Aunt Flossies Hats and Crab Cakes Later By

Aunt Flossie’s Hats (and Crab Cakes Later) By: Elizabeth Fitzgerald Howard Illustrated By: James Ransome

Objectives: • • You will: Practice recognizing the suffix –ed, -ing, -y and –es. Review spelling patterns from the Storytelling Unit Use the vocabulary strategies: word structure, context clues and apposition. Use comprehension strategies: monitoring and clarifying, making connections, and predicting. Use comprehension skills: sequencing and authors point of view. Write a narrative using a play format. Review simple and compound sentences, conjunctions and interjections, capitalization, commas, and colons.

Word Knowledge Reading 1. 1, 1. 2 • wondered wondering nodded nodding • What do you notice about these words? • These are base words with the suffixes –ed and –ing. • Hatboxes marches losses • What do these words have in common? • They are all plurals.

Word Knowledge Reading 1. 1, 1. 2 • racing buttons story engines • These words are from the selection.

Word Knowledge Reading 1. 1, 1. 2 • funny furry floppy smoky • What do all of these words have in common? • They all have the suffix –y. • The suffix –y changes a noun into an adjective. • These words become descriptive adjectives when the suffix –y is added.

Word Knowledge Reading 1. 1, 1. 2 • One Sunday afternoon, I picked out a wooly winter hat, sort of green, maybe. • Everything smelled of smoke for miles around. • It is crowded and full of things. Books and pictures and lamps and pillows. . . Plates and trays and old dried flowers. . . And boxes and boxes of HATS! • Do you see any words with a suffix? • Picked, wooly, smelled, crowded

Word Knowledge Reading 1. 1, 1. 2 • Fire engines can be seen racing to save a whole house from fire. • Do you see any words with the /j/ sound spelled gi_ or ge? • Do you see any words with the /s/ sound spelled ci_ or ce?

Build Background • • • Aunt Flossie’s Hats (and Crab Cakes Later) is realistic fiction. Realistic fiction tells about a story about something that could really happen. People wear hats for different occasions. Can you think of a time when people wear hats? Baltimore, Maryland is a seaport city near the Chesapeake Bay. It was destroyed by a large fire in 1904. They did not have enough fire trucks to put out all the fires. They have rebuilt it since then. •

Preview and Prepare Reading 2. 6 • Let’s read the focus questions, title and author together. • Let’s look at the first page or two to make predictions. • Clues: • A hat = a story • Problems: • trillion • Wonderings: • What stories?

Aunt Flossie’s Hats (and Crab Cakes Later) memories buglers trillion terrapins rescue

memories things and times remembered Aunt Flossie says they are her memories, and each hat has its story. I like to sit around and hear grandpa talk about his memories of growing up in the mountains.

trillion one thousand times one billion This hat is just one smooth soft rose, but here’s one with a trillion flowers. A trillion is even more than a billion.

terrapins turtles that live mainly in rivers and ponds We grabbed our coats and hats and ran outside, worried about Uncle Jimmy’s grocery store, worried about the terrapins and crabs. When I go to the zoo, I love to watch the terrapins float in the water and stick their heads out of their shells.

buglers people who play the bugle or trumpet There were buglers bugling and drummers drumming. In the book, a bugler always went along with the messenger who announced the king’s new orders.

rescue to save or free “He couldn’t rescue my favorite, favorite best Sunday hat, ” said Aunt Flossie. The firefighter was able to rescue the kitten from the tree.

First Read • We’re going to read our selection pages 180 -185 using these comprehension strategies: • Monitoring and clarifying • Making connections • Predicting

or times memoriesthings remembered Monitor and • When a passage is confusing, good readers Clarify think about the source of the confusion. • I wonder what Aunt Flossie means when she says that her hats are her memories. I’m confused because Aunt Flossie says that each hat has its own story. • Let’s think about what we have read so far and try to clarify this.

trillio n the number 1. 000, 000; a very large number

terrapinsa type of sea turtle making • A story becomes clearer when readers make connections between things in the story and things in their own lives. • I understand how Aunt Flossie feels when she looks at one of her hats. Sometimes I look at things I own and remember what I was doing when I last wore them or played with them. • What types of objects act as memory prompts for you?

bugler s person who plays the bugle or trumpet predicting • I wonder what Aunt Flossie and the girls will do next. • I know that each time Sarah and her sister try on one of Aunt Flossie’s hats, Aunt Flossie tells them a story about what she was doing when she wore the hat long ago. • In the illustrations, the girls are trying on the hats. • The drawings also show the sights that Aunt Flossie remembers. • I predict the girls will try on more hats, and Aunt Flossie will tell more stories. • Keep your predictions in mind, and we will check to see if our predictions are confirmed after we finish reading.

