Activator Week 11 Day 1

Find your name on the list and sit with your group.•Block 1 Small Groups•Group A = Aidan, Julielle, Peyton, Brendon•Group B =Christiana, Joel, Alberto, Leah•Group C =Eleazar, Kaylee, Rachel, Manuel•Group D =Birdie, Brittany, Karen, •Group E = Ethan, Paty, Cade

Activator Week 11 Day 1

Find your name on the list and sit with your group.•Block 2 Small Groups•Group A = Danielle, Zoe, Zach, William•Group B =Matthew, Makayah, Koryn, Tristin•Group C =Baylee, Abby, Michael, Colton•Group D =Devon, Gavin, Yuliza•Group E = Braden, Kendall, Kassidy, Blake•Group F = Carlos, Kendall R. Kaylee

Activator Week 11 Day 1

Find your name on the list and sit with your group.•Group A = Tristin, Tryston, Hunter, Alexis•Group B =Gage L., Matthew D., Emily, Jade•Group C =Clara, Deandra, Dayton, Kierra•Group D =Gage A., Kevin, Stephen, Matthew W. •Group E = Banesa, Brianna, Betsa, Kennan

Activator Week 11 Day 1

Find your name on the list and sit with your group.•Group A = Chelsea, Katie, Bo, Gehric•Group B =Ana, Kourtney, Edith, Sabastian•Group C = Ridge, Rocio, Gavin, Luz•Group D =Wendy, Dakota, Colleen, Gena•Group E = Camden, Hunter, Misty, Kit

Academic Vocabulary

• Each group member writes these words on a sheet of paper titled “Academic Vocabulary” in the note section.

• Discuss what these words mean to you and provide an EXAMPLE.

Suffix, expository text, topic

Suffixes

• How can understanding parts of words help you understand the meaning of the whole word?

• Use your Suffix Chart to find the meaning of the suffixes -ly and –ward. Within your group, think of as many words as you can that use these suffixes.

Word Work Group

• You will have 20 minutes to complete the assignment.

• If you finish early, read your book.• Yes, it is for a grade.• Yes, you can help each other.

Fictional/Non-fictional

• What is the difference between the two?

• How do you help yourself understand what you are reading?

• CW: How does answering questions help you understand what you are reading?

Questioning

• Place the Types of Questions Anchor Chart in your notes section of your binder.

• Watch how I use each of the types of questions while I read a current event, non-fiction article.

Read to Other

• Read either “Swimmer Beware” p. 895 or “Hurricane Hunters” p. 897 to a partner in your group.

• While you read, record at least two of each type of question in your Reader/Writer Notebook.

• Answer the questions you have written.

Activator Day 2

You have two minutes to work within your group to create a visual interpretation of a chain reaction.

What is Cause & Effect?

http://knue.com/dominoes-distraction/

http://my.hrw.com/la_2010/tx_lit/student/levelup/lit026/shell.html

Academic VocabularyAdd these words to your list

of Academic Vocabulary:

organizational patterncause and effect

main idea author’s viewpoint

summary

DISCUSS THE RELATIONSHIP BETWEEN ANY OF THESE WORDS.

Academic VocabularyAdd these words to your list

of Academic Vocabulary:organizational pattern: the structure and order of facts

in textcause and effect: the relationship between events

main idea: the central point of a text author’s viewpoint: the feelings relayed through facts

summary: the main idea and supporting details in logical order

DISCUSS THE RELATIONSHIP BETWEEN ANY OF THESE WORDS.

Read p. R11

• Look for the organizational pattern and create a graphic organizer to represent the cause and effect pattern.

• For example:

CW: Summarize

• “Watch Out For Mosquitos”

Small Groups

• Read to Self (book of your choice) 20 minutes• Writing (Cause & Effect Brainstorm) 20

minutes

Activator Day 3 (2 minutes)

With your group, come up with a visual interpretation of any of these three pictures:

What are they doing? (5 min.)

• As you watch the groups give their visual interpretation of the picture, write down a sentence that describes the action.

• Single underline the subject in all of these sentences.

• Put an AV over the action verb.• What do you notice about the pattern in these

sentences?

Active Voice (10 min.)

• These sentences have a subject performing an action.

• In passive voice, the subject is the receiver of the action.

• The man caught a fish. • The fish was caught by a man.• The dog ate popcorn.• Popcorn was eaten by the dog.

Passive Voice

Work with your group to turn these sentences from “active” to “passive.”

1.The boy hit the ball.2.The cat drank the milk.3.The tree dropped its leaves.4.The teacher encouraged the student.

Post-It Note Slap Down (5 min.)

Yellow = ActivePink = Passive

1.Keep your Post-It Notes hidden in your hands so your teammates can’t see them.2.On the count of three, slap down the color that indicates the correct voice used in the sentences displayed.

Slap Down!!

1. Mrs. Dean walks her dog twice a day.2. Her dog is walked by Mrs. Dean twice a day.3. The pool is cleaned by Mr. Dean every

Saturday.4. Every Saturday, Mr. Dean cleans the pool.5. Eagerly anticipating her trip to Georgia, Mrs.

Dean packed her suitcase early.

Literacy Time (15 min.)

• Either Read to Other for 15 minutes, OR• Complete the WORD WORK assignment on

the back table.

(Both activities will be done today. You just get a choice in which you do first.)

Activator Day 4

You have two minutes to add this term to your “Academic Vocabulary” list.

Sequential Order = An organizational pattern that follows steps.

Sequential Order (15 min.)

• Add this term to your “Academic Vocabulary” list. Remember, you have a quiz over there terms on Friday.

Sequential Order = An organizational pattern that follows steps.

Read

• Read “Skateboard Science” and identify characteristics and signal words for the sequential order pattern.

HOTSWhich of these graphic organizers would help you organize this text in sequential order? Explain your reasoning.

Organize & Summarize

Create a graphic organizer to arrange the main ideas and supporting details from this passage.

CW: Summarize the passage by writing three sentences that address the main ideas of the beginning, middle, and end of the text.

Quiz

• The quiz is a class set. • Number your own paper 1-6.

Independent Literacy

• Select one of the following:– Read to Self (20 minutes)– Read to Other (20 minutes)

– While reading, make note of an active or passive sentence from your book. Mark it with a Post-It Note to share with the class.

Share

• What did you find while reading?

Friday

• Read to Self or Read to Other (20 min.)• Active/Passive Quiz• Complete the Word Work Packet• Summarize either “Skateboard Science” p. 519

or “The First Skateboard in the History of the World” on 510 in three to four sentences.