Week 6 Mrs Moore Fig 19AB FOCUS TEKS
Week 6 Mrs. Moore
• Fig 19(A-B) FOCUS TEKS • Reading / Comprehension of Literary Text / Literary Nonfiction. Students make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding [6] evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts. [12 A ] • Poetry • Compare and Contrast how events are presented and information is communicated by visual images (e. g. , graphic art, illustrations, news photographs) versus non-visual texts. [12 A] • Vocabulary infer word meaning through the identification and analysis of analogies and other word relationships. [1 C] Reteach: • • Writing Strategies Vocabulary Strategies Reading strategies Speaking Front Load • Poetry Vocabulary
09 -26 -2016 MONDAY Keep all of your handouts to study. ANALOGIES VOCABULARY TEKS LEARNING STRATEGIES BELLRINGER: Do as many of the analogies as you can in 5 mins. (Should be a fun page. ) Check them. Remind students - Reading passage – Use your reading strategies. Due Wednesday. - Halloween Story – continue to work on this - Book Check – HOMEWORK: Question for the Library BOOK Due: Friday - Get a newspaper – you are to read 1 article tonight, use your reading strategies and summarize it. Due Tomorrow. Today: VOCABULARY SPIRAL WORK. This is due Thursday. Reteach: characterization Reading Passage Newspaper analysis form Mantenga todos los folletos para estudiar. Analogías APRENDIZAJE TEKS estrategias de vocabulario Bellringer: Haz lo que muchas de las analogías que puedas en 5 minutos. (En caso de ser una página de diversión. ) Verificar ellos. Recuerde a los estudiantes • La lectura de paso - Use sus estrategias de lectura. Debido miércoles. • Historia de Halloween - continúe trabajando en este • Talonario de cheques - TAREA: Pregunta para la Biblioteca debida del libro: Viernes • Obtener un periódico - que son para leer el artículo 1 de esta noche, utilizar sus estrategias de lectura y resumirlo. Para mañana. Hoy: TRABAJO EN ESPIRAL vocabulario. Esto se debe Jueves. Volver a enseñar: Caracterización Pasaje de lectura formulario de análisis periódico
Comprehensive QUESTIONS for News Articles DUE FRIDAY COMPREHENSIVE QUESTIONS — NONFICTION : Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Title of the Story/Articles: _______________ 1. Identify the genre. What is the genre of the passage(s)? ____________________ 2. What is the author’s purpose? _______________________________ 3. Identify Sequence: What happened at the end of your reading this week? ______________ 4. Infer Describe the information in article 1 __________________________ Give evidence: Explain why you think that. __________________________________________________________________________ 5. Infer Describe the information in article 2 __________________________ Give evidence: Explain why you think that. __________________________________________________________________________ 6. Identify Action: What is the same in both stories? ______________________________________________________________________ 7. Infer Motive: Why do you think the author chose that mode of expression? _____________________________________________ 8. Summarize the information. Write your summary on these lines. ________________________________________________________________ Why do you think will happen next? ____________________________________________________________________________ Write about what you read. Explain a lesson people can learn from reading these articles. Use examples from the story and your own experience.
Completa de las preguntas de los artículos de noticias Completa de las preguntas - No ficción: Lea atentamente para determinar lo que el texto dice de manera explícita y realizar inferencias lógicas de la misma; citar evidencia textual específica al escribir o hablar para apoyar las conclusiones extraídas del texto. Título de la historia / Artículos: ______________________________________________ Identificar el género. ¿Cuál es el género del pasaje (s)? ____________________ ¿Cuál es el propósito del autor? _______________________________ Identificar Secuencia: Lo que sucedió al final de su lectura de esta semana? ______________ Describir inferir la información en el artículo 1 __________________________ Dar evidencia: Explique por qué piensa eso. __________________________________________________________________________ 5. Deducir describir la información en el artículo 1 __________________________ Dar evidencia: Explique por qué piensa eso. __________________________________________________________________________ 6. Identificar Acción: ¿Cuál es la misma en ambas historias? ______________________________________________________________________ 7. Deducir Motivo: ¿Por qué cree que el autor eligió ese modo de expresión? _____________________________________________ 8. Resumir la información. Escriba su resumen sobre estas líneas. ___________________________________________________________________________________________ ¿Por qué cree que va a pasar? ____________________________________________________________________________ Escribe sobre lo que lee. Explicar una lección de la gente puede aprender de la lectura de estos artículos. Utilice ejemplos de la historia y su propia experiencia.
Reteach Characterization Chart (Price-Hawkins, 2000) Graphic Organizer to analyze the nature of characters Draw a Picture of the character What is the name of the character What word best describes the character traits and the character’s part What is his/her purpose
volver a enseñar Gráfico de Caracterización? (Precio-Hawkins, 2000) Organizador gráfico para analizar la naturaleza de los personajes Haz un dibujo del personaje ¿Cuál es el ¿Qué palabras nombre describen mejor los del rasgos de carácter? personaje? ¿Cuál es su / su propósito?
Halloween Analogies Complete each analogy by writing the best word in the blank. You may use a dictionary. Completar cada analogía escribiendo la mejor palabra en el espacio en blanco. Es posible utilizar un diccionario.
