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Day One

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Title: Day One


1
(No Transcript)
2
Day One
Day Two
Day Four
Day Three
3
Vocabulary Words
  • obviously
  • recalled
  • merriment
  • tangled
  • gnawing
  • miserable
  • cover
  • circumstances

4
obviously
Obviously a baby should not try to drive an
automobile.
You can obviously see that the cat is fed well
because of how healthy she looks.
  • obviously- in a way that is easy to see

5
recalled
Mother recalled the time when she was a child and
a boy in her class lost his front tooth during
recess.
Have you recalled the number of people that were
in the boat yet?
  • recalled- past tense of recall to remember

6
merriment
The children were delighted, and their merriment
at the birthday party was very evident by their
laughter and cheerfulness.
The people laughed in merriment at the clowns
actions.
  • merriment- fun

7
tangled
The kitten had tangled the ball of yarn.
The boys shoe laces were tangled, so he had to
fix them before he could tie his shoes.
  • tangled- past tense of tangle to get caught in
    something that holds back or blocks such as
    strings

8
gnawing
I saw a mouse gnawing on the box of Jello in the
cupboard.
I wonder if we have a mouse in the house. I can
hear something gnawing on the wood in the walls.
  • gnawing- a form of gnaw to chew

9
miserable
A sick child is often miserable.
He was miserable waiting outside in the freezing
weather.
  • miserable- very unhappy

10
cover
We can take cover in the cave.
The pioneers took cover behind their wagons when
they were afraid of being attacked.
  • cover- something that would be good to hide
    behind

11
circumstances
The place, weather, and other circumstances made
the picnic a great success.
Even though you fell and hurt your knee, under
the circumstances, I think you did well in the
race.
  • circumstances- plural of circumstance the way
    things are at the moment

12
Concept Vocabulary- conscience
  • Conscience means a sense of right and wrong.
  • Let your conscience be your guide.
  • What do you think that phrase means?
  • When a friend asks you to do something that you
    are not sure is okay, how can you use your
    conscience to help make the right decision?

13
Identify the common structure in the following
words.
14
sil
ver
y
fur
ry
shi
ny
sun
ny
15
These words have the suffix -y.
The suffix -y means full of or having. Words
with this suffix are adjectives.
16
Identify the base word for each word.
silvery furry shiny sunny
silver fur shine sun
17
Define each word based on its suffix and root.
silvery furry shiny sunny
having a silver color full of fur full of
shine full of sun
18
Identify the common structure in the following
words.
19
ful
pow
er
plen
ti
ful
less
i
pit
bot
tom
less
20
These words have the suffixes -ful and -less
added.
The suffix -ful means full of.. The suffix
-less means without. Words with these suffix
are adjectives
21
Identify the base word for each word.
powerful plentiful pitiless bottomless
power plenty pity bottom
22
Define each word based on its suffix and root.
powerful plentiful pitiless bottomless
full of power full of plenty (abundant) without
pity without a bottom (unending)
23
Activating Prior Knowledge
Use your journal to record your thoughts.
How fast do you think a mouse can travel? What do
you know about crows? What are farmyard cats
like? How do animals take medicine when they are
sick? How can animals communicate with one
another?
24
Background Information
Although this story is fantasy, it is based on
real animal behavior. Cats prey on mice, birds,
and other small animals. Crows are attracted to
shiny objects, and they will use a variety of
materials to build their nests including yarn,
plastic strips, string, paper, and aluminum foil.
25
How does this selection relate to the theme Risk
and Consequences? What clues can you find about
the story? Look for unfamiliar words, concepts,
or ideas. What risks did Mrs. Frisby take? Why
did she take the risks?
Clues Problems Wonderings

26
Today we will read the first half of the story.
We will read pages 70 -75 We will finish the
story tomorrow.
27
Words to know
  • treacherous- full of danger
  • The walk through the jungle was a treacherous
    journey.
  • route- way or road
  • The couple took the quickest route to the
    hospital.

