following sentences…• My husband David stretched out on the couch to nap,

and I went to the kitchen to make a cake for our grandchildren.• (A grandmother, 1st person point-of-view)

• My favorite person is the girl with happy eyes who brings me apples, saddles me, rides me in the meadow, and sings to me in my stall.• (A horse, 1st person point-of-view)

• When my father and I came in dripping wet, my mother asked what we “boys” had been doing. My father just grinned.• (A son, 1st person point-of-view)

• Kelly knew that no matter how many times she saw her Uncle Harold, she would always think of him sitting at the piano.• (someone outside the story, 3rd person point-of-view)

Meet the Author• Read page 212 with your partner.

• Patricia MacLachlan grew up watching the people around her read. How do you think this encouraged her love of reading?• Maybe because children learn from their

families. If children see their parents read, they are more likely to read themselves.

Meet the Author• Many of MacLachlan’s stories reflect

her interest in family life. In what ways do you notice this in “Through Grandpa’s Eyes”?• Through John’s love for Grandpa; the

way that John and his grandfather teach each other things; the way Nana “smiles” with her voice.

Meet the Illustrator• Deborah Kogan Ray took many

classes in high school and college in order to enhance her skill as an artist. Why do you think education would be so important for an artist?• In art classes, artists learn about the

skills perfected by famous artists of the past and about new techniques that are being developed now.

Theme Connections• In your response journal, complete

the following questions:• How does John’s grandpa see things?• How is John able to see things through

his grandpa’s eyes?• This story shows a special friendship

between John and his grandpa. What other stories have you read about special friendships?

• Have you ever tried to feel what someone else was feeling? How did you do it?

Selection Vocabulary• carved—to cut carefully

• burrow—make a snug, warm place

• exercises—physical activity for the sake of fitness

• bow—a wooden rod with horsehairs stretched from end to end used in playing a stringed instrument

• imitating—to be or appear like; mimic

• sculpture—statue or other are object that is carved or shaped in three dimensions and not flat like a painting

Supporting the Investigation• Outlines help you organize information before you write

or present something.

• Sample Outline:

I. Animals in the zooI. ZebraII. MonkeyIII. LionIV. Penguin

II. Animals in the circusI. TigerII. ElephantIII. DogIV. Horse

III. Animals that live with peopleI. DogII. CatIII. FishIV. TurtleV. Hamster

Supporting the Investigation• Let’s work on Inquiry Journal p. 60-61

for more practice with outlines.

• When you’re finished, you may try making an outline of your daily routine.

• For example

I. Get up

II. Get dressedI. Shoes

II. Shirt

III. Pants

IV. Socks

• Finish the outline on your own.

Language Arts, Day 4• Word Analysis• Spelling: The Long A Sound• plate—knowing the spelling pattern for the

word plate can help you know how to spell other words with the same spelling pattern, such as place. By substituting one consonant for another, we make new words with the same spelling pattern. • Assignment: Please complete Spelling and

Vocabulary Skills workbook page 53.

Language Arts, Day 4• Vocabulary

• Can you think of some other words that would be in the same base word family as the word “play”?

• What about the word “thought”?

Language Arts, Day 4• English Language Conventions• Listening, Speaking, and Viewing

• Good descriptive presentations include specific sensory details to describe people, places, things, and experiences. Using the right words will help other people understand your topic.

• Plan a presentation of your sensory description that you have been writing this week. It’s okay if your writing is not finished yet. Just work with what you have.

• Think of a prop that you will use to make your presentation better such as a poster, object, or picture.

Language Arts, Day 4• Student Presentations

Preparing to Read, Day 5• General Review

Reading and Responding, Day 5“Through Grandpa’s Eyes”, p 204-211—Second Read

• Comprehension Skills-Author’s Purpose• What does Author’s Purpose mean?• Readers determine the purpose the author had

for writing the text. Readers can then sort out what is important in a text from what is less important. Knowing the author’s purpose also gives readers an idea of what they can expect to find in the text.

• As you read the story, look for ways the characters use or learn about imagination.

Checking Comprehension• Who uses imagination in this story?

• John and his grandfather both use their imaginations.

• How do they do it?• John uses his imagination when he tries to see the

world in the same way his grandfather does. Grandpa uses imagination to “see” things.

• What does the title of the story have to do with what happens in the story?• The title refers to what Grandpa says to John when he

tells John to close his eyes and “look through my eyes.”

• What do you think John learns about the way his grandfather sees things?• He realizes that his grandfather uses his imagination

and his other senses to see the world around him.

Assessment, Day 5• Lesson Assessment• “Through Grandpa’s Eyes”, (p. 2-4)

• Spelling—The long a sound• Unit 3 Assessment, p. 27

• Vocabulary Assessment• Unit 3 Assessment, p. 5

Inquiry/Investigation, Day 51. Continue working with your group

on your investigation project. You may use the computers, encyclopedias, or books from the classroom library.

2. Update the Concept/Question board with any questions you may have about imagination, articles or pictures you have found, or you may post answers to someone else’s questions.

English Language Conventions, Day 5

• Penmanship• Let’s practice writing cursive numbers 1 and 2:

1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2

We will leave in 1 or 2 more hours.

Practice writing rows of 1’s and 2’s in your journals.

Now, try to think of 3 sentences containing these numbers and write them in your journals.

Next, try practicing the word names for the numbers 1 and 2.

Writing Process Strategies, Day 5

• Let’s go over Transparency 36 on making effective presentations.

• Now, edit and proofread your sensory description you have been working on this week. Make corrections and copy it on a clean, white piece of paper in your best cursive writing.

• Then, you will present your sensory description to the class.

Writing Process Strategies, Day 5

• Assessment Rubric for Sensory DescriptionsDescription is organized by senses, in

top-to-bottom, or in other organizational form. (2 points)

A variety of sensory adjectives are used. (2 points)

The description gives a clear picture of something. (2 points)

The final copy is neat, clean, and easy to read. (2 points)

Mechanics: capitalization, punctuation, and spelling are correct. (2 points)