Homework:
Research for the ant debate
Everything you need to know is on my site; Due dates are on this page and my calendar.
Here is the story if you do not know it.
Today:
We started research in the library. I figure the first step for this debate is to determine what kind of ant is in the story Hey, Little Ant. I had the students start at the Terminex site. By determining the type of ant, I figure students could start to determine if the ant should be killed, or even what happens if the boy were to try to kill it. The deeper question is Does it matter if the ant is deadly or not? We will get to that later.
Monday, November 30, 2009
Tuesday, November 24, 2009
November 24, 2009
Homework:
Eat turkey
Today:
We took quiz 5. The results are on the HAC.
We finished the movie and handed in the worksheet.
**The calendar of due dates is on my website.**
If you are interested, here are some things I discussed from the movie The Ant Bully. The students must use some ideas from the movie in their debates.
Foreshadowing:
Many times in the movie, something was introduced that would be more important later. For example, the grandmother told Lucas goodnight, to not let the bed bugs bite, or lay eggs in his brain. That sounded weird, until later, when the potion was dropped in his ear. Also, the alka-root that made Lucas feel better was the same root that helped him escape from the frog. There were many other examples which I pointed out.
Perspective:
In reading, the students are discussing point of view. This whole movie is about seeing life from the point of view of the ants. Lucas bullies ants until he comes to understand them. We need to learn perspective in our own lives as well. We don’t really know someone until we have walked a mile in his/her shoes.
It is better to make an ally than an enemy:
After the ants shrank Lucas, they had a decision to make. They could destroy him and never have to worry about Lucas bothering them again, or they could change Lucas and help future generations. We discussed how killing Lucas would just bring more wrath upon them as ants. It’s like in Iraq now. Just killing everyone only makes enemies. It is better to change the way someone thinks. If they could get Lucas to understand them, he would be their friend.
Source of strength:
The ants find their source of strength in their colony, which is made up of ants doing their jobs for the good of the colony. The ants believe that their differences are what make them strong. Lucas believed that he could take care of his problems all by himself. He was bullied because he was different. He saw his difference as a weakness. By himself, he was weak. By themselves, ants are weak. Lucas pointed out that humans don’t work together for a common goal like ants do. Humans can learn some things from ants!
Finding the “ant within:”
I thought this was the deepest part of the movie. Hova saw the good in everybody, including Lucas, even when he was smashing the ant hill. She wanted to help Lucas become an ant. “There is goodness in him. There is an ant in him,” she told Zoc. Ironically, Zoc needed to find some “ant within” in himself, too. It’s almost like “ant within” represents a larger idea: love, compassion?
Finding your place in the colony:
Ants know their place in the colony. They work for the greater good. An ant will sacrifice himself for his friends. To find his place in the colony, Lucas must learn to think of others first. Which comes first: finding the “ant within” or finding your place in the colony? There are times when you can act a certain way. Zoc helped Lucas for less than totally altruistic reasons: he loved the colony, but he also loved Hova. I guess I think about it this way. When you put others and the greater good first, you begin to find the “ant within.” You see the world as a place where you can help and be of service. If you are selfish, you will not find that “ant within.” The “ant within” is tied to helping the colony. However, there can be moments of great change where the “spirit of the ant within” overcomes you and you act in a way you never have before. Lucas had this kind of awakening in the movie. Near the end, he understood what he needed to do. It was that understanding that gave him the strength he needed to act. As a result, he was given a new name, an ant wizard name, to recognize that transformation. The inner ant is recognized by his outer name.
Why I love this movie:
I love this movie because the story is about change. While many movies are about change, there is something about the way Lucas transforms; he does it reluctantly. By his own actions, he wound up in a situation where his way of life left him powerless. It was only through some painful lessons and trying moments that he came to rely on a greater power. By himself, he would fail. By trusting a power greater than himself, in this case a colony, he has found a strength he would have never known. I don’t know if you have ever experienced this. I have, and I am grateful I have found that power.
Eat turkey
Today:
We took quiz 5. The results are on the HAC.
We finished the movie and handed in the worksheet.
**The calendar of due dates is on my website.**
If you are interested, here are some things I discussed from the movie The Ant Bully. The students must use some ideas from the movie in their debates.