Pages 70-71
28
Making Connections
  • Making connections between the text and what we
    already know helps us understand a story better.
    We know that a mouse is small and helpless
    against a larger animal such as foxes and
    weasels. I would not want to walk through the
    woods in the dark. I can understand why Mrs.
    Frisby is afraid

1
29
Something to think about
  • Think about the risk that Mrs. Frisby has taken
    to bring her son Timothy some medicine and the
    risks she still faces. Lets take a minute to
    compare Mrs. Frisbys situation to Karanas and
    the Crafts.
  • Thought
  • Karana and the Crafts took risks to save
    themselves, but Mrs. Frisby took risks to save
    her son.

30
Visualizing
  • If we create images in our minds based on
    information from the story, we can get a better
    feeling for the characters and events. We can
    see Dragon, a big orange cat with sharp fangs,
    glaring eyes, and a tail that swishes from side
    to side. He must look gigantic and terrifying to
    Mrs. Frisby, a small mouse.

2
31
(No Transcript)
32
Words to know
  • nervously- uneasily
  • Sandy tapped her foot nervously while she was
    waiting to see the dentist.
  • ineffectively- without result
  • The puppy chewed ineffectively on its leash.

Pages 72-75
33
Making Connections
  • The description of Mrs. Frisbys children remind
    me of my family. If someone in my family needed
    medicine, I would do whatever I could to get it,
    even if it meant facing a dangerous situation.

3
34
  • While we read, it helps to make predictions
    about what will happen next. This helps us think
    about what we already have read. It also makes
    us want to continue reading to see whether our
    predictions were confirmed. At this point, Mrs.
    Frisby has just encountered a serious situation.
    A crow is tied to the fence. Will she stop to
    help the crow or hurry home to bring the medicine
    to her son? Will the cat catch them? I predict
    that she will stop to help the crow because the
    story so far tells me that she thinks of others
    before herself. After all, the only reason she
    faces danger now is because she is bringing home
    medicine for her sick son.

4
35
  • How do you suppose the crow got tangled up in
    the string?
  • Did you know that crows are attracted to and
    often collect shiny articles? The crow was
    attracted to the shiny string and that is how he
    got tangled up in it.

36
Lets look at what weve read so far.
  • Is anyone confused?
  • Do you need clarification?
  • Can you summarize what you have read so far?
  • Does what you are reading make sense to you?

Stop reading for today.
37
Daily Editing
  • Correct the following sentences.
  • Mia and john likes basketbal
  • Mia and John like basketball.
  • it rained all day and nite,
  • It rained all day and night.

38
Writing Biography
  • A biography is a book or an article about a real
    person written by another person.
  • Biographies are a type of narrative writing and
    the sentences within paragraphs move the action
    of the story.
  • Some biographies tell only a part of a persons
    life and other biographies span a persons life
    from birth to death.

39
Language Arts Handbook p. 122-127
  • Lets read these pages to review how to write a
    biography.
  • In our previous story Two Tickets to Freedom,
    the story does not describe the entire lives of
    Ellen and William Craft. It only tells about
    their daring journey from slavery to freedom.
  • If I was going to write a biography, Id want to
    write about someone who is similar to Ellen or
    William Craft- someone who took big risks to live
    as he or she wanted.

40
  • Work with your partner to brainstorm ideas about
    historical figures who took risks and accepted
    the consequences. Make a list of people and be
    ready to share your ideas with the class.

41
Assignment Write in your journal.
  • Chose a person that you might be interested in
    doing your biography on.
  • Explain why you have chosen this person.
  • Determine the purpose and audience for your
    biography.

