Student:______________________ Date:______________________ Teacher: Marijana Nikolic

BASIC FORMS OF RELIEF
By: tijana sekulic Source: whttp://www4.uwsp.edu/geo/faculty/ritter/geog101/textbook/earth_materials_structure/orders_of_relief.html

Pronunciation: G Pronunciation
Directions: Practice Pronouncing this sound by saying the word pairs and example sentences and words from this reading
Word Pairs dug-dud, bug-bud, gum-dumb, game-dame, big-bid Example sentence: Gus guessed the bug's game. Examples from this reading: Significant Agriculture Distinguish

Vocabulary
Directions: Study the following keywords and definintions.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. altitude -(n) - Distance above sea level. significant -(adj) - Important. typical -(adj) - Usual, common, everyday. vast -(adj) - Very large. suitable -(adj) - Appropriate; correct for the situation. distinguish -(v) - Tell the difference between two things. process -(n) - The steps or actions needed to do something. accumulation -(n) - The act of gathering and piling up something. form -(v) - To make something and give it a shape or organization. agriculture -(n) - The cultivation and harvesting of crops. horizontal -(adj) - A flat line that runs left to right rather than up and down. spread -(v) - To expand or distribute to cover an area.

Which words are the hardest? Focus on the tough ones!

Reading
Directions: Read the following passage carefully.
http://www4.uwsp.edu/geo/faculty/ritter/geog101/textbook/earth_materials_structure/orders_of_relief.html

1. 2. 3. 4.

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

BASIC FORMS OF RELIEF
The basic forms of relief are mountains, gorges and plains. The mountains are elevations in the relief created under the influence of the horizontal and vertical movements within the Earth’s crust and by the basic structures of the layers of rocks we can distinguish between fold and block mountains. According to the altitude, we can distinguish between hills (to 500 m), low (to 1000 m) medium (1000 – 2000 m) and high mountains (over 2000 m). The highest mountains on Earth are the Himalayas, with the peak Mount Everest at 8848 m. Mountains are rich in forests and ores, with many river springs, however, they present a significant obstacle for the traffic.

accumulative and structural plains. According to their origin we can distinguish between erosive. Those plains up to 200 m are lowlands. Plains are vast plateaus of land that have not been subjected to the orogenous movements for some time. Smaller erosive plains on mountain elevations are called plains and the larger ones highlands. The erosive plains form under the influence of the process of erosion. 1) Identify 3 important supporting . Larger gorges are suitable for agriculture and settlements. The typical alluvial plains are the Russian and Mississippi plains. They form in the tectonic rifts under the influence of erosive activity.The gorges are deep ravines between mountains. The accumulative plains form by long-term accumulation of different sediments within the spacious dents and gorges. there are erosive-accumulative plains. The alluvial plains spread over horizontal or slightly wavy layers of sedimentary rocks which is why they are also called plateaus. Pannonian lowland and Zeta plain in our country are of such character. Their structure is made up of disturbed layers of different tectonic structures. Lowlands are mostly accumulative plains at the mouths of big rivers. Besides erosive and accumulative ones.

Habits: "I drink coffee every morning. Directions: Identify the word that ends with sub. Word Roots & Stems Rule: The prefix sub. Conditions: "Today is sunny. 1) 2) Write 1 brief paragraph summarizing the main idea of the passage. General truths: "The sun rises in the east. They form in the tectonic rifts under the influence of erosive activity.in each sentence and write it on the line. 2. subspecies ____________ ________________________________________________ submarine ____________ ________________________________________________ . 1.adds "under" adds "less than" to the meaning of a word. The alluvial plains spread over horizontal or slightly wavy layers of sedimentary rocks which is why they are also called plateaus." 2. 2) 3) Identify 2 details that are not very important to the main idea of the passage. 1.Identify 3 important supporting details that contribute to the main idea of the passage. Use the important details to support your discussion of the main idea." How is the simple present used in the sentence(s) below? Directions: Identify how the simple_present is used in the sentence(s) below 1. substandard means "below the standard" and submarine means "under water". Directions: Fill in the blanks below. Plains are vast plateaus of land that have not been subjected to the orogenous movements for some time. For example. Focus on Grammar The simple present is used in 3 cases. just as in the models." 3.

12. 22. 6. 3. A. 13. He _______________ peanut butter on the bread. _______ A flat line that runs left to right rather than up and down. 9. 17. The workers _______________ a union. L. blue jeans are not _______________.subpar sub + par Her performance tonight was subpar. _______ Very large. K. 16. 14. common. D. but an _______________ of ear wax only takes a few days. _______ Important. 21. C. 8. _______ Usual. subzero sub + zero The temperature was subzero. It's a fancy restaurant. B. F. altitude significant typical vast suitable distinguish process accumulation form agriculture horizontal spread . feel free to also draw a line between the definition and the matching word. The _______________ of wisdom takes many years. _______ Distance above sea level. The Brooklyn bridge was _______________ to the growth of New York City. G. 2. The plane flew at an _______________ of 30. 18. subconcious ____________ ________________________________________________ subway sub + way A subway is an underground train. It can be hard to _______________ a real diamond from a man-made diamond. 10. Vocabulary Practice FILL IN THE BLANK Directions: Use the word bank to identify the word that best completes the sentence. 4. 20. J. everyday. The _______________ of making a pot of coffee only takes a few minutes. If it helps. _______ Appropriate. altitude process significant accumulation typical form vast agriculture suitable horizontal distinguish spread 1. H. The ocean is _______________. _______ To expand or distribute to cover an area. _______ The cultivation and harvesting of crops..000 feet. E. _______ Tell the difference between two things. The top of desk is _______________ as it runs left to right. 7. correct for the situation. 15. I. MATCHING Directions: Write the letter of word that matches the definition on the line. _______ To make something and give it a shape or organization. 23. 5. 19. 11. He has a _______________ nine-to-five job. _______ The steps or actions needed to do something.

