4th Quarter
Greek/Latin Roots-9
Jur/jus(L)-law, right
Leg/legis(L)-law
Loc(L)-place
Logue/logo(G)-word, idea
Manu(L)-hand
Med/medi(L)-middle
Common Core Standard
L4b: Use common, grade appropriate Greek or Latin affixes and roots
as clues to the meaning of a word.
Objective
Upon completion of this lesson I can use Greek/Latin roots in context
to determine unfamiliar words.
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. In
your Cloze sentence, two things must occur: you must underline
or put the root in italics, and you must leave the word blank. For
example, if your root is “dent,” and your word is “dentrifice,”
your sentence should look like this: Before there was toothpaste,
people would clean their teeth with a
.
4. Exit Ticket: Choose one root from above, and in a UCW
paragraph list the process you go through when you see a root you
know in a word you don’t in order to understand the new word.
Greek/Latin Roots-9 Test
Jur/jus(L)-law, right
Leg/legis(L)-law
Loc(L)-place
Logue/logo(G)-word, idea
Manu(L)-hand
Med/medi(L)-middle
1. Since the Smyrna police officer was out of her
, she had no right
to arrest the man; she called the state police instead.
2. Sometimes slaves were freed by the hand of the slave owner, and the
process was called
.
3. The political partisan followed the words and ideas of the leader so
blindly that he became an
.
4. Bats use
to find the place where their dinner is.
5. The General Assembly is the official name of the law making body in
Tennessee, the
.
6. The argument became so loud that another person volunteered to get
in the middle and become an
.
7. There is nothing wrong with working with your hands; there is
dignity in
labor.
8. The American system of
, of its laws and rights, is different
from most other countries.
9. The doctor just gave me a
anesthetic, one that only numbed a
small place.
10. The grass in the
, the strip of grass between the lanes, was
long.
11. Things that are acceptable in some places are not in accordance with
the law and
in others.
12. In a play, when only one person has words to say, it is called a
.
Answers
Illegal manumission
legislature
median
intermediary
monologue
manual
jurisprudence
jurisdiction
localized echolocation
ideologue
“Zebra”-1 P. 190
Bellwork
Relist the four methods of characterization (p. 186)
Common Core Standards
RL 3: Analyze how particular elements of a story interact.
W3: Write narratives to develop real or imagined experiences or
events.
Objective
Upon completion of the lesson I can tell minor from major
characters in a story.
Classwork
1. Bellwork
2. Review CC standards.
3. Review objectives.
4. Read pp. 190-91 aloud.
5. Read pp. 192-98 with audio disk.
6. Do Vocabulary Study handout with partner.
7. Answer questions B, E, and H in complete sentences.
8. Exit Ticket.
Exit Ticket
Write a UCW paragraph about the process you use to tell minor
from major characters in a story. Brainstorm with the class to come
up with ideas.
“Zebra”-2 P. 198
Bellwork
1. Based on what you have read so far, write a sentence about what
you think motivates Adam. Then write one about what you think
motivates John.
2. Define idiom.
Common Core Standards
L4a: Use context as clue to the meaning of a word.
L5: Demonstrate understanding of figurative language.
Objective
Upon completion of the lesson I can analyze figurative language and
state its relationship to the idea it expresses.
Classwork
1. Bellwork
2. Review CC standards
3. Objective
4. Read pp. 198-204 with audio disk.
5. Fill in sheet.
6. Answer questions J, K, and L in complete sentences.
7. Exit Ticket.
Exit Ticket
Choose one idiom from the story, state it, and write a UCW paragraph
in which you tell what the idiom literally means. Be sure to include how
that idiom relates to the particular character’s motivation as well.
“Zebra”-3 P. 204
Bellwork
1. Define verb tense (p. 215)
2. List the three basic verb tenses.
Common Core Standards
L1: demonstrate command of the conventions of standard English when
writing.
W3: Write narratives to develop real or imagined experiences or events.
Objective
Upon completion of the lesson I can state how a character develops in
writing and use consistent verb tense.
Classwork
1. Bellwork
2. CC Review.
3. Objective review.
4. Read pp. 204-11 with audio disk.
5. Answers questions N, S, and U in complete sentences.
6. Vocabulary in Context from p. 214.
7. Vocabulary Strategies from p. 214.
8. Grammar in Context from p. 215. Write the sentences.
9. Exit Ticket.
Exit Ticket
Respond to the Academic Vocabulary in Writing prompt from p. 214.
Include at least two of the five words from the word bank. Be sure to
keep your verb tenses consistent.
AOW
Finish your Article of the week.