42
Spelling Pretest
  • angrily
  • location
  • promotion
  • famous
  • precision
  • basically
  • memorable
  • easily
  • conclusion
  • solvable
  • erosion
  • attention
  • decision
  • usable
  • courteous
  • envious
  • gracious
  • luckily
  • flammable
  • pollution
  • wondrous
  • miserable
  • terrifically

43
Check Your Spelling Pretest
  • angrily
  • location
  • promotion
  • famous
  • precision
  • basically
  • memorable
  • easily
  • conclusion
  • solvable
  • erosion
  • attention
  • decision
  • usable
  • courteous
  • envious
  • gracious
  • luckily
  • flammable
  • pollution
  • wondrous
  • miserable
  • terrifically

44
Lets brainstorm some action verbs.Be sure to
include both physical and mental verbs.
  • Did you think of
  • running working
  • strolling hopping
  • thinking imagined
  • wondered talks
  • sleeping help
  • hoping knitting
  • yawning plays

45
Assignment
  • Create five sentences using the action verbs.
  • Trade your paper with your partner. Identify the
    action words in your partners sentences.
    Discuss with your partner and see if she or he
    agrees.

46
  • obviously
  • recalled
  • merriment
  • tangled
  • gnawing
  • miserable
  • cover
  • circumstances

remembered snarled situation unhappy clearly hide
fun chewing
47
Identify the common structure in the following
words.
48
i
ly
wear
ly
gri
an
prob
ab
ly
i
ly
in
ab
var
49
These words spelling changes when the suffix -ly
is added.
When an adjective ends in -y, the y changes to an
i when the suffix -ly is added. When an adjective
ends in -able or -ible, the final le is dropped
before adding -ly to form an adverb. Can you tell
me what the suffix -ly means? in a ______ way
50
Identify the word that had the suffix -ly added.
weary angry probable invariable
wearily angrily probably invariably
51
Define each word based on its suffix and root.
in a weary way in an angry way in a probable
way in an unchanging way
wearily angrily probably invariably
52
Assignment
Complete Skills Practice 1 pages 25-26. Practice
using suffixes.
53
Lets start the second half of our story on page
76.Words to know
  • embarrassed- uncomfortable
  • The driver was embarrassed when he had to ask for
    directions.
  • capacity- ability
  • The superhero had the capacity to lift cars.

Pages 76-77
54
Making Connections
  • I think I understand Mrs. Frisby a little
    better, because I can make a connection between
    her and some people I know- mothers. She talks
    to the crow like a mother would talk to one of
    her children. She takes charge and gives the
    crow orders that she might give to her children.
    She scolds the crow for picking up the string,
    but at the same time she feels a motherly urge to
    calm him and save him.

5
55
Predicting
  • Earlier, we predicted that Mrs. Frisby would
    stop to help the crow because she seems to think
    of others before herself. Our prediction is
    confirmed- she stops to help the crow. But the
    crow is tangled in the string. Its going to
    take a long time for Mrs. Frisby to cut through
    it. I predict that the cat will come before
    Mrs. Frisby can cut through it. Dragon might get
    the crow, Mrs. Frisby, or both of them. Mrs.
    Frisby will not make it home to give the medicine
    to her son.

6
56
Making Connections
  • I know that cats are good hunters. My cat
    loves to stalk birds in the garden. I know that
    my cat would never pass up the chance to grab a
    trapped bird. Mrs. Frisby and the crow are right
    to be concerned about the cat.

7
57
Visualizing
  • We have read a lot of details about where the
    characters are in relation to one another and
    their surroundings. It will help to picture
    these details in our minds so we understand
    exactly what is going on. We can see Mrs. Frisby
    and the crow on the ground next to the fence, and
    Mrs. Frisby is gnawing furiously to set the crow
    fee. I remember that it is a wire fence, so
    there is no way that they can hid behind it.

8
58
  • We can picture the big, mean orange cat staring
    at the crow with a gleam in his eye as he moves
    at a steady pace toward the crow. The crow is
    looking back at him, trying not to panic. We can
    picture Mrs. Frisby exposed on the open ground
    with nowhere to hide from the cat. She and the
    crow must be feeling a great sense of urgency.

8
59
Words to know
  • scarcely- barely
  • There was scarcely a scrap of food left after
    the hungry family left the table.
  • alarmingly- in a frightening way
  • The cars on the highway were alarmingly close to
    one another.

Pages 80-81
60
Predicting
  • My second prediction was not confirmed. Mrs.
    Frisby chews through the string, and they escape
    in the nick of time- through the air! Mrs.
    Frisby makes it home to give her son the medicine.

