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DOL level 4 week 30

DOL level 4 week 30. Analogy rain : drop – snow: _______ 2. : - : 1. yesterday morning i brang my tennis shoes to school at 800 AM 2. and last week the corn growed at least a inch. flake. Pledge. Fluency. 6 min. reading solution.

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DOL level 4 week 30

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  1. DOL level 4 week 30 • Analogy • rain : drop – snow: _______ 2. : - : 1. yesterday morning i brang my tennis shoes to school at 800 AM 2. and last week the corn growed at least a inch flake

  2. Pledge

  3. Fluency 6 min. reading solution

  4. Objectives day 1 Students will recognize homophones. Study Greek roots in words

  5. Word Structure day 1 est sad poor angry quick quickest saddest poorest est est angriest est Line 1 earliest est worst best hungriest est hungry early Line 2 fierce mild active Line 3 lazy to apart part Line 4 id solid sol hol low hollow together gě ther

  6. Line 2 earliest est worst best hungriest est early hungry Word Structure day 2 The words on this line are superlative adjectives or adverbs. Two of the words are irregular superlatives. Which ones? best, worst Name the original adverb or adjectives that these superlative forms are based on. Best: good or well Worst: bad for adjective, or badly for adverb.

  7. Building Background • What is a drought? • What happens to plants during a drought? • What happens to the soil? • Think about the previous lesson, “Immigrant Children,” which dealt with many people who came to the United States to set up farms. • How do you think their farms fared during the severe drought of the 1930s? • What do you think would happen if massive windstorms swept across dry, dusty land suffering from a drought?

  8. Background Information • The word drought comes from an Old English word that means “to dry up.” • There were many droughts throughout our country’s history – in the 1730s, 1820s, and 1960, but none of them lasted as long or was as severe as the 1930s drought. • About two and a half million people left the Great Plains during the Dust Bowl periods. But three out of four farms in the Dust Bowl region decided to stay on their farms instead of moving. • The drought finally ended In the fall of 1939, when it rained for two days. In the 1940s, rainfall returned to normal levels, and farmers once again were able to grow an abundance of crops.

  9. Vocabulary lesson 4 borders locals demand Utah and Idaho border on each other. We are all locals of Taylorsville The demand is so large they can charge more money for it. plural for border: An artificial line where one country or state ends and another begins. plural for local: A person who has been living in a place for a long time. the desire for a product or a service

  10. Vocabulary lesson era ditches desperate We live in a computerized era. Get a good education or you might have to dig ditches. The bird is desperate for water. plural of ditch: a long narrow pathway cut in the ground to drain water ready to take large risks with little hope of success a period in history; usually several years long

  11. Transparency 34

  12. Purpose Big Idea How did machines get America moving?

  13. Handing Off Did you grasp the following ideas: • The conditions that led to the Dust Bowl • What it was like to live under the terrible conditions of the Dust Bowl • Why the Great Depression made matters worse for the Dust Bowl farmers • Why many farmers left and where they went • How the migrant farmers were received in California and under what conditions they lived

  14. Inquiry Process day 2 Collecting Facts and Ideas Organize your notes in logical sequence Depending on the topic, you might want to order the information you have gathered chronologically. Or use a concept map.

  15. WritingRevising day 2 The way you organize information is important. You should place the paragraph that tells about your opinion at or near the end of the report so readers can first learn what the book is about, and then find out what the writer of the book review thinks of it. Most book reviews follow the order the author of the book uses. This makes it easier for readers to follow the main events or ideas presented in the book. Review the order of your paragraphs to make sure the way you are organized makes sense.

  16. Objectives day 1 Students will Learn about sentence tenses. Learn how to correct run-on sentences and sentence fragments. Learn about complex sentences. Learn how to ask questions to find information. Learn how to use an effective voice.

  17. Grammar, Usage, and Mechanics Vary Sentence Types Day 2 This is a sentence. Write a sentence using a similar theme but more complex.

  18. Spelling

  19. SpellingAntonyms day 2 Circle one of the words, and say it aloud. Pick a partner, who should circle the antonym and pronounce it aloud. Continue with another set of partners.

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