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Unit 26. Lesson Seven. W.A.L.T. Apply knowledge of diacritical markings and other symbols Build words by adding suffixes to base words and practice the “drop e” spelling rule Build networks of meaning to improve vocabulary knowledge and learn to use words with degrees of meaning in context
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Unit 26 Lesson Seven
W.A.L.T. • Apply knowledge of diacritical markings and other symbols • Build words by adding suffixes to base words and practice the “drop e” spelling rule • Build networks of meaning to improve vocabulary knowledge and learn to use words with degrees of meaning in context • Recognize adverbs, prepositional phrases acting like adverbs, and adverbial clauses in text • Read a selection, respond to comprehension questions • Use a Venn Diagram to prepare to write a compare-and-contrast essay
Why is this important? • Using a Venn Diagram to compare and contrast can be helpful if you are trying to make a choice between two things.
Using a Dictionary: page 95 • /ak/ • /at’ik/ • /tak’ tiks/ • /ri tort’/ • /hyoo mil’ i te/ • /a koo’ stik/ • /the e riz/ • /ri kroot/ • /jool/ or /joul/ • /biv’ oo ak/ or /biv’ wak/
Build It: Words with Suffixes • Using the following base words and suffixes, create as many words as you can: • Hero, real, total, poet, legal • -ity, -ic • Bank your words on page R74. Label columns –ic and –ity.
Review: Drop e Rule • There are several spelling rules in English that apply when adding endings to words. The Drop e Rule explains what to do when adding suffixes to words ending in a silent e. • There are two conditions for this rule.
If the suffix begins with a vowel, drop the e from the base word.Ex: pursue + -er = pursuerIf a suffix begins with a consonant, do not drop the e from the base word.Ex: loose + -ly = loosely
Microscope + ic = ?Does the word end in e?Does the suffix begin with a vowel?If the answer to both questions is yes, drop the e before adding the suffix.
Repeat the process with these words and suffixes:captive + -itycube + -icnegative + -ity
Review: Synonyms • Synonyms are words with the same or similar meanings • Turn to page 43 in your hard cover. Locate synonyms for the following words: • Select • Baggy • Midday • Also • Classify • Resume choose loose noon too group continue
Word Line – Degrees of Meaning, page 96-97 • Some words have degrees of meaning which relate to the context in which they are used Start Continue Finish Start and finish are opposites. Continue is a midpoint. Turn to Exercise 2, page 96. Write each word from the Word Bank under the word on the word line that has the same degree of meaning.
Start Continue Finish Maintain End Begin Open Resume Terminate Enter Pursue Complete Commence
Degrees of Meaning – page 97 • Begin … End • Open/begin … resume • Pursue … begin/commence • Enter … complete/finish • Maintain … end/terminate
Review: Adverbs, Adverbial Phrases, and Adverbial Clauses • Adverbs describe verbs. • Adverbs answer the questions “how,” “when,” “where,” “why,” and “under what condition?” • Most adverbs are single words: daily and suddenly are adverbs. • Prepositional phrases can function as adverbs. To Mango Street and after dark are prepositional phrases that can function as adverbs.
Clauses can also function as adverbs.A clause is a group of words that contains a subject and a predicate.An adverbial clause answers the question How? When? Where? Why? Or Under what condition? It expands the predicate part of the sentence. • An adverbial clause can occur at the beginning or end of a sentence. It often begins with a subordinating conjunction, like “although,” “because,” “if,” “while,” or “unless.”
Identify It: Adverbs, Adverbial Phrases, and Adverbial Clauses • Turn to Text Connection 4, “Rules of the Game,” pages C31. • Read lines 261-275. • Reread sentence #1 and determine if the underlined words include an adverb, a prepositional phrase acting as an adverb, or an adverbial clause. • Check the correct column on page C31. • Complete the other sentences in a similar manner.
x x x x x
Comprehend It • Look back through lines 12-165, pages C22-C37. • Answer the questions in the Comprehend It boxes throughout Section 1.
Follow along with lines 166-366.After reading, discuss the following:How did Waverly convince her brother to let her play chess?How did Waverly’s mother feel about American rules? By offering him lifesavers to use in place of the missing pieces. She felt that American rules were hard to figure out and that foreigners don’t get much help figuring out American rules.
Put the following line into your own words: “That is the power of chess. It is a game of secrets in which one must show and never tell.”How did Waverly go about learning how to play chess? In chess, you have to keep your strategy a secret. She looked up words in the dictionary and took books out from the library. She studied a hand-made chessboard pinned to her wall.
Take Note: Details of a Setting • Review lines 12-165, pages C22-C37. • Summarize information about the neighborhood described in “Rules of the Game” in the margins.
Map It: Venn Diagram • Think about the neighborhood in “Rules of the Game.” • Is it busy or peaceful? Is it residential or commercial? • Is it a wealthy neighborhood? Are people friendly or unfriendly? Take out your Map It: Venn Diagram template. Record information about the neighborhood on the template.
Map It: Venn Diagram Esperanza’s Neighborhood Waverly’s Neighborhood • In the city • Small, poorly built houses • Lots of houses close • together • -Few trees, except the ones • the city plants • - poor neighborhood • - maybe a Latino neighborhood San Francisco’s Chinatown Children have what they need and don’t think of themselves as poor A bakery makes the neighborhood smell of red beans Many people seem to be Chinese Lots of shops Lots of tourists