Investigation • Can you think of an object you have in your family that has a story to go with it. • We’re going to do page 125 in our Inquiry Journal.

Spelling • This week our list is a review of the /s/, /j/, schwa, sounds and consonant blends. • Words from our selections • racing buttons story engines • Let’s take our pre-test. • Our vocabulary skill words are: • Parade smoky minute terrapins trillion

English Language Conventions Eng. Lang. Conv. 1. 0, 1. 4, 1. 5, 1. 7 • We are going to review simple and compound sentences, colons, conjunctions and interjections and capitalization. • After we review these lessons we will do page 162 and 163 of our Comprehension and Language Art Skills workbook.

English Language Conventions Eng. Lang. Conv. 1. 0, 1. 4, 1. 5, 1. 7 • • • Lesson 1: Simple and Compound Sentences Many folktales feature a trickster. No comma needed. Firefly cheated Ture but Ture tricked the prince. Firefly cheated Ture, but Ture tricked the prince. Comma needed • Some fairy tales begin with “Once upon a time” or “In a land faraway. ” • Some fairy tales begin with “Once upon a time, ” or “In a land faraway. ” Comma needed

English Language Conventions Eng. Lang. Conv. 1. 0, 1. 4, 1. 5, 1. 7 • Lesson 2: Use of colons • A colon is used in the greeting or salutation of a formal business letter. – Dear Ms. Tanaka: – To Whom It May Concern: – Dear Director of Operations:

English Language Conventions Eng. Lang. Conv. 1. 0, 1. 4, 1. 5, 1. 7 • Lesson 3: Conjunctions and Interjections • Conjunctions are words like: and, or but. • These are ways interjections can be punctuated. • Oh, I can’t possible eat all that food. • Alas! The weather report arrived too late for me to save my boat. • Wow!

English Language Conventions Eng. Lang. Conv. 1. 0, 1. 4, 1. 5, 1. 7 • Lesson 4 & 5: Capitalization • Grandpa and I cooked Grandma a big dinner for their anniversary. • Proper nouns: Grandpa Grandma Pronoun: I • Principal Angel-Martin took the Queen Elizabeth II across the Atlantic Ocean. • Person’s title: Principal Proper nouns: Angel-Martin, Queen Elizabeth II; Name of Ocean: Atlantic Ocean

Writing Process Strategies • Writing a Play • Let’s look at pages 144 -149 to learn about writing a play.

Writing Process Strategies • Formal Assessment • This is the rubric I will use to grade your writing. – Each time a character speaks, his or her name is at the beginning of the lines. (3 points) – Stage directions look different from the character’s lines. (3 points) – Words are spelled correctly. (2 points) – Mechanics are correct. (2 points)

Developing Oral Language Choose two words to make a sentence, then choose someone else to add another word from the board to the sentence. • Wonder wondered wondering • nodded nodding • Hatboxes marches losses • Racing buttons story engines

First Read • We are going to finish reading Aunt Flossie’s Hats (and Crab Cakes Later). • While we are reading we will use these comprehension strategies: – Predicting – Summarizing – Monitoring and Clarifying

Confirming My predictions were confirmed. Aunt Predictions Flossie and the girls are still trying on hats and telling stories. Summarizing • This would be a good time to summarize what has happened so far in the story. • Then we can see if we understand all of the main ideas.

Summarizing • I read about Sarah and her sister visiting Aunt Flossie and trying on her hats. • When they try on a hat, she tells them a story. • She told them about a big fire and story about a parade. • Then they all tell a story about Aunt Flossie’s best Sunday hat blowing away.

rescueto save or free Monitor and • I’m not sure. Clarify what rippled means. Maybe if I keep reading and look at the story illustrations, I’ll find clues to help me figure it out. • I read that Aunt Flossie’s hat floated along like a boat. In the picture, I can see the hat floating away on the waves. • I think that rippled means the water moved in a little wave and carried the hat along. • Is anyone else confused about anything we have read so far?

summarizing • This is the end of the story. I think it’s a good place to sum up what’s happened since the last time I summarized. • After Aunt Flossie’s hat floated away, a dog came along. • A boy threw a stone on Aunt Flossie’s hat as it floated on the water in order to get his dog to fetch, and the dog fetched the hat. • After everyone tells the story, they decide to go get crab cakes. • Now, I know why the story about this hat was Susan’s favorite.

