Unit 4 Week 5 Day 3: Helen Keller and the Big Storm
Theme: Our Changing World
High Frequency: angry, branches, clung, fingers, picnic, pressing, special
Vocabulary (Amazing Words): condition, predict, terrifying, breeze, sparkle, whip, funnel, swirl
Grammar: adverbs that tell how
Vocabulary(Selection words) / Use Vocabulary Transparency 20 to introduce selection words. Read each sentence as you track the print. Frame each underlined word
Today we are going to be learning more words that are in our story
Helen Keller and the Big Storm
Follow along as I read these sentences aloud.
Explain the word’s meaning.
tantrum: an outburst
scent: the way something smells
fierce: wild or dangerous
Have students make up a sentence using each of the words in a complete sentence.
Model with each word.
Say: The toddler threw a tantrum.
You tell me a sentence for tantrum.
Say: the roses gave a nice scent.
You tell me a sentence for scent
Say: The wind is very fierce.
You tell me a sentence for fierce.
High Frequency
Words / Angry, branches, clung, fingers, picnic, pressing, special
Give one set of Word Cards to each person. Write context sentences on the board, but substitute other words for the vocabulary words. Underline the substituted words. For example: The tree frog held on tightly to the tree. (clung); The tree parts moved in the wind. (branches) Invite volunteers to read each sentence aloud once, then read it again, substituting a vocabulary word for the underlined word or words.
Reading Comprehension / Have students turn to page 128 in their reading books. Read the title Helen Keller and the Big Storm. Look at the pictures and have students tell what is happening.
Have students read along with you aloud. Make sure all of the students are reading.
Help students to respond to questions using complete sentences when appropriate.
Who are the characters in the story? Helen Keller, her mama and papa
and her teacher Annie Sullivan.
Why do you think Helen liked pulling pranks on people? Possible answer:
She was frustrated that she couldn’t see, hear, or talk.
Why is the outdoors described as Helen’s classroom? Annie taught Helen
outside.
Why do you think Annie told Helen not to move from her place high in
tree? Do you think that was a good idea.? Annie didn’t want Helen to
get hurt while Annie was in the house. I think that was a good idea
because Helen could’ve fallen easily.
Why did Helen stroke the tree bark? Since she was blind and deaf, Helen
Used her other senses like taste, touch, and smell to observe things.
Grammar and Writing / Adverbs that tell how
definition: An adverb can tell more about a verb by telling how an action is done.
Adverbs that tell how usually end in –ly
The children sit quietly and listen carefully.
Quietly and carefully tells how the children sat.
Read (or write) sentences that have adverbs. Have students tell what the adverb is and what it tells.
The music plays loudly. (loudly tells how the music was played)
My horse goes around slowly. (Slowly tells how the horse goes around)
I ride my horse happily. (Happily tells how (I) ride my horse.
She talks softly. (Softly tells how she talks)
The boy plays wildly. (Wildly tell how he played)
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