Week 6 Vocabulary 1. Allegory 26. Simile 2. Aliteración 23. posición de la palabra 2. Alliteration 27. Symbolism 3. Asonancia 24. Paradoja 3. Assonance 28. Sarcasm 4. alusiones 25. esquema de la rima 4. Allusions 29. understatement 5. Cliché 30. visual images 5. Cliché 26. Símil 6. diction 6. dicción 27. Simbolismo 7. figurative language lenguaje figurativo 28. Sarcasmo arte Grafico 29. atenuación Los elementos gráficos longitud de la línea 30. Imágenes visuales 8. 9. 7. • faux pas 8. From French meaning a social graphic art 9. Graphic elements line length blunder. “Elizabeth realized too late that not attending Susan’s Hyperbole party was a faux pas. ” 10. illustrations 17. • faux pas Hipérbole From French meaning a social blunder. “Elizabeth realized too 11. ilustraciones Idiom • ipso facto late that not attending Susan’s 12. Idioma imagery -controlling images From Latin meaning by the fact party was a faux pas. ” itself. “A teacher, ipso facto, is in 13. las imágenes que controle • ipso facto Irony charge of his or her class. ” las imágenes From Latin meaning by the fact Length itself. “A teacher, ipso facto, is in 14. Ironía Meter charge of his or her class. ” Metaphor 15. Longitud 18. News photographs 16. Metro 19. overstatement 20. 17. Metáfora Prosody 21. Personification 18. Noticias de fotografías 22. Punctuation 23. Word position 24. Paradox 25. Rhyme scheme 10. 11. 12. 13. 14. 15. 16. 19. exageración 20. Prosodia 21. Personificación 1. Alegoría 22. Puntuación
Week 6 Reteach and 4 new Root Words Prefix Aqua Ast Arch Anim Ann Anti Able -ible Al -ial De Dis Ed, En -audi- (L) en, em Er Er Meaning water star chief, first life spirit year against can be done having characteristics of having Opposite Not, opposite of Past-tense Made of hear Cause to Comparative One who Sentido Agua Estrella Jefe de primera espíritu de vida Año En contra Puede hacerse Que tengan características de Key word aquarium asterisk archenemy unanimous annual antifreeze capable personable always palabra clave Acuario Asterisco Archienemigo Unánime Anual Anticongelante Capaz De buen ver Siempre fallible falible Opuesto No, enfrente de Pasado Hecho de oír Defrost Disagree Hopped wooden audience Descongelar Discrepar Saltado De madera audiencia Debido a Comparativo quien encode, embrace Higher Worker, actor abrazo, Mayor Obrero, actor
Example: VOCABULARY – SPIRAL WORD ipso facto ETYMOLOGY Latin PART OF SPEECH Verb SYNONYMS MEANING ROOT CONNECTION ipso facto (PICTURE) CONNOTATION: the loss of membership in a religious body DENOTATION: "the enemy of one's enemy may be ipso facto a friend" inevitably, unavoidably SENTENCES 1. If we refuse to tolerate bigotry, do we become, ipso facto, as intolerant as those whom we condemn? 2. I drove the getaway car and was ipso facto an accessory.
Reading Strategies You will need dictionaries or the computer with dictionary. com Juana and Felix Directions: Use your reading strategies to read this passage. 1. Find the vocabulary -highlight the word- you do not know through the passage and the questions. 2. Find a synonym you know and make sure it fits with the sentence. If you do not know it, look it up in the dictionary. 3. Write a synonym (that makes sense) near the word. 4. Read the captions - Highlight anything under a picture or graph. 5. Read the passage and the questions 6. Go back and summarize each paragraph. 7. Reread the questions. 8. Find the answers in the passage. Using your notes will help. Direcciones: 1. Utilice sus estrategias de lectura para leer este pasaje. 2. Encuentra el vocabulario -highlight la palabra- no se sabe a través del paso y las preguntas. 3. Encontrar un sinónimo que sabe y asegurarse de que encaja con la frase. Si no lo sepa, buscarla en el diccionario. 4. Escribir un sinónimo (que tiene sentido) cerca de la palabra. 5. Leer los subtítulos - Resalte cualquier cosa bajo una imagen o gráfico. 6. Lea el pasaje y las preguntas 7. Volver atrás y resumir cada párrafo. 8. Vuelva a leer las preguntas. 9. Encuentra las respuestas en el pasaje. Utilizando sus notas le ayudará.
Juana and Felix Vocabulary work • • • • • They have their own vocabulary words to put together and make sentences. Construct sentences and recognize the correct letter sounds. Vocabulary required for Juana and Felix see their handout. Sentence Stems: De oraciones: When the ____ went off, my arm _____. Cuando el ____ se fue, mi brazo _____. I need to ______ the temperature in the room. Necesito a ______ la temperatura en la habitación. The house is _____. La casa es _____. My arm began to ______ when the ______ went off this morning. Mi brazo comenzó a ______ cuando el se fue esta mañana. The temperature is too warm. I need to ____ it. La temperatura está demasiado caliente. Necesito que ____. Where is the ______? ¿Dónde está el baño? I _______ to eat. Where ____ find good food? Necesito comer. ¿Dónde podría encontrar buena comida? What ____ is class over? ¿A qué hora es la clase más? Where is a movie _____? Donde se encuentra una sala de cine? When the alarm went _____, my _____ hurt. I need to ____ the temperature. It is to _____. The bathroom is in the ____. The ______ is yellow. word bank Banco de palabras affordable theater Ache house need hallway adjust would lower alarm bathroom time off arm hurt
Juana and Felix vocabulary – food – animals / Halloween arroz huevo fruta carne fresa cebolla emparedado menú Vegetarianos comemos cocino pasta tomate comida cena cerveza téél aves gato/gata elefante cangrejo cerdo araña perro/perros pato/patos raton conejo pingüino gatos/gatas tortuga/tortugas animals/animal mono león caballo/caballos pajaro/pajaros oso toro affordable need lower off theater hallway alarm ache adjust bathroom hurt house would time trick-or-treat Paused street I’m home and I’m ok decorations Love pescado pollo jugo copa papa desayuno vegetales come moon comen queso naranja almuerzo sals sal azúcar limón whisper
HALLOWEEN Halloween, the last day of October, is the time of Trick or Treat and Jack-O-Lanterns. Spiders hang from the trees, skeletons and bats. The black cat is in the window. Clouds of mist are everywhere. If we are lucky, there is a full moon, the streets are dark with eerie music floating heavily upon the night. All of the children will visit to get their treats and then home to bed. Use the translator to communicate in English.
