Journeys III – Expedition 2 “R U Online?”

Expedition 2 – Lesson 5 Review Vocabulary Review the vocabulary for “Friends or Foes?” and “DotComGuy: A Life Alone on the Internet” on Student Book page 31. Turn to Student Book page 40. – Instructions for Part A: For each word, choose a synonym, or a word that has the same or a similar meaning, from the words in the box. – Instructions for Part B: Circle the word that BEST completes each sentence. As you complete the review activity, go back and check the definitions to ensure you used the words correctly. – Remember the definitions are on Student Book page 31. – Complete the activities. – Share your answers with your partner. Check Point: Let’s share your responses for Part B.

Expedition 2 – Lesson 5 Extend Vocabulary You will work with words that begin with the prefixes en- and ex-. – What words can you think of that begin with these prefixes? – What do you think these prefixes mean? – The prefix en- means “make or cause to.” For example, the word enrich begins with this prefix. It means “make rich or richer.” – The prefix ex-means “out; away; from.” For example, the word expand can mean “grow outward.”

Expedition 2 – Lesson 5 Extended Vocabulary Turn to Student Book page 41. Read the instructions for Part B and complete the activity. When you finish, share your answers with your partner. Which of the words in the chart do you use most often? What other words do you know or use that begin with en- or ex-? Instructions Part C: Choose three words from Part A that you will use most often. Write a short paragraph using these words to tell your viewpoint about how people should use the Internet. – Complete the activity, then share your responses with your partner. PrefixesWordsMeanings en- make or cause toenrichmake rich or richer; improve enforcecause to be obeyed endangercause danger to Enablemake able ex- out; away; fromexpandgrow outward exhalebreathe out exitgo out; leave expeldrive out with force

Expedition 2 – Lesson 5 Extended Vocabulary Remember you have practiced identifying main ideas that were directly stated and supporting details. It is important to notice details that support themain idea of a paragraph to understand what you read. Paying attention to the main idea of each paragraph can help you write a summary of the entire text. Turn to Student Book pages 42–44. Instructions: Read the following passage. Look for important details and main ideas stated directly in the text Complete the assessment.

Expedition 2 – Lesson 5 Reteach Main Idea and Details/Summarize Turn to Student Book page 45, let’s read the passage together. What is the topic of this passage? – (an organization called Teens for Technology) Look back at the first paragraph. Each sentence has information. What information do you think is the most important? What main idea do these details support? Underline the sentence in the text that states the main idea. – Complete the activity. – Share your responses with your partner. Use these details and main ideas to write a summary of the passage. Your summary should be three to five sentences long. Share your summaries with your partner. What is the first paragraph mostly about? How do you know? How do main idea statements help you write a summary?

Expedition 2 – Lesson 5 Writing Process You will write a review of a Web site. Where have you seen reviews? (newspapers; magazines; online) People write reviews when they have opinions about products or events. Many people who aren’t professional critics post reviews online. People often write reviews because they are experts or have experience about a topic and want to share their evaluations, or judgments, about a product, movie, or something else. These reviewers want to convince other people their evaluations are correct.

Expedition 2 – Lesson 5 Writing Process - Prewrite Think about your favorite Web site. Why do you like it? What makes it good? To convince other people something is good, you must include clear reasons and specific evidence. You will work in small groups to brainstorm what qualities make a Web site good or successful. Let’s share each group’s ideas with the class. Possible responses might address usability, content, design, or organization. Use these ideas to create a list of four to five standards you think make a good Web site. Choose and access one of the Web sites from your list. Now look at your Website. How does it meet these standards? Write your ideas on a separate sheet of paper.

Expedition 2 – Lesson 5 Writing Process - Draft You will use these standards, or criteria, as you write your reviews. Assign point values to the rubric as you tell students their reviews must have... a description of the Web site, including what features it has. four or five standards a Web site must meet to be considered good. specific ways your Web site meets these standards. Work independently to draft your reviews. Remember that you will be able to revise your work.

Expedition 2 – Lesson 5 Writing Process - Revise Reread your drafts, using the following revision steps and questions. After each step, make the revisions and write your final draft. Check the explanation. Did you clearly explain each of the reasons you presented? Where do you need to add more details? Check your purpose. Did you present enough evidence to convince the reader the Web site is good? What other features of the Web site could you describe? Check mechanics. Do fragments or run-on sentences need to be rewritten? What words might be misspelled? Do all sentences begin with capital letters and end with proper punctuation?

Expedition 2 – Lesson 5 Real-World Reading Turn to Student Book page 46. You will read a blog. A blog is a Web log. Web log It’s a Web site people create to write about topics of interest. What blogs do you know about? How often do you read blogs? What do you think the person who writes this blog is like? – (Possible answer: I think this person is a male high school student.) Look at the blog. Underline the parts of the page that show you when Joe wrote each piece of text. – (the dates) How often does Joe add to this blog? – (every few weeks) What do you call each piece of text on this page? – (a post or entry) Blogs are organized last-to-first chronologically, so the newest post is always at the top of the page. Begin reading this blog with the post at the bottom and work your way up. Read the blog posts.

Expedition 2 – Lesson 5 Real-World Reading What is this blog about? – (Joe has started an organization to help his friend pay for rehab.) How is reading this blog different from reading an article about the topic? – (You hear someone’s personal experience.) What are advantages to writing a blog like this? – (You have a chance to help other people; you connect with people experiencing similar things.) What are disadvantages to writing a blog like this? – (You lose some privacy.) If you wanted to find out more about this topic, what keywords would you use in your research? Highlight them in the text of the blog. – (rehab; depression; fund-raising) Post a short response to Joe’s blog in the lines provided. Share your responses with your partner.

Expedition 2 – Lesson 5 Exploring Careers Turn to “Web Designer” on Anthology page 23. Preview the title, photo, and type of page. What is the topic of this article? – (a career as a Web designer) What do you think the main idea of the article will be? – (Possible answer: the responsibilities of a Web designer) Pay attention to important details as you read so you can identify the mainidea. Read the article. – What was the main idea of this article? (Web design is a growing field.) – What would you like about being a Web designer? (Possible answer: the opportunity to show information in a fun and creative way) – What would you dislike about this career? (Possible answer: having to change my design if a client or my boss doesn’t like it) Turn to Student Book page 47. You can find answers to the questions in the Anthology article. Complete the chart at the bottom by researching the career of Web designer in books or online. Complete the page.