WRITE YOUR OWN SENTENCES Directions: For each of the words in the box. 34. Be sure to write a sentence that would help the reader better understand the meaning of the word. 31. .24. 28. _______ The act of gathering and piling up something. 35. write an original sentence using the word. altitude process significant accumulation typical form vast agriculture suitable horizontal distinguish spread 25. 30. 33. Circle the vocabulary word in each sentence. 29. 32. 36. 26. 27.

Share ALL Students will read the passage or follow along as the passage is read. to model phrasing and fluency. . horizontal 6. typical 9. agriculture 5. Pause at key moments and model good reading strategies through a think aloud. SOME students will be given an opportunity to share their answer aloud. calling on individual students at random. Depending on the population: Read the entire passage aloud. associate a visual image to cue to understanding of the word. form 4. spread Activity Description Differentiation Guide Assessment Pronunciation Practice: G Introduce key phoneme with minimal pairs. process 2. Reading & Comprehension Questions Students will read the passages of and demonstrate comprehension of the content by question. individual and choral repitition. Ask students to volunteer to read parts of the passage aloud. significant 8.SOME Students will be asked to orally demonstrate knowledge of new words. Instruct students to read the passage silently and complete the questions independently. Struggling students may need additional instruction on how to make new sounds. Review defintions Sample Questioning: In your own words. ALL Students will strive to demonstrate comprehension of the passage by answering the questions. vast 10. while working with students who need more literacy help. SOME students will be able to recognize and identify the sound in other words they know.LESSON: Aim: Grade: 9 Subject: Prepared by: Marijana Nikolic Objectives: Students will be able to understand. Students will be able to demonstrate comprehension of the passage by answering questions which require basic understanding and interpretation of the content. Pair. Introduction of vocabulary Introduce the new words from the vocabulary list in above (see Objectives) by modeling pronunciation. altitude 7. Individual and choral repetition. Ask students to complete the questions by doing Think. Some students may benefit from being challenged to think of their own minimal pair. or develop a physical action to increase the student’s ability to remember the new words. distinguish 12. Who can think of a time when this word might be used? Can you use this word in a sentence? What’s the antonym (opposite) of this word? When appropriate. ALL Students will be able to demonstrate an increase in pronunciation skills by successfully pronouncing the new sound during choral or individual repetition. Give students who need extra help the opportunity to practice in smaller groups or individually. ALL Students will be able to increase their understanding and awareness of the new words. give different types of learners an opportunity to write down the new words. accumulation 3. pronounce. and use the words in the vocabulary list below. explain the definition. Model and emphasize pronunciation. Alternate choral and individual repetition. suitable 11. Standards addressed: Vocabulary: 1.

but also include the vocabulary from the lesson in their sentences. have students work in pairs or small groups.. -1 B. -3 E. When appropriate. which was used in the reading. -4 G. 1 question about what they learned. Students will write 5 original sentences using simple_present.Grammar Students will review the usage of and then identify simple_present in sentences from the reading. 2 new words. Fill-in-the-blank Answer Key: 1) altitude 2) spread 3) vast 4) distinguish 6) process 7) typical 8) suitable 9) formed 10) significant 11) horizontal 12) accumulation Matching Answer Key: A. Example quick assess: 3 new pieces of information from text. Students complete this section of worksheet independently prior to group review of the answers. Summary Instructor will review the objectives of the lesson with the class a whole. -12 I. Practicing New Vocabulary Students will be given a chance to practice applying new vocabulary by completing cloze sentences. ALL students will be able to recognize the suffix -y and understand The suffix y changes a noun into an adjective. Students who get more than two of the cloze sentences wrong should be asked do other reinforcement (i. -9 J. The summary can be completed as quick discussion or by asking student to summarize in their notes. -10 C. -8 F. ALL Students will increase their familiarity with the new vocabulary and their ability to successfully use these new words in context. -2 . -6 H. like dirty. flash cards). Students may benefit from having time to complete this portion of the worksheet individually or in pairs. Invite early finishers to put their sentences on the board or challenge them to not only use the grammar structure. -7 D. Give students need time to work on completing their own practice sentences for the grammatical structure. ALL Students will be able to demonstrate an increased mastery of the grammar structure by independently writing sentences that correctly employ simple_present. Word Building: Roots and Stems Students will be encouraged to take away a word-attack strategy from this lesson by reviewing -y.e. -11 L. -5 K.