DOL level 4 week 35 Analogy arm : leg – wrist : __________ 2. pentagon : _______ - octagon : eight 1. he have took aladdin and his wonderful lamp, a long book, home with him 2. i wont never go their again said jill sadly ankle five

Pledge

Fluency 6 min. reading solution

Objectives day 1 Students will recognize superlative adjectives and adverbs.

Word Structure day 1 tastiest angriest spiciest laziest farthest fastest earliest latest saddest happiest richest poorest strongest lightest meanest craziest Line 1 Line 2 Line 3 Line 4

Word Structure day 1 tastiest angriest spiciest laziest Line 1 Superlative adjectives are used to compare one person or thing with at least two others. Superlative adverbs are used to compare one action with at least two others. The words in this line are superlative adjectives. Superlatives adjectives such as these are used to indicate the highest degree or quality of something. Example: This is the spiciest soup I have ever tasted. Superlatives adjectives are formed by adding –est to the base adjective. What spelling changes are there?

Vocabulary lesson 3 demanded protested fine discarded To ask firmly He demanded his dinner early She protested against going to bed early To ask firmly To say in disagreement fine discarded He wore a fine suit He discarded his old clothing Very nice Thrown away

Vocabulary lesson 3 possessions wealth A great amount of money The rich man had lots of possessions Their family had a lot of wealth A great amount of money Things that someone owns

Activate Prior Knowledge What do you know about folktales? Did you know folktales are often about goodness and intelligence winning out over evil and ignorance? Have goodness and intelligence won out over evil and ignorance in a book you have read or in a movie you have watched? Explain What kind of goodness and intelligence triumphed over evil and ignorance?

Background Information The story we are going to read, “A Spoon for Every Bite,” is a folktale. Folktales are stories that were passed down by word of mouth before they were written down and, as discussed above, often are about goodness and intelligence versus evil and ignorance. Also, folktales frequently involve the number 3. Look for examples of these elements as you read the story. This story is most likely set in the southwestern United States. The non-English words used are Spanish. A large percentage of people in this area speak Spanish because it is so close to Mexico.

Genre Folktale Elements of a Folktale A folktale is an old story, told and retold, passed from generation to generation by word of mouth. Similar versions of some folktales can be found throughout the world. The characters can be objects or animals that speak. A folktale often contains a moral, or lesson in life. Goodness and intelligence win over evil and foolishness.

Comprehension Strategies Predicting Use clues in the text and prior knowledge to make predictions. Recognize when predictions are or are not confirmed by the text. Update your prediction during reading based on information in the text. Visualizing Recognize appropriate places in the text to stop and visualize. Visualize literal ideas or scenes described by the author. Make inferences while visualizing to show understanding of characters’ feelings, mood, and setting. The visualizations go beyond the author’s literal words.

K W L ? Transparency 34

Purpose Big Idea How do people make money choices?

Handing Off Have you grasped the following ideas? Why the poor couple save their money for a new spoon That the rich man is upset by the fact that the poor couple know someone who uses a different spoon for every bite What the story teaches us about money choices and why people make certain choices. Focus Question? Why does money cause so many problems? Why do different people value things differently?

Inquiry Process day 1 Make a Conjecture Explain in your own words what a conjecture is. Model: Why do grocery stores and food companies provide coupons instead of lowering the prices of their products? What conjecture do you form? When people use coupons, they buy products they otherwise might not buy. I think this conjecture might answer the question, but I will not know for sure until I do more research.

Writing Personal Letters via E-Mail day 1 Salutation – use the word Dear followed by the person’s name and a comma. Body – This is the message part of the letter that starts two lines below the salutation. Indent the first word in each paragraph on the body. Closing – Yours truly and Sincerely are commonly used for a closing. The closing goes two lines below the body. Capitalize the first word, and use a comma at the end of the closing. Signature –This is where you type your name. Type this letter on a word document fist. You can save it and make corrections. This week we will be writing personal letter to send via e-mail. How often do you use letters to communicate with friends, family, and acquaintances. What is your purpose when you write a personal or friendly letter? Do you prefer to send your letters by mail or use e-mail? Why? A personal letter is an informal letter written to a friend, a relative, or a pen pal. The tone is much more casual and conversational than a business letter, although friendly letters should still be polite and well written.

Objectives day 1 Students will review double negatives. learn how to combine sentences with participial phrases. learn how to use the card or computer catalog. learn how to use multimedia in presentations.

Grammar, Usage, and Mechanics Day 1 Double Negatives The dog couldn’t get nowhere because he was chained. The dog could get nowhere because he was chained. Or The dog couldn’t get anywhere because he was chained. Why didn’t I get none? Why didn’t I get any? Or Why did I get none? Language Arts Handbook, p. 393

Spelling wealthier finer droopier faster larger madder wider luckier sleeker surer crabbier slimmer warmer duller lower stiffer littler firmer ruder fresher healthier tougher

wealthier finer droopier faster larger madder wider luckier sleeker surer crabbier slimmer warmer duller lower stiffer littler firmer ruder fresher healthier tougher

Spelling Unit 6 Lesson 3 Group A wealthier finer droopier faster larger madder wider luckier sleeker surer crabbier slimmer warmer duller lower stiffer littler firmer ruder fresher healthier tougher

Spelling Unit 6 Lesson 3 Group 2 faster larger wider luckier surer slimmer warmer lower littler fresher

Things that someone owns demanded To ask firmly protested To say in disagreement fine Very nice discarded Thrown away possessions Things that someone owns wealth A great amount of money

Things that someone owns To ask firmly To say in disagreement Very nice Thrown away Things that someone owns A great amount of money

demanded protested fine discarded possessions wealth