Unit 35 Using the Imagination. Lesson #1 Identify It: Syllable Types Open your I-Book to page 148...

Unit 35Using the Imagination

• Lesson #1

Identify It: Syllable Types

• Open your I-Book to page 148

• Remember: When pronounced within words, some syllables are reduced to schwa. This exercise focuses on the structure of syllables and their pronunciation when not reduced to a schwa sound.

• Read the directions on the page and complete the activity.

Review: Syllable Types

1. What kind of letter follows the vowel in a closed syllable?2. What letter follows the vowel in an r-controlled syllable?3. What follows the vowel in an open syllable?4. What is the vowel sound in an open syllable?5. What follows the first vowel in a final silent e syllable?6. What is the vowel sound in a final silent e syllable?7. What comes after the vowel in a vowel diagraph syllable?8. What is the vowel sound in most vowel diagraphs?9. What is the vowel sound in a final consonant +le syllable?10. What are the sound – spelling patterns in vowel diphthong

syllables?

Spelling Pretest


• Write down each word I dictate to you

• Correct your words

• Make word/flash cards for those that you misspelled

Unit Words

• Open your text book to page H157 and look through the unit words.

• Identify any words that are unfamiliar to you and we will discuss them

Review: Synonyms and Antonyms

• What is a synonym?

• What is an example of a synonym?

• What is an antonym?

• What is an example of an antonym?

Words that have the same or similar meanings

Take and receive

Words the have opposite meanings

give and receive

• Use the words on page H157 to find synonyms and antonyms for the following words:

• Synonym for: testimony• Synonym for: prevail• Synonym for: random

• Antonym for: opposite• Antonym for: disloyalty• Antonym for: uncommon• Antonym for: final

depositionpredominatearbitrary

identicalfidelity

ordinarypreliminary

Analogy

• What is an analogy?– A similarity between two like things

• Fidelity is to________ as loyal is to ______

• The relationship in both sides of the analogy must be the same.

• Some of the common relationships are part/whole, synonyms, antonyms, user/object, and attribute/object

• Can you make another analogy with some of the unit words?

Word Wheel

• Write the word “imagination” in the middle of the word wheel.

• Look at the headings around the wheel and ask clarifying questions to answer any questions that you have about how to fill in the boxes.

• Use a dictionary or a thesaurus to help you find the answers.

Expression of the Day

• By no stretch of the imagination

• Meaning: certainly not

• Example sentence: By no stretch of the imagination could he seriously be described as an artist.

• Now, write your own sentence using the expression, by no stretch of the imagination.

Review: Nominative and Object Pronouns

• What is a pronoun?

• Function words that are used in the place of a noun.

• Example: – Juan bought a red car.– He bought a red car.– He bought it.

• Pronouns replace nouns in sentences

• Nominative (subject) pronouns take the place of the subject in a sentence.– Sarah sings in the choir.– She sings in the choir.

• Object pronouns take the place of the object in the sentence.– Maria bought the candy bar.– Maria bought it

• Nominative and object pronouns usually have nouns, called antecedents, to which they refer.– Ante = before

• Our animated film was nominated for an Academy Award. Much to our surprise, it won.

• It is the nominative pronoun taking the place of the noun film.

• The artists needed drawings and sketches to help them build the sculptures.

• Them is an object pronoun taking the place of the noun artists, which is the antecedent.

Chose it: Nominative and Object Pronouns


• Read the directions and complete the exercise.

• Remember: not every pronoun in this activity has an antecedent.

Pronoun Usage in Compounds

• Open your student textbook to page H74

• Nominative (subject) pronouns are used as subjects and complements.

• Object (object) pronouns are used as direct objects, indirect objects, and objects of prepositions.

• Incorrect: Him and the ogre lived in the swamp.

• Correct: He and the ogre lived in the swamp.

• Why? The pronoun is part of the compound subject, so the nominative form must be used.

• Incorrect: The team of artists create the ogre and she.

• Correct: The team of artists created the ogre and her.

• Why? The pronoun is part of the compound direct object, so the object form should be used.

