1. DOL level 4 week 5 No one has washed dishes all week because_____.
Analogy
moon : star – star : ________
: : ________
1. last night she sing the thanksgiving songs good
2. they will take there christmas vacation early
sun

2. Pledge

3. Fluency
6 min. reading solution

4. Word Structure finished arrived decided tried writing rising sitting
trying
hours
opportunities
courses
classes
curved
setting
stripped
controlled
Line 1
Line 2
Line 3
Line 4

5. Objectives Students will
understand the pluralizing noun endings –s and –es.
form groups to find singular nouns and change them to plural nouns.

6. Word Structure hours opportunities courses classes Line 3 hour
opportunity
course
class
Give the singular form of the nouns in the line.
Which noun had spelling changed when pluralizing was added?
Form groups and think of four singular nouns.
Exchange your words and change the nouns into the plural forms.
Discuss spelling changes that each group found.
point out the spelling changes that occurred when –ed was added to the base form to make the past-tense form.
Skills Practice 1 pages
The final y in opportunity changed to i before –es was added.

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

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

9. Browse
Read the title aloud, and point out the names of the author and the illustrator.
Because this is nonfiction, we will use the KWL chart to organize information. K W L
I know that this is a play.
He was young when he first started.
He writes poetry.
Why is Mr. Hughes upset about Langston?
Why does he look so happy on the first page?
Why does he look so sad on page 91?
Is he still alive?
Is he in New York?
What is he wondering about?
Did he learn lots of science?
Why is he standing by the statue?
He doesn’t want to be what his father wants him to be.
His father won’t let him be the person he wants to be.
He goes to New York.
In one year of college he probably studied some science.

10. Comprehension Strategies
Read aloud with expression and enthusiasm.
What was the Author’s Purpose for writing this selection?
Ask questions in your mind while reading.

11. Discussing the Selection Handing Off
Have you grasped the following ideas?
Why Langston Hughes did not want to be an engineer
Why he went to Columbia University anyway
Why his choice of writing a career was a risk

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

13. 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.

14. Inquiry Process
Organized notes that are in logical sequence make the inquiry process easier.
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.

15. Language Arts Writing a play
Character Sketch
A play is told through what the characters say and how they acts. This is why characters – especially the main character—are very important in a play.
A character sketch will help you define your main characters and give you ideas for the way the characters would speak and behave.
A character sketch describes, through a graphic organizer, how the character looks, acts, and feels.

16. Language Arts Character Sketch
Audience and purpose of a play
Writing for a viewing audience if different from writing for a reading audience. For example, stage directions are used in a play to tell the actors how they should perform.
Work in pairs to make a character sketch for a main character of your fantasy plays.
Transparencies 6 and 6a

17. Spelling
Inflectional endings –ed and –ing usually indicate verb tense, and tell them that adding inflectional endings often requires some spelling changes.
Sort your spelling words according to their endings
pleading
building
painting
finished
worried
unplugged
opening
insisted
controlled
leaving
danced
shedding
rating
striped
stripped
fitting
ringing
setting
bleached
curved
concerned
beginning
preoccupied

18. Spelling Identify the base words. pleading building painting finished
worried
unplugged
opening
insisted
controlled
leaving
danced
shedding
rating
striped
stripped
fitting
ringing
setting
bleached
curved
concerned
beginning
preoccupied
What were the spelling changes, and why did the spelling change?
plead + ing
build + ing
paint + ing
finish + ed
worry + ed
un + plug +ed
open + ing
insist + ed
control + ed
leave + ing
dance + ed
shed + ing
rate + ing
stripe + ed
strip + ed
fit + ing
ring + ing
set + ing
bleach + ed
curve + ed
concern + ed
begin + ing
pre +occupy +ed

19. pleading building painting finished worried unplugged opening insisted
controlled
leaving
danced
shedding
rating
striped
stripped
fitting
ringing
setting
bleached
curved
concerned
beginning
preoccupied

20. Grammar, Usage and Mechanics Nouns as Direct Objects and Objects of Prepositions
Mr. Hughes was disappointed in Langston. Mr. Hughes was disappointed in him. Pronoun takes the place of a noun in a sentence. Personal pronouns name specific people or things. Personal object pronouns are me, you, him, her, it, us, you (plural), and them. Guided Practice : Use each object pronoun in a sentence. Apply Write a couple of sentences using personal object pronouns and exchange the sentences with a partner to identify the pronouns.

21. Rotations Blue Read with group Read with teacher Red Spelling
Practice cursive handwriting . The letter M
Yellow
Green

22. Rotations Read with group Read with teacher Yellow Spelling
Practice cursive handwriting . The letter M
Red
Green
Blue

23. Rotations Read with group Read with teacher Green Spelling
Practice cursive handwriting . The letter M
Yellow
Red
Blue

24. Rotations Green Read with group Read with teacher Blue Spelling
Practice cursive handwriting . The letter M
Red
Yellow