2-5-2010

Previous Next = February 5, 2010 =

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= __Essential Question__: What Makes Us the Same? What Makes Us Different? =

Students will:

 * ===use new vocabulary.===
 * ===learn about persuasive writing.===
 * ===learn to use the reading strategy: determine importance.===

**Homework:**
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 * Define/translate all of the words that you circled in article 1 of your Persuasive Unit Packet.
 * There are some words that you won't find a translation for. That's okay. We'll go over those words on Tuesday. But you need to translate MOST words that your circle.

Reminders:
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 * ** Checking homework today: **
 * ** Word Maps, page 166 **
 * ** Mr. Devine will be in the Night Library every Tuesday from 3:00 to 6:00. **

__Agenda__
1. Vocabulary Review
 * [|Unit 3, Cluster 1 Sentences]
 * Sentence Quiz: Use a vocabulary word to finish the sentence.

2. Reading "If the World Were a Village" pages 168-175
 * **Get in to groups of 3 or 4:**
 * Re-play the CD, stop after each page.
 * Give students time to use the reading strategy: determine importance.
 * Make a Main Idea Chart in your notebook.
 * Write down the topic of each page in the left side of the chart.
 * Find the most important part and write it in the right side of the chart.
 * Later (maybe Tuesday): Re-read the story in groups, answer the questions in the margins.


 * 3. Persuasive Writing: **
 * What is persuasive writing?
 * Talk about the packet.
 * One for each of your English classes.
 * Bring it with you each day. Keep it in your binder.
 * Don't lose it.
 * Use this packet for this class only. You will get another packet to use in your Support class.
 * Put your name, the teacher's name, the name of the class, and the room number on your packet.
 * While the teacher is reading, the students follow along. Before reading, students number the paragraphs. As the teacher reads, students circle the words they don't know.
 * Marking the text.
 * number the paragraphs
 * circle all the words that you don't know
 * underline the important details (use the reading strategy, determine importance)
 * Summary sentences for each paragraph. (write on the article, do this when we read the article again on Tuesday and/or Wednesday)
 * Show students the structure of the paragraph. Where does the author summarize what OTHER people say? Where does the author say HIS/HER OWN ideas?