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1 © Marie Andreu
2 © Marie Andreu Marie Andreu Creations www.marieandreu.com © 2013 Marie Andreu All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the publisher. This resource was created by Marie Andreu © 2013. It may be printed and photocopied by the original purchaser for single classroom and personal use only. It may not be put on the internet, sold, or distributed in any form. If you would like to share this resource with your colleagues, please refer them to www.marieandreu.com to purchase a single copy or multiple licenses at a discount.
3 © Marie Andreu Table of Contents Assignment/Grade Level(s) Page(s) Part I: Reading Literature 5 Character Description (6-8) 6 What’s the Theme? (6-8) 7-8 5-Box Plot Diagram (6) 9 Dynamic Character Plot Line (6) 10 Setting Shapes Stories (7) 11 Character’s Perspective (8) 12-13 Figurative Language in Literature (6-8) 14-15 Denotation and Connotation in Literature (6-8) 16-17 The Necklace by Guy de Maupassant, parts 1-6 (6) 18-23 Poem Structure and Meaning (7-8) 24-25 First-Person Point of View (6) 26-27 Contrasting Points of View (7) 28 Points of View (8) 29 The Book vs. the Movie (6) 30 Compare and Contrast Literature and a Presentation (6-8) 31 Compare and Contrast Literary Genres (6) 32 Historical Fiction vs. Historical Account (7) 33 Elements of Myths, Traditional Stories & Religious Works in Modern Literature (8) 34 Part II: Reading Informational Texts 35 Three Main Ideas (6-8) 36 Individuals, Events & Ideas A (6) 37 Individuals, Events & Ideas B (7-8) 38 Figurative Language in Informational Texts (6-8) 39-40 Denotation and Connotation in Informational Texts (6-8) 41-42 Technical Language in Informational Texts (6-8) 43-44 Text Structure: Chronological Order (6-8) 45 Text Structure: Compare and Contrast (6-8) 46 Text Structure: Order of Importance (6-8) 47 Text Structure: Sequence (6-8) 48 Text Structure: Spatial (6-8) 49 Text Structure: Cause and Effect (6-8) 50 Text Structure: Problem and Solution (6-8) 51 Author’s Purpose and Point of View (A) (6) 52 Author’s Purpose (7) 53 Author’s Purpose and Point of View (B) (8) 54
4 © Marie Andreu Evaluating Media for Presenting a Topic (8) 55 Argument in Informational Text (6-8) 56 Different Perspectives on the Same Topic (8) 57 Part III: Speaking and Listening 58 Three Main Ideas from a Presentation (7) 59 Argument in a Speech (6-8) 60 Part IV: Writing 61 Comparison Transitions (6-8) 62 Contrast Transitions (6-8) 63 What Are Your Goals? (6-8) 64 Vivid Verbs (6-8) 65 Writing Planner: Presenting an Argument (6-8) 66-67 Writing Planner: Informative/Explanatory (6-8) 68-72 Common Core Writing Prompts (6-8) 73 Figurative Language Warm-Ups & Poem Prompts (6-8) 74 Part V: Language 75 Lay and Lie (6-8) 76 Pronoun Case (6) 77 Pronouns & Antecedents: Agreement in Number and Person (6) 78 Pronouns & Antecedents: Recognizing Vague Pronouns (6) 79 Punctuating Dialogue (6-8) 80 Alliteration (6-8) 81 Analogies (6-8) 82 Part VI: Standards Guide 83
5 © Marie Andreu Part I: Reading Literature
6 © Marie Andreu Character Description Name:____________________________ Part A: Think of three main adjectives that describe a particular character, and write them below: 1. ______________________ 2. ______________________ 3. ______________________ Part B: Create main idea statements by writing complete sentences about the adjectives above. 1. ________________________________________________________________________ 2. ________________________________________________________________________ 3. ________________________________________________________________________ Part C: Write each main idea statement in the top part of each box. In the bottom part, write all of the examples from the text that support your statement. Main Idea #1: Support: Main Idea #2: Support: Main Idea #3: Support: Part D: Now compile your notes into a 3-paragraph character description. Make sure each paragraph contains a main idea statement and evidence from the text to support the main idea.
7 © Marie Andreu What’s the Theme? Name:____________________________ In literature, a theme is an idea about life that a story explores. Some examples of common themes include coming of age, change versus tradition, love and sacrifice, the struggle for justice. 1. Think of a story you’ve recently read. What theme is explored in that story? (See chart on back.) _______________________________________________________________________________ 2. Name three major ways that this theme is conveyed. Write one in the top line of each box below. In the bottom part, list specific examples from the story that support each main idea. Main Idea #1: Support: Main Idea #2: Support: Main Idea #3: Support: 3. Write a thesis statement mentioning each of your three main ideas. _______________________________________________________________________________ _______________________________________________________________________________ 4. Write an essay about the theme in the story. Your essay should contain your thesis statement, and each of the boxes above should be its own paragraph. Remember to add a concluding paragraph as well; don’t just end with main idea #3.
8 © Marie Andreu What’s the Theme? p. 2 Name:____________________________ Common Themes in Literature STRENGTH & WEAKNESS Finding strength Fear of failure Overcoming fear, weakness, vice, or adversity Inner versus outer strength Vulnerability of the meek Vulnerability of the strong LOVE Everlasting love Lost love Love and sacrifice Heartbreak of betrayal Reunion Love sustains/fades with a challenge CHARACTER Destruction, building up Identity crisis Individual vs. society Self – inner and outer Self-awareness Self-preservation Self-reliance OLD & NEW Change versus tradition Generation gap Wisdom of experience Convention and rebellion Power of tradition BEAUTY Beauty of simplicity Destruction of beauty Fading beauty Youth and beauty Temporary nature of physical beauty Vanity as downfall DISCOVERY Conquering unknown, Progress – real or illusion Quest for discovery Technology in society – good or bad FAMILY Blessing or curse Destruction of family Names - power and significance Survival of family bonds despite adversity Importance of family Sacrifice for family NATURE Hierarchy in nature Man against nature, survival Nature as beauty ROLE OF WOMEN OR MEN Motherhood Oppression of women Fatherhood BIRTH Life after loss Life sustains tragedy Circle of life Rebirth LONELINESS As a destructive force Isolation Alienation - creating emotional isolation POWER Change of power Empowerment Illusion of power Quest for power Power and corruption DEATH Death as mystery, a new beginning, inevitable or tragedy Immortality Will to survive MONEY Greed as downfall Materialism as downfall Necessity of work Working class struggles Power of wealth Social mobility HOPE Losing hope Optimism – power or folly Hope rebounds Hopelessness Finding hope after tragedy DREAMS Disillusionment and dreams Emptiness of attaining false dream Fulfillment Deception - appearance versus reality LOSS Fall from grace and fortune Lost honor Displacement Pride and downfall Temptation and destruction JUDGMENT Hazards of passing judgment Double standards, hypocrisy KNOWLEDGE Knowledge versus ignorance Dangers of ignorance HOME Security of a homestead Most journeys lead back to home HEROISM Real and perceived False heroism COMMUNICATION verbal and nonverbal Power of silence Power of words SUFFERING Suffering as a natural part of human experience Good that comes from suffering, lessons learned ESCAPE Desire to escape Facing reality Escape from family pressures Escaping social constraints JUSTICE & INJUSTICE Struggle for justice Crime and punishment Balance between justice and judgment WAR & PEACE Glory, necessity, pain, or tragedy of war peace is fleeting GOOD & BAD Darkness and light Facing darkness Good and evil Chaos and order
9 © Marie Andreu
10 © Marie Andreu Dynamic Character Name:_______________________________ Plot Line Directions: In each of the boxes in the graphic organizer, describe how a character from a recent story you’ve read*responds and/or changes from one part of the story to the next.
11 © Marie Andreu Setting Shapes Stories Name:_________________________________ 1. Describe the setting of the story. __________________________________________________________________________ __________________________________________________________________________ 2. Name some ways that the setting affects the characters. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 3. Name some ways that the setting affects the plot. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ In the space below, illustrate a major way that the setting affects the characters. In the space below, illustrate a major way that the setting affects the plot.
12 © Marie Andreu Character’s Perspective Name:_______________________________ Choose a major character and an important moment in the story. Describe the character’s thoughts and feelings about what is happening: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ What does this character say and do? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ How do the character’s thoughts, feelings, words and actions contribute to his or her perspective about what is happening? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
13 © Marie Andreu Character’s Perspective p. 2 Name:___________________________ Choose a character that is in conflict with the first character you chose. Name the character and describe the character’s words and actions. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ What does this character’s thoughts and actions reveal about his or her perspective? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ How does the first character’s perspective differ from the perspective of the other character? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
14 © Marie Andreu Figurative Language in Literature Name:_____________________________ Directions: Use the chart below to record examples of figurative language and decode their meanings. See the example below: SHE walks in beauty, like the night Of cloudless climes and starry skies; And all that 's best of dark and bright Meet in her aspect and her eyes: (From “She Walks in Beauty” by Lord Byron) Figurative Language from Text & Type of Figurative Language My Prior Knowledge & Context Clues Meaning Like the night of cloudless climes and starry skies simile When the sky is clear at night, the moon and stars shine brightly against a black sky. When it is cloudy, at night, the sky is grayish and you can’t see the stars or the moon. Nights are peaceful and quiet. Both her appearance and her eyes are lovely and bright, like the moon and stars against a black sky on a clear night. She is beautiful in a quiet, peaceful way. Figurative Language from Text & Type of Figurative Language My Prior Knowledge & Context Clues Meaning
15 © Marie Andreu Figurative Language in Literature p. 2 Name:_____________________ Figurative Language from Text & Type of Figurative Language My Prior Knowledge & Context Clues Meaning Based on the author’s word choices above, how would you describe the tone? __________________________________________________________________________________
16 © Marie Andreu Denotation & Connotation in Literature Name:_____________________ Directions: Use the chart below to record the following: 1. Positive or negative adjectives you encounter 2. What you know from your own prior knowledge and the context clues 3. One stronger adjective and a weaker adjective with similar meanings 4. Explain the meaning and tell whether the adjective has a positive or negative connotation. Example: Madame Loisel came to know the ghastly life of abject poverty. From the very first she played her part heroically. This fearful debt must be paid off. She would pay it. The servant was dismissed. They changed their flat; they took a garret under the roof. She came to know the heavy work of the house, the hateful duties of the kitchen. She washed the plates, wearing out her pink nails on the coarse pottery and the bottoms of pans. She washed the dirty linen, the shirts and dish-cloths, and hung them out to dry on a string; every morning she took the dustbin down into the street and carried up the water, stopping on each landing to get her breath. And, clad like a poor woman, she went to the fruiterer, to the grocer, to the butcher, a basket on her arm, haggling, insulted, fighting for every wretched halfpenny of her money. (From “The Necklace” by Guy de Maupassant Adjective My Prior Knowledge & Context Clues One stronger and one weaker adjective Meaning & Connotation ghastly Something that is ghastly is dreadful. She still has a home even if smaller. She dismissed the servant and had to do chores herself. I have to do my own chores and I don’t think it’s a “ghastly poverty” not to have a servant do them for me. Her poverty doesn’t sound that extreme. horrific unpleasant Because Madame Loisel is spoiled and not used to doing housework, living in a smaller home without a servant is a “ghastly life of abject poverty” to her. Adjective My prior knowledge & Context Clues One stronger and one weaker adjective Connotation
17 © Marie Andreu Denotation & Connotation in Literature, p. 2 Name:_____________ Adjective My prior knowledge & Context Clues One stronger and one weaker adjective Connotation Based on the author’s word choices above, how would you describe the tone? __________________________________________________________________________________
18 © Marie Andreu Name:____________________________ The Necklace by Guy de Maupassant, Part 1 Directions: Read and respond to the questions below the passage. She was one of those pretty and charming girls born, as though fate had blundered over her, into a family of artisans. She had no marriage portion, no expectations, no means of getting known, understood, loved, and wedded by a man of wealth and distinction; and she let herself be married off to a little clerk in the Ministry of Education. Her tastes were simple because she had never been able to afford any other, but she was as unhappy as though she had married beneath her; for women have no caste or class, their beauty, grace, and charm serving them for birth or family, their natural delicacy, their instinctive elegance, their nimbleness of wit, are their only mark of rank, and put the slum girl on a level with the highest lady in the land. She suffered endlessly, feeling herself born for every delicacy and luxury. She suffered from the poorness of her house, from its mean walls, worn chairs, and ugly curtains. All these things, of which other women of her class would not even have been aware, tormented and insulted her. The sight of the little Breton girl who came to do the work in her little house aroused heart- broken regrets and hopeless dreams in her mind. She imagined silent antechambers, heavy with Oriental tapestries, lit by torches in lofty bronze sockets, with two tall footmen in knee-breeches sleeping in large arm-chairs, overcome by the heavy warmth of the stove. She imagined vast saloons hung with antique silks, exquisite pieces of furniture supporting priceless ornaments, and small, charming, perfumed rooms, created just for little parties of intimate friends, men who were famous and sought after, whose homage roused every other woman's envious longings. When she sat down for dinner at the round table covered with a three-days-old cloth, opposite her husband, who took the cover off the soup-tureen, exclaiming delightedly: "Aha! Scotch broth! What could be better?" she imagined delicate meals, gleaming silver, tapestries peopling the walls with folk of a past age and strange birds in fairy forests; she imagined delicate food served in marvelous dishes, murmured gallantries, listened to with an inscrutable smile as one trifled with the rosy flesh of trout or wings of asparagus chicken. In the introduction to this story, we learn about a woman and her husband. Based on this passage, what can you infer about the personality and attitude of the wife? The husband? Write a paragraph describing your inferences, citing specific examples from the story.
19 © Marie Andreu Name:____________________________ The Necklace by Guy de Maupassant, Part 2 Directions: Read and respond to the questions below the passage. She had no clothes, no jewels, nothing. And these were the only things she loved; she felt that she was made for them. She had longed so eagerly to charm, to be desired, to be wildly attractive and sought after. She had a rich friend, an old school friend whom she refused to visit, because she suffered so keenly when she returned home. She would weep whole days, with grief, regret, despair, and misery. One evening her husband came home with an exultant air, holding a large envelope in his hand. "Here's something for you," he said. Swiftly she tore the paper and drew out a printed card on which were these words: "The Minister of Education and Madame Ramponneau request the pleasure of the company of Monsieur and Madame Loisel at the Ministry on the evening of Monday, January the 18th." Instead of being delighted, as her husband hoped, she flung the invitation petulantly across the table, murmuring: "What do you want me to do with this?" "Why, darling, I thought you'd be pleased. You never go out, and this is a great occasion. I had tremendous trouble to get it. Everyone wants one; it's very select, and very few go to the clerks. You'll see all the really big people there." She looked at him out of furious eyes, and said impatiently: "And what do you suppose I am to wear at such an affair?" He had not thought about it; he stammered: "Why, the dress you go to the theatre in. It looks very nice, to me . . ." He stopped, stupefied and utterly at a loss when he saw that his wife was beginning to cry. Two large tears ran slowly down from the corners of her eyes towards the corners of her mouth. "What's the matter with you? What's the matter with you?" he faltered. But with a violent effort she overcame her grief and replied in a calm voice, wiping her wet cheeks: "Nothing. Only I haven't a dress and so I can't go to this party. Give your invitation to some friend of yours whose wife will be turned out better than I shall." He was heart-broken. "Look here, Mathilde," he persisted. "What would be the cost of a suitable dress, which you could use on other occasions as well, something very simple?" She thought for several seconds, reckoning up prices and also wondering for how large a sum she could ask without bringing upon herself an immediate refusal and an exclamation of horror from the careful- minded clerk. At last she replied with some hesitation: "I don't know exactly, but I think I could do it on four hundred francs." He grew slightly pale, for this was exactly the amount he had been saving for a gun, intending to get a little shooting next summer on the plain of Nanterre with some friends who went lark-shooting there on Sundays. Nevertheless he said: "Very well. I'll give you four hundred francs. But try and get a really nice dress with the money."  1. What effect do the wife’s words have on her husband?  2. How does this scene contribute to the plot? What has changed as a result of this dialogue? 
