Mr.Kochis7thGradeReading

4/22/19-Day1

ATB:ListthreecharactertraitsforMaxandthreecharactertraitsforKevin.

Activities:1.ReadUptoChapter7inFreaktheMighty

2.CompleteNote–takingandVocabularyWorksheetsforFreaktheMighty.

Obj.1.DescribethemaincharactersinthenovelFreaktheMighty.

2.ExplainthedevelopmentoftheconflictinthenovelFreaktheMighty.

© Secondary Solutions www.4secondarysolutions.com. All Rights Reserved.

Name ________________________________________ _ Period ___ __

©2006 Secondary Solutions - 10 - Freak the Mighty

Freak the Mighty Vocabulary List Use a dictionary or Kevin’s definition of the word to find the meanings of the following words from Freak the Mighty. Your teacher will direct you to do this lesson either as you read each chapter, or as a pre-reading activity. Whatever method your teacher chooses, be sure to keep this list and the definitions to use in vocabulary activities and to study for quizzes and tests. Chapters One - Five

1. unvanquished ((Page) 1) 2. microsecond (6) 3. mainstream (6) 4. fiend (6) 5. hunkering (8) 6. humanoid (10) 7. bulkhead (11) 8. ornithopter (13) 9. propulsion (13) 10. sobriquet (15) 11. demeanor (15) 12. postulated (16) 13. fair (17) 14. quest (17) 15. invincible (17) 16. ignorance (18) 17. sophisticated (18) 18. opiate (19) 19. massive (19) 20. hulking (22) 21. offended (23) 22. abide (25) 23. tenements (25) 24. spastic (25) 25. flinch (26) 26. depleted (26) 27. expel (27) 28. regurgitate (27)

Chapters Six - Ten 1. swilling (28) 2. strutting (30) 3. cretin (31) 4. deficiency (31) 5. perspective (34) 6. trajectory (34) 7. converging (34) 8. swaggering (36) 9. nanosecond (36) 10. evasive (43) 11. confrontation (43) 12. albino (44) 13. vegetate (44) 14. archetype (45) 15. microsurgery (46)

16. artifact (49) 17. avarice (49) 18. sucrose (50) 19. incision (51) 20. divulged (51) 21. bionic (51) 22. modification (51) 23. optimum (56) 24. dungarees (56) 25. fealty (59) 26. retrieval (60) 27. grotty (61) 28. damsel (62) 29. distress (62)

Chapters Eleven - Fifteen 1. urgency (67) 2. hombre (70) 3. gruel (86) 4. toxic (93)

Chapters Sixteen - Twenty 1. furrowed (103) 2. dysfunctional (109) 3. kin (109) 4. injustice (112) 5. illiterate (118) 6. precaution (118) 7. trussed (119) 8. functional (121) 9. accommodations (124) 10. bloated (125) 11. godforsaken (126)

Chapters Twenty-One – Twenty-Five 1. violation (136) 2. abduction (136) 3. genetic (137) 4. aberration (137) 5. lofty (137) 6. dynamic (138) 7. prodigy (143) 8. seizure (146) 9. gyp (147) 10. tracheotomy (149) 11. facilitate (149) 12. stabilized (151)

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Directions: For Chapters 1-5, use the chart below to help you keep track of your reading. Summarize the setting or settings, and then summarize each major event in the chapter. Try to keep your summaries short—just a few words or phrases. Do not write in complete sentences! Chapter 1 has been done as an example for you.�

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Important to Remember From This Chapter

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#/F�4:/A63A�0/19�B=�;33B7<5�!3D7<�7<�2/G1/@3���(33A�67;�/5/7<�7<�/�A>317/:�0CA�E63<�63�7A�7<�/0=CB� @2�5@/23��B63<�63�;=D3A�7<B=�/�2C>:3F�2=E<�B63�AB@33B�B63�AC;;3@�034=@3��B6�5@/23�!

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�!%��%��� ���!#����"%�#$������Directions: For Chapters 6-10, use the chart below to help you keep track of your reading. Summarize the setting or settings, and then summarize each major event in the chapter. Try to keep your summaries short—just a few words or phrases. Do not write in complete sentences! �

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Action Summary (Plot) and Characters Involved

Important to Remember From This Chapter

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Mr.Kochis-7thGradeReading

4/23/19Day2

ATB:What’sGoingOninThisPicture?

Type 1: After looking closely at the image above, answer the three questions below in one paragraph. Answer in google classroom.

1. What is going on in this picture?

2. What do you see that makes you say that?

3. What more can you find?

https://nyti.ms/2UmE1Uk

Activities:1.SubmitIndependentReadingBooksinGoogleClassroom

2.FreaktheMightyChapters1-5QuizletReview

https://quizlet.com/_6idz5z

3.FreaktheMightyChapters1-5KahootQuiz–Submitchaptersummariesandvocabularyingoogleclassroom.

