1. I CAN REVISE A TEXT IN ORDER TO MAKE COHESIVE MEANING. I CAN IDENTIFY SENTENCES WITH VERBS THAT AGREE WITH THEIR SUBJECT IN NUMBER. I CAN MAKE VERBS AGREE WITH THEIR SUBJECTS IN NUMBER. I CAN APPLY BEFORE, DURING, AND AFTER READING STRATEGIES IN ORDER TO COMPREHEND INCREASINGLY CHALLENGING TEXT. I CAN CREATE A QUILT SQUARE. November 1 and 4

2. Bell Ringer Read the questions and all the answer options. Read the passage carefully. Answer questions 68 and 69 on your bell ringer sheet AND explain why you chose that answer. Place this under the bell ringer section in your binder.

3. Number 68 Aristotle’s zoological writings reveal him to be a remarkably astute observer of the natural world, wedding his observations to what might be called speculative reason. F. No Change G. who was wedded to H. in that he wedded J. with the wedding of I can revise a text in order to make cohesive meaning.

4. Answer/Explanation F) The original is correct as written. Wedding is a participle that modifies observer. G= distorts the meaning H= too wordy J= creates a prepositional phrase that doesn’t modify any other element in the sentence

5. Number 69 He was therefore a theorist as well. His overall theory was simple. In the works of Nature,” he said, “purpose and not accident is predominant.” A. No Change B. simple-in C. simple. “In D. simply. “In I can revise a text in order to make cohesive meaning.

6. Answer/ Explanation (C) The original is incorrectly punctuated. You must use a quotation mark to indicate the start of the quotation. B- the dash can’t be in place of the period D-is wrong because the adverb simply can’t modify the subject of the sentence

7. Subject and Verb Agreement The following pronouns are singular: each, either, neither, one, everyone, everybody, no one, anybody, anyone, someone, somebody The following pronouns are plural: several, few, both, many. The pronouns some, all, most, any, and none may be either singular or plural. Some, all, and most are singular when they refer to a quantity of something and plural when they refer to a number of things thought of individually. The words any and none are singular if the speaker is thinking of each item individually and plural if he is thinking of several things as a group.

8. I can make verbs agree with their subjects in number. Each of these sounds (cause, causes) drowsiness. Neither of the boys (is, are) right. Everyone in the class (has, have) read the novel. Several of these plants (is, are) poisonous. Many in the group often (ask, asks) questions. All of the furniture (look, looks) comfortable. All of the chairs (look, looks) comfortable. Most of the students (like, likes) Great Expectations. Most of the class (like, likes) Great Expectations.

9. Self-check Each of these sounds (cause, causes) drowsiness. Neither of the boys (is, are) right. Everyone in the class (has, have) read the novel. Several of these plants (is, are) are poisonous. Many in the group often (ask, asks) questions. All of the furniture (look, looks) comfortable. All of the chairs (look, looks) comfortable. Most of the students (like, likes) Great Expectations. Most of the class (like, likes) Great Expectations

10. Subject and Verb Agreement Complete Exercise A:1-10 individually. I can identify sentences with verbs that agree with their subject in number.

11. “Everyday Use”: Before Reading Quick write: Respond on your own paper to the following prompt. You will have five minutes to respond. Prompt: Many families have traditions or heirlooms that are handed down to the younger generations. Do you have any in your family? What are your feelings about maintaining family traditions? I can apply before, during, and after reading strategies in order to comprehend increasingly challenging text.

12. “Everyday Use”:Determining character traits When characters narrate, or tell their stories, we know their thoughts and feelings, and we get an idea of their character traits-their values, likes, dislikes, even their quirks. We also learn about characters by noticing what they say to other characters in the story’s dialogue. As in real life, we also notice what they do, how they look, and what other people say about them.

13. “Everyday Use”: Inferences An inference is an intelligent guess based on evidence in the story and on what you already know. You’ll base your inferences on what the characters say and do.

14. “Everyday Use” Finish reading the short story. You can read with a partner or individually. You will have 20 minutes to finish the reading and to finish the comprehension questions. I can apply before, during, and after reading strategies in order to comprehend increasingly challenging text.

15. “Everyday Use”:Vocabulary Development/charades sidle- (v) move sideways; in a shy or sneaky manner furtive- (adj) acting as if trying not to be seen or done secretly cowering- (v) drawing back or huddling in fear oppress- (v) persecute; keep down by unjust use of power doctrines-(n) principles, teachings, beliefs rifling- (v) searching thoroughly or in a rough manner With your group, you will act out your given word without saying a word. The class will use your clues to figure out the meaning.

16. ““Everyday Use”: Before Reading Quilting is an American folk art. In the South, quilts have a rich tradition influenced by African textile designs and historic American patterns. Quilts are often passed down in families for generations.

17. “Everyday Use” by Alice Walker Butter churn

18. Before Reading Lone Star Quilt

19. Before Reading Walk Around the Mountain Quilt

20. Questions: During Reading 1. From the dream, what can you infer about the relationship between the narrator and Dee? (page 104) 2. The narrator’s activities are part of her rural way of life. What personality traits do you think her physical traits reveal? (page 104) 3. Mama’s memories emphasize differences between Dee and Maggie and provide background for conflicts. What does Mama show about her closeness to her daughters? (page 104) 4. Why does Mama resent Dee reading to her and Maggie? (page 105) 5. What does Mama’s narration on page 105 tell you about her childhood? 6. What does Dee’s desire for “nice things” and her confidence in overcoming disaster suggest about her? (page 105) 7. What can you infer about Maggie’s feelings based on her actions when the man tries to hug her? (page 106) 8. Which detail tells you that Mama and Maggie are still using the churn to make butter? (page 107) 9. How does Maggie handle the conflict over the quilts with Dee? What does her approach say about her? (page 108) 10. What effect do you think Mama wants her actions to have on Maggie?

21. After Reading Class Quilt: Think back to the Quick Write. Now design a quilt square that represents an item that is important in your life. The quilt square will be graded for neatness, creativity, and effort. Also, make sure that your name is on the quilt square. (10 minutes) I can apply before, during, and after reading strategies in order to comprehend increasingly challenging text.