Lesson 9 - Voyager Sopris Learning

Lesson 9
RI.1.5; W.3.4; W.3.8; W.5.8; L.1.1b; L.1.1c; L.1.1j; L.3.1a;
L.3.1b; L.3.2d; L.3.5b; L.4.5c; L.4.6; L.6.6
Lesson Opener
Before the lesson, choose one of the following activities to write on the board or post
on the LANGUAGE! Live Class Wall online.
• List tools and materials needed for a dig in the desert.
• Write three sentences about a friend using a subject, predicate, and direct object.
• Write five how questions you would ask a new student in class.
Vocabulary
Objectives
• Clarify the meaning of key passage vocabulary.
• Demonstrate understanding of a word by relating it to examples and antonyms.
Review
Lesson 1 | Vocabulary
Key Passage Vocabulary: “Africa Digs”
Direct students to page 42 in their Student Books.
Read the review procedure and have students repeat the steps.
Have partners review the Key Passage Vocabulary.
Rate your knowledge of the words. Define the words. Draw a picture
to help you remember the definition.
Vocabulary
Review Procedure
•
•
•
Student A reads the word.
Student B tells the meaning.
Students swap roles for each word.
Have students revisit their rating of the words. If they cannot
change all ratings to a 3, pull them aside to discuss the
vocabulary words they do not know.
42
Unit 2
Knowledge
Rating
desert
0
1
2
3
emerge
0
1
2
3
Definition
Picture
dry place with
few plants
to come out of
or appear
small wheel over
which a rope
moves to help lift
or move objects
a place on the
water where
people load and
unload ships
exact or paying
attention to
details
pulley
0
1
2
3
port
0
1
2
3
precise
0
1
2
3
create
0
1
2
3
to make
fragile
0
1
2
3
easily broken or
delicate
display
0
1
2
3
to show or put
something in
a place where
others can see it
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
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Four-Square: Antonyms
Lesson 9 | Vocabulary
Direct students to page 75 in their
Student Books.
Some words are more difficult to
remember than others. It helps to
use a Four-Square graphic organizer.
This will help you look at the word
more closely to provide a deeper
understanding.
Four-Square
Write the definition of fragile. Then, write examples and antonyms of the
word in the appropriate boxes.
Have students define fragile, and write
the definition under the word.
In Four-Square in Unit 1, we worked
on the Examples square using the word
interfere. We talked about interference
in football and humans interfering
with bats’ habitats.
So, let’s use today’s word, fragile, and
talk about examples. We discussed
examples of fragile, such as dishes,
porcelain dolls, and dinosaur bones.
Please write the examples in the
correct box.
Antonyms:
Synonyms:
Possible answers:
unbreakable, sturdy,
strong, rugged,
durable, tough
fragile
Definition:
easily broken or
delicate
Examples:
Nonexamples:
Possible answers:
dishes, porcelain
dolls, dinosaur bones
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
Unit 2
75
Model
We introduced antonyms in a previous lesson. An antonym is a word that means the
opposite. Emerge and disappear are opposites; they are antonyms. Black and white are
antonyms. Above and below are antonyms.
Review antonyms as needed.
Example Antonyms for Review
dead/alive
happy/sad
leave/stay
hot/cold
display/hide
frown/smile
Guided Practice
I broke the fragile glass when I knocked it over on the counter. Why did it break?
(because it was fragile) However, when I dropped the plate on the floor, it did not
break. It was the opposite of fragile. What was it? (Possible answers: unbreakable,
sturdy, strong, rugged, durable, tough) Have students repeat the antonyms and write
them in the appropriate place on the Four-Square.
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Grammar
Objectives
• Identify subjects, predicates, and direct objects in a sentence.
• Demonstrate an understanding of the function of the subject, predicate, and direct
object in a sentence by diagramming sentences.
• Demonstrate an understanding of the function of singular nouns, plural nouns, and
singular possessive nouns.
• Use singular nouns, plural nouns, and singular possessive nouns in sentences.
Prepare subject and
predicate color-coded
index cards.
