Power Up : Unit 23 Lesson 3 How can the use of one’s POWER change the world?
Phonemic Awareness and Phonics <ul><li>We will learn to identify diphthong syllables.  We will also learn the position-spe...
Introduction :  Diphthongs  ou  and  ow <ul><li>Isolate the following diphthong sound in the following words, using phonem...
Discover It :  Diphthongs  ou  and  ow <ul><li>Sort the following words into two columns according to the letters used to ...
Sort It : Diphthongs  ou  and  ow 1- Come to the board 2- Place the sticky note under the correct column ou ow
Diphthongs  ou  and  ow <ul><li>How are the columns of sorted words different? </li></ul><ul><li>In the words in the first...
Diphthongs  ou  and  ow  :  Partner Activity (whiteboards) <ul><li>Working with a partner, list words you know that have  ...
The diphthong  ow  <ul><li>chowder </li></ul><ul><li>powder </li></ul><ul><li>What other words have ow as the ending sylla...
Vowel Chart (transparency) <ul><li>Interactive Text pg. R4 </li></ul><ul><li>Write  ou  and  ow   on your chart </li></ul>...
Word Recognition and Spelling <ul><li>We will use syllable division as a strategy to decode compound words in context.  We...
Divide It <ul><li>Dividing words into syllables will help you read unfamiliar words. </li></ul><ul><li>Divide It Checklist...
Divide It Model (do not read word/transparency R6) <ul><li>organic </li></ul>
Divide It I (transparency R6/C58) <ul><li>Interactive Text pg. C56 (Text Connection 9)  </li></ul><ul><li>Line 49 </li></u...
Divide It II (transparency R6/C59) <ul><li>Interactive Text pg. C56-61 (Text Connection 9)  </li></ul><ul><li>Line 76 </li...
Divide It III (transparency R6/C59) <ul><li>Interactive Text pg. C56-61 (Text Connection 9)  </li></ul><ul><li>Line 78 </l...
Divide It IV (transparency R6/C60) <ul><li>Interactive Text pg. C56-61 (Text Connection 9)  </li></ul><ul><li>Line 86 </li...
Word Fluency 2 Group 1 (Pride): Line 10 <ul><li>boy </li></ul><ul><li>boil </li></ul><ul><li>soy </li></ul><ul><li>soil </...
Word Fluency 2 Group 2 (Ownership): Line 20 <ul><li>soy </li></ul><ul><li>allow </li></ul><ul><li>boy </li></ul><ul><li>al...
Word Fluency 2 Group 3 (Work Ethic): Line 30 <ul><li>allow </li></ul><ul><li>soil </li></ul><ul><li>soy </li></ul><ul><li>...
Word Fluency 2 Group 4 (Empathy): Line 40 <ul><li>boil </li></ul><ul><li>joy </li></ul><ul><li>allow </li></ul><ul><li>soi...
Word Fluency 2 Group 5 (Responsibility): Line 50 <ul><li>aloud </li></ul><ul><li>sour </li></ul><ul><li>joy </li></ul><ul>...
Word Fluency 2 <ul><li>Exchange books with a partner from your table </li></ul><ul><li>Choose who will read first </li></u...
Vocabulary and Morphology <ul><li>We will learn the meanings of selected vocabulary words before reading the text. We will...
Focus on Vocabulary   (Interactive Text C56)  <ul><li>crisis </li></ul><ul><li>Thirteen-year old Maitn and her family are ...
Focus on Vocabulary   (Interactive Text C57)  <ul><li>organic </li></ul><ul><li>Organic  engineering of some kinds of frui...
Focus on Vocabulary   (Interactive Text C58)  <ul><li>deftly </li></ul><ul><li>Intent on her goal, Maitn  deftly  climbed ...
Focus on Vocabulary   (Interactive Text C59)  <ul><li>aggravated </li></ul><ul><li>Mriel let out a sound that was half smu...
Focus on Vocabulary   (Interactive Text C59)  <ul><li>irreversible </li></ul><ul><li>“… .Don’t you know that radiation poi...
Focus on Vocabulary   (Interactive Text C60)  <ul><li>reverberated </li></ul><ul><li>It  reverberated  off the buildings s...
Zaaaaaaaap! Interactive Text pg. C56 (Prologue) <ul><li>The year is 2160.  Thirteen-year old Maitn and her family are livi...
Use the Clues Interactive Text pg. C56  <ul><li>Use the Clues A : Read lines 1-9 </li></ul><ul><li>Use Context Clues to de...
Zaaaaaaaap! Interactive Text pg. C57 (Lines 23-27) <ul><li>A major breakthrough in energy generation has also made it poss...
Use the Clues Interactive Text pg. C57 <ul><li>Use the Clues B : Read lines 23-27 </li></ul><ul><li>Reread the underlined ...
Zaaaaaaaap! Interactive Text pg. C59 (Lines 52-67) <ul><li>The task complete, she sighed and looked off to the west.  Ther...
Use the Clues Interactive Text pg. C59 <ul><li>Use the Clues C : Read lines 52-67 </li></ul><ul><li>Reread the underlined ...
Expression of the Day (review lesson 1 expression) <ul><li>THE POWER BEHIND THE THRONE </li></ul><ul><li>WWE- Vince Mchman...
