Author: Ann Heinrichs Genre: Expository Nonfiction - PowerPoint PPT Presentation

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Author: Ann Heinrichs Genre: Expository Nonfiction

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  1. Big Question: Why is it important to understand ancient civilizations? Author: Ann Heinrichs Genre: Expository Nonfiction

  2. Small GroupTimer

  3. Review Games Story Sort VocabularyWords: • Arcade Games • Study Stack • Spelling City: Vocabulary • Spelling City: Spelling Words

  4. Spelling WordsSuffixes –ian, -ant, -ent, and -ist

  5. Big Question: Why is it important to understand ancient civilizations? MondayTuesdayWednesdayThursdayFriday

  6. Vocabulary Words More Words to Know Vocabulary Words • abundant • artifacts • decrees • eternity • immortal • receded • reigned • festive • inlaid • papyrus • hieroglyphics • palace • throne

  7. Monday

  8. Today we will learn about: • Build Concepts • Graphic Sources • Summarize • Build Background • Vocabulary • Fluency: Model Tone of Voice • Grammar: Past, Present, and Future Tenses • Spelling: Suffixes -ian, -ant, -ent, -ist • Ancient Egypt

  9. Fluency Model Tone of Voice

  10. Fluency: Model Tone of Voice • Listen as I read “The Boy King.” • As I read, notice how I change my tone of voice to emphasize important details and make the descriptions come alive. • Be ready to answer questions after I finish.

  11. Fluency: Model Tone of Voice • What is the main idea of “The Boy King”? • What details support the main idea?

  12. Concept Vocabulary • hieroglyphics– pictures, characters, or symbols standing for words, ideas, or sounds • palace– the official home of a king, queen, or other ruler • throne– power or authority of a king, queen, or other ruler • (Next Slide)

  13. hieroglyphics

  14. palace

  15. throne

  16. Concept Vocabulary (To add information to the graphic organizer, click on end show, type in your new information, and save your changes.)

  17. Build Concept Vocabulary hieroglyphics, palace, throne Ancient Egypt

  18. Graphic Sources, SummarizingTurn to page 244 - 245.

  19. Prior KnowledgeWhat ancient Egyptian customs do you know about? Compare them to the way we do things today.

  20. Prior Knowledge • This week’s audio explores how the ancient Egyptians mummified their dead. After you listen, we will discuss what you found out and what surprised you most about mummies.

  21. Vocabulary Words

  22. Vocabulary Words • abundant– more than enough; very plentiful • artifacts– things made by human skill or work, especially tools or weapons • decrees – official decisions or laws

  23. Vocabulary Words • eternity– the endless period after death • immortal– living forever; never dying • receded – moved backward • reigned - ruled

  24. More Words to Know • festive– suitable for a feast, festival, or holiday; merry • inlaid– set in the surface as a decoration or design

  25. More Words to Know • papyrus – tall water plant from which the ancient Egyptians, Greeks, and Romans made a material upon which to write • (Next Slide)

  26. artifacts

  27. receded

  28. inlaid

  29. Grammar Past, Present, and Future Tenses

  30. historians study ancient people and there cultures • Historians study ancient people and their cultures. • the workers who built the pyramid’s are residants of egypt • The workers who built the pyramids were residents of Egypt.

  31. Past, Present, and Future Tenses • The tense of a verb shows when something happens. Verbs in the present tense show action that happens now. Most present tense singular verbs end with –s. Most present tense plural verbs do not end with –s. • Marge picks flowers from the garden. They pick flowers too.

  32. Past, Present, and Future Tenses • Verbs in the past tense show action that has already happened. Most verbs in the past tense end in –ed. • The flowers in the vase wilted after two days.

  33. Past, Present, and Future Tenses • Verbs in the future tense show action that will happen. Add will (or shall) to most verbs to show the future tense. • Flowers with no water will wilt soon.

  34. Past, Present, and Future Tenses • Some regular verbschange spelling when –edis added. For verbs ending in e, drop the e and add –ed: liked, baked. For verbs ending in a consonant and y, change the y toi, and add -ed: hurried, carried.

  35. Past, Present, and Future Tenses • For most one-syllable verbs that end in one vowel followed by one consonant, double the consonant and add –ed: stopped, tapped. • Irregular verbs change spelling to form the past tense:

  36. Past, Present, and Future Tenses keep/kept make/made sit/sat see/saw take/took teach/taught tell/told wear/wore write/wrote • are/were • break/broke • bring/brought • build/built • buy/bought • do/did • find/found • go/went • have/had • is/was

  37. Past, Present, and Future TensesIdentify the tense of each underlined verb. • Most Egyptian men had one wife. • past • Kohl is in eyeliner. • present • People will study our architecture. • future

  38. Past, Present, and Future TensesIdentify the tense of each underlined verb. • Many Egyptians worshipped animals. • past • History explains events and cultures. • present • Egyptians mademastabas, or mud buildings. • past

  39. Past, Present, and Future TensesIdentify the tense of each underlined verb. • An archaeologist discovered a large tomb in 1995. • past • We will see the three pyramids of Giza. • future

  40. Past, Present, and Future TensesWhat is the present, past, and future tense of each verb. • Verb: bring • Present: bring • Past: brought • Future: will bring • Verb: tell • Present: She tells • Past: She told • Future: She will tell

  41. Spelling WordsSuffixes –ian, -ant, -ent, and -ist

  42. Tuesday

  43. Today we will learn about: • Context Clues • Graphic Sources • Summarize • Main Idea • Vocabulary • Fluency: Choral Reading • Grammar: Past, Present, and Future Tenses • Spelling: Suffixes -ian, -ant, -ent, -ist • Social Studies: The Pharaohs • Life of the Common People • Ancient Egypt

  44. Vocabulary Strategy: Latin and Greek RootsPages 246 - 247.

  45. EgyptPages 248 - 255.

  46. Fluency Choral Reading

  47. Fluency: Choral Reading • Turn to page 252, paragraphs 3 and 4. • As I read, notice how I use my tone of voice to emphasize important points and terms in the text. • We will practice as a class doing three choral readings of these paragraphs.