Direct Objects
We know how to expand a simple
sentence by asking additional
questions. Whenever we ask the
question what did they do it to, we
add something very specific to our
sentence. What is it called? Direct
students to page 76 in their Student
Books for a clue. (a direct object)
Lesson 9 | Grammar
Noun as a Direct Object
A noun can be the direct object—the person, place, or thing that receives
the action.
The direct object:

Is in the predicate part of the sentence

Answers What (whom) did they (he, she, it) do it to?
Ask yourself…
To find the direct object,
ask yourself the following
questions: Who did it?
What did he do? Then ask:
Whom did he do it to?
Write subject on the board. Think
about “Africa Digs” and answer the
who or what did it question. (Possible
answers: scientists, tribe members,
workers, people) Display student
responses underneath subject.
Casey visits Granddad.
Who did it?
noun
What did
he do?
verb
Whom did
he do it to?
direct object
Casey visits Granddad.
subject
predicate
Copy the sentences from class on the lines. Remember to include proper
punctuation for each sentence. Underline the direct object in both
sentences. Answers will vary.
1.
Write predicate on the board with the
following verbs underneath: moved,
opened, cleaned, helped. Explain that
these verbs answer the what did they
do question. Write responses on the
board.
2.
76
Let’s “prepare our canvas” using some
of these responses. What subject and
predicate responses make sense together? Create two Stage 1 sentences by writing
each subject word on a colored index card and writing the predicate words on index
cards of a different color. Designate one color to consistently be the subject parts of
the sentence and another color for the predicate parts of the sentence. Display the
cards for students to view.
Unit 2
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
Now, we have to answer the what did they do it to question. Ask for direct objects.
Write student responses on separate index cards that are the same color as the
predicate and add them to the kernel sentences. Direct students to copy the sentences
on the lines at the bottom of the page. Remind them to capitalize and add punctuation
marks. Once they’ve copied the two sentences, have them underline the direct object
in each sentence and check their answer with a partner.
To help us see how words are functioning in a sentence, we can diagram them. A
diagram is a graphic organizer for a sentence and helps us “see” the relationships
between the words and better understand the sentence. Let’s start by diagramming
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the sentences we created. Diagram the two sentences on the board, using the same
question flow that is outlined on page 76 in the Student Book.
Model
Lesson 9 | Grammar
Direct students to page 77 in
their Student Books and read the
instructions. Complete the first
sentence as a model.
Diagramming Subject/Predicate/Direct Object
Write each sentence in the diagram below it. Use the questions to help you
fill in the diagram correctly.
1. Jackets protected the fossils.
What did it?
Jackets
What did they do?
protected
What did they do it to?
fossils
e
th
Guided Practice
Guide students in completing the
second sentence.
2. The ship crossed the Atlantic.
What did it?
ship
What did it do?
crossed
3. The scientists built a dinosaur.
Read the remaining sentences and
have students complete the diagrams.
Review the answers as a class.
Who did it?
scientists
What did they do?
What did they do it to?
What did they do?
What did they do it to?
What did he do?
What did he do it to?
built
dinosaur
a
e
Th
4. The team took the bones.
Who did it?
Note: Base the number of modeled
and guided examples on student ability
and progress. Challenge students with
independent practice when appropriate.
Atlantic
e
th
e
Th
Independent Practice
What did it do it to?
team
took
bones
e
th
e
Th
5. Dr. Sereno led the dig.
Who did it?
Dr. Sereno
led
dig
e
th
Unit 2
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
77
Plural -s, Singular Possessive Nouns
We learned the -s ending can make a singular noun into a plural noun. The -’s ending
shows possession.
Prepare noun index
cards.
Use this list of nouns to prepare index cards for this activity:
bibs
bill
rats
Assign online practice
by opening the Tools
menu, then selecting
Assignments. Be sure
to select the correct
class from the dropdown menu.
148
bag
cans
hat
pals
cup
rags
bat’s
man’s Rick’s
Sam’s fox
kid’s
pans
mat
jazz
lid
sack
I have prepared index cards that contain either a plural noun, a singular noun, or a
singular possessive noun. The class will be divided into teams, and you can earn points
for your team if you can do two things with the word you pick. To earn one point,
you have to properly identify its category: singular noun, plural noun, or singular
possessive noun. To earn a second point, you have to use it correctly in a sentence.
