Thursday, August 30, 2012

• Write in your agenda:• Nouns• Imagery• Magnifying

Nouns

• Complete page 20 and Noun Practice 2 as a class.

• We will be identifying Common and Proper Nouns.

• Add pictures to noun flip book.

Imagery• Copy on your Vocabulary Paper:

• Imagery – language which describes sensory experiences: sight, sound, smell, touch, and taste

• We will discuss imagery using the poem Words. Then put it behind the Handout section of the binder.

Imagery Lesson• Imagery includes visualizing what you are reading

using your five senses• This helps to identify a story’s setting, characters,

and events– Setting: The place and time at which a story is

happening– Characters: a person in a story– Events: A thing that happens, especially one of

importance• You will be able to tell me the setting, characters,

and events using your five senses after this lesson

20,000 Leagues Under the Sea That evening, we were about two hundred miles from the

coast of Japan. Conseil and I were on deck staring out at the sea. The crew, high up in the rigging, were still examining the horizon. Suddenly, we heard Ned Land’s voice shouting, “Ahoy! There it is!” Ned was pointing to a glowing oval-shaped object beneath the sea. The glow was so bright, even from four hundred yards away, that my eyes hurt just looking at it. Could this creature be charged with electricity? “Look, look!” I cried. “It’s coming right for us!” Commander Farragut reversed the engine and the Abraham Lincoln started moving away from the light. The strange glowing animal rushed towards our starboard side with terrifying speed.

What do you hear, smell, taste, feel, and see? What is the setting, characters, and event of this passage?

20, 000 Leagues Under the Sea What did you see?

Boat, crew, sea, glowing light under the sea What did you hear?

Men shouting, water splashing, boat creaking, monster sounds What did you smell?

Fish, salt water, maybe sickness from being scared or seasick, body odor (no showers)

What did you taste? Salty air/water, sickness, dinner, sweat, maybe tears of fright

What did you feel? Wood of boat, water, rocking of boat, heart racing

What is the setting? In the evening 200 miles off the coast of Japan in the sea

Who are the characters? Conseil, I, Ned Land, Commander Farragut, creature, crew

What is the event? The crew spots a glowing creature in the sea coming toward the boat

really fast

Your turn:

• At the top of the left grid write Witches on the top of right grid write Matilda.

• I will read you a passage and I want you to write down two things that you see, hear, smell, taste, can touch, what moves, and how you feel. Plus you will draw a picture of what you are visualizing on the back.

• I will lead you through this activity step-by-step.

Witches A real witch is certain always to be wearing gloves when you meet her. Even in the summer she has to. Do you want to know why? Because she doesn’t have fingernails. Instead of fingernails, she has thin curvy claws, like a cat, and she wears gloves to hide them.

The second thin to remember is that a real witch is always bald. Bald as a boiled egg. A real witch always wears a wig to hide her baldness.

Witches have slightly larger nose-holes than ordinary people. The rim of each nose-hole is pink and curvy, like the rim of a certain kind of sea shell.

Look carefully at the eyes, because the eyes of a real witch are different from yours and mine. Look in the middle of each eye where there is normally a black dot. If she is a witch, the black dot will keep changing color, and you will see fire and ice dancing right in the very center of the colored dot. It will send shivers running all over your skin.

The feet are different, they never have toes! The feet have square ends with no toes on them at all

There’s one more thing different about witches. Their spit is blue like ink. They even use it to write with. They use those old-fashioned pens that have nibs and they simply lick the nib to write.

Matilda I was the prime suspect this time and although I knew

she didn’t have any proof, nothing I said made any difference. The Trunchbull simply grabbed me by one ear and rushed me to The Chokey at the double and threw me inside and locked the door.

The Chokey is a very tall but very narrow cupboard. The floor is only ten inches square so you can’t sit down or squat in it. You have to stand. And three of the walls are made of cement with bits of broken glass sticking out all over, so you can’t lean against them. The door’s got thousands of sharp spiky nails sticking out of it. They’ve been hammered through from the outside, probably by the Trunchbull herself. You have to stand more or less at attention all the time when you get locked up in there. It’s terrible.

The Writing Process

1. Brainstorming2. Prewriting3. Rough Draft4. Revising5. Final Draft6. Rubric

Battle of the Process the Game1. Divide the cards evenly between two players.2. Each student turns up a card and compares it with the

card his/her opponent turned up.3. The student with the highest card wins both cards.4. If a tie occurs, each student turns two cards face down

and a third face up. High card wins all the cards. *5. The player with the most cards wins.*If the players are near the end of the game and only have

two cards left, they will turn one face down and one face up. However, as long as they have enough cards to battle they will turn two face down, and one face up.

Magnifying • Magnifying is the art of narrowing down a topic.• 1.• 2.• 3.• Circle one of the above to write about.• 1.• 2.• 3.• Now circle the topic you could write 26 lines about.• Write three main idea or central idea sentences.• 1.• 2.• 3.• The best central idea sentence you will use as part of your

introduction.