Reading 1st Semester Jeopardy Game
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The document provides a quiz on literary terms and reading strategies. It includes multiple choice and short answer questions about genres, plot elements, author's purpose, and strategies for analyzing texts like determining main ideas and using context clues. Key terms defined include plagiarism, dialogue, and analyzing character traits. The quiz covers topics like comparing and contrasting, determining an author's purpose, and identifying different story genres.
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This document contains a Jeopardy-style quiz with questions about reading strategies, literary terms, genres, and works of fiction. The questions are divided into categories such as Terms, Genres, Strategies, and Multiple Choice. The questions test knowledge of elements such as plot structure, character traits, point of view, themes, and determining meaning from context clues. Additional review words are defined at the end, including plagiarism, appearance, dialogue, citing sources, summary, figurative language, author's purpose, and literal meaning.
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2.1 Written Text
This document provides guidance on analyzing various aspects of written texts, including plot, characters, character profiles, protagonists and antagonists, setting, themes, language techniques, narrative viewpoint, and symbols. For each aspect, it lists steps and prompts to help structure an analysis, such as creating a plot flow chart, describing challenges faced by characters, identifying themes shown in different parts of the text, and finding examples of literary techniques and how they develop ideas. It concludes with potential essay topics and an assessment schedule focusing on analyzing texts supported by evidence.
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The document discusses several key literary elements and techniques used in writing including:
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- Mood, which is the overall feeling or atmosphere created through elements like plot, characters, and description.
- Theme, which is the central idea or message, and can be explicitly stated or implied. Themes are often conveyed through how they make the reader feel, characters' thoughts and conversations, or events in the story.
- Foreshadowing, which are subtle hints the author provides about future events to build suspense and make the narrative more believable.
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This document defines theme and discusses how themes are expressed in literary works. It states that a theme is the main idea or underlying meaning of a work and can be either stated or implied. Major themes are important ideas an author returns to, while minor themes appear occasionally. A work's subject is its topic, but its theme makes a statement about that topic. Themes are expressed through how an author makes readers feel, characters' thoughts and conversations, the main character's development, and meaningful story events and actions. Common themes include revenge, love, family, friendship, and acceptance.
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The document discusses the reading skills of inferring and predicting, which help students understand texts better by allowing them to guess meanings of unknown words and predict what will happen based on clues. It defines inferring as making educated guesses about unknown information based on known facts, and notes that readers construct meaning by processing sentences. A sample activity is described where students will infer the meaning of underlined words in a short story about The Gingerbread Man.
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Techniques1
The document discusses several key literary elements and techniques used in writing including:
- Tone, which is the writer's attitude conveyed through their work.
- Mood, which is the overall feeling or atmosphere created through elements like plot, characters, and description.
- Theme, which is the central idea or message, and can be explicitly stated or implied. Themes are often conveyed through how they make the reader feel, characters' thoughts and conversations, or events in the story.
- Foreshadowing, which are subtle hints the author provides about future events to build suspense and make the narrative more believable.
What is theme
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The document provides instructions for completing various activities based on a chapter book, including writing character biographies, a book report, comprehension questions, letters from character perspectives, completing story-related statements, imagining character gifts, and describing a fictional friend from the story. Students are directed to title each activity and provide details and evidence from the text to support their responses.
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The document provides information about making inferences and drawing conclusions when reading. It discusses how readers can infer deeper meanings that are implied but not directly stated by using clues and hints from the text. It explains that inferences involve going beyond surface details and choosing the most likely explanation or conclusion based on the provided facts. The document also contrasts facts, which can be verified, from opinions, which are subjective judgments that cannot be proven accurate. It provides examples to illustrate how readers can infer meanings of words from context clues like general sense, examples, antonyms, and contrasts.
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Author's Purpose
The author's purpose is the main reason that he/she has for writing the selection.
Point of view is the author's opinion about the subject. The author's purpose and point of view go together. The author wants you to see the topic from his/her point of view.
When you are able to recognize the author's purpose, you will have a better understanding of the selection.
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Understanding the Short StoryTitle __________________________.docx
Understanding the Short Story
Title :_________________________________________________________________
Plot
1) What does the reader learn during exposition?
2) What is/are the conflict(s)?
3) What complications are introduced?