Discussion Strategy Use Reading 2. 4 • What connections did you make between the reading and what you already know? • How did you clarify confusing passages? • Where did you pause in the reading to summarize? • On what basis did you make and confirm predictions?

Discussing the Selection Reading 2. 2, 2. 3, 3. 3 • Let’s use Handing Off to answer the following questions… – Why is this story called “Aunt Flossie’s Hat (and Crab Cakes Later)? – Why is storytelling important in this story? – Who are the storytellers in this story? – How do you think Susan and Sarah feel about Aunt Flossie’s stories?

Theme Connections Reading 2. 3, 2. 2 • Aunt Flossie’s hats help her to remember events that happened to her when she wore them. • Susan and Sarah also remembered the day that Aunt Flossie wore her favorite hat, and could help tell the story. • We are going to complete the last part of page 110 in our Inquiry Journals.

Investigation • Concept • Would anyone like to add something to our concept board? • Question • Would anyone like to add something to our question board?

Spelling Eng. Lang. Conv. 1. 8 • Let’s review the Sound Spelling Cards 10, 19, 32 and 17. • Let’s have a spelling bee for the words in Unit 5.

Vocabulary Reading 1. 8, 1. 4, 1. 5 Vocabualry Review: Prefixes Trillion What do you think the prefix tri means? Tri = Three 1, 000, 000 = 1, 000 x 1, 000, 000 • Let’s do page 126 and 127 in our Spelling and Vocabulary Skills workbook. • • •

English Language Conventions Eng. Lang. Conv. 1. 4, 1. 5, 1. 7 • Lesson 1: Review Simple and Compound Sentences – The dog wants to eat and drink. (simple sentence, simple subject, simple predicate) – Jackie and Missy are best friends and are in the same class. (compound sentence compound subject) • Lesson 2: Review Colons – A colon can be used at the beginning of a list. – A colon is used in the greeting or salutation of a formal business letter. – Dear Ms. Tanaka: – To Whom It May Concern: – Dear Director of Operations:

English Language Conventions Eng. Lang. Conv. 1. 4, 1. 5, 1. 7 • Lesson 3: Review Conjunctions and Interjections – – – Conjunctions are words like: and, or but. Interjections These are the ways interjections can be punctuated. Oh, I can’t possible eat all that food. Alas! The weather report arrived too late for me to save my boat. – Wow! • Lesson 4 & 5 – Always capitalize the first word in a sentence, people’s names and initials, and proper nouns. – Titles are like names.

Writing Process Strategies • Let’s do page 106 of our Writer’s Workbook to get ideas for our plays. • Now, we’re going to do page 107 of our Writer’s Workbook.

Word Knowledge Reading 1. 1, 1. 2 • Wonder wondered wondering nodded nodding • What do you notice about these words? • These are base words with the suffixes –ed and –ing. • Hatboxes marches losses • What do these words have in common? • They are all plurals.

Word Knowledge Reading 1. 1, 1. 2 • Racing buttons story engines • These words are from the selection.

Word Knowledge Reading 1. 1, 1. 2 • Funny furry floppy smoky • What do all of these words have in common? • They all have the suffix –y. • The suffix –y changes a noun into an adjective. • These words become descriptive adjectives when the suffix –y is added.

Second Read • We’re going to read our selection pages 180 -185 using these comprehension skills: – Sequencing

Sequence of Events Page Number Sequence of Events Clue Words 181 • The narrator picks out a wooly winter hat. • Aunt Flossie thinks a minute. • Aunt Flossie sniffs the hat. • One Sunday afternoon • Then 182 -183 • Everything smelled of smoke. • They heard the fire engines and couldn’t sleep. • They grabbed their coats and hats and ran outside. 184 -185 • Aunt Flossie tells the story of the parade. • Sarah wants a parade and puts on a hat. • She asks her aunt to join her.

Literary Elements • Dialogue – What do you know about dialogue? • Dialogue tells exactly what people are saying. – “Crab cakes!” said Aunt Flossie. “What a wonderful idea! Sarah, Susan, telephone your parents. We’ll go get some crab cakes right now!” (pg. 191) • Dialogue helps make writing more interesting. – We’re going to look for other examples in our selection.