Chose it: Subject Pronoun or Object Pronoun


• Read the directions and complete the activity.

Avoiding Double Subjects

• You should avoid using a subject pronoun after a subject noun.

• Incorrect: Fiona she is a kind ogre.

• Correct: Fiona is a kind ogre.

• Why? Fiona is the subject of the sentence. The use of she after Fiona creates a double subject, which is an error in English.

White Boards

• On your white boards write “YES” on one side and “NO” on the other.

• I am going read you some sentences and you will tell me if it has a double subject.

• If it has a double subject hold up “YES” and if it does not hold up “NO.”

1. The teacher he explained animation.2. The students were fascinated by the explanation.3. Mr. Rodriguez he illustrated many scenes in the film.4. The artists they were challenged to create life-like

characters.5. Shrek and Fiona they were two of the characters in the

movie.6. The movie was made with computer-generated

animation.7. Artists and designers worked together on the movie.8. Computer-generated animation it presents many

challenges to filmmakers.9. The movie took three years to make.10. Children and adults they enjoyed the movie.

“The Tech of Shrek: Imagination Animated”• Have you seen the movie “Shrek?”• You are going to read a nonfiction article about Shrek.• This selection is similar to something that you might read in a

magazine.• Do you like reading magazine? What is challenging about

reading out of a magazine?• Magazine articles usually have pictures and graphics on the

page.• Magazines also include sidebars which are boxes that contain

special features or additional information that support and extend the information in the body of the main text.

• Graphics, sidebars, and text all work together to present information, and it is important to read and view each in order to understand the selection.

• Open your student textbook to page 144-147

• Read the title and heading of the selection.

• Look at each of the photographs, read the captions, and think about the information that each photograph conveys.

• Read the captions under each photograph.

• Read the headings in the sidebar.

• Now read the selection.

Answer It: Using Graphics and Sidebar Information

• Open your I-Book to page 151-152


• Use page 144-147 in your textbook to help answer the questions.

Internet Search

• You can find quite a bit more information about Shrek on the internet.

• Search for information about the making of Shrek.

• After finishing researching you will compare the information that you found online with what you read in the textbook.

• Lesson 2

Review: Stressed Syllables and Schwa

• Stress is the emphasis that syllables have in words.

• If a syllable is stressed, the vowel is usually long or short.

• If the syllable is not stressed, the vowel may be reduced. This reduced sound is called schwa. Schwa sounds like /u/ but is even more reduced.

Vowel Chart

• Open your I-Book to page R4

• Find the schwa on your vowel chart

• Look at the words under the schwa sign.

Schwa

1. Schwa is often found in the unstressed syllable of a two syllable word.

1. Example: lesson elect circus

2. Schwa often occurs in words beginning or ending with a.

1. Example: about

3. Schwa often occurs in an unaccented syllable of a multi syllable word.

1. Example: definition

Listening for Stressed Syllables and Schwa


• Read the directions and complete the activity

Divide It: Unit Words

• Dividing words into syllables and morpheme parts will help you read unfamiliar words.

• Often times unfamiliar words are long words. It can be helpful to divide those larger words into smaller word parts to determine how to pronounce them.

• Let’s divide the word:

Conspicuous

• Circle all of the prefixes• Underline the first vowel in the root• Underline the next vowel• Use the vowel-consonant patterns to divide

the word into syllables.

Divide It

• Now you try to divide it.

• Choose a long word from the unit word list

Word Fluency 1

• Turn to the Unit 35 Word Fluency 1 sheet page R40 and time each other for one minute.

• Do two trials for each partner.

• Record the better of the two trials on the Word Fluency Chart in the Interactive Text, pg R50.

Additional Greek Combing FormsCut out the cards from page R65 in your I-Book for unit 35

• astro = star• hemi =half• hydro = water• phys = nature, growth• mania = madness, frenzy, obsession• phobia = fear of, hatred of• sphere = circle• tech = skill, art, craft• zoo = animal• nau = ship• cyclo – wheel, circle• neur = nerve

Build It

• Turn to page 154 in your I-book

• Read each sentence

• Fill in the blanks with the Greek combing forms to create a word to fit the provided definition

• Use your morpheme cards if you need them

Review: Possessive and Demonstrative Pronouns

• What are pronouns?