4) What is the climax of the story?
5) How is the conflict resolved?
Point of view
1) From what point of view is the story narrated? (first person, third person, etc.)
2) How does the narration influence your understanding of the story?
Characters
1) Who is the protagonist?
2) Who is the antagonist?
3) Are the characters round or flat?
4) Are the characters static or dynamic?
Setting
1) What is the setting of the story?
2) Does the setting influence other elements of the story?
Theme
1) What is/are the theme(s) of the story?
2) How do you know?
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"Structure" includes all the elements in a story. The final objective is to see the story as a whole and to become aware of how the parts are put together to produce a unified effect.
ELEMENTS OF PLOT
All fiction is based on conflict and this conflict is presented in a structured format called PLOT.
Exposition
The introductory material which gives the setting, creates the tone, presents the characters, and presents other facts necessary to understanding the story.
Foreshadowing
The use of hints or clues to suggest what will happen later in the story.
Inciting Force
The event or character that triggers the conflict.
Conflict
The essence of fiction. It creates plot. The conflicts we encounter can usually be identified as one of four kinds. (Man versus…Man, Nature, Society, or Self)
Rising Action
A series of events that builds from the conflict. It begins with the inciting force and ends with the climax.
Crisis
The conflict reaches a turning point. At this point the opposing forces in the story meet and the conflict becomes most intense. The crisis occurs before or at the same time as the climax.
Climax
The climax is the result of the crisis. It is the high point of the story for the reader. Frequently, it is the moment of the highest interest and greatest emotion. The point at which the outcome of the conflict can be predicted.
Falling Action
The events after the climax which close the story.
Resolution (Denouement)
Rounds out and concludes the action.
CHARACTERIZATION
MAJOR CHARACTERS
Almost always round or three-dimensional characters. They have good and bad qualities. Their goals, ambitions and values change. A round character changes as a result of what happens to him or her. A character who changes inside as a result of what happens to him is referred to in literature as a DYNAMIC character. A dynamic character grows or progresses to a higher level of understanding in the course of the story.
Protagonist
The main character in the story
Antagonist
The character or force that opposes the protagonist.
Foil
A character who provides a contrast to the protagonist.
MINOR CHARACTERS
Almost always flat or two-dimensional characters. They have only one or two stri ...
5th Skills
The document discusses several key reading comprehension strategies including identifying themes, steps in a process, cause and effect relationships, plot elements like conflict and climax, making judgments, visualizing, identifying fact and opinion, setting, author's viewpoint, drawing conclusions, summarizing, comparing and contrasting, determining main ideas and supporting details, using context clues, predicting, determining an author's purpose, generalizing, and paraphrasing. It provides definitions and examples for each strategy to help readers understand and apply them.
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This document contains an activity packet for students to complete after reading Edgar Allan Poe's short story "The Tell-Tale Heart". The packet includes pre-reading questions to make predictions about scary stories and the narrator's state of mind. It also contains comprehension questions about plot details, themes, literary devices, and the narrator's character and mental state. Students are asked to find examples of literary techniques like alliteration, simile, personification and assonance used in the story.
Character analysis
To analyze characters, one must understand their actions, choices, past, speech, and how they are described by other characters and the narrator. Examining these details provides insight into a character's personality traits, motivations, values, and how they change over the course of the story. Understanding fictional characters helps us better understand ourselves and human nature.
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This document discusses identifying an author's purpose and point of view when reading different texts. It explains that an author's purpose is either to entertain, inform, or persuade. The author's point of view is their opinion on the subject matter. The document provides examples of how to determine if a text's purpose is to entertain, inform, or persuade based on clues within the text. It also distinguishes between fiction and non-fiction texts and how their purposes differ. Readers are encouraged to carefully read selections, determine if they are fiction or non-fiction, and use clues to identify the author's purpose and point of view.
Descriptive writing
1. A descriptive essay must have one clear dominant impression that guides the selection of details. This impression is stated in the thesis sentence.
2. Descriptive essays can be either objective or subjective in tone and include concrete sensory details to help readers visualize what is being described.
3. Specific, consistent details that engage the five senses are important to fully involve readers and communicate the dominant impression.
