The Monkey's Paw, by W.W. Jacobs
The class will read the story the Monkey's Paw by W.W. jacobs. The story can be found at the following webpage:
http://www.americanliterature.com/Jacobs/SS/TheMonkeysPaw.html
After the students have read the story, the class will have a discussion, trying to retell the story in their own words.
Thursday, June 11, 2009
Day 76 Interpersonal (respect and Judgments)
Students will read the opinion article, Everyone needs to be treated with respect, from the Sunday, June 7th edition of the Saskatoon Sun.
The class will discuss the article and then will then spend then next 30 minutes writing in their journals, using these questions as a guide.
Questions
1. How do you think you appear to others? In your community and out of it?
2. Think about a time when someone made a judgement about you based on your appearance. Explain.
3. How do your actions make people make judgements about you? In the community and out of it?
4. Have you ever made a judgement about someone based on their appearance? Were you correct?
The class will discuss the article and then will then spend then next 30 minutes writing in their journals, using these questions as a guide.
Questions
1. How do you think you appear to others? In your community and out of it?
2. Think about a time when someone made a judgement about you based on your appearance. Explain.
3. How do your actions make people make judgements about you? In the community and out of it?
4. Have you ever made a judgement about someone based on their appearance? Were you correct?
Wednesday, June 10, 2009
Day 75 Interpersonal (GDP and Quality of Life)
The students will read the following article from today's Star Phoenix
Romanow touts new way to measure quality of life
http://www.thestarphoenix.com/business/fp/Romanow+touts+measure+quality+life/1680126/story.html
Vocabulary
Romanow touts new way to measure quality of life
http://www.thestarphoenix.com/business/fp/Romanow+touts+measure+quality+life/1680126/story.html
Vocabulary
- touts
- GDP
- skewed
- vitality
- affiliated
- sophisticated
Questions
- What negative things go up along with the GDP?
- What does Romanow think should be done to get a more detailed picture of quality of life?
- Who is having a better quality of life in Canada?
- People are living longer these days, but are they living better?
- How are social relationships changing?
- How should we measure quality of life?
Tuesday, June 9, 2009
Day 74 Numeracy (Plotting Points)
Plotting Coordinates
A cooridinate graph is simply to number lines, called x and y, that intersect at their zeros, creating a point (the origin) (0,0). Any point can be plotted on this graph by giving it both an x value and a y value. These values are called coordinated pairs, and are written as (x,y). For the graph below the values for the following points are as follows:
A: (0,4)
B: (4,2)
C: (1,1.5)
D: (-2,2)
E: (-2,-4)
F: (5,-4)
The students will use this to complete the questions from Mathematics Concepts: Student Workbook, pages 102 & 103.
Monday, June 8, 2009
Day 73 Numeracy (Tables of Values and Patterns in Math)
Tables of Values
Make a table of x and y values for the formula y = x + 5 for x = 0, 1, 2, 3, 4, 5.
x = 0
y = 0 + 5
y = 5
x = 1
y = 1 + 5
y = 6
x = 2
y = 2 = 5
y = 7
After we have completed three calculations, we can establish a pattern. From this we can fill in the table as follows:
Students will use this information to solve the problems 1 - 5 from Mathematics Concepts: Student Workbook, p. 19.
Make a table of x and y values for the formula y = x + 5 for x = 0, 1, 2, 3, 4, 5.
x = 0
y = 0 + 5
y = 5
x = 1
y = 1 + 5
y = 6
x = 2
y = 2 = 5
y = 7
After we have completed three calculations, we can establish a pattern. From this we can fill in the table as follows:
Students will use this information to solve the problems 1 - 5 from Mathematics Concepts: Student Workbook, p. 19.
Day 73 Communication (Spelling Strategies)
Spelling Strategies
Students will begin with a crossword puzzle to review their Lesson 1 words. They will then write a spelling test using those words.
