1、MAIN SELECTION The Astronaut and the Onion Skill: Plot DevelopmentPAIRED SELECTION “The Solar System” Text Feature: Diagram SMALL GROUP OPTIONS Differentiated Instruction, pp. 107M107VComprehensionGenreRealistic Fiction is a made-up story that could have happened in real life.Make Inferences and Ana

2、lyzeFCAT Plot DevelopmentAs you read, fill in your Character Web.BOWbBOWb1VOOQbSBOWbBOWbLA.DistinguishComprehensionGENRE: REALISTIC FICTIONRead to Find OutHow does a trip to the supermarket change Gloria?and sub-among genres Have a student read the definition ofgenresRealistic Fiction on Stud

3、ent Book page86. Students should look for characters whose behavior is realistic and events that could actually happen.STRATEGY86LA.Explain elements of plot structureMAKE INFERENCES AND ANALYZETell students that one way they can analyze what they read is bycomparing their own life experiences

4、 to the events in the plot and by drawing conclusions about the characters based on their actions.SKILL PLOT DEVELOPMENTExplain that characters affect the plot by what they do and say. We can also learn about a characters personality through his or her dialogue with other characters.DQOPcZOgVocabula

5、ry Words Review the tested vocabulary words: paralyzed, astronaut, universe, endless, protested, realistic, and sensible.Story Words Students may be unfamiliar with these words. Pronounce the words and give meanings as necessary.pennants (p. 88): long, narrow flags shaped like trianglestime warp (p.

6、 91): a shift in the progress of time that causes it to stop, slow down, or speed upLA. Use new vocabulary introduced and taught directly86 Unit 1 Week 4Main SelectionThe Astronautand theOnionBY Ann CameronILLUSTRATED BYAnna RichMY MOTHER was making spaghetti sauce.She said, “Gloria, honey, w

7、ould you go buy me an onion?”“Sure,” I said. She gave me some money,and I went.87LA.Read fictionMain Selection Student page 87Preview and PredictAsk students to read the title, preview the illustrations, and make predictions about the story. Where does this story take place? Have students wri

8、te down their predictions and anything else they want to know about the story.Set PurposesFOCUS QUESTION Discuss the “Read to Find Out” question on Student Book page 86. Remind students to look for the answer as they read.Point out the Character Web in the student book and on Practice Book page 24.

9、Explain that students will fill it in as they read.ReadThe Astronaut and the OnionUse the questions and Think Alouds to support instruction about the comprehension strategy and skill.As you read The Astronaut and the Onion, fill in the Character Web.Character:GloriaCharacter:Dr. StreetHow does the i

10、nformation you wrote in the Character Web help you analyze and make inferences about The Astronaut and the Onion?On Level Practice Book O, page 24If your students need support to read the Main Selection, use the prompts to guide comprehension and model how to complete the graphic organizer. Encourag

11、e students to read aloud.If your students can read the Main Selection independently, have them read and complete the graphic organizer. Remind students to set and adjust their reading rate based on their purpose for reading.If your students need alternate selections, choose theLeveled Readers that m

12、atch their instructional level.LA. Adjust reading rate based on purposeStory available on Listening Library Audio CDApproaching Practice Book A, page 24Beyond Practice Book B, page 24The Astronaut and the Onion 87Main Selection Student page 88Develop Comprehension1 PLOT DEVELOPMENTThe setting

13、 of a story, or where it takes place, can affect the plot. This story is set in a supermarket. What areThe store was crowded with old people holding tightly to their shopping carts, little kids hollering to their parents for candy, and lots of people staring at shopping lists and blocking the aisles

14、.I ducked around all the carts and went to the back where the vegetables are. From all the onions in the bin, I took the prettiesta big round one, light tan and shiny, with a silvery glow to its skin.I carried it to the express checkout and stood at the end of a very long line.Next to me there was a

15、 giant Berkbees Baby Food display. It was like a wall of glass, and taller than I am. All the little jars were stacked up to look like a castle,with pennants that said “Baby Power” sticking out abovethe castle doorways and windows. At the top there was aLA.Explainsettingsome of the details th

16、at the author uses to show what Gloria experiences in the supermarket? (Answers will vary; suggested answers: People hold their carts and stare at shopping lists; kids holler for candy; the vegetable binis in the back; the express checkout has a very long line; the stacked baby food display is made

17、to look like a castle and has at least a thousand jars.) Use the details in the setting to predict what may happen in the story. (Answers will vary.)high tower with a red-and-white ag that said “Berkbees Builds Better Babies!” I started counting the jars, but when I got to 346, I gave up. There must

18、 have been at least a thousand.The checkout line didnt move. To pass the time, I1 started tossing my onion from hand to hand. I tried to improve and make my throws harder to catch.A woman wearing a sky-blue jogging suit got in line behind me. She was holding a cereal box. She smiled at me, and I smi

19、led back.I decided to show her what a really good catcher2 I am. I made a wild and daring onion throw.FCAT Plot DevelopmentWhat was wild and daring3 about Glorias actions?88NarratorExplain The narrator of a story is the person telling it, and the story is told from that point of view. If a story is

20、told by a character who refers to him- or herself as I or me, the storys point of view is called first person. A third-person narrator is not a character and may know the thoughts of several or all the characters.Discuss Ask students to identify from whose point of view this story is told and to exp

21、lain their answer. (Glorias; she refers to herself as I, and she tells the reader her thoughts.)Apply Have students infer why the author chose to tell this story from Glorias point of view. (Possible answer: The story is about her special encounter, and she has a lively way of describing the events.

