Unit 26

1. Unit 26 Lesson Eight

2. W.A.L.T. • Develop an awareness of prefixes and suffixes • Break words into their morpheme parts • Identify synonyms and antonyms • Use a colon • Respond to comprehension questions • Prepare a compare-and-contrast essay

3. Listening for Word Parts: Prefixes and Suffixes – page 98-99 X Ob- X -ity X -ic X X Ob- X -ity X Ob- X Oc- X Of- X

4. X -ic X X Op- X -ity X Oc- X -ic X Op- X X -ic X Ob- -ity

5. Divide It: Morpheme Parts – page 100 Re+tain+er ob+serve+er Dis+con+tent Ob+ject Acid+ity De+ceit+ful Poet+ic Class+ic Final+ity Con+cept

6. Relate It: Synonyms and Antonyms, page 100 base top activate remain acceptable unpleasant select reject accurate false

7. Combine It: Colons Used Before a List – page 101 On her way home, Waverly saw many places: the alley, the shops, the tourists, and the playground. The girl still had some chess pieces on the board: the king, the queen, and two pawns. Waverly dreamed of several different images: a chessboard, her mother, and a cliff. Waverly learned necessary chess tactics: attack, defense, and foresight. For each competition, Waverly wore the same outfit: a dress, barrettes, and shoes.

8. Identify It: Confusing Words, page 102 gone lay lying went lays

9. Introduction: Diagramming Adverbial Clauses • 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?” • An adverbial clause often begins with a subordinating conjunction such as “although,” “because,” “if,” “while,” and “unless.” • An adverbial clause can appear at the beginning or end of a sentence. A comma is placed after an adverbial clause when it appears at the beginning of a sentence.

10. 1. Who (what) did it?2. What did they (he, she, it) do?3. What did they (he, she, it) do it to? 1. 2. 3.

11. “Waverly played chess if her mother gave her permission”

12. Waverly played chess if mother gave permission her

13. Diagram it: Sentences with Adverbial Clauses, pages 103-105 Waverly game improved chess her because she tactics studied the

14. She plays chess on if weekends She has competition a

15. will be cancelled Competition The unless competitors enroll more

16. mother cooked while Waverly’s she monitored practice Waverly’s

17. Waverly lost match the although she played well

18. Comprehend It • Turn to C22-C37 • Review Section 2, lines 166-366 • Answer the Comprehend It questions within Section 2.

19. Follow along as we read lines 367-472

20. Comprehend It How did Waverly’s life change once she became a chess champion? What did Waverly’s mother do after Waverly came home? Do you think that Waverly and her mother continued to quarrel? Why? She no longer played in the neighborhood; she studied chess all the time; her family began giving her special treatment. She told the family to ignore Waverly. Yes, because they didn’t apologize, and because at the end of the story Waverly says, “I closed my eyes and pondered my next move,” as if she expects the conflict to continue.

21. Answer It: Multiple Choice, page 106-107

23. Map It: Venn Diagram • Record information new information about the setting of “Rules of the Game.” • Consider similarities between the similarities and differences in the two settings. • Record the shared characteristics, or similarities, in the middle area.

24. Map It: Venn Diagram Esperanza’s Neighborhood Waverly’s Neighborhood Both neighborhoods are in the city There seem to be a lot of immigrants in both neighborhoods There are a lot of kids who play outside in both neighborhoods • 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