Students will then proceed ontop the next lesson:
SPELLING LIST
proceed
process
secede
procedure
supersede
procession
recede
recession
exceed
excessive
intercede
intercession*
succeed
successive
accede
ledger
precede
acknowledge
conscious
conscience
SPELLING STRATEGY
Some of the words in this week’s lesson contain the sound “seed”. This sound can be represented by three different letter combinations (cede, ceed, or sede).
Another area of difficulty relates to the longer version of these words (see right hand column) when the spelling changes with the addition of a suffix.
For example, “recede” becomes “recession” when the suffix is added. A good strategy to use when dealing with spelling problems like this is to group words together that have similar letter combinations.
Exercise 1
Fill in the words from the spelling list with the /seed/ sound.
Words ending in ‘cede’____Words ending in ‘ceed’_____Words ending in ‘sede’
1.___________________1.___________________1.__________________
2.___________________2.___________________
3.___________________3.___________________
4._____________________
5.___________________
Exercise 2
Fill in the blanks on the next page with an appropriate word from this week’s lesson. Try to complete the exercise without looking at the list of spelling words.
1. The tide will start to _______________ at 4:30.
2. Do not _______________ 50 kph when driving through Blackville.
3. The letter “w” _____________ the letter “x” in the alphabet.
4. After turning right at the lights, ______________ north for one mile.
5. If Quebec were to __________ from Canada, all Canadians would suffer.
6. John wanted his teacher to ____________ in his dispute with the principal.
7. Prince Charles will ______________ his mother as ruler of Great Britain.
8. The boxer was not ____________ when the referee stopped the fight.
9. His ________________ would not allow him to cheat on the test.
10. Do you know the ___________________ for enlarging photocopies?
Students will begin with a crossword puzzle to review their Lesson 1 words. They will then write a spelling test using those words.
Students will then proceed ontop the next lesson:
SPELLING LIST
proceed
process
secede
procedure
supersede
procession
recede
recession
exceed
excessive
intercede
intercession*
succeed
successive
accede
ledger
precede
acknowledge
conscious
conscience
SPELLING STRATEGY
Some of the words in this week’s lesson contain the sound “seed”. This sound can be represented by three different letter combinations (cede, ceed, or sede).
Another area of difficulty relates to the longer version of these words (see right hand column) when the spelling changes with the addition of a suffix.
For example, “recede” becomes “recession” when the suffix is added. A good strategy to use when dealing with spelling problems like this is to group words together that have similar letter combinations.
Exercise 1
Fill in the words from the spelling list with the /seed/ sound.
Words ending in ‘cede’____Words ending in ‘ceed’_____Words ending in ‘sede’
1.___________________1.___________________1.__________________
2.___________________2.___________________
3.___________________3.___________________
4._____________________
5.___________________
Exercise 2
Fill in the blanks on the next page with an appropriate word from this week’s lesson. Try to complete the exercise without looking at the list of spelling words.
1. The tide will start to _______________ at 4:30.
2. Do not _______________ 50 kph when driving through Blackville.
3. The letter “w” _____________ the letter “x” in the alphabet.
4. After turning right at the lights, ______________ north for one mile.
5. If Quebec were to __________ from Canada, all Canadians would suffer.
6. John wanted his teacher to ____________ in his dispute with the principal.
7. Prince Charles will ______________ his mother as ruler of Great Britain.
8. The boxer was not ____________ when the referee stopped the fight.
9. His ________________ would not allow him to cheat on the test.
10. Do you know the ___________________ for enlarging photocopies?
Friday, June 5, 2009
Day 72 Communication (Clear Thinking)
Students will look at clear thinking. The following work has been edited from the book Academic Studies English - Clear Thinking (1999), from the Curriculum Studies - English Series. This document is available at:
http://library.nald.ca/learning/item/5765
Clear Thinking: Fact or Opinion
Clear thinking is important for everyday life. Here are a few exercises to help you get your brain working.