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The document outlines a reading project assignment where students will analyze and compare two books of their choosing. They can complete a portfolio of tasks analyzing elements like plot, characters, setting, themes, and structure. The teacher provides examples of tasks but emphasizes that students can create their own analyses and pieces of work. The goal is for students to enjoy the process and create work they are proud of that demonstrates their learning and development.
Reading project assessment guide part 1
The document provides assessment guidelines for a reading project to be completed by April 2nd. It outlines several tasks for students to choose from, including writing about how the first chapter establishes the story, characters, and genre. Other options are to record a reading of the first chapter, write a letter encouraging a friend to read the book, or create a collage representing the opening and include an explanation. For each task, students are to provide self-assessment, get peer assessment, and receive teacher assessment based on criteria like referring to text details, organization, and clarity.
Analyzing Theme
The document discusses what a theme is and how to analyze it in a story. It explains that a theme is not directly stated but rather is the underlying meaning or central insight about life that a reader extracts from the characters, events, and setting of the story. It provides guidance on identifying themes, such as looking at titles, patterns, symbols and details in the story that support a theme without being too broad or narrow. The key is finding a theme that makes sense of the story elements and can be supported by evidence from the text.
Teaching inference
The document provides guidance for teaching inference skills to students. It discusses using explicit instruction, modeling, scaffolding and facilitating to teach inference. It defines inference as going beyond surface details to understand implied meanings. Types of inferences skilled readers make are recognizing pronouns, providing explanations, figuring out word meanings from context, understanding author's viewpoint, and relating to background knowledge. The document suggests comments teachers can make to help students practice different types of inferences using examples from picture books.
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The document provides guidance on writing a narrative essay. It explains that a narrative essay tells a story from a personal experience using sensory and emotional details. It should have a clear plot, characters, setting, climax, and ending like any good story. The essay will make its point of view and thesis clear through the introduction and conclusion. Writers should use specific, vivid language to engage the reader and guide them through the narrative in a clear, organized way.
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Nonfiction can include factual writing such as newspaper articles, instructions, and encyclopedia entries. The document discusses five main types of nonfiction: autobiography, biography, essay, informative article, and interview. An autobiography is a person's story of their own life written in first person. A biography is someone else's story of another person's life, written in third person. Essays can be expository, persuasive, or personal. Informative articles and interviews provide facts about subjects.
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This document provides guidance on analyzing literature by focusing on various elements such as theme, literary terms, setting, characters, plot, metaphors/symbols, and narrator. It instructs the reader to examine how these elements relate to and present the central theme of a work. It also outlines an assessment task that requires comparing the theme between a novel and film adaptation through a 5 minute oral presentation, noting similarities and differences in how each conveys its perspective on the theme. Presentation skills like structure, notes versus script, eye contact, and body language are also addressed.
1.4 exploring the personal narrative
This document provides instructions for an activity analyzing the structure of personal narratives. Students will read the short story "The Scholarship Jacket" and the beginning of "Brown Girl Dreaming" to identify the narrative structure of incident, response, and reflection. They will fill out a graphic organizer identifying these elements of each text and examining how the central incident and the author's reaction to and reflection on it move the story forward. The document outlines learning targets, success criteria, and guides students through an initial reading and discussion of "The Scholarship Jacket."
Analyzing Primary Sources Honors
The document introduces the APPARTS method for analyzing primary sources, which stands for Author, Place and Time, Prior Knowledge, Audience, Reason, Main Idea, and Significance. It explains what primary and secondary sources are, provides questions to consider when analyzing different types of primary sources like written documents, photographs, political cartoons, maps, and artifacts. It emphasizes the importance of considering the author's perspective and bias, and checking sources against each other. The document concludes by providing instructions for students to find and analyze a primary source using APPARTS.
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The document discusses several key aspects of literary text analysis, including the verbal and supraverbal layers, poetic structure, principles of representation, and components of poetic structure. The verbal layer consists of words, phrases, sentences, etc., while the supraverbal layer emerges from these sequences to represent events, conflicts, and the author's message. Poetic structure coheres the verbal and supraverbal layers. Principles of representation in literature include incomplete representation, analogy/contrast, and recurrence. Components of poetic structure discussed are images, themes, ideas, composition, plot, genre, and style.
