Vocabulary and Spelling for “Science Friction”
Leaning Goals :1) I will use context as a clue to meaning of a word or phrase.2) I will consult reference materials to pronunciation, determine meaning and part of speech. 3) I will acquire and use general academic words to expand vocabulary knowledge for comprehension or expression.
Vocabulary
1. detached2. elegant
3. principle4. equations
5. decomposition6. complex
7. specimens8. compromise
9. reluctant9.shriveled
Spelling – words with final /ən/,/əl/ or /ər/ sound
1. triangle
2. mental
3. error
4. panel Challenge
5. litter1. Punctual
6. pollen2. Endeavor
7. gallon3. Abdomen
8. cancel4. Kilometer
9. rival5. Dandelion
10. soldier
11. recycle
12. salmon
13. counselSitton Unit 8
14. rural1. bear
15. vehicle2. hope
16. citizen3. song
17. monitor4. engine
18. physical5. board
19. oxygen
20. abandon
Guided Reading for “Science Friction” by Dave Lubar Genre” Realistic Fiction
Essential Question: How can mistakes turn into answers to problems?
Learning Goals: 1) I can describe how a story’s plot unfolds and how characters respond or change. 2) I can determine the meaning of words and phrases, including figurative and connotative meanings and analyze the impact of word choice. 3) I can determine connotations of words with similar denotations. 4) I can cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn.
Respond in your Reading Journal using text evidence.
1. pg. 224 Is the group’s method for choosing a leader scientific? Why or why not?
2.pg. 225 Why do you think Amanda is starting to like Benji? What evidence supports your answer?
3. pg. 227 What tone does the author create with the dialogue between Amanda, Ellen and Benji? How does he create it?
4. pg. 227 How would you describe the strength of each character, based on text evidence?
5. pg. 228 Why do you think Amanda’s mother isn’t making her clean her room?
6. pg. 228 What details tell you how Benji’s attitude has changed since the beginning of the project?
7. pg. 229 How does the condition of Amanda’s room lead to the destruction of her science project?
8. pg. 230 Amanda says that the equations only have one solution- that Ellen didn’t eat bread. What does Amanda’s response show about Amanda?
9. pg. 231 How do the characters personalities and traits work together to create the makings of a science project?
10. pg. 232 What inferences can you make to explain why the pieces of turkey are in various stages of decomposition?
11. pg. 233 What does Benji mean by “when in Slobovia do as the slobs do? What clues in the text help explain this figure of speech?
12. 12. pg. 233 What text evidence shows why the group uses Benji’s puns as captions if they are “awful”?
13. pg. 235 What text evidence tells you why Amanda suggest that they make their own snacks?
14. pg. 235 What theme to you think the author is communicating with this story?