Expression of the Day <ul><li>THE POWERS THAT BE </li></ul><ul><li>Denver Broncos- Pat Bowlen (owner)/Eric Studesville </l...
Grammar and Usage <ul><li>We will recognize the use of quotation marks in text. </li></ul>
Review : Quotation Marks <ul><li>Interactive Text pg. 174 (Punctuation) </li></ul><ul><li>Quotation Marks  are used in tex...
Quotation Marks 1- come to the board 2- place quotation marks and commas where they belong <ul><li>Hey Mriel yelled. </li>...
Quotation Marks <ul><li>Maitn shimmied up the branches of the pear tree. </li></ul><ul><li>“ Hey!” a voice yelled. </li></...
Identify It : Quotations in Text <ul><li>Interactive Text pg. C59-60, Lines 68-112 </li></ul><ul><li>Whenever someone has ...
Quotations in Text <ul><li>Interactive Text pg. C59-60, Lines 68-112 </li></ul><ul><li>Follow along as I read the remainde...
Quotations in Text II <ul><li>“ What’re you doing?  Trying to get killed?” </li></ul><ul><li>Maitn pointed to the duffel b...
Quotations in Text III <ul><li>They made it home just before the warning siren sounded.  It reverberated off the buildings...
Quotations in Text IV <ul><li>But Mom and Mriel were now locked inside the power plant.  As a safety precaution, the doors...
Identify It : Quotations in Text <ul><li>Interactive Text pg. C59-60 </li></ul><ul><li>Reread the text, lines 68-112. </li...
Check Your Answers (Interactive Text pg. 59-60) <ul><li>“ What’re you doing?  Trying to get killed?” </li></ul><ul><li>Mri...
Check Your Answers II   (Interactive Text pg. 59-60) <ul><li>“ Stay indoors or don a rubber suit.  Leave all electrical ap...
Listening and Reading Comprehension <ul><li>We will listen to or read “Zaaaaaaaap!” and practice using metacognitive strat...
Instructional Text : “Zaaaaaaaap!” <ul><li>Turn to page 182 in your student text </li></ul><ul><li>What is the title of th...
Instructional Text : “Zaaaaaaaap!” <ul><li>“ Zaaaaaaaap!” is an example of science fiction.  Science fiction is a type of ...
Comprehend It : Reread Strategy <ul><li>It is important to use reading strategies to improve your comprehension skills.  I...
SETTING (whiteboards) <ul><li>What is the setting of a story? </li></ul><ul><li>Where and when the story takes place </li>...
Student Text pg. 182-183 Lines 1-14 <ul><li>The year is 2160.  Thirteen-year old Maitn and her family are living at the en...
Respond <ul><li>What were the causes of the energy crisis during the era of “The Dark?” </li></ul>
Student Text pg. 182-183 Lines 15-26 <ul><li>However, this time period had not been all dark.  Scientists have made advanc...
Respond <ul><li>What have scientists discovered about “Organic Engineering?” </li></ul>
Student Text pg. 182-183 Lines 27-45 <ul><li>Zaaaaaaaap!  Maitn shimmied up the branches of the pear tree, her feet fellin...
Respond <ul><li>Why does Maitn want to get a pear for Josha? </li></ul>
Student Text pg. 182-183 Lines 46-57 <ul><li>Lost in thought, Maitn didn’t see the cracked branch above her.  As her left ...
Respond <ul><li>If you were Maitn, would you have done what she did? Why or Why not? </li></ul>
Student Text pg. 182-183 Lines 58-68 <ul><li>Maitn looked toward the lightning corral that was right next to the experimen...
Respond <ul><li>What happens at the lightning corral? </li></ul><ul><li>How is  lightning used in this story?  (Reread str...
“ Zaaaaaaaap!”  continues <ul><li>Consult Student Text </li></ul><ul><li>Pg. 184-186 </li></ul><ul><li>(lines 69-133) </li...
“ Zaaaaaaaap!” <ul><li>What do you think will happen next? </li></ul><ul><li>(record answer on page C61 – white space) </l...
“ Zaaaaaaaap!”  continues <ul><li>Consult Student Text </li></ul><ul><li>Pg. 186 </li></ul><ul><li>(lines 134-153) </li></ul>
Respond <ul><li>What is unreal about the setting? </li></ul><ul><li>How is the world portrayed in the story different from...
Focus on English Learning: Articles  <ul><li>Learners often struggle with the concept of using articles when referring to ...
Using Articles with Periods of Time Period of Time Article Examples in + morning in + afternoon in + evening in + night th...
Speaking and Writing <ul><li>We will respond orally and in writing to questions about “Zaaaaaaaap!” using the signal words...
Create It Signal Words  <ul><li>Hypothesize: Make a Hypothesis </li></ul><ul><li>To formulate a possible explanation; to s...
Answer It : Interactive Text pg. 208-209  <ul><li>Some questions cannot be answered solely with information in the text.  ...
Answer It II: Interactive Text pg. 208-209  <ul><li>Revise the prediction you made earlier of how the story would end. </l...
Answer It III: Interactive Text pg. 208-209  <ul><li>Summarize the factors that contributed to the energy crisis during th...