HALLOWEEN • Tiene que haber una trampa a él de Halloween, el último día de octubre, es el momento de truco o de la invitación y Jack-o-linternas. Arañas cuelgan de los árboles, los esqueletos y los murciélagos. El gato negro está en la ventana. Nubes de niebla están por todas partes. Si tenemos suerte, hay una llena, las calles son oscuras con música misteriosa flotando en gran medida de la noche. Todos los niños visitarán para conseguir sus golosinas y luego a casa a la cama. • Utilizar el traductor para comunicarse en Inglés.
Brainstorm some words to help this sound more creepy. • The light goes on and off on the porch of the old house to catch our attention. The rotting boards creaked. We might fall through. We look at each other with worry. We know that there are no haunted houses. Only fools believe in that stuff. A bird caws in the old tree. The door creeks open…
Una lluvia de palabras para ayudar a este sonido más espeluznante. • La luz se enciende y apaga en el porche de la casa vieja para captar nuestra atención. Las tablas podridas crujieron. Podríamos caer a través. Miramos el uno al otro por la preocupación. Sabemos que no hay casas encantadas. Sólo los tontos creen en esas cosas. Un pájaro CAWS en el viejo árbol. La puerta abierta arroyos. . .
Compare and Contrast the Two Stories Abov
Similitudes y diferencias entre los dos pisos por encima
Listening and Speaking Skills ERA – Continue with Halloween Story • Do the compare and contrast with the stories we have written.
09 -27 -2016 TUESDAY BELL RINGER: GRAMMAR SKILLS • http: //www. educationworld. com/a_lesson/archives/edit. shtml Uncorrected Text When he was discover on September 19, 1991, Iceman had a coat made of goat skin and shoes made from grass and the skins of bare and dear. Scientists says he is about 5, 300 years old. they found signs of his last meal, which consisted of vegetables, some meet, and grain, in his stomach Iceman is now on display at South Tyrol museum of Archaeology in Italy. He is stored in a sell that is keep at a constant temperture of -6 degrees Celsius. Juana and Felix - Duolingo
comma 2. Use commas after introductory a) clauses, b) phrases, or c) words that come before the main clause. a. Common starter words for introductory clauses that should be followed by a comma include after, although, as, because, if, since, when, while. While I was eating, the cat scratched at the door. Because her alarm clock was broken, she was late for class. If you are ill, you ought to see a doctor. When the snow stops falling, we'll shovel the driveway. However, don't put a comma after the main clause when a dependent (subordinate) clause follows it (except for cases of extreme contrast). INCORRECT: The cat scratched at the door, while I was eating. CORRECT: She was still quite upset, although she had won the Oscar. (This comma use is correct because it is an example of extreme contrast. ) b. Common introductory phrases that should be followed by a comma include participial and infinitive phrases, absolute phrases, nonessential appositive phrases, and long prepositional phrases (over four words). Having finished the test, he left the room. To get a seat, you'd better come early. After the test but before lunch, I went jogging. The sun radiating intense heat, we sought shelter in the cafe. c. Common introductory words that should be followed by a comma include yes, however, well. Well, perhaps he meant no harm. Yes, the package should arrive tomorrow morning. However, you may not be satisfied with the results. • https: //owl. english. purdue. edu/owl/resource/607/01/ 09 -11 -2016
comma • • • 3. Use a pair of commas in the middle of a sentence to set off clauses, phrases, and words that are not essential to the meaning of the sentence. Use one comma before to indicate the beginning of the pause and one at the end to indicate the end of the pause. Here are some clues to help you decide whether the sentence element is essential: If you leave out the clause, phrase, or word, does the sentence still make sense? Does the clause, phrase, or word interrupt the flow of words in the original sentence? If you move the element to a different position in the sentence, does the sentence still make sense? If you answer "yes" to one or more of these questions, then the element in question is nonessential and should be set off with commas. Here are some example sentences with nonessential elements: Clause: That Tuesday, which happens to be my birthday, is the only day when I am available to meet. Phrase: This restaurant has an exciting atmosphere. The food, on the other hand, is rather bland. Word: I appreciate your hard work. In this case, however, you seem to have overexerted yourself. https: //owl. english. purdue. edu/owl/resource/607/01/ 09 -11 -2016
4. Do not use commas to set off essential elements of the sentence, such as clauses beginning with that (relative clauses). That clauses after nouns are always essential. That clauses following a verb expressing mental action are always essential. • • • That clauses after nouns: Examples of nonessential elements (set off by commas): The book that I borrowed from you is excellent. • Fred, who often cheats, is just harming himself. • My niece, wearing a yellow jumpsuit, is playing in the The apples that fell out of the basket are bruised. living room. That clauses following a verb expressing mental • The Green party candidate, who had the least action: money, lost the election. She believes that she will be able to earn an A. • Apples, which are my favorite fruit, are the main He is dreaming that he can fly. ingredient in this recipe. I contend that it was wrong to mislead her. Professor Benson, grinning from ear to They wished that warm weather would finally arrive. • ear, announced that the exam would be tomorrow. Examples of other essential elements (no commas): • Tom, the captain of the team, was injured in the Students who cheat only harm themselves. game. The baby wearing a yellow jumpsuit is my niece. • It is up to you, Jane, to finish. The candidate who had the least money lost the • She was, however, too tired to make the trip. election. • Two hundred dollars, I think, is sufficient. • https: //owl. english. purdue. edu/owl/resource/607/01/ 09 -11 -2016
CORRECT FOR PRACTICE while I was eating the cat scratched at the door because her alarm clock was broken she was late for class if you are ill you ought to see a doctor to get a seat you d better come early after the test but before lunch I went jogging the sun radiating intense heat we sought shelter in the cafe Decide which one is a Clause, Phrase or Word That Tuesday, which happens to be my birthday, is the only day when I am available to meet. I appreciate your hard work. In this case, however, you seem to have over-exerted yourself. This restaurant has an exciting atmosphere. The food, on the other hand, is rather bland. she believes that she will be able to earn an A he is dreaming that he can fly i contend that it was wrong to mislead her students who cheat only harm themselves the baby wearing a yellow jumpsuit is my niece Fred who often cheats is just harming himself my niece wearing a yellow jumpsuit is playing in the living room
Check on your own While I was eating, the cat scratched at the door. Because her alarm clock was broken, she was late for class. If you are ill, you ought to see a doctor. To get a seat, you'd better come early. After the test but before lunch, I went jogging. The sun radiating intense heat, we sought shelter in the cafe. Clause: That Tuesday, which happens to be my birthday, is the only day when I am available to meet. Phrase: This restaurant has an exciting atmosphere. The food, on the other hand, is rather bland. Word: I appreciate your hard work. In this case, however, you seem to have overexerted yourself. She believes that she will be able to earn an A. He is dreaming that he can fly. I contend that it was wrong to mislead her. Students who cheat only harm themselves. The baby wearing a yellow jumpsuit is my niece. Fred, who often cheats, is just harming himself. My niece, wearing a yellow jumpsuit, is playing in the living room.