Make that you have the following:
A completed Z-chart with a new title based on the article’s main idea,
3 most important facts from the article,
A picture that represents the main idea of the article,
A detailed one sentence summary f the article in your own words.
A UCW paragraph that includes a claim, a restatement of the article’s
main idea, support from the article itself, and a logical conclusion based
on the claim.
Greek/Latin Roots-10
Meter/metr(G)-measure
Morph(G)-form, change
Mov/mob/mot-(L)-to move
Noc/nox(L)-night
Peri(L)-around, near, recent
Petr(G)-rock
Common Core Standard
L4b: Use common, grade appropriate Greek or Latin affixes and roots
as clues to the meaning of a word.
Objective
Upon completion of this lesson I can use Greek/Latin roots in context
to determine unfamiliar words.
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. In
your Cloze sentence, two things must occur: you must underline
or put the root in italics, and you must leave the word blank. For
example, if your root is “dent,” and your word is “dentrifice,”
your sentence should look like this: Before there was toothpaste,
people would clean their teeth with a
.
4. Exit Ticket: Choose one root from above, and in a UCW
paragraph list the process you go through when you see a root you
know in a word you don’t in order to understand the new word.
“The Scholarship Jacket” P. 224
Bellwork:
1. Define first person point of view.
2. Define inferences.
Standards
RL 6: Analyze how an author develops and contrasts the points of view
of characters in a text.
L4a: Use context as a clue to the meaning of a word.
Objective: Upon completion of the lesson I can makes inferences from
the text and develop them in writing.
Classwork
1.
2.
3.
4.
5.
6.
7.
8.
Bellwork
Review CC standards.
Review objective.
Read pp. 224-25 aloud.
Read pp. 226-31 with audio disk.
Fill in worksheet.
Answer question A, D, and F in complete sentences.
Exit Ticket.
Exit Ticket
Create a UCW paragraph about what you infer when Martha calls the
scholarship jacket “our only chance.” Be sure to establish a claim and
support it with evidence from the story.
“Zebra” Test
Number a paper 1-12.
Answer questions 1-10.
Answer questions 11 and 12 in complete sentences.
Answer either question 13 or 14 in a UCW paragraph. Use evidence
from the book to support your answer.
Latin/Greek Roots-10 Quiz
Meter/metr(G)-measure
Morph(G)-form, change
Mov/mob/mot-(L)-to move
Noc/nox(L)-night
Peri(L)-around, near, recent
Petr(G)-rock
1. Over millions of years wood had
, turned to rock.
2. The English language, because of its sounds and changes in forms, is
sometimes described as
.
3. Bats are most active at night; they are
.
4. The baby was born recently and was in the
unit of the
hospital.
5. In poetry, lines are often measured by beats; this is called
.
6. Cell phones, because we are able to move around with them, are
sometimes called
phones.
7. People who have a medium body form are called
.
8. One definition of animals is that they can move; in other words they
are described as
.
9. In math we measured the distance around something and calculated
its
.
10. Because it is often found in rock formations, oil is sometimes called
.
11. Twice a year the night is the same length as the day—the spring and
fall
.
12. The measurement of human qualities is called
.
Answers
mobile
morphophonic nocturnal mesomorphs
perinatal
motile
equinoxes petroleum petrified biometrics perimeter
meter
“The Scholarship Jacket”-2 P. 233
Bellwork
1. List three ways you determine the meaning of unfamiliar words.
Common Core Standard
L4a: use context as the clue to a word.
Objective
Upon completion of the lesson I can use a variety of strategies to infer
meanings of unfamiliar words from context.
Classwork
1. Bellwork
2. CC Review.
3. Objective review.
4. Read and do handout.
5. Vocabulary Practice from p. 233
6. Vocabulary Strategy from p. 233
7. Exit Ticket
Exit Ticket
Do the academic Vocabulary in Writing Prompt from p. 233. Be sure to
include at least three words you have learned over the course of this
lesson.
Latin/Greek Roots-11
Port(L)-carry
Pyr(G)-fire
Sci(G)-know
Scope(G)-see
Scrib/script(L)-write
Syn/sym(G)-with, together
Common Core Standard
L4b: Use common, grade appropriate Greek or Latin affixes and roots
as clues to the meaning of a word.
Objective
Upon completion of this lesson I can use Greek/Latin roots in context
to determine unfamiliar words.
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. In
your Cloze sentence, two things must occur: you must underline
or put the root in italics, and you must leave the word blank. For
example, if your root is “dent,” and your word is “dentrifice,”
your sentence should look like this: Before there was toothpaste,
people would clean their teeth with a
.
4. Choose the one new word that you have learned from Latin/Greek
roots and write a UCW paragraph about why it is your favorite
new word. Be sure to give three reasons and to give each reason a
sentence of its own. With the conclusion sentence your paragraph
should be five sentences.