• Words that replace nouns

• What do you think a possessive pronoun is?

• A pronoun that shows ownership or possession.

• Example: The new DVD of the movie is mine.

• Any guesses about what a demonstrative pronoun is?

• They are pronouns used to point out specific persons, places, or things without stating the noun. These pronouns convey a sense of distance (in time and space).

• Examples: this, that, these, and those

• This and its plural these are used to point out someone or something that is near to you.

• That and its plural those are used to point out someone or something that is at a distance from you.

• Examples:• This is our animation director, Mr. Rodriguez.

– In this sentences Mr. Rodriguez is nearby and is currently the animation director.

• Those are the sculptures of the characters in the movie.– In this sentence the sculptures are at a distance.

Identify It: Possessive and Demonstrative Pronouns



Text Coherence Through Transitional Words and Phrases

• Transitional words and phrases connect ideas and convey specific relationships in the text.

• These terms serve different grammatical functions, but they are all used with the purpose of providing coherence to the text.

• Can anyone think of a transition word or phrase?

• Turn to page H132 and review

Directions: In the following sentences identify the transitional word or phrase and I will underline it and also tell me what the relationship conveys.

• In addition to being enormous, Shrek, the ogre-hero, is green, grumpy, and ill-mannered.

• Consequently, moviegoers wanted more Shrek.

• Although the movie Shrek appears to be telling a simple story, it was challenging to make.

• For example, the flowing of Fiona’s green velvet gown and every blade of grass had to move so that they looked completely real.

• The filmmakers started by imagining how the original story could be make into a movie, and then conceived of new and different characters and scenes.

• In summary, the filmmakers had a winning idea.

Identify It: Transitional Words and Phrases



• Use the transitional word chart on page H132 if needed.

Passage Fluency

• Turn to the Unit 34 Passage Fluency sheet, page R49, and time each other for one minute.



How to write a resume

• What is a resume?

• Write down everything that you know about resumes.

• The word resume comes from French and means summary.

• A resume is a document that people write to summarize their skills, accomplishments, education, and work experience; they use their resume when they look for a job or apply to college.

• Open your I-Book to page 157 and 158

• Read the resume and:

1. Circle all of the action verbs that describe jobs in the section titled: Employment

2. Underline gerunds used to describe jobs in the section titled: Employment

Verbs Gerunds

Write It: Resume



• Lesson #3

Listening for Stressed Syllables



Word Fluency 2

• Turn to the Unit 35 Word Fluency 2 sheet page R41 and time each other for one minute.



Instructional Text: The Raven: A Romantic Imagination”

• Dividing words into syllables and morpheme parts will help you read unfamiliar words.

• Often times unfamiliar words are long words. It can be helpful to divide those larger words into smaller word parts to determine how to pronounce them.

• Let’s divide the word:

romantic

• Circle all of the prefixes and suffixes• Underline the first vowel• Underline the next vowel• Use the vowel-consonant patterns to

divide the word into syllables.

Divide It

• Now you try to divide it.

• Choose a long or unfamiliar word from the reading selection.

Instructional Text: “The Raven: A Romantic Imagination”

• What is the title of the selection?

• What do you think it will be about based on the title?

dreary: cheerless, gloomy

• Oregon weather is often described as dreary in the winter.

quaint: charmingly unusual

• McDonald’s is not a very quaint restaurant, but it sure is yummy!

implore: beg; plead

• I implore my students to work every day.

Beguiling: enchanting by deception• The beguiling witch enticed the innocent

children into her house of candy and then cooked them up in her oven for dinner.

Ungainly: awkward; clumsy

• The ungainly waiter got fired for always dropping the dishes.

Context Clues

• Poe was also influenced by Gothic literature, popular at the time, which included stories filled with a sense of terror, the supernatural, and exotic locations such as castles or crumbling mansions.

• What is gothic literature?