Investigation • Presentations • We’re going to do our presentations.

Spelling Eng. Lang. Conv. 1. 8 • Racing wrestle buttons story engines • These words are found in our selection. • They have these spelling patterns: /s/, /r/, /ə/, /st/, or /j/ • Let’s do page 128 in our Spelling and Vocabulary Skills Workbook.

Vocabulary Reading 1. 8 • Vocabulary Review: Suffixes – Smoky • “Then she sniffs the wooly hat. “Just a little smoky smell now, ” she said. ” (pg. 181) – The suffix –y means having; full of • Smoke + y = smoky – Having smoke; full of smoke • The hat was full of smoke because of the fire in Baltimore.

English Language Conventions • Let’s review our skills for this week…

English Language Conventions Eng. Lang. Conv. 1. 4, 1. 5, 1. 7 • What skill do these sentences represent? – My mother and J. C. went to the store, but I had to stay home. • (compound sentence, periods in initials; conjunction) – John's favorite book is Out of Africa. • (proper noun, title of book) – Who has a birthday in March? I do! • (capitalization of month and I, interjection)

Writing Process Strategies Writing 2. 1 a, 2. 1 b • Drafting: Writing a Play • Writer’s Craft Plot – A story has a beginning, middle and end. – It also has characters, setting, problem, climax; and solution. • We are going to read page 221 of our Language Arts Handbook to learn more about plot. – Now, let’s draft our plays. Remember to use page 107 of your Writer’s Workbook to help you organize your thoughts.

Word Knowledge • • Wonder nod Hatboxes Racing wondered nodded marches buttons engines wondering nodding losses story

Word Knowledge Reading 1. 1, 1. 2 • One Sunday afternoon, I picked out a wooly winter hat, sort of green, maybe. • Everything smelled of smoke for miles around. • It is crowded and full of things. Books and pictures and lamps and pillows. . . Plates and trays and old dried flowers. . . And boxes and boxes of HATS! – Do you see any words with a suffix? • Picked, wooly, smelled, crowded

Word Knowledge Reading 1. 1, 1. 2 • Fire engines can be seen racing to save a whole house from fire. – Do you see any words with the /j/ sound spelled gi_ or ge? – Do you see any words with the /s/ sound spelled ci_ or ce?

Second Read • We are going to finish reading Aunt Flossie’s Hats (and Crab Cakes Later). • While we are reading we will use these comprehension skills: • Author’s Point of View

Author's Point of View • This story is written in the third-person point of view. • The narrator is also a character in the story. • Clue words such as I, me, we, and us let the reader know that this is a first-person narrative.

Author's Point of View • The author uses the words “I said” in the first and fourth paragraphs on this page. • Who is speaking? • Susan • The author is telling the story from the point of view of Susan, a character in the story. • Therefore, the point of view is that of a firstperson narrator.

Author's Point of View We have learned a great deal about Susan. • She loves going to Aunt Flossie’s house. • She thinks Aunt Flossie is thinking about crab cakes when her eyes are closed. • She smelled smoke in the hat. If Sarah or Aunt Flossie had told this story, we would have learned more about them.

Author's Point of View • Remember, a first-person narrator is part of the action of a story. A third-person narrator only observes. • This story has a first-person narrator. Susan tells the story and she is also part of the action. She uses words like I, me, and us.

Meet the Author • Let’s read the top of page 192 with a partner. – Elizabeth Fitzgerald Howard really did have an Aunt Flossie who actually lost her best hat. Do you think that all the things in the story actually happened? – What did Elizabeth Fitzgerald Howard seem to find most interesting about Aunt Flossie?

Meet the Illustrator • With a partner, read the bottom half of page 192. – James Ransome tries to put details into his illustrations that add to and reflect the information given by the author. Looking at his illustrations, what do you notice? How do these details add to your enjoyment of the story?

Supporting the Reading 3. 6 • First Person: I, we, • Comprehension me, my, us; and our Skills: Author’s Point of View – You can tell what point of view an author has by the words in the story. – These are some words to look for: • Third Person: He, him, she, her; and they

Supporting the Reading • We are going to do pages 160 and 161 in our Comprehension and Language Arts Skills workbook. 1 st Person 3 rd Person

Checking Comprehension Reading 2. 2, 2. 3, 3. 3 • Why is this story called “Aunt Flossie’s Hats ( and Crab Cakes Later)? ” • Why is storytelling important in this story? • Who are the storytellers in this story? • How do you think Sarah and Susan feel about Aunt Flossie’s stories?

