DOL level 4 week 5

1. DOL level 4 week 5 • What season of the year do you like best? Use describing words to tell about that season. • Analogy • brook : river - ________: rope • shovel: _____ - fork : food 1. my mothers friend growed a large pumpkin. 2. were glad that you can come hear tomorrow string snow

2. Pledge

3. Fluency 6 min. reading solution

4. Objectives Students will • Read each word with its inflectional verb ending –ed and ing • discuss the structural features for each line • Give information such as the tense of a verb or whether a noun is singular or plural. • -identify the base form of the verbs in line one. • -point out the spelling changes that occurred when –ed was added to the base form.

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

6. Word Structure Line 1 decide try finish arrive The verbs in this line have the inflectional ending –ed. When putting the ed on the verb, what tense does it become? Identify the base form of the verbs in the line. point out the spelling changes that occurred when –ed was added to the base form to make the past-tense form. past tense The final e was dropped from arrive and decide before adding –ed The final y in try changed to i before adding –ed.

7. Word Structure Line 2 write rise sit try This verbs in this line have the inflectional ending -ing. How does the ending –ing change the verb? Find the base form of the verbs in the line. Point out the spelling changes that occurred when –ing was added to the base form . Which word has no spelling change? indicates continuing action The final e was dropped from write and rise before adding –ing. The final consonant in sit was doubled before adding –ing. trying

8. Objectives Students will • use context clues and word structure to learn the vocabulary words. • use the comprehension strategies Summarizing, Clarifying, and Adjusting Reading Speed. • Use the comprehension Skill Author’s Purpose. • Understand the selection vocabulary. • review elements of a play.

9. 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

10. 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

11. Reading and RespondingBuilding Background • What do you know about plays? • have you ever read a play before? • Who was Langston Hughes? have you ever read any of his poems?

12. Background Information • Langston Hughes was one of America’s finest poets. As African Americans living in the United States in the early twentieth century, Langston and his father experienced race discrimination. Anger about racism caused his father to move the family to Mexico. Langston Hughes dealt with his anger in a different way – through his poetry. • Plays are written to be performed by two or more actors speaking the parts of the characters. The character list, time, and setting are on the page of the selection. Note that the speaker of each line is written in boldfaced capital letters followed by a colon. The words after the colon are what the speaker says. Words in italics are stage directions.

13. 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.

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

15. Reading the Selection • Identify the genre of “Langston Hughes: Poet of the People. • A play includes: characters who are often listed or described at the beginning in the Cast of Characters. scenes for which the time and place (setting) are given and described. • dialogue, or characters’ lines. Each character is identified by name before he or she speaks.. Quotation mark are not used. • Read the first half of the selection today.

16. 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.

17. Inquiry Process • You should be taking notes as you research. You should be using your own words. • 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. Skills Practice 1 page 31

18. Language ArtsObjectives • Students will • Learn basic elements of plays • draft, revise, and edit their plays • publish and perform their plays

19. Language ArtsWriting a Play During the next two weeks, you are going to write a play that includes one or more of the elements of a fantasy. A play is a story written so that actors can perform it for an audience.

20. Language Arts • A fantasy is a story that includes situations that do not exist or that cannot happen in reality. • A fantasy has one or more of the following elements: 1. The setting may be a world or a place that does not exist, or it may be the real world. 2. The plot explains what happens and how it happens. 3. People, animals, or things are able to do things that they cannot do in the real world. 4. Event occur that could not happen in the real world. 5. The story has creatures that do not exist in the real world. 6. Problems that do not exist in the real world can occur in fantasies.

21. Language Arts • Writers Notebook Write ideas for Characters: Setting: Plot: What do they want but so then finally

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

23. Grammar, Usage and MechanicsNouns as Direct Objects and Objects of Prepositions Mr. Hughes loved his son. Langston’s book lay on the desk. A noun can be the subject or an object in a sentence. A noun that receives the action of the verb is the direct object; for example, son in the first sentence. A noun that is at the end of a prepositional phrase is the object of the preposition; for example, desk in the second sentence. Noun names a person, place, thing or idea and a proper noun names a particular person, place, thing, or idea. Proper nouns should be capitalized. Write sentences on the board that contain direct objects and objects of prepositions.

24. Rotations Spelling page Read with teacher Blue Yellow Red Blue Red Green Yellow Green Handwriting Ll Red Blue Green Yellow Green Yellow Blue Red Read with partner