Transcript Unit 26 - Think Outside the Textbook

Unit 26
Lesson Seven
W.A.L.T.
► Apply
knowledge of diacritical markings and other
symbols
► Build words by adding suffixes to base words and
practice the “drop e” spelling rule
► Build networks of meaning to improve vocabulary
knowledge and learn to use words with degrees of
meaning in context
► Recognize adverbs, prepositional phrases acting
like adverbs, and adverbial clauses in text
► Read a selection, respond to comprehension
questions
► Use a Venn Diagram to prepare to write a
compare-and-contrast essay
Why is this important?
► Using
a Venn Diagram to compare and
contrast can be helpful if you are trying to
make a choice between two things.
Using a Dictionary: page 95
Using a Dictionary: page 95
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
/ak/
/at’ik/
/tak’ tiks/
/ri tort’/
/hyoo mil’ i te/
/a koo’ stik/
/the e riz/
/ri kroot/
/jool/ or /joul/
/biv’ oo ak/ or /biv’ wak/
Build It: Words with Suffixes
► Using
the following base words and suffixes,
create as many words as you can:
►Hero,
real, total, poet, legal
►-ity, -ic
►Bank
your words on page R74. Label
columns –ic and –ity.
Review: Drop e Rule
►There
are several spelling rules in
English that apply when adding
endings to words. The Drop e Rule
explains what to do when adding
suffixes to words ending in a silent e.
►There
are two conditions for this rule.
If the suffix begins with a vowel,
drop the e from the base word.
Ex: pursue + -er = pursuer
If a suffix begins with a
consonant, do not drop the e
from the base word.
Ex: loose + -ly = loosely
Microscope + ic = ?
Does the word end in e?
Does the suffix begin with a
vowel?
If the answer to both questions is
yes, drop the e before adding the
suffix.
Repeat the process with
these words and suffixes:
captive + -ity
cube + -ic
negative + -ity
Word Fluency 4 – Page R21
Review: Synonyms
► Synonyms
are words with the same or
similar meanings
► Turn to page 43 in your hard cover. Locate
synonyms for the following words:






Select
Baggy
Midday
Also
Classify
Resume
choose
loose
noon
too
group
continue
Word Line – Degrees of Meaning, page
96-97
► Some
words have degrees of meaning which
relate to the context in which they are used
Start
Continue
Finish
Start and finish are opposites. Continue is a
midpoint.
Turn to Exercise 2, page 96. Write each word
from the Word Bank under the word on the
word line that has the same degree of
meaning.
Start
Continue
Finish
Begin
Maintain
End
Open
Resume
Terminate
Enter
Pursue
Complete
Commence
Degrees of Meaning – page 97
1.
2.
3.
4.
5.
Begin … End
Open/begin … resume
Pursue … begin/commence
Enter … complete/finish
Maintain … end/terminate
Review: Adverbs, Adverbial Phrases, and
Adverbial Clauses
► Adverbs describe verbs.
► Adverbs answer the questions “how,”
“when,” “where,” “why,” and “under what
condition?”
adverbs are single words: daily and
suddenly are adverbs.
► Prepositional phrases can function as
adverbs. To Mango Street and after dark are
prepositional phrases that can function as
adverbs.
► Most
► Clauses
can also function as adverbs.
A clause is a group of words that contains a
subject and a predicate.
An adverbial clause answers the question
How? When? Where? Why? Or Under what
condition? It expands the predicate part of
the sentence.
► An adverbial clause can occur at the
beginning or end of a sentence. It often
begins with a subordinating conjunction, like
“although,” “because,” “if,” “while,” or
“unless.”
Identify It: Adverbs, Adverbial
Phrases, and Adverbial Clauses
► Turn
to Text Connection 4, “Rules of the
Game,” pages C31.
► Read lines 261-275.
► Reread sentence #1 and determine if the
underlined words include an adverb, a
prepositional phrase acting as an adverb, or
an adverbial clause.
► Check the correct column on page C31.
► Complete the other sentences in a similar
manner.
x
x
x
x
x
Comprehend It
► Look
back through lines 12-165, pages C22-
C37.
► Answer the questions in the Comprehend It
boxes throughout Section 1.
Follow along with lines 166-366.
After reading, discuss the following:
How did Waverly convince her brother to
let her play chess?
By offering him lifesavers to use in place of the
missing pieces.
How did Waverly’s mother feel about
American rules?
She felt that American rules were hard to figure
out and that foreigners don’t get much help
figuring out American rules.
Put the following line into your own
words: “That is the power of chess. It is
a game of secrets in which one must
show and never tell.”
In chess, you have to keep your strategy a
secret.
How did Waverly go about learning how
to play chess?
She looked up words in the dictionary and
took books out from the library. She studied a
hand-made chessboard pinned to her wall.
Take Note: Details of a Setting
► Review
lines 12-165, pages C22-C37.
► Summarize information about the
neighborhood described in “Rules of the
Game” in the margins.
Map It: Venn Diagram
► Think
about the neighborhood in “Rules of
the Game.”
 Is it busy or peaceful? Is it residential or
commercial?
 Is it a wealthy neighborhood? Are people
friendly or unfriendly?
Take out your Map It: Venn Diagram
template.
Record information about the neighborhood
on the template.
Map It: Venn Diagram
Esperanza’s
Neighborhood
-In the city
-Small, poorly built houses
-Lots of houses close
together
-Few trees, except the ones
the city plants
- poor neighborhood
- maybe a Latino
neighborhood
Waverly’s
Neighborhood
San Francisco’s
Chinatown
Children have what they
need and don’t think
of themselves as
poor
A bakery makes the
neighborhood smell of red
beans
Many people seem to be
Chinese
Lots of shops
Lots of tourists