{ reading comprehension, analysis folder directions: read and complete the following activities

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Reading Comprehension, AnalysisFolder

Directions: Read and complete the following activities.

Reflection: What skills were learned in each activity?Evaluate whether or not this skill is a strength or weakness for you and explain why.

Activity #1

Activity #2

Activity #3

Activity #4

Activity #5

Activity #6

Activity #7

Name:________________________

Reading Skills Student Log and Reflection Chart

Activity #1: 3-4 days

Genre Used to Teach Skills: Fiction

Skills: Analysis of Setting, Plot Development,

Character

Definitions needed to understand the skill:

Setting- the time and place in which the events in a piece of literature occur

Plot - the sequence of events in a piece of text that revolve around a central conflict or problem

Skill : Explain the influence of the setting on plot development

-How does the time and place impact the events in a piece of literature?

Definitions needed in order to understand skill:

Internal Responses of a character- how a character thinks or feels

External Responses of a character- how a character behaves or reacts, a character’s actions

Skill: Analyze the development of plot through the internal and external responses of characters

-How does a character’s thoughts and feelings impact the events in a piece of literature?

Definitions needed in order to understand skill: Character Motivations- what causes a

character to behave or react in a certain way Character Conflicts- struggle or problem a

character faces

Skill: Analyze the development of plot through motivations and conflicts of characters

- How does a character’s actions affect the events in a piece of literature?

- How does the conflict a character faces affect the events in a piece of literature?

Read “Rikki-tikki- tavi” on page 40 in the literature book. (Teacher note: Discuss setting questions on the outside margins as students read.)

As you read create a timeline (pg. 39) to help you visualize the plot development of the story.

After reading, create character webs for Rikki-tikki- tavi, Nag, and Nagaina.

Now let’s read and put our newly learned skills into practice!

Character

Feelings/ Thoughts (Internal Responses)

Main conflict character faces

What motivates character ?

Actions (External Responses)

Use your timeline and character webs to assist you in answering questions 2, 3, 4, 5, and 6 on page 57:

“Rikki-tikki-tavi” continued…

Activity #2 (3-4 days)

Genre Used to Teach Skills: Fiction

Skills: Creating Complex Inferences Analyzing Point of View


Inference- combine information from the text with your own knowledge to figure out what the author does not tell you directly

Text Evidence- words directly from the text that support your inference

Skill: make complex inferences about text and support these inferences using text evidence


Point of view- the perspective from which a piece of literature is told

First person- reveals the thoughts and feelings of a narrator who is a character in the story

Third person Omniscient- the narrator is outside the story and reveals the thoughts of more than one character

Third Person Limited- the narrator is outside the story and reveals the thoughts of only one character

Skill: analyze different forms of point of view including first person, third person omniscient, and third person limited

Activity #1 Review Blue Reading Strategy Section on page 113. Read “Seventh Grade” on page 114. (Teacher note: Discuss Inference Questions on

the outside margins as students read) Answer questions 3-5 on page 121

Activity #2 Review the three types of Points of view Determine as a class what type of point of view “Seventh Grade” is written in as a

class discuss how this point of view impacts the story. (Answer: Third person Omniscient)

Students select a portion of “Seventh Grade” and rewrite in first person point of view from either Victor, Michael, Teresa, or Mr. Bueller’s point of view.

First person- select one character and write a portion of the story from that character’s point of view

Share various students’ examples and discuss as a class how each point of view would impact the story.

Students can evaluate and discuss which point of view works best for this piece of literature.

Now let’s read and put our newly learned skills into practice!

Complete Question #5 on page 121. Give text evidence to support your response.

POV question: What point of view is “Seventh Grade” written in and explain why.

Complete your reflection for Activity #2 on your Reflection Chart

Point of view/ Text Evidence Independent Practice


Genre Used to Teach Skill(s): Fiction and PoetrySkills: Summarizing Paraphrasing Synthesizing Fictional Texts


Summary- putting the main ideas and supporting details from an entire piece of text into your own words (Think: Who, What, When, Where, Why, and How)

Paraphrase- rewriting a small section or sentence from a piece of text into your own words

Synthesize- combining ideas from text and or prior knowledge in order to reach a new understanding

Skill: summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts

Read the Reading Strategy section on page 61 and discuss. Create the summary chart on page 61.

As a class review summary by filling out the chart for “Rikki-tikki- tavi” Now use that chart to make a summary.

Independent Practice: Create a summary chart for “Seventh Grade”.Now use that chart to make a summary.

