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Word Knowledge/Vocabulary for Declaration of Independence


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Word Knowledge/Vocabulary for Declaration of Independence

  1. 1. The Declaration of Independence Ms. Mercer  Fifth Grade  Nicholas Elementary
  2. 2. Spelling Words <ul><li>heavy </li></ul><ul><li>heavier </li></ul><ul><li>worry </li></ul><ul><li>worried </li></ul><ul><li>envy </li></ul><ul><li>envious </li></ul><ul><li>butterfly </li></ul><ul><li>butterflies </li></ul><ul><li>daisy </li></ul><ul><li>daisies </li></ul><ul><li>bury </li></ul><ul><li>buried </li></ul><ul><li>supply </li></ul><ul><li>supplies </li></ul><ul><li>pastries </li></ul><ul><li>relied </li></ul><ul><li>earlier </li></ul><ul><li>copies </li></ul><ul><li>happiness </li></ul><ul><li>centuries </li></ul>
  3. 3. Spelling Words changing“y” endings <ul><li>heavy </li></ul><ul><li>heav ier </li></ul><ul><li>worry </li></ul><ul><li>worr ied </li></ul><ul><li>envy </li></ul><ul><li>env ious </li></ul><ul><li>butterfly </li></ul><ul><li>butterfl ies </li></ul><ul><li>daisy </li></ul><ul><li>dais ies </li></ul><ul><li>bury </li></ul><ul><li>bur ied </li></ul><ul><li>supply </li></ul><ul><li>suppl ies </li></ul><ul><li>pastr ies </li></ul><ul><li>rel ied </li></ul><ul><li>earl ier </li></ul><ul><li>cop ies </li></ul><ul><li>happ iness </li></ul><ul><li>centur ies </li></ul>
  4. 4. Word Knowledge <ul><li>What is the pattern? </li></ul><ul><li>history </li></ul><ul><li>historic </li></ul><ul><li>historian </li></ul><ul><li>historical </li></ul><ul><li>The pattern is words with the histor- root </li></ul><ul><li>the histor- root means related to the study of the past. </li></ul>
  5. 5. Word Knowledge <ul><li>What is the pattern? </li></ul><ul><li>split </li></ul><ul><li>construction </li></ul><ul><li>streets </li></ul><ul><li>offspring </li></ul><ul><li>The pattern is 3-letter consonant blends </li></ul><ul><li>spl it </li></ul><ul><li>con str uction </li></ul><ul><li>str eets </li></ul><ul><li>off spr ing </li></ul>
  6. 6. Word Knowledge <ul><li>What is the pattern? </li></ul><ul><li>night </li></ul><ul><li>ought </li></ul><ul><li>through </li></ul><ul><li>thought </li></ul><ul><li>The pattern is –gh spelling pattern </li></ul><ul><li>ni gh t </li></ul><ul><li>ou gh t </li></ul><ul><li>throu gh </li></ul><ul><li>thou gh t </li></ul>
  7. 7. Word Knowledge <ul><li>What is the pattern? </li></ul><ul><li>relied </li></ul><ul><li>earlier </li></ul><ul><li>copies </li></ul><ul><li>happiness </li></ul><ul><li>The pattern is adding suffixes to –y words </li></ul><ul><li>rel ied </li></ul><ul><li>earl ier </li></ul><ul><li>cop ies </li></ul><ul><li>happ iness </li></ul>
  8. 8. Sentences <ul><li>The historian studied the history of the White House. </li></ul><ul><li>A construction crew is repairing the streets in my neighborhood. </li></ul><ul><li>We ought to drive through the night to get there on time. </li></ul><ul><li>For centuries, people relied on the sun to tell the time of day. </li></ul>
  9. 9. Vocabulary <ul><li>delegation </li></ul><ul><li>reconciliation </li></ul><ul><li>radical </li></ul><ul><li>unalienable </li></ul><ul><li>document </li></ul>
  10. 10. delegate <ul><li>The Delaware vote helped to sway other delegations by the end of the session. </li></ul><ul><li>Many countries send delegations to the United Nations. </li></ul>a group of people who are chosen to act for others; representatives
  11. 11. reconciliation <ul><li>Americans had divided roughly into three opinion groups: one-third favored independence, one-third wanted reconciliation with England, and still another third were fence-sitters </li></ul><ul><li>After my best friend and I fought, we both wanted reconciliation . </li></ul>a restoration of agreement between two or more parties
  12. 12. radicals <ul><li>These dire consequences mattered little to American radicals - those colonists who urged independence at any price. </li></ul><ul><li>They called Terry a radical when she suggested we add an eighth day to the week. </li></ul>a person who favors extreme changes or reforms
  13. 13. unalienable <ul><li>We hold these truth to be self-evident, that all men are created equal, that they are endowed by their creator with certain unalienable rights , that among them are Life, Liberty, and the pursuit of Happiness. </li></ul><ul><li>The colonies felt that their unalienable rights were at risk in the hands of the English government. </li></ul>not capable of being given or taken away
  14. 14. document <ul><li>Copies of the Declaration were sent to cities and villages in the colonies. Excited crowd gathered to hear local officials read the document . </li></ul><ul><li>The teacher read to the class the document that stated the classroom rules. </li></ul>a written or printed statement that gives official proof and information about something
  15. 15. Background <ul><li>The colonies had been at war with Britain for a year when the Declaration of Independence was signed. </li></ul><ul><li>Patriots were breaking a law called treason, and could have been killed if they were caught by the British. </li></ul><ul><li>Benjamin Franklin, a leader at the Congress, was a famous writer, and diplomat. He got military and financial support for the Patriots from France. </li></ul>