3rd Quarter
Latin and Greek Roots-3
Objective
L4b: Use common, grade appropriate Greek or Latin affixes and roots
as clues to the meaning of a word.
Classwork
Use the following Latin and Greek roots to do your work
Hydro (G) water
Magnus (L) large or great
Mega (G) large or great—also means a million in computing
Micro (G) small
Minus (L) small
1. Find and define two words that contain each root. Be sure
to list the part of speech with each definition (a total of ten).
2. Make a logograph for one word for each root (a total of
five).
3. Create a Cloze sentence for each word (a total of ten). Using
SVO as a guide, place the blank where the newly defined
word would go. For example, if the word root is “annus,”
you need to know that “anniversary” is a noun. As a noun,
it can only fit in the S or O slot in syntax. Your Cloze
sentence should create a context and leave a blank in the
proper place for “anniversary” to be the answer. For
example, “My brother and his wife celebrate their
every May 15.”
Exit Ticket
Write a UCW paragraph that tells me which of the roots above will
be most useful to you in the future. Be sure to begin with a strong
topic sentence, and use examples to prove your point.
Latin/Greek Roots-3 Quiz
1. Even though the fawn is small, when grown it will weigh at least
one hundred pounds and be referred to as
.
2. It was hard for the dam to stand up against the pressure of the
flood waters.
3. A person less than eighteen years old is a
.
4. The weather conditions of the small area, its
, were
variable.
5. The
schnauzer was smaller than we thought.
6. A mental disease that makes people think they are greater than
they really are is called
.
7. The castle was great and
.
8. The use of laser beams rather than scalpels to remove very small
things is known as
.
9. He treated his injury with
, the use of warm water.
10. He showed great class in victory and was very
to the
losing team.
magnanimous hydrostatic minor
megalomania
microsurgery
megafauna microclimate
miniature
hydrotherapy
magnificent
Argument/Persuasion-1 P. 952
Bellwork
1. Define argument.
2. Define claim.
3. Define support.
Common Core Standards
RL5: Analyze the structure an author uses to organize a text.
Objective
Upon completion of this lesson I can describe in writing how an author
uses structure to organize a text.
Classwork
1.
2.
3.
4.
5.
6.
Bellwork
CC review
Objective review
Read pp. 952-53 aloud.
Fill in the note taking guide.
Answer all three Close Read question from p. 953 in complete
sentences.
7. Exit Ticket
Exit ticket
Write a UCW paragraph that explains how you use your knowledge of
structure to understand how an author organizes a text. Be sure to
include a claim and at least three sentences of support. Be sure to label
them.
Argument/Persuasion-2 P. 954
Bellwork
1. Define persuasive techniques.
2. Define rhetorical fallacies.
Common Core Standard
Evaluate the claims in a text and assess if the reasoning is sound.
Objective
Upon completion of this lesson I can read a text and identify persuasive
techniques and fallacies in writing.
Classwork
1. Bellwork.
2. Review CC standard.
3. Review Objective.
4. Read pp. 954-55 aloud.
5. Fill out note taking guide.
6. Answer all Close Read questions in complete sentences.
7. Exit Ticket.
Exit Ticket
Create a UCW paragraph about the need to recognize persuasive
techniques and fallacies. Be sure to include (and label) two persuasive
techniques like the ones on p. 954 and one rhetorical fallacy. Your first
sentence may look something like “I need to learn about persuasive
techniques and fallacies or my life will become one of poverty, fear, and
desperation” (appeal to fear).
Argument/Persuasion -3 P. 956.
Bellwork
Read lines 1-7 on p. 956. Copy down the claim of the text.
Common Core Standard
RL 4: Analyze the impact of word choice.
Objective
Upon completion of the lesson I can differentiate loaded language from
positive words in writing.
Classwork
1. Bellwork
2. CC review.
3. Objective review.
4. Listen to Logical Fallacies.
5. Read pp. 956-57. Find three persuasive techniques and list the
line/lines they occur on.
6. Answer all Close Read questions in complete sentences..
7. Exit Ticket
Exit Ticket
Create a UCW paragraph in which you describe how you can
separate flawed persuasive techniques (bandwagon, testimonials,
etc.) from effective writing and word choices. Be sure to give
examples.
“Are People Paid Fairly?”-1 P. 958
Bellwork
1. Define argument.
2. Define counterargument.
Common Core Standard
RI 8: Trace and evaluate the argument and specific claim in a text.
Objective
Upon completion of the lesson I can read an argument and determine if
the reasoning is sound and the evidence is relevant.
Classwork
1. Bellwork
2. CC review
3. Objective review.
4. Read pp. 958-59 aloud.
5. Review Vocabulary in Context.
6. Read pp. 960-64 aloud.
7. Answer questions A, B, and C in complete sentences.
8. Answer questions D, E, and F in complete sentences.
9. Exit Ticket.
Exit Ticket
Choose the article that you disagree with and write a UCW paragraph
about why you disagree. Choose at least one argument from the
paragraph and create a counterargument that makes your position
stronger.