Now let’s practice Summary!!

Summary Options for “Rikki-tikki-tavi”- Choose the best one.

A. Rikki tikki, after nearly drowning to death, meets a kind family who take him in. He meets many friends and two enemies who try and kill him. In order to protect his home, he kills them and lives happily ever after. B. Rikki-tikki kills two snakes who are trying to kill the family that he loves. He has help killing them from his bird friends and the father of the family that he lives with. Rikki-tikki is a mongoose that loves to kill snakes!

C. Rikki-tikki, a young mongoose, begins living with a family after nearly drowning. He shows his love for this family by protecting them, and killing two cobras who intended to take over the family’s home, and raise their family of cobras in the garden.

D. Rikki-tikki enjoys being King of the Garden protecting the family and all the garden animals from future Cobra attacks.

Summary Options for “Seventh Grade” – Choose the best one.

A. Victor begins his seventh grade year trying to impress Teresa. Although his attempts don’t go as smoothly as he would like, Teresa responds by asking for his help, and this improves his overall feelings about the school year.

B. Victor tries to impress Teresa in French class but only results in embarrassing himself. He gets a second chance with Teresa and the rest of his seventh grade year is perfect.

C. Victor learns that scowling does not impress girls but honesty and being yourself does. This is why Michael doesn’t impress the girls but Victor is able to impress Teresa.

D. Victor, a seventh grade boy on his first day of school, meets up with his best friend Michael to discuss their summers. When school begins Victor attends different classes but always has his mind on Teresa. He even embarrasses himself in English class by announcing her name aloud in class. He has French class with Teresa and when he tries to impress her, he makes a foolish attempt to speak French. Even though Victor is mortified, Teresa still likes him and asks him to tutor her in French. He agrees and as soon as school lets out goes to the library to check out three French books.

“Special Moments” by Jill Eisnaugle Special moments, special days Special memories for always, Fill my heart with joy, sincere Every time that you are near.

Sacred visions, sacred dreams Sacred warmth in sunlit beams, Bring to life much peace abound Every time you are around.

Special freedoms, special rights Special chapters, special heights, Leave such little room for doubt Every time you are about.

Sacred moments, sacred days Sacred bonds to last always, Are written ‘cross the skies of blue Every time that I'm near you.

How does the poem “Special Moments” reflect Victor’s situation in the “Seventh Grade” story?

a. Decisions in middle school can be difficult.

b. A positive experience can change a person’s attitude about life.

c. Relationships in middle school are pointless because they do not usually last very long.

d. Special moments do not happen to everyone.

e. Special times in a person’s life only happen once.

Now let’s practice synthesizing!Read the poem and answer the following question.


Genre Used to Teach Skills: Poetry

Skills: Determine deeper meanings in poetry Analyze figurative language and graphical

elements in poetry

Definition needed in order to understand skill:

Figurative meaning - when words in a piece of text imply ideas indirectly not literally

Skill: determine the figurative meaning of phrases

- When you read, can you identify deeper meanings in text?

Definitions needed in order to understand the skill: Imagery- language that uses sensory details to

help the reader see, hear, feel, smell, and taste the scenes in a literary work.

Sensory Appeal- descriptive words that help the reader create a mental picture when reading

Mood- emotions experienced by the reader when reading a piece of literature.

Skill: analyze how an author’s use of language creates imagery, appeals to senses, and suggests mood.

Definition needed to understand the skill:

Graphical Elements: the way an author uses capital letters, line length, and word position in his/her poem

Skill: analyze the importance of graphical elements on the meaning of a poem.

Now let’s practice the skills we have learned!Complete the chart below: (Teacher note: Model one or two of the poems before having students work independently.

Poetry- Read and analyze the following pieces of poetry.

Graphical Elements Imagery Mood Figurative Meaning of poem

“Slam, Dunk, and Hook” pg. 208

Notice what words the author capitalizes throughout the poem. How does this impact the structure of the poem?

Find two examples of imagery in the poem and explain how these examples help the reader visualize the events in the poem.

What evidence has the author used to create a mood of excitement for the reader?

What is the author’s message about friendship and basketball? Support your answer using text evidence from the poem.

“Where Mountain Lion Lay Down with Deer”Pg. 371

In what way do the line length and the line arrangement add to the poem’s meaning?

What images are used to help the reader visualize the setting?

What is the speaker describing in lines 14-15?

What is the reader’s mood toward nature? Give text evidence to support your response.