As you both read and answer the questions below, try to be aware of your thoughts, feel your brain in action.
1. Write exactly what you ate for supper last night.
2. When was the last time you saw a bear?
3. Make a map to show a stranger how to get from your classroom to your home.
4. What thoughts did you have as you answered questions 2, 3, and 4?
5. Two people each earned $28 dollars a day. How much would they have, in total, at he end of the day? If they decided to give 50% of their total wages as a single donation to charity, what amount should be written on the receipt?
Facts are always provable. For example, the statement that Fredericton is the capital of New Brunswick is a fact. It is provable by reading documents in the NB legislature from the time the original decision was made. You don’t always have to go back to the original source to prove a fact. If you find the information in a reliable book or from a reliable authority, you are safe to assume it is correct and that someone else somewhere along the line has actually taken the time to prove it.
Before you rely on a piece of information, it must be provable and/or from a good source.
Opinions, on the other hand, reflect personal beliefs and are not provable.
This apple pie is better than the last one. She is really pretty. Lawyers are just out to make big bucks. These are all opinions. Someone else might have tasted the same pies, seen the same girl, or had a different experience with the legal profession and had another opinion. Here’s another opinion: She is really rich. Depending on the amount of money she has, she might be considered rich by some and poor by others.
The first rule of clear thinking is to be sure to start with facts and not opinions and to be able to tell the difference between the two. Opinions often look like facts, so take the time to think about whether the information is provable, comes from a reliable source, or is really related to the problem you are considering.
Exercise 1
Which of the following are facts and which are opinions?
1. It snows more in Bathurst than in Moncton.
2. In 1996, the population of Fredericton was almost 50,000.
3. Ford trucks are a better buy than Chevys.
4. Mark said that the climate is nicer in New England.
5. That teacher is always mean to me.
6. Halifax was founded in 1749.
7. She is smarter than I am.
8. Capital punishment is cruel and inhuman.
9. It’s alright to phone in sick when you have an out of town appointment.
10. Paul is a better ball player than his brother.
Reasoning Questions:
1. When you come home from school, you notice your partner looking through boxes in the garage. When you get into the house, you notice a half-filled picnic cooler on the counter, old jeans and shirts draped over a chair. In the dining room, you find a pair of hip waders, and in the front hall, several fishing rods are propped up in the corner. A) What is happening? B) At what point were you sure? C) What kind of reasoning lead you to this conclusion? D) Are there any other possible conclusions? E) What are they?
2. You have a basement apartment to rent. A man dressed in jeans, a freshly ironed shirt, and deck shoes comes to see the apartment. During the conversation, he tells you that he is about to start a course at NBCC. You decide not to rent to him because college students are notorious for wrecking apartments. A) What kind of reasoning did you use? B) Was it reasonable? C) What was wrong with your reasoning?
3. When the police investigate the break-in at your house, they discover a match
book with the advertising that reads McGuiness’s = Beer and Billiards: The Perfect Partners. Neither you nor any of your friends smoke. A) What conclusions might they reach about the thief? B) What kind of reasoning would they be using? C) Would their conclusions be correct?
4. Your seven-year-old comes home with a black eye and then eats a huge snack because he says he is really hungry. Later, he asks for two lunches for tomorrow. A) What conclusion might you reach? B) What kind of thinking is this? C) Are you conclusions necessarily accurate?
Logic: Good or Bad
Good Logic
Every living thing must eventually die.
I am a living thing.
Therefore, I must eventually die.
Good manner show respect for others.
Mary has good manners.
Therefore, Mary shows respect for others.
Bad Logic: Where did they go wrong?
All skateboarders are bad kids.
John is a skateboarder.
Therefore, John is a bad kid.
All friends are loyal.
Lisa is my friend.
Therefore, Lisa is loyal.
Bicycles conserve fossil fuels.
Paul never rides a bicycle.
Therefore, John is not concerned about pollution.