Chapter Book Activities
The document provides instructions for completing various activities based on a chapter book, including writing character biographies, a book report, comprehension questions, letters from character perspectives, completing story-related statements, imagining character gifts, and describing a fictional friend from the story. Students are directed to title each activity and provide details and evidence from the text to support their responses.
Making inferences and drawing conclusions
The document provides information about making inferences and drawing conclusions when reading. It discusses how readers can infer deeper meanings that are implied but not directly stated by using clues and hints from the text. It explains that inferences involve going beyond surface details and choosing the most likely explanation or conclusion based on the provided facts. The document also contrasts facts, which can be verified, from opinions, which are subjective judgments that cannot be proven accurate. It provides examples to illustrate how readers can infer meanings of words from context clues like general sense, examples, antonyms, and contrasts.
Patterns of Development in Writing
This Powerpoint Presentation is about Patterns of Development in Writing solely for Educational Purposes.
Author's Purpose
The author's purpose is the main reason that he/she has for writing the selection.
Point of view is the author's opinion about the subject. The author's purpose and point of view go together. The author wants you to see the topic from his/her point of view.
When you are able to recognize the author's purpose, you will have a better understanding of the selection.
Kinds of Author's Purpose
If the author's purpose is to inform, you will learn something from the selection (facts, details/instructions, places, events and people.
If the author's purpose is to persuade, that means they want you to believe their position. Persuasive pieces are usually non-fiction.
If the author's purpose is to entertain, one goal may be to tell a story or to describe characters, places or events.
Body paragraphs
The document provides guidance on writing body paragraphs for essays. It recommends including a topic sentence first to introduce the main idea of the paragraph. Next, a direct quote or paraphrase from the text should be included, along with an explanation of how it supports the topic sentence. The paragraph should conclude by connecting the quote back to the overall point. Direct quotes should always be introduced and followed by analysis relating them to the topic sentence.
Inferring Strategy
The document discusses inferring, which is drawing conclusions or interpretations from clues in a text rather than from explicit statements. It involves using one's background knowledge along with evidence in the text. Inferring, questioning, and predicting work together to build understanding. The document provides examples of how to teach students to infer and gives suggestions for starting inferring practice using comics, riddles, poetry and other media. It also discusses the role of inference in interpreting different text types like fiction, nonfiction, and cartoons.
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Similar to Reading 1st Semester Jeopardy Game
Understanding the Short StoryTitle __________________________.docx
Understanding the Short Story
Title :_________________________________________________________________
Plot
1) What does the reader learn during exposition?
2) What is/are the conflict(s)?
3) What complications are introduced?
4) What is the climax of the story?
5) How is the conflict resolved?
Point of view
1) From what point of view is the story narrated? (first person, third person, etc.)
2) How does the narration influence your understanding of the story?
Characters
1) Who is the protagonist?
2) Who is the antagonist?
3) Are the characters round or flat?
4) Are the characters static or dynamic?
Setting
1) What is the setting of the story?
2) Does the setting influence other elements of the story?
Theme
1) What is/are the theme(s) of the story?
2) How do you know?
LITERARY TERMS
"Structure" includes all the elements in a story. The final objective is to see the story as a whole and to become aware of how the parts are put together to produce a unified effect.
ELEMENTS OF PLOT
All fiction is based on conflict and this conflict is presented in a structured format called PLOT.
Exposition
The introductory material which gives the setting, creates the tone, presents the characters, and presents other facts necessary to understanding the story.
Foreshadowing
The use of hints or clues to suggest what will happen later in the story.
Inciting Force
The event or character that triggers the conflict.
Conflict
The essence of fiction. It creates plot. The conflicts we encounter can usually be identified as one of four kinds. (Man versus…Man, Nature, Society, or Self)
Rising Action
A series of events that builds from the conflict. It begins with the inciting force and ends with the climax.
Crisis
The conflict reaches a turning point. At this point the opposing forces in the story meet and the conflict becomes most intense. The crisis occurs before or at the same time as the climax.
Climax
The climax is the result of the crisis. It is the high point of the story for the reader. Frequently, it is the moment of the highest interest and greatest emotion. The point at which the outcome of the conflict can be predicted.
Falling Action
The events after the climax which close the story.
Resolution (Denouement)
Rounds out and concludes the action.