“The Three Century Woman” P. 248
Bellwork
1. Define motivations.
2. List what you do when you set a purpose for reading.
Common Core Standards
RL 3: Analyze how particular elements of a story interact.
W2: Write informative/explanatory texts to examine a topic and convey
ideas.
Objective
Upon completion of the lesson I can describe a character’s motivations
in writing.
Classwork
1. Bellwork
2. CC Review.
3. Objective Review.
4. Read pp. 248-49 aloud.
5. Fill-in worksheet.
6. Read pp. 150-56 with audio disk.
7. Answer questions A, B, D, and F in complete sentences.
8. Exit Ticket.
Exit Ticket
Write a UCW paragraph in which you reveal what actions, thoughts,
or words have changed Megan’s opinion of Grandma.
Latin/Greek Roots-11
Port(L)-carry
Pyr(G)-fire
Sci(G)-know
Scope(G)-see
Scrib/script(L)-write
Syn/sym(G)-with, together
1. The submarine could only use its
to see when it was near the
water.
2. He has
, an irresistible urge to set fires.
3. Before the printing press, much of our knowledge was written down
by
and passed on.
4. Many of us wear
, fabrics that have been put together from
multiple substances.
5. Items that are carried into our country from overseas are said to be
.
6. She has great
, the ability to know things before they happen.
7. The stenographer wrote a
of all that was said at the hearing.
8. Rather than bury all the bodies, the survivors burned them on a
.
9. The two animials lived in
; they benefitted from living with
the other.
10. The third person
narrator knows what each character is
doing.
11. Because parts of the stream were shallow, the explorers sometimes
had to make a
and carry their canoes short distances.
12. The doctor had to use an
to see inside my esophagus and
stomach.
Answer Bank
Omniscient
imported prescience periscope scribes
pyre
Transcript pyromania endoscope symbiosis
synthetics portage
“Charles” P. 258
Bellwork
Start a Y chart (an example is on p. 295). List three characteristics of
Grandma.
Common Core Standards
RL 3: Analyze how particular elements of a story interact.
L4b: Use Latin roots as clues to the meaning of a word.
Objective
Upon completion of the lesson I can analyze compare and contrast two
characters’ motivations in writing.
Classwork
1. Bellwork
2. CC Review.
3. Objective review.
4. Read pp. 258-62 with audio disk.
5. Fill in handout.
6. Answer questions A, C, E, and F in complete sentences.
7. Complete the Y chart comparing Grandma and Charles.
8. Exit Ticket
Exit Ticket
Use your Y chart and create a UCW paragraph in which you assert why
Grandma and Charles act the way they do. Establish a claim and
support it with examples from your chart or the text.
Latin/Greek Roots-12
Sign(G)-mark
Spec/spect/spic(L)-look/see
Techn(G)-skill
Temp(L)-time
Tract(L)-pull, draw
Volve(L)-roll
Common Core Standard
L4b: Use common, grade appropriate Greek or Latin affixes and roots
as clues to the meaning of a word.
Objective
Upon completion of this lesson I can use Greek/Latin roots in context
to determine unfamiliar words.
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. In
your Cloze sentence, two things must occur: you must underline
or put the root in italics, and you must leave the word blank. For
example, if your root is “dent,” and your word is “dentrifice,”
your sentence should look like this: Before there was toothpaste,
people would clean their teeth with a
.
4. Choose the one new word that you have learned from Latin/Greek
roots and write a UCW paragraph about why it is your favorite
new word. Be sure to give three reasons and to give each reason a
sentence of its own. With the conclusion sentence your paragraph
should be five sentences.
Latin/Greek Roots-12 Test
Sign(G)-mark
Spec/spect/spic(L)-look/see
Techn(G)-skill
Temp(L)-time
Tract(L)-pull, draw
Volve(L)-roll/turn
1. In “Casey at the Bat,” 5,000
saw the Mighty Casey strike
out.
2. While it might appear to be people just running around kicking a
ball, soccer requires skill and
.
3. Heads literally rolled during the French
.
4. In the military, you can notice the ranks from marks and
on
the uniforms.
5. The cat liked me enough to draw back, or
his claws.
6. Saying something is
is like saying that it is keeping up with
the times.
7. A good drummer, all of the time, keeps a good
.
8. While most biologists think that people are turning better, not
everyone is convinced they are
.
9. Persons who can’t write make the mark “X” for their
.
10. When you cross the border, immigration officers often want to
see what is in your bags and
them.
11. Some musicians are just naturals, but the less skilled can become
great with practice and
proficiency.
