1. DOL level 4 week 5 Analogy 1.snow: cold - _______ : sweet 2. strawberry : grapefruit – red : _____ 1. i will learn you more about the short story lost in the city 2. kevin visited canada in june but he couldn’t stay long sugar yellow

2. Pledge

3. Fluency 6 min. reading solution

4. Objectives Students will understand the inflectional verb ending –ed. identify the base form of the verbs in line four. work in groups finding words in their selection that end in –ed and –ing. identify the base words from their group of words.

5. Word Structure Line 1 Line 2 Line 3 Line 4 finishedarriveddecidedtried writingrisingsittingtrying hoursopportunitiescoursesclasses curvedsettingstrippedcontrolled

6. Word Structure Line 4 curvedsettingstrippedcontrolled Identify the root words in this line. What spelling changes occurred to the final consonants in this list of words by adding –ing or –ed? Why? Think of other words that need an extra consonant before adding an inflectional ending. Form groups and find words in the selection that end in –ed and –ing. Identify the base word. Then note any spelling changes. The consonant was doubled. curve setstripcontrol Possible Answers: unplugged, shedding, fitting

7. Vocabulary lesson 4 concerned (k n  sûrnd’) decent (dē’  s nt) showing worry good enough to make someone comfortable stable (stā’  b l) dependable strive (strīv) to work to get something I’m really concerned about our new business. Twenty colors is a decent variety to paint a good picture.. Old faithful is so stable it erupts every hour. e She will strive to be a good dancer. e e

8. Vocabulary lesson 4 pleading (plē  ’ding) tensely (tents’  lē) to begfeeling emotional strain paces (pā  s z) to walk back and forth opportunities (o’  pûr  tōō  n  tēz) a chance to succeed in life The dog is pleading for his dog food. “What’s so funny?” Miguel asked tensely. The tiger continually paces in his cage. e We’re all given opportunities to succeed in life. e

9. Fluency Page 97 Notice how my tone of voice changes when reading the speaker’s name and stage directions, compared to when you are reading the dialogue. The dialogue should have the feeling and emotion that is appropriate for what the characters are saying. When you reread “Langston Hughes: Poet of the People,” you should practice reading the character dialogue with emotion and then changing to a less expressive tone when your are reading other text.

10. Set Purposes Why do people take risks? What risks is Langston Hughes taking? What are the possible consequences of those risks?

11. Meet the Author pg 102 Why did Mary Satchell decide to write a play about Langston Hughes? What allowed Mary Satchell to begin Writing plays full time?

12. Discussing the Selection Handing Off Why did Langston Hughes not want to be an engineer? Why did he go to Columbia University anyway. Why was his choice of writing as a career a risk? What risks does Langston Hughes take in the play? What are the possible consequences of that risk? How is the risk Hughes takes different from that taken by Karana in “Island of the Blue Dolphins”? How is the risk Hughes takes similar to that taken by the Crafts in “Two Tickets to Freedom? What does “Langston Hughes: Poet of the People” tell you about why people take risks? Name some other risks that do not involve physical danger.

13. Concept/ Question Board Remember to look for poetry and art about risks and consequences to add to the Concept/Question Board

14. Inquiry Process Why are some people more wiling to take risks than others? Conjecture: Some people are more willing to take risks than others because they feel that the alternatives are worse. Resources the internet, nonfiction books, encyclopedias, magazines, newspapers, and interviews, classmates, etc.

15. Inquire Process What are some resource options available to you? As students practice reading a section of a resource and summarize the information in your own words. You should not copy directly when you are taking notes from other sources. You must use your own words. If you use a direct quotation, you must put quotes around it and provide the complete reference information. After taking notes, you should organize your notes in a logical sequence.

16. Language Arts Writing a play To draft a play, you must first understand the format of a play. Plays are usually written dialogue. the characters speech must match who they are. Mr. Hughe’s language, for example, is more formal than Langston’s or Thad’s. To create realistic and effective dialogue, students should consider the following: think of each character’s speech as unique, and match the pronunciation of words and accents to the character’s personality. Make sure a character’s dialogue stays connected to a specific action or feeling. Make sure the dialogue sounds conversational—how someone would talk to friends and family Complete the graphic organizer on Skills Practice 1 page 47

17. Spelling pleadingbuildingpaintingfinishedworriedunplugged openinginsistedcontrolledleavingdancedshedding ratingstripedstrippedfittingringingsetting bleachedcurvedconcernedbeginningpreoccupied Spelling Changes Drop the silent e before adding –ed or –ing When a word ends in the consonant y, change the y to i and add the ending. Double the final consonant before adding the endings –ed or –ing to words that contain a short vowel sound. Game Two teams. One student to choose a spelling word from the board and pronounce it. If the student responds correctly, a point is given to the team. Skills Practice 1 pages 49-50

18. Grammar, Usage, and Mechanics Plural and Irregular Nouns poem, tooth, and foot Give me the plural form of each word. poems, teeth, feet A plural noun names more than one person, place, thing, or idea. For most nouns add –s to make the plural. For nouns ending in ch, s, sh, x, or z. add –es. Some words have irregular plural forms. These nouns do not follow any rules. Some examples are children, feet, geese, and teeth. Apply: Write a couple of sentences using plural and irregular nouns and exchange the sentences with a partner to identify the singular form of the nouns.