Foreshadowing:
Many times in the movie, something was introduced that would be more important later. For example, the grandmother told Lucas goodnight, to not let the bed bugs bite, or lay eggs in his brain. That sounded weird, until later, when the potion was dropped in his ear. Also, the alka-root that made Lucas feel better was the same root that helped him escape from the frog. There were many other examples which I pointed out.
Perspective:
In reading, the students are discussing point of view. This whole movie is about seeing life from the point of view of the ants. Lucas bullies ants until he comes to understand them. We need to learn perspective in our own lives as well. We don’t really know someone until we have walked a mile in his/her shoes.
It is better to make an ally than an enemy:
After the ants shrank Lucas, they had a decision to make. They could destroy him and never have to worry about Lucas bothering them again, or they could change Lucas and help future generations. We discussed how killing Lucas would just bring more wrath upon them as ants. It’s like in Iraq now. Just killing everyone only makes enemies. It is better to change the way someone thinks. If they could get Lucas to understand them, he would be their friend.
Source of strength:
The ants find their source of strength in their colony, which is made up of ants doing their jobs for the good of the colony. The ants believe that their differences are what make them strong. Lucas believed that he could take care of his problems all by himself. He was bullied because he was different. He saw his difference as a weakness. By himself, he was weak. By themselves, ants are weak. Lucas pointed out that humans don’t work together for a common goal like ants do. Humans can learn some things from ants!
Finding the “ant within:”
I thought this was the deepest part of the movie. Hova saw the good in everybody, including Lucas, even when he was smashing the ant hill. She wanted to help Lucas become an ant. “There is goodness in him. There is an ant in him,” she told Zoc. Ironically, Zoc needed to find some “ant within” in himself, too. It’s almost like “ant within” represents a larger idea: love, compassion?
Finding your place in the colony:
Ants know their place in the colony. They work for the greater good. An ant will sacrifice himself for his friends. To find his place in the colony, Lucas must learn to think of others first. Which comes first: finding the “ant within” or finding your place in the colony? There are times when you can act a certain way. Zoc helped Lucas for less than totally altruistic reasons: he loved the colony, but he also loved Hova. I guess I think about it this way. When you put others and the greater good first, you begin to find the “ant within.” You see the world as a place where you can help and be of service. If you are selfish, you will not find that “ant within.” The “ant within” is tied to helping the colony. However, there can be moments of great change where the “spirit of the ant within” overcomes you and you act in a way you never have before. Lucas had this kind of awakening in the movie. Near the end, he understood what he needed to do. It was that understanding that gave him the strength he needed to act. As a result, he was given a new name, an ant wizard name, to recognize that transformation. The inner ant is recognized by his outer name.
Why I love this movie:
I love this movie because the story is about change. While many movies are about change, there is something about the way Lucas transforms; he does it reluctantly. By his own actions, he wound up in a situation where his way of life left him powerless. It was only through some painful lessons and trying moments that he came to rely on a greater power. By himself, he would fail. By trusting a power greater than himself, in this case a colony, he has found a strength he would have never known. I don’t know if you have ever experienced this. I have, and I am grateful I have found that power.
Monday, November 23, 2009
November 23, 2009
Homework:
Study for Quiz on unit 5 vocab
Today:
We reviewed for the vocab quiz by determining what we know and what we don't know. From what I saw, most students should take some time to learn the words tonight.
We continued to watch the movie The Ant Bully. Today we focused on the idea of finding your place in the colony. We also saw how the differences are what makes the ant colony strong. We need to learn that lesson as humans.
Question sheet for The Ant Bully
Similarities to Humans
Differences from Humans
Prejudice-
• preconceived opinion that is not based on reason or actual experience : English prejudice against foreigners. See note at bias .
• dislike, hostility, or unjust behavior formed on such a basis : accusations of racial prejudice.
How do each of these characters change their prejudice by the end of the movie?
Character
At the beginning?
By the end?
The boy who bullies Lucas
Lucas “The Destroyer”
The Grandmother
Zoc (The magician)
What characters did not change their prejudices?
What characters never had prejudice from the beginning? Describe why they thought that way.
The ants are looking for a solution to the destroyer problem. What are the advantages and disadvantages of these solutions?
