The document provides an agenda and lesson plan for an English class. It includes turning in homework, registering for courses, reviewing homework, learning about using dictionaries and the SQ3R reading strategy using a text about the Holocaust. Students will work in literature circles and have homework on context clues and organizing their binders.

1. English 83R
Mrs. Buchanan
Week 2; Day 2
Wednesday, January 29, 2014

2. Agenda
•
Turn in your homework
• Please place the following on the instructor desk:
•
•
•
•
3-ring binder
Holocaust summary
EE homework
Context Clues Homework
• Register for ENG 71 and 72
• After you have registered, while I am checking homework, please read ―The Book Thief‖ along
with writing your assigned sentence on the board.
•
Review Homework
•
The Dictionary
•
Reading Strategy: SQ3R

3. English Essentials Homework
• Go to your Literature Circle groups.
• Review your Subjects and Verbs Homework.
• You will be given a sentence from Test 2 to put on the board

4. ―Holocaust‖ Summary
• Everyone will be given a summary to read.
• Read the summary as if you haven’t read the article before.
• Did the writer point out the main idea of the article?
• Were you confused by the summary?
• Was the summary interesting to you – did it make you want to read the
article?
• How would you improve the article?
• Give the article 1-5 points (with 5 being the highest).

5. Context Clues Homework
• Review.
• Does everyone understand what context clues are?
• Would you be able to take a quiz on them?
• There will be a quiz on Monday.

6. Break Time
Come back in 5 minutes

7. The Dictionary

8. Using the Dictionary
• On Monday we learned about context clues. We discovered that the
authors often include the meaning of a word through context clues.
But what do you do if you come across a difficult word and no context
clue was provided?
• You look it up in the dictionary.

9. Let’s look at this paragraph.
• On Monday, Nevada became the first to approve a license for
"autonomous vehicles" -- in other words, cars that cruise, twist
and turn without the need for a driver -- on its roads. The
license goes to the prodigious Google, known more for its search
engine and e-mail service that nonetheless has been known to
plummet into other big ideas such as space elevators to Internetenabled glasses. (Taken and modified from: www.cnn.com/ “Google
Gets License to Operate Driverless Cars in Nevada” by the CNN wire
staff. 5/8/12.)

10. • You probably got the overall message: Google has been approved a
license for cars that do not need a driver.
•
However, there was a word in the paragraph that did not have a
context clue: prodigious. It may be an important word to know the
meaning of in order to completely understand the paragraph. Let’s
look it up in the dictionary.
• Now let’s look at the paragraph again. By know what prodigious
means, the paragraph makes better sense.

11. • Dictionary entries provide more than just the meaning of the word.
• 1. Syllabication – How is the word broken down into syllables?
• 2. Pronunciation – How do you pronounce the word?
• 3. Function of the word – What is the part of speech?
• 4. Etymology – Where did this word come from? What is the history of the
word?
• 5. Other forms – What are the different forms made by adding to or changing
the word’s suffix (ending)?

12. Collegiate Dictionaries
• Listed below are some recommended Collegiate (which means ―of or
intended for college students‖) Dictionaries.
• •
Merriam-Webster’s Collegiate Dictionary
• •
The American Heritage Dictionary
• •
The Random House Dictionary

13. • We used a hard copy dictionary to find the meaning of the above
word, but there are also many on-line dictionaries. Let’s look up
another word in this paragraph – plummet.
•
This time we will use an on-line dictionary.
• My favorite one is the Learner’s Dictionary:
• http://www.learnersdictionary.com/
• Now let’s look at that paragraph one more time.
• Are there any other words you do not know?

14. Dictionary Scavenger Hunt
• Dictionary Scavenger Hunt: Now that we have become more familiar
with the dictionary, let’s break up into pairs and go on a dictionary
scavenger hunt—using the hard copies of the dictionaries.
• Whoever is done first, bring your paper to me.

15. Reading Strategy: SQ3R
Using ―Facts About the Holocaust‖
• Survey: Preview the material.
• Become familiar with the overall content and organization of the
material.
• Read the title, subtitle, subheadings, first and last
paragraphs, pictures, charts, and graphics. Note words in italics and
bold.
• Take a moment to glance over the reading (just look at the items
above, do not try to read everything).

16. SQ3R: Question
• Question – Ask questions before you begin reading.
• What do you want to know?
• Write down at least three questions, along with turning the
headings and subheadings into questions.

17. SQ3R: Read
• Read the paragraphs in small chunks.
• This may be one or two paragraphs at a time or the material under
each heading.
• Answer the questions you created.

18. SQ3R: Recite
• Say the answer to each question
• Stop after each section and try to remember the answer to your
question.

19. SQ3R: Review
• Look over the reading selection again
• Look over the notes you have written.
• Review what you learned and write a short summary in your own
words.

20. Binder 1-15 points
•
Binder = 5 points
•
Dividers = 3 points
•
Divider tabs labeled = 2 points
•
Paper properly filed behind the dividers = 5 points
•
1. syllabus/schedule
•
2. lab contract
•
3. literature circle
•
4. handouts/misc.
•
5. essays

21. • Read Voices & Values
• Story #1 pp. 31-35
• Assignment will posted on Moodle.
Homework for
Monday
February 3, 2014