Most Conservatives favour cuts to welfare.
M. J. is a Conservative.
Therefore M. J. favours cuts to welfare.
Ricin is a deadly poison.
Castor bean plants contain ricin.
Therefore, castor bean plants should not be grown.
http://library.nald.ca/learning/item/5765
Clear Thinking: Fact or Opinion
Clear thinking is important for everyday life. Here are a few exercises to help you get your brain working.
As you both read and answer the questions below, try to be aware of your thoughts, feel your brain in action.
1. Write exactly what you ate for supper last night.
2. When was the last time you saw a bear?
3. Make a map to show a stranger how to get from your classroom to your home.
4. What thoughts did you have as you answered questions 2, 3, and 4?
5. Two people each earned $28 dollars a day. How much would they have, in total, at he end of the day? If they decided to give 50% of their total wages as a single donation to charity, what amount should be written on the receipt?
Facts are always provable. For example, the statement that Fredericton is the capital of New Brunswick is a fact. It is provable by reading documents in the NB legislature from the time the original decision was made. You don’t always have to go back to the original source to prove a fact. If you find the information in a reliable book or from a reliable authority, you are safe to assume it is correct and that someone else somewhere along the line has actually taken the time to prove it.
Before you rely on a piece of information, it must be provable and/or from a good source.
Opinions, on the other hand, reflect personal beliefs and are not provable.
This apple pie is better than the last one. She is really pretty. Lawyers are just out to make big bucks. These are all opinions. Someone else might have tasted the same pies, seen the same girl, or had a different experience with the legal profession and had another opinion. Here’s another opinion: She is really rich. Depending on the amount of money she has, she might be considered rich by some and poor by others.
The first rule of clear thinking is to be sure to start with facts and not opinions and to be able to tell the difference between the two. Opinions often look like facts, so take the time to think about whether the information is provable, comes from a reliable source, or is really related to the problem you are considering.
Exercise 1
Which of the following are facts and which are opinions?
1. It snows more in Bathurst than in Moncton.
2. In 1996, the population of Fredericton was almost 50,000.
3. Ford trucks are a better buy than Chevys.
4. Mark said that the climate is nicer in New England.
5. That teacher is always mean to me.
6. Halifax was founded in 1749.
7. She is smarter than I am.
8. Capital punishment is cruel and inhuman.
9. It’s alright to phone in sick when you have an out of town appointment.
10. Paul is a better ball player than his brother.
Reasoning Questions:
1. When you come home from school, you notice your partner looking through boxes in the garage. When you get into the house, you notice a half-filled picnic cooler on the counter, old jeans and shirts draped over a chair. In the dining room, you find a pair of hip waders, and in the front hall, several fishing rods are propped up in the corner. A) What is happening? B) At what point were you sure? C) What kind of reasoning lead you to this conclusion? D) Are there any other possible conclusions? E) What are they?
2. You have a basement apartment to rent. A man dressed in jeans, a freshly ironed shirt, and deck shoes comes to see the apartment. During the conversation, he tells you that he is about to start a course at NBCC. You decide not to rent to him because college students are notorious for wrecking apartments. A) What kind of reasoning did you use? B) Was it reasonable? C) What was wrong with your reasoning?
3. When the police investigate the break-in at your house, they discover a match
book with the advertising that reads McGuiness’s = Beer and Billiards: The Perfect Partners. Neither you nor any of your friends smoke. A) What conclusions might they reach about the thief? B) What kind of reasoning would they be using? C) Would their conclusions be correct?
4. Your seven-year-old comes home with a black eye and then eats a huge snack because he says he is really hungry. Later, he asks for two lunches for tomorrow. A) What conclusion might you reach? B) What kind of thinking is this? C) Are you conclusions necessarily accurate?
Logic: Good or Bad
Good Logic
Every living thing must eventually die.
I am a living thing.
Therefore, I must eventually die.
Good manner show respect for others.
Mary has good manners.