Solution
Good results from solution
Bad results from solution
Kill the Destroyer with a potion.
Bring the Destroyer to the colony and make him an ant.
Lucas asks when he can go home. The queen says…
The movie shows the same events from different perspectives. Find some examples of things that look one way to one group yet look another way from the other side.
-One example is the firecracker. Notice what it looks like to the ants an to us.
-
-
Everything about life in the ant colony is a team effort. Even the individuals do what they do for the benefit of the colony as a whole. Hova said that Lucas needed to focus on the “ant within.” What lessons can we take from the lives of these ants in the movie? How much have you learned from your “ant within?”
In what ways do the characters in this story believe in /rely on/ fear powers greater than themselves?
Study for Quiz on unit 5 vocab
Today:
We reviewed for the vocab quiz by determining what we know and what we don't know. From what I saw, most students should take some time to learn the words tonight.
We continued to watch the movie The Ant Bully. Today we focused on the idea of finding your place in the colony. We also saw how the differences are what makes the ant colony strong. We need to learn that lesson as humans.
Question sheet for The Ant Bully
Similarities to Humans
Differences from Humans
Prejudice-
• preconceived opinion that is not based on reason or actual experience : English prejudice against foreigners. See note at bias .
• dislike, hostility, or unjust behavior formed on such a basis : accusations of racial prejudice.
How do each of these characters change their prejudice by the end of the movie?
Character
At the beginning?
By the end?
The boy who bullies Lucas
Lucas “The Destroyer”
The Grandmother
Zoc (The magician)
What characters did not change their prejudices?
What characters never had prejudice from the beginning? Describe why they thought that way.
The ants are looking for a solution to the destroyer problem. What are the advantages and disadvantages of these solutions?
Solution
Good results from solution
Bad results from solution
Kill the Destroyer with a potion.
Bring the Destroyer to the colony and make him an ant.
Lucas asks when he can go home. The queen says…
The movie shows the same events from different perspectives. Find some examples of things that look one way to one group yet look another way from the other side.
-One example is the firecracker. Notice what it looks like to the ants an to us.
-
-
Everything about life in the ant colony is a team effort. Even the individuals do what they do for the benefit of the colony as a whole. Hova said that Lucas needed to focus on the “ant within.” What lessons can we take from the lives of these ants in the movie? How much have you learned from your “ant within?”
In what ways do the characters in this story believe in /rely on/ fear powers greater than themselves?
Thursday, November 19, 2009
November 19, 2009
***I gave grade slips to students. Because of poor performance on the sentence structure quiz/and or not doing all homework, too many students have low grades so far. Please ask your child how he/she is doing, or check the Home Access Center. ***
Homework:
Completing the Sentence Unit 5
There will be a quiz on unit 5 on Tuesday.
Today:
Students entered their choosing the right word on the responders for a 20 point grade.
I reviewed context clues for the completing the sentence.
I discussed the requirements for the debate a little more.
We started watching The Ant Bully and completing a worksheet which discusses themes from the movie. We discussed prejudice and the literary term foreshadowing.
Students must discuss the book, the movie, and other sources in their debates. They must specifically say, "In the movie..."
Homework:
Completing the Sentence Unit 5
There will be a quiz on unit 5 on Tuesday.
Today:
Students entered their choosing the right word on the responders for a 20 point grade.
I reviewed context clues for the completing the sentence.
I discussed the requirements for the debate a little more.
We started watching The Ant Bully and completing a worksheet which discusses themes from the movie. We discussed prejudice and the literary term foreshadowing.
Students must discuss the book, the movie, and other sources in their debates. They must specifically say, "In the movie..."
Wednesday, November 18, 2009
November 18, 2009
Homework:Choosing the Right Word Unit 5
Today:
I checked the pictionaries and synonyms (Homework is slipping. This is reflected in the HAC.)
I read the story Hey, Little Ant to the students and explained the next unit.
You can read about the upcoming assignments on this page.
If you scroll down, you will see who your child is paired up with. I will be explaining the details of the assignment in the weeks to come, but if your child says that only the winner of the debate gets the A, he/she is correct. The goal, then, would be to win. I will be teaching them how to do that.