Reread lines 1-3 . What does the speaker’s silence suggest about her feelings toward nature?

What feeling is the speaker expressing in lines 16-17?

“old age sticks”Pg. 547

How do the short line lengths enhance the poem’s meaning? Give text evidence to support your response.

What are some sensory details that help the reader visualize the poem?

What emotion does this poem make the reader feel and why?

What thoughts about youth is Cummings communicating in this poem? Explain.

Poetry- Read and analyze the following pieces of poetry.

Graphical Elements Imagery Mood Figurative Meaning of poem

“Slam, Dunk, and Hook” pg. 208

“Where Mountain Lion Lay Down with Deer”Pg. 371

“old age sticks”Pg. 547


Genre used to teach skills: Non Fiction

Skills: Use Organizational patterns to help form text summaries Evaluate summaries for accuracy in nonfiction text Determine the difference between facts, opinions, and

commonplace assertions

You tube clip describing voyage: http://www.youtube.com/watch?v=hyzhvEHDugM

Definition needed to understand the skill:

Organizational Patterns: different ways an author structures his/her writing

For example: cause/effect, compare/contrast, chronological order, problem/solution

Skill: Use different organizational patterns as guides for summarizing and forming an overview


Main Idea: the most important point expressed in a paragraph or piece of text

Supporting Details: the examples, reasons, or ideas in the text or paragraph that further explain and support the main idea

Skill: Evaluate a summary of the original text for accuracy of the main ideas, supporting details, and overall meaning


Factual Claim (Facts): a statement that can be proved to be true

Commonplace Assertion: a statement or idea that many people believe; it may or may not be proven

Opinion: what someone believes based on his/her viewpoint; it can not be proven

Skill: Distinguish factual claims from commonplace assertions and opinions

1. Read “from Shipwrecked at the bottom of the World” on page 322

As you read pay attention to the following organizational patterns:

Cause/Effect Problem Solution2. Create two organizational charts like the ones below. (See Reading Skill on page 322 for Cause/Effect, and TE Reading Practice on page 326 for Problem/Solution.Fill in charts and discuss responses.

Now let’s read and practice!

Causes Effects

1 1

2 2

3 3

Problems Solutions

1 1

2 2

3 3

Summary Questions Information from the text to answer each question

Who is the main character?

What is the main problem?

When did the main problem occur?

Where the main problem occur?

Why did the problem occur?

How was the problem solved?

Complete the Summary Chart for “from Shipwrecked at the Bottom of the World”

2. Now write a summary for “from Shipwrecked at the bottom of the World”.

Trade papers and evaluate your partner’s summary for accuracy. You will need two highlighters. Color one- highlight the main idea in your partner’s summary Color two- highlight the supporting details in your partner’s summary

3. Now evaluate his/her summary for accuracy by answering the following questions:

Does his/her main idea state the main point in the article? Does his/her supporting details further explain and elaborate on

the main idea? Does his/her summary have extra details that do not support the

main idea? Does his/her summary lack supporting details?

4. Share various effective student summary examples and note the similarities.

Let’s continue practicing!

Review the Reading Skill Section on page 307. Read “Tending Sir Ernest’s Legacy” on page

308. Create a chart like the one at the bottom of

page 307 and identify facts, opinions, and commonplace assertions in the interview and timeline. Explain how you know an item in the text is one of the three.

Let’s continue to read and practice our learned skills.

Fact, Opinion, Commonplace Assertion

How I Know


Genres Used to Teach Skills: Persuasive Speech, Advertisement, and Flyer

Skills: Analyze the arguments in speeches Identify types of evidence used to support argument and rhetorical

fallacies Interpret implicit and explicit messages Evaluate ways media influences and informs Evaluate Graphical components in media/text

Definition s : Central Argument- statement of opinion about a problem or

an issue Evidence used to support the argument- Logic- facts and reasons Emotional Appeals- opinions and shared

feelings Ethics- shared values or judgments Authority- reliable sources

Skill: analyze the structure of the central argument in contemporary policy speeches and identify the different types of evidence used to support the argument

Review Reading Skill on page 584 – How to analyze an argument

Read “Remarks at the Signing of the Highway Beautification Act of 1965” and discuss the Analyze Argument questions on the side of the pages

Complete Analyzing Argument question #5 on page 591 and questions 4-6 an page 592 and discuss.

Now let’s begin practicing our newly learned skills!

