Montigue+on+the+High+Seas

=// Montigue on the High Seas //= = by John Himmelman =

**__ Books for All Learners __** : // Hurricane!, “Wait for Me, Captain!”, Sail Like a Viking!, Salt and Sand //
=__ Reading Activities/Literacy Centers: __=

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1. (//Fluency/Drama//): Students retell the story of “Montigue on the High Seas” using puppets. The puppet is telling an “audience” of mice (or stuffed animals or other students) about his adventures, making sure to use hyperbole (exaggerations). ======

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2. ( // Writing // ): Students write examples of hyperbole (exaggerations) based on given statements on a sheet or index cards written by the teacher. (The sandwich was big. “The sandwich was so big, a whale’s mouth couldn’t fit around it!”). ======

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3. ( // Social Studies/Comprehension // ): Students create a timeline of events that happened to Montigue and record it in a comic strip style in order that they happened. Each picture must have a sentence or characters telling what’s going on! ======

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4. (//Social Studies//): Students create a map of Montigue’s adventures, outlining where he’s been and where he was going. (For lower learners, provide a map of the world for them to draw his route). ======

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5. ( // Phonics // ): Students select words from the aw/au list and write and illustrate sentences. (The astronaut will launch in his spaceship tomorrow.). Have students do this on large index cards to be displayed in the room on a special board. ======

// aw: saw, jaw, lawn, crawled, flaw, bawl, gnawing, withdraw, awesome, seesaw, draw, yawn, paw, raw //
=__ Before Read Aloud: __=

== *Using the title page, have students reread the information on pg 366. What is the problem that needs to be solved? How will pictures help us tell a story? Students share their predictions of what might happen in the story based on the vocabulary, title, and title page picture. ==

=__ After Read Aloud: __=

“he fell into a deep sleep”
== Explain to students that this is sometimes called “hyperbole,” where you exaggerate things that happen. Have students tell of other exaggerated expressions “I’m starving”, “I was so tired, I could sleep for days”, etc. ==

Write the expressions on a chart. Students can add to it during the week as they hear or read more of these expressions.

 * __ Homophones: __**

*Explain that Homonyms are words that have the same pronunciation or spelling, but different meanings:

homophones: words that sound the same but are spelled differently (blew, blue)

homographs: words that are spelled the same but are pronounced differently (record, re-cord)

*Create an Anchor Chart so students can identify homophones and homographs. List the first word, with students coming up with the “matching” word (blew-blue, sea-see, etc.). Students can do a word hunt in the story for homophones and also use pg 382 in the student text for more examples.

*Use the book Dear Deer by Gene Barretta to help generate a list of homophones.