Answer It IV: Interactive Text pg. 208-209  <ul><li>Assess the level of danger that Josha and Maitn are exposed to during ...
Answer It V: Interactive Text pg. 208-209  <ul><li>Paraphrase Maitn’s explanation of how a pear can help Josha. </li></ul>...
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Power Up U23 L3

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This is a presentation of a Unit from my Reading Intervention class, Language! Level D.

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Power Up U23 L3

  1. 1. Power Up : Unit 23 Lesson 3 How can the use of one’s POWER change the world?
  2. 2. Phonemic Awareness and Phonics <ul><li>We will learn to identify diphthong syllables. We will also learn the position-spelling patterns of these diphthongs. </li></ul>
  3. 3. Introduction : Diphthongs ou and ow <ul><li>Isolate the following diphthong sound in the following words, using phoneme deletion. </li></ul><ul><li>(say) OUT – (say) OUT </li></ul><ul><li>(say) OUT without the /t/ </li></ul><ul><li>(say) COW – (say) COW </li></ul><ul><li>(say) COW without the /k/ </li></ul><ul><li>Hold your hand on your cheek and (say) ou </li></ul><ul><li>Focus on the movement of your cheek while you produce the /ou/ sound </li></ul><ul><li>The /ou/ sound is neither a long nor short vowel sound. It glides from one vowel sound to another vowel sound. This is called a DIPHTHONG. </li></ul>
  4. 4. Discover It : Diphthongs ou and ow <ul><li>Sort the following words into two columns according to the letters used to represent /ou/. (sticky notes) </li></ul><ul><li>out </li></ul><ul><li>round </li></ul><ul><li>cow </li></ul><ul><li>how </li></ul><ul><li>cloud </li></ul><ul><li>brow </li></ul><ul><li>mouth </li></ul><ul><li>now </li></ul><ul><li>Underline the DIPHTHONG in each word. </li></ul>
  5. 5. Sort It : Diphthongs ou and ow 1- Come to the board 2- Place the sticky note under the correct column ou ow
  6. 6. Diphthongs ou and ow <ul><li>How are the columns of sorted words different? </li></ul><ul><li>In the words in the first column, /ou/ is represented by ou. </li></ul><ul><li>In the words in the second column, /ow/ is represented by ow. </li></ul><ul><li>Knowing the position of the /ou/ sound in a word can help you recognize and spell that word. </li></ul><ul><li>Where is ou found in a word? </li></ul><ul><li>Beginning, Middle, and End </li></ul><ul><li>Where is ow found in a word? </li></ul><ul><li>End </li></ul>
  7. 7. Diphthongs ou and ow : Partner Activity (whiteboards) <ul><li>Working with a partner, list words you know that have ou in the Beginning, Middle, and End. </li></ul><ul><li>What did you come up with? </li></ul><ul><li>Working with a partner, list words you know that have ow at the End. </li></ul><ul><li>What did you come up with? </li></ul><ul><li>ow is also used at the end of a syllable within a word </li></ul><ul><li>cowboy </li></ul>
  8. 8. The diphthong ow <ul><li>chowder </li></ul><ul><li>powder </li></ul><ul><li>What other words have ow as the ending syllable? </li></ul>
  9. 9. Vowel Chart (transparency) <ul><li>Interactive Text pg. R4 </li></ul><ul><li>Write ou and ow on your chart </li></ul><ul><li>Write out and cow as cue words </li></ul>
  10. 10. Word Recognition and Spelling <ul><li>We will use syllable division as a strategy to decode compound words in context. We will also practice fluent single-word reading. </li></ul>
  11. 11. Divide It <ul><li>Dividing words into syllables will help you read unfamiliar words. </li></ul><ul><li>Divide It Checklist (IT R6) </li></ul><ul><li>Syllable Division Patterns (IT R7) </li></ul>
  12. 12. Divide It Model (do not read word/transparency R6) <ul><li>organic </li></ul>
  13. 13. Divide It I (transparency R6/C58) <ul><li>Interactive Text pg. C56 (Text Connection 9) </li></ul><ul><li>Line 49 </li></ul><ul><li>deftly </li></ul><ul><li>Intent on her goal, Maitn deftly climbed back up to the pear. </li></ul><ul><li>Refer to teacher edition pg. 567 for assistance </li></ul>
  14. 14. Divide It II (transparency R6/C59) <ul><li>Interactive Text pg. C56-61 (Text Connection 9) </li></ul><ul><li>Line 76 </li></ul><ul><li>aggravated </li></ul><ul><li>Mriel let out a sound that was half smug, half aggravated . </li></ul><ul><li>Refer to teacher edition pg. 567 for assistance </li></ul>
  15. 15. Divide It III (transparency R6/C59) <ul><li>Interactive Text pg. C56-61 (Text Connection 9) </li></ul><ul><li>Line 78 </li></ul><ul><li>irreversible </li></ul><ul><li>“… .Don’t you know that radiation poisoning is irreversible?” </li></ul><ul><li>Refer to teacher edition pg. 567 for assistance </li></ul>
  16. 16. Divide It IV (transparency R6/C60) <ul><li>Interactive Text pg. C56-61 (Text Connection 9) </li></ul><ul><li>Line 86 </li></ul><ul><li>reverberated </li></ul><ul><li>It reverberated off the buildings surrounding the corral. </li></ul><ul><li>Refer to teacher edition pg. 567 for assistance </li></ul>