Obj.1.ReviewkeyeventsandvocabularytermsinFreaktheMighty.

2.PredicttheconflictinthenovelFreaktheMighty.

Mr.Kochis–7thGradeReading

4/24/19-Day3

ATB:CountryoftheWeek–Slovenia

Answerthemultiplechoicequestions.Whenyouaredonecheckyouranswerswiththelinkbelow.

1. Identify where Slovenia would be on the map below.

2. Geography

Visiting ____________, Slovenia’s 1,000-year-old capital, feels like stepping into an ancient fable.

A. Dubrovnik B. Ljubljana C. Sarajevo D. Tallinn

3. History

Since the Middle Ages, the land of the Slovene people has been repeatedly absorbed by empires and dictatorships — the mercantile ________, the _____________ Empire and ____________.

A. Ottomans; Dutch; Greece B. Portuguese; Prussian; the Soviet Union C. Sicilians; British; Turkey D. Venetians; Austrian; Yugoslavia

4. Sports

______________ has long been the sport that best defined tiny Slovenia.

A. Alpine skiing B. Ax throwing C. Curling D. Water polo

5. Culture

_____________ are integral to Slovene culture.

A. Cuttlefish B. Honeybees C. Llamas D. Maple trees https://nyti.ms/2Xi4lRj

Activities:1.FreaktheMightyFigurativeLanguageWorksheet–Seebelow.

2.ReadFreaktheMightyChapters7-8.

3.FreaktheMightyChapterSummariesandVocabulary

Obj.1.Describeaforeigncountry.

2.ExplainwhyanauthorusesFigurativeLanguageintheirliterarywork.

Name ________________________________________ _ Period ___ __

- 6 - Freak the Mighty

Standards Focus: Figurative Language in chapters 1-5One of the most captivating aspects of good literature is the use of figurative language, or ideas communicated beyond their literal meaning to create an image in the reader’s or audience’s mind. There are several types of figurative language, also called figures of speech. In this exercise, you will use the following figures of speech:

• metaphor- a comparison made between two unlike objects: “The pillow was a cloud.” • simile- a comparison made between two unlike objects, using the words “like” or “as” in

the comparison: “The pillow was like a marshmallow.” • personification- giving human qualities or characteristics to non-human objects: “The

wind sang its sad song.” • hyperbole- truth is exaggerated for humor or emphasis: “I died when the boy I like

finally talked to me.”

Directions: Read each quote from Chapters One through Five. Look at the underlined figure of speech in the sentence, then decide what type of figure of speech it is. Finally identify the comparison being made or the object being personified or exaggerated. An example has been done for you. Ex. “I never had a brain until Freak came along and let me borrow his for a while, and that’s

the truth, the whole truth.” (pg. 1)

Figure of Speech: hyperbole (or metaphor)

Analysis: Max wasn’t very smart until Freak came along and taught him how to learn. 1. “Except I had a way of saying things with my fists and my feet even before we became

Freak the Mighty...” (1)

Figure of Speech:

Analysis: 2. “And Gram right away shushes him and says don’t ever say that, because little pictures

have big ears, which makes me run to the mirror to see if it is my big ears made me look like Him.” (4)

Figure of Speech:

Analysis:

3. “…he’s exploding out of his shoes.” (4)

Figure of Speech:

Analysis:

4. “I’m just this critter hiding out in the basement, drooling in my comic books or whatever.” (6)

Figure of Speech:

Analysis:

5. “At first she’s a glimpse, caught her going between the van and the front door, talking to the beards.” (7)

Figure of Speech:

Analysis:

Name ________________________________________ _ Period ___ __

- 7 - Freak the Mighty

6. “…she has this glow, a secret spotlight that follows her around and makes her eyes light up.” (7)

Figure of Speech:

Analysis:

Directions: Now identify and underline the figure(s) of speech in the sentence, then decide what type of figure of speech it is. Finally identify the comparison being made or the object being personified or exaggerated. 7. “…my feet are going wild that year and I keep tripping over everything. Cracks in the

sidewalk, ants on the sidewalk, shadows, anything.” (8)

Figure of Speech:

Analysis:

8. “If you didn’t know, you would think he was like a kindergarten creeper who forgot how to walk, he’s that small.” (11)

Figure of Speech:

Analysis:

9. “I am amazed, because it does fly just like a little bird, flitting up and down and around, higher than I can reach.” (13)

Figure of Speech:

Analysis:

10. “It’s cool and dim in there and you float like a cloud – no, you are a cloud…” (21)

Figures of Speech: 1. ; 2.

Analysis:

Now, find two other examples of figures of speech from Chapters One through Five and write them on the lines. Identify the type of figure of speech and write an analysis. 11.

