DOL level 4 week 2

1. DOL level 4 week 2 • Analogy • violin: strings - _______ : woodwinds • bicycle _ two - tricycle : __________ 1. hes reading the matchlock gun, my new book 2. there is five people going with we members clarinet three

2. Pledge

3. Word Structure Line 1 Line 2 Line 3 Line 4

4. Word Structure Line 1 Line 2 Line 3 Line 4

5. Word Structure Line 1 consider again assured again vanish reject The words in this line have the prefixes re- or dis- What does the prefix re- mean? What does the prefix dis- mean? Identify the root word and define each word based on the prefix and the meaning of the root word. again or back opposite or reverse

6. Word Structure Line 2 not known not certain not able not happy These words in this line have the prefixes un-. What does the prefix un- mean? How does the prefix un- change the meaning of a root word? Identify the root word and define each word based on the prefix and the meaning of the root word. not changes the word to its opposite.

7. Fluency 6 min. reading solution

8. ReadingBuilding Background • How did slave owners prevent slaves from escaping? • What were some ways to escape slavery? • Did all Americans agree on the issue of slavery? • Where could escaped slaves be safe? • Would everyone have been allowed on ride on a train?

9. Building Background • At one time in America, slavery was legal in many states. Many Africans were kidnapped from their homes and forced into slavery in America. During that time, their descendents were born into slavery. • Many people were opposed to slavery, and early in U.S. history the practice had been outlawed in Northern states. People working to nationally outlaw the practice were called “abolitionists” because they wanted to abolish slavery. • The Underground Railroad does not refer to an actual railroad but to a system of safe houses and guides who helped slaves escape to the North and then to Canada. Most escaped slaves undertook the journey on foot. • Many slaves were deeply religious. Although they suffered much, they were also thankful when good things happened in their lives. The Crafts, for instance, pray and offer thanks several times in this selection. underground railroad freedom center

10. Preview and PrepareBrowse • Name Author Illustrator • Think about what this story has to do with the theme Risks and Consequences. • This selection is a fictional narrative of the true account of William and Ellen Craft. We will use the CPW (clues, problems, wonderings) chart to organize information. • Look for clues that tell you something about the selection. For example: It looks like they are on a train. Why? • Look for any problems such as unfamiliar words. For example: Do you understand the word destination?

11. Browse We will return to these questions after we have read the story.

12. Browse • Browse the selection again. This time, look for unfamiliar words, concepts or ideas. For example: You may wonder how William and Ellen became slaves. Big Idea: Why do people take risks? Keep this idea in mind as you read the selection

13. companion (k mpan’y n) concealed (k nsēld’) e e e Her stuffed animal was her favorite companion. The trees were concealed by the mist. Vocabulary lesson 2 person who is traveling with someone else to hide (past tense) hastened (hā’s nd) shuddered (shu’dûrd) e He shuddered at the thoughts of being alone in the woods at night. In order to finish he hastened his speed. to hurry (past tense) to shake with horror (past tense)

14. despairing (dispâr’ing) delivered (di’li’vûrd) “There is no hope,” he said in despairing voice. “I would give anything to be delivered from this mess!”. Vocabulary lesson 2 without hope to save (past tense) flickering (fli’kûring) sympathetic (sim’p the’tik) e Just then he saw a flickering light. “I care,” he said in a sympathetic voice. understanding; having a kind feeling for someone become brighter and then darker over and over

15. Reading and RespondingGenre What is the genre of “Two Tickets of Freedom?” biography Elements of a biography • It is the story of a real person’s life that is told by someone else. • It contains important information bout a person’s life and events. it can include how the person talks, thinks, and feels. • a biography might span a person’s life or only an important part of the person’s life. • Events typically appear in chronological order.

16. Comprehension Strategies • Making Connections • Asking Questions • Summarizing

17. Inquiry Process • Interview family members. • Theme Risks and Consequences. • How has this affected their lives.

18. Language ArtsWriting Realistic Fiction • Generate Additional Ideas When revising your drafts, you might think of new information you can add to make your stories more interesting. Good writers are always adding and deleting information to make their writing better. As a class, read Language Arts Handbook pages 30-35. Review the elements of realistic fiction: • The characters are regular people • The setting is or could be an actual place • The plot, or series of events, could happen.

19. Language ArtsGrammar, Usage, and Mechanics • Give some examples of words that tell action. • These words are verbs. • A verb is a word that shows or names an action. Most verbs are action verbs. An action verb shows what the subject does. Skills Practice 1 page 23 Complete the first two items as a class. Do the last items alone or with a partner.