20 © Marie Andreu Name:____________________________ The Necklace by Guy de Maupassant, Part 3 Directions: Read and respond to the questions below the passage. The day of the party drew near, and Madame Loisel seemed sad, uneasy and anxious. Her dress was ready, however. One evening her husband said to her: "What's the matter with you? You've been very odd for the last three days." "I'm utterly miserable at not having any jewels, not a single stone, to wear," she replied. "I shall look absolutely no one. I would almost rather not go to the party." "Wear flowers," he said. "They're very smart at this time of the year. For ten francs you could get two or three gorgeous roses." She was not convinced. "No . . . there's nothing so humiliating as looking poor in the middle of a lot of rich women." "How stupid you are!" exclaimed her husband. "Go and see Madame Forestier and ask her to lend you some jewels. You know her quite well enough for that." She uttered a cry of delight. "That's true. I never thought of it." Next day she went to see her friend and told her her trouble. Madame Forestier went to her dressing-table, took up a large box, brought it to Madame Loisel, opened it, and said: "Choose, my dear." First she saw some bracelets, then a pearl necklace, then a Venetian cross in gold and gems, of exquisite workmanship. She tried the effect of the jewels before the mirror, hesitating, unable to make up her mind to leave them, to give them up. She kept on asking: "Haven't you anything else?" "Yes. Look for yourself. I don't know what you would like best." Suddenly she discovered, in a black satin case, a superb diamond necklace; her heart began to beat covetously. Her hands trembled as she lifted it. She fastened it round her neck, upon her high dress, and remained in ecstasy at sight of herself. Then, with hesitation, she asked in anguish: "Could you lend me this, just this alone?" "Yes, of course." She flung herself on her friend's breast, embraced her frenziedly, and went away with her treasure. The day of the party arrived. Madame Loisel was a success. She was the prettiest woman present, elegant, graceful, smiling, and quite above herself with happiness. All the men stared at her, inquired her name, and asked to be introduced to her. All the Under-Secretaries of State were eager to waltz with her. The Minister noticed her. She danced madly, ecstatically, drunk with pleasure, with no thought for anything, in the triumph of her beauty, in the pride of her success, in a cloud of happiness made up of this universal homage and admiration, of the desires she had aroused, of the completeness of a victory so dear to her feminine heart. A vain person is a person who has or shows undue or excessive pride in one's appearance or achievements. In what ways does Madame Loisel continue to display her vanity in this passage? How does this trait contribute to the plot?
21 © Marie Andreu Name:____________________________ The Necklace by Guy de Maupassant, Part 4 Directions: Read and respond to the questions below the passage. She left about four o'clock in the morning. Since midnight her husband had been dozing in a deserted little room, in company with three other men whose wives were having a good time. He threw over her shoulders the garments he had brought for them to go home in, modest everyday clothes, whose poverty clashed with the beauty of the ball-dress. She was conscious of this and was anxious to hurry away, so that she should not be noticed by the other women putting on their costly furs. Loisel restrained her. "Wait a little. You'll catch cold in the open. I'm going to fetch a cab." But she did not listen to him and rapidly descended the staircase. When they were out in the street they could not find a cab; they began to look for one, shouting at the drivers whom they saw passing in the distance. They walked down towards the Seine, desperate and shivering. At last they found on the quay one of those old night-prowling carriages which are only to be seen in Paris after dark, as though they were ashamed of their shabbiness in the daylight. It brought them to their door in the Rue des Martyrs, and sadly they walked up to their own apartment. It was the end, for her. As for him, he was thinking that he must be at the office at ten. She took off the garments in which she had wrapped her shoulders, so as to see herself in all her glory before the mirror. But suddenly she uttered a cry. The necklace was no longer round her neck! "What's the matter with you?" asked her husband, already half undressed. She turned towards him in the utmost distress. "I . . . I . . . I've no longer got Madame Forestier's necklace. . . "Yes. Probably we should. Did you take the number of the cab?" "No. You didn't notice it, did you?" "No." They stared at one another, dumbfounded. At last Loisel put on his clothes again. "I'll go over all the ground we walked," he said, "and see if I can't find it." And he went out. She remained in her evening clothes, lacking strength to get into bed, huddled on a chair, without volition or power of thought. Her husband returned about seven. He had found nothing. He went to the police station, to the newspapers, to offer a reward, to the cab companies, everywhere that a ray of hope impelled him. She waited all day long, in the same state of bewilderment at this fearful catastrophe. Loisel came home at night, his face lined and pale; he had discovered nothing. Why do you think the Loisels are so upset about the lost necklace? What evidence from the text shows their fear? What do you predict will happen to the Loisels if they cannot find the necklace?
22 © Marie Andreu Name:____________________________ The Necklace by Guy de Maupassant, Part 5 Directions: Read and respond to the questions below the passage. "You must write to your friend," he said, "and tell her that you've broken the clasp of her necklace and are getting it mended. That will give us time to look about us." She wrote at his dictation. By the end of a week they had lost all hope. Loisel, who had aged five years, declared: "We must see about replacing the diamonds." Next day they took the box which had held the necklace and went to the jewelers whose name was inside. He consulted his books. "It was not I who sold this necklace, Madame; I must have merely supplied the clasp." Then they went from jeweler to jeweler, searching for another necklace like the first, consulting their memories, both ill with remorse and anguish of mind. In a shop at the Palais-Royal they found a string of diamonds which seemed to them exactly like the one they were looking for. It was worth forty thousand francs. They were allowed to have it for thirty-six thousand. They begged the jeweler not to sell it for three days. And they arranged matters on the understanding that it would be taken back for thirty- four thousand francs, if the first one were found before the end of February. Loisel possessed eighteen thousand francs left to him by his father. He intended to borrow the rest. He did borrow it, getting a thousand from one man, five hundred from another, five louis here, three louis there. He gave notes of hand, entered into ruinous agreements, did business with usurers and the whole tribe of money-lenders. He mortgaged the whole remaining years of his existence, risked his signature without even knowing if he could honor it, and, appalled at the agonizing face of the future, at the black misery about to fall upon him, at the prospect of every possible physical privation and moral torture, he went to get the new necklace and put down upon the jeweler’s counter thirty-six thousand francs. When Madame Loisel took back the necklace to Madame Forestier, the latter said to her in a chilly voice: "You ought to have brought it back sooner; I might have needed it." She did not, as her friend had feared, open the case. If she had noticed the substitution, what would she have thought? What would she have said? Would she not have taken her for a thief? Madame Loisel came to know the ghastly life of abject poverty. From the very first she played her part heroically. This fearful debt must be paid off. She would pay it. The servant was dismissed. They changed their flat; they took a garret under the roof. She came to know the heavy work of the house, the hateful duties of the kitchen. She washed the plates, wearing out her pink nails on the coarse pottery and the bottoms of pans. She washed the dirty linen, the shirts and dish-cloths, and hung them out to dry on a string; every morning she took the dustbin down into the street and carried up the water, stopping on each landing to get her breath. And, clad like a poor woman, she went to the fruiterer, to the grocer, to the butcher, a basket on her arm, haggling, insulted, fighting for every wretched halfpenny of her money. Her husband worked in the evenings at putting straight a merchant's accounts, and often at night he did copying at twopence-halfpenny a page. And this life lasted ten years. One common theme in literature is love and sacrifice. Loisel constantly demonstrates love and sacrifice for his wife Mathilde. Write a paragraph about all the ways he lovingly sacrifices for Mathilde, despite her selfishness and vanity. You may include examples from this passage or earlier ones.
23 © Marie Andreu Name:____________________________ The Necklace by Guy de Maupassant, Part 6 Directions: Read and respond to the questions below the passage. At the end of ten years everything was paid off, everything, the usurer's charges and the accumulation of superimposed interest. Madame Loisel looked old now. She had become like all the other strong, hard, coarse women of poor households. Her hair was badly done, her skirts were awry, her hands were red. She spoke in a shrill voice, and the water slopped all over the floor when she scrubbed it. But sometimes, when her husband was at the office, she sat down by the window and thought of that evening long ago, of the ball at which she had been so beautiful and so much admired. What would have happened if she had never lost those jewels. Who knows? Who knows? How strange life is, how fickle! How little is needed to ruin or to save! One Sunday, as she had gone for a walk along the Champs-Elysees to freshen herself after the labors of the week, she caught sight suddenly of a woman who was taking a child out for a walk. It was Madame Forestier, still young, still beautiful, still attractive. Madame Loisel was conscious of some emotion. Should she speak to her? Yes, certainly. And now that she had paid, she would tell her all. Why not? She went up to her. "Good morning, Jeanne." The other did not recognize her, and was surprised at being thus familiarly addressed by a poor woman. "But . . . Madame . . ." she stammered. "I don't know . . . you must be making a mistake." "No . . . I am Mathilde Loisel." Her friend uttered a cry. "Oh! . . . my poor Mathilde, how you have changed! . . ." "Yes, I've had some hard times since I saw you last; and many sorrows . . . and all on your account." "On my account! . . . How was that?" "You remember the diamond necklace you lent me for the ball at the Ministry?" "Yes. Well?" "Well, I lost it." "How could you? Why, you brought it back." "I brought you another one just like it. And for the last ten years we have been paying for it. You realize it wasn't easy for us; we had no money. . . . Well, it's paid for at last, and I'm glad indeed." Madame Forestier had halted. "You say you bought a diamond necklace to replace mine?" "Yes. You hadn't noticed it? They were very much alike." And she smiled in proud and innocent happiness. Madame Forestier, deeply moved, took her two hands. "Oh, my poor Mathilde! But mine was imitation. It was worth at the very most five hundred francs! . . . " How has the author demonstrated both in this passage and in the story as a whole what could be the cost of covering up the truth versus being honest in the first place? Use specific examples from the story.
24 © Marie Andreu Poem Structure & Meaning Name:_________________________________ Title of poem: ______________________________________________________________________ Author: ___________________________________________________________________________ Poem form (ballad, elegy, epic, free verse, lyric, narrative, ode, sonnet, other): __________________________________________________________________________________ SOUND 1. Does the poem rhyme? If so, what is the rhyme scheme? _______________________________________________________________________________ 2. Does the poem have rhythm (a regular beat)? _________________________________________ 3. Do the rhythm and rhyme emphasize certain words? Which ones? Why do you think the poet emphasizes these words? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 4. Does the poet use other sound devices, such as alliteration and onomatopoeia? List examples. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 5. How does the poet’s use of rhythm, rhyme, and/or sound devices relate to the poem’s meaning? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 6. Sometimes a change in sound points to a change in meaning. Does the sound change in this poem? If so, describe this change. Does this change show a change in meaning? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________
25 © Marie Andreu Poem Structure & Meaning p. 2 Name:________________________ DIVISIONS 1. Is the poem divided into stanzas? If so, how many?_____________________________________ 2. How many lines are there per stanza? Does the poem follow a particular stanza structure, such as couplet, triplet, quatrain, etc.? _________________________________________________________ 3. Do these divisions correspond with changes in the poem? How would you describe those changes? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ SHIFTS Poems convey an experience and rarely begin and end the same way. You will often find a change or shift in a poem. Examples:  Change in subject  Change in perspective  Change in speaker  Speaker offers a new understanding of the subject  Reader gains new insights 1. Do you see key words that indicate a shift (but, yet, however, although)? Which ones? _______________________________________________________________________________ _______________________________________________________________________________ 2. What kinds of shifts do you see in the poem? Refer to the list above. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 3. How does the poem change from beginning to end? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 4. How does this change (shift) affect the meaning? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________
26 © Marie Andreu First-Person Point of View Name:_______________________________ What pronouns are used by the narrator to indicate that this story is in first-person point of view? __________________________________________________________ Who is the narrator in the story? ______________________________________________________________________ Choose an important moment in the story. Describe the narrator’s thoughts and feelings about what is happening: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ What does the narrator say and do? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ How do the narrator’s thoughts, feelings, words and actions contribute to the narrator’s perspective about what is happening? A character’s perspective is how a he or she views a situation overall. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
27 © Marie Andreu First-Person Point of View p. 2 Name:______________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Choose a character that is in conflict with the narrator. Name the character and describe the character’s words and actions. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ What does this character’s thoughts and actions reveal about his or her perspective? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ How does the narrator’s perspective differ from the perspective of the other character? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____________________________________________________________________
28 © Marie Andreu Contrasting Points of View Name:__________________________________ Directions: Choose two characters from the text and write their names on the chart below. In the space underneath, list examples of how their points of view differ. Include specific ways that they disagree, situations that they see differently, and any other conflicts you see between the two characters. Character 1: Character 2: On the lines below, write a paragraph describing how the points of view of the characters differ. Use specific examples from the chart above. Use the back of this page if you need more space. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
29 © Marie Andreu Points of View Name:__________________________________ Part A: Choose two characters from the text and write their names on the chart below. In the space underneath, list examples of how their points of view differ. Include specific ways that they disagree, situations that they see differently, and any other conflicts you see between the two characters. Character 1: Character 2: Part B: In the space below, list any examples of dramatic irony you found in the text. On the back of this page, write a paragraph describing how the different points of view of the characters and/or the reader create either suspense or humor. Use specific examples from the charts above.
30 © Marie Andreu The Book vs. the Movie Name:__________________________________ Complete the Venn Diagram below comparing and contrasting the movie version and the book version of a story you’ve read . PROMPT: On your own paper, write two paragraphs, with the first describing the similarities between the book and the movie, and the second one describing the differences. Make sure to use compare and contrast transition words: Comparison Transition Words also as as well as both…and by the same token each of equally just as in a like manner in the same way just as…so likewise not only…but also similarly Contrast Transition Words although and yet at the same time but but at the same time by way of contrast conversely despite that even so even though for all that however in contrast in spite of instead nevertheless notwithstanding on the contrary on the other hand otherwise regardless still though when in fact whereas while yet
31 © Marie Andreu Compare and Contrast Name:________________________________ Literature and a Presentation Literature title: _________________________________________________________ Type of literature (circle one): story drama poem Type of presentation (circle one): audio film stage multimedia In the box below, list ways that the literature and the presentation are similar: In the box below, list ways that the literature and the presentation are different: In the box below, list ways that the techniques in the presentation such as lighting, sound, color, or camera focus and angles help convey the story:
32 © Marie Andreu Compare and Contrast Name:________________________________ Literary Genres Literature title 1: ____________________________________Genre:______________ Literature title 2: ____________________________________Genre:______________ In the box below, list ways that the two pieces are similar in their approach to themes and topics. In the box below, list ways that the two pieces are different in their approach to themes and topics. Use your notes from the boxes above to write a four-paragraph essay comparing and contrasting these two titles in terms of their approaches to similar themes and topics. The format should be as follows: Paragraph 1: Introduction with thesis statement, Paragraph 2: Comparison (similarities) Paragraph 3: Contrast (differences) Paragraph 4: Conclusion.
33 © Marie Andreu Historical Fiction vs. Name:___________________________________ Historical Account Historical Fiction Title/Author: ______________________________________________ Historical Account Title/Author: ___________________________________________ In the box below, list ways that the fiction and the historical account are similar. These are the ways in which the historical fiction author uses history to tell the story. In the box below, list ways that the fiction and the historical account differ. These are the ways in which the historical fiction author alters history to tell the story.
34 © Marie Andreu Elements of Myths, Traditional Stories & Religious Works in Modern Literature Name: ________________________ Title of modern literary work: _____________________________________________ Part A: Describe the specific themes, patterns of events, and character types that are similar to myths, traditional stories, or religious works. Be sure to include the title of the similar work. Similarities to myths, traditional stories, or religious works Themes Patterns of Events Character Types Part B: Describe how the modern work makes these story elements new. How does the story make these similarities new? Themes Patterns of Events Character Types
35 © Marie Andreu Part II: Reading Informational Texts
36 © Marie Andreu Three Main Ideas Name:____________________________ Part A: Choose three main ideas you learned from the text. Write them as complete sentences below. 1. _______________________________________________________________________________________ 2. _______________________________________________________________________________________ 3. _______________________________________________________________________________________ Part B: Write each main idea statement in the top part of each box. In the bottom part, write at least three examples that support the main idea. Main Idea #1: Support: Main Idea #2: Support: Main Idea #3: Support: Part C: Now compile your notes into a 3-paragraph summary. Make sure each paragraph contains a main idea statement and evidence from the text to support the main idea.
37 © Marie Andreu Individuals, Events, & Ideas A Name:_________________________________ Title of Text:____________________________________________________________ Directions: Complete the chart below to show how a key individual, event, and idea is introduced, illustrated, and elaborated in the reading selection. The chart should include specific examples from the text. How is a key individual introduced? How is a key individual illustrated? How is a key individual elaborated? How is a key event introduced? How is a key event illustrated? How is a key event elaborated? How is a key idea introduced? How is a key idea illustrated? How is a key idea elaborated?
