Which words arethe hardest? Focus on thetough ones!

Student:______________________

Date:______________________

Teacher: Marijana Nikolic

WINDBy: TIJANA SEKULICSource: http://en.wikipedia.org/wiki/Beaufort_scale

VOCABULARY

Directions: Study the following keywords and definintions.1. anemometer -(n) - An instrument for measuring the force or velocity of wind.2. frequency -(n) - The measure of how often something happens.3. stationary -(adj) - Not moving.4. vortex -(n) - A spinning flow like a whirlpool or tornado.5. uprooted -(v) - To remove completely, as when a plant is removed by its roots.6. impeded -(v) - To block the route or way to get somewhere.7. intensity -(n) - Power or strength.8. veer -(v) - To suddenly change direction.9. determined -(v) - To decide or judge.

10. grinding -(v) - To make smaller by breaking with a device.11. vertical -(adj) - Straight up and down

READING

Directions: Read the following passage carefully.http://en.wikipedia.org/wiki/Beaufort_scale

Fill out the 'K' and the 'W' columns before you read, and then use the 'L' column to take noteswhile you read.

K W L

What do you KNOWabout this subject?

What do you WANT to knowabout this subject?

What did you LEARNabout this subject?

1. Underline important parts of the text.2. Circle words or phrases in the text that you don’t know.3. Put a question mark (?) next to statements you have a question about.4. Put a check mark (✓✓) next to statements that you agree with.

WINDAll the air movement in the atmosphere is caused by the differences in the temperature between the neighbouring air masses. Also, the wind flows from the areaof the higher to the area of the lower air pressure. This air flow can be horizontal, vertical (upward and downward) and vortex.

The horizontal air movement is called wind. It has a certain direction, speed and strength. The direction of the wind is marked by the side of the world from wherethe wind is blowing and is graphically shown in the wind rose. Most often there are 8 or 16 directions marked on this and in the circle in the middle a period ofcalm, i.e. observation without wind, is marked. The direction is determined using Wild wind vane, which is positioned at 6-12 m above the surface of the Earth.The speed is the way that a particle of air covers in one second. It is measured with an anemometer and given in m/s and depends on many different factors,most important of these being the relief, vegetation and objects present on the surface. Hills and mountains are an obstacle for the wind, unlike river valleys andplains which are favourable for its development. Forests greatly weaken the wind which is why the forest belts are grown to serve as a defence from strongwinds. Tall buildings in big cities not only change the direction of the winds, but, due to larger friction between air and such a 'relief', also its speed. A city lowersthe average annual speed of the wind by 25-50%. However, it increases the intensity. This is why the frequency of calm is here 15% greater on average, compared to that in the surrounding areas.

The intensity of the wind is the pressure it has onto vertical surface. It is determined according to the Beaufort scale with 13 degrees established according tothe effect it has on different objects.

Beaufortnumber Description Wind speed Land conditions

0 Calm

< 1 km/hCalm. Smoke rises vertically.

< 0.3 m/s

1 Light air1.1–5.5 km/h

Smoke drift indicates wind direction. Leaves and wind vanes are stationary.

0.3–1.5 m/s

2 Light breeze5.6–11 km/h

Wind felt on exposed skin. Leaves rustle. Wind vanes begin to move.

1.6–3.4 m/s

3 Gentle breeze12–19 km/h

Leaves and small twigs constantly moving, light flags extended.

3.5–5.4 m/s

4Moderatebreeze

20–28 km/hDust and loose paper raised. Small branches begin to move.

5.5–7.9 m/s

5 Fresh breeze

29–38 km/h

Branches of a moderate size move. Small trees in leaf begin to sway.8.0–10.7 m/s

6 Strong breeze

39–49 km/hLarge branches in motion. Whistling heard in overhead wires. Umbrella use becomes difficult. Empty plasticbins tip over.10.8

–13.8 m/s

7High wind,moderate gale,near gale

50–61 km/h

Whole trees in motion. Effort needed to walk against the wind.13.9–17.1 m/s

8Gale,fresh gale

62–74 km/h

Some twigs broken from trees. Cars veer on road. Progress on foot is seriously impeded.17.2–20.7 m/s

9 Strong gale

75–88 km/hSome branches break off trees, and some small trees blow over. Construction/temporary signs andbarricades blow over.20.8

–24.4 m/s

10Stormwhole gale

89–102 km/h

Trees are broken off or uprooted, structural damage likely.