“Are People Paid Fairly?”-2 P. 966
Bellwork
1. Define idiom.
2. Define nuance-a subtle distinction or variation.
Common Core Standard
L5: demonstrate understanding of nuances in word meanings.
Objective
Upon completion of the lesson I can use idiom to shade and improve my
writing.
Classwork
1. Bellwork
2. Review CC standard
3. Objective review
4. “Vocabulary Practice” from p. 966
5. “Vocabulary Strategy” from p. 966.
6. “Grammar in Context” from p. 967.
7. Exit Ticket
Exit Ticket
Choose one profession and create a UCW paragraph that makes a
claim about whether or not it should be higher paid. Be sure to
support your claim with at least three examples, and include at least
two of the idioms from p. 966.
Compare/Contrast Essay-1 P. R 37
Bellwork
1. Define comparison and contrast.
2. List the two options for organization for comparison and contrast
essays.
Common Core Standard
W4: Produce clear and coherent writing appropriate to task,
purpose, and audience.
Objective
Upon completion of the lesson I can write the rough draft of a
comparison and contrast essay given a topic and checklist.
Classwork
1. Bellwork.
2. CC review.
3. Objective review.
4. Review checklist.
5. Read pp. 294-95 aloud.
6. Begin rough draft of essay. Choose type of comparison.
7. Look at the topic and create a Y chart.
Topic: Some people have advocated starting middle school later in
the day in order for students’ body clocks to be more attuned to
their natural rhythms. Compare and contrast the advantages and
disadvantages of this idea and create a four paragraph
comparison and contrast essay that uses either the point by point
or subject by subject method. Use your Y chart to plan your
essay.
Latin/Greek Roots-4
Bellwork
Define the six Latin and Greek roots below.
Objective
L4b: Use common, grade appropriate Greek or Latin affixes and roots
as clues to the meaning of a word.
Mono (G)-“single” or “one”
Omni (L) “all”
Phil (G) “love”
Phon (G) “sound”
Poly (G) “many”
Post (L) “after”
Classwork
1. Find and define one word that contains each root. Be sure to list
the part of speech with each definition (a total of six).
2. Exchange your paper with your partner. Read the definitions and
make a logograph for each of your partner’s words (a total of six).
3. Create a Cloze sentence for each of your original six words. Be
sure to create a context and leave the space for your vocab word
blank.
Exit Ticket
Write a UCW paragraph that tells me which of the roots above will
be most useful to you in the future. Be sure to begin with a strong
topic sentence, and use examples to prove your point.
Latin/Greek roots-4 Quiz
Comparison/Contrast Essay-2
Bellwork
Review checklist.
CC Standard
W5: Develop and strengthen writing as need by planning, revising,
editing, and rewriting.
Objective
Upon completion of the lesson I can use a peer editor and revised
redraft a more effective essay.
Classwork
1. Exchange your rough draft with a peer editor. Use your checklist
and carefully read your cohort’s essay. Fill in the checklist and
make notes on the rough draft.
2. Return the essay to its owner.
3. Conference for five minutes with your peer editor.
4. Rewrite a double-spaced, improved copy of your essay.
5. Type essay on Juno. Be sure to use the tools available to you for
spell-check, grammar, etc.
Rubric (the paper is worth 150 points)
Completed, check listed essay. (20 points)
Clear thesis in first paragraph. (10 points)
Four UCW paragraphs of 4-6 sentences each that include clear topic
sentences and relevant evidence. (up to 20 points each)
Either the point by point or subject by subject method is consistently
followed. (20 points)
Conclusion that restates the intro paragraph and effectively sums up the
entire paper. (20 points)
Exit Ticket
Your completed essay.
Comma Review PP. 226-27 of GUM workbook
Bellwork
1. List five times to use a comma (be sure to paraphrase)
Common Core Standard
L2: Demonstrated command of the conventions of standard English
punctuation, capitalization, and spelling when writing.
Objective
Upon completion of the lesson I can properly punctuate writing in
context.
Classwork
1. Bellwork
2. CC review.
3. Objective review.
4. P. 226 of GUM workbook. Write all the sentences.
5. P. 227 of GUM workbook. Write all the sentences.
6. Exit Ticket.
Exit Ticket
Create a UCW paragraph about the strategies you use to know when
to include commas in your writing. Be sure to include an example of
at least four of the five reasons to use commas.
An example sentence might be:
(This was written by an actual student)
When writing, you want to use commas correctly. You use them
to set off an expression, separate items, keep two or more adjectives
apart, and before a FANBOYS. To keep up with where I need commas,
I quietly read my writing to myself, and I think about any rules to
commas. If you have no knowledge of commas, the rules may seem
confusing, preposterous, and difficult. But have not fear! By reading
your work out loud, it may seem easier to find out where you put your
commas.