38 © Marie Andreu Individuals, Events, & Ideas B Name:________________________________ Directions: Answer each of the questions below with specific examples from the text. How do ideas influence individuals? How do ideas influence events? How do individuals influence ideas? How do individuals influence events? How do events influence ideas? How do events influence individuals?
39 © Marie Andreu Figurative Language in Name:__________________________________ Informational Text Directions: Use the chart below to record examples of figurative language and decode their meanings. See the sample below: Like an eagle, the Luna Moth has an impressive wingspan. At up to five inches, its wingspan is among the largest in North America. Figurative Language from Text & Type of Figurative Language My Prior Knowledge & Context Clues Meaning Like an eagle simile Eagles have big wingspans. The text describes the Luna’s wingspan as impressive. The Luna has a big wingspan for a moth. Figurative Language from Text & Type of Figurative Language My Prior Knowledge & Context Clues Meaning
40 © Marie Andreu Figurative Language in Name:____________________________ Informational Text p. 2 Figurative Language from Text & Type of Figurative Language My Prior Knowledge & Context Clues Meaning Based on the author’s word choices above, how would you describe the tone? __________________________________________________________________________________
41 © Marie Andreu Denotation and Connotation Name:_______________________________ in Informational Text Directions: Use the chart below to record the following: 1. Positive or negative adjectives you encounter 2. What you know from your own prior knowledge and the context clues 3. One stronger adjective and a weaker adjective with similar meanings 4. Explain the meaning and tell whether the adjective has a positive or negative connotation. See the example below: The Aurora Borealis, or Northern Lights, is a stunning light display in the sky caused by the collision of charged particles with the thermosphere, or upper atmosphere. The lights are mostly visible in the Arctic circle, but are sometimes seen further south in Canada and the northern United States. Adjective My Prior Knowledge & Context Clues One stronger and one weaker adjective Meaning & Connotation stunning Something that is stunning is more than just pretty. A synonym for stunning is “amazing.” spectacular pretty The Aurora is an amazingly beautiful natural light display. Positive connotation Adjective My prior knowledge & Context Clues One stronger and one weaker adjective Connotation
42 © Marie Andreu Denotation and Connotation Name:____________________________ in Informational Text p. 2 Adjective My prior knowledge & Context Clues One stronger and one weaker adjective Connotation Based on the author’s word choices above, how would you describe the tone? __________________________________________________________________________________
43 © Marie Andreu Technical Meanings Name:_______________________________ in Informational Text Directions: Use the chart below to record the following: 1. Any technical language you encounter 2. What you know from your own prior knowledge and the context clues 3. The meaning of the technical language See the example below: The Luna Moth begins life emerging from eggs attached to the underside of leaves. The Luna Moth caterpillar begins eating right away, growing and molting its skin every 4-5 days. The caterpillar completes five molts in about a month before it is ready to spin its cocoon. Technical Language My Prior Knowledge & Context Clues Meaning Molts The caterpillar is growing so much it outgrows its skin every 4-5 days. Shedding outgrown skin so that the caterpillar can continue to grow. Technical Language My Prior Knowledge & Context Clues Meaning
44 © Marie Andreu Technical Meanings in Name:____________________________ Informational Text p. 2 Technical Language My Prior Knowledge & Context Clues Meaning Based on the author’s word choices above, how would you describe the tone? __________________________________________________________________________________
45 © Marie Andreu Text Structure: Chronological Order Name:____________________________ Text that is organized chronologically is written as a series of events in time order, first, second, third, etc. List the main points of the selection as they appear in chronological order: Summary: In 25 words or fewer, explain the most important concept to understand about this topic.
46 © Marie Andreu Text Structure: Compare and Contrast Name:________________________ Text that is organized by compare and contrast explains the similarities and differences of a concept. Write the topics that are compared and contrasted on the lines below. Then, list the similarities and differences you noted between two major topics. Topic 1: ____________________________ Topic 2: ___________________________ Similarities: Differences: Summary: In 25 words or fewer, explain the most important concept to understand about these two topics.
47 © Marie Andreu Text Structure: Order of Importance Name:___________________________ Text that is organized by order of importance is written from the most important information to the least important. (News articles are typically written this way.) List the main points of the selection as they appear in order of importance. Summary: In 25 words or fewer, explain the most important concept to understand about this topic.
48 © Marie Andreu Text Structure: Sequence Name:_________________________________ Similar to chronological order, text organized in a sequence gives directions or steps in a process in the order in which they occur. List the main points of the selection as they appear in sequence: Summary: In 25 words or fewer, explain the most important concept to understand about this topic.
49 © Marie Andreu Text Structure: Spatial Name:_________________________________ Text that is organized spatially is written as a description that helps you picture the topic. Draw an image of an item or concept that is described spatially in the selection. Label your drawing with important parts of the item or concept. Summary: In 25 words or fewer, explain the most important concepts to understand about this topic.
50 © Marie Andreu Text Structure: Cause and Effect Name:________________________________ Text that is organized by cause and effect explains why something happens. The words because and as a result are clues to cause and effect structure. In the table below, list some causes you found in the text with their effects. In some texts, you may find that the effect becomes the cause on the next line. CAUSE EFFECT Summary: In 25 words or fewer, explain the most important concepts to understand about this topic.
51 © Marie Andreu Text Structure: Problem and Solution Name:__________________________ Text that is organized by problem and solution explains the problem along with some possible solutions. Complete the web below by writing the problem in the center, and possible solutions on the outside. Summary: In 25 words or fewer, explain the most important concepts to understand about this topic.
52 © Marie Andreu Author’s Purpose and Name:____________________________ Point of View (A) The author’s purpose is the main reason the author writes. Generally there are four purposes for writing: to entertain, to inform, to explain, or to persuade. 1. In this selection, the author’s purpose is (check one): to entertain to inform to explain to persuade 2. In what ways does the author convey this purpose? For example, if the purpose is to entertain, list specific examples of humor or suspense. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 3. The author’s point of view is how he or she feels about the topic. The author conveys this point of view through his or her opinions and tone. Describe the author’s point of view. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 4. In what ways does the author convey this point of view? Use specific examples from the text. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________
53 © Marie Andreu Author’s Purpose Name:_____________________________ The author’s purpose is the main reason the author writes. Generally there are four purposes for writing: to entertain, to inform, to explain, or to persuade. 5. In this selection, the author’s purpose is (check one): to entertain to inform to explain to persuade 6. Describe the author’s point-of-view. Is the author an authority on this topic? _________________________________________________________ 7. How does the author’s position differ from that of others? Author’s Position Others’ Positions
54 © Marie Andreu Author’s Purpose and Name:____________________________ Point of View (B) The author’s purpose is the main reason the author writes. Generally there are four purposes for writing: to entertain, to inform, to explain, or to persuade. 8. In this selection, the author’s purpose is (check one): to entertain to inform to explain to persuade 9. Describe the author’s point-of-view. ______________________________________ ____________________________________________________________________ 10. Is the author an authority on this topic? Why? _____________________________ 11. In the chart below, list the author’s viewpoint, conflicting evidence or viewpoints, and how the author acknowledges and responds to these conflicts. Use the back of this page if you need more space. Author’s Viewpoint Conflicting Evidence or Viewpoints Author’s Response
55 © Marie Andreu Evaluating Media for Presenting a Topic Name:_________________________ Topic or Idea:___________________________________________________________ Directions: In the chart below, list the advantages and disadvantages of using a particular medium for presenting the topic or idea listed above. Print or Digital Text Advantages Disadvantages Video Advantages Disadvantages Multimedia or Other: Advantages Disadvantages What do you think is the best medium for presenting this topic? Why? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
56 © Marie Andreu Argument in Informational Texts Name:_________________________ Argument:_________________________________________________________________________ Specific claims to support the argument: Claim #1: 1. Does the writer use relevant evidence? (circle one) YES NO Examples: 2. Does the writer use accurate, credible sources? (circle one) YES NO Examples: Claim #2: 1. Does the writer use relevant evidence? (circle one) YES NO Examples: 2. Does the writer use accurate, credible sources? (circle one) YES NO Examples: Claim #3: 1. Does the writer use relevant evidence? (circle one) YES NO Examples: 2. Does the writer use accurate, credible sources? (circle one) YES NO Examples: Overall, does the writer use sound reasoning and relevant, sufficient evidence to support the claims? Answer and explain on the back of this paper.
57 © Marie Andreu Different Perspectives Name:______________________________________ on the Same Topic Directions: Use this organizer to analyze how two or more authors writing about the same topic shape their presentations. Topic:_____________________________________________________________________________ Author 1: Author 2: Title: Title: Evidence presented & interpretation of facts: List ways that the evidence and interpretation of facts in this piece differs from that of Author 1:
58 © Marie Andreu Part III: Speaking & Listening
59 © Marie Andreu Three Main Ideas Name:_________________________________________ in a Presentation Part A: Choose three main ideas you learned from the presentation. Write them as complete sentences below. 1. _______________________________________________________________________________________ 2. _______________________________________________________________________________________ 3. _______________________________________________________________________________________ Part B: Write each main idea statement in the top part of each box. In the bottom part, write at least three examples from the presentation that support the main idea. Main Idea #1: Support: Main Idea #2: Support: Main Idea #3: Support: Part C: Now compile your notes into a 3-paragraph summary. Make sure each paragraph contains a main idea statement and evidence from the presentation to support the main idea.
60 © Marie Andreu Argument in a Speech Name:_________________________________________ Argument:_________________________________________________________________________ Specific claims to support the argument: Claim #1: 1. Does the speaker use relevant evidence? (circle one) YES NO Examples: 2. Does the speaker use accurate, credible sources? (circle one) YES NO Examples: Claim #2: 1. Does the speaker use relevant evidence? (circle one) YES NO Examples: 2. Does the speaker use accurate, credible sources? (circle one) YES NO Examples: Claim #3: 1. Does the speaker use relevant evidence? (circle one) YES NO Examples: 2. Does the speaker use accurate, credible sources? (circle one) YES NO Examples: Overall, does the speaker use sound reasoning and relevant, sufficient evidence to support the claims? Answer and explain on the back of this paper.
61 © Marie Andreu Part IV: Writing
62 © Marie Andreu Comparison Transitions Name:_________________________ Transitions are words and phrases that connect ideas in writing and help your writing flow smoothly. There are many categories of transition words; one of those is words of comparison: Comparison Transition Words also as as well as both…and by the same token each of equally just as in a like manner in the same way just as…so likewise not only…but also similarly PROMPT: Think of two characters that you think are similar. They can be from two different stories. Write a paragraph comparing the two characters, using three words or phrases from the table above. While it is important to use transition words in your writing, you don’t want to overuse them. You don’t need to start every sentence with a transitional word or phrase; this can clutter your writing. Three or four transitions is a good number for a single paragraph. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
63 © Marie Andreu Contrast Transitions Name:_________________________ Recall that transitions are words and phrases that connect ideas in writing and help your writing flow smoothly. There are many categories of transition words; one of those are words of comparison: Contrast Transition Words although, and yet, at the same time, but, but at the same time, by way of contrast, conversely, despite that, even so, even though, for all that, however, in contrast, in spite of, instead, nevertheless, notwithstanding, on the contrary, on the other hand, otherwise, regardless, still, though, when in fact, whereas, while, yet PROMPT: Think of two characters that you think are opposites. Write a paragraph contrasting the two characters, using three words or phrases from the table above. Remember that three or four transitions is a good number for a single paragraph. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
64 © Marie Andreu What are your goals? Name:_________________________ Write 5 goals you’d like to achieve this school year. 1. __________________________________________________________________________ 2. __________________________________________________________________________ 3. __________________________________________________________________________ 4. __________________________________________________________________________ 5. __________________________________________________________________________ Now, choose just one goal to write about in a paragraph. Your paragraph should include the goal, the steps you will take to accomplish it, and the positive impact achieving this goal will have on your life. ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________
65 © Marie Andreu Vivid Verbs Name:_________________________ Vivid verbs are descriptive verbs that are more vibrant and interesting than other verbs that can be over-used and boring. Some examples: VERB VIVID VERBS said argued, crowed, hissed, interrupted, joked, quipped, snorted, sputtered, squeaked, teased, whispered, wined walk Amble, hike, march, meander, pace, plod, saunter, stroll, stride, toddle, trek, trudge run bolt, bound, dart, dash, flee, fly, gallop, jog, lope, race, rush, scamper, scurry, speed, sprint, tear, whisk, DIRECTIONS: Write at least a paragraph about two friends who have a harrowing journey walking to school one morning. Use vivid verbs to describe their journey. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
66 © Marie Andreu Writing Planner: Presenting an Argument p. 1 Name:_________________________________ Directions: Use this graphic organizer and checklist to plan your paper. Step 1: Choose a topic. Step 2: Briefly explain the overall idea you wish to convey about this topic. Step 3: What are some opposing claims regarding your main idea? How does your idea differ from those alternative or opposing claims? Step 4: Support for your claims Supporting idea 1: Logical reasoning: Relevant, accurate data and evidence: Sources: Supporting idea 2: Logical reasoning: Relevant, accurate data and evidence: Sources:
67 © Marie Andreu Writing Planner: Presenting an Argument p. 2 Name:_________________________________ Supporting idea 3: Logical reasoning: Relevant, accurate data and evidence Sources: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. You can do this by using AWUBIS words in your paper to improve sentence variety and fluency. A W U B I S after as if although as long as as as though when whereas whenever wherever where while unless until because before if if only in order that since so that Establish and maintain a formal style. Avoid clichés, slang, and texting language in your writing. Provide a concluding statement or section that follows from and supports the argument presented.
68 © Marie Andreu Writing Planner: Informative/Explanatory Paper p. 1 Name:_________________________________ Directions: Use this graphic organizer and checklist to plan your paper. Step 1: Choose a topic Step 2: Write an introductory paragraph that previews what is to follow. Step 3: On the back of this page, create an idea web or outline to organize ideas, concepts, and information into categories. Example of an idea web Example of an outline I. Main Idea A. Supporting idea 1. detail 2. detail B. Supporting idea 1. detail 2. detail II. Main Idea A. Supporting idea 1. detail 2. detail B. Supporting idea 1. detail 2. detail Step 4: Plan the formatting of your paper A. What headings will you use? B. Will you use graphics (charts & tables)? Will you create the graphics yourself, or borrow them from another source? What sources will you use? Where is the best place to put them in your final paper? C. Will your project include a multimedia component? How will you include this in your project? Formatting Notes:
69 © Marie Andreu Writing Planner: Informative/Explanatory Paper p. 2 Name:_________________________________ My Outline or Idea Web:
70 © Marie Andreu Writing Planner: Informative/Explanatory Paper p. 3 Name:_________________________________ Step 5: Complete a chart For each main idea in your paper. This will help you develop the topic with relevant, well- chosen facts, definitions, concrete details, quotations, or other information and examples. Include the source (title, page number, etc.) with each piece of information you add to the chart. Use additional pieces of paper if needed. Main Idea: Facts: Definitions: Concrete details: Quotations: Other information: Main Idea: Facts: Definitions: Concrete details: Quotations: Other information:
71 © Marie Andreu Writing Planner: Informative/Explanatory Paper p. 4 Name:_________________________________ Main Idea: Facts: Definitions: Concrete details: Quotations: Other information: Main Idea: Facts: Definitions: Concrete details: Quotations: Other information:
72 © Marie Andreu Writing Planner: Informative/Explanatory Paper p. 5 Step 6: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. There are hundreds of transition words you can choose from to help your writing flow well. Check your Language Arts textbook or search online for transition words. Be careful not to over-do your transitions, as too many can clutter your paper. About 3 transitions per paragraph is a good number. Step 7: List the science vocabulary words you will include in this paper. Step 8: Provide a concluding statement or section that follows from and supports the information or explanation presented. Step 9: Establish and maintain a formal style and objective tone. Avoid clichés, slang, and texting language in your writing. Review your paper to remove any casual language.