Use the Clues: Vocabulary Strategies

• Read lines 1-28 of “The Raven: A Romantic Imagination” on page C75 in your I-Book.

• Find one word that is unfamiliar to you. Use the context clues to figure out the meaning of the word.

Journal Entry

• Be a figment of your imagination

• To be something that seems real but is not.

• Example: My sister thinks there is a monster in her closet. The monster is a figment of her imagination.

• Now you write a sentence about a time when something was a figment of your imagination.

Text Coherence Through Transitional Words and Phrases

• Transitional words and phrases connect ideas and convey specific relationships in the text.

• These terms serve different grammatical functions, but they are all used with the purpose of providing coherence to the text.

• They can be grouped by the kind of relationship they usually show.

• Turn to page H132 for more information

Transitional words or phrases relationship

As a result

Finally

All in all

Nevertheless

Also

For this reason

• Poe wrote fiction. He was first and foremost a poet.

• What is the relationship between the two sentences?

• How does first and foremost give you a hint about the importance of his writing vs. his poetry?

• Poe wrote fiction. He was first and foremost a poet.

• Combine the two sentences above.

• Now, add an appropriate transitional phrase to show contrast between the two ideas.

Rewrite It: Sentences with Transitional Words and Phrases



“The Raven: A Romantic Imagination”

• Turn to page R8 in your I-Book and review the six elements of poetry.

• Read each element and ask clarifying questions.

• You will have an opportunity to review and extend your understanding of these terms in the following lessons.

“The Raven: A Romantic Imagination”

• Open your textbook to page 148

• Read the title and the section headings.

• First you are going to read an introductory passage about Edgar Allan Poe and then read one of his poems.

• What do you know about Edgar Allan Poe?

• What do you think “imagination” might refer to in the context of this selection?

• Read lines 1-29 of “The Raven: A Romantic Imagination.”

• Sometimes writers ask questions to get a reader thinking.

• Sometimes the writer will answer the questions later in the text. Other times the questions will be left unanswered so that readers have to draw their own conclusions.

• Most likely the writer wanted to have readers consider these questions as they read the poem, “The Raven,” but the exact answers to the questions may never be known.

• Much of the language in the poem is archaic, or old fashioned.

• Some common words are…

– Thy = your– Thou = you–Quoth = said

Comprehend It

• Read the entire selection (the introduction and the poem).

• Answer the comprehend it questions in the margins.

• Lesson 4

Identify It: Syllable Types



Identify It: Spelling Rules

• Open your textbook to page H17-H18 and review the Drop e and Change y rules.

• Open your I-Book to page 165.


Directions: Practice and study the meanings of these word parts

• astro =• hemi =• hydro =• phys =• mania =• phobia =• sphere =• tech =• zoo =• nau =• cyclo• nuer

Additional Greek Combing FormsCut out the cards from page R65 in your I-Book for unit 35

• astro = star• hemi =half• hydro = water• phys = nature, growth• mania = madness, frenzy, obsession• phobia = fear of, hatred of• sphere = circle• tech = skill, art, craft• zoo = animal• nau = ship• cyclo – wheel, circle• neur = nerve

Degrees of Adjectives

• Adjective endings can signal comparison between nouns or pronouns.

• There are three degrees of comparison: adjective, comparative, and superlative.

• The suffix –er signals comparison between two nouns or pronouns.

• The suffix –est signals comparison among three or more nouns or pronouns.

• More and most are used before multi syllable adjectives to make the comparative and superlative forms of those adjectives.

• Large• Larger• Largest

• Imaginative• More imaginative• Most imaginative

Comparative Sentence Structure

• A sentence that has a comparative adjective or phrase should be completed with a phrase or clause beginning with than.

• Incomplete comparison: This raven appears larger than

• Complete comparison: This raven appears larger than that one.

• The two words than and then are often times misused because they look alike and can sound alike.

• Use this mnemonic to help:• “then tells when”

• Then indicates time order. It can be used to tell when one thing happens after another, or in a summary of what has been said.

• Than can function as a preposition or a conjunction. It is often used to like two parts of a comparison. When than is used in a comparative structure, it functions as a conjunction.