A member from each team will pick a card. Teammates can help if you have a question
about the category or a sentence. You will only have one minute to decide on the
category and think of a sentence. You need to listen as the other team presents its
word, so you can challenge an answer if you think it’s incorrect.
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Write the three categories on the board. As students identify the category, have
them tape the index cards under the correct heading. This is a quick activity. Tell
students they have to work quickly so they can earn as many points as possible in the
allotted time.
Writing
Objective
• Use a text’s structure to organize information for writing.
Take Note/Sequence: “Africa Digs”
We are going to use our Close Reading to identify and record a sequence of events in
our own logbook. What is a log again? (a record of events) That’s right. We are going
to record the events of the dig in the order in which they happened.
Well-written text has organization. Sometimes informational text is organized using a
sequence or order of events.
It is important to pay attention to the order in which things happen. This is easiest to
do when text is written step-by-step. In our Close Reading, we paid close attention
to what was happening at each step in the process. Now, we will use the highlights
we made to take notes. Notes are written in phrases or bulleted lists of information.
Complete sentences and punctuation are not required during note-taking.
Direct students to pages 78 and 79 in their Student Books.
Lesson 9 | Writing
Lesson 9 | Writing
Take Note: Writing a Log of Events
Take Note: Writing a Log of Events (cont.)
Take notes for each step of the dig. Start each note with a strong verb or
action word.
Logbook
Phase 1:
Collecting
the
dinosaur
bones
found dig site in Niger, Africa
Step 1: ___________________________________________________________
__________________________________________________________________
__________________________________________________________________
dug up a dinosaur skeleton
Step 2: ___________________________________________________________
__________________________________________________________________
numbered and wrapped the fossils to
Step 3: ___________________________________________________________
protect them
__________________________________________________________________
shipped the bones to Chicago
Step 4: ___________________________________________________________
Phase 2:
Putting the
dinosaur
bones
together
__________________________________________________________________
Logbook
Phase 3:
Displaying
the
dinosaur
bones
made a plan to rebuild skeleton
Step 8: _________________________________________________________
________________________________________________________________
________________________________________________________________
created copies of bones because too
Step 9: _________________________________________________________
heavy and fragile
________________________________________________________________
covered steel frame with man-made
Step 10: ________________________________________________________
bones
________________________________________________________________
painted the bones and displayed the
Finally, _________________________________________________________
skeleton
________________________________________________________________
prepared the bones
Step 5: ___________________________________________________________
__________________________________________________________________
cleaned the bones
Step 6: ___________________________________________________________
takes 2 years
__________________________________________________________________
made missing bones out of foam and
Step 7: ___________________________________________________________
clay
__________________________________________________________________
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Unit 2
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
Unit 2
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The notes you take will be your logbook. You will own it. How do we show that you
own the logbook in writing? (-’s) On the line, write your name the correct way to show
that you possess the logbook. Let’s look at our Close Reading to find the sequence of
the steps in the dig. Each phase is a stage in a process.
Model
Model how to complete the logbook for steps 1–4 using the Close Reading on pages
67 and 68.
Because our logbook has to do with the steps of the dig, we will start our note-taking
with Step 1. What is the most important event or fact in Step 1? (found dig site in
Niger, Africa) I will take notes, starting each phrase with an action verb to show how
the action took place over time at different places. While I take notes on the board,
you take the same notes in your logbook.
Let’s write an important event from Step 2. (dug up a dinosaur skeleton)
How about Step 3? (numbered and wrapped the fossils to protect them)
Let’s continue with Step 4. (shipped the bones to Chicago) We just took notes about
how the dinosaur bones were collected.
Guided Practice
Have partners complete the logbook for steps 5–7 using the Close Reading on pages
68 and 69.
Independent Practice
Have students work independently to complete the logbook for steps 8–10 using the
Close Reading on page 69.
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