: Poetry Analysis Study sheet • • Line break Rhythm Metaphor Simile Imagery Personification Repetition Alliteration Using the same sound at the beginning of neighboring words Helping the reader form a picture in their mind Repeating something Comparing using “like” or “as. ” Writing in shorter lines to slow the reader down Makes you tap your foot Saying that one thing is something else Giving human traits to something that is not human
Predict • Dream • Deferred • What happens to a dream deferred?
Read the first 3 lines • What happens to a dream deferred? • Does it dry up • Like a raisin in the sun? Are there any words you do not know? What do you think it is about? Write your summaries in the rectangles.
Deferred: put off, postponed Fester: produce pus, rot or decay
Read it again with the synonyms What happens to a dream deferred? Does it dry up Like a raisin in the sun? Or fester like a sore? And then run? Are there more words you do not know? Have you changed your mind? What do you think it is about now? Read the next 2 lines. Write your summaries in the rectangles.
What happens to a dream deferred? Does it dry up Like a raisin in the sun? Or fester like a sore? And then run? Does it stink like rotten meat? Or crust and sugar over – Like syrupy sweet. Maybe it just sags. Like a heavy load. Or does it explode? Are there more words you do not know? Have you changed your mind about what the poem is about? What do you think it is about now? Read the next lines. Write your summaries in the rectangles.
Find the rhyme pattern of the poem What happens to a dream deferred? Does it dry up Like a raisin in the sun? Or fester like a sore? And then run? Does it stink like rotten meat? Or crust and sugar over – Like syrupy sweet. Maybe it just sags. Like a heavy load. Or does it explode?
Find the figurative language and poetry elements • • Line break Rhythm Metaphor Simile Imagery Personification Repetition Alliteration
Look at your Halloween stories Mire sus historias de Halloween • Reconstruct some of your sentences so that they are a variety of lengths. Use the rules to make changes. • You will be required to show this knowledge in your writing on Friday • Add to your Halloween story a flashback and a foreshadow • Reconstruir algunas de sus frases de modo que son una variedad de longitudes. Utilice las dos reglas para hacer cambios. • Se le requerirá para mostrar este conocimiento en su escritura el viernes • Añadir a su historia de Halloween un flashback y un presagio
09 -28 -2016 Check where we are from Monday and go from there. Wednesday Compruebe dónde estamos y de lunes a partir de ahí. Graphic Organizers EDICIÓN http: //teacher. depaul. edu/Reading. Skills. html Organizadores gráficos http: //teacher. depaul. edu/Reading. Skills. html SETTING Character building AJUSTE Read silently then read to Mrs. Moore La formación del carácter Leer en silencio y luego leer a la señora Moore
poetry
Last part of analyzing a poem Look at the next section. Tell me theme of the poem. What is your favorite line and why? Write down the unknown words and their meaning.
Reading Passage • The Reef
Comprehensive QUESTIONS for News Articles DUE FRIDAY COMPREHENSIVE QUESTIONS — NONFICTION : Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Title of the Story/Articles: _______________ 1. Identify the genre. What is the genre of the passage(s)? ____________________ 2. What is the author’s purpose? _______________________________ 3. Identify Sequence: What happened at the end of your reading this week? ______________ 4. Infer Describe the information in article 1 __________________________ Give evidence: Explain why you think that. __________________________________________________________________________ 5. Infer Describe the information in article 2 __________________________ Give evidence: Explain why you think that. __________________________________________________________________________ 6. Identify Action: What is the same in both stories? ______________________________________________________________________ 7. Infer Motive: Why do you think the author chose that mode of expression? _____________________________________________ 8. Summarize the information. Write your summary on these lines. ________________________________________________________________ Why do you think will happen next? ____________________________________________________________________________ Write about what you read. Explain a lesson people can learn from reading these articles. Use examples from the story and your own experience.