73 © Marie Andreu Common Core Writing Prompts Standards Prompts W.6.10 W.7.10 W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. o o W.6.3e W.7.3e W.8.3e o Provide a conclusion that follows from the narrated experiences or events. (For students who have read “The Necklace” pp. 18-23) Imagine if instead of trying to cover up the loss of the necklace, Mathilde had gone to Madame Forestier and told her the truth. Write a new ending to the story, beginning with Mathilde’s new conversation with Jeanne Forestier. W.6.10 W.7.10 W.8.10 o o W.6.2b W.7.2b W.8.2b o Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. o Make a list of your top 3 best memories. Choose one to write about in a paragraph. Make sure to use examples and details to help the reader understand what makes this memory so special to you. W.6.10 W.7.10 W.8.10 . o 1. Make a Venn Diagram comparing and contrasting 5th grade with 6th grade. o 2. Write two paragraphs: the first comparing 5th and 6th grades (telling how they are similar) and the second contrasting them (telling the differences.) W.6.10 W.7.10 W.8.10   W.6.3 W.7.3 W.8.3  Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.  Think of a memorable experience you’ve had. Pre- write by listing in order what happened. Then, write a paragraph describing the experience. Be sure to use descriptive details to help the reader see, hear, feel, taste, and/or smell the experience. W.6.10 W.7.10 W.8.10 o W.6.3a W.7.3a W.8.3a o Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. Create a character who is in some kind of danger or trouble. Write the opening paragraph for your story, setting a scene that creates a suspenseful mood, leaving your reading wanting to find out what will happen next.
74 © Marie Andreu Figurative Language Warm-Ups & Poem Prompts Standards: L.6.5 L.7.5 L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Warm-up 1 Warm-up 2 Poem Prompt PERSONIFICATION is giving human qualities to an animal, object, or idea. Examples: The smiling sun lit up the day with cheery light. The sad, gray clouds dropped their tears on the ground. Write three sentences describing the weather this morning. Use personification in each sentence. In one complete sentence, explain what personification is. Then, give three examples of personification. Begin drafting a poem about the things in your room. The poem should contain at least 3 examples of personification. An onomatopoeia is a word that imitates the sound it describes. Some examples include pop, beep, and buzz. Make a list of 20 onomatopoeias you can think of. In one complete sentence, explain what onomatopoeia is. Then, give three examples of onomatopoeias.  Begin drafting a poem about a fun place you have been, such as a fair, the beach, or an amusement park. The poem should contain at least 3 onomatopoeias.  A SIMILE is a comparison using the words “like” or “as.” Examples:  Shayla’s eyes twinkled like stars when she met her favorite singer. Colton ran as fast as a cheetah at field day.  Write 5 complete sentences using similes of your own. In one complete sentence, explain what a simile is. Then give three examples of similes.  Begin drafting a poem about a pet (or a pet you would like to have). The poem should contain at least 3 similes.  A METAPHOR is a comparison of two things that have some quality in common by saying something is an entirely different thing. Metaphors do not include the words “like” or “as.”  First, write 5 similes. Then, turn the similes into metaphors by using “like” or “as.” Examples: Simile – She is as pretty as a flower. Metaphor – She is a flower. In one complete sentence, explain the difference between a simile and a metaphor. Then, give three examples of each. Begin drafting a poem titled “Sixth* Grade Is” poem should contain at least 3 metaphors. (*Change title to match grade level) HYPERBOLE is a wild exaggeration for emphasis or effect. Examples: We’ve been waiting in line forever. I’ve told you a thousand times that I don’t like onions. Think of three annoying things that you’ve experienced this week. Then, write a sentence about each one using hyperbole to emphasize how annoying the situations were. Begin drafting a poem about a trip you once took. The poem should contain at least 3 examples of hyperbole.
75 © Marie Andreu Part V: Language
76 © Marie Andreu Lay and Lie Name:__________________________ Lay and Lie are tricky verbs. Lay means “to place or put down.” Lie means “to recline or to be or stay at rest.” PART 1: Complete the sentences with the correct word from the list below: lay lie lays lies 1. I’m feeling dizzy, so I think I’ll ______ down. 2. Please _____ out your clothes tonight to save time in the morning. 3. My cat usually _____ in sunny spots on the floor. 4. Kayla no longer _____ her school work on the kitchen table since her little brother colored on her social studies poster. Lay and Lie are very tricky in the past tense, mainly because lie changes to lay in the past tense: PRESENT TENSE PAST TENSE PAST PARTICIPLE lay(s) laid has/have laid lie(s) lay has/have lain PART 2: Complete the sentences below with the correct word from the table above: 1. Brian _____ his phone on the kitchen counter. 2. My cat Pepper has _____ in the same spot all day. 3. Kelsey was so excited for Santa to come, she ____ awake for hours before falling asleep. 4. Time is up; please _____ your pencils on your desk. 5. I had just ____ my head down on my pillow when our new puppy started howling again. 6. Stone Mountain, the largest exposed mass of granite on earth, _____ ten miles northeast of Atlanta.
77 © Marie Andreu PRONOUN CASE Name:__________________________ DIRECTIONS: There are three cases of pronouns: subjective, objective or possessive. Complete the chart with pronouns from the list below. Words that are repeated appear in more than one box. my he its him mine they I theirs you she he her our them his we you it ours hers us yours me their it your Subjective Objective Possessive First-Person Singular First-Person Plural Second-Person Singular & Plural Third-Person Singular Third-Person Plural
78 © Marie Andreu Pronouns & Antecedents: Name:__________________________ Agreement in number and person A PRONOUN takes the place of a noun. An ANTECEDENT is the word a pronoun replaces. Example: Lisa did her homework after dinner. The pronoun is her, and the antecedent is Lisa. RULES FOR PRONOUNS/ANTECEDENT AGREEMENT IN NUMBER & PERSON 1. Pronouns and antecedents need to agree in number. Use a singular pronoun with a singular antecedent, and a plural pronoun with a plural antecedent. 2. Pronouns and antecedents need to agree in person. Use a feminine pronoun with a feminine antecedent, and a masculine pronoun with a masculine antecedent. If the gender is unknown, you can use his or her, him or her, or simply the masculine pronouns his or him. 3. Singular indefinite antecedents go with singular pronouns. The following indefinite pronouns are singular: anyone, anybody, anything, each, either, everyone, everybody, everything, neither, no one, nobody, nothing, one, someone, somebody, something. 4. Plural indefinite antecedents go with plural pronouns. The following indefinite pronouns are plural: both, few, many, several. DIRECTIONS: Each of the sentences below have pronoun/antecedent agreement problems when it comes to number. Rewrite each sentence correctly. 1. Each of the girls had their nails painted lime green. ________________________________________________________________________________________ 2. Both students turned in his homework late. ________________________________________________________________________________________ 3. Does everybody have their art supplies? ________________________________________________________________________________________ 4. Neither Brad nor Carlos remembered to bring their lunch money. ________________________________________________________________________________________ 5. Did somebody forget their jacket? ________________________________________________________________________________________
79 © Marie Andreu Pronouns & Antecedents: Name:__________________________ Identifying and Correcting Vague Pronouns Every pronoun should clearly refer to a single noun or antecedent. If it is unclear what antecedent the pronoun refers to, the pronoun is vague and needs to be corrected. The word vague means “not clearly stated or expressed.” Often this can be fixed by changing the vague pronoun to a noun. Example: The teacher put a check on his homework. (Whose homework is it? Does it belong to the teacher or a student?) Corrected: The teacher put a check on Devon’s homework. DIRECTIONS: Each of the following sentences contains a vague pronoun. Rewrite each sentence to remove the vague pronoun. 1. After putting a bow on the present, Melinda placed it under the tree. __________________________________________________________________________________ 2. Take the milk out of the bag and bring it to me. __________________________________________________________________________________ 3. If the students don’t use up all the glue sticks, pack them up and store them for later. __________________________________________________________________________________ 4. The teachers told the students that they would have next Monday off. __________________________________________________________________________________ CHALLENGE: Write two original sentences that include vague pronouns. Then, switch papers with a partner and rewrite each other’s sentences removing any vague pronouns. Vague: ____________________________________________________________________________ Correct: ___________________________________________________________________________ Vague: ____________________________________________________________________________ Correct: ___________________________________________________________________________
80 © Marie Andreu Punctuating Dialogue Name:__________________________ RULE EXAMPLE 1. Use quotation marks before and after a character's words. Place a period inside closing quotation marks. "We want to go to the water park today." 2. When the speaker’s tag (said, agreed, mumbled, shouted, etc.) comes before the quotation, place the comma after the tag. Ellie said, "I want to ride the biggest water slide.” 3. When the speaker’s tag comes after the quotation, place the comma inside the closing quotation marks. "My favorite ride is the lazy river," Jacob said. 4. Use quotation marks around each part of a divided quotation. See rules 1 & 2 on where to place commas with speaker’s tags. "You don’t want to get sunburned," said Mom, "so make sure to reapply your sunscreen every hour." 5. Place question marks and exclamation points inside the quotation marks when they are part of the quotation. "When can we go?" Jacob asked. "I can’t wait!" said Ellie. 6. Start a new paragraph when you change speakers. "How long is the drive to get there?" Ray asked. “It’ll take us about 45 minutes,” said Mom. Always capitalize the first word in the quotation, no matter where it falls in the sentence. Note: In divided quotations (see rule 4) you do not capitalize the second part of the quotation because it is not the first word of the quotation. Ellie exclaimed, “We don’t want to lose any time, so let’s go!” ASSIGNMENT: Write a dialogue between two characters. Make sure to follow all the rules for punctuating dialogue listed above. When finished, exchange papers with a partner and proofread each other’s writing for correct dialogue punctuation.
81 © Marie Andreu Alliteration Name:__________________________ ALLITERATION is the repetition of consonant sounds at the beginning of words. EXAMPLES: A big box of blue blocks. Six sick sisters sat in the waiting room. Challenge: Write an alliteration for each of the consonants in the alphabet. Can you complete the challenge before time runs out? B K S C L T D M V F N W G P X H Q Y J R Z
82 © Marie Andreu Analogies Name:__________________________ An analogy is a word problem made up of two word pairs, like this: big : small :: hot : _______ You solve an analogy by finding a word that correctly completes the incomplete pair. Both word pairs have the same kind of relationship, such as synonym/antonym, cause/effect, part/whole, item/category, etc. You can figure out the relationship by reading an analogy like this: “Big is to small as hot is to…” Then read the analogy a second time, this time with the relationship: “Big is the opposite of small as hot is the opposite of…” And so the answer is “cold.” Directions: Use the steps above to select the correct answer to these analogies. 1. big: large :: abandon : _________ a) remain b) desert c) punish d)distract 2. happy: sad :: abundant: ________ a) plentiful b)large c)sparse d)slow 3. Columbia : South America :: Sweden: ________ a)Africa b)North America c)Asia d)Europe 4. stress: anxiety :: relaxation: ________ a) tranquility b)vacation c)labor d)tense 5. violinist: musician :: marine biologist: ________ a)military b)teacher c)scientist d)scuba diver
83 © Marie Andreu Part VI: Standards Guide
84 © Marie Andreu Part I: Reading & Literature Assignment Page(s) Grade(s) CCSS Character Description 6 6-8 RL.6.1 RL.7.1 RL.8.1 W.6.10 W.7.10 W.8.10 What’s the Theme? 7-8 6-8 RL.6.2 RL.7.2 RL.8.2 5- Box Plot Diagram 9 6 RL.6.3 Dynamic Character Plot Line 10 6 RL.6.3 Setting Shapes Stories 11 7 RL.7.3 Character’s Perspective 12-13 8 RL.8.3 Figurative Language in Literature) 14-15 6-8 RL.6.4 RL.7.4 RL.8.4 L.6.4 L.7.4 L.8.4 L.6.4a L.7.4a L.8.4a L.6.5 L.7.5 L.8.5 L.6.5a L.7.5a L.8.5a L.6.5b L.7.5b L.8.5b Denotation and Connotation in Literature o 16-17 6-8 RL.6.4 RL.7.4 RL.8.4 L.6.4 L.7.4 L.8.4 L.6.4a L.7.4a L.8.4a L.6.5 L.7.5 L.8.5 L.6.5a L.7.5a L.8.5a L.6.5b L.7.5b L.8.5b L.6.5c L.7.5c L.8.5c “The Necklace” by Guy de Maupassant, parts 1-6 18-23 6 RL.6.1 RL.6.5 W.6.10 Poem Structure & Meaning 24-25 7-8 RL.7.5 RL.8.5 First-Person Point of View 26-27 6 RL.6.6 Contrasting Points of View 28 7 RL.7.6 Points of View 29 8 RL.8.6 The Book vs. The Movie 30 6 RL.6.7 Compare and Contrast Literature and a Presentation 31 7-8 RL.7.7 RL.8.7  Note: There are no CCSS for RL.6.8, RL.7.8, and RL.8.8. Compare and Contrast Literary Genres 32 6 RL.6.9 Historical Fiction vs. Historical Account 33 7 RL.7.9 Elements of Myths, Traditional Stories & Religious Works in Modern Literature 34 8 RL.8.9
85 © Marie Andreu Part II: Reading Informational Texts Assignment Page number(s) Grade Level(s) CCSS Three Main Ideas p 36 6-8 RI.6.1 RI.6.2 RI.7.1 RI.7.2 RI.8.1 RI.8.2 Individuals, events and Ideas A 37 6 RI.6.3 Individuals, Events & Ideas B 38 7-8 RI.7.3 RI.8.3 Figurative Language in Informational Texts 39-40 6-8 RI.6.4 RI.7.4 RI.8.4 Denotation and Connotation in Informational Texts 41-42 6-8 RI.6.4 RI.7.4 RI.8.4 Technical Language in Informational Texts 43-44 6-8 RI.6.4 RI.7.4 RI.8.4 Text Structure: Chronological Order 45 7-8 RI.6.5 RI.7.5 RI.8.5 Text Structure: Compare and Contrast 46 6-8 RI.6.5 RI.7.5 RI.8.5 Text Structure: Order of Importance 47 7-8 RI.6.5 RI.7.5 RI.8.5 Text Structure: Sequence 48 7-8 RI.6.5 RI.7.5 RI.8.5 Text Structure: Spatial 49 7-8 RI.6.5 RI.7.5 RI.8.5 Text Structure: Cause and Effect p. 32 50 7-8 RI.6.5 RI.7.5 RI.8.5 Text Structure: Problem and Solution 51 7-8 RI.6.5 RI.7.5 RI.8.5 Author’s Purpose and Point of View 52 6 RI.6.6 Author’s Purpose 53 7 RI.7.6
86 © Marie Andreu Assignment Page number(s) Grade Level(s) CCSS Author’s Point of View & Purpose 54 8 RI.8.6 Evaluating Media for Presenting a Topic 55 8 RI.8.7 Argument in Informational Text 56 6-8 RI.6.8 RI.7.8 RI.8.8 Different Perspectives on the Same Topic 57 8 RI.8.9 Part III: Speaking and Listening Three Main Ideas from a Presentation 59 7 SL.7.2 Argument in a Speech 60 6-8 SL.6.3 SL.7.3 SL.8.3 Part IV: Writing Comparison Transitions 62 6-8 W.6.2c W.6.10 W.7.2c W.7.10 W.8.2c W.8.10 Contrast Transitions 63 6-8 W.6.3c W.6.10 W.7.2c W.7.10 W.8.2c W.8.10 What are your goals? 64 6-8 W.6.10 W.7.10 W.8.10 Vivid Verbs 65 6 W.6.10 W.6.3d W.7.10 W.7.3d W.8.10 W.8.3d Writing Planner: Presenting an Argument 66-67 6-8 W.6.1 - W.6.1e W.7.1 - W.7.1e W.8.1 - W.8.1e Writing Planner: Informative/Explanatory 68-72 6-8 W6.2 – W.6.2f W7.2 – W.7.2f W8.2 – W.8.2f Common Core Writing Prompts 73 6-8 o W.6.2b W.7.2b W.8.2b  W.6.3 W.7.3 W.8.3  W.6.3a W.7.3a W.8.3a o W.6.3e W.7.3e W.8.3e W.6.10 W.7.10 W.8.10 Figurative Language Warm- Ups & Poem Prompts 74 6-8 L.6.5 L.7.5 L.8.5
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Middle gradeslanguageartscommoncoretoolbox

  • 1. 1 © Marie Andreu
  • 2. 2 © Marie Andreu Marie Andreu Creations www.marieandreu.com © 2013 Marie Andreu All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the publisher. This resource was created by Marie Andreu © 2013. It may be printed and photocopied by the original purchaser for single classroom and personal use only. It may not be put on the internet, sold, or distributed in any form. If you would like to share this resource with your colleagues, please refer them to www.marieandreu.com to purchase a single copy or multiple licenses at a discount.