24.5–28.4 m/s

11 Violent storm

103–117 km/h

Widespread vegetation and structural damage likely.

28.5–32.6 m/s

12 Hurricane force≥ 118 km/h

Severe widespread damage to vegetation and structures. Debris and unsecured objects are hurled about.

≥ 32.7 m/s

The wind, just like any other climatic feature, changes throughout the day. Inland, the speed is the highest around midday, whereas it is the lowest at night. Incoastal regions the highest speed is at night as the difference between the temperature of the sea and land is the greatest then.

The wind force has been used for long for windmills. Today, however, they look differently and are no longer used for grain grinding but for the production ofpower as this is one of the most important renewable sources of energy.

Cause Effect

Identify 3 important supportingdetails that contribute to themain idea of the passage.

1)

2)

3)

Identify 2 details that are notvery important to the main ideaof the passage.

1)

2)

Write 1 brief paragraphsummarizing the main idea ofthe passage. Use the importantdetails to support yourdiscussion of the main idea.

FOCUS ON GRAMMAR

Notice the difference between the sentences "Carolwashed the car" and "The car was washed by Carol. "The first sentence is about Carol; Carol is the subject andthe verb is "washed", the simple past tense.The second sentence is about the car, the car is thesubject and the verb phrase is "was washed", the passive

Rule: The prefix re adds "again" or "back" to the meaning of a word. This is one of the most common prefixes and can be correctly added to most verbs.

voice in the past tense.What is the subject of the sentence(s) below?

Directions: Identify how the passives is used in the sentence(s) below1. It is measured with an anemometer and given in m/s and depends on many different factors, most important of these being the relief, vegetation and

objects present on the surface.

2. It is measured with an anemometer and given in m/s and depends on many different factors, most important of these being the relief, vegetation andobjects present on the surface.

3. It is determined according to the Beaufort scale with 13 degrees established according to the effect it has on different objects.

4. The direction of the wind is marked by the side of the world from where the wind is blowing and is graphically shown in the wind rose.

5. The direction is determined using Wild wind vane, which is positioned at 6-12 m above the surface of the Earth.

6. The wind force has been used for long for windmills.

7. Forests greatly weaken the wind which is why the forest belts are grown to serve as a defence from strong winds.

8. Progress on foot is seriously impeded.

9. Trees are broken off or uprooted, structural damage likely.

10. Debris and unsecured objects are hurled about.

WORD ROOTS & STEMS

Directions: Identify the word that ends with re- in each sentence and write it on the line.1. Today, however, they look differently and are no longer used for grain grinding but for the production of power as this is one of the most important

renewable sources of energy.

2. Today, however, they look differently and are no longer used for grain grinding but for the production of power as this is one of the most importantrenewable sources of energy.

Directions: Fill in the blanks below, just as in the models.

reapply re + apply He wasn't accepted this year but he will reapply next year. refill re + fill Refill the cup if you spill the water. reorganize ____________ ________________________________________________ reheat ____________ ________________________________________________

A. anemometerB. frequencyC. stationaryD. vortexE. uprootedF. impededG. intensityH. veerI. determined

J. grindingK. vertical

22.

VOCABULARY PRACTICE

FILL IN THE BLANK

Directions: Use the word bank to identify the word that best completes the sentence.

anemometer frequency stationary vortex uprooted impededintensity veer determined grinding vertical

1. The boy was _______________ from his family and sent to war.

2. After thinking about it, he _______________ that he should turn left.

3. He exercises on a _______________ bicycle in his bedroom.

4. Telephone poles are _______________

5. When you flush the toilet, the water turns in a _______________.

6. The _______________ of the light blinded him for a moment.

7. They _______________ of arguments increased until finally they divorced.

8. Airports use an _______________ to measure wind speed.

9. The car was coming straight at me, but it _______________ed at the last second.

10. The accident _______________ traffic on the highway.

MATCHING

Directions: Write the letter of word that matches the definition on the line. If it helps, feel free to also draw a line betweenthe definition and the matching word.

11. _______ To remove completely, as when a plant is removed by its roots.

12. _______ To decide or judge.

13. _______ Not moving.