Tuesday, November 17, 2009
November 17, 2009
*** The test scores from today are on the Home Access Center. I am putting down the 60 points from this part of the test as one grade. I will add the other 10 points as a separate grade when I have scored them.
Homework:
Pictionaries 1-20 and synonyms unit 5
Today:
I reviewed for the test thoroughly.
We took the test. It was 20 questions. Below are some of the questions.
Many students found the test difficult, but I can't always figure out why. I don't know if they don't pay attention, if they don't practice, if they don't ask questions. Sure this is difficult, but the first 15 questions should not have been. I do what I can.
Advanced Sentence Structure Test (70 points)
Simple or Compound Sentence? (3 points each)
1. The principal of Alex Moore’s school had a 16-month-old daughter with leukemia.
a. simple b. compound
2. Alex wanted to help, so he started raising money for the girl’s treatments.
a. simple b. compound
Comma or No Comma? (3 points each)
(Is a comma needed in the blank?)
6. Although the Foster Grandparent Program is more than 30 years old __ many people do not know about it.
a. comma b. no comma
7. This program was established __ so that hospitalized and institutionalized children could get special attention.
a. comma b. no comma
Independent or Dependent? (3 points each)
Is the bolded part of the sentence independent or dependent?
11. These daily visits last for two hours so that the children can get careful attention from their foster grandparents.
a. independent b. dependent
12. Although foster grandparents are volunteers, they are paid.
a. independent b. dependent
Recognizing Sentence Structures (3 points each)
Compound (SV ,and SV.)
Complex (SV+DEP. or DEP, SV.)
Compound-Complex (Will have a coordinating conjunction + relative
pronoun/subordinating conjunction)
(Look for the key words!)
16. In 1998 a hurricane swept through Central America where it hit Honduras and Nicaragua especially hard.
a. compound b. complex c. compound/complex
20. Charity groups distributed food and safe drinking water, and they handed out sleeping bags and mosquito nets, which were needed in the tropical climate.
a. compound b. complex c. compound/complex
Revising Using Subordinate Clauses
21. (10 points)
On the slip of paper I give you, write the following paragraph, combining clauses to eliminate sentence fragments and to connect related ideas. It will be worth 10 points. I will grade this subjectively. There is no one totally correct answer, but pay attention to your commas.
Reading Is Fundamental is a national organization. It promotes literacy. Students can participate. Who is interested. They can teach adults. ……
Homework:
Pictionaries 1-20 and synonyms unit 5
Today:
I reviewed for the test thoroughly.
We took the test. It was 20 questions. Below are some of the questions.
Many students found the test difficult, but I can't always figure out why. I don't know if they don't pay attention, if they don't practice, if they don't ask questions. Sure this is difficult, but the first 15 questions should not have been. I do what I can.
Advanced Sentence Structure Test (70 points)
Simple or Compound Sentence? (3 points each)
1. The principal of Alex Moore’s school had a 16-month-old daughter with leukemia.
a. simple b. compound
2. Alex wanted to help, so he started raising money for the girl’s treatments.
a. simple b. compound
Comma or No Comma? (3 points each)
(Is a comma needed in the blank?)
6. Although the Foster Grandparent Program is more than 30 years old __ many people do not know about it.
a. comma b. no comma
7. This program was established __ so that hospitalized and institutionalized children could get special attention.
a. comma b. no comma
Independent or Dependent? (3 points each)
Is the bolded part of the sentence independent or dependent?
11. These daily visits last for two hours so that the children can get careful attention from their foster grandparents.
a. independent b. dependent
12. Although foster grandparents are volunteers, they are paid.
a. independent b. dependent
Recognizing Sentence Structures (3 points each)
Compound (SV ,and SV.)
Complex (SV+DEP. or DEP, SV.)
Compound-Complex (Will have a coordinating conjunction + relative
pronoun/subordinating conjunction)
(Look for the key words!)
16. In 1998 a hurricane swept through Central America where it hit Honduras and Nicaragua especially hard.
a. compound b. complex c. compound/complex
20. Charity groups distributed food and safe drinking water, and they handed out sleeping bags and mosquito nets, which were needed in the tropical climate.
a. compound b. complex c. compound/complex
Revising Using Subordinate Clauses
21. (10 points)
On the slip of paper I give you, write the following paragraph, combining clauses to eliminate sentence fragments and to connect related ideas. It will be worth 10 points. I will grade this subjectively. There is no one totally correct answer, but pay attention to your commas.
