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Modifiers are words, phrases, and clauses that add information about other parts of a sentence—which is usually helpful. But when modifiers aren’t linked clearly enough to the words they’re actually referring to, they can create unintentional ambiguity.1. Set up your language arts mini spark recording page: #64: Misplaced Modifiers
2. Look at this example of an incorrectly placed modifier and write it on your recording page.
Perched up high on a tree branch, I yelled at the cat to leave the sparrow alone.
Meaning: I don’t tangle with a tabby unless I am perched 10 feet up in the air.
3. Look at this example of a correctly placed modifier and write it on your recording page.
Seeing a sparrow perched up high on a tree branch, I yelled at the cat to leave him alone.
Meaning: ohhhh….the sparrow is up in the tree. Watch out little sparrow!
4. Read this teaching page to look over some modifier examples. Record 5 details on your recording sheet.
5. Watch this TED Ed video and record at least 5 notes about modifiers and their placement, dangling , and squinting modifiers.
6. Create a teaching page explaining modifiers along with with examples of how they are used. Include your own sentence with a misplaced modifier and then correct the sentence so that the reader understands the meaning.
7. Optional: Do more research about misplaced, dangling and squinting modifiers. Include what you learned in your visual.
8. Share your language arts mini spark recording page and your visual with your teacher/EY coordinator.
Bob is exactly 34 inches taller than his son, Tim. If Tim is 3 feet, 2 inches tall, how tall is Bob, in feet?
The digits 3, 4 and 8 can be used to make six different three-digit numbers in which each digit is used exactly once. What is the average of these six numbers?
If 36 + 64 + 45 + 55 + 56 + 44 + 67 + 33 + 78 + N = 500, what is the value of N?
1. Draw a picture on paper or using an app on your iPad. Start with something simple like an animal. I drew this cow using Drawing Pad. Take a picture of your drawing or take a screenshot.
2. Go to Safari and type in bitsbox.com and in the upper right corner select “kids sign in” and use your Westside Google Account to sign in
3. From there, the video below should walk you through the steps.
answers below
Google Form: https://forms.gle/T44MPAPmjDqm9iUR8
Answers to Questions Above: bubble, China, 1 to 4
Click here for the 24-25 JV roster
Click here for the 24-25 JV problems
3. Add a picture of your finished worksheets to your math mini spark page.
4. Share your math mini spark recording page and your worksheet with your teacher/EY coordinator.
Check out the Roster Math badge at the EY website.
These little creatures have it all figured out. In this mini spark, learn more about how insects breathe without lungs.1. Set up your science mini spark recording page: #9: How Do Insects Breathe?
2. Check out this Newsela article called “How Insects Breathe” to start building your background information about this topic. Record 2 details from each of the sections on your recording sheet.
3. Watch this video. On your recording sheet, add 5 facts from the video.
4. This short article about ants will give you an idea about how oxygen circulates in insects and humans breathe differently. Take 5 notes on your recording sheet.
5. What is interesting about the way pill bugs breathe? Look over this page about pill bugs to find the answer. Record your response on your recording page.
6. Share your science mini spark recording page with your teacher/EY coordinator.
Check out the Bug Breathing Badge at the EY website.
Is it possible to make a complete sentence using just one word over and over? Complete this mini spark to find out.1. Set up your language arts mini spark recording page: #60: 1 word sentences
2. ‘Buffalo buffalo Buffalo buffalo buffalo buffalo Buffalo buffalo’ is a grammatically correct sentence. How? Emma Bryce explains how this and other one-word sentences illustrate some lexical ambiguities that can turn ordinary words and sentences into mazes that mess with our minds. Record 3 details from the video on your recording sheet.
3. Try figuring out the meaning to these sentences. Record your ideas on your recording sheet.
Police police Police police police police Police police.
Will, will Will will Will Will’s will?
Rose rose to put rose roes on her rows of roses.
If it is it, it is it; if it is it is it, it is.
4. After thinking about the sentences above check out this guide which will have clues for you and a few more example. Write about your favorite example from this page.
5. To wrap up this mini spark, use this info page to find words to help you create your own silly sentence using one word. Record your sentence of your recording page.
6. Share your language arts mini spark recording page with your teacher/EY coordinator.