22、)LA.4.2.1 Analyze elements of fiction88 Unit 1 Week 4Main Selection Student page 89Develop ComprehensionMAKE INFERENCES AND ANALYZE2 STRATEGYLA.4.1.7 Usestrategies to comprehend textTeacher Think Aloud As I read, I learn that the main character is a girl named Gloria. Her mother has sent her to the

23、store to buy an onion. Gloria is a first-personnarrator, so I can learn what she is thinking, as well as what she says and does. Glorias actions give me an idea of the kind of person she is.3 PLOT DEVELOPMENTWhat was wild and daring about Glorias actions? (It was wild and daring to throw the onion f

24、rom one handLA.Explain elements of plot structure89to the other so close to a display of breakable glass jars. She wants to impress the woman even though it is dangerous.) Use inferences about Glorias character traits to fill in two boxes of the Character Web.wild and daringtests herselfMonit

25、or and Clarify: Self-correctExplain Point out that students may need to pause at times to check their inferences about what they are reading. Are their inferences about Gloria logical? Do they fit what is happening in the story?To correct inaccurate ideas they may have formed, they can ask themselve

26、s Why? How? or What if? questions.Discuss Invite students to brainstorm questions to ask themselves about the story. For example, Why does Gloria make her throws harder to catch? (She likes to see how much she improves.)Apply Encourage students to ask and answer Why questions about Glorias character

27、, such as Why does she think she cant be an astronaut? Have them note their answers when they find them.GloriaLA. Question to repair comprehensionThe Astronaut and the Onion 89Main Selection Student page 90Develop Comprehension4 MONITOR AND CLARIFY: SELF-CORRECTLA.Question to repair co

28、m- prehensionWhat actually happens right after Gloria misses the catch? Did this part of the story confuse you? Explain how you figured it out. (Students can ask themselves questions about the first four paragraphs on page 91, such as: She says the castle is going to fall and the jars would break. H

29、ow does she know? She says the manager would kill her. Is that really likely? She also thinks she may have gone deaf or that she has entered a time warp. Are those things possible? I need to reread the passage. Now I can tell these are just Glorias fearful thoughts, because she uses the words would

30、and maybe. She is just imagining the worst. Actually, the woman caught the onion.)90Comprehension Clarifying hard parts of a text means that students can point to or identify a part of a text or a word that is difficult for them to understand or that does not make sense. Clarifying is a strategy tha

31、t helps students tobe aware of whether or not they understand what they are reading. Such metacognitive awareness appears to assist readers in understanding and remembering what they read.Janice DoleGo DQOPcZOgWord Structure Clues: Base WordsExplain/Model Explain that base words

32、 are the smallest meaningful parts into which words can be broken down. Looking for base words can help readers figure out the meanings of longer words. Write the word disagreement on the board.Think Aloud When I look for the smallest meaningful part, I see the base word agree. I know that the prefi

33、x dis- means “the opposite of” and the suffix -ment means “condition of.” So disagreement means “the condition of feeling differently about something.”Practice/Apply Ask students to think of other words with the base word agree, and explain their meanings. (Possible words: agreeable, disagreeable, a

34、greement) Then point out the word jeweled on page91. Ask students what the base word is (jewel) and what other words have the same base. (jeweler, jewelry)90 Unit 1Week4LA. Use meaning of base words, affixes to determine meaningsI missed the catch. The onion kept going, straight for the middl

35、e of the baby food castle. The castle was going to fall!My folks would have to pay for every broken jar! The store manager would kill me. After that, my folks would bring me back to life to tell me things that would be much worse than death.I was paralyzed. I shut my eyes.I didnt hear a crash. Maybe

36、 I had gone deaf fromfright. Or maybe I was in a time warp because of myfear. In fty years the onion would land, and that wouldbe the end of me.I felt a tap on my shoulder. If I opened my eyes, I would see the store manager and all the broken jars.Main Selection Student page 91Develop Comprehension5

37、 CHRONOLOGICAL ORDERWhat is the chronological order ofevents in the story so far? (Gloria goes to the store for her mother, picks outI didnt want to see him. I didnt want to know howbad it was.There came a tap again, right on the top of my head.I heard a womans voice. “I have your onion.”I opened my

38、 eyes. The woman in the jogging suit4handed the onion to me.“Lucky I used to play baseball,” she said. “O-o-o-h,” I said. I clutched the onion.“O-o-o-h,” I moaned again.LA.Determine chronological order ofeventsan onion, and goes to stand in the checkout line. While she is waiting, she counts