Therefore, Mary shows respect for others.
Bad Logic: Where did they go wrong?
All skateboarders are bad kids.
John is a skateboarder.
Therefore, John is a bad kid.
All friends are loyal.
Lisa is my friend.
Therefore, Lisa is loyal.
Bicycles conserve fossil fuels.
Paul never rides a bicycle.
Therefore, John is not concerned about pollution.
Most Conservatives favour cuts to welfare.
M. J. is a Conservative.
Therefore M. J. favours cuts to welfare.
Ricin is a deadly poison.
Castor bean plants contain ricin.
Therefore, castor bean plants should not be grown.
Day 72 Numeracy (Frequency Experiment)
Questions
1. How are the frequency table and the two graphs alike?
2. How are they all different?
3. What data value occurs most often?
4. Which data occurs least often?
5. How many times was 4 rolled?
6. Did you find it easier to use the frequency table, the bar graph or the pie chart?
Thursday, June 4, 2009
Day 71 Interpersonal (Mission and Vision Statements)
The instructor will begin with explaining mission and vision statements. A mision statement focuses on the present, and answers the question, "What is my purpose?" The class will begin to brainstorm out several things that are important to them.
Mission Statements (Important Points)
Mission Statements (Important Points)
- continuing my education
- leading a healthy, productive life
- being a supportive parent and a good provider
- to get a good job
- to clean up legal issues
Students will then create their own mission statements.
Examples:
- To better myself through service to my community.
- To balance a career and a family -- contributing to my children's education and showing them there's more n the world.
- To finish school, clean up my legal problems, and to improve my math skills.
A Vision statement is more about the future. You ask yourself "Where do I see myself in the future?"
Students will repeat the brainstorming process:
- having a good career
- being a productive member of the community
- leading a good life
- being a leader in the community
Examples
- Being an honest leader working in a community tat helps each other succeed.
- Continuing my education to the fullest.
- Being a productive member of the work force.
These personal mission and vision statements will be used in the students' professional journals.
Day 71 Numeracy (Charts and Graphs III)
Line Graphs
A line graph is a series of points that are joined with a line that represents the trend. The line shows whether the trend is increasing (going up), or decreasing (going down). A line graph works well when there are many points to be plotted, or if a variable changes over time.
2 Year Trend of Canadian Dollar vs. American Dollar
A line graph is a series of points that are joined with a line that represents the trend. The line shows whether the trend is increasing (going up), or decreasing (going down). A line graph works well when there are many points to be plotted, or if a variable changes over time.
2 Year Trend of Canadian Dollar vs. American Dollar
Questions
1. What does this graph represent?
2. When was the Canadian dollar at its highest?
3. When was it at its lowest?
4. What was its highest value?
5. What was its lowest value?
6. What is its present value?
1. What does this graph represent?
2. When was the Canadian dollar at its highest?
3. When was it at its lowest?
4. What was its highest value?
5. What was its lowest value?
6. What is its present value?
Day 71 Numeracy (Making Graphs)
Making Graphs
Students will use data from given tables to create their own graphs
Exercise 1: Plot a line graph that shows the population growth over time on the graph paper provided. Time should go on the horizontal (X axis). Show future time with a dotted line.
World Population Growth over Time
Exercise 2: Plot a bar graph that shows the average rainfall and temperature over the year on the graph paper provided. You can put both on one graph or make two separate graphs.
Average Temperature and Rainfall for Saskatchewan
Students will use data from given tables to create their own graphs
Exercise 1: Plot a line graph that shows the population growth over time on the graph paper provided. Time should go on the horizontal (X axis). Show future time with a dotted line.
World Population Growth over Time
Exercise 2: Plot a bar graph that shows the average rainfall and temperature over the year on the graph paper provided. You can put both on one graph or make two separate graphs.