  17. 17. Word Fluency 2 Group 1 (Pride): Line 10 <ul><li>boy </li></ul><ul><li>boil </li></ul><ul><li>soy </li></ul><ul><li>soil </li></ul><ul><li>joy </li></ul><ul><li>join </li></ul><ul><li>allow </li></ul><ul><li>aloud </li></ul><ul><li>sour </li></ul><ul><li>shower </li></ul>
  18. 18. Word Fluency 2 Group 2 (Ownership): Line 20 <ul><li>soy </li></ul><ul><li>allow </li></ul><ul><li>boy </li></ul><ul><li>aloud </li></ul><ul><li>boil </li></ul><ul><li>sour </li></ul><ul><li>soil </li></ul><ul><li>shower </li></ul><ul><li>joy </li></ul><ul><li>join </li></ul>
  19. 19. Word Fluency 2 Group 3 (Work Ethic): Line 30 <ul><li>allow </li></ul><ul><li>soil </li></ul><ul><li>soy </li></ul><ul><li>boil </li></ul><ul><li>boy </li></ul><ul><li>joy </li></ul><ul><li>aloud </li></ul><ul><li>join </li></ul><ul><li>sour </li></ul><ul><li>shower </li></ul>
  20. 20. Word Fluency 2 Group 4 (Empathy): Line 40 <ul><li>boil </li></ul><ul><li>joy </li></ul><ul><li>allow </li></ul><ul><li>soil </li></ul><ul><li>soy </li></ul><ul><li>shower </li></ul><ul><li>boy </li></ul><ul><li>sour </li></ul><ul><li>join </li></ul><ul><li>aloud </li></ul>
  21. 21. Word Fluency 2 Group 5 (Responsibility): Line 50 <ul><li>aloud </li></ul><ul><li>sour </li></ul><ul><li>joy </li></ul><ul><li>join </li></ul><ul><li>allow </li></ul><ul><li>boil </li></ul><ul><li>soy </li></ul><ul><li>soil </li></ul><ul><li>boy </li></ul><ul><li>shower </li></ul>
  22. 22. Word Fluency 2 <ul><li>Exchange books with a partner from your table </li></ul><ul><li>Choose who will read first </li></ul><ul><li>Partner 1: Read as many words as you can, fluently and correctly for one minute </li></ul><ul><li>Partner 2: Underline any words they miss and tell them the correct pronunciation </li></ul><ul><li>Switch roles/repeat procedure </li></ul><ul><li>Repeat procedure once again </li></ul>
  23. 23. Vocabulary and Morphology <ul><li>We will learn the meanings of selected vocabulary words before reading the text. We will also apply context-based strategies to determine the meanings of words with suffixes. </li></ul>
  24. 24. Focus on Vocabulary (Interactive Text C56) <ul><li>crisis </li></ul><ul><li>Thirteen-year old Maitn and her family are living at the end of “The Dark,” a period of history when the world faced a serious energy crisis . </li></ul><ul><li>An emergency </li></ul>
  25. 25. Focus on Vocabulary (Interactive Text C57) <ul><li>organic </li></ul><ul><li>Organic engineering of some kinds of fruits has raised the hope of finding a cure for radiation sickness and other types of cancer. </li></ul><ul><li>Produced from living things </li></ul>
  26. 26. Focus on Vocabulary (Interactive Text C58) <ul><li>deftly </li></ul><ul><li>Intent on her goal, Maitn deftly climbed back up to the pear . </li></ul><ul><li>Skillfully; quickly </li></ul>
  27. 27. Focus on Vocabulary (Interactive Text C59) <ul><li>aggravated </li></ul><ul><li>Mriel let out a sound that was half smug, half aggravated . </li></ul><ul><li>Irritated; annoyed </li></ul>
  28. 28. Focus on Vocabulary (Interactive Text C59) <ul><li>irreversible </li></ul><ul><li>“… .Don’t you know that radiation poisoning is irreversible . </li></ul><ul><li>Not able to be changed; permanent </li></ul>
  29. 29. Focus on Vocabulary (Interactive Text C60) <ul><li>reverberated </li></ul><ul><li>It reverberated off the buildings surrounding the corral. </li></ul><ul><li>Echoed </li></ul>
  30. 30. Zaaaaaaaap! Interactive Text pg. C56 (Prologue) <ul><li>The year is 2160. Thirteen-year old Maitn and her family are living at the end of “ The Dark ,” a period of history when the world faced a serious energy crisis. Many factors contributed to this dark period. Fossil fuel supplies on Earth suddenly ran out in 2080. At the turn of the century, a severe drought in the Northern Hemisphere limited the use of hydroelectric power. Alternative energy sources- such as solar, wind, and ocean wave power- were in development but not ready for powering whole cities. </li></ul>
  31. 31. Use the Clues Interactive Text pg. C56 <ul><li>Use the Clues A : Read lines 1-9 </li></ul><ul><li>Use Context Clues to define the underlined phrase “The Dark.” </li></ul><ul><li>Highlight the context clues that help you learn more about this dark period. </li></ul><ul><li>Describe the period called “The Dark” in your own words. </li></ul>
  32. 32. Zaaaaaaaap! Interactive Text pg. C57 (Lines 23-27) <ul><li>A major breakthrough in energy generation has also made it possible to harness the power of lightning. The system isn’t perfect, but, overall, it seems to be much safer than nuclear power. But watch out when a lightning storm comes! </li></ul>
  33. 33. Use the Clues Interactive Text pg. C57 <ul><li>Use the Clues B : Read lines 23-27 </li></ul><ul><li>Reread the underlined word harness . </li></ul><ul><li>Check the box that best defines the underlined word in this context. </li></ul><ul><li>to make use of </li></ul><ul><li>leather straps </li></ul><ul><li>to avoid </li></ul>