Completa de las preguntas de los artículos de noticias Completa de las preguntas - No ficción: Lea atentamente para determinar lo que el texto dice de manera explícita y realizar inferencias lógicas de la misma; citar evidencia textual específica al escribir o hablar para apoyar las conclusiones extraídas del texto. Título de la historia / Artículos: ______________________________________________ Identificar el género. ¿Cuál es el género del pasaje (s)? ____________________ ¿Cuál es el propósito del autor? _______________________________ Identificar Secuencia: Lo que sucedió al final de su lectura de esta semana? ______________ Describir inferir la información en el artículo 1 __________________________ Dar evidencia: Explique por qué piensa eso. __________________________________________________________________________ 5. Deducir describir la información en el artículo 1 __________________________ Dar evidencia: Explique por qué piensa eso. __________________________________________________________________________ 6. Identificar Acción: ¿Cuál es la misma en ambas historias? ______________________________________________________________________ 7. Deducir Motivo: ¿Por qué cree que el autor eligió ese modo de expresión? _____________________________________________ 8. Resumir la información. Escriba su resumen sobre estas líneas. ___________________________________________________________________________________________ ¿Por qué cree que va a pasar? ____________________________________________________________________________ Escribe sobre lo que lee. Explicar una lección de la gente puede aprender de la lectura de estos artículos. Utilice ejemplos de la historia y su propia experiencia.
Brainstorm
reteach - LINEAR / NON LINEAR PLOT STRUCTURE • https: //prezi. com/esodpuor 52 oo/analyzing-linearor-non-linear-plot-structure/ • http: //americanfolklore. net/mp 3/blackcatsmessage. mp 3 • Add to your Halloween story a flashback and a foreshadow • Añadir a su historia de Halloween un flashback y un presagio
Reteach SETTING connecting to Characters Setting Character
Brainstorm What do you see? What do you think this story will be about?
The Canterville Ghost Now you have the title. How has your thinking changed? Storyline In the 1600 s, cowardly Sir Simon of Canterville flees a duel and seeks solace in the family castle. His ashamed father seals him in the room where he is hiding and dooms him to life as a ghost until one of his descendants performs a brave deed. Simon believes he may be saved when he meets Cuffy Williams, an American kinsman stationed with a troop of soldiers at the castle in 1943. Will this blood relative save the family honor, or will his blood be as yellow as the rest of the Cantervilles? Written by Daniel Bubbeo <dbubbeo@cmp. com> Read in pairs. Listen to the story and fill out the Describing the Setting page as you read. Then complete the Character bubble out.
Reteach Character Bubble it out What How When Character Why Who Where
SETTING How did the characters interact with the setting? How did the setting interact with the characters?
If needed, Reteach Introduce a character • • Example: A sneeze echoed moistly through the small dark space. Joe almost rebounded into the rock wall again. Something was getting to him Normally, Joe didn’t have allergies , but he seemed to be allergic to something now. He continued down the foyer; even though there was barely enough light to see two steps in front of him Spelunking was one of his favorite pastimes and he was usually better prepared, but this unknown cave seemed to call Joe’s name this morning so , of course, he entered. • Joe had enjoyed the morning exploring, but his shirt was tattered from squeezing through tight spaces and layers of dirt dusted over his exposed skin. He needed to make his way back the way he came. , when a waft of air seemed to come from everywhere at once. The sensation gave him a chill along with hair standing on the back of his neck. “An omnipresence? ” was a passing thought as he pushed himself over a large bolder on his way back out to daylight. • The taste of dirt wasn’t pleasant and there wasn’t going to be any relief anytime soon. • There was no water the way he walked into the cave, but the thought of a little trickle of water made him speed up his pace. A large tumbling of rocks disturbed his thoughts. He jumped just in time to avoid the collision that seemed to be aimed at his head. Another sneeze escaped and a new tear appeared in the shirt as he thought , “Someone threw that mass of rocks…. at my head! That couldn’t be. . . I’m alone in the cave, aren't’ I? ” • • • Character: Who? What? Where? When? Why?
If needed, Reteach Introduce a character • • Ejemplo: Un estómago gruñendo, se hizo eco a través del pequeño espacio oscuro. Joe casi rebotó en la pared de roca de nuevo. Algo era llegar a ella. Normalmente, JJ no tuvo hambre hasta más tarde en el día, pero ella parecía ser hambre ahora. Ella continuó por el vestíbulo; a pesar de que apenas había luz suficiente para ver a dos pasos delante de ella espeleología era uno de sus pasatiempos favoritos y ella era generalmente mejor preparados, pero esta cueva desconocida parecía llamarla por su nombre esta mañana así que ella entró. • Joe había disfrutado de la mañana explorando, pero su camisa estaba hecha jirones de exprimir a través de espacios estrechos y capas de tierra espolvoreado sobre su piel expuesta. Ya era hora de salir cuando una ráfaga de aire parecía proceder de todas partes a la vez y la sensación le dio un escalofrío, junto con los pelos de la parte posterior de su cuello. "Un omnipresencia? " Fue un pensamiento fugaz como se empujó sobre una gran audaz de volver por donde vino. • El sabor de la tierra no era agradable y no iba a ser ningún alivio en el corto plazo. La idea de un pequeño hilo de agua sería bueno cuando un desplome de rocas perturba sus pensamientos. Ella saltó justo a tiempo para evitar la colisión que parecía estar dirigida a la cabeza. Un gruñido de su estómago se escapó y apareció un nuevo desgarro en la camisa como pensó, "Alguien lanzó ese puñado de rocas. Eso no podía ser. . . Estoy solo en la cueva, ¿verdad? » I" • • • Personaje: ¿Quien? ¿Qué? ¿Dónde? ¿Cuando? ¿Por qué?