Reading Is Fundamental is a national organization. It promotes literacy. Students can participate. Who is interested. They can teach adults. ……
Monday, November 16, 2009
November 16, 2009
Homework:
Pictionaries 1-10 unit 5
Review notes from the past few days on sentence structure.
Today:
We had quite the intense, boring day in class today. I was trying to nail down the concepts that they need to know. Now, these are things I have been discussing all last week, but when they saw them all together, they were like deer in headlights. So I will review the concepts one last time tomorrow and give them the quiz. If they have been paying attention, I think they will do OK on the quiz. It is multiple choice. There will be a sentence combining activity, but we practiced that in class today.
Monday, November 16, 2009 (F4)
Make a compound sentence by using coordinating conjunctions:
for, and, nor, but, or, yet, so
Make a complex sentence by subordinating one independent clause:
after, although, as if, because, before, if, since, so that, than, unless, until, when, whenever, where, wherever, while
The dog chased the cat. The cat ran up the tree. (compound)
The dog chased the cat. The cat ran up the tree. (complex)
Seline needed to buy a new dress. Seline was performing in a concert.
Seline needed to buy a new dress. Seline was performing in a concert.
Tom and Seth hit home runs. The team won the championship game.
Tom and Seth hit home runs. The team won the championship game.
Would you like some lemonade to drink? Would you like some cookies to eat?
Would you like some lemonade to drink? Would you like some cookies to eat?
I am very hungry. I think I could eat a horse.
I am very hungry. I think I could eat a horse.
Pictionaries 1-10 unit 5
Review notes from the past few days on sentence structure.
Today:
We had quite the intense, boring day in class today. I was trying to nail down the concepts that they need to know. Now, these are things I have been discussing all last week, but when they saw them all together, they were like deer in headlights. So I will review the concepts one last time tomorrow and give them the quiz. If they have been paying attention, I think they will do OK on the quiz. It is multiple choice. There will be a sentence combining activity, but we practiced that in class today.
Monday, November 16, 2009 (F4)
Make a compound sentence by using coordinating conjunctions:
for, and, nor, but, or, yet, so
Make a complex sentence by subordinating one independent clause:
after, although, as if, because, before, if, since, so that, than, unless, until, when, whenever, where, wherever, while
The dog chased the cat. The cat ran up the tree. (compound)
The dog chased the cat. The cat ran up the tree. (complex)
Seline needed to buy a new dress. Seline was performing in a concert.
Seline needed to buy a new dress. Seline was performing in a concert.
Tom and Seth hit home runs. The team won the championship game.
Tom and Seth hit home runs. The team won the championship game.
Would you like some lemonade to drink? Would you like some cookies to eat?
Would you like some lemonade to drink? Would you like some cookies to eat?
I am very hungry. I think I could eat a horse.
I am very hungry. I think I could eat a horse.
Friday, November 13, 2009
November 13, 2009
*There are a few grades online for the 2nd marking period. More will be entered this coming week. I will be giving a test on sentence structure on Wednesday of this coming week. I will use Monday and Tuesday to prepare the students. They will be allowed to use the sheets we did and their notes. It will be worth 70 points.
Homework:
None
Today:
Buzzword
Continued our study of sentence structure
Notebook
November 13, 2009
triskaidekaphobia (noun)
\tris-kye-dek-uh-FOH-bee-uh\
What does it mean?
: fear of the number 13
How do you use it?
Lewis was very nervous on Friday the 13th, especially since he suffered from triskaidekaphobia and couldn't even say the number 13 without great effort.
Are you a word wiz?
"Triskaidekaphobia" comes from the Greek words for "thirteen" ("treiskaideka") and "fear" ("phobia"). Three of the answers listed below name known phobias, but one is made-up. Which answer do you think names the made-up fear?
A. "ailurophobia," or the fear of cats
B. "ideophobia," or the fear of ideas
C. "tallophobia," or the fear of eating greasy food
D. "neophobia," or the fear of new things
Greasy foods may be frightening, but as far as we know there is no phobia called "tallophobia." A, B, and D, on the other hand, are documented phobias. Other phobias include "amaxophobia" (fear of being in or riding in a vehicle), "brontophobia" (fear of thunder), "doraphobia" (fear of touching the skin or fur of an animal), and what many of us suffer from on Mondays -- "ergophobia," the fear of work.
