1. Homework: Finish Affix Activities
Monday, 17 August 2015
Bell Ringer:
Quick-Write—How do you determine the meaning of unknown words? List as many ideas as possible on a scrap sheet of paper!
Introduction to the Vocabulary Tool-Box
Affix Activities
Partner Work
Homework: Finish Affix Activities

2. Context refers to the words and sentences that surround a word and provide clues to its meaning.
Synonym
Antonym
Definition
Elaboration
Down the street little eddies of wind were whirling dust and torn paper into spirals…
The night was as sultry as the day. There was no coolness after dark unless on the grass…
He was a master illuminator who had been decorating the manuscripts of the library with the most beautiful images…
He was an implacable man: he made resolutions in violent anger, but he was not to be moved from them, even after his anger had subsided…

3. Practice
The fog swirled thick and sour down the street, obscuring the distances and blurring the gas lamps above.
Presently, the house began to make itself strangely visible by some light of its own, as though it were growing luminous.
A thrush began to pour forth a torrent of song. In the afternoon hush, the sudden volume of sound was startling.

4. Word Parts Prefix Root Suffix Word re back/again curr run ent
Being or to cause
recurrent
Happening again and again
ten
To hold
aci –ous
Full of
tenacious
Persistent, full of the desire to hold on and not give up
con
with or together
flu
to flow
ence
act of
confluence
A junction; place where things flow together

5. Practice
Using the definitions of word parts at each table, practice creating definitions for the following words:
Translucent (trans/luc/ent)
Innocuous (in/noc/uous)
Revoke (re/voke)
Prospect (pro/spect)

6. Prefixes / Suffixes _____ place _____ active agree_____ free_____
DIS place= to place apart or away
RE place= to place back
_____ active
RE active= to act back
IN active= not active
RETRO active= act backwards
HYPER active= over active
agree_____
agree ABLE= capable of agreement
agree MENT= act of agreeing
free_____
free DOM = having the quality of being free
natur_____
natur AL = relating to nature
natur AL IZE = to make natural
Natur AL ISM = a system of studying natural processes

7. Homework: Finish Vocabulary ws #1
Tuesday, 18 August 2015
Bell Ringer:
Turn in homework assignment, assemble supplies, fire up your iPad, and find Ms. Beamish’s Dictionary site online
Vocabulary Unit 1 Active Word List
Vocabulary Unit 1 ws #1
Homework: Finish Vocabulary ws #1

8. Begin your Active Word List Work with your Table Groups!
Pick up the Active Word List for Vocabulary Unit 1 from the front and begin using the dictionary link from my “HELPFUL LINKS” tab on my website or a dictionary from the side shelf to look up each word and make the BEST match to the definitions provided. Be sure to look at all definitions and examples for each word to help you—some are tough 
Don’t forget to take an educated guess about the meaning of each root at the bottom of the Active Word List! Add words that you already know with the root in the blanks below. When you think you have completed the word list, I’ll check your work and you can begin on Vocab ws #1. Anything unfinished in class is homework!

9. SPEC/SPECT – (L) “to look at”
circumspect = (adj) careful; mindful of rules and consequences; prudent
prospect = (n) that which is expected
specter= (n) a ghost or phantom; anything that haunts someone
VID/VIS – (L) “to see, to look”
invidious = (adj) hateful or spiteful
providential= (adj) happening by good fortune
improvise = (v) to create without any forethought or preparation
PHOT/PHOS – (G) “light”
phototropic = (adj) tending to grow or move toward the light
phosphorescent = (adj) giving off light without heat
photogenic = (adj) attractive in pictures or photographs
LUC– (L) “light”
lucid = (adj) easy to understand
elucidate = (v) to make clear by explaining; clarify
translucent = (adj) allow light to pass through
Pronounce and point out subtle differences
Lucid and elucidate  notice their close, different parts of speech (adj. vs. v) someone who is lucid could elucidate something

10. Wednesday, 19 August 2015 Bell Ringer: Turn in your Vocabulary ws #1
Power of Words Quick-Write Describe a time where you have seen the power of words
Introduce “Talking to the Text”
Model and Practice Annotation Strategies with a Read/Mini-Think Aloud
Students reread independently and highlight 4 ideas that they agree with, disagree with, think are interesting, can question, or could talk about.
AR Reading Time
Reminder: Bring back marked up “Power of Words” Article TOMORROW 

11. The Power of Words
Create a folder in Notability titled: ELA Class Readings
Following the directions below to download the following text to Notability.
Access my website:
Click on the top tab, “Class Readings”
Open the document titled, “Power of Words”

12. 1. ) Show evidence of “Talking to the Text”. Highlight your confusion
1.) Show evidence of “Talking to the Text” Highlight your confusion Identify shocking or interesting ideas Question the text
1.) Highlight your confusion:
Confusing ideas
Words your do not know
When you understand, but you don’t get why it is
2.) Identify shocking/interesting ideas:
Highlight big important ideas.
Comment why it is a big deal.
Explain how it impacts you understanding.
Agree/disagreements
3.) Question the text:
Next to each phrase or idea that you highlighted, ask a question in the margin to represent why you highlighted it.
Why have we not discovered this until now?
How do I know this is a credible source?
Who is this person?
If it is a word you do not know, write DEF:
Go over expectations of talking to text and model a think aloud with the text with a few of these steps.