9
61
Daily Editing
  • Correct the following sentences.
  • The last Stretch were the watr balloon dodge?
  • The last stretch was the water balloon dodge.
  • Nina and luis runned and duck as the first few
    balloon flew buy.
  • Nina and Luis ran and ducked as the first few
    balloons flew by.

62
Writing Prewriting
  • When writing, a good writer gets information from
    multiple sources. Before you start to write, you
    should categorize things you already know about
    the topic and think of things you still need to
    know.
  • You must research you subject before you begin
    with writing. With any fact-based writing, you
    first should find multiple sources of information
    about your subject.
  • You should also cross-check information you find
    in one source against what you find in another to
    ensure your facts are valid.

63
  • Sources can include encyclopedias, articles,
    books, and trustworthy Web sits. Lets practice
    writing a bibliography and citing references.

64
Audience and Purpose
  • Deciding the audience and purpose for your
    biography will determine how you should write.
    For example, Florence B. Freedmans biography of
    the Crafts would be different if she had chosen
    adults as her audience. Often the purpose of a
    biography is to inform the audience about the
    subjects life. Sometimes the purpose is to
    explain, to entertain, to persuade, or a
    combination of the four.
  • Today you need to decide the audience and purpose
    for your biography.

65
Work with your partner to...
  • Come up with a list of things each of you still
    needs to know about each of your topics.
  • Discuss multiple sources to find the information
    you still need.
  • Remember that most biographies are written in the
    order in which events occur.
  • Start looking for the information you need for
    your biography.

66
Create the following chart in your notebook to
sort this weeks spelling words.
67
suffix -able
suffix -ly
suffix -sion
suffix -tion
suffix -ous
68
Sort the words into the correct category.
  • angrily
  • location
  • promotion
  • famous
  • precision
  • basically
  • memorable
  • easily
  • conclusion
  • solvable
  • erosion
  • attention
  • decision
  • usable
  • courteous
  • envious
  • gracious
  • luckily
  • flammable
  • pollution
  • wondrous
  • miserable
  • terrifically

69
suffix -able
suffix -ly
suffix -sion
suffix -tion
suffix -ous
angrily basically easily Luckily terrifically
memorable solvable usable flammable miserable
location promotion attention pollution
famous courteous envious gracious wondrous
precision conclusion erosion decision
70
Grammar, Usage, and Mechanics
71
The baby was sleeping in his crib.
  • What is the verb phrase in the sentence above?
  • was sleeping

72
Raymond is playing with his best friend Mike.
  • What is the verb phrase in the sentence above?
  • is playing

73
  • In some sentences, a verb can have more than one
    word. Usually, the last word is the main verb
    and the preceding words are helping verbs.
  • A helping verb explains or modifies the main
    verb.
  • These words combine to form a verb phrase.

74
  • In some cases, the main verb and helping verb
    are not next to each other for example
  • She could not leave the foolish crow there.

75
Assignment
  • Complete Skills Practice 1 page 38.
    Identifying and using verb phrases. When you
    have finished, write five original sentences in
    your journal using verb phrases.

76
Vocabulary Quiz
  • caught in something that holds back or
    blocks, such as string
  • remembered
  • something that would be good to hide behind
  • very unhappy
  • recalled
  • miserable
  • tangled
  • cover

77
Vocabulary Quiz
  • fun
  • a sense of right and wrong
  • in a way that is easy to see
  • chewing
  • the way things are at the moment
  • gnawing
  • circumstance
  • merriment
  • obviously
  • conscience

78
Identify the common structure in the following
words.
79
clu
sion
con
sion
ro
e
tion
pro
mo
tion
pol
lu
80
These words have the suffix -sion or -tion.
Adding the suffix -tion or -sion changes the
spelling of the root word.
81
Identify the root word for each word.
conclusion erosion promotion pollution
conclude erode promote pollute
82
What other words can you think of that have the
suffix -sion or -tion?
  • Did you think of
  • persuasion envision
  • decision location
  • precision attention
  • commotion revision
  • hesitation revolution
  • concession decoration