READING Skills ESTRATEGIAS DE habilidades Be able to use the words writing and por escrito. Leer / hablar con el profesor. - verbally. Read / speak to the teacher. - Hablar usando una variedad de principios Speak using a variety of sentence stems de oraciones acerca de las palabras en la about the words in vocabulary list. Spell lista de vocabulario. Deletrear palabras en English words such as (see vocabulary list) inglés como (véase la lista de vocabulario) Example: la criaturita estaba asustada Ejemplo: La criaturita ESTABA asustada Use pre-reading supports such as our Reading Strategies to understand a passage Read materials about non-fiction with support from rewordify. com (simplified text) visuals (flash cards) word banks (on the vocabulary list) Utilizar la prelectura apoya tales como nuestras estrategias de lectura para entender un pasaje Leer materiales sobre la no-ficción con el apoyo de rewordify. com (texto simplificado) visuales (flash cards) bancos de palabras (en la lista de vocabulario) Ser capaz de utilizar las palabra y
9 -29 -2016 THURSDAY Book Check – Question for the Library book Vocabulary Assessment TODAY Bell ringer: Write as many of your vocabulary words you can before the timer goes off. VOCABULARY ASSESSMENT Reading Passage using Reading Strategies Talonario de cheques - Pregunta para el libro Biblioteca HOY Evaluación de vocabulario El que toca el timbre: Escribir como muchos de sus palabras de vocabulario que pueda antes de que suene la alarma. EVALUACIÓN DE VOCABULARIO Lectura Pasaje usando Estrategias de lectura
9 -29 -2016 THURSDAY Bell Ringer – write your vocabulary with a synonym And use a comma rule in a sentence Campanero - escribir su vocabulario con un sinónimo Y utilizar una regla de coma en una oración Book Check – Questions for the Talonario de cheques - Preguntas para Library book el libro Biblioteca handouts: folletos: http: //teacher. depaul. edu/Infer. Meani ingofa. Wordfrom. Context. html WRITING - commas ESCRITURA - comas SETTING & CHARACTER – compare and AJUSTE Y CARÁCTER - comparar y contrastar http: //www. magickeys. com/books/tig erson/index. html
ERA Spelling test
09 -24 -2016 FRIDAY Campanero: Escribir sus nuevas palabras de BELL RINGER: Write your new vocabulary words. vocabulario. Prueba de escritura: Escribir utilizando el Writing TEST : Write using newly LEARNED vocabulario aprendido recientemente, vocabulary Figurative Language Pretest Click Here to Begin Figurative Language Practice Lenguaje figurado prueba previa Haga clic aquí Click Here to Begin Figurative Language Test 1 with Multiple Choice Questions Only Practice Test 1 with Multiple Choice Questions Only
• Use your writing strategies to write a fictional story. You may continue to work • on your Halloween story by strengthening your setting. Turn in your spiral with the story in it at the end of class. Remember, if we are spending class time, it will count more than once. • • • Make sentences that create a simple story (USE WRITING STRATEGIES) about the picture. Describe one action or noun. • Concentrate on directionality, Recognize the words/phrases. Click Here to Begin Figurative Language Practice Test 1 with Multiple Choice Questions Only Utilice sus estrategias de escritura para escribir una historia de ficción. Usted puede seguir trabajando en su historia de Halloween por el fortalecimiento de su entorno. A su vez en su espiral con la historia en que al final de la clase. Recuerde, si estamos gastando el tiempo de clase, contará más de una vez. Hacer frases que crean una historia sencilla (estrategias de uso de la escritura) sobre el dibujo. Describe una acción o sustantivo. Concéntrese en la direccionalidad, reconocer las palabras / frases. Cuando termine de escribir, ir a la computadora y tire hacia arriba de este sitio web. Haga clic aquí Click Here to Begin Figurative Language Practice Test 1 with Multiple Choice Questions Only You may use your vocabulary spiral. Underline this weeks words two times. Underline last week’s vocabulary one time. Usted puede utilizar su espiral vocabulario. Subrayar este semanas palabras dos veces. Subrayar el vocabulario de la semana pasada de una vez.
ERA work on ppts Halloween Stories
On the Test C Time and place of a literary work. I a main idea or an underlying meaning of a literary work that may be stated directly or indirectly. A an expression designed to call something to mind without mentioning it explicitly; an indirect or passing reference J The writer or speaker's attitude towards the subject of the work. K a literary element that evokes certain feelings or vibes in readers through words and descriptions L Something seen that stands for something unseen (dove=peace) G When a story's sequence is interrupted and a character goes back to an earlier time H Clues that suggest events yet to come. Q is a typical character, an action or a situation that seems to represent such universal patterns of human nature a reference to something mythical, Biblical, or historical B A story that begins in the middle of the action M a character who directly contrasts the traits or qualities of another character. In most cases, the foil contrasts the main character, also called the protagonist. D a subordinate plot in a play, novel, or similar work. E A literary technique, subplot is a secondary plot, or a strand of the main plot that runs at the same time and supports it F begins at point A, progresses through events which build towards a climax, and then finally reaching point B. N the expression of one's meaning by using language that normally signifies the opposite, typically for humorous or emphatic effect. O the literal meaning is different than what the speaker intends to say P means contrary to expectations, existing belief or perceived opinion – Allusion – In Medias Res – Setting – – – – sub-plots parallel plot linear plot Flashback Foreshadowing Theme Tone Mood Symbol Character foils Irony Sarcasm Paradox Archtype