  • 3. 3 © Marie Andreu Table of Contents Assignment/Grade Level(s) Page(s) Part I: Reading Literature 5 Character Description (6-8) 6 What’s the Theme? (6-8) 7-8 5-Box Plot Diagram (6) 9 Dynamic Character Plot Line (6) 10 Setting Shapes Stories (7) 11 Character’s Perspective (8) 12-13 Figurative Language in Literature (6-8) 14-15 Denotation and Connotation in Literature (6-8) 16-17 The Necklace by Guy de Maupassant, parts 1-6 (6) 18-23 Poem Structure and Meaning (7-8) 24-25 First-Person Point of View (6) 26-27 Contrasting Points of View (7) 28 Points of View (8) 29 The Book vs. the Movie (6) 30 Compare and Contrast Literature and a Presentation (6-8) 31 Compare and Contrast Literary Genres (6) 32 Historical Fiction vs. Historical Account (7) 33 Elements of Myths, Traditional Stories & Religious Works in Modern Literature (8) 34 Part II: Reading Informational Texts 35 Three Main Ideas (6-8) 36 Individuals, Events & Ideas A (6) 37 Individuals, Events & Ideas B (7-8) 38 Figurative Language in Informational Texts (6-8) 39-40 Denotation and Connotation in Informational Texts (6-8) 41-42 Technical Language in Informational Texts (6-8) 43-44 Text Structure: Chronological Order (6-8) 45 Text Structure: Compare and Contrast (6-8) 46 Text Structure: Order of Importance (6-8) 47 Text Structure: Sequence (6-8) 48 Text Structure: Spatial (6-8) 49 Text Structure: Cause and Effect (6-8) 50 Text Structure: Problem and Solution (6-8) 51 Author’s Purpose and Point of View (A) (6) 52 Author’s Purpose (7) 53 Author’s Purpose and Point of View (B) (8) 54
  • 4. 4 © Marie Andreu Evaluating Media for Presenting a Topic (8) 55 Argument in Informational Text (6-8) 56 Different Perspectives on the Same Topic (8) 57 Part III: Speaking and Listening 58 Three Main Ideas from a Presentation (7) 59 Argument in a Speech (6-8) 60 Part IV: Writing 61 Comparison Transitions (6-8) 62 Contrast Transitions (6-8) 63 What Are Your Goals? (6-8) 64 Vivid Verbs (6-8) 65 Writing Planner: Presenting an Argument (6-8) 66-67 Writing Planner: Informative/Explanatory (6-8) 68-72 Common Core Writing Prompts (6-8) 73 Figurative Language Warm-Ups & Poem Prompts (6-8) 74 Part V: Language 75 Lay and Lie (6-8) 76 Pronoun Case (6) 77 Pronouns & Antecedents: Agreement in Number and Person (6) 78 Pronouns & Antecedents: Recognizing Vague Pronouns (6) 79 Punctuating Dialogue (6-8) 80 Alliteration (6-8) 81 Analogies (6-8) 82 Part VI: Standards Guide 83
  • 5. 5 © Marie Andreu Part I: Reading Literature
  • 6. 6 © Marie Andreu Character Description Name:____________________________ Part A: Think of three main adjectives that describe a particular character, and write them below: 1. ______________________ 2. ______________________ 3. ______________________ Part B: Create main idea statements by writing complete sentences about the adjectives above. 1. ________________________________________________________________________ 2. ________________________________________________________________________ 3. ________________________________________________________________________ Part C: Write each main idea statement in the top part of each box. In the bottom part, write all of the examples from the text that support your statement. Main Idea #1: Support: Main Idea #2: Support: Main Idea #3: Support: Part D: Now compile your notes into a 3-paragraph character description. Make sure each paragraph contains a main idea statement and evidence from the text to support the main idea.
  • 7. 7 © Marie Andreu What’s the Theme? Name:____________________________ In literature, a theme is an idea about life that a story explores. Some examples of common themes include coming of age, change versus tradition, love and sacrifice, the struggle for justice. 1. Think of a story you’ve recently read. What theme is explored in that story? (See chart on back.) _______________________________________________________________________________ 2. Name three major ways that this theme is conveyed. Write one in the top line of each box below. In the bottom part, list specific examples from the story that support each main idea. Main Idea #1: Support: Main Idea #2: Support: Main Idea #3: Support: 3. Write a thesis statement mentioning each of your three main ideas. _______________________________________________________________________________ _______________________________________________________________________________ 4. Write an essay about the theme in the story. Your essay should contain your thesis statement, and each of the boxes above should be its own paragraph. Remember to add a concluding paragraph as well; don’t just end with main idea #3.
  • 8. 8 © Marie Andreu What’s the Theme? p. 2 Name:____________________________ Common Themes in Literature STRENGTH & WEAKNESS Finding strength Fear of failure Overcoming fear, weakness, vice, or adversity Inner versus outer strength Vulnerability of the meek Vulnerability of the strong LOVE Everlasting love Lost love Love and sacrifice Heartbreak of betrayal Reunion Love sustains/fades with a challenge CHARACTER Destruction, building up Identity crisis Individual vs. society Self – inner and outer Self-awareness Self-preservation Self-reliance OLD & NEW Change versus tradition Generation gap Wisdom of experience Convention and rebellion Power of tradition BEAUTY Beauty of simplicity Destruction of beauty Fading beauty Youth and beauty Temporary nature of physical beauty Vanity as downfall DISCOVERY Conquering unknown, Progress – real or illusion Quest for discovery Technology in society – good or bad FAMILY Blessing or curse Destruction of family Names - power and significance Survival of family bonds despite adversity Importance of family Sacrifice for family NATURE Hierarchy in nature Man against nature, survival Nature as beauty ROLE OF WOMEN OR MEN Motherhood Oppression of women Fatherhood BIRTH Life after loss Life sustains tragedy Circle of life Rebirth LONELINESS As a destructive force Isolation Alienation - creating emotional isolation POWER Change of power Empowerment Illusion of power Quest for power Power and corruption DEATH Death as mystery, a new beginning, inevitable or tragedy Immortality Will to survive MONEY Greed as downfall Materialism as downfall Necessity of work Working class struggles Power of wealth Social mobility HOPE Losing hope Optimism – power or folly Hope rebounds Hopelessness Finding hope after tragedy DREAMS Disillusionment and dreams Emptiness of attaining false dream Fulfillment Deception - appearance versus reality LOSS Fall from grace and fortune Lost honor Displacement Pride and downfall Temptation and destruction JUDGMENT Hazards of passing judgment Double standards, hypocrisy KNOWLEDGE Knowledge versus ignorance Dangers of ignorance HOME Security of a homestead Most journeys lead back to home HEROISM Real and perceived False heroism COMMUNICATION verbal and nonverbal Power of silence Power of words SUFFERING Suffering as a natural part of human experience Good that comes from suffering, lessons learned ESCAPE Desire to escape Facing reality Escape from family pressures Escaping social constraints JUSTICE & INJUSTICE Struggle for justice Crime and punishment Balance between justice and judgment WAR & PEACE Glory, necessity, pain, or tragedy of war peace is fleeting GOOD & BAD Darkness and light Facing darkness Good and evil Chaos and order
  • 9. 9 © Marie Andreu
  • 10. 10 © Marie Andreu Dynamic Character Name:_______________________________ Plot Line Directions: In each of the boxes in the graphic organizer, describe how a character from a recent story you’ve read*responds and/or changes from one part of the story to the next.
  • 11. 11 © Marie Andreu Setting Shapes Stories Name:_________________________________ 1. Describe the setting of the story. __________________________________________________________________________ __________________________________________________________________________ 2. Name some ways that the setting affects the characters. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 3. Name some ways that the setting affects the plot. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ In the space below, illustrate a major way that the setting affects the characters. In the space below, illustrate a major way that the setting affects the plot.
  • 12. 12 © Marie Andreu Character’s Perspective Name:_______________________________ Choose a major character and an important moment in the story. Describe the character’s thoughts and feelings about what is happening: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ What does this character say and do? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ How do the character’s thoughts, feelings, words and actions contribute to his or her perspective about what is happening? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
  • 13. 13 © Marie Andreu Character’s Perspective p. 2 Name:___________________________ Choose a character that is in conflict with the first character you chose. Name the character and describe the character’s words and actions. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ What does this character’s thoughts and actions reveal about his or her perspective? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ How does the first character’s perspective differ from the perspective of the other character? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
  • 14. 14 © Marie Andreu Figurative Language in Literature Name:_____________________________ Directions: Use the chart below to record examples of figurative language and decode their meanings. See the example below: SHE walks in beauty, like the night Of cloudless climes and starry skies; And all that 's best of dark and bright Meet in her aspect and her eyes: (From “She Walks in Beauty” by Lord Byron) Figurative Language from Text & Type of Figurative Language My Prior Knowledge & Context Clues Meaning Like the night of cloudless climes and starry skies simile When the sky is clear at night, the moon and stars shine brightly against a black sky. When it is cloudy, at night, the sky is grayish and you can’t see the stars or the moon. Nights are peaceful and quiet. Both her appearance and her eyes are lovely and bright, like the moon and stars against a black sky on a clear night. She is beautiful in a quiet, peaceful way. Figurative Language from Text & Type of Figurative Language My Prior Knowledge & Context Clues Meaning
  • 15. 15 © Marie Andreu Figurative Language in Literature p. 2 Name:_____________________ Figurative Language from Text & Type of Figurative Language My Prior Knowledge & Context Clues Meaning Based on the author’s word choices above, how would you describe the tone? __________________________________________________________________________________
  • 16. 16 © Marie Andreu Denotation & Connotation in Literature Name:_____________________ Directions: Use the chart below to record the following: 1. Positive or negative adjectives you encounter 2. What you know from your own prior knowledge and the context clues 3. One stronger adjective and a weaker adjective with similar meanings 4. Explain the meaning and tell whether the adjective has a positive or negative connotation. Example: Madame Loisel came to know the ghastly life of abject poverty. From the very first she played her part heroically. This fearful debt must be paid off. She would pay it. The servant was dismissed. They changed their flat; they took a garret under the roof. She came to know the heavy work of the house, the hateful duties of the kitchen. She washed the plates, wearing out her pink nails on the coarse pottery and the bottoms of pans. She washed the dirty linen, the shirts and dish-cloths, and hung them out to dry on a string; every morning she took the dustbin down into the street and carried up the water, stopping on each landing to get her breath. And, clad like a poor woman, she went to the fruiterer, to the grocer, to the butcher, a basket on her arm, haggling, insulted, fighting for every wretched halfpenny of her money. (From “The Necklace” by Guy de Maupassant Adjective My Prior Knowledge & Context Clues One stronger and one weaker adjective Meaning & Connotation ghastly Something that is ghastly is dreadful. She still has a home even if smaller. She dismissed the servant and had to do chores herself. I have to do my own chores and I don’t think it’s a “ghastly poverty” not to have a servant do them for me. Her poverty doesn’t sound that extreme. horrific unpleasant Because Madame Loisel is spoiled and not used to doing housework, living in a smaller home without a servant is a “ghastly life of abject poverty” to her. Adjective My prior knowledge & Context Clues One stronger and one weaker adjective Connotation
  • 17. 17 © Marie Andreu Denotation & Connotation in Literature, p. 2 Name:_____________ Adjective My prior knowledge & Context Clues One stronger and one weaker adjective Connotation Based on the author’s word choices above, how would you describe the tone? __________________________________________________________________________________
  • 18. 18 © Marie Andreu Name:____________________________ The Necklace by Guy de Maupassant, Part 1 Directions: Read and respond to the questions below the passage. She was one of those pretty and charming girls born, as though fate had blundered over her, into a family of artisans. She had no marriage portion, no expectations, no means of getting known, understood, loved, and wedded by a man of wealth and distinction; and she let herself be married off to a little clerk in the Ministry of Education. Her tastes were simple because she had never been able to afford any other, but she was as unhappy as though she had married beneath her; for women have no caste or class, their beauty, grace, and charm serving them for birth or family, their natural delicacy, their instinctive elegance, their nimbleness of wit, are their only mark of rank, and put the slum girl on a level with the highest lady in the land. She suffered endlessly, feeling herself born for every delicacy and luxury. She suffered from the poorness of her house, from its mean walls, worn chairs, and ugly curtains. All these things, of which other women of her class would not even have been aware, tormented and insulted her. The sight of the little Breton girl who came to do the work in her little house aroused heart- broken regrets and hopeless dreams in her mind. She imagined silent antechambers, heavy with Oriental tapestries, lit by torches in lofty bronze sockets, with two tall footmen in knee-breeches sleeping in large arm-chairs, overcome by the heavy warmth of the stove. She imagined vast saloons hung with antique silks, exquisite pieces of furniture supporting priceless ornaments, and small, charming, perfumed rooms, created just for little parties of intimate friends, men who were famous and sought after, whose homage roused every other woman's envious longings. When she sat down for dinner at the round table covered with a three-days-old cloth, opposite her husband, who took the cover off the soup-tureen, exclaiming delightedly: "Aha! Scotch broth! What could be better?" she imagined delicate meals, gleaming silver, tapestries peopling the walls with folk of a past age and strange birds in fairy forests; she imagined delicate food served in marvelous dishes, murmured gallantries, listened to with an inscrutable smile as one trifled with the rosy flesh of trout or wings of asparagus chicken. In the introduction to this story, we learn about a woman and her husband. Based on this passage, what can you infer about the personality and attitude of the wife? The husband? Write a paragraph describing your inferences, citing specific examples from the story.
  • 19. 19 © Marie Andreu Name:____________________________ The Necklace by Guy de Maupassant, Part 2 Directions: Read and respond to the questions below the passage. She had no clothes, no jewels, nothing. And these were the only things she loved; she felt that she was made for them. She had longed so eagerly to charm, to be desired, to be wildly attractive and sought after. She had a rich friend, an old school friend whom she refused to visit, because she suffered so keenly when she returned home. She would weep whole days, with grief, regret, despair, and misery. One evening her husband came home with an exultant air, holding a large envelope in his hand. "Here's something for you," he said. Swiftly she tore the paper and drew out a printed card on which were these words: "The Minister of Education and Madame Ramponneau request the pleasure of the company of Monsieur and Madame Loisel at the Ministry on the evening of Monday, January the 18th." Instead of being delighted, as her husband hoped, she flung the invitation petulantly across the table, murmuring: "What do you want me to do with this?" "Why, darling, I thought you'd be pleased. You never go out, and this is a great occasion. I had tremendous trouble to get it. Everyone wants one; it's very select, and very few go to the clerks. You'll see all the really big people there." She looked at him out of furious eyes, and said impatiently: "And what do you suppose I am to wear at such an affair?" He had not thought about it; he stammered: "Why, the dress you go to the theatre in. It looks very nice, to me . . ." He stopped, stupefied and utterly at a loss when he saw that his wife was beginning to cry. Two large tears ran slowly down from the corners of her eyes towards the corners of her mouth. "What's the matter with you? What's the matter with you?" he faltered. But with a violent effort she overcame her grief and replied in a calm voice, wiping her wet cheeks: "Nothing. Only I haven't a dress and so I can't go to this party. Give your invitation to some friend of yours whose wife will be turned out better than I shall." He was heart-broken. "Look here, Mathilde," he persisted. "What would be the cost of a suitable dress, which you could use on other occasions as well, something very simple?" She thought for several seconds, reckoning up prices and also wondering for how large a sum she could ask without bringing upon herself an immediate refusal and an exclamation of horror from the careful- minded clerk. At last she replied with some hesitation: "I don't know exactly, but I think I could do it on four hundred francs." He grew slightly pale, for this was exactly the amount he had been saving for a gun, intending to get a little shooting next summer on the plain of Nanterre with some friends who went lark-shooting there on Sundays. Nevertheless he said: "Very well. I'll give you four hundred francs. But try and get a really nice dress with the money."  1. What effect do the wife’s words have on her husband?  2. How does this scene contribute to the plot? What has changed as a result of this dialogue? 
  • 20. 20 © Marie Andreu Name:____________________________ The Necklace by Guy de Maupassant, Part 3 Directions: Read and respond to the questions below the passage. The day of the party drew near, and Madame Loisel seemed sad, uneasy and anxious. Her dress was ready, however. One evening her husband said to her: "What's the matter with you? You've been very odd for the last three days." "I'm utterly miserable at not having any jewels, not a single stone, to wear," she replied. "I shall look absolutely no one. I would almost rather not go to the party." "Wear flowers," he said. "They're very smart at this time of the year. For ten francs you could get two or three gorgeous roses." She was not convinced. "No . . . there's nothing so humiliating as looking poor in the middle of a lot of rich women." "How stupid you are!" exclaimed her husband. "Go and see Madame Forestier and ask her to lend you some jewels. You know her quite well enough for that." She uttered a cry of delight. "That's true. I never thought of it." Next day she went to see her friend and told her her trouble. Madame Forestier went to her dressing-table, took up a large box, brought it to Madame Loisel, opened it, and said: "Choose, my dear." First she saw some bracelets, then a pearl necklace, then a Venetian cross in gold and gems, of exquisite workmanship. She tried the effect of the jewels before the mirror, hesitating, unable to make up her mind to leave them, to give them up. She kept on asking: "Haven't you anything else?" "Yes. Look for yourself. I don't know what you would like best." Suddenly she discovered, in a black satin case, a superb diamond necklace; her heart began to beat covetously. Her hands trembled as she lifted it. She fastened it round her neck, upon her high dress, and remained in ecstasy at sight of herself. Then, with hesitation, she asked in anguish: "Could you lend me this, just this alone?" "Yes, of course." She flung herself on her friend's breast, embraced her frenziedly, and went away with her treasure. The day of the party arrived. Madame Loisel was a success. She was the prettiest woman present, elegant, graceful, smiling, and quite above herself with happiness. All the men stared at her, inquired her name, and asked to be introduced to her. All the Under-Secretaries of State were eager to waltz with her. The Minister noticed her. She danced madly, ecstatically, drunk with pleasure, with no thought for anything, in the triumph of her beauty, in the pride of her success, in a cloud of happiness made up of this universal homage and admiration, of the desires she had aroused, of the completeness of a victory so dear to her feminine heart. A vain person is a person who has or shows undue or excessive pride in one's appearance or achievements. In what ways does Madame Loisel continue to display her vanity in this passage? How does this trait contribute to the plot?
  • 21. 21 © Marie Andreu Name:____________________________ The Necklace by Guy de Maupassant, Part 4 Directions: Read and respond to the questions below the passage. She left about four o'clock in the morning. Since midnight her husband had been dozing in a deserted little room, in company with three other men whose wives were having a good time. He threw over her shoulders the garments he had brought for them to go home in, modest everyday clothes, whose poverty clashed with the beauty of the ball-dress. She was conscious of this and was anxious to hurry away, so that she should not be noticed by the other women putting on their costly furs. Loisel restrained her. "Wait a little. You'll catch cold in the open. I'm going to fetch a cab." But she did not listen to him and rapidly descended the staircase. When they were out in the street they could not find a cab; they began to look for one, shouting at the drivers whom they saw passing in the distance. They walked down towards the Seine, desperate and shivering. At last they found on the quay one of those old night-prowling carriages which are only to be seen in Paris after dark, as though they were ashamed of their shabbiness in the daylight. It brought them to their door in the Rue des Martyrs, and sadly they walked up to their own apartment. It was the end, for her. As for him, he was thinking that he must be at the office at ten. She took off the garments in which she had wrapped her shoulders, so as to see herself in all her glory before the mirror. But suddenly she uttered a cry. The necklace was no longer round her neck! "What's the matter with you?" asked her husband, already half undressed. She turned towards him in the utmost distress. "I . . . I . . . I've no longer got Madame Forestier's necklace. . . "Yes. Probably we should. Did you take the number of the cab?" "No. You didn't notice it, did you?" "No." They stared at one another, dumbfounded. At last Loisel put on his clothes again. "I'll go over all the ground we walked," he said, "and see if I can't find it." And he went out. She remained in her evening clothes, lacking strength to get into bed, huddled on a chair, without volition or power of thought. Her husband returned about seven. He had found nothing. He went to the police station, to the newspapers, to offer a reward, to the cab companies, everywhere that a ray of hope impelled him. She waited all day long, in the same state of bewilderment at this fearful catastrophe. Loisel came home at night, his face lined and pale; he had discovered nothing. Why do you think the Loisels are so upset about the lost necklace? What evidence from the text shows their fear? What do you predict will happen to the Loisels if they cannot find the necklace?
  • 22. 22 © Marie Andreu Name:____________________________ The Necklace by Guy de Maupassant, Part 5 Directions: Read and respond to the questions below the passage. "You must write to your friend," he said, "and tell her that you've broken the clasp of her necklace and are getting it mended. That will give us time to look about us." She wrote at his dictation. By the end of a week they had lost all hope. Loisel, who had aged five years, declared: "We must see about replacing the diamonds." Next day they took the box which had held the necklace and went to the jewelers whose name was inside. He consulted his books. "It was not I who sold this necklace, Madame; I must have merely supplied the clasp." Then they went from jeweler to jeweler, searching for another necklace like the first, consulting their memories, both ill with remorse and anguish of mind. In a shop at the Palais-Royal they found a string of diamonds which seemed to them exactly like the one they were looking for. It was worth forty thousand francs. They were allowed to have it for thirty-six thousand. They begged the jeweler not to sell it for three days. And they arranged matters on the understanding that it would be taken back for thirty- four thousand francs, if the first one were found before the end of February. Loisel possessed eighteen thousand francs left to him by his father. He intended to borrow the rest. He did borrow it, getting a thousand from one man, five hundred from another, five louis here, three louis there. He gave notes of hand, entered into ruinous agreements, did business with usurers and the whole tribe of money-lenders. He mortgaged the whole remaining years of his existence, risked his signature without even knowing if he could honor it, and, appalled at the agonizing face of the future, at the black misery about to fall upon him, at the prospect of every possible physical privation and moral torture, he went to get the new necklace and put down upon the jeweler’s counter thirty-six thousand francs. When Madame Loisel took back the necklace to Madame Forestier, the latter said to her in a chilly voice: "You ought to have brought it back sooner; I might have needed it." She did not, as her friend had feared, open the case. If she had noticed the substitution, what would she have thought? What would she have said? Would she not have taken her for a thief? Madame Loisel came to know the ghastly life of abject poverty. From the very first she played her part heroically. This fearful debt must be paid off. She would pay it. The servant was dismissed. They changed their flat; they took a garret under the roof. She came to know the heavy work of the house, the hateful duties of the kitchen. She washed the plates, wearing out her pink nails on the coarse pottery and the bottoms of pans. She washed the dirty linen, the shirts and dish-cloths, and hung them out to dry on a string; every morning she took the dustbin down into the street and carried up the water, stopping on each landing to get her breath. And, clad like a poor woman, she went to the fruiterer, to the grocer, to the butcher, a basket on her arm, haggling, insulted, fighting for every wretched halfpenny of her money. Her husband worked in the evenings at putting straight a merchant's accounts, and often at night he did copying at twopence-halfpenny a page. And this life lasted ten years. One common theme in literature is love and sacrifice. Loisel constantly demonstrates love and sacrifice for his wife Mathilde. Write a paragraph about all the ways he lovingly sacrifices for Mathilde, despite her selfishness and vanity. You may include examples from this passage or earlier ones.
  • 23. 23 © Marie Andreu Name:____________________________ The Necklace by Guy de Maupassant, Part 6 Directions: Read and respond to the questions below the passage. At the end of ten years everything was paid off, everything, the usurer's charges and the accumulation of superimposed interest. Madame Loisel looked old now. She had become like all the other strong, hard, coarse women of poor households. Her hair was badly done, her skirts were awry, her hands were red. She spoke in a shrill voice, and the water slopped all over the floor when she scrubbed it. But sometimes, when her husband was at the office, she sat down by the window and thought of that evening long ago, of the ball at which she had been so beautiful and so much admired. What would have happened if she had never lost those jewels. Who knows? Who knows? How strange life is, how fickle! How little is needed to ruin or to save! One Sunday, as she had gone for a walk along the Champs-Elysees to freshen herself after the labors of the week, she caught sight suddenly of a woman who was taking a child out for a walk. It was Madame Forestier, still young, still beautiful, still attractive. Madame Loisel was conscious of some emotion. Should she speak to her? Yes, certainly. And now that she had paid, she would tell her all. Why not? She went up to her. "Good morning, Jeanne." The other did not recognize her, and was surprised at being thus familiarly addressed by a poor woman. "But . . . Madame . . ." she stammered. "I don't know . . . you must be making a mistake." "No . . . I am Mathilde Loisel." Her friend uttered a cry. "Oh! . . . my poor Mathilde, how you have changed! . . ." "Yes, I've had some hard times since I saw you last; and many sorrows . . . and all on your account." "On my account! . . . How was that?" "You remember the diamond necklace you lent me for the ball at the Ministry?" "Yes. Well?" "Well, I lost it." "How could you? Why, you brought it back." "I brought you another one just like it. And for the last ten years we have been paying for it. You realize it wasn't easy for us; we had no money. . . . Well, it's paid for at last, and I'm glad indeed." Madame Forestier had halted. "You say you bought a diamond necklace to replace mine?" "Yes. You hadn't noticed it? They were very much alike." And she smiled in proud and innocent happiness. Madame Forestier, deeply moved, took her two hands. "Oh, my poor Mathilde! But mine was imitation. It was worth at the very most five hundred francs! . . . " How has the author demonstrated both in this passage and in the story as a whole what could be the cost of covering up the truth versus being honest in the first place? Use specific examples from the story.
  • 24. 24 © Marie Andreu Poem Structure & Meaning Name:_________________________________ Title of poem: ______________________________________________________________________ Author: ___________________________________________________________________________ Poem form (ballad, elegy, epic, free verse, lyric, narrative, ode, sonnet, other): __________________________________________________________________________________ SOUND 1. Does the poem rhyme? If so, what is the rhyme scheme? _______________________________________________________________________________ 2. Does the poem have rhythm (a regular beat)? _________________________________________ 3. Do the rhythm and rhyme emphasize certain words? Which ones? Why do you think the poet emphasizes these words? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 4. Does the poet use other sound devices, such as alliteration and onomatopoeia? List examples. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 5. How does the poet’s use of rhythm, rhyme, and/or sound devices relate to the poem’s meaning? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 6. Sometimes a change in sound points to a change in meaning. Does the sound change in this poem? If so, describe this change. Does this change show a change in meaning? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________
  • 25. 25 © Marie Andreu Poem Structure & Meaning p. 2 Name:________________________ DIVISIONS 1. Is the poem divided into stanzas? If so, how many?_____________________________________ 2. How many lines are there per stanza? Does the poem follow a particular stanza structure, such as couplet, triplet, quatrain, etc.? _________________________________________________________ 3. Do these divisions correspond with changes in the poem? How would you describe those changes? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ SHIFTS Poems convey an experience and rarely begin and end the same way. You will often find a change or shift in a poem. Examples:  Change in subject  Change in perspective  Change in speaker  Speaker offers a new understanding of the subject  Reader gains new insights 1. Do you see key words that indicate a shift (but, yet, however, although)? Which ones? _______________________________________________________________________________ _______________________________________________________________________________ 2. What kinds of shifts do you see in the poem? Refer to the list above. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 3. How does the poem change from beginning to end? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 4. How does this change (shift) affect the meaning? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________
  • 26. 26 © Marie Andreu First-Person Point of View Name:_______________________________ What pronouns are used by the narrator to indicate that this story is in first-person point of view? __________________________________________________________ Who is the narrator in the story? ______________________________________________________________________ Choose an important moment in the story. Describe the narrator’s thoughts and feelings about what is happening: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ What does the narrator say and do? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ How do the narrator’s thoughts, feelings, words and actions contribute to the narrator’s perspective about what is happening? A character’s perspective is how a he or she views a situation overall. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
  • 27. 27 © Marie Andreu First-Person Point of View p. 2 Name:______________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Choose a character that is in conflict with the narrator. Name the character and describe the character’s words and actions. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ What does this character’s thoughts and actions reveal about his or her perspective? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ How does the narrator’s perspective differ from the perspective of the other character? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____________________________________________________________________
  • 28. 28 © Marie Andreu Contrasting Points of View Name:__________________________________ Directions: Choose two characters from the text and write their names on the chart below. In the space underneath, list examples of how their points of view differ. Include specific ways that they disagree, situations that they see differently, and any other conflicts you see between the two characters. Character 1: Character 2: On the lines below, write a paragraph describing how the points of view of the characters differ. Use specific examples from the chart above. Use the back of this page if you need more space. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
  • 29. 29 © Marie Andreu Points of View Name:__________________________________ Part A: Choose two characters from the text and write their names on the chart below. In the space underneath, list examples of how their points of view differ. Include specific ways that they disagree, situations that they see differently, and any other conflicts you see between the two characters. Character 1: Character 2: Part B: In the space below, list any examples of dramatic irony you found in the text. On the back of this page, write a paragraph describing how the different points of view of the characters and/or the reader create either suspense or humor. Use specific examples from the charts above.
  • 30. 30 © Marie Andreu The Book vs. the Movie Name:__________________________________ Complete the Venn Diagram below comparing and contrasting the movie version and the book version of a story you’ve read . PROMPT: On your own paper, write two paragraphs, with the first describing the similarities between the book and the movie, and the second one describing the differences. Make sure to use compare and contrast transition words: Comparison Transition Words also as as well as both…and by the same token each of equally just as in a like manner in the same way just as…so likewise not only…but also similarly Contrast Transition Words although and yet at the same time but but at the same time by way of contrast conversely despite that even so even though for all that however in contrast in spite of instead nevertheless notwithstanding on the contrary on the other hand otherwise regardless still though when in fact whereas while yet
  • 31. 31 © Marie Andreu Compare and Contrast Name:________________________________ Literature and a Presentation Literature title: _________________________________________________________ Type of literature (circle one): story drama poem Type of presentation (circle one): audio film stage multimedia In the box below, list ways that the literature and the presentation are similar: In the box below, list ways that the literature and the presentation are different: In the box below, list ways that the techniques in the presentation such as lighting, sound, color, or camera focus and angles help convey the story:
  • 32. 32 © Marie Andreu Compare and Contrast Name:________________________________ Literary Genres Literature title 1: ____________________________________Genre:______________ Literature title 2: ____________________________________Genre:______________ In the box below, list ways that the two pieces are similar in their approach to themes and topics. In the box below, list ways that the two pieces are different in their approach to themes and topics. Use your notes from the boxes above to write a four-paragraph essay comparing and contrasting these two titles in terms of their approaches to similar themes and topics. The format should be as follows: Paragraph 1: Introduction with thesis statement, Paragraph 2: Comparison (similarities) Paragraph 3: Contrast (differences) Paragraph 4: Conclusion.
  • 33. 33 © Marie Andreu Historical Fiction vs. Name:___________________________________ Historical Account Historical Fiction Title/Author: ______________________________________________ Historical Account Title/Author: ___________________________________________ In the box below, list ways that the fiction and the historical account are similar. These are the ways in which the historical fiction author uses history to tell the story. In the box below, list ways that the fiction and the historical account differ. These are the ways in which the historical fiction author alters history to tell the story.
  • 34. 34 © Marie Andreu Elements of Myths, Traditional Stories & Religious Works in Modern Literature Name: ________________________ Title of modern literary work: _____________________________________________ Part A: Describe the specific themes, patterns of events, and character types that are similar to myths, traditional stories, or religious works. Be sure to include the title of the similar work. Similarities to myths, traditional stories, or religious works Themes Patterns of Events Character Types Part B: Describe how the modern work makes these story elements new. How does the story make these similarities new? Themes Patterns of Events Character Types
  • 35. 35 © Marie Andreu Part II: Reading Informational Texts
  • 36. 36 © Marie Andreu Three Main Ideas Name:____________________________ Part A: Choose three main ideas you learned from the text. Write them as complete sentences below. 1. _______________________________________________________________________________________ 2. _______________________________________________________________________________________ 3. _______________________________________________________________________________________ Part B: Write each main idea statement in the top part of each box. In the bottom part, write at least three examples that support the main idea. Main Idea #1: Support: Main Idea #2: Support: Main Idea #3: Support: Part C: Now compile your notes into a 3-paragraph summary. Make sure each paragraph contains a main idea statement and evidence from the text to support the main idea.
  • 37. 37 © Marie Andreu Individuals, Events, & Ideas A Name:_________________________________ Title of Text:____________________________________________________________ Directions: Complete the chart below to show how a key individual, event, and idea is introduced, illustrated, and elaborated in the reading selection. The chart should include specific examples from the text. How is a key individual introduced? How is a key individual illustrated? How is a key individual elaborated? How is a key event introduced? How is a key event illustrated? How is a key event elaborated? How is a key idea introduced? How is a key idea illustrated? How is a key idea elaborated?
  • 38. 38 © Marie Andreu Individuals, Events, & Ideas B Name:________________________________ Directions: Answer each of the questions below with specific examples from the text. How do ideas influence individuals? How do ideas influence events? How do individuals influence ideas? How do individuals influence events? How do events influence ideas? How do events influence individuals?
  • 39. 39 © Marie Andreu Figurative Language in Name:__________________________________ Informational Text Directions: Use the chart below to record examples of figurative language and decode their meanings. See the sample below: Like an eagle, the Luna Moth has an impressive wingspan. At up to five inches, its wingspan is among the largest in North America. Figurative Language from Text & Type of Figurative Language My Prior Knowledge & Context Clues Meaning Like an eagle simile Eagles have big wingspans. The text describes the Luna’s wingspan as impressive. The Luna has a big wingspan for a moth. Figurative Language from Text & Type of Figurative Language My Prior Knowledge & Context Clues Meaning
  • 40. 40 © Marie Andreu Figurative Language in Name:____________________________ Informational Text p. 2 Figurative Language from Text & Type of Figurative Language My Prior Knowledge & Context Clues Meaning Based on the author’s word choices above, how would you describe the tone? __________________________________________________________________________________
  • 41. 41 © Marie Andreu Denotation and Connotation Name:_______________________________ in Informational Text Directions: Use the chart below to record the following: 1. Positive or negative adjectives you encounter 2. What you know from your own prior knowledge and the context clues 3. One stronger adjective and a weaker adjective with similar meanings 4. Explain the meaning and tell whether the adjective has a positive or negative connotation. See the example below: The Aurora Borealis, or Northern Lights, is a stunning light display in the sky caused by the collision of charged particles with the thermosphere, or upper atmosphere. The lights are mostly visible in the Arctic circle, but are sometimes seen further south in Canada and the northern United States. Adjective My Prior Knowledge & Context Clues One stronger and one weaker adjective Meaning & Connotation stunning Something that is stunning is more than just pretty. A synonym for stunning is “amazing.” spectacular pretty The Aurora is an amazingly beautiful natural light display. Positive connotation Adjective My prior knowledge & Context Clues One stronger and one weaker adjective Connotation
  • 42. 42 © Marie Andreu Denotation and Connotation Name:____________________________ in Informational Text p. 2 Adjective My prior knowledge & Context Clues One stronger and one weaker adjective Connotation Based on the author’s word choices above, how would you describe the tone? __________________________________________________________________________________
  • 43. 43 © Marie Andreu Technical Meanings Name:_______________________________ in Informational Text Directions: Use the chart below to record the following: 1. Any technical language you encounter 2. What you know from your own prior knowledge and the context clues 3. The meaning of the technical language See the example below: The Luna Moth begins life emerging from eggs attached to the underside of leaves. The Luna Moth caterpillar begins eating right away, growing and molting its skin every 4-5 days. The caterpillar completes five molts in about a month before it is ready to spin its cocoon. Technical Language My Prior Knowledge & Context Clues Meaning Molts The caterpillar is growing so much it outgrows its skin every 4-5 days. Shedding outgrown skin so that the caterpillar can continue to grow. Technical Language My Prior Knowledge & Context Clues Meaning
  • 44. 44 © Marie Andreu Technical Meanings in Name:____________________________ Informational Text p. 2 Technical Language My Prior Knowledge & Context Clues Meaning Based on the author’s word choices above, how would you describe the tone? __________________________________________________________________________________
  • 45. 45 © Marie Andreu Text Structure: Chronological Order Name:____________________________ Text that is organized chronologically is written as a series of events in time order, first, second, third, etc. List the main points of the selection as they appear in chronological order: Summary: In 25 words or fewer, explain the most important concept to understand about this topic.
  • 46. 46 © Marie Andreu Text Structure: Compare and Contrast Name:________________________ Text that is organized by compare and contrast explains the similarities and differences of a concept. Write the topics that are compared and contrasted on the lines below. Then, list the similarities and differences you noted between two major topics. Topic 1: ____________________________ Topic 2: ___________________________ Similarities: Differences: Summary: In 25 words or fewer, explain the most important concept to understand about these two topics.
  • 47. 47 © Marie Andreu Text Structure: Order of Importance Name:___________________________ Text that is organized by order of importance is written from the most important information to the least important. (News articles are typically written this way.) List the main points of the selection as they appear in order of importance. Summary: In 25 words or fewer, explain the most important concept to understand about this topic.
  • 48. 48 © Marie Andreu Text Structure: Sequence Name:_________________________________ Similar to chronological order, text organized in a sequence gives directions or steps in a process in the order in which they occur. List the main points of the selection as they appear in sequence: Summary: In 25 words or fewer, explain the most important concept to understand about this topic.
  • 49. 49 © Marie Andreu Text Structure: Spatial Name:_________________________________ Text that is organized spatially is written as a description that helps you picture the topic. Draw an image of an item or concept that is described spatially in the selection. Label your drawing with important parts of the item or concept. Summary: In 25 words or fewer, explain the most important concepts to understand about this topic.
  • 50. 50 © Marie Andreu Text Structure: Cause and Effect Name:________________________________ Text that is organized by cause and effect explains why something happens. The words because and as a result are clues to cause and effect structure. In the table below, list some causes you found in the text with their effects. In some texts, you may find that the effect becomes the cause on the next line. CAUSE EFFECT Summary: In 25 words or fewer, explain the most important concepts to understand about this topic.
  • 51. 51 © Marie Andreu Text Structure: Problem and Solution Name:__________________________ Text that is organized by problem and solution explains the problem along with some possible solutions. Complete the web below by writing the problem in the center, and possible solutions on the outside. Summary: In 25 words or fewer, explain the most important concepts to understand about this topic.
  • 52. 52 © Marie Andreu Author’s Purpose and Name:____________________________ Point of View (A) The author’s purpose is the main reason the author writes. Generally there are four purposes for writing: to entertain, to inform, to explain, or to persuade. 1. In this selection, the author’s purpose is (check one): to entertain to inform to explain to persuade 2. In what ways does the author convey this purpose? For example, if the purpose is to entertain, list specific examples of humor or suspense. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 3. The author’s point of view is how he or she feels about the topic. The author conveys this point of view through his or her opinions and tone. Describe the author’s point of view. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 4. In what ways does the author convey this point of view? Use specific examples from the text. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________
  • 53. 53 © Marie Andreu Author’s Purpose Name:_____________________________ The author’s purpose is the main reason the author writes. Generally there are four purposes for writing: to entertain, to inform, to explain, or to persuade. 5. In this selection, the author’s purpose is (check one): to entertain to inform to explain to persuade 6. Describe the author’s point-of-view. Is the author an authority on this topic? _________________________________________________________ 7. How does the author’s position differ from that of others? Author’s Position Others’ Positions
  • 54. 54 © Marie Andreu Author’s Purpose and Name:____________________________ Point of View (B) The author’s purpose is the main reason the author writes. Generally there are four purposes for writing: to entertain, to inform, to explain, or to persuade. 8. In this selection, the author’s purpose is (check one): to entertain to inform to explain to persuade 9. Describe the author’s point-of-view. ______________________________________ ____________________________________________________________________ 10. Is the author an authority on this topic? Why? _____________________________ 11. In the chart below, list the author’s viewpoint, conflicting evidence or viewpoints, and how the author acknowledges and responds to these conflicts. Use the back of this page if you need more space. Author’s Viewpoint Conflicting Evidence or Viewpoints Author’s Response
  • 55. 55 © Marie Andreu Evaluating Media for Presenting a Topic Name:_________________________ Topic or Idea:___________________________________________________________ Directions: In the chart below, list the advantages and disadvantages of using a particular medium for presenting the topic or idea listed above. Print or Digital Text Advantages Disadvantages Video Advantages Disadvantages Multimedia or Other: Advantages Disadvantages What do you think is the best medium for presenting this topic? Why? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
  • 56. 56 © Marie Andreu Argument in Informational Texts Name:_________________________ Argument:_________________________________________________________________________ Specific claims to support the argument: Claim #1: 1. Does the writer use relevant evidence? (circle one) YES NO Examples: 2. Does the writer use accurate, credible sources? (circle one) YES NO Examples: Claim #2: 1. Does the writer use relevant evidence? (circle one) YES NO Examples: 2. Does the writer use accurate, credible sources? (circle one) YES NO Examples: Claim #3: 1. Does the writer use relevant evidence? (circle one) YES NO Examples: 2. Does the writer use accurate, credible sources? (circle one) YES NO Examples: Overall, does the writer use sound reasoning and relevant, sufficient evidence to support the claims? Answer and explain on the back of this paper.
  • 57. 57 © Marie Andreu Different Perspectives Name:______________________________________ on the Same Topic Directions: Use this organizer to analyze how two or more authors writing about the same topic shape their presentations. Topic:_____________________________________________________________________________ Author 1: Author 2: Title: Title: Evidence presented & interpretation of facts: List ways that the evidence and interpretation of facts in this piece differs from that of Author 1:
  • 58. 58 © Marie Andreu Part III: Speaking & Listening
  • 59. 59 © Marie Andreu Three Main Ideas Name:_________________________________________ in a Presentation Part A: Choose three main ideas you learned from the presentation. Write them as complete sentences below. 1. _______________________________________________________________________________________ 2. _______________________________________________________________________________________ 3. _______________________________________________________________________________________ Part B: Write each main idea statement in the top part of each box. In the bottom part, write at least three examples from the presentation that support the main idea. Main Idea #1: Support: Main Idea #2: Support: Main Idea #3: Support: Part C: Now compile your notes into a 3-paragraph summary. Make sure each paragraph contains a main idea statement and evidence from the presentation to support the main idea.
  • 60. 60 © Marie Andreu Argument in a Speech Name:_________________________________________ Argument:_________________________________________________________________________ Specific claims to support the argument: Claim #1: 1. Does the speaker use relevant evidence? (circle one) YES NO Examples: 2. Does the speaker use accurate, credible sources? (circle one) YES NO Examples: Claim #2: 1. Does the speaker use relevant evidence? (circle one) YES NO Examples: 2. Does the speaker use accurate, credible sources? (circle one) YES NO Examples: Claim #3: 1. Does the speaker use relevant evidence? (circle one) YES NO Examples: 2. Does the speaker use accurate, credible sources? (circle one) YES NO Examples: Overall, does the speaker use sound reasoning and relevant, sufficient evidence to support the claims? Answer and explain on the back of this paper.
  • 61. 61 © Marie Andreu Part IV: Writing
  • 62. 62 © Marie Andreu Comparison Transitions Name:_________________________ Transitions are words and phrases that connect ideas in writing and help your writing flow smoothly. There are many categories of transition words; one of those is words of comparison: Comparison Transition Words also as as well as both…and by the same token each of equally just as in a like manner in the same way just as…so likewise not only…but also similarly PROMPT: Think of two characters that you think are similar. They can be from two different stories. Write a paragraph comparing the two characters, using three words or phrases from the table above. While it is important to use transition words in your writing, you don’t want to overuse them. You don’t need to start every sentence with a transitional word or phrase; this can clutter your writing. Three or four transitions is a good number for a single paragraph. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
  • 63. 63 © Marie Andreu Contrast Transitions Name:_________________________ Recall that transitions are words and phrases that connect ideas in writing and help your writing flow smoothly. There are many categories of transition words; one of those are words of comparison: Contrast Transition Words although, and yet, at the same time, but, but at the same time, by way of contrast, conversely, despite that, even so, even though, for all that, however, in contrast, in spite of, instead, nevertheless, notwithstanding, on the contrary, on the other hand, otherwise, regardless, still, though, when in fact, whereas, while, yet PROMPT: Think of two characters that you think are opposites. Write a paragraph contrasting the two characters, using three words or phrases from the table above. Remember that three or four transitions is a good number for a single paragraph. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
  • 64. 64 © Marie Andreu What are your goals? Name:_________________________ Write 5 goals you’d like to achieve this school year. 1. __________________________________________________________________________ 2. __________________________________________________________________________ 3. __________________________________________________________________________ 4. __________________________________________________________________________ 5. __________________________________________________________________________ Now, choose just one goal to write about in a paragraph. Your paragraph should include the goal, the steps you will take to accomplish it, and the positive impact achieving this goal will have on your life. ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________
  • 65. 65 © Marie Andreu Vivid Verbs Name:_________________________ Vivid verbs are descriptive verbs that are more vibrant and interesting than other verbs that can be over-used and boring. Some examples: VERB VIVID VERBS said argued, crowed, hissed, interrupted, joked, quipped, snorted, sputtered, squeaked, teased, whispered, wined walk Amble, hike, march, meander, pace, plod, saunter, stroll, stride, toddle, trek, trudge run bolt, bound, dart, dash, flee, fly, gallop, jog, lope, race, rush, scamper, scurry, speed, sprint, tear, whisk, DIRECTIONS: Write at least a paragraph about two friends who have a harrowing journey walking to school one morning. Use vivid verbs to describe their journey. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
  • 66. 66 © Marie Andreu Writing Planner: Presenting an Argument p. 1 Name:_________________________________ Directions: Use this graphic organizer and checklist to plan your paper. Step 1: Choose a topic. Step 2: Briefly explain the overall idea you wish to convey about this topic. Step 3: What are some opposing claims regarding your main idea? How does your idea differ from those alternative or opposing claims? Step 4: Support for your claims Supporting idea 1: Logical reasoning: Relevant, accurate data and evidence: Sources: Supporting idea 2: Logical reasoning: Relevant, accurate data and evidence: Sources:
  • 67. 67 © Marie Andreu Writing Planner: Presenting an Argument p. 2 Name:_________________________________ Supporting idea 3: Logical reasoning: Relevant, accurate data and evidence Sources: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. You can do this by using AWUBIS words in your paper to improve sentence variety and fluency. A W U B I S after as if although as long as as as though when whereas whenever wherever where while unless until because before if if only in order that since so that Establish and maintain a formal style. Avoid clichés, slang, and texting language in your writing. Provide a concluding statement or section that follows from and supports the argument presented.
  • 68. 68 © Marie Andreu Writing Planner: Informative/Explanatory Paper p. 1 Name:_________________________________ Directions: Use this graphic organizer and checklist to plan your paper. Step 1: Choose a topic Step 2: Write an introductory paragraph that previews what is to follow. Step 3: On the back of this page, create an idea web or outline to organize ideas, concepts, and information into categories. Example of an idea web Example of an outline I. Main Idea A. Supporting idea 1. detail 2. detail B. Supporting idea 1. detail 2. detail II. Main Idea A. Supporting idea 1. detail 2. detail B. Supporting idea 1. detail 2. detail Step 4: Plan the formatting of your paper A. What headings will you use? B. Will you use graphics (charts & tables)? Will you create the graphics yourself, or borrow them from another source? What sources will you use? Where is the best place to put them in your final paper? C. Will your project include a multimedia component? How will you include this in your project? Formatting Notes:
  • 69. 69 © Marie Andreu Writing Planner: Informative/Explanatory Paper p. 2 Name:_________________________________ My Outline or Idea Web:
  • 70. 70 © Marie Andreu Writing Planner: Informative/Explanatory Paper p. 3 Name:_________________________________ Step 5: Complete a chart For each main idea in your paper. This will help you develop the topic with relevant, well- chosen facts, definitions, concrete details, quotations, or other information and examples. Include the source (title, page number, etc.) with each piece of information you add to the chart. Use additional pieces of paper if needed. Main Idea: Facts: Definitions: Concrete details: Quotations: Other information: Main Idea: Facts: Definitions: Concrete details: Quotations: Other information:
  • 71. 71 © Marie Andreu Writing Planner: Informative/Explanatory Paper p. 4 Name:_________________________________ Main Idea: Facts: Definitions: Concrete details: Quotations: Other information: Main Idea: Facts: Definitions: Concrete details: Quotations: Other information:
  • 72. 72 © Marie Andreu Writing Planner: Informative/Explanatory Paper p. 5 Step 6: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. There are hundreds of transition words you can choose from to help your writing flow well. Check your Language Arts textbook or search online for transition words. Be careful not to over-do your transitions, as too many can clutter your paper. About 3 transitions per paragraph is a good number. Step 7: List the science vocabulary words you will include in this paper. Step 8: Provide a concluding statement or section that follows from and supports the information or explanation presented. Step 9: Establish and maintain a formal style and objective tone. Avoid clichés, slang, and texting language in your writing. Review your paper to remove any casual language.
  • 73. 73 © Marie Andreu Common Core Writing Prompts Standards Prompts W.6.10 W.7.10 W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. o o W.6.3e W.7.3e W.8.3e o Provide a conclusion that follows from the narrated experiences or events. (For students who have read “The Necklace” pp. 18-23) Imagine if instead of trying to cover up the loss of the necklace, Mathilde had gone to Madame Forestier and told her the truth. Write a new ending to the story, beginning with Mathilde’s new conversation with Jeanne Forestier. W.6.10 W.7.10 W.8.10 o o W.6.2b W.7.2b W.8.2b o Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. o Make a list of your top 3 best memories. Choose one to write about in a paragraph. Make sure to use examples and details to help the reader understand what makes this memory so special to you. W.6.10 W.7.10 W.8.10 . o 1. Make a Venn Diagram comparing and contrasting 5th grade with 6th grade. o 2. Write two paragraphs: the first comparing 5th and 6th grades (telling how they are similar) and the second contrasting them (telling the differences.) W.6.10 W.7.10 W.8.10   W.6.3 W.7.3 W.8.3  Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.  Think of a memorable experience you’ve had. Pre- write by listing in order what happened. Then, write a paragraph describing the experience. Be sure to use descriptive details to help the reader see, hear, feel, taste, and/or smell the experience. W.6.10 W.7.10 W.8.10 o W.6.3a W.7.3a W.8.3a o Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. Create a character who is in some kind of danger or trouble. Write the opening paragraph for your story, setting a scene that creates a suspenseful mood, leaving your reading wanting to find out what will happen next.
  • 74. 74 © Marie Andreu Figurative Language Warm-Ups & Poem Prompts Standards: L.6.5 L.7.5 L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Warm-up 1 Warm-up 2 Poem Prompt PERSONIFICATION is giving human qualities to an animal, object, or idea. Examples: The smiling sun lit up the day with cheery light. The sad, gray clouds dropped their tears on the ground. Write three sentences describing the weather this morning. Use personification in each sentence. In one complete sentence, explain what personification is. Then, give three examples of personification. Begin drafting a poem about the things in your room. The poem should contain at least 3 examples of personification. An onomatopoeia is a word that imitates the sound it describes. Some examples include pop, beep, and buzz. Make a list of 20 onomatopoeias you can think of. In one complete sentence, explain what onomatopoeia is. Then, give three examples of onomatopoeias.  Begin drafting a poem about a fun place you have been, such as a fair, the beach, or an amusement park. The poem should contain at least 3 onomatopoeias.  A SIMILE is a comparison using the words “like” or “as.” Examples:  Shayla’s eyes twinkled like stars when she met her favorite singer. Colton ran as fast as a cheetah at field day.  Write 5 complete sentences using similes of your own. In one complete sentence, explain what a simile is. Then give three examples of similes.  Begin drafting a poem about a pet (or a pet you would like to have). The poem should contain at least 3 similes.  A METAPHOR is a comparison of two things that have some quality in common by saying something is an entirely different thing. Metaphors do not include the words “like” or “as.”  First, write 5 similes. Then, turn the similes into metaphors by using “like” or “as.” Examples: Simile – She is as pretty as a flower. Metaphor – She is a flower. In one complete sentence, explain the difference between a simile and a metaphor. Then, give three examples of each. Begin drafting a poem titled “Sixth* Grade Is” poem should contain at least 3 metaphors. (*Change title to match grade level) HYPERBOLE is a wild exaggeration for emphasis or effect. Examples: We’ve been waiting in line forever. I’ve told you a thousand times that I don’t like onions. Think of three annoying things that you’ve experienced this week. Then, write a sentence about each one using hyperbole to emphasize how annoying the situations were. Begin drafting a poem about a trip you once took. The poem should contain at least 3 examples of hyperbole.
  • 75. 75 © Marie Andreu Part V: Language
  • 76. 76 © Marie Andreu Lay and Lie Name:__________________________ Lay and Lie are tricky verbs. Lay means “to place or put down.” Lie means “to recline or to be or stay at rest.” PART 1: Complete the sentences with the correct word from the list below: lay lie lays lies 1. I’m feeling dizzy, so I think I’ll ______ down. 2. Please _____ out your clothes tonight to save time in the morning. 3. My cat usually _____ in sunny spots on the floor. 4. Kayla no longer _____ her school work on the kitchen table since her little brother colored on her social studies poster. Lay and Lie are very tricky in the past tense, mainly because lie changes to lay in the past tense: PRESENT TENSE PAST TENSE PAST PARTICIPLE lay(s) laid has/have laid lie(s) lay has/have lain PART 2: Complete the sentences below with the correct word from the table above: 1. Brian _____ his phone on the kitchen counter. 2. My cat Pepper has _____ in the same spot all day. 3. Kelsey was so excited for Santa to come, she ____ awake for hours before falling asleep. 4. Time is up; please _____ your pencils on your desk. 5. I had just ____ my head down on my pillow when our new puppy started howling again. 6. Stone Mountain, the largest exposed mass of granite on earth, _____ ten miles northeast of Atlanta.
  • 77. 77 © Marie Andreu PRONOUN CASE Name:__________________________ DIRECTIONS: There are three cases of pronouns: subjective, objective or possessive. Complete the chart with pronouns from the list below. Words that are repeated appear in more than one box. my he its him mine they I theirs you she he her our them his we you it ours hers us yours me their it your Subjective Objective Possessive First-Person Singular First-Person Plural Second-Person Singular & Plural Third-Person Singular Third-Person Plural
  • 78. 78 © Marie Andreu Pronouns & Antecedents: Name:__________________________ Agreement in number and person A PRONOUN takes the place of a noun. An ANTECEDENT is the word a pronoun replaces. Example: Lisa did her homework after dinner. The pronoun is her, and the antecedent is Lisa. RULES FOR PRONOUNS/ANTECEDENT AGREEMENT IN NUMBER & PERSON 1. Pronouns and antecedents need to agree in number. Use a singular pronoun with a singular antecedent, and a plural pronoun with a plural antecedent. 2. Pronouns and antecedents need to agree in person. Use a feminine pronoun with a feminine antecedent, and a masculine pronoun with a masculine antecedent. If the gender is unknown, you can use his or her, him or her, or simply the masculine pronouns his or him. 3. Singular indefinite antecedents go with singular pronouns. The following indefinite pronouns are singular: anyone, anybody, anything, each, either, everyone, everybody, everything, neither, no one, nobody, nothing, one, someone, somebody, something. 4. Plural indefinite antecedents go with plural pronouns. The following indefinite pronouns are plural: both, few, many, several. DIRECTIONS: Each of the sentences below have pronoun/antecedent agreement problems when it comes to number. Rewrite each sentence correctly. 1. Each of the girls had their nails painted lime green. ________________________________________________________________________________________ 2. Both students turned in his homework late. ________________________________________________________________________________________ 3. Does everybody have their art supplies? ________________________________________________________________________________________ 4. Neither Brad nor Carlos remembered to bring their lunch money. ________________________________________________________________________________________ 5. Did somebody forget their jacket? ________________________________________________________________________________________
  • 79. 79 © Marie Andreu Pronouns & Antecedents: Name:__________________________ Identifying and Correcting Vague Pronouns Every pronoun should clearly refer to a single noun or antecedent. If it is unclear what antecedent the pronoun refers to, the pronoun is vague and needs to be corrected. The word vague means “not clearly stated or expressed.” Often this can be fixed by changing the vague pronoun to a noun. Example: The teacher put a check on his homework. (Whose homework is it? Does it belong to the teacher or a student?) Corrected: The teacher put a check on Devon’s homework. DIRECTIONS: Each of the following sentences contains a vague pronoun. Rewrite each sentence to remove the vague pronoun. 1. After putting a bow on the present, Melinda placed it under the tree. __________________________________________________________________________________ 2. Take the milk out of the bag and bring it to me. __________________________________________________________________________________ 3. If the students don’t use up all the glue sticks, pack them up and store them for later. __________________________________________________________________________________ 4. The teachers told the students that they would have next Monday off. __________________________________________________________________________________ CHALLENGE: Write two original sentences that include vague pronouns. Then, switch papers with a partner and rewrite each other’s sentences removing any vague pronouns. Vague: ____________________________________________________________________________ Correct: ___________________________________________________________________________ Vague: ____________________________________________________________________________ Correct: ___________________________________________________________________________
  • 80. 80 © Marie Andreu Punctuating Dialogue Name:__________________________ RULE EXAMPLE 1. Use quotation marks before and after a character's words. Place a period inside closing quotation marks. "We want to go to the water park today." 2. When the speaker’s tag (said, agreed, mumbled, shouted, etc.) comes before the quotation, place the comma after the tag. Ellie said, "I want to ride the biggest water slide.” 3. When the speaker’s tag comes after the quotation, place the comma inside the closing quotation marks. "My favorite ride is the lazy river," Jacob said. 4. Use quotation marks around each part of a divided quotation. See rules 1 & 2 on where to place commas with speaker’s tags. "You don’t want to get sunburned," said Mom, "so make sure to reapply your sunscreen every hour." 5. Place question marks and exclamation points inside the quotation marks when they are part of the quotation. "When can we go?" Jacob asked. "I can’t wait!" said Ellie. 6. Start a new paragraph when you change speakers. "How long is the drive to get there?" Ray asked. “It’ll take us about 45 minutes,” said Mom. Always capitalize the first word in the quotation, no matter where it falls in the sentence. Note: In divided quotations (see rule 4) you do not capitalize the second part of the quotation because it is not the first word of the quotation. Ellie exclaimed, “We don’t want to lose any time, so let’s go!” ASSIGNMENT: Write a dialogue between two characters. Make sure to follow all the rules for punctuating dialogue listed above. When finished, exchange papers with a partner and proofread each other’s writing for correct dialogue punctuation.
  • 81. 81 © Marie Andreu Alliteration Name:__________________________ ALLITERATION is the repetition of consonant sounds at the beginning of words. EXAMPLES: A big box of blue blocks. Six sick sisters sat in the waiting room. Challenge: Write an alliteration for each of the consonants in the alphabet. Can you complete the challenge before time runs out? B K S C L T D M V F N W G P X H Q Y J R Z
  • 82. 82 © Marie Andreu Analogies Name:__________________________ An analogy is a word problem made up of two word pairs, like this: big : small :: hot : _______ You solve an analogy by finding a word that correctly completes the incomplete pair. Both word pairs have the same kind of relationship, such as synonym/antonym, cause/effect, part/whole, item/category, etc. You can figure out the relationship by reading an analogy like this: “Big is to small as hot is to…” Then read the analogy a second time, this time with the relationship: “Big is the opposite of small as hot is the opposite of…” And so the answer is “cold.” Directions: Use the steps above to select the correct answer to these analogies. 1. big: large :: abandon : _________ a) remain b) desert c) punish d)distract 2. happy: sad :: abundant: ________ a) plentiful b)large c)sparse d)slow 3. Columbia : South America :: Sweden: ________ a)Africa b)North America c)Asia d)Europe 4. stress: anxiety :: relaxation: ________ a) tranquility b)vacation c)labor d)tense 5. violinist: musician :: marine biologist: ________ a)military b)teacher c)scientist d)scuba diver
  • 83. 83 © Marie Andreu Part VI: Standards Guide
  • 84. 84 © Marie Andreu Part I: Reading & Literature Assignment Page(s) Grade(s) CCSS Character Description 6 6-8 RL.6.1 RL.7.1 RL.8.1 W.6.10 W.7.10 W.8.10 What’s the Theme? 7-8 6-8 RL.6.2 RL.7.2 RL.8.2 5- Box Plot Diagram 9 6 RL.6.3 Dynamic Character Plot Line 10 6 RL.6.3 Setting Shapes Stories 11 7 RL.7.3 Character’s Perspective 12-13 8 RL.8.3 Figurative Language in Literature) 14-15 6-8 RL.6.4 RL.7.4 RL.8.4 L.6.4 L.7.4 L.8.4 L.6.4a L.7.4a L.8.4a L.6.5 L.7.5 L.8.5 L.6.5a L.7.5a L.8.5a L.6.5b L.7.5b L.8.5b Denotation and Connotation in Literature o 16-17 6-8 RL.6.4 RL.7.4 RL.8.4 L.6.4 L.7.4 L.8.4 L.6.4a L.7.4a L.8.4a L.6.5 L.7.5 L.8.5 L.6.5a L.7.5a L.8.5a L.6.5b L.7.5b L.8.5b L.6.5c L.7.5c L.8.5c “The Necklace” by Guy de Maupassant, parts 1-6 18-23 6 RL.6.1 RL.6.5 W.6.10 Poem Structure & Meaning 24-25 7-8 RL.7.5 RL.8.5 First-Person Point of View 26-27 6 RL.6.6 Contrasting Points of View 28 7 RL.7.6 Points of View 29 8 RL.8.6 The Book vs. The Movie 30 6 RL.6.7 Compare and Contrast Literature and a Presentation 31 7-8 RL.7.7 RL.8.7  Note: There are no CCSS for RL.6.8, RL.7.8, and RL.8.8. Compare and Contrast Literary Genres 32 6 RL.6.9 Historical Fiction vs. Historical Account 33 7 RL.7.9 Elements of Myths, Traditional Stories & Religious Works in Modern Literature 34 8 RL.8.9
  • 85. 85 © Marie Andreu Part II: Reading Informational Texts Assignment Page number(s) Grade Level(s) CCSS Three Main Ideas p 36 6-8 RI.6.1 RI.6.2 RI.7.1 RI.7.2 RI.8.1 RI.8.2 Individuals, events and Ideas A 37 6 RI.6.3 Individuals, Events & Ideas B 38 7-8 RI.7.3 RI.8.3 Figurative Language in Informational Texts 39-40 6-8 RI.6.4 RI.7.4 RI.8.4 Denotation and Connotation in Informational Texts 41-42 6-8 RI.6.4 RI.7.4 RI.8.4 Technical Language in Informational Texts 43-44 6-8 RI.6.4 RI.7.4 RI.8.4 Text Structure: Chronological Order 45 7-8 RI.6.5 RI.7.5 RI.8.5 Text Structure: Compare and Contrast 46 6-8 RI.6.5 RI.7.5 RI.8.5 Text Structure: Order of Importance 47 7-8 RI.6.5 RI.7.5 RI.8.5 Text Structure: Sequence 48 7-8 RI.6.5 RI.7.5 RI.8.5 Text Structure: Spatial 49 7-8 RI.6.5 RI.7.5 RI.8.5 Text Structure: Cause and Effect p. 32 50 7-8 RI.6.5 RI.7.5 RI.8.5 Text Structure: Problem and Solution 51 7-8 RI.6.5 RI.7.5 RI.8.5 Author’s Purpose and Point of View 52 6 RI.6.6 Author’s Purpose 53 7 RI.7.6
  • 86. 86 © Marie Andreu Assignment Page number(s) Grade Level(s) CCSS Author’s Point of View & Purpose 54 8 RI.8.6 Evaluating Media for Presenting a Topic 55 8 RI.8.7 Argument in Informational Text 56 6-8 RI.6.8 RI.7.8 RI.8.8 Different Perspectives on the Same Topic 57 8 RI.8.9 Part III: Speaking and Listening Three Main Ideas from a Presentation 59 7 SL.7.2 Argument in a Speech 60 6-8 SL.6.3 SL.7.3 SL.8.3 Part IV: Writing Comparison Transitions 62 6-8 W.6.2c W.6.10 W.7.2c W.7.10 W.8.2c W.8.10 Contrast Transitions 63 6-8 W.6.3c W.6.10 W.7.2c W.7.10 W.8.2c W.8.10 What are your goals? 64 6-8 W.6.10 W.7.10 W.8.10 Vivid Verbs 65 6 W.6.10 W.6.3d W.7.10 W.7.3d W.8.10 W.8.3d Writing Planner: Presenting an Argument 66-67 6-8 W.6.1 - W.6.1e W.7.1 - W.7.1e W.8.1 - W.8.1e Writing Planner: Informative/Explanatory 68-72 6-8 W6.2 – W.6.2f W7.2 – W.7.2f W8.2 – W.8.2f Common Core Writing Prompts 73 6-8 o W.6.2b W.7.2b W.8.2b  W.6.3 W.7.3 W.8.3  W.6.3a W.7.3a W.8.3a o W.6.3e W.7.3e W.8.3e W.6.10 W.7.10 W.8.10 Figurative Language Warm- Ups & Poem Prompts 74 6-8 L.6.5 L.7.5 L.8.5