Choose the sentence that is written correctly. If there are no mistakes, choose “Correct as is.”
Arguing with my brother. It was a losing battle.
He wants to go to the art museum. After school.
Ayanna got a job. Teaching people about computers.
Homework:
None
Today:
Buzzword
Continued our study of sentence structure
Notebook
November 13, 2009
triskaidekaphobia (noun)
\tris-kye-dek-uh-FOH-bee-uh\
What does it mean?
: fear of the number 13
How do you use it?
Lewis was very nervous on Friday the 13th, especially since he suffered from triskaidekaphobia and couldn't even say the number 13 without great effort.
Are you a word wiz?
"Triskaidekaphobia" comes from the Greek words for "thirteen" ("treiskaideka") and "fear" ("phobia"). Three of the answers listed below name known phobias, but one is made-up. Which answer do you think names the made-up fear?
A. "ailurophobia," or the fear of cats
B. "ideophobia," or the fear of ideas
C. "tallophobia," or the fear of eating greasy food
D. "neophobia," or the fear of new things
Greasy foods may be frightening, but as far as we know there is no phobia called "tallophobia." A, B, and D, on the other hand, are documented phobias. Other phobias include "amaxophobia" (fear of being in or riding in a vehicle), "brontophobia" (fear of thunder), "doraphobia" (fear of touching the skin or fur of an animal), and what many of us suffer from on Mondays -- "ergophobia," the fear of work.
Choose the sentence that is written correctly. If there are no mistakes, choose “Correct as is.”
Arguing with my brother. It was a losing battle.
He wants to go to the art museum. After school.
Ayanna got a job. Teaching people about computers.
Tuesday, November 10, 2009
November 10, 2009
Homework:
Sections 3,6,7 need to make flashcards
All classes have a quiz on unit 4 on Thursday
Today
Daily Buzzword
Reviewed Completing the Sentence in vocabulary
Notes on advanced sentence structure
Daily Buzzword Notes:
November 10, 2009
hesitant (adjective)
\HEZ-uh-tunt\
What does it mean?
: showing indecision, uncertainty, or unwillingness
How do you use it?
Doug was hesitant to accept the nomination for class president because it came as such a surprise.
Are you a word wiz?
"Hesitant" has several synonyms and one of them is in the list below. Don't be hesitant -- just try to choose the word you think is most likely to mean something similar to "hesitant."
A. dainty
B. reluctant
C. ferocious
D. boastful
"Hesitant," "reluctant," "disinclined," and "averse" mean not having the will or desire for something. "Hesitant" implies holding back especially through fear or uncertainty (as in "answered with a hesitant voice" or "hesitant to try"). "Reluctant" suggests feeling or showing unwillingness (for example, "reluctant to discuss the issue"). "Disinclined" conveys unwillingness because of mild dislike or disapproval (such as, "disinclined to go to the party" or "disinclined for sports"). "Averse" suggests a holding back from or avoiding because of strong distaste or dislike (for instance, "averse to hard work" or "averse to snakes").
Choose the best way to write the sentence. If there are no mistakes, choose Correct as is.
Jeff gave water to the dog, she didn’t want it.
The spectators cheered wildly, the team scored a basket.
Sentence Structure Notes:
Clause has a subject and a verb
He jumped on the bed. (independent)
He ate crackers while he jumped on the bed (dependent)
Independent Clauses- expresses a complete thought.
My favorite store went out of business.
Compound sentence
- two independent clauses joined by a coordinating conjunction.
My favorite store went out of business, so I went somewhere else.
Coordinating Conjunctions: for, and, nor, but, or, yet, so
I am allergic to dogs, yet I still like to eat them.
Section 1
Dependent Clauses – has a subject and verb and cannot stand alone
Relative Pronouns: who, whom, whose, which, that
Combine: The girl suddenly left. She was looking at me.