12. The tooth was so bad that the dentist chose to pull or
it.
Answer Bank
revolution
technique retract
tempo
spectators
contemporary
evolving
technical extract
inspect
signature
insignia
The Watsons Go to Birmingham-1 P. 1
Bellwork
Define simile. (Use Textbook p. R100)
Define irony (p. 517).
Define allusion (Textbook p. R100).
Common Core Standard
RL 1: Cite textual evidence to support analysis of what the text says
explicitly as well as inferences from the text.
Objective
Upon completion of the text I can select a piece of text, make an
inference based on facts, and describe it in writing.
Classwork
1. Bellwork
2. CC Review.
3. Objective Review.
4. Watch video.
5. Read pp. 1-19 aloud.
6. Answer 2 of the Discussion questions in UCW paragraphs.
7. Exit Ticket.
Discussion Questions
1. Find the simile on p. 1. Write whether or not you feel it is an
effective simile and why.
2. On p. 5 Momma says that in the South the “people are friendlier.”
Is this foreshadowing or ironic?
3. On p. 15 Joey refers to “Nar-sissy” in reference to Byron. What is
this an allusion to? Is it appropriate and why?
4. What superhero does Kenny say his brother Byron can be after
the car incident? Is this funny?
Exit ticket
Would you prefer to live in a cold, safe place, or a warm, dangerous
one? Use examples from the book and explain why in a UCW
paragraph.
The Watsons Go to Birmingham-2 P. 20
Bellwork
1. Define protagonist.
2. Define antagonist.
Common Core Standard
RL 2: Determine a theme or central idea of a text and analyze its
development over the course of the text.
Objective
Upon completion of the lesson I can identify protagonists in the story in
writing and analyze their interaction.
Classwork
1. Bellwork.
2. Review CC standard.
3. Objective review.
4. Read pp. 20-46.
5. Watch video on War on Poverty.
6. Answer two of the Discussion Questions in UCW paragraphs.
7. Exit Ticket.
Discussion Questions
1. Based on the behavior of Larry Dunn, Byron, and Buphead,
discuss whether you think people were meaner then or now. Be
sure to give examples from the text and/or your life.
2. Kenny has a vision issue. Does it help him “see” the world in a
different way? Explain your answer.
3. Kenny is studious, and Byron is not. Why does Byron defend him
when Buphead calls Kenny an “egghead” on p. 25?
4. Kenny’s mom makes extra sandwiches for Rufus and Cody. Based
on her background, why might she do this?
Exit Ticket
Based on what you have read so far, identify a protagonist in the
story and an antagonist. Give evidence and make a prediction about
their conflict and how it will be resolved.
The Watsons Go to Birmingham-3 P. 47
Bellwork
1. List the five elements of plot (p. 30 in textbook)
2. List how you believe the conflicts in the book between Kenny and
Byron might be resolved.
Common Core Standard
RL 3: Analyze how particular elements of a story or drama interact.
Objective
Upon completion of the lesson I can choose and event from the story,
analyze it, and predict outcomes for later in the story.
Classwork
1. Bellwork
2. CC Review.
3. Objective review.
4. Read pp. 47-63.
5. Answer 2 of the Discussion Questions in UCW paragraphs.
6. Answer the Exit Ticket in a UCW paragraph.
Discussion Questions
1. Momma is obsessively protective of her children. For example,
she overdresses them for school. Is this just because of her
Southern background, or is there something else at work?
2. Byron tells Kenny and Joey a story about why they need to wear
so many clothes. Is it effective and why?
3. Kenny shares his gloves with Rufus. What might this tell you
about his personality? Give examples from the book and consider
Kenny’s eye in your answer.
4. Byron catches Larry Dunn and punishes him. Does he overdo it?
Does anyone step in to help Larry? What might this tell you about
people in general?
Exit Ticket
Some psychologists believe that people behave the way they do in an
attempt to get status-power within the group. Using evidence from the
story, choose either Byron or Larry and explain why they act the way
they do in terms of status.
The Watsons Go to Birmingham-4
p. 64
Bellwork
Read pp. 64-85
1. Byron has a near obsession with fire. Many sociopaths (persons
who are insensitive to others’ feelings) do as well. Do you think
Byron is a sociopath or just a mean kid? Explain your answer
with examples from the book.
2. Momma plans to burn Byron for his fires. Would this be an
effective lesson? Explain your answer with examples from the
book.
3. Joey prevents Momma from burning Byron. Do you think Byron
can learn anything positive from this?
4. Byron thinks that buying on credit is the same thing as being on
welfare. Why would he be ashamed of it? Momma has not
problem with it. Explain your answer.
5.