DOL level 4 week 25

1. DOL level 4 week 25 • Analogy • repair : _______ - disease : illness • marsh : swamp – sea : ________ 1. jack could of hurt hisself 2. the judges have chose a winner said kent fix ocean

2. Pledge

3. Fluency 6 min. reading solution

4. Objectives day 1 Students will recognize contractions. Recognize comparatives. Identify root compound words.

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

6. Word Structure day 1 • Words on this line are contractions and each one is a contraction of a verb form and the word not. • Think of other contractions formed from a verb form and the word not. Line 1

7. Building Background • Has anyone ever eaten ice cream quickly before? • Did you experience an ice-cream headache?

8. Background Information • The selection you are going to read is from a science magazine called Odyssey, and it was written by a girl in eighth grade. • People get ice-cream headaches when something very cold touches the center of the palate, which is the roof of he mouth. • The cold temperature may prompt nerves that control the blood flow to the head to enlarge, which in turn causes the head to hurt. This phenomenon, often called “brain freeze,” actually has nothing to do with the brain—just the blood vessels in the head. And it is not dangerous. • Other cold foods and drinks can also cause these headaches. To prevent such headaches, it is recommended to eat the cold food more slowly, or even warm it up a little before you eat it.—from kidshealth.org

9. pace publication Run at a good pace. Get your story ready for publication. Vocabulary lesson 5 something that is printed or published rate; speed common questionnaire Write about common things like school or pets. You can pass out a questionnaire to your friends. a printed list of questions based by researchers happening often; familiar

10. previous rejected Write about a previous experience that changed your life. If your article is rejected, just try again. Vocabulary lesson 5 happening earlier to turn down major randomly Write down your thoughts about a major issue like world hunger. Choose topics randomly by chance important

11. Transparency 34

12. Purpose Big Idea What steps lead to a good experiment?

13. Genre • Can you tell me what genre this is? • Expository text The purpose of expository text is to share information with the reader. Facts about real events or real people are often included. Information is presented in a straightforward way. Events are presented in the order in which they occurred, and steps are written in the order in which they should be completed The writing is organized by topics Diagrams, photographs, maps, or other illustrations can be included to help the reader understand the subject. The factual information often can be checked by referring to other sources.

14. Comprehension Strategies • Adjust Reading Speed • Reread the text if it’s not making sense. • Change your rate of speed. Go slower when trying to understand details. • Summarizing • Only include the most important part or the main ideas. • Draw conclusions from the text

15. Handing Off • Did you grasp the following ideas? • Why the author wrote a paper for a medical journal • What project the author completed for the science fair • The steps the author took to complete her project. • The results of the author’s science project • How the British Medical Journal reacted to her paper • How the news media reacted to her story

16. Inquiry Process • Organize the information you found in your inquiry investigations. • Make a final decision about whether your conjectures have been confirmed or whether they need to be revised. • Now that you have plenty of information, you will need to organize it with your presentations in mind. • Suggest interesting ways to present your information. The form of presentation you choose should be appropriate for the research your have done. • For example, if you have researched a famous scientist, staging an imaginary interview with that person would be more informative than demonstrating one of his or her experiments.

17. Inquiry Processcontinued • After you decide on a presentation, you will review what you have learned by revisiting any notes, photocopies, pictures, or other materials you have collected. To organize this information, you will write the main points you learned from each source. These points should be helpful for creating a particular type of presentation. Finally, you will compare what you have learned to your conjectures. • Ask whether your conjectures are true or whether they need to be revised. If they do, revise your conjectures now. • This ends the unit so begin to plan for your oral presentations.

18. WritingExplaining a Scientific Process day 1Prewriting • During the next two weeks you will be writing about a scientific process. Writing about a scientific process involves observing the process and explaining what is observed. • Transparency 103 • Reread “How Fast Do You Eat Your Ice Cream?” • Discuss what parts of the experiment you want to include in your reports. Do you want to include the whole process, or do you want to focus on one hypothesis? • What parts of the experiment will you explain?

19. Objectives day 1 Students will Learn about sentence tenses. Learn how to correct run-on sentences and sentence fragments. Learn about complex sentences. Learn how to ask questions to find information. Learn how to use an effective voice.

20. Grammar, Usage, and MechanicsSentences Tenses Day 1 I decided to do a project on ice-cream headaches. I will decide to do a project on ice-cream headaches. Past-tense verbs tell about action that has already taken place and are usually created by adding –ed to the verb. Future-tense verbs tell about actions that will happen in the future. The helping verb will is placed in front of the base form of the verb to form the future tense. Guided Practice Give a sentence with future tense. Then change the future tense verb to a past tense. On your computers compose a future tense sentence. Have your partner change it to the past tense.

21. Spelling

28. Spelling lesson 6