Aunt Flossie’s Hats (and Crab Cakes Later) Selection Vocabulary memories trillion buglers terrapins rescue

memories Aunt Flossie says they are her memories, and each hat has its story. I like to sit around and hear grandpa talk about his memories of growing up in the mountains. Memories: things and times remembered CONTEXT CLUES

trillion This hat is just one smooth soft rose, but here’s one with a trillion flowers. A trillion is even more than a billion. Trillion: one thousand times one billion CONTEXT CLUES

terrapins We grabbed our coats and hats and ran outside, worried about Uncle Jimmy’s grocery store, worried about the terrapins and crabs. When I go to the zoo, I love to watch the terrapins float in the water and stick their heads out of their shells. Terrapins: turtles that live mainly in rivers and ponds CONTEXT CLUES

buglers There were buglers bugling and drummers drumming. In the book, a bugler always went along with the messenger who announced the king’s new orders. Burgles: people who play the bugle or trumpet CONTEXT CLUES

rescue “He couldn’t rescue my favorite, favorite best Sunday hat, ” said Aunt Flossie. The firefighter was able to rescue the kitten from the tree. Rescue: to save or free CONTEXT CLUES

Match the word to it’s definition and picture. • one thousand times one billion rescue memories trillion terrapins buglers • people who play the bugle or trumpet • to save or free • things and times remembered • turtles that live mainly in rivers and ponds

Supporting the Investigation Reading 1. 7, 2. 1; Writing 1. 3 • Dictionaries – What do you know about dictionaries? – Let’s look a word up in the dictionary with a partner. • We are going to complete page 126 in our Inquiry Journals.

Spelling Eng. Lang. Conv. 1. 8 • Using consonant substitution, you can spell new words that are close to words you already know. – Stripe – Strike • Replace the p with a k. • Let’s complete page 129 in our Spelling and Vocabulary workbook.

Vocabulary Reading 1. 6, 1. 7 • Words with forgien origin – parade • “Let’s have a parade!” (pg. 185) – Parade means a march; a celebration; a walk through the streets • This word comes to the English language from the French language.

Writing Process Strategies Writing 1. 4 • Using our Writer’s Workbook page 108 we are going to revise our plays. • Troubleshooting • There is too much or too little information in character’s lines. • Events are not in order. • Stage directions are too dramatic or not dramatic enough.

Word Knowledge • • Wonder nod Hatboxes Racing wondered nodded marches buttons engines wondering nodding losses story

Aunt Flossie’s Hats (and Crab Cakes Later) Selection Vocabulary memories trillion buglers terrapins rescue

trillion This hat is just one smooth soft rose, but here’s one with a trillion flowers. A trillion is even more than a billion. Trillion: one thousand times one billion CONTEXT CLUES

rescue “He couldn’t rescue my favorite, favorite best Sunday hat, ” said Aunt Flossie. The firefighter was able to rescue the kitten from the tree. Rescue: to save or free CONTEXT CLUES

Now Showing… • Aunt Flossie’s Hats (and Crab Cakes Later)

Assessments • • Let’s take our weekly assessments: Vocabulary Spelling Reading Comprehension

Science Connection Listen/Speak 1. 8; Science 3 b, 3 c, 3 d • Bay Ecosystem – In “Aunt Flossie’s Hats and (Crab Cakes Later) we read about the terrapins that live near Baltimore in the Chesapeake Bay. • How might changes in the environment affect the different types of animals that live in the bay? • Are any animals in the area threatened or endangered?

Investigation • Concept • Would anyone like to add something to our concept board? • Question • Would anyone like to add something to our question board?

English Language Conventions • Cursive Letters R and B • We are going to practice writing the upper case cursive letters R and B. • RRRRRRRR • BBBBBB • Babe Ruth hit many home runs.

Writing Process Strategies Listen/ Speak. 2. 2 • Editing/Proofreading and Publishing • Using our checklist in our Writer’s Workbook on page 109, we are going to edit and proofread our play.

Writing Process Strategies • Formal Assessment • This is the rubric I will use to grade your writing. • Each time a character speaks, his or her name is at the beginning of the lines. (3 points) • Stage directions look different from the character’s lines. (3 points) • Words are spelled correctly. (2 points) • Mechanics are correct. (2 points)