14. _______ Straight up and down

15. _______ A spinning flow like a whirlpool or tornado.

16. _______ To make smaller by breaking with a device.

17. _______ Power or strength.

18. _______ The measure of how often something happens.

19. _______ An instrument for measuring the force or velocity of wind.

20. _______ To suddenly change direction.

21. _______ To block the route or way to get somewhere.

WRITE YOUR OWN SENTENCES

Directions: For each of the words in the box, write an original sentence using the word. Circle the vocabulary word in eachsentence. Be sure to write a sentence that would help the reader better understand the meaning of the word.

anemometer frequency stationary vortex uprooted impededintensity veer determined grinding vertical

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

LESSON:Aim: Grade: 9 Subject: Prepared by: Marijana Nikolic

OBJECTIVES:Students will be able to understand, pronounce, and use the words in the vocabulary list below.Students will be able to demonstrate comprehension of the passage by answering questions which require basic understanding and interpretation of the content.

STANDARDS ADDRESSED:

VOCABULARY:1. anemometer 2. frequency 3. stationary 4. vortex 5. uprooted 6. impeded 7. intensity8. veer 9. determined 10. grinding 11. vertical

Activity Description Differentiation Guide Assessment

Introduction of vocabulary

Introduce the new words from thevocabulary list in above (seeObjectives) by modelingpronunciation, individual and choralrepitition.Review defintionsSample Questioning:

In your own words, explain thedefinition.Who can think of a time whenthis word might be used?Can you use this word in asentence?What’s the antonym (opposite)of this word?

When appropriate, give differenttypes of learners an opportunity towrite down the new words, associatea visual image to cue tounderstanding of the word, ordevelop a physical action to increasethe student’s ability to remember thenew words.

ALL Students will be able to increasetheir understanding and awarenessof the new words.SOME Students willbe asked to orally demonstrateknowledge of new words.

Reading & ComprehensionQuestions

Students will read the passages ofand demonstrate comprehension ofthe content by question.

Depending on the population: Readthe entire passage aloud, to modelphrasing and fluency. Pause at keymoments and model good readingstrategies through a think aloud. Askstudents to volunteer to read parts ofthe passage aloud. Instruct studentsto read the passage silently andcomplete the questionsindependently, while working withstudents who need more literacyhelp. Ask students to complete thequestions by doing Think, Pair, Share

ALL Students will read the passageor follow along as the passage isread. ALL Students will strive todemonstrate comprehension of thepassage by answering the questions.SOME students will be given anopportunity to share their answeraloud.

Grammar

Students will review the usage of andthen identify simple_present insentences from the reading. Studentswill write 5 original sentences usingsimple_present.

Give students need time to work oncompleting their own practicesentences for the grammaticalstructure. Invite early finishers to puttheir sentences on the board orchallenge them to not only use thegrammar structure, but also includethe vocabulary from the lesson intheir sentences.

ALL Students will be able todemonstrate an increased mastery ofthe grammar structure byindependently writing sentences thatcorrectly employ simple_present.

Word Building: Roots and Stems

Students will be encouraged to takeaway a word-attack strategy from thislesson by reviewing -y, which wasused in the reading.

Students may benefit from havingtime to complete this portion of theworksheet individually or in pairs.

ALL students will be able to recognizethe suffix -y and understand Thesuffix y changes a noun into anadjective, like dirty..

Practicing New Vocabulary

Students will be given a chance topractice applying new vocabulary bycompleting cloze sentences.

Students complete this section ofworksheet independently prior togroup review of the answers. Whenappropriate, have students work inpairs or small groups.

ALL Students will increase theirfamiliarity with the new vocabularyand their ability to successfully usethese new words in context. Studentswho get more than two of the clozesentences wrong should be asked doother reinforcement (i.e. flash cards).

Summary

Instructor will review the objectives ofthe lesson with the class a whole.

The summary can be completed asquick discussion or by asking studentto summarize in their notes.

Example quick assess: 3 new piecesof information from text, 2 new words,1 question about what they learned.

Fill-in-the-blank Answer Key:1) uprooted 2) determined 3) stationary 4) vertical 5) vortex 7) intensity 8) frequency 9) anemometer 10) veer 11) impeded

Matching Answer Key:A. -9B. -8C. -3D. -5E. -1F. -11G. -7H. -10I. -2J. -6K. -4