Figure of Speech:

Analysis:

12.

Figure of Speech:

Analysis:

Mr.Kochis–7thGradeReading

4/25/19-Day4

ATB:PicturePrompt

Type2:WriteatopicsentencewithT“T,”ARTforaliteraryworkinspiredbythephotoabove.Pretendthatyouaretheauthor.RememberCAPES.Answeringoogleclassroom.

https://nyti.ms/2GmynMR

Activities:1.ReadFreaktheMightyChapters9-10

2.FreaktheMightyChapterSummariesandVocabulary

3.FreaktheMightyChapters1-4ComprehensionQuiz

Objectives:1.Writeatopicsentencetosummarizeafictionalstory.

2.Describetheconflictinanovel.

Mr.Kochis7thGradeReading

4/26/19-Day5

ATB:WordoftheDay

Copythedefinitionofthewordbelowandanswerthemultiplechoicequestion.interstitial \ ˌin-tər-ˈsti-shəl \ adjective

: of or relating to the spaces between intervals, sections or segments (interstices)

Which of the following would most likely be considered interstitial? A. tree leaves that remain green all year B. tests given at the end of the school year C. foods that are not healthy for your body D. commercial breaks between TV shows https://nyti.ms/2GCOI1r

Activities:1.BlackoutPoemForthQuarterProject–SeeGradingSheetBelow

2.FreaktheMighty5-10VocabularyReview

https://quizlet.com/_6j5lli 3.FreaktheMighty5-10ComprehensionReview

https://quizlet.com/_6j5k99

Obj.1.ReviewkeypointsinthenovelFreaktheMighty.

2.Explainhowtheblackoutpoemwillbegraded.

BlackoutPoemGrading

Description Points

CompletedProjectSubmitted 60

Poemiscompleteandmakessense.Allwordsbeingusedarevisibleandeasytoread.

5

Student’sworkdemonstratesacompleteunderstandingoftheassignmentandgoesbeyondtherequirements.

5

STARTSentenceforNewspaperArticle

*Seenotebelow

3

TTARTsentenceforBlackoutPoem

*Seenotebelow

3

PracticePoemsSubmitted 3

ProjectRulesFillInsQuiz(Completedinclass) 3

Type2ProjectRequirements(Completedinclass)

3

SubmittedbyDueDate5/9/19

(Ifyouare13orolderpleasesubmityourpoemtotheNewYorkTimesbyMay9,2019,at11:59p.m.Eastern.

5

Studentreadsthepoemtotheclassandexplainsthemeaningbehindthepoem.

10

(Optional)Effectiveandcreativeuseofanartisticillustrationthatisvisuallyappealingandenhancesthepoem’smeaning.ReplacesSTARTandTTARTsentence.

6

*InlieuofcompletingaSTARTandTTARTsentence,studentsmayincorporateanartisticillustrationintothepoem.

**Projectsmustbedoneindividuallyandnotingroups.Studentsmustuseactualnewspapersforthisassignment.SincetheNewYorkTimesmaynotbereadilyavailabletoallstudents,TheScrantonTimesmayalsobeused.CopiesoftheScrantonTimesareavailableinclass.IfstudentswishtosubmittheirpoemstotheNewYorkTimestheyarerequiredtousetheNewYorkTimes.Thepapercanbepurchasedatlocaldrugstores,newsstandsandsupermarkets.

https://nyti.ms/2I1BME2

CONTESTS

Our 10th Annual Spring Poetry Contest for Teenagers: Make a New York Times Blackout Poem By Katherine Schulten

April 4, 2019

Every April since 2010 we’ve celebrated the joys of spring and National Poetry Month with a found poetry contest.

But this year, to celebrate our 10th anniversary, we’re asking that these poems take a new format: instead of using articles from NYTimes.com, we’re inviting students to make blackout poetry from the print paper.

Why? Well, this new method has all the literacy goodness of the previous format — the same need for close reading, experimentation with language and attention to detail — but it also celebrates the “daily miracle” that is the print paper, at a time when fewer and fewer young people read the news in print.

We know this change will raise questions, so check out the Q. and A. below for answers as well as inspiration. And please post any additional queries in the comment section, or write to us at LNFeeback@nytimes.com. As always when we try something new, we expect our audience will raise issues we haven’t yet considered, so please don’t be shy.

Student blackout poems are due by Thursday, May 9, 2019, at 11:59 p.m. Eastern, and must be submitted as photos via the form embedded below. What is blackout poetry?

Thank you for participating, and have fun! “Overheard on the Titanic,” a blackout poem created from an article in The Times by the artist and writer Austin KleonCreditAustin Kleon

How is it different from found poetry?

A blackout poem is a kind of found poem in that it, