Whats the Worst That Could Happen Powerpoint 2

What’s the Worst That Could Happen Powerpoint 2

26/11/2014 Reading Comprehension Teaching Point: Practise our comprehension skills Copy out the following sentences, adding commas where necessary. 1. 2. 3. 4. When conditions are right that horse can run just like its father. His four favourite artists are Monet Renoir Degas and Manet. Let Warren and Louise our most skillful speakers present our proposal. Often viewed as a leading newspaper the

30/11/14 READING COMPREHENSION Teaching Point: Peer assess each other’s work Bell work: Copy the sentences below, adding they’re, there or their in the space. 1. They left _____ bags over _____. 2. If _____ late again, the teacher won’t be happy. 3. _____ going to ____ aunt’s house. 4. _____ are lots of reasons to work hard. 5. You can tell _____ excited about the party.

30/11/14 READING COMPREHENSION 2 Teaching Point: Understand how to peer assess each other’s work Bell work: Copy out the correct version of each sentence. 1. A. The donkies' saddle was placed on the ground B. The donky's saddle was placed on the ground. C. The donkey's saddle was placed on the ground. D. The donkies saddle was placed on the ground. 2. A. The ladies dress was hung on a hanger in her closet. B. The ladys' dress was hung on a hanger in her closet. C. The ladies' dress was hung on a hanger in her closet. D. The lady's dress was hung on a hanger in her closet. 3. A. The childrens' ideas were put on paper. B. The children's ideas were put on paper. C. The children ideas were put on paper. D. The childrens ideas were put on paper.

2/12/14 READING COMPREHENSION Teaching Point: Understand how to peer assess each other’s work Bell work: Copy out the correct version of each sentence. 1. A. There was a huge pipe leaking in the boys' bathroom. B. There was a huge pipe leaking in the boys bathroom. C. There was a huge pipe leaking in the boy's bathroom. D. There was a huge pipe leaking in the boy bathroom. 2. A. Please hand the girl's paper to her. B. Please hand the girl paper to her. C. Please hand the girls' paper to her. D. Please hand the girls paper to her. 3. A. Its' of little or no concern of hers. B. Its of little or no concern of hers. C. It's of little or no concern of hers. D. Its it is of little or no concern of hers.

Bell work: Identify whether each group of words is a complete sentence, fragment, or a run-on. 1. Karen plays the drums, she practises everyday. a. Sentence b. fragment c. runon 2. That I remember when I was a child. a. Sentence b. fragment c. runon 3. If it is raining, we will not be able to go outside. a. sentence b. fragment c. runon

Quote the comparison Murphy makes that suggests he was unable to speak when he went onstage in grade 5. p. 3 (1 mark) 2. In your own words, explain why Murphy might be offended that Tiffany chose him for the role. p. 3 (2 marks) 3. a) “I will…pray for a meteor to strike me before the day of the performance. ” What technique is the writer using here? (1 mark) A. Simile B. Exaggeration C. Metaphor D. Personification b) Explain what effect this technique has on the reader. (1 mark) 4. Why is Tiffany impressed with Murphy during rehearsals? p. 4 (1 mark) 5. “…the clock seems to poke along like a sloth with chronic fatigue syndrome. ” In your own words, describe what this 1.

ANSWERS [my mouth went] drier than day-old toast (1) He has to act like an idiot (1) and she thought he would be great at it/she obviously thinks he is one (1) 3. a) B. Exaggeration (1) b)humour/it makes the reader laugh/funny (1) 4. He already knows his lines, Tiffany’s lines and Laurel’s (1) 5. It suggests time is moving extremely slowly (1) 6. a) “stinking the place up like a week old fish” (1) b) week old fish would be rotten and smell really bad (1) and this comparison tells us the 2 nd skit is really terrible 7. Happy – he says ‘life may not be so bad after all’ (1) which suggests that Murphy is looking on the bright side (1) OR It seems something might happen with Laurel/he has a new crush (1) because Murphy says “I’ve never noticed how pretty she is when she smiles” (1) OR Unhappy – Tiffany has a boyfriend and this upsets him (1) “Something inside me died when she introduced him” (1) OR “I don’t want to think about what might happen next week” (1) suggests that he thinks things are going to get worse for him (1) OR any other 1. 2.