13. 1. ) Show evidence of “Talking to the Text”. Highlight your confusion
1.) Show evidence of “Talking to the Text” Highlight your confusion Identify shocking or interesting ideas Question the text
1.) Highlight your confusion:
Confusing ideas
Words your do not know
When you understand, but you don’t get why it is
2.) Identify shocking/interesting ideas:
Highlight big important ideas.
Comment why it is a big deal.
Explain how it impacts you understanding.
Things you notice
Agree/disagreements
3.) Question the text:
Next to each phrase or idea that you highlighted, ask a question in the margin to represent why you highlighted it.
Why have we not discovered this until now?
How do I know this is a credible source?
Who is this person?
If it is a word you do not know, write DEF:
Go over expectations of talking to text and model a think aloud with the text with a few of these steps.
Think:
Re-read and talk to the text for anything you THINK about the text.

14. 1. ) Show evidence of “Talking to the Text”. Highlight your confusion
1.) Show evidence of “Talking to the Text” Highlight your confusion Identify shocking or interesting ideas Question the text
1.) Highlight your confusion:
Confusing ideas
Words your do not know
When you understand, but you don’t get why it is
2.) Identify shocking/interesting ideas:
Highlight big important ideas.
Comment why it is a big deal.
Explain how it impacts you understanding.
Things you notice
Agree/disagreements
3.) Question the text:
Next to each phrase or idea that you highlighted, ask a question in the margin to represent why you highlighted it.
Why have we not discovered this until now?
How do I know this is a credible source?
Who is this person?
If it is a word you do not know, write DEF:
Go over expectations of talking to text and model a think aloud with the text with a few of these steps.
Pair:
Share the ideas with your table mates and make additions to your text.

15. Homework: Bring with you tomorrow:
The “Power of Words” text with at least FOUR ideas highlighted that you can talk about, you can question, you think are interesting, or you agree or disagree with.
Make specific notes to help you discuss these ideas.

16. Thursday, 20 August 2015 Bell Ringer:
Find your seat that matches your card, and get out your “Power of Words” article and notes! Retrieve your Vocabulary ws from the front desk.
Review Vocabulary
Socratic Seminar
Socratic Reflection
Reminder: Finish Socratic reflection as needed; Vocabulary 1 ws #2
(Pre-Quiz Practice! Vocab Unit 1 Quiz TOMORROW!)

17. Socratic Seminar Expectations
Inside Circle 
A question will start each round.
You respond loudly to the people in the inner circle with either a comment or a follow up question.
All students in the inner circle must talk and use all 3 talking chips.
Share air time. Don’t raise hands. But, don’t talk over one another. Talk when there is a space to do so, just like you would out of respect with your friends.
Everything you say must be connected to what the last person said.
Ex. “building off of what _____ said…”
Everything you say must be connected to or supported by the text.
Ex. “on page 5, paragraph 3 she said…”
Outside Circle
NO talking at all during this discussion, so you have no stress there.
You are going to record two things during this time.
Make your paper look like mine. You will have two columns. On the top of the left one, write “What I would say…” on the other column, write _________”
Do you best to write down everything assigned to you.

18. Homework: Complete the Socratic Seminar reflection page.
Complete Vocabulary 1 ws #2

19. 5-minute mini-study for Vocabulary Unit 1 Quiz
Friday, 21 August 2015
Bell Ringer: Find the row with your table number. Sit at your table #. TURN IN your homework – Vocabulary WS #2
5-minute mini-study for Vocabulary Unit 1 Quiz
BRING YOUR AR BOOK!!!!!!!
Vocabulary Unit 1 Quiz (10-15 minutes)
Weekly Journaling
AR Reading Time
HAVE A GREAT WEEKEND 

20. Defining a Good Friend
What’s a good friend? Some people say that a real friend is someone who tells you everything about himself or herself, some to whom you tell everything about yourself. Others disagree, and say that some things are private, and that it’s not always important to share everything with friends-- even good friends. What do you think? Is a good friend someone who supports you no matter what, or is a good friend someone who tells you the truth, no matter what? Should a friend be similar to you-- dress the way you dress, like the same things you like--or is it possible to have a good friend who’s very unlike you? What is your idea of what this “friendship thing” is all about? Write about it, and give some examples.