Average Temperature and Rainfall for Saskatchewan
Wednesday, June 3, 2009
Day 70 Numeracy (Charts and Graphs II)
Charts and Graphs II
Pie Charts
A pie chart (or a circle graph) is a circular chart divided into sections, showing the parts of a whole. It is named for its resemblance to a pie which has been sliced. While the pie chart is perhaps the most ubiquitous statistical chart in the business world and the mass media, it is rarely used in scientific or technical publications because it is difficult to compare different sections of a given pie chart. Pie charts can be an effective way of displaying information in some cases, in particular if the intent is to compare the size of a slice with the whole pie, rather than comparing the slices among them.
Pie Charts
A pie chart (or a circle graph) is a circular chart divided into sections, showing the parts of a whole. It is named for its resemblance to a pie which has been sliced. While the pie chart is perhaps the most ubiquitous statistical chart in the business world and the mass media, it is rarely used in scientific or technical publications because it is difficult to compare different sections of a given pie chart. Pie charts can be an effective way of displaying information in some cases, in particular if the intent is to compare the size of a slice with the whole pie, rather than comparing the slices among them.
Questions
1. What does this graph represent?
2. What is the average total expenditures for 1992?
3. What percent of the expenditures was on housing?
4. What percent was on transportation?
Day 70 Numeracy (Charts and Graphs)
Bar Graphs
A bar chart or bar graph is a chart with rectangular bars with lengths proportional to the values that they represent. Bar charts are used for comparing two or more values that were taken over time or on different conditions, usually on small data sets. The bars can be horizontal or vertical and can be used to compare the outcomes to each other.
Questions
1. What is the Title of the graph?
2. What does this graph represent?
3. How many seats did the EPP party win in 2004?
4. Which parties made gains in 2004?
5. Which parties made losses in 2004?
A bar chart or bar graph is a chart with rectangular bars with lengths proportional to the values that they represent. Bar charts are used for comparing two or more values that were taken over time or on different conditions, usually on small data sets. The bars can be horizontal or vertical and can be used to compare the outcomes to each other.
Questions
1. What is the Title of the graph?
2. What does this graph represent?
3. How many seats did the EPP party win in 2004?
4. Which parties made gains in 2004?
5. Which parties made losses in 2004?
Tuesday, June 2, 2009
Day 69 Communication (Spelling Strategies)
Spelling Strategies (Doubelling the last Consonant)
SPELLING LIST
1. equipped
2. equipment
3. regrettable
4. dependence
5. excel
6. excellent
7. previewing
8. residence
9. controlling
10. kidnapped
11. witless
12. baggage
13. preferred
14. preference
15. compel
16. compelling
17. occur
18. writing
19. occurrence
20. rebellion
When adding an suffix beginning with a vowel (such as -able, -ing, -ed, or -er), double the final consonant of the root word if.....
1. it ends with a single consonant preceded by a single vowel.
2. its last syllable is stressed.
control + ed
- ends with a single consonant controlled
- preceded by a single vowel
- stress on last syllable
drop + ing
- ends with a single consonant dropping
- preceded by a single vowel
- stress on last syllable
- double the final consonant
BUT
appear + ing
- ends with a single consonant appearing
- BUT is preceded by two vowels
- do not double the final consonant
turn + ing
- ends with two consonants turning
- do not double the final consonant
open + er
- ends with single consonant opener
- preceded by a single vowel
- final syllable not stressed
- do not double the final consonant
If the vowel makes a short sound (as in bat..., bet..., bit..., dot..., but...), the consonant that follows is often doubled.
battle cattle latter rattle
cellar stellar better settle
bitter written glimmer riddle
cotton gobble tomorrow coddle
butter dullard gutter puddle
If the vowel makes a long sound (as in fate, write, broke, cute), the consonant that follows is usually single.
cater later relation crater
bite writer criteria Midas
butane curate cucumber mucus
1. Knowing the difference between the following pairs of words is important. Consider the words bare (to uncover or expose) and bar (to close or prevent) when a suffix is added:
Clear cutting of trees bared the landscape.