It’s not so hard, Mr. Davis, to know when to use commas. Even
the serial commas that make me want to scream, throw up, and beat
my head against the wall aren’t so hard if I pay attention. I know
that commas can be hard, but if I notice that two independent
clauses are being joined, I can use FANBOYS. It is for these reasons
that I can be a strong, confident writer when it comes to punctuation.
“A Day’s Wait” P. 482
Bellwork
1. Define style.
2. Define dialogue.
3. Define inferences.
Common Core Standard
RL 1: Cite textual evidence to support inferences drawn from the
text.
Objective
Upon completion of the lesson I can make inferences in writing and
support my inferences with support from the text.
Classwork
1. Bellwork.
2. CC Review.
3. Objective Review.
4. Read pp. 482-83 aloud.
5. Review Vocabulary in Context.
6. Read the story with the CD.
7. Reread the story silently and fill out the “Reading Skill” chart.
8. Exit Ticket.
Exit Ticket
Using your handout for support, create a UCW paragraph that
answers the question “Is it brave to suffer in silence? Use details
from the chart and include at least three VIC words.
“A Day’s Wait”-2 P. 491
Bellwork
1. Define participle.
2. Define participial phrases.
3. Define dangling participle.
Common Core Standard
L1c-Place phrases within sentences, recognizing and correcting
misplaced and dangling modifiers.
Objective
Upon completion of the lesson I can correct misplace modifiers and
use them correctly in writing.
Classwork
1. Bellwork
2. Review CC standard.
3. Objective review.
4. Read p. 491 aloud.
5. Vocabulary Practice from p. 490.
6. Vocabulary Strategy from p. 490.
7. Practice from p. 491.
8. Exit ticket.
Exit Ticket
Read the Academic Writing in Vocabulary prompt from p. 490.
Create a 4-6 sentence UCW paragraph that answers the prompt.
Include at least two of the Academic Vocabulary words and include
two participial phrases-one in the present participle and one in the
past.
For example:
Reading Ernest Hemingway takes some getting used to. His style,
deprived of almost all adjectives, makes me use my own imagination
to illustrate what concepts he is trying to communicate to me. All in
all, I think I like it, and I am certainly glad that his influence made
American authors shorten their writing.
1. Oozing slowly across the floor, Marvin watched the salad dressing.
2. Waiting for the Moonpie, the candy machine began to hum loudly.
3. Coming out of the market, the bananas fell on the pavement.
4. She handed out brownies to the children stored in tupperware.
5. I smelled the oysters coming down the stairs for dinner.
6. I brushed my teeth after eating with Crest Toothpaste.
7. Grocery shopping at Big Star, the lettuce was fresh.
8. Driving like a maniac, the deer was hit and killed.
9. With his tail held high, my father led his prize poodle around the arena.
10. I saw the dead dog driving down the interstate.
11. Holding a bag of groceries, the roach flew out of the cabinet.
12. Emitting thick black smoke from the midsection, I realized something was
wrong.
13. The girl was consoled by the nurse who had just taken an overdose of
sleeping pills.
14. I saw an accident walking down the street.
15. Drinking beer at a bar, the car would not start.
16. Playing pool in the living room, the radio was turned on by Jim.
17. Frustrated by diagonal movement, the set was turned off.
18. Mrs. Daniel sews evening gowns just for special customers with sequins
stitched on them.
19. Although exhausted and weary, the coach kept yelling, “Another lap!”
20. She carefully studied the Picasso hanging in the art gallery with her friend.
21. Having an automatic stick shift, Nancy bought the car.
22. Freshly painted, Jim left the room to dry.
23. He held the umbrella over Janet’s head that he got from Delta Airlines.
24. He wore a straw hat on his head, which was obviously too small.
25. After drinking too much, the toilet kept moving.
Latin/Greek Roots-5
Bellwork
Define the six Latin and Greek roots below.
Objective
L4b: Use common, grade appropriate Greek or Latin affixes and roots
as clues to the meaning of a word.
Pre-(L) “before”
Primus (L)-“first”
Proto (G)-“first”
Psyche (G) “mind”
Quartus (L) “fourth”
Tele (G) “far away”
Classwork
4. Find and define one word that contains each root. Be sure to list
the part of speech with each definition (a total of six).
5. Exchange your paper with your partner. Read the definitions and
make a logograph for each of your partner’s words (a total of six).
6. Create a Cloze sentence for each of your original six words. Be
sure to create a context and leave the space for your vocab word
blank.
Exit Ticket
Write a UCW paragraph that tells me which of the roots above will
be most useful to you in the future. Be sure to begin with a strong
topic sentence, and use examples to prove your point. For extra
credit, use at least three words that include that root in your
paragraph.