Definitions: Rhetorical Fallacies- misleading and often false statements

meant to distract the audience from the real issue and are often offered instead of real facts

Ad Hominem(Latin means ‘’to the man’’- attack used in an argument focusing on an opponents personality or character

Exaggeration- overstating or stretching the truth Stereotyping- making an unfair too broad statement about

someone or a group of people Categorical Claims- statements about all members of a group

or all of a certain type of thing using words like ALL or None

Skill: Identify such rhetorical fallacies ad hominem, exaggeration, stereotyping, or categorical claims in persuasive texts

-Read the flyer and identify the Rhetorical Fallacies.Now let’s practice!

THEY SAY… Greedy and selfish billboard owner Mark

Higgins says that roadside advertisements “make money for local business owners.”

Other local merchants agree with Higgins, but they always support each other.

WE SAY… Trisha McMullen, President of the Lakeview

Beautification Society, says billboards “are the ugliest things anyone has ever invented.”

All advertisements are harmful, so let’s have fewer of them in our community!

WHAT DO YOU SAY?Beautiful communities are happy communities!On November 4, Vote NO on Question 4. VOTE NO MORE BILLBOARDS!

Paid for by the Lakeview Beautification Society.

Definitions: Explicit Message- clearly stated ideasImplicit Message- implied and not plainly stated ideas

Evaluate- using information from the text to create an opinion about the textInfluence- how a piece of text effects the reader

Skill: Interpret both explicit and implicit messages in various forms of media

Skill: evaluate various ways media influences and informs audiences

Read and discuss the information on page 304 Media Messages including the chart at the bottom.

View the advertisement on page 305 and answer the Evaluate Meaning and Audience Impact questions 1-4 and discuss.

Let’s practice!

Definitions: Function- use Graphical Components- the way an author uses

visuals, capital letters, line length, and word position in text

Skill(Review skill using a different type of text) : explain the function of the graphical components of a text

Review the documents on pages 560-561 reviewing the reading skill section on page 560 and applying it to the documents on pages 560-561. Answer question #4 on page 562.

For more practice view the documents on pages 247-251 and discuss the graphical components used.

Let’s practice learned skills!

Activity #7 (3 days)Genres Used to Teach Skills: Myth and Epic Tale

Skills: Describe themes in fictional text Analyze how setting impacts theme Describe conventions in myths and epic tales

Definition: Theme- what the reader learns about life after reading a

piece of text

Skill (Review): describe multiple themes in a work of fiction

Skill: analyze how place and time influence the theme or message of a literary work

Review the following pieces of text and discuss the theme(s) learned from each piece. Complete chart for review pieces.

Independent Practice:Read “Prometheus” on page 292 and complete chart.

Let’s practice and review! Literature Piece

Theme(s)of piece How did the setting (time and place) of each story impact the theme?

“Rikki-tikki-tavi” pg. 40

“Seventh Grade” pg. 114

“from Shipwrecked at the bottom of the World” pg. 322

“Prometheus” Pg. 292

Definitions: Myth- a traditional story involving super natural beings that

attempts to explain how or why something came to be Epic tale- long narrative piece that uses formal language to

tell the story of a hero or larger than life character Extended Simile- lengthy, very detailed comparison using like

or as Quest- the long journey a hero takes in which he or she must

complete a series of tasks Hero’s tasks- challenges a hero must face while on his/her

quest Circle Stories- a character has a series of adventures before

returning to the start point of the story. The characters comes back usually with new knowledge or wisdom.

Skill: describe conventions in myths and epic tales (extended simile, the quest, hero’s tasks, circle stories)

Review the Epic Hero and Analyze Plot sections on page 797.

Read “Perseus” on page 798 and complete the graphic organizer below.

Let’s practice!

1- Epic Hero: PerseusDescribe

character’s background that makes him Epic Hero material.

5- Return:How has Hero changed after

Quest completion?

2- Quest:What quest

is hero assigned?

3- Hero’s Tasks:What task(s) must

the Hero face?

4- Goal: How does the Hero

fulfilled the quest?

1- Epic Hero: Perseus

5- Return:

2- Quest:

3- Hero’s Tasks:

4- Goal:

Reading Comprehension and Analysis Activity RubricStudent Name_______________________ ____(10 points) Followed Teacher Instructions

____(10 points) Reading Activities organized and labeled

____(45 points) Reading Activities reflect student’s exemplary effort

____ (20 points) Effective reflections on student log and completed reflection chart

_____(15 points) Student engaged, focused, and on task

_____ Major Grade Total

{ reading comprehension, analysis folder directions: read and complete the following activities

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