  34. 34. Zaaaaaaaap! Interactive Text pg. C59 (Lines 52-67) <ul><li>The task complete, she sighed and looked off to the west. There was a storm brewing; the clouds on the horizon hung dark and heavy. In the distance, she could see the flashes that could only be lightning. The lightning meant that her Mom would be working this evening. Her Mom had a job at the new Lightning Power Corral . </li></ul><ul><li>Maitn looked toward the lightning corral that was right next to the experimental orchard. It consisted of a huge web of thin metal wires. Thousands of thin metal wires connected to the web were lifted into the sky. The wires were held up by small weather balloons that sent meteorological data to the power plant operators on the ground. Just before the lightning was right above the corral , Maitn’s mother would flip the vacuum switch. The energy from the lightning bolts would funnel down the wires to be stored in giant batteries, and then doled out and shipped to the surrounding counties. </li></ul>
  35. 35. Use the Clues Interactive Text pg. C59 <ul><li>Use the Clues C : Read lines 52-67 </li></ul><ul><li>Reread the underlined word corral . </li></ul><ul><li>Check the box that best defines the underlined word in this context. </li></ul><ul><li>a fenced-in place for animals </li></ul><ul><li>a web of wires designed to capture energy from lightning </li></ul><ul><li>a container </li></ul>
  36. 36. Expression of the Day (review lesson 1 expression) <ul><li>THE POWER BEHIND THE THRONE </li></ul><ul><li>WWE- Vince Mchman/Anonymous General Manager </li></ul><ul><li>USA Government/President- House of Representatives </li></ul><ul><li>Mrs. Clausing- Mr. Linkous </li></ul><ul><li>In recent years, the chairman’s daughter has been the power behind the throne . </li></ul><ul><li>Harry may be the CEO, but it's obvious that his wife is the power behind the throne . </li></ul><ul><li>A person with great influence who stays behind the scenes and has no apparent authority. </li></ul><ul><li>Someone who does not have an official position in a government or organization but who secretly controls it. </li></ul><ul><li>Sovereign power or authority </li></ul>
  37. 37. Expression of the Day <ul><li>THE POWERS THAT BE </li></ul><ul><li>Denver Broncos- Pat Bowlen (owner)/Eric Studesville </li></ul><ul><li>You- Parents/Guardians </li></ul><ul><li>Fire Fighters- Fire Marshal </li></ul><ul><li>It’s up to the powers that be to decide what should be done next. </li></ul><ul><li>The decision is in the hands of the powers that be . </li></ul><ul><li>Those in supreme command; the authorities. </li></ul><ul><li>The people who have authority over others. </li></ul>
  38. 38. Grammar and Usage <ul><li>We will recognize the use of quotation marks in text. </li></ul>
  39. 39. Review : Quotation Marks <ul><li>Interactive Text pg. 174 (Punctuation) </li></ul><ul><li>Quotation Marks are used in text to record the exact words a person has spoken. Quotation marks are placed before the first word and after the last word spoken. Usually there are words used before or after the quotation that indicate who is speaking. These are separated from the spoken words by commas. </li></ul>
  40. 40. Quotation Marks 1- come to the board 2- place quotation marks and commas where they belong <ul><li>Hey Mriel yelled. </li></ul><ul><li>Maitn asked What do you want? </li></ul><ul><li>What is the exact word that Mriel said? </li></ul><ul><li>Hey </li></ul><ul><li>What words indicate who is speaking? </li></ul><ul><li>Mriel yelled, Maitn asked </li></ul><ul><li>If a conversation between two people is taking place, the reader is told who the speakers are initially, either directly or with lines of text. Then the names of the speakers may no longer be written, if it is clear who is doing the talking. </li></ul>
  41. 41. Quotation Marks <ul><li>Maitn shimmied up the branches of the pear tree. </li></ul><ul><li>“ Hey!” a voice yelled. </li></ul><ul><li>Maitn glanced down. It was Mriel. </li></ul><ul><li>“ Get down from there!” </li></ul><ul><li>Who is up the tree? What words let you know that? </li></ul><ul><li>Maitn </li></ul><ul><li>Who is calling out to her? What words let you know that? </li></ul><ul><li>Mriel </li></ul>
  42. 42. Identify It : Quotations in Text <ul><li>Interactive Text pg. C59-60, Lines 68-112 </li></ul><ul><li>Whenever someone has spoken, record who the speaker is and write their name in the white column. </li></ul><ul><li>“ Hey!” a voice yelled. </li></ul><ul><li>Maitn glanced down. It was her brother, Mriel. </li></ul><ul><li>Mriel </li></ul><ul><li>“ Get down from there! A storm is coming!” </li></ul><ul><li>Maitn let gravity take her down the branches until she hung just five feet above the ground. Then she dropped and dusted off her pants. </li></ul><ul><li>Mriel </li></ul>
