DOL level 4 week 5

1. DOL level 4 week 5 • No one has washed dishes all week because_____. • Analogy • moon : star – star : ________ • : - : ________ 1. last night she sing the thanksgiving songs good 2. they will take there christmas vacation early sun

2. Pledge

3. Fluency 6 min. reading solution

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

5. Objectives Students will • understand the pluralizing noun endings –s and –es. • form groups to find singular nouns and change them to plural nouns.

6. Word Structure Line 3 hour opportunity course class Give the singular form of the nouns in the line. Which noun had spelling changed when pluralizing was added? Form groups and think of four singular nouns. Exchange your words and change the nouns into the plural forms. Discuss spelling changes that each group found. point out the spelling changes that occurred when –ed was added to the base form to make the past-tense form. Skills Practice 1 pages 39 - 40 The final y in opportunity changed to i before –es was added.

7. concerned (k nsûrnd’) decent (dē’s nt) e e I’m really concerned about our new business. Twenty colors is a decent variety to paint a good picture.. Vocabulary lesson 4 good enough to make someone comfortable showing worry stable (stā’b l) strive (strīv) e Old faithful is so stable it erupts every hour. She will strive to be a good dancer. to work to get something dependable

8. pleading (plē’ding) tensely (tents’lē) The dog is pleading for his dog food. “What’s so funny?” Miguel asked tensely. Vocabulary lesson 4 to beg feeling emotional strain paces (pās z) opportunities (o’pûrtōōn tēz) e e The tiger continually paces in his cage. We’re all given opportunities to succeed in life. a chance to succeed in life to walk back and forth

9. Browse • Read the title aloud, and point out the names of the author and the illustrator. • Because this is nonfiction, we will use the KWL chart to organize information.

10. Comprehension Strategies • Read aloud with expression and enthusiasm. • What was the Author’s Purpose for writing this selection? • Ask questions in your mind while reading.

11. Discussing the SelectionHanding Off • Have you grasped the following ideas? • Why Langston Hughes did not want to be an engineer • Why he went to Columbia University anyway • Why his choice of writing a career was a risk

12. Set Purposes • Why do people take risks? • What risks is Langston Hughes taking? • What are the possible consequences of those risks?

13. Inquiry Process Why are some people more wiling to take risks than others? Conjecture: Some people are more willing to take risks than others because they feel that the alternatives are worse. Resources the internet, nonfiction books, encyclopedias, magazines, newspapers, and interviews, classmates, etc.

14. Inquiry Process • Organized notes that are in logical sequence make the inquiry process easier. • As students practice reading a section of a resource and summarize the information in your own words. • You should not copy directly when you are taking notes from other sources. You must use your own words. • If you use a direct quotation, you must put quotes around it and provide the complete reference information. • After taking notes, you should organize your notes in a logical sequence.

15. Language ArtsWriting a play Character Sketch • A play is told through what the characters say and how they acts. This is why characters – especially the main character—are very important in a play. • A character sketch will help you define your main characters and give you ideas for the way the characters would speak and behave. • A character sketch describes, through a graphic organizer, how the character looks, acts, and feels.

16. Language ArtsCharacter Sketch Audience and purpose of a play Writing for a viewing audience if different from writing for a reading audience. For example, stage directions are used in a play to tell the actors how they should perform. Work in pairs to make a character sketch for a main character of your fantasy plays. Transparencies 6 and 6a

17. Spelling Inflectional endings –ed and –ing usually indicate verb tense, and tell them that adding inflectional endings often requires some spelling changes. Sort your spelling words according to their endings

18. Spelling Identify the base words. What were the spelling changes, and why did the spelling change?

20. Grammar, Usage and MechanicsNouns as Direct Objects and Objects of Prepositions Mr. Hughes was disappointed in Langston. Mr. Hughes was disappointed in him. Pronoun takes the place of a noun in a sentence. Personal pronouns name specific people or things. Personal object pronouns are me, you, him, her, it, us, you (plural), and them. Guided Practice : Use each object pronoun in a sentence. Apply Write a couple of sentences using personal object pronouns and exchange the sentences with a partner to identify the pronouns.

21. Rotations Blue Read with group Read with teacher Spelling Practice cursive handwriting . The letter M Red Yellow Green

22. Rotations Yellow Red Read with group Read with teacher Spelling Practice cursive handwriting . The letter M Green Blue

23. Rotations Green Yellow Read with group Read with teacher Spelling Practice cursive handwriting . The letter M Red Blue

24. Rotations Green Read with group Read with teacher Spelling Practice cursive handwriting . The letter M Blue Red Yellow