Unit 23, Lesson 2

1. Unit 23, Lesson 2 December 1, 2010

2. 1. Introduction: Diphthongs • Oiand oy • oil and boy • The sound of /oi/ is neither a long nor short vowel sound. It is a different kind of sound. /oi/ glides from one vowel sound to another vowel sound. A sound that does this is called a diphthong. A diphthong syllable has two vowel letters that represent one vowel glide.

3. 1. Discover It: Diphthongs • Listen to the words, one at a time • Say each word aloud while writing it • Sort the words into two columns according to the position of the sound /oi/ in the word Oil, boy, moist, point, soy, toy, joy, join /oi/ /oy/ oil boy moist soy point toy join joy

4. 1. Discover It: Diphthongs • Discuss the columns • Why are the words categorized like that? • What is the pattern? /oi/ is used at the beginning or middle of words or syllables /oy/is used at the end of words • Go to the Vowel Chart on workbook page R4 • Write /oi/ and /oy/ on their charts • Write oil and boy as cue words

5. Workbook page R4 oil oi oy boy

6. 2. Write It • Workbook page 201 • Review the Essential Words in the Word Bank • Put the words in alphabetical order and write them on the lines • Write one sentence for each Essential Word • Check that each sentence uses sentence signals- correct capitalization, commas, and end punctuation

7. Workbook page R4 Answers will vary! Courage: Debt: Herb: Honest: Honor: Hour:

8. Workbook page R32

9. 2. Word Fluency • Record your marks on… • Page R42 • December 2, 2010 • Unit 23 • Lesson 2

10. 3. Review: Roots and Affixes • What can be added to the beginning of a word to extend its meaning? • Prefix • What is the word part called that carries the most important part of a word’s meaning? • Root or base word • What are morphemes like –able and –ous called? • Suffixes • What is the root in respect? • Spect • How many morphemes are there in respectable? What are the morphemes? • Three: re- ; spect; -able

11. 3. Introduction: Prefix per-, Roots fac/fic/fact and ject, and Suffixes –ateand -ize • Per- : means “through, throughout” • Fac/Fec/Fic/Fact : means “to make,” “to do” • Ject : means “to throw” • -ate : means “cause to be,” “having the quality of” • -ize : means “cause to be, become, or resemble”

12. = “to make through” Dictionary definition: “whole, complete” • Project = “to throw forward” Dictionary definition: (noun) “a plan,” (verb) “to throw forward” • Perfect • Factor = “someone or something that makes” Dictionary definition: “an agent” • Dictate = “to speak, to say” Dictionary definition: “to say aloud,” “to be written by another” • Defector = “a person who makes away” Dictionary definition: “a person who deserts his or her country or cause EXAMPLES

13. 3. Divide It: Prefix, Root, Base Word, Suffix • Workbook page 202 • Listen to the directions • Read each remaining word • Break the word into its prefix, root or base word, and suffix components • Write each word part in the correct column • Define each word part • Let’s do the first one together

14. Workbook page 202 Fact= to make, to do Im= not Per= through,throughout Fact= to make, to do Or= something that, someone that De= to reduce, down Ed= past tense Ject= to throw Ate= to be or= someone who Dict= to say, tell Ize= to cause to be Idol= an image that is worshipped

15. 3. Define It: Word Parts • Workbook page 203 • Write a definition for the word in boldface type on line A, using the context clues of the sentence and the meaning of each word part • Write the dictionary definition for that word on line B

16. Workbook page 203 Not made well Not perfect, defective Something that made Circumstance or reason Thrown down Low in spirits A person who tells others what to do One ruling absolutely and often oppressively Cause to become an image that is worshipped To love or admire to excess

17. 4. Review: Verb and Adjective Suffixes • Verbs are words that describe actions (run, make) or a state of being (is, were) • Adjectives are words that describe nouns or pronouns • Adjectives tell which one? What kind? Or how many? • The suffixes –ate and –izecan change a word into a verb. • The suffix –ate can also change a word into an adjective

18. 4. Review: Verb and Adjective Suffixes • To determine how a word is used in a sentence, it is necessary to look at the context. V ADJ The doctors speculate about Joshua’s health in a desperate effort to save his life. V The students organize the books on the shelves.

19. 4. Choose It: Verb and Adjective Suffixes • Workbook page 204 • -ate and -ize : both mean “cause to be” • Read the words in the Word Bank • Do the first item together • Read each remaining sentence • Choose the correct word to go in the blank • Write V (verb) or ADJ (adjective) above the chosen word • Reread the sentence with the chosen word in place to make sure the sentence makes sense

20. Workbook page 203 ADJ considerate V estimate ADJ desperate V operates V illustrate ADJ immediate V dictate ADJ private V hesitates ADJ approximate

21. 4. Shifting the Syllable Stress: Grammatical Implications • A word can look the same, but be pronounced two different ways as a result of shifting the syllable stress • Shifting the stress can change the function of the word • When the stress in a word that can be pronounced two ways falls on the first syllable, the word is a noun • When the stress in a word than can be pronounced two ways falls on the second syllable, the word is a verb Examples: An imperfectly made lightning rod is called a reject. The power plant directors reject imperfect rods. N V

22. 4. Code It: Noun or Verb • Please turn to page 205 in your workbook • Let’s do the first one together • Read each remaining sentence • Write N if the underlined word is a noun. Write V if it is a verb. • Copy the word onto the line, placing a mark (‘) on the stressed syllable

23. Workbook page 203 V Pro test’ N Pro’ test N Ob’ ject V Ob ject’ V Pres ent’ N Pres’ ent N Prog’ ress V Pro gress’ N Con’ tact V Con tact’

24. Workbook page R36

25. Record Your Marks • Record your marks on page R44 • Unit 23 • Lesson 2

26. 5. Using Visuals: Illustrations and Charts • Hardcover page 181 • Workbook page 206 • Examine the illustration from “Horsepower” which is included on the page • Estimate how much horsepower a school bus has • Draw a bar on the chart to represent your estimate • Estimate how much horsepower a golf cart has • Draw a bar on the chart to represent your estimate

27. Workbook page 206

28. 6. Answer It • Workbook page 207 • Hardcover page 180-181 • Use information from the text and the illustration in “Horsepower” to answer these questions. • Use complete sentences

29. Workbook page 207 We compare the power of cars to the power of horses. People first tamed the horse when they started farming. He wanted a way to communicate the power of his steam engine. One unit of horsepower can pull 33,000 pounds one foot, in one minute. A dynamometer measures the strength of a car.

30. THE END • Onto Unit 23, Lesson 3