• First the raven tapped at the window. Then it sat on the bust over the door.

• Each repetition of the word nevermore was scarier than the previous one.

Rewrite It: Comparative Sentences

• Turn to page 167 in your I-Book

• Read the directions and complete the assignment

Identify It: Transitional Words in Text

• Awareness of transition words and phrases while reading improves comprehension.

• These words help identify the changes in the direction of ideas.

• Open your I-Book to page 168• Read “Blue Gold: Earth’s Liquid Asset” and

complete the assignment.

Six Elements of Poetry

• What is the mood of The Raven?

• One way that Poe created this mood was through his use of sound in the poem, that is, through melody and meter.

Eerie, sad, dreamlike, mysterious, haunting

Melody

• Find all of the words that rhyme in the first line

• Identify all of the words in the first stanza that rhyme at the end of the line.

• Find all of the words in the first line whose initial consonant sounds illustrate alliteration

• Find all of the words in the first line that illustrate consonance with the /d/ sound

• Identify all of the words in the second line that illustrate assonance with /o/.

Dreary, weary

Door, moor, lore

Once, while, weak, weary

Midnight, dreary, pondered

Over, forgotten, lore

Melody

• These sounds, which make up the melody of the poem work together to bring a haunting musical quality to the poem. This musical quality engages readers and also makes the poem easier to remember and recite.

Meter

• How many syllables are there in the first and second lines?

• The poem’s primary meter of eight stressed syllables per line determines the poem’s meter: octameter

• This syllable pattern alternates (16, 17, 16, 15, 16

Take Note: Elements of Poetry

• In this activity you will find some additional examples of poetic elements.

• Turn to text connection 9 in the I-Book C75-C81

• Read the Take Note instructions on page C76

Six Elements of Poetry


• Use the information that we just learned to fill in the chart.

Answer It: Signal Words

• Turn to page 154 in your student text.

• Write the answers to each question in your journal.

• Lesson 5

Content Mastery: Syllable Types

• Turn to page 31 in your content mastery book

• Read the directions carefully and complete the assessment

Content Mastery: Spelling Posttest 1

• Open your content mastery book to page 32

Chose It: Words with Greek Combining Forms



Identify It: Transitional Words in a Text

• Transitional words and phrases help connect ideas within and across paragraphs in reading selections.

• Transitional words often combine with other words to develop the connection of ideas

• Read, “Marjory Stoneman Douglas : Knowing the River of Life.”

• Read, “Marjory Stoneman Douglas : Knowing the River of Life.”

• Open your I-Book to page 172-173 and do the activity.

Review: Run-On Sentences

• A compound sentence consists of two independent clauses joined by a comma and a coordinating conjunction, or by a semicolon.

• A complex sentence consists of an independent clause and a dependent clause, often separated by a comma.

• Run-on sentences result from two independent clauses being placed in the same sentence without punctuation or with only a comma joining them.

• There are four ways to correct run-on sentences :

• Separate the independent clauses and make them into two sentences.

Incorrect: Edgar Allan Poe wrote “The Raven,” this poem conveys a sense of terror.

Correct: Edgar Allan Poe wrote “The Raven.” This poem coveys a sense of terror.

• Add a coordinating conjunction and leave (or add) the commas to make a compound sentence.

• Incorrect: Poe wrote fiction, he was first and foremost a poet.

• Correct: Poe wrote fiction, but he was first and foremost a poet

• Link the two independent clauses with a semicolon. This should be done only if the two independent clauses are closely related.

• Incorrect: “The Raven” was published in 1845, Poe may have written this poem about his wife.

• Correct: “The Raven” was published in 1845; Poe may have written this poem about his wife.

• Change one independent clause into a dependent clause. Use a commas to separate the dependent clause from the independent clause if necessary.

• Incorrect: Poe wrote this poem long ago, it is still widely read.

• Correct: Although Poe wrote this poem long ago, it is still widely read.

Choose It: Run-On Sentences



Prepare to Write: Timed Essay• You have written a number of paragraph-length responses

to a question under time conditions

• Sometimes you may be asked to write more than a paragraph in a short period of time.