  43. 43. Quotations in Text <ul><li>Interactive Text pg. C59-60, Lines 68-112 </li></ul><ul><li>Follow along as I read the remainder of the text </li></ul><ul><li>“ What’re you doing? Trying to get killed?” </li></ul><ul><li>Maitn pointed to the duffel bag. “For Josha.” </li></ul><ul><li>Mriel let out a sound that was half smug, half aggravated. </li></ul><ul><li>“ That won’t do any good. Don’t you know that radiation poisoning is irreversible?” </li></ul><ul><li>“ I know that,” Maitn said, shuffling her feet. “But at least he’ll have some hope. At least that’s something he can hold on to.” </li></ul><ul><li>“ You’re a saint, you know that? Come on, Mom’s getting ready to go to work, and she said she has permission for us to go with her and watch.” </li></ul>
  44. 44. Quotations in Text II <ul><li>“ What’re you doing? Trying to get killed?” </li></ul><ul><li>Maitn pointed to the duffel bag. “For Josha.” </li></ul><ul><li>Mriel let out a sound that was half smug, half aggravated. </li></ul><ul><li>“ That won’t do any good. Don’t you know that radiation poisoning is irreversible?” </li></ul><ul><li>“ I know that,” Maitn said, shuffling her feet. “But at least he’ll have some hope. At least that’s something he can hold on to.” </li></ul><ul><li>“ You’re a saint, you know that? Come on, Mom’s getting ready to go to work, and she said she has permission for us to go with her and watch.” </li></ul>
  45. 45. Quotations in Text III <ul><li>They made it home just before the warning siren sounded. It reverberated off the buildings surrounding the corral. A friendly voice advised them, “Stay indoors or don a rubber suit. Leave all electrical appliances on standby for the duration of the storm.” </li></ul><ul><li>Mom was leaving the house. Maitn and Mriel ran after her. The three of them mounted the four-seater trike and pedaled to the corral. The wind started picking up as they neared Demante Avenue, and now it blew dust in their eyes and rustled in their jackets. </li></ul><ul><li>Her mother used a key card to get into the power plant next to the corral. Mriel followed closely behind her, but Maitn stopped and turned. Her eyes fell on the same pear tree she had climbed earlier that bordered the station. As they were pedaling, she thought she had seen someone in that tree. </li></ul><ul><li>“ Mom!” she shouted, above the wind. </li></ul>
  46. 46. Quotations in Text IV <ul><li>But Mom and Mriel were now locked inside the power plant. As a safety precaution, the doors locked automatically when a storm was very close. </li></ul><ul><li>The flashes of lightning grew brighter. The clouds loomed darker overhead. It wouldn’t be long before her Mom had to activate the switch so that the storm’s energy was sucked down into the power corral. </li></ul><ul><li>Maitn ran over to the tree and strained to see through the wind-whipped branches. There was someone up there, all right, and it didn’t take long to see who it was. Quickly, Maitn climbed up the tree. </li></ul><ul><li>“ My sleeve is stuck!” Josha yelled when he saw her. </li></ul>
  47. 47. Identify It : Quotations in Text <ul><li>Interactive Text pg. C59-60 </li></ul><ul><li>Reread the text, lines 68-112. </li></ul><ul><li>Decide who is speaking in each line where there is dialogue. </li></ul><ul><li>Write the speaker’s name beside the line. </li></ul>
  48. 48. Check Your Answers (Interactive Text pg. 59-60) <ul><li>“ What’re you doing? Trying to get killed?” </li></ul><ul><li>Mriel </li></ul><ul><li>“ For Josha.” </li></ul><ul><li>Maitn </li></ul><ul><li>“ That won’t do any good. Don’t you know that radiation poisoning is irreversible?” </li></ul><ul><li>Mriel </li></ul><ul><li>“ I know that,” Maitn said, shuffling her feet. “But at least he’ll have some hope. At least that’s something he can hold on to.” </li></ul><ul><li>Maitn </li></ul><ul><li>“ You’re a saint, you know that? Come on, Mom’s getting ready to go to work, and she said she has permission for us to go with her and watch.” </li></ul><ul><li>Mriel </li></ul>
  49. 49. Check Your Answers II (Interactive Text pg. 59-60) <ul><li>“ Stay indoors or don a rubber suit. Leave all electrical appliances on standby for the duration of the storm.” </li></ul><ul><li>Friendly Voice </li></ul><ul><li>“ Mom!” she shouted, above the wind. </li></ul><ul><li>Maitn </li></ul><ul><li>“ My sleeve is stuck!” Josha yelled when he saw her. </li></ul><ul><li>Josha </li></ul>
  50. 50. Listening and Reading Comprehension <ul><li>We will listen to or read “Zaaaaaaaap!” and practice using metacognitive strategies to improve comprehension. </li></ul>
  51. 51. Instructional Text : “Zaaaaaaaap!” <ul><li>Turn to page 182 in your student text </li></ul><ul><li>What is the title of the story? </li></ul><ul><li>What is the meaning of the word POWER? </li></ul><ul><li>Predict what this text is about, based on the title? </li></ul>
  52. 52. Instructional Text : “Zaaaaaaaap!” <ul><li>“ Zaaaaaaaap!” is an example of science fiction. Science fiction is a type of fiction text. As in all fictional stories, the story in a science-fiction selection is made up – it did not really happen. Additionally, in science fiction selections, the setting is unreal and often impossible. Many science fiction stories take place in the future, or in an imaginary world. </li></ul>