The girl who was looking at me suddenly left. (no commas)
My mom, who was standing by the pool, called me. (needs commas)
Sections 3,6,7 need to make flashcards
All classes have a quiz on unit 4 on Thursday
Today
Daily Buzzword
Reviewed Completing the Sentence in vocabulary
Notes on advanced sentence structure
Daily Buzzword Notes:
November 10, 2009
hesitant (adjective)
\HEZ-uh-tunt\
What does it mean?
: showing indecision, uncertainty, or unwillingness
How do you use it?
Doug was hesitant to accept the nomination for class president because it came as such a surprise.
Are you a word wiz?
"Hesitant" has several synonyms and one of them is in the list below. Don't be hesitant -- just try to choose the word you think is most likely to mean something similar to "hesitant."
A. dainty
B. reluctant
C. ferocious
D. boastful
"Hesitant," "reluctant," "disinclined," and "averse" mean not having the will or desire for something. "Hesitant" implies holding back especially through fear or uncertainty (as in "answered with a hesitant voice" or "hesitant to try"). "Reluctant" suggests feeling or showing unwillingness (for example, "reluctant to discuss the issue"). "Disinclined" conveys unwillingness because of mild dislike or disapproval (such as, "disinclined to go to the party" or "disinclined for sports"). "Averse" suggests a holding back from or avoiding because of strong distaste or dislike (for instance, "averse to hard work" or "averse to snakes").
Choose the best way to write the sentence. If there are no mistakes, choose Correct as is.
Jeff gave water to the dog, she didn’t want it.
The spectators cheered wildly, the team scored a basket.
Sentence Structure Notes:
Clause has a subject and a verb
He jumped on the bed. (independent)
He ate crackers while he jumped on the bed (dependent)
Independent Clauses- expresses a complete thought.
My favorite store went out of business.
Compound sentence
- two independent clauses joined by a coordinating conjunction.
My favorite store went out of business, so I went somewhere else.
Coordinating Conjunctions: for, and, nor, but, or, yet, so
I am allergic to dogs, yet I still like to eat them.
Section 1
Dependent Clauses – has a subject and verb and cannot stand alone
Relative Pronouns: who, whom, whose, which, that
Combine: The girl suddenly left. She was looking at me.
The girl who was looking at me suddenly left. (no commas)
My mom, who was standing by the pool, called me. (needs commas)
Monday, November 09, 2009
November 9, 2009
Homework:
Completing the sentence unit 4
Sections 1 and 2 should complete the worksheet I gave them as best they can.
Today:
Daily Drill
Reviewed words from unit 4
Began notes on advanced sentence structure lesson
Monday, November 9, 2009 (R4)
Frequently Confused words
formally- with dignity, following strict rules
We were formally introduced at the dinner.
formerly- previously, in the past
I formerly worked at the mall before this.
hear- to perceive sounds by ear
here- in this place
1. Which word comes first alphabetically?
(myth, mystery, myself, mysterious)
2. Dad sets in a chair to read him newspaper.
3. Is miss browns english class gonna resight Robert Frosts poem at the assembly?
4. What part of speech is the underlined word?
Lay the new clothes neatly on the bed before you go outside.
Notes
Clause has a subject and a verb
He jumped on the bed. (independent)
while he jumped on the bed (dependent)
Independent Clauses- expresses a complete thought.
My favorite store went out of business.
Compound sentence
- two independent clauses joined by a coordinating conjunction.
My favorite store went out of business, so I went somewhere else.
Coordinating Conjunctions: for, and, nor, but, or, yet, so
I had to go to the store, for I needed to buy bread!
I went to the store, and I bought a lot of brownies
I did not feel like sitting any longer ,nor did I want to listen.
Alex was sleeping in class, but he woke up in time to leave.
Go to time-out , or get a phone call home!
I didn’t do my hair, yet I still looked good!
I ran out of eggs, so I had to buy more.
Completing the sentence unit 4
Sections 1 and 2 should complete the worksheet I gave them as best they can.
Today:
Daily Drill
Reviewed words from unit 4
Began notes on advanced sentence structure lesson
Monday, November 9, 2009 (R4)
Frequently Confused words
formally- with dignity, following strict rules
We were formally introduced at the dinner.
formerly- previously, in the past
I formerly worked at the mall before this.
hear- to perceive sounds by ear
here- in this place
1. Which word comes first alphabetically?
(myth, mystery, myself, mysterious)
2. Dad sets in a chair to read him newspaper.
3. Is miss browns english class gonna resight Robert Frosts poem at the assembly?
4. What part of speech is the underlined word?
Lay the new clothes neatly on the bed before you go outside.