83
  • Writers show how events are connected through
    cause-and-effect relationships.
  • A cause is a force or influence that produces an
    effect. It is why something happens.
  • An effect is what happens as a consequence of he
    cause.
  • For example, on pages 70-71, Mrs. Frisby
    considers the low position of the sun in the sky.
    Because she knows that it will be dark soon,
    she doesnt want to take the route through the
    woods. The fact that night is quickly
    approaching is the cause Mrs. Frisbys decision
    to avoid the woods is the effect produced by that
    cause.
  • Can you think of other examples of the cause and
    effects of some of the characters actions in the
    story?

84
Lets look at page 72.
  • The author, Robert C. OBrien, provides a
    detailed description of Mrs. Frisbys children.
  • How does this description help us understand
    Mrs. Frisby?
  • We see how deeply she cares for her children.

85
Setting and Plot p.74-75
  • The setting and plot are often intertwined. The
    writer of this story uses the setting to
    influence and perhaps determine the plot.
  • What setting does the author create? How does
    it influence what happens in the story?
  • Mrs. Frisby must get home with the medicine.
    The setting- the farmyard next to the woods-
    forces her to make a choice and take action. She
    decides that the farmyard is the safest route.
  • How does the choice that Mrs. Frisby make based
    on the setting further the plot?
  • Because she chooses to go through the farmyard,
    she happens upon the crow.

86
Character and Plot
  • The plot- events that happen in a story-
    influences the characters, and vise versa. In
    this story, as in many stories, the author
    creates a challenge for the main character that
    interferes with her reaching her goal.
  • OBrien creates tension when it is difficult for
    Mrs. Frisby to succeed. What challenges does the
    author place before Mrs. Frisby?
  • She has to decide whether to help the crow or go
    get the medicine.

87
  • Authors show what characters are like by telling
    how they face the challenges put in their way.
    What does OBrien want us to know about Mrs.
    Frisby?
  • He shows us that she is helpful
  • What does OBrien have Mrs. Frisby do the lets
    us understand her?
  • She goes to get the medicine and stops to help
    the crow.

88
Cause and Effect
  • Remember that writers show the connection
    between events by organizing information into
    cause-and-effect relationships.
  • When we understand these cause-and-effect
    relationships and how they impact the text, we
    have a better understanding of the story and its
    characters.
  • On page 79, Mrs. Frisby tells the crow to fly
    away as soon as he is free, but he does not. Why
    does he stay?
  • He stays because Mrs. Frisby is in danger, and
    he wants to help her because she helped him.

89
  • Because of these events, what have we learned
    about the personalities of Mrs. Frisby and the
    crow, and how do their personalities determine
    the outcome of the story?
  • The approaching cat causes Mrs. Frisby to remain
    calm when she is in danger. The effect is that
    she is able to untangle the crow before the cat
    reaches them. This shows that Mrs. Frisby is
    naturally calm and willing to help others.
  • OR The cause is the crow is able to reward Mrs.
    Frisby for her loyalty to him by rescuing her
    from the cat. The effect is she is able to save
    her life and continue her journey to bring
    medicine to her son, Timothy. This shows that
    the crow appreciates kindness and is willing to
    help others too.

90
Lets look at pages 80 81.
  • On page 80, what does Mrs. Frisby think about
    getting into such a dangerous situation with the
    cat in the first place?
  • If she had not stopped to help the crow, she
    wouldnt have drawn attention to herself and
    might have made it home safely.
  • On page 81, why does the crow tell Mrs. Frisby
    that she can call on him whenever she needs help?
  • Because she saved his life, he is indebted to
    her.

91
Daily Editing
  • Correct the following sentences.
  • The race would takes them around cones and threw
    tunnels
  • The race would take them around cones and
    through tunnels.
  • nina and Luis maked it around the cones but the
    tunnels was harder.
  • Nina and Luis made it around the cones, but the
    tunnels were harder.