• There are some strategies that you can use to succeed at writing under timed conditions.

• Time essay situations provide only a small amount time to write an essay, people who score these essays do not expect them to be as long or as well written as they would be if students had time to draft and revise work.

• Compare and contrast the following poems, The Raven” and “Nothing Gold Can Stay,” taking into account their forms, their use of rhythm and rhythm, and the moods that they create.

Your outline might look like this:

I: Intro/ thesis: Although many differences, there are also many similarities

II: Body paragraph I: DifferencesIII: Body Paragraph 2: SimilaritiesIV: Conclusion: Although basic differences,

important things in common.

Write It: Timed Essay

• You are going to write a timed essay• You will have 45 minutes to complete the

writing task.

Strategies

• Read the questions carefully, and make sure that you understand it.

• Budget your time. Spend roughly ¼ of your time planning, ½ of your time writing, and ¼ of your time proofreading what you wrote.

• Make a quick map or outline• Write your essay. At the very least, it should

include a one-sentence introduction, one body paragraph, and a one-sentence conclusion.

• Proofread your essay

Now get ready…

• Take out a lined piece of paper• Look at Answer It question #5 in the student

text on page 154• Create a quick map or outline to gather

information.• Use the map or outline to write a short essay

in response to that question.

Don Quixote• This selection is an excerpt from a famous novel written by

Miguel de Cervantes. Cervantes is to Spanish literature as William Shakespeare is the English literature.

• The story takes place in Spain and was originally written in Spanish.

• Does anyone know any stories about the knights of medieval Europe, such as King Arthur and the Knights of the Round Table in England.

• In many stories, knights were describe as being very noble and brave; they would do such things as fight dragons and save ladies from fearsome giants.

Vanquished:Defeated; conquered

• The Staff vanquished the boys basketball team during the game at the Pep assembly.

Chivalry:qualities associated with knighthood, including

gallantry, bravery, and honor.

• The young handsome man’s chivalry attracted the beautiful princess.

Amiable:friendly; sociable

• Ms. Talbot is the most amiable teacher in the entire school.

Valor:bravery; courage in combat

• It takes a lot of valor to teach this class every day.

Intrinsically:belonging naturally to someone or something

Sonorous:Having an impressive sound

• My sonorous voice made the students swoon with joy.

Discussion

• Why do you think that Don Quixote wants to live the life of a knight errant?

• Don Quixote faced problems – battles and combats – that were the product of his imagination. We, on the other hand, face some very real problems in our contemporary world. You will work with a partner to identify a problem at the national or global level and conduct research to validate the problem’s existence and propose solutions. Then you and your partner will present an oral report in which you define and describe the problem and offer workable, researched solutions. Your job is to convince your audience that your solutions will work. Support your presentation with visual aids, such as charts, graphs, photographs, and slides shoes.

• You can use the internet, newspapers, and periodicals to research your topic.

• You must use at least three different sources of information.

• You will use note cards and keep track of your sources.

Lesson 6

Content Mastery Review

Spelling Pretest

• Open your I-book to page 175.

Word Fluency

• Turn to the Unit 35 Word Fluency 3 sheet and to two trials per person.

• Record your best score on page R50.

“La Vida Robot: Imagination Rules!”

• Read the title and brainstorm possible meanings of the title.

Intimidated: filled with fear

• My students are often intimidated by me when I yell.

Intermittently: periodically; unpredictably

• When the class intermittently behaves, it surprises the teacher.

Autonomous: independent; capable of operating without outside control

• Often times, 8th graders prove that they are not autonomous yet.

Sullenly: gloomily; resentfully

• Eddie sullenly sat in his desk and did his work.

Rudimentary: simple; basic

• The rudimentary lesson bored the students to tears.

Analytical: tending to examine things very carefully

• Mr. Deering was being very analytical as he peered through the microscope.

Context Clues

• Turn to page H102 in your text book.

• Review the different strategies with a partner.

• The pool was concealed under a black tarp – the contest organizers didn’t want the students to get a peek at the layout of the mission.