Notes
Clause has a subject and a verb
He jumped on the bed. (independent)
while he jumped on the bed (dependent)
Independent Clauses- expresses a complete thought.
My favorite store went out of business.
Compound sentence
- two independent clauses joined by a coordinating conjunction.
My favorite store went out of business, so I went somewhere else.
Coordinating Conjunctions: for, and, nor, but, or, yet, so
I had to go to the store, for I needed to buy bread!
I went to the store, and I bought a lot of brownies
I did not feel like sitting any longer ,nor did I want to listen.
Alex was sleeping in class, but he woke up in time to leave.
Go to time-out , or get a phone call home!
I didn’t do my hair, yet I still looked good!
I ran out of eggs, so I had to buy more.
Friday, November 06, 2009
November 6, 2009
There is no homework for the weekend. Enjoy.
-MrBoZ
Thursday, November 05, 2009
November 5, 2009
Homework:
None
Today:
Daily Drill
Reviewed synonyms
Graded the Choosing the Right Word using the responders
Worked with pictionaries which the students put on paper. They had to guess each other's pictures. The activity provided a lot of opportunity for discussion about the words.
Thursday, November 5, 2009 (W4)
1. The scaryest story in Horrifying Bedtime Stories was Sounds in the Night by T S Jones.
2. The farmer let ‘em ride him horse.
3. Identify the adjectives
The graceful antelope leaped quickly over the rough, rocky roadbed and disappeared into the thick bush beyond.
4. Two words that rhyme with thrown:
5. Which word is spelled correctly?
receive receve recieve receeve
None
Today:
Daily Drill
Reviewed synonyms
Graded the Choosing the Right Word using the responders
Worked with pictionaries which the students put on paper. They had to guess each other's pictures. The activity provided a lot of opportunity for discussion about the words.
Thursday, November 5, 2009 (W4)
1. The scaryest story in Horrifying Bedtime Stories was Sounds in the Night by T S Jones.
2. The farmer let ‘em ride him horse.
3. Identify the adjectives
The graceful antelope leaped quickly over the rough, rocky roadbed and disappeared into the thick bush beyond.
4. Two words that rhyme with thrown:
5. Which word is spelled correctly?
receive receve recieve receeve
Wednesday, November 04, 2009
November 4, 2009
** The 1st MP grades are done for all but a few students who missed today's quiz. I added extra credit that students have earned from some daily drills we did with the responders, so I encourage students to be in class and try their best!
Homework:
Choosing the Right Word Unit 4 (will be graded)
Please make sure your pictionaries and synonyms are done. Too many students did NOT have the homework today. Very strange!
Today:
We reviewed the material and then took the quiz on sentence structure. The grades are online.
Homework:
Choosing the Right Word Unit 4 (will be graded)
Please make sure your pictionaries and synonyms are done. Too many students did NOT have the homework today. Very strange!
Today:
We reviewed the material and then took the quiz on sentence structure. The grades are online.
Tuesday, November 03, 2009
November 3, 2009
Homework:
Pictionaries and synonyms for unit 4
There is a quiz on sentence structure tomorrow. We have been studying in class.
Today:
We reviewed the vocabulary words 1-20
We reviewed what the students needed to know for the test. They do not have a book, but the handouts I gave them did have information on them. I would assume they would look over these for the test tomorrow.
Tomorrow we will take the test and review the results. Then, starting Thursday, we will go into more depth with sentence structure. We will study compound, complex, and compound/complex. The goal will be to study commas and punctuation.
Pictionaries and synonyms for unit 4
There is a quiz on sentence structure tomorrow. We have been studying in class.
Today:
We reviewed the vocabulary words 1-20
We reviewed what the students needed to know for the test. They do not have a book, but the handouts I gave them did have information on them. I would assume they would look over these for the test tomorrow.
Tomorrow we will take the test and review the results. Then, starting Thursday, we will go into more depth with sentence structure. We will study compound, complex, and compound/complex. The goal will be to study commas and punctuation.
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