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Discover Magazine; December 2010 pg. 26-27 (link)

Bacteria Reading Activity. Discover Magazine; December 2010 pg. 26-27 (link). A thought to share….

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Discover Magazine; December 2010 pg. 26-27 (link)

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  1. Bacteria Reading Activity Discover Magazine; December 2010 pg. 26-27 (link)

  2. A thought to share… • The reader usually grossly underestimates his/her importance. A writer cannot create a book alone without the reader, the book will never come to life. Creative involvement: that’s the basic difference between reading a book and watching TV. In watching TV we are passive sponges; we do nothing. In reading we must become creators. The author and the reader “know” each other; they meet on the bridge of words. Madeleine L Engle, Walking on Water

  3. Vital Signs; When antibiotics kill the wrong bacteria, harmful bugs thrive. Clostridium difficileis a bacteria (germ) that can cause diarrhea in some circumstances. It is sometimes called 'C. diff.' Endoscopic visualization of pseudo-membranous colitis

  4. How are you feeling? Symptoms include diarrhea, fever, loss of appetite, nausea, and abdominal pain/tenderness. Blood may be present in the stool.

  5. Vocabulary • Ebullient • Ubiquitous • Perforated • -itis • Florid • Moribund • Malady • Systemic sepsis • Pseudo- • Virulent • Prolific • Excited • Being everywhere at the same time • Pierced with a hole(s) • Inflammation of… • Reddish in color • Being in the state of death • Disease or disorder • Whole body infection/inflammation • False; pretend • Rapid, severe destructive course • Abundant growth/reproduction

  6. First Impressions • Your friend Claire, the author of the article, is telling you about another friend, Candy. • As the reader, your job is to “listen” and follow along with your friend’s story. • At certain points in the article, there will be * marks. This is where Claire pauses and asks if you have any questions about what she is saying. • On your piece of paper write down any questions or comments that you may have. • You should have at least 2 ?s/comments at each pause.

  7. Next… First • Turn to your table partner and share your questions and comments with each other. • Discuss what the story meant to you at each stopping point. Then • As a class, highlight major points or needed clarifications at each stopping point. • What did the author assume you would infer? Finally • Students should finish writing prompts on own. • Take for FA.

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