2/12/14 Retelling & Summarising TP: Good readers have a clear overview of the text Bell work: Read the following extract and try to summarise it in no more than two sentences. The two lions lay on their backs in the shade of the acacia tree, their massive paws limp and relaxed. We had been watching them for 20 minutes when the male slowly stood up, stretched, and padded over to a clearing. He began to roar. It was a deep, heart-stopping roar which echoed along the ancient African valley. It was an announcement that he, Raffi, had arrived and it was his territory now. Slowly he turned to his mate and lay peacefully beside her. It was quiet once more. It was a dramatic contrast to my first encounter with them on a Tenerife rooftop in 1994. That image of two thin, grubby lions pacing back and forth in their tiny cage is forever etched on my memory. The corrugated iron roof turned the cage into an oven. Without a water bowl in sight, the only features in the cage were an old rubbish bin and narrow sleeping shelves with nails sticking out. For five years Raffi and Anthea had mentally survived in these conditions - how? I never believed I would one day see them in their ancestral

POSSIBLE ANSWERS • The passage compares the poor conditions of the lions in captivity to the rich surroundings of their homeland. • The lions are thriving in their natural habitat and look much healthier than when they were caged. • The lions were treated very poorly when they were in captivity and are much stronger in the wild.

GRAPHIC ORGANISER Who? Mama bear, Papa bear, Baby bear, and Goldilocks What? Where? Goldilocks breaks The forest and Baby bear's chair, the bears' house eats all his porridge, and sleeps in his bed When? In the morning, while the bears are out for a walk Why? Goldilocks gets lost in the forest and stumbles across the bears’ house How? The bears leave their door unlocked

GRAPHIC ORGANISER Who? What? Where? When? Why? How?

TASK In pairs, create a summary of “What’s the Worst That Could Happen? ” This should be no longer than 5 – 6 sentences. Remember, your summary should only include the key events of the story, not go into details. Keep it brief!

3/12/14 Assessment TP: Sit a test under exam conditions Bell work: Identify whether each group of words is a complete sentence, fragment, or a run-on. 1. Which was built in 1950. 2. Needed the materials for the science project. 3. Bertha gave me a computer game for my birthday last week. 4. Talking on the phone for a couple of hours last night, I forgot to do my homework. 5. When we adopted the cutest puppy at the animal shelter.

9/12/14 Analysis Teaching Point: Good readers gather evidence to support what they say about a text Bell work: What ‘evidence’ can readers use to support what they say about a character/theme? Why do you think it is important for readers to gather this

THINK, PAIR AND SHARE What is the major problem Murphy faces in “What’s the Worst That Could Happen? ” Write your answers down in your copy book.

Traits of Conversation Rubric �You will be graded on your discussion skills on a scale of 1 to 4 for each of the following areas: �Be respectful �Be clear �Control self � 1 = Does not meet expectations; “Rarely, if ever” � 2 = Meets expectations with assistance; “Sometimes”

Be Respectful �Appreciate others’ thinking �Encourage others. �Disagree politely. �Take the conversation seriously.

Be Clear �Speak so others can hear and understand you. �Be detailed in what you say. �Speak in complete sentences. �Share and support thinking with evidence.

Control Self �Listen without interrupting. �Take turns and let others speak. �Use “wait time”. �Pay attention to your volume and tone.

Group Work In your groups, choose one person for each of the following jobs: �Chairperson – makes sure everyone contributes and stays on task �Recorder – writes down what you discuss �Reporter – reports back what you discussed to the class �Time keeper – monitors time & moves group along as necessary

7/12/14 Analysis Teaching Point: Good readers gather evidence to support what they say about a text Bell work: Identify the parts of speech underlined: noun, verb, adjective or adverb. Choose one of the words and write a long, interesting sentence. 1. Do you want to come to the playground with us? 2. Mandy was so happy she skipped down the street. 3. We hung shiny decorations on our Christmas tree.

TASK 1 �What is Murphy’s reaction when he is first faced with the problem? What does he expect to happen? Find evidence to support what you say. Create a table in your copybook. POINT EVIDENCE

TASK 2 �How does Murphy cope with his stage fright? Does his problem get better or worse? Find evidence to support what you say. Create a table in your copybook. POINT EVIDENCE

TASK 3 �Is Murphy’s problem solved by the end of the story? How is he feeling about what has happened? Find evidence to support what you say. Create a table in your copybook. POINT EVIDENCE