39、jars, tosses the onion, and smiles at the woman behind her. Then she tosses the onion wildly and misses the catch. Fortunately, the woman behind her catches it.)“Youre welcome,” was all she said.5She had brown eyes with a sparkle in them, and her hair was in shiny black ringlets. She wore blue-green

40、 earrings that hung on tiny gold chains. When she tilted her head, her earrings spun around, and I saw they were6 PLOT DEVELOPMENTWhat have you learned about this new character so far? (She smiles atGloria, so she may be friendly. Shethe EarthI mean, made to look like the Earth, jeweled6with green c

41、ontinents and blue oceans.91LA.Explain character developmentsaves Gloria by catching the onion and says that she used to play baseball.She says, “Youre welcome” as if she knows Gloria is too upset to say “thank you.” What details about the womans appearance does Gloria notice? (She has sparkl

42、y brown eyes, her hair is in shiny black ringlets, and she wears earrings that spin around and look like Earth.) Why do you think she notices these things for the first time now?Test Prep and Practice with Words and Phrases, pages 631.(She is no longer concentrating on catching the onion and is reli

43、eved that the jars have not broken after all.)DQOPcZOgFind the sentence with the word paralyzed in it. What other words could you use instead of paralyzed in this sentence? (Suggested answers: frozen, stuck, petrified, immobilized)The Astronaut and the Onion 91Main Selection Student page 92Develop C

44、omprehension7 PLOT DEVELOPMENTDescribe how Gloria figures out whothe woman is. (The Earth-shaped earrings grab her attention. When“Your earrings are beautiful,” I said.She smiled. “Some friends got them for me,” she said,“to remind me of a trip we made.”When she said “trip,” her face started to look

45、 familiar,but I didnt know why. Then I remembered. “Ive seen you!” I said. “I saw you on TV!” She smiled. “Could be.”“And you come from right here in town, but youdont live here anymore,” I said. “Thats right,” she said.“And you arearent you?Dr. Grace Street, the astronaut!”7She tilted her head, and

46、 the little Earths on both herLA.Explain elements of plot structurethe woman mentions her trip, Gloria recalls seeing her on television. Next, she remembers that the woman used to live in Glorias town. Finally, she recalls Dr. Streets name and that she is an astronaut.) What does this tell yo

47、u about Gloria as a person? (It tells me that she has a good memory and is aware of important events.) Enter this information into a Character Web.wild and daringtests herselfears spun round. “Thats me,” she said.I was amazed, because I never thought I would meet a famous person in my life, and yet

48、one was right beside me in the supermarket, and I myself, Gloria Jones, was talking to her, all because of my onion throw.“We learned about the space station in school last year,” I said. “You were up there, orbiting the Earth.”8 “My team and I were there,” Dr. Street said. “What is space like?”“You

49、 know,” she said.“How could I know?” I said.“Were always in space,” Dr. Street said. “Were in space right now.”“Yes,” I said, “but what was it like out there, where you went? Out there it must seem different.”“Do you really want to know?” she asked, and I9 said yes.has a good memoryGloria92aware of

50、important events8 GENRE: REALISTIC FICTIONLA.Distinguish among genres and sub- genresWhat parts of the story so far seem as though they could really happen? (Suggested answer: All the activity in the grocery store is realistic. Also,real astronauts do orbit Earth in space stations. It is even

51、 possible to meet someone famous at a grocery store.) How might you find out if Dr. Street is a real-life astronaut? (Do research using materials in the library or the Internet.)92 Unit 1 Week 4Main Selection Student page 93Develop Comprehension9STRATEGYMAKE INFERENCES AND ANALYZELA.Make infe

52、rences93Teacher Think Aloud I notice that Dr. Street doesnt give a direct answer right away when Gloria asks her what space is like. Ill bet shegets asked that question all the time. Maybe shes tired of answering it.She says, “You know,” as if shes making a joke, but it seems as if she wants Gloria

53、to think about what the word space means. What other inferences can you make about the way Dr. Street responds to Gloria?(Encourage students to apply the strategy in a Think Aloud.)Student Think Aloud I think Dr.Street can tell that Gloria is smart, so she doesnt want to give her just a simple answe

54、r. When Gloria makes it clear that she knows it must feel different to be “out there,” Dr. Street asks if Gloria really wants to know.I think she can tell that Gloria is serious and honestly curious.INTERNATIONAL ASTRONAUTSTell students that the International Space Station is being built in space by

55、 astronauts and engineers from the United States, Russia, Canada, Japan, Brazil, Belgium, Britain, Denmark, France, Germany, Italy, the Netherlands, Norway, Spain, Sweden, and Switzerland.Have students conduct research to write a biography of an astronaut from another country. Have them include info

56、rmation about his or her childhood and any interesting anecdotes. Provide a sample Internet search (e.g., “Dutch astronaut” ISS) or this list: Gerhard Thiele, Koichi Wakata, Chris Hadfield, Marcos Pontes, Claudie Andre-Deshays, Philippe Perrin, Roberto Vittori, Andre Kuipers, Pedro Duque, Christer Fuglesang, Gennady Padalka, and Alexander Kaleri. Make sure students cite their