CHARACTERIZATION
MAJOR CHARACTERS
Almost always round or three-dimensional characters. They have good and bad qualities. Their goals, ambitions and values change. A round character changes as a result of what happens to him or her. A character who changes inside as a result of what happens to him is referred to in literature as a DYNAMIC character. A dynamic character grows or progresses to a higher level of understanding in the course of the story.
Protagonist
The main character in the story
Antagonist
The character or force that opposes the protagonist.
Foil
A character who provides a contrast to the protagonist.
MINOR CHARACTERS
Almost always flat or two-dimensional characters. They have only one or two stri ...
5th Skills
The document discusses several key reading comprehension strategies including identifying themes, steps in a process, cause and effect relationships, plot elements like conflict and climax, making judgments, visualizing, identifying fact and opinion, setting, author's viewpoint, drawing conclusions, summarizing, comparing and contrasting, determining main ideas and supporting details, using context clues, predicting, determining an author's purpose, generalizing, and paraphrasing. It provides definitions and examples for each strategy to help readers understand and apply them.
Tell Tale Heart
The document provides an analysis of Edgar Allan Poe's short story "The Tell-Tale Heart". It examines the narrative structure, including the exposition, rising action, climax, falling action, and resolution. It also analyzes the narrative viewpoint, setting, themes, and style of the short story. The document is intended to help readers understand and evaluate the key elements of Poe's classic work.
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1) To identify a work's theme, one should make inferences by considering clues in the story like character changes or significant events, identify causes and effects through asking questions, and make generalizations that express broader ideas about life.
2) Identifying causes and effects involves determining why events happened and what resulted, possibly in a causal chain.
3) A theme can be expressed as a generalization, which is a broad statement covering multiple situations that conveys something generally true about life.
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Reading 1st Semester Jeopardy Game
- 1. 200 300 400 500 100 200 300 400 500 200 300 400 500 100 100 200 300 400 500 100 200 300 400 500 100 Reading Jeopardy Strategies Genres Choices Terms 2 Terms 1
- 5. compare
- 9. contrast
- 11. resolution
- 13. inform
- 15. text
- 17. Character traits
- 19. Venn diagram
- 20. Terms 2, Question 5 If a story is told by a character who is IN the story, words such as “I, me, my, we” are used. What point of view is the story being told in?
- 21. 1 st person
- 23. To inform
- 25. A book review
- 27. The Main Idea
- 29. setting
- 31. Context clues
- 35. mystery
- 37. fantasy
- 41. Nonfiction
- 43. The rainforest is home to many creatures.
- 45. I’m a story plot map!!!
- 49. I am Drawing Conclusions!
- 51. I am YOUR Reading Strategies!!!
- 53. Words to Know: Plagiarism: Appearance: Dialogue: Cite: Summary: Figurative Meaning: To Influence: To Express Literal Meaning: theme:
- 54. This is when you present material as something that you created when it is really something that someone else made. This is illegal! Plagiarism
- 55. The way a character looks, physically. This character trait is provided by using text evidence rather than by looking at the pictures. Appearance
- 56. When a character or object speaks or thinks something out loud in a book, that is called dialogue. As a character trait, a character’s dialogue can tell a reader many things about the character’s personality. Dialogue
- 57. This is when you give credit where credit is due!!! When you use someone else’s words in your writing, you cite their work to let the reader know who deserves the credit for originally writing that. cite
- 58. When you retell what you read by only providing the main idea and major points, you are giving a summary. Typically, people refer to the beginning, middle, and end or a book when giving a summary. summary
- 59. Not always what is really being said, but saying one thing and actually meaning another. Example: “hold your horses” / be patient! Figurative meaning
- 60. When an author’s purpose for writing something is to try and persuade the reader to do or not to do something. To try and talk to reader into seeing something in the same way that the author sees it. To influence
- 61. When an author’s purpose for writing something to voice their opinion on something. Example: diary To express
- 62. The actual or true meaning of the words being used. Example: “cat got your tongue?” – a cat would actually or literally have a hold of your tongue. Literal Meaning
- 63. The theme of a story is the mood or the feeling that the author expresses through the characters or the meaning of the story. It is the lesson taught or learned from the story. theme
- 64. The end