• What phrase is substituted for concealed: - didn’t want students to get a peek • What is a synonym for concealed:

- Hidden• Reread the sentence after substituting hidden

for concealed:- The pool was hidden under a black tarp.

Your Turn

• In pairs, preview Text Connection 10• Take turns reading sentences in the first section of “La

Vida Robot: Imagination Rules!”, which begins on page C82 in your I-Book.

• Identify a word that each considers unfamilar.• Each choose and use a vocab strategy to determine its

meaning.• Refer to the list of strategies in the textbook, page

H102.• Discuss how the strategy was used.


• “As a whole” – altogether; all parts or aspects considered.

• The population as a whole is getting healthier.

• Now you write a sentence with that expression.

Review: Run-On Sentences

• Four ways to correct Run-Ons:– Separate the independent clauses and make them into

two sentences.– Add a coordinating conjunction and leave (or add) the

comma to make a compound sentence.– Link the two independent clauses with a semicolon.

This should be done only if the two independent clauses are closely related.

– Change one independent clause into a dependent clause. Use a comma to separate the dependent clause from the independent clause if necessary.

Run-On Sentence Correction

• Turn to page 175-176 and complete.

• Complete page 177.

Nonfiction Narrative

• What are some features of nonfiction narrative? (Refer to pg H104 for help).- The events are true- Events are told in time order- There is a consistent point of view- Character, setting, plot, dialog


• Turn to page 155 and read title.

• Why would the author use a Spanish word in the title?

• Read the introduction, lines 1-46, to yourself.

• What type of contest did the Phoenix students enter?- A Remotely Operated Vehicle Competition put on by the

Marine Advanced Technology Education Center.• What was unusual about the team from Phoenix?

- They were high school students and they were competing against college students; they were all Hispanic.

• How many were on the team? - Four

• Who were their advisors? - Computer science teacher and Science teacher

???

Read lines 47-75

• How does the target word imagination relate to the selection?– The teachers at Carl Hayden imagined that they

could pull a great team together and enter this difficult competition. The team used their imagination to design a robot to enter in the contest.

Review: Features of a Persuasive Essay

• Goal: make a strong case for a particular position, and, if possible, win over others to your way of thinking.

• Persuasive writing often appeals to readers’ logic, emotions, and/or ethics.

Logical Appeal

• A logical appeal involves presenting facts and reasonable explanations.

Emotional Appeal

• An emotional appeal might involve trying to tap into readers’ fears or their desire for something. For example, to support an argument for bicycle helmets, a writer might tell a story about a bicycle accident in which someone was seriously injured.

Ethical Appeal

• An ethical appeal might involve trying to tap into readers’ basic values- their sense of what is right and wrong. For example, someone writing to defend freedom of speech in a particular situation might make the argument that freedom of speech is a basic right that everyone deserves and that the First Amendment to the US Constitution protects.

Analyze it: Persuasive Essay

• Complete pages 178-179 in your I-book.• What did the writer do well in the essay?– Draws reader in with an example– States a thesis in intro. It expresses a clear

position on the issue.– Gives reasons to support position– Reasons are supported with facts, examples, and

explanations– Writer anticipates and responds to objections that

others might have on the topic– Concludes with a ‘call to action’

Lesson 7

Diacritical Marks

• Words in a dictionary are listed in alphabetical order.

• Each word is followed by its pronunciation.• Accent marks indicate stressed and unstressed

syllables.• Complete page 180 in your I-book.

Sentence Dictation

• Review the spelling rules Drop e and Change y (page H17-H18).

• Turn to page 181 in your I-book and write down the sentences I dictate to you.

Word Fluency 4

• Record best results on page R50.

Antonyms: choose an antonym for the following words from page H157

• Permanent• Extraordinary• Erasable• Polite• Cheerful

temporary

ordinaryindelible

belligerentirritable

Analogy

• Temporary is to _____________as permanent is to ___________________.

• Complete page 182.


• In the ordinary way – normally, or in the way that something usually happens.

• If we hadn’t seen the special TV program, we would have given money to the charity in the ordinary way.