  53. 53. Comprehend It : Reread Strategy <ul><li>It is important to use reading strategies to improve your comprehension skills. In the last unit we practiced using </li></ul><ul><li>MAKE PREDICTIONS. (AVID 4 Squares) </li></ul><ul><li>The method we will learn today is REREAD. </li></ul><ul><li>Good readers go back and reread to clarify information in a text if they are confused or if they want to gain a deeper understanding of the text. </li></ul>
  54. 54. SETTING (whiteboards) <ul><li>What is the setting of a story? </li></ul><ul><li>Where and when the story takes place </li></ul><ul><li>Listen for information about the setting in the story. When you hear a clue record it on your whiteboard. </li></ul>
  55. 55. Student Text pg. 182-183 Lines 1-14 <ul><li>The year is 2160. Thirteen-year old Maitn and her family are living at the end of “ The Dark ,” a period of history when the world faced a serious energy crisis. Many factors contributed to this dark period. Fossil fuel supplies on Earth suddenly ran out in 2080. At the turn of the century, a severe drought in the Northern Hemisphere limited the use of hydroelectric power. Alternative energy sources- such as solar, wind, and ocean wave power- were in development but not ready for powering whole cities. To respond to the crisis, many nuclear power plants were built as quickly as possible. A massive earthquake in the Pacific Ocean in 2152 damaged nuclear power plants in several countries and exposed thousands of people to unhealthy doses of radiation. Maitn’s best friend, Josha, suffers from radiation exposure. </li></ul>
  56. 56. Respond <ul><li>What were the causes of the energy crisis during the era of “The Dark?” </li></ul>
  57. 57. Student Text pg. 182-183 Lines 15-26 <ul><li>However, this time period had not been all dark. Scientists have made advances in medical research as a result of a whole new field of study called “organic engineering.” Organic engineering of some kinds of fruit has raised the hope of finding a cure for radiation sickness and some types of cancer. This cure is still being tested, however, and is not ready for public use. </li></ul><ul><li>A major breakthrough in energy generation has also made it possible to harness the power of lightning. The system isn’t perfect, but, overall, it seems to be much safer than nuclear power. But watch out when a lightening storm comes! </li></ul>
  58. 58. Respond <ul><li>What have scientists discovered about “Organic Engineering?” </li></ul>
  59. 59. Student Text pg. 182-183 Lines 27-45 <ul><li>Zaaaaaaaap! Maitn shimmied up the branches of the pear tree, her feet felling for a firm hold. She saw what she was looking for almost ten feet farther above. The fruit glimmered huge and welcoming, a feat of organic engineering and the world’s next miracle cure. </li></ul><ul><li>The pear was for Josha, so the fact that picking it from the tree was illegal meant little to her. Josha was close enough to be family. He had been getting weaker. On his last trip to the clinic, the doctor had told his family that his exposure to radiation eight years earlier was slowly killing him. Josha has been visiting a friend near the Powell Nuclear Power Plant when the accident happened. The earthquake damaged the plant’s cooling system, and the radiation leak made many people in the area sick, including Josha. Ironically, both of his parents now worked at the same plant although no power had been produced by it since the accident. Josha’s parents were part of a team responsible for assisting in the cleanup after the nuclear accident. </li></ul>
  60. 60. Respond <ul><li>Why does Maitn want to get a pear for Josha? </li></ul>
  61. 61. Student Text pg. 182-183 Lines 46-57 <ul><li>Lost in thought, Maitn didn’t see the cracked branch above her. As her left hand went to grasp it, the branch split, and she skittered almost halfway down the trunk. Intent on her goal, Maitn deftly climbed back up to the pear. She picked the ripened fruit off the branch and dropped it into the duffel bag that hung at her side. </li></ul><ul><li>The task complete, she sighed and looked off to the west. There was a storm brewing; the clouds on the horizon hung dark and heavy. In the distance, she could see the flashes that could only be lightning. The lightning meant that her mom would be working this evening. Her mom had a job at the new Lightning Power Corral. </li></ul>
  62. 62. Respond <ul><li>If you were Maitn, would you have done what she did? Why or Why not? </li></ul>
  63. 63. Student Text pg. 182-183 Lines 58-68 <ul><li>Maitn looked toward the lightning corral that was right next to the experimental orchard. It consisted of a huge web of thin metal wires. Thousands of thin metal wired connected to the web were lifted into the sky. The wires were held up by small weather balloons that sent meteorological data to the power plant operators on the ground. Just before the lightning was right above the corral, Maitn’s mother would flip the vacuum switch. The energy from the lightning bolts would funnel down the wires to be stored in giant batteries and then doled out and shipped to the surrounding counties. </li></ul>