RESEARCH - OLYMPIANS • • • • https: //www. youtube. com/watch? v=b_MWY 1 h. Xs 38 http: //www. horseandhound. co. uk/rio-2016 -olympics-news/william-fox-pitt-rio-olympics-selectionhead-injury-chilli-well-dont-let-563949 http: //www. horseandhound. co. uk/rio-2016 -olympics-news/michael-jung-ride-sam-rio-olympicseventing-578433 http: //www. stuff. co. nz/sport/olympics/nz-olympic-team/82372484/sir-mark-todd-adds-crucialexperience-to-nz-equestrian-teams-xfactor-for-rio-pressurecooker http: //www. forbes. com/forbes/welcome/? to. URL=http: //www. forbes. com/sites/teresagenaro/2016 /08/05/off-the-track-to-the-olympics-retired-racehorse-blackfoot-mystery-goes-for-the-gold-inrio/&ref. URL=&referrer=#7 e 254 c 7275 af http: //allisonbrockdressage. com/2016/06/allison-brock-rosevelt-selected-for-the-olympic-dressageteam-for-2016 -in-rio/ http: //www. eurodressage. com/equestrian/2016/06/27/julie-brougham-officially-selected-2016 olympic-games http: //horsesdaily. com/article/rio-olympics-2016 -us-dressage-team-prepared-competition http: //www. eurodressage. com/equestrian/2015/03/27/fiona-bigwood-makes-stunning-come-backbig-tour-2015 -cdi-barcelona http: //www. eurodressage. com/equestrian/2016/07/19/danish-team-selected-2016 -olympic-games http: //horsesdaily. com/article/breathing-olympic-air-germanys-dorothee-schneider-and-showtimeroll-rio http: //www. eurodressage. com/equestrian/2014/07/30/anders-dahl-and-selten-hw-rare-partnership -harvesting-fruit-success-and-more-come http: //www. latimes. com/sports/la-sp-oly-rio-2016 -rio-olympics-michael-jung-wins-gold-in 1470768536 -htmlstory. html
If you choose to do the Si decide hacer la research, CHOOSE A investigación, elegir un EQUESTRIAN TEAM TO equipo ecuestre a seguir. FOLLOW. • Do not copy and paste. • Everything must be translated and in your own words. • History – – – Birth Training Experience Trials Triumphs • All sources must be sited. • No copiar y pegar. • Todo debe ser traducido y en sus propias palabras. • Historia • Nacimiento • Formación • Experiencia • ensayos • Triunfos • Todas las fuentes deben ser citadas.
Journal Writing Ideas Have you wondered about ____? Have you ever wondered why ______? I like to _______ for many reasons. I know how to _________. I just learned facts about …. . Let me tell you about…… It’s fun to ________ My dream school My dream teacher What I really enjoy doing. My worst fear us… A miserable feeling is when…. What I did last night (or last weekend) What really bothers me What really excites me What really scares me My favorite subject is My least favorite subject is I really hate it when I remember when I was ____ years old I remember when I first ate _ and __ If I could fly I would When I’m old…. Fifteen things I want to do in my lifetime Friendship is My best birthday My most proud or embarrassing moment When I grow up In 20 years, I will be… My worst mistake was… What I would like to change about myself. What happened on my way home to/from school What really surprises me What I am doing tonight (or next weekend) The funniest thing I ever saw was…. If I could choose a time to live, it would be The scariest thing I ever saw was My favorite movie is My favorite tv program is
Reteach Exposition The first part of the plot where characters, setting, and basic situation are revealed Climax The most exciting or intense part of the story for the protagonist usually a turning point. Elements of Plot Inciting Incident The event that sets the story in motion and makes the rest of the story possible Falling action Events that follow the climax and move the conflicts towards resolution Rising action The main part of the story that moves the plot along with complications, twists, and turns Resolution Loose ends of the plot are tied up, remaining questions are answered and conflicts are resolved.
ERA: Halloween Plans Who? What? Where? Why? When? How?
How am I ¿Cómo voy a going to do hacer eso? Mi maestro dijo My teacher that? said I have to que tengo que escribir una write a historia de Halloween story with out Halloween con el asesinato o murder or suicide. OMG el suicidio a cabo. Oh Dios
Tell me the words you think of when you Dime las palabras que usted piensa hear of Halloween or Day of the Dead cuando se oye hablar de Halloween o Día English de los Muertos Inglés SPOOKY STUFF: ESCALOFRIANTE COSAS:
Places Characters Smells/taste Feelings Touch See Hear
2 d 3 b 3 a 2 c 3 c 2 b 2 a 2 1 1 1 c 1 b 1 a 2 3
1. 2. Introduction: Topic sentence 3. Details: Make a topic sentence and pull your words into sentences and sequence the 4. add details. sentences. 5. Rise in action 6. Details: Make a topic sentence and 7. add details. 8. Climax 9. Conclusion: Give a thoughtful ending, 10. Think about the limericks. How do those end?
Topic Sentence: Suspense • What is this called? • Catch your reader. Make them want to know more. • “No, I won’t move. You can’t make me leave my friends!”
flickers The light flickers on the porch of Tatem’s home. The boards broken so that we fall through. We look at each other with curiosity and excitement. We know that there are no haunted houses. Only fools believe in that stuff. A raven caws in the tree. The door opens.
Topic sentence: What is this called? Suspense Catch your reader. Make them want to know more. “No, I won’t move. You can’t make me leave my friends!” The light goes on and off on the porch of the old house to catch our attention. The rotting boards creaked. We might fall through. We look at each other with worry. We know that there are no haunted houses. Only fools believe in that stuff. A bird caws in the old tree. The door creeks open…
Brainstorm some words to help this sound more creepy. • The light goes on and off on the porch of the old house to catch our attention. The rotting boards creaked. We might fall through. We look at each other with worry. We know that there are no haunted houses. Only fools believe in that stuff. A bird caws in the old tree. The door creeks open…
Adding Words The light (adjective) flickers (adverb) on the porch (adjective) of the Tatem’s home as if to catch our attention. The boards (adjective) of the porch (adjective) begging (adverb) us forward so that we fall through to unknown frights. We look (adverb) at each other with curiosity and excitement. We know (adverb) that there are no haunted houses. Only fools (adjective) believe in that stuff. A raven (adjective) caws in the tree (adjective. ) The door (adjective) opens (adverb. )
The timeworn gas light flickered on the dilapidated porch of the de la Fathom’s uninhabitable home. It was as if the longstanding dwelling was whispering to catch our ear. The rotting boards begged us forward moaning in the brisk sudden wind that caused goose bumps to rise on our arms and hair to stand up on the back of our necks. We looked at each other with excitement and curiosity. There are no haunted houses with porches to plummet through to unknown terrors. Only fools believe in that nonsense. Then startled by the uninvited shriek of a single blackish blue raven in the bent branched timeworn tree, we didn’t notice the
The Haunting of Hill House • http: //www. imdb. com/title/tt 0057129/
Presentation can make a big difference.
