4/30 English II Agenda TSW create a persuasive argument with research based evidence and using MLA format in order to create their research paper. Focus: Use the context of the following sentences to choose the best prefix or suffix that best completes it: 1. After the earthquake, the city was ( …built) ________ a few miles away, in a safer location. 2. Bees and butterflies can see certain colors that are not ( …ible) ________ to the human eye. 3. It is difficult for neighborhood food stores to compete with ( …markets) ________. Activities: 1. Individuals: Work on research paper body paragraphs – conference with teachers. Closing: Independent reading time.

Focus: Use the context of the following sentences to choose the best prefix or suffix that best completes it: 1. After the earthquake, the city was ( …built) rebuilt a few miles away, in a safer location. 2. Bees and butterflies can see certain colors that are not ( …ible) visible to the human eye. 3. It is difficult for neighborhood food stores to compete with ( …markets) supermarkets.

5/1 English II Agenda TSW create a persuasive argument with research based evidence and using MLA format in order to create their research paper. Focus: Use the context of the following sentences to choose the best prefix or suffix that best completes it: 1. Out on the ocean, sunsets can be ( …acular) _____________ displays of color really worth seeing. 2. The French have trouble with English ( …etics) _____________, especially the sound of er, as in anger and later. 3. “We ( …rupt) _____________ this program to bring you a special news bulletin,” the announcer said. Activities: 1. Individuals: Work on research paper body paragraphs – conference with teachers. Closing: Independent reading time.

Focus: Use the context of the following sentences to choose the best prefix or suffix that best completes it: 1. Out on the ocean, sunsets can be ( …acular) Spectucular displays of color really worth seeing. 2. The French have trouble with English ( …etics) phonetics, especially the sound of er, as in anger and later. 3. “We ( …rupt) interrupt this program to bring you a special news bulletin,” the announcer said.

5/2 English II Agenda TSW analyze character and plot development in their literature circle novels by completing the read journals and having group discussion, in order to comprehend and analyze the literature circle novels. Focus: Correct the following sentence: On her way home Jan found a gold man’s watch. Activities: 1. Class: Modifiers review – notes. 2. Individuals: Work on reading literature circle novels and completing journals. Closing: Independent reading time.

Focus: Correct the following sentence: On her way home Jan found a gold man’s watch. On her way home Jan found a man’s gold watch.

Misplaced Modifiers A misplaced modifier is a word, phrase, or clause that is improperly separated from the word it modifies / describes. Because of the separation, sentences with this error often sound awkward, ridiculous, or confusing. Furthermore, they can be downright illogical. Example The example above suggests that a gold man owns a watch. Misplaced modifiers can usually be corrected by moving the modifier to a more sensible place in the sentence, generally next to the word it modifies. Example Now it is the watch that is gold.

5/3 English II Agenda TSW create a persuasive argument with research based evidence and using MLA format in order to create their research paper. Focus: Correct the following sentences: 1. The child ate a cold dish of cereal for breakfast this morning. 2. We ate the lunch that we had bought slowly. Activities: 1. Class: Modifiers review (adj. and adv.) – notes. 2. Individuals: Work on research paper body paragraphs – conference with teachers. Closing: Independent reading time.

Focus: Correct the following sentences: 1.The child ate a cold dish of cereal for breakfast this morning. The child ate a dish of cold of cereal for breakfast this morning. 2. We ate the lunch that we had bought slowly. We slowly ate the lunch that we had bought.

1. Misplaced adjectives are incorrectly separated from the nouns they modify and almost always distort the intended meaning. Example 1 Correct the error by placing the adjective next to the noun it modifies. Corrected Example 2 Corrected Sentences like these are common in everyday speech and ordinarily cause their listeners no trouble. However, they are quite imprecise and, therefore, should have NO place in your writing.

5/4 English II Agenda TSW create a persuasive argument with research based evidence and using MLA format in order to create their research paper. Focus: Use the context of the following sentences to choose the best prefix or suffix that best completes it: 1. Jurors must not ( …judge) ________ a case. They must listen to all the evidence before coming to a conclusion. 2. I find it (rest…) ________ to vacation at home, where I can relax and catch up on reading and movies. 3. The legendary ( …corn)________, a horse like animal with one horn, is often shown as having a lion’s tail and a goat’s beard. Activities: 1. Individuals: Work on research paper body paragraphs and conclusion – conference with teachers. Closing: Independent reading time.

Focus: Use the context of the following sentences to choose the best prefix or suffix that best completes it: 1. Jurors must not ( …judge) prejudge a case. They must listen to all the evidence before coming to a conclusion. 2. I find it (rest…) restful to vacation at home, where I can relax and catch up on reading and movies. 3. The legendary ( …corn) unicorn, a horse like animal with one horn, is often shown as having a lion’s tail and a goat’s beard.