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DOL level 4 week 29

DOL level 4 week 29. Analogy give : take – donate : _________ 2. : - : 1. 152 west boulevard cincinnati oh 44100 2. baker plastic products 10763 lake drive tacoma washington 98444. accept. +. +. +. +. Pledge. Fluency.

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DOL level 4 week 29

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  1. DOL level 4 week 29 • Analogy • give : take – donate : _________ 2. : - : 1. 152 west boulevard cincinnati oh 44100 2. baker plastic products 10763 lake drive tacoma washington 98444 accept + + + +

  2. Pledge

  3. Fluency 6 min. reading solution

  4. Objectives day 1 Students will recognize homophones. Identify and use synonyms.

  5. Word Structure day 1 Line 1 igh right air r bear left fair f down ir firm f ub cl flag club Line 2 sh weird strange shade ade Line 3 hue pay ay Line 4 limit lim ary boundary bound boun income come it in

  6. Line 2 down ir firm f ub club cl flag Word Structure day 2 The words in this line are also homonyms. down - “from a higher place to a lower place. - “to defeat,” - “soft feathers” firm - “ solid” - “a company or business clubs - “gathering places for social events or sports. - large thick sticks” flag - “banner” - “to tire or to become uninterested”

  7. Building Background • What do you know about immigrants? • Did your parents or grandparents emigrate from somewhere? • Do you know people who recently have immigrated to the United States? • Why did these people immigrate to America?

  8. Background Information • Immigrants came to the United States for different reasons. Including the promise of jobs, farmland, freedom for religious persecution, and the chance to live in a democratic society. • People form Norway and Sweden, for example, came to the United States because in their countries existing farmland was scarce, only a small percentage of the population was allowed to vote, few new jobs were available, and religious groups were persecuted by the government. A million and a half Nordic people emigrated in the decades surrounding the turn of the century, which amounted to 20 percent of the two countries’ population. • German, British, and Irish immigrants came by the millions between 1840 and 1930. From 1880 to the 1920s about two million Jews came to America, fleeing terrible persecution in Eastern Europe. Another two million Eastern Europeans, mainly Catholics, also sought a new life in America during these years. Two million Italians arrived on our shores in the decade from 1910 to 1920.

  9. Vocabulary lesson 3 mainland yearning translated The students are yearning for summer. After vacationing in Hawaii, they will fly back to the mainland. Some books are translated into many different languages. past tense of translate: to change words or thoughts from one language to another. the main part of a country as apposed to an island a form of yearn: to long; to wish

  10. Vocabulary lesson 3 wages strikes dreaded The man was happy with his wages. The workers went on a strike to get better pay. She dreaded the hard work ahead of her. plural of strike: a work stoppage as a form of protest. past tense of dread: to fear plural of wage: payment for work

  11. Transparency 34

  12. Purpose Big Idea How did machines get America moving?

  13. Handing Off Have you grasped the following ideas: • Why immigrants came to the United States • What purposes were served by Ellis Island and Angel Island. • Where the immigrants came from, how they got here, and where they settled • Under what conditions many poor immigrants in big cities lived • What kinds of work immigrants did when they arrived • Why immigration slowed down.

  14. Meet the AuthorSylvia Whitman • New York passed a law to improve city apartments. What changes were made? • How did immigration make cities grow? • Compare and contrast the immigrants in “Immigrant Children” to the pioneers in “A covered Wagon Girl: • The Diary of Sallie Hester, 1849 – 1850. • How is travel different now from Europe or Asia to the United States. • What do you think was most difficult for immigrants coming through Ellis Island and Angel Island? Write about it! • Describe a time you or someone you know moved to a new home far away.

  15. Inquiry Process day 2 • A conjecture begins with phrases such as I think that or Maybe. After allowing millions of people to enter, why did the Unite States make immigration laws stricter?

  16. WritingPrewriting day 2 To map your ideas, you can crate a Web graphic organize or you can list your ideas. Guided Practice: We’ll use this week’s story Author – Subheads could be: Reasons People Came to the United States, Heat happened at Ellis Island, Where Immigrants Settled, How New Immigrants lived.

  17. 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.

  18. Grammar, Usage, and MechanicsForming Compound Sentences Day 2 There was little to do. The children played on the swings. There was little to do, so the children played on the swings. Combining two smaller sentences into one larger sentence using conjunctions is a good way to add variety to sentences. Guided Practice: Write a pair of short sentences and exchange them with a partner to combine the sentences using coordinating conjunctions.

  19. Spelling

  20. SpellingCompound Words day 2 Synonyms Word Sort Sort your spelling words by synonyms.

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