Rewrite it: Sentences

• Complete Exercise 4, pg 183-184.


• Turn to Text Connection 10, pages C82- C89.• Read lines 1-170 independently.• Answer the Comprehend It questions and

follow the Take Note directions in the margins.


• Return to “La Vida Robot: Imagination Rules!” in the Student Text, pages 155-164.

• Read the rest of the selection (lines 176 – 294).

Review: Audience and Purpose

• Good writers think about their purpose in writing and their audience before anything is actually written down.

• Why did the author write the essay “Danger Ahead: Cell Phones and Kids”?– To discourage parents from buying cell phones for

kids

Prepare to Write: Persuasive Essay

• Complete page 185 - 186 in your I-Book.

Review: Audience and Purpose

• A writer’s audience is the group, or groups of people, for which the writer is writing

• What group of people do you think the author of “Danger Ahead: Cell Phones and Kids” is trying to convince?– parents

Lesson 8

Homophones

• Homophones: words that sound the same but are spelled differently.– Bare, bear– Hair, hare– Here, hear

• Can you think of any examples?

Your Turn.

• Complete page 187 in your I-Book.

Choose It

• Turn to page 188 in your I-Book and complete.

Review: Subject/Object Pronouns and Comparative Sentences

• Using page H74 as a resource, correct the following sentences:

1. Her and the ogre were made to look and act real.2. In this movie, their animation was better.3. The judge made the course as difficult as possible

for they.4. Their robot was more fast than the other one.5. The competition was a challenge for he and Lupe.

Corrections

• 1. She and the ogre were made to look and act real.

• In this movie, their animation was better than the other movie.

• The judge made the course as difficult as possible for them.

• Their robot was faster than the other one.• The competition was a challenge for him and

Lupe.

Read

• Turn to Text Connection 10 in your I-Book, pages C82-C89.

• Read lines 17-281.• Answer the Comprehend It questions and

follow the Take Note directions in the margins.

Signal Words

• When asked to compare or contrast, organize your thoughts by drawing a map of some kind.

• When asked to describe or illustrate, list your ideas.

• Turn the page 164 in your student text. Identify the signal words for questions 1 – 4, develop a map or list for each one, and then write your full answer.

Lesson 9

Listen for Word Parts

• Turn to page 189 in your I-Book and be ready to listen.

Build It

• Complete pg 190 in your I-Book.

Content Mastery

• Page 33-35

Content Mastery

• Page 36

Persuasive Essay

• Fill in the Map It: Persuasive Writing template.

Write It

• Use the notes you wrote on the Persuasive Writing template in Lesson 5 and begin writing your first draft.

Lesson 10

Content Mastery

• Turn to page 38.

Finding Meanings

Find the meaning of the following three root words:

Cyclo –Nau – Neur –

Write down as many words with each root in it as you can (minimum of 10 each).

Idioms

• “Give your right arm”• - do anything for a chance to get something

you want• Create a mini-dialogue, with illustrations,

using this idiom.

Idioms

• “Burn the midnight oil” – to work late into the night

• “Go back to the drawing board” – go back to the beginning and start over again

• “Tear your hair out” – extremely agitated or worried about something

Timed Writing

• Turn to page 191-193.• Read the directions.• Answer the question. You will have 30

minutes to finish.

Revise it: Persuasive Essay

• Use page R11 in your I-book to help revise your essay.

• Write a final copy.

• The concept of a hero has existed for hundreds of years. Modern day heroes can be found everywhere, including in movies. Since you have watched the movie Shrek, compare and contrast the two heroes, Don Quixote and Shrek.

• Your essay should have an introductory paragraph, 2 body paragraphs, and a concluding paragraph.

• Use the compare and contrast graphic organizer to help organize your thoughts.

• Use the compare and contrast graphic organizer to help organize your thoughts.

• Ideas to consider:

Unit 35 Using the Imagination. Lesson #1 Identify It: Syllable Types Open your I-Book to page 148...

Documents

Transcript of Unit 35 Using the Imagination. Lesson #1 Identify It: Syllable Types Open your I-Book to page 148...