  64. 64. Respond <ul><li>What happens at the lightning corral? </li></ul><ul><li>How is lightning used in this story? (Reread strategy) </li></ul>
  65. 65. “ Zaaaaaaaap!” continues <ul><li>Consult Student Text </li></ul><ul><li>Pg. 184-186 </li></ul><ul><li>(lines 69-133) </li></ul>
  66. 66. “ Zaaaaaaaap!” <ul><li>What do you think will happen next? </li></ul><ul><li>(record answer on page C61 – white space) </li></ul>
  67. 67. “ Zaaaaaaaap!” continues <ul><li>Consult Student Text </li></ul><ul><li>Pg. 186 </li></ul><ul><li>(lines 134-153) </li></ul>
  68. 68. Respond <ul><li>What is unreal about the setting? </li></ul><ul><li>How is the world portrayed in the story different from the world we know? </li></ul><ul><li>Did you like the story? </li></ul><ul><li>How did the story make you feel? </li></ul>
  69. 69. Focus on English Learning: Articles <ul><li>Learners often struggle with the concept of using articles when referring to periods of time during the day as well as historic or modern periods of time. Rules for article usage are complex. Additional instruction and repeated practice are essential in this area. </li></ul>
  70. 70. Using Articles with Periods of Time Period of Time Article Examples in + morning in + afternoon in + evening in + night the She wakes up at 7:00 in the morning . He leaves school at 4:00 in the afternoon . They eat dinner at 6:00 in the evening . The wind blew softly in the night . at + night NA She does her homework at night . Historic Periods: Iron Age, Dark Ages, Middle Ages, Renaissance the The Renaissance came after the Dark Ages . Modern Periods: jet age, space age, computer age, golden Years, 1980s, 1990s the Which came first, the space age or the computer age ? Some people think the 1990s were the golden years .
  71. 71. Speaking and Writing <ul><li>We will respond orally and in writing to questions about “Zaaaaaaaap!” using the signal words hypothesize and revise . </li></ul>
  72. 72. Create It Signal Words <ul><li>Hypothesize: Make a Hypothesis </li></ul><ul><li>To formulate a possible explanation; to speculate </li></ul><ul><li>Revise: </li></ul><ul><li>To modify or change a plan or product </li></ul><ul><li>Summarize: </li></ul><ul><li>Restate important ideas and details </li></ul><ul><li>Assess: </li></ul><ul><li>Determine value or significance </li></ul><ul><li>Paraphrase: </li></ul><ul><li>Restate information in somewhat different words </li></ul>
  73. 73. Answer It : Interactive Text pg. 208-209 <ul><li>Some questions cannot be answered solely with information in the text. Some questions will require you to draw from your own opinion and prior knowledge to formulate an anwer. </li></ul><ul><li>Make a hypothesis about how Maitn and Josha know each other. </li></ul><ul><li>What are the signal words? </li></ul><ul><li>Make a hypothesis </li></ul><ul><li>Will the answer come solely from the book? Why or Why not? </li></ul><ul><li>The story states that Maitn and Josha are not family, but that they are very close. I think that they _____________________________________________ </li></ul><ul><li>have been friends for many years like their parents. </li></ul>
  74. 74. Answer It II: Interactive Text pg. 208-209 <ul><li>Revise the prediction you made earlier of how the story would end. </li></ul><ul><li>What are the signal words? </li></ul><ul><li>Revise </li></ul><ul><li>Will the answer come solely from the book? Why or Why not? </li></ul><ul><li>I previously predicted that the story would end with Josha dying; however now I think _____________________________________ </li></ul>
  75. 75. Answer It III: Interactive Text pg. 208-209 <ul><li>Summarize the factors that contributed to the energy crisis during the era of “The Dark.” </li></ul><ul><li>What are the signal words? </li></ul><ul><li>Summarize </li></ul><ul><li>Will the answer come solely from the book? Why or Why not? </li></ul><ul><li>The factors that contributed to the energy crisis during the era of “The Dark” include </li></ul><ul><li>_______________________________________ </li></ul>
  76. 76. Answer It IV: Interactive Text pg. 208-209 <ul><li>Assess the level of danger that Josha and Maitn are exposed to during the storm. </li></ul><ul><li>What are the signal words? </li></ul><ul><li>Assess </li></ul><ul><li>Will the answer come solely from the book? Why or Why not? </li></ul><ul><li>The level of danger that Josha and Maitn are exposed to during the storm is </li></ul><ul><li>_______________________________________ </li></ul>
  77. 77. Answer It V: Interactive Text pg. 208-209 <ul><li>Paraphrase Maitn’s explanation of how a pear can help Josha. </li></ul><ul><li>What are the signal words? </li></ul><ul><li>Paraphrase </li></ul><ul><li>Will the answer come solely from the book? Why or Why not? </li></ul><ul><li>Maitn believes that a pear can help Josha because </li></ul><ul><li>_______________________________________ </li></ul>
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