The timeworn gas light flickered on the dilapidated porch of the de la Fathom’s uninhabitable home. It was as if the longstanding dwelling was whispering to catch our ear. The rotting boards begged us forward moaning in the brisk sudden wind that caused goose bumps to rise on our arms and hair to stand up on the back of our necks. We looked at each other with excitement and curiosity. There are no haunted houses with porches to plummet through to unknown terrors. Only fools believe in that nonsense. Then startled by the uninvited shriek of a single blackish blue raven in the bent branched timeworn tree, we didn’t notice the
The timeworn gas light flickered on the dilapidated porch of the de la Fathom’s uninhabitable home. It was as if the longstanding dwelling was whispering to catch our ear. The rotting boards begged us forward moaning in the brisk sudden wind that caused goose bumps to rise on our arms and hair to stand up on the back of our necks. We looked at each other with excitement and curiosity. There are no haunted houses with porches to plummet through to unknown terrors. Only fools believe in that nonsense. Then startled by the uninvited shriek of a single blackish blue raven in the bent branched timeworn tree, we didn’t notice the door creak open.
The timeworn gas light flickered on the dilapidated porch of the de la Fathom’s uninhabitable home. It was as if the longstanding dwelling was whispering to catch our ear. The rotting boards begged us forward moaning in the brisk sudden wind that caused goose bumps to rise on our arms and hair to stand up on the back of our necks. We looked at each other with excitement and curiosity. There are no haunted houses with porches to plummet through to unknown terrors. Only fools believe in that nonsense. Then startled by the uninvited shriek of a single blackish blue raven in the bent branched timeworn tree, we didn’t notice the door creak open.
The timeworn gas light flickered on the dilapidated porch of the de la Fathom’s seemingly, abandoned home. It was as if the longstanding dwelling was whispering to catch our ears. The rotting boards begged us forward moaning in the cutting wind that caused goose bumps to rise on our arms and hair to stand sharp on the back of our necks. We looked at each other with excitement and curiosity. There are no haunted houses with porches to plummet through to unknown terrors. Only fools believe in that nonsense. Then startled by the uninvited shriek of a single blackish blue raven in the bent branched timeworn tree, we didn’t notice the door creak open. We both giggled as the bird took flight. My buddy looked at the house first and froze aghast, eyes unblinking, body motionless. I couldn’t help but react to the cold chill that shot down my spine in the rip of a moment. We couldn’t stop it. WE were caught.
Final List of words in categories: Animals 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. crows ravens black horse white horse owl flying monkey alien vulture scarecrow ogre spider bat wolf monster vampire, werewolf pirate black cat jack-o-lanterns snake scorpion horseman frogs beetles Sounds Verbs adverbs Onomatopoeia 1. eerie sounds 1. tumble down 2. something rush by 2. leaves blowing 3. whispers 3. twisting 4. undiscerning voices 4. snaking 5. drip 5. snaky 6. pop 6. revealing 7. creek 7. twining 8. squeak 8. turning 9. restless sound 9. something rush by 10. snap 10. rip 11. spark 11. torn 12. doors creek 12. stab 13. wind howls 13. tear 14. crackle 14. jam 15. rip 15. slit 16. leak 16. slash 17. torn 17. disjointed 18. slash 18. driven 19. split 20. slit 20. fragmented 21. rattle 21. divided 22. sift 22. stash 23. swish 23. cut 24. crack 24. gash 25. slap 25. slat 26. slip 26. jumpy 27. thud 27. shaky 28. ping 28. slot 29. meow 29. split 30. howling 30. nick 31. muffle 31. notch 32. Incision 33. Scratch 34. meandering Weather Setting 1. moonless night 2. storm 3. dark clouds 4. lightening 5. thunder 6. wind howls 7. drip, drip 8. thick fog 9. full moon 10. sunset 11. sunrise 12. purple clouds 13. clap of thunder 14. shaking ground 15. leaves twisting through the wind 16. tornado 17. hurricane wind 18. thunking of rain on the roof Nouns Adjectives 1. crystal ball 2. rumors 3. yellow teeth 4. full moon 5. stakes 6. shadow 7. red 8. sharp 9. timeworn 10. cobweb 11. eyeballs 12. hook 13. black rose 14. treasure chest 15. black and blue 16. yellow 17. orange 18. red 19. scare 20. broken ladder 21. fallen ladder 22. walk under the ladder 23. red paint Halloween 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. cauldron cats jack-o-lanterns white sheets ghost dark cape rattle window harvest moon costume pointy hat leafless tree campfire story green goo troll scar crow horseman abandoned buildings dark forests falling down fences broomsticks black spiders black bats cobwebs heavy purple drapes
Begin Middle End Mom ate lunch at the park Dad needed breakfast yesterday Pao and Juan rode bikes through the rain Cynthia and Karo saw the movie and went home Sarah and Rayven danced on the stage Jose met with a friend at the mall Maricella lowered the bucket on the farm
Begin Middle End Mom saw a troll at the park Dad ate with the vampire yesterday Pao and Juan through the rain Jose drank juice with Dracula saw the movie about a dolphin danced with a friend rode a horse Maricella saw a scary movie on the farm Cynthia and Karo Sarah and Rayven and went home on the stage at the mall
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