92
Writing Drafting
  • Biographies are a type of narrative writing.
  • The sentences within narrative paragraphs move
    the action of the story.
  • Because biographies are written in the order of
    events, it is important to use transition words
    in your paragraphs to show relationships,
    especially time relationships between ideas.
  • Some common transition words include later, the
    next day, before, next, and after.

93
Lets look back at Two Tickets to Freedom.
  • Make sure you dont always start your sentences
    the same way. It becomes boring for the reader.
    For example. in 1837, she did this. In 1838,
    this happened L
  • Lets look at how the author handled the passing
    of time in Two Tickets to Freedom
  • The ferry ride over, After talking with Mr..
    Johnson for a few minutes, Later on that
    night, As soon as the train reached the
    station.

94
Things to Keep in Mind
  • When writing a biography be sure that
  • Sentences that show time and order are not too
    similar in style. Vary sentence beginnings.
  • The events of the subjects life are written in
    chronological order.
  • The biography has detailed descriptions of the
    person and events.
  • The facts of the subjects life are accurate.

95
  • Your biography should begin with a paragraph
    that captures the readers attention, just as you
    did while writing your realistic fiction story.

96
Assignment
  • Work with your partner to discuss who you are
    going to write your biography on and why you
    chose that person.
  • Then create an interesting opening paragraph
    through the use of quotations, questions or
    descriptions. Use the instructions on Skills
    Practice 1 page 33 to help you.
  • Review your opening paragraph with your partner.

97
Spelling Changes with Affixes
  • Spelling changes are sometimes necessary when
    adding affixes.
  • Lets review rules for adding affixes.
  • Change the y to an i when y is preceded by a
    consonant or when adding a suffix that begins
    with a vowel.
  • Drop the silent e at the end of a root word when
    adding a suffix that begins with a vowel.
  • The suffixes -tion and -sion are used to make the
    noun forms of verbs.
  • -tion is used if the verb ends in t(e), and -sion
    is used if the verb ends in s(e) or d(e).

98
basically
  • A few words require special changes, such as
    adding -ally to an adjective that ends in c.
  • Assignment
  • Skills Practice 1 page 35-36.

99
chicken mouse horse goose
  • What word means more than one chicken?
  • chickens
  • What word means more than one mouse?
  • mice
  • What word means more than one horse?
  • horses
  • What word means more than one goose?
  • geese

100
Regular Plurals
  • A plural noun names more than one person, place,
    thing, or idea.
  • For most nouns, add -s to make them plural.
  • For nouns ending in ch,s, sh, x or z, add -es.
  • Some words have irregular plural forms.

101
Irregular Plurals
  • Some words have irregular plural forms. These
    nouns do not follow any rules. Some examples
  • mouse/mice
  • foot/feet
  • goose/geese
  • tooth/teeth

102
Assignment
  • Create five sentences using regular and
    irregular plurals.
  • Exchange them with your partner. Partners are
    to identify the plural nouns and identify if they
    are regular or irregular .They are then to
    identify what the singular noun would be for each
    plural noun.

103
Vocabulary Review
  • What vocabulary word goes best in the sentence?
  1. The audience cheered in _____________ at the
    antics of the circus performers.
  2. Mrs. Frisby was ______________ on the string to
    get the crow free.
  3. Getting the crow free ____________ was not going
    to be an easy task.
  4. The woman took _____________ behind the huge
    rock.

merriment
obviously gnawing cover merriment
gnawing
obviously
cover
104
Vocabulary Review
  • What vocabulary word goes best in the sentence?
  1. The balls of yarn are all ________ up.
  2. She ___________ her mother telling her to do her
    best on the test.
  3. Under the ____________, they did a great job.
  4. The small, wet kitten looked ___________.

tangled
circumstances miserable tangled recalled
recalled
circumstances
miserable
105
Word Structure Activity5-10 minutes
  • Form a small group.
  • Brainstorm a list of words with the suffix -ful
    or -less.
  • Create a short definition of each word.
  • Meet with another group. Read the definition to
    one of your words to the other group. Challenge
    the other group to identify the word.