The guard barred the door so he couldn’t escape.
The dog was baring his teeth in anger
After barring the door against the intruder, he got his gun.
Exercise 1
1. The prisoner’s back had been _________ and the cell door _____________. (bared, barred)
2. My sister was ___________an antique chair and _______________ the fruit. (canning, caning)
3. He _______________at Robin Williams who had ______________ in that recent television special. (stared, starred)
4. The thrifty workman___________paint from the wood the builder had piled to be _____________and sent to the dump. (scraped, scrapped)
5. Martha was ____________ because the dog had tracked mud on the floor she had just finished ____________. (moping, mopping)
6. The _________wife checked her husband’s speech, carefully_______ each “i” and crossing every “t”. (doting, dotting)
8. The United Nations’ nurses were ___________from village to village with medications for ___________ the country of measles. (riding, ridding)
9. After the vet fixed the rabbit’s paw, it__________better than we _______.
(hoped, hopped)
10. First, she_________the paint from the toy horse; then she__________the toy to look like a zebra. (stripped, striped)
Exercise 2
Complete each sentence below by choosing the correct word from the box.
bared-barred hoping-hopping pined-pinned rated- ratted planed-planned robing-robbing staring-starring waging-wagging fated-fatted mated-matted
1. The religious leaders are ___________for the ceremony.
2. The carpenter______________the long board.
3. We were________________your plans would change.
4. The dog’s______________tail welcomed us.
5. The gangster said, “You shouldn’t have ____________on me, Bugsy.”
6. In Biblical times, they killed a _____________calf to celebrate the return of a long lost son.
7. The rabbit was_____________across the lawn.
8. She was_____________at herself in the mirror.
9. He was _________from the nightclub because of his violent behaviour.
10. The loons___________for life and produced many broods of chicks.
11. She_____________the pattern to the cloth.
12. She is___________in a movie about dinosaurs.
13. Police caught them______________a bank.
14. In her grief, she slowly_______________away.
15. The army is_____________war in the western area.
Exercise 3
Some of the words in this exercise double the consonant before adding the suffix;
others don’t. In your notebook, write the correct spelling for each new word.
1. master + ful ______________ 11. prefer + ence __________
2. remit + ance ___________ __ 12. equip + ed _____________
3. cancel + ation____________ 13. bat + er_______________
4. gas + eous_______________ 14. wit + less_______________
5. occur &ence_____________ 15. admit + ance___________
6. crochet & ing____________ 16. rip + ing________________
7. endanger & ed___________ 17. ship + ment_____________
8. picket & er_____________ 18. bag + age_______________
9. solicit + ing_____________ 19. control + ing_____________
10. unreach + able__________ 20. equal + ed______________
SPELLING LIST
1. equipped
2. equipment
3. regrettable
4. dependence
5. excel
6. excellent
7. previewing
8. residence
9. controlling
10. kidnapped
11. witless
12. baggage
13. preferred
14. preference
15. compel
16. compelling
17. occur
18. writing
19. occurrence
20. rebellion
When adding an suffix beginning with a vowel (such as -able, -ing, -ed, or -er), double the final consonant of the root word if.....
1. it ends with a single consonant preceded by a single vowel.
2. its last syllable is stressed.
control + ed
- ends with a single consonant controlled
- preceded by a single vowel
- stress on last syllable
drop + ing
- ends with a single consonant dropping
- preceded by a single vowel
- stress on last syllable
- double the final consonant
BUT
appear + ing
- ends with a single consonant appearing
- BUT is preceded by two vowels
- do not double the final consonant
turn + ing
- ends with two consonants turning
- do not double the final consonant
open + er
- ends with single consonant opener
- preceded by a single vowel
- final syllable not stressed
- do not double the final consonant
If the vowel makes a short sound (as in bat..., bet..., bit..., dot..., but...), the consonant that follows is often doubled.
battle cattle latter rattle
cellar stellar better settle
bitter written glimmer riddle
cotton gobble tomorrow coddle
butter dullard gutter puddle
If the vowel makes a long sound (as in fate, write, broke, cute), the consonant that follows is usually single.
cater later relation crater
bite writer criteria Midas
butane curate cucumber mucus
1. Knowing the difference between the following pairs of words is important. Consider the words bare (to uncover or expose) and bar (to close or prevent) when a suffix is added:
Clear cutting of trees bared the landscape.