106
Comprehension Check
  • Why is Mrs. Frisby taking this treacherous
    journey?
  • Her son is ill and needs medicine.
  • How does Timothy take care of his sister Cynthia?
  • He helps her find things she loses, and he tells
    her stories when she is sick in bed.
  • Why is the crow acting so strangely when Mrs.
    Frisby first sees him?
  • He is tied to the fence by a string.

107
Comprehension Check
  • What does Mrs. Frisby decide to do about the crow
    and why?
  • She decides to try to free him, because otherwise
    he will be killed by the cat.
  • How does Mrs. Frisby free the crow?
  • She cuts the crow free by gnawing on the string
    that is tangled on the fence.
  • Why does the crow say that he is in debt to Mrs.
    Frisby?
  • Because she risks her life to save him.

108
Comprehension Check
  • Why does Mrs. Frisby risk helping the crow?
  • The crow is tied to the fence, and she knows the
    cat will get him if she does not set him free.
  • What possible consequence does Mrs. Frisby face
    by helping the crow?
  • She could get caught by the cat.
  • What is an example of an element of fantasy in
    the story?
  • The animals have human traits. The name Mrs.
    Frisby suggest that mice get married. The mouse
    and the crow talk to each other.

109
Daily Editing
  • Correct the following sentences.
  • There classmates was armed and ready on the
    sidelines,
  • Their classmates were armed and ready on the
    sidelines.
  • Nina and Luis taked off with for other pears of
    students?
  • Nina and Luis took off with four other pairs of
    students.

110
Writing Revising
  • Remember the following as you write your
    biography
  • Sentences showing time and order should vary in
    sentence beginnings.
  • The events of the subjects life are written in
    chronological order.
  • The biography includes detailed descriptions of
    the person and events.
  • The facts of the persons life are accurate.

111
Bibliography Review
  • Correct the bibliography entry below.
  • Carl Smith. George Washingtons
    childhood.Presidential magazine July 2003
    25-37.
  • Smith, Carl George Washingtons Childhood.
    Presidential Magazine July 2003 25-37.

112
Assignment
  • Finish writing your biography.
  • Revise your biography using the checklist on
    Skills Practice 1 page 34.
  • Dont forget to include a bibliography in your
    final version.
  • The final version of your biography is due on
    Monday.

113
Spelling Review
  • _________, they need to sell the lawnmower.
  • What is the spelling word that means in a basic
    way?
  • basically
  • Copy the sentence into your journal putting
    basically where it belongs in the sentence.
  • Complete Skills Practuce 1 oages 35-36.

114
Identify the root word and prefix for the
following Spelling Words
  • angrily
  • promotion
  • precision
  • erosion
  • attention
  • luckily
  • flammable
  • solvable
  • envious
  • easily
  • angry ly
  • promote (t)ion
  • precise (s)ion
  • erode (s)ion
  • attend (t)ion
  • lucky ly
  • flame able
  • solve able
  • envy ous
  • easy ly

115
Study Skills Taking Notes
  • Note taking is a helpful method to collect and
    organize information from reference materials.
  • Before you can take any notes, you must browse
    the source you are using.
  • If you find information you might use, you should
    read more slowly.

116
Taking Notes
  • Make subject headings, and use them to organize
    your notes.
  • Include only the most important information on
    your topic.
  • Write notes in your own words.
  • Keep your notes short. Use abbreviations and key
    phrases that you will recognize. Example w/
    with, w/o without, and

117
Viewing Pictures for Information
  • We look at pictures for information in the same
    way that we read words for information.
    Illustrations are added to text to give the
    reader more information than the words alone can
    provide. When you read a story, you should look
    at the illustrations to get more information
    about the characters, places, and ideas in the
    story.

118
Lets look at the illustrations in the story.
  • How do the illustrations help us understand the
    situations presented by the words?
  • We get a much better idea of what the setting is-
    how the farm is set up and, therefore, what Mrs.
    Frisby is facing.
  • Assignment Draw an illustration you would add
    to the story Mrs. Frisby and the Crow. Be
    ready to explain why you chose that illustration
    and what your illustration would tell the reader.
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