The guard barred the door so he couldn’t escape.
The dog was baring his teeth in anger
After barring the door against the intruder, he got his gun.
Exercise 1
1. The prisoner’s back had been _________ and the cell door _____________. (bared, barred)
2. My sister was ___________an antique chair and _______________ the fruit. (canning, caning)
3. He _______________at Robin Williams who had ______________ in that recent television special. (stared, starred)
4. The thrifty workman___________paint from the wood the builder had piled to be _____________and sent to the dump. (scraped, scrapped)
5. Martha was ____________ because the dog had tracked mud on the floor she had just finished ____________. (moping, mopping)
6. The _________wife checked her husband’s speech, carefully_______ each “i” and crossing every “t”. (doting, dotting)
8. The United Nations’ nurses were ___________from village to village with medications for ___________ the country of measles. (riding, ridding)
9. After the vet fixed the rabbit’s paw, it__________better than we _______.
(hoped, hopped)
10. First, she_________the paint from the toy horse; then she__________the toy to look like a zebra. (stripped, striped)
Exercise 2
Complete each sentence below by choosing the correct word from the box.
bared-barred hoping-hopping pined-pinned rated- ratted planed-planned robing-robbing staring-starring waging-wagging fated-fatted mated-matted
1. The religious leaders are ___________for the ceremony.
2. The carpenter______________the long board.
3. We were________________your plans would change.
4. The dog’s______________tail welcomed us.
5. The gangster said, “You shouldn’t have ____________on me, Bugsy.”
6. In Biblical times, they killed a _____________calf to celebrate the return of a long lost son.
7. The rabbit was_____________across the lawn.
8. She was_____________at herself in the mirror.
9. He was _________from the nightclub because of his violent behaviour.
10. The loons___________for life and produced many broods of chicks.
11. She_____________the pattern to the cloth.
12. She is___________in a movie about dinosaurs.
13. Police caught them______________a bank.
14. In her grief, she slowly_______________away.
15. The army is_____________war in the western area.
Exercise 3
Some of the words in this exercise double the consonant before adding the suffix;
others don’t. In your notebook, write the correct spelling for each new word.
1. master + ful ______________ 11. prefer + ence __________
2. remit + ance ___________ __ 12. equip + ed _____________
3. cancel + ation____________ 13. bat + er_______________
4. gas + eous_______________ 14. wit + less_______________
5. occur &ence_____________ 15. admit + ance___________
6. crochet & ing____________ 16. rip + ing________________
7. endanger & ed___________ 17. ship + ment_____________
8. picket & er_____________ 18. bag + age_______________
9. solicit + ing_____________ 19. control + ing_____________
10. unreach + able__________ 20. equal + ed______________
Monday, June 1, 2009
Day 68 ITask Completion: nterpersonal / Professional Development
Portfolio
The students will begin with a writing activity.
How my Life has Changed
The students will write a 100 word paragraph on how their livves have changed since the beginning of this class.
Students will also begin on their personal vision and mission statements.
Students will then work on the tasks that they have yet to complete. The publication project, their personal portfolios, or catch up on work they have uncompleted.
The students will begin with a writing activity.
How my Life has Changed
The students will write a 100 word paragraph on how their livves have changed since the beginning of this class.
Students will also begin on their personal vision and mission statements.
Students will then work on the tasks that they have yet to complete. The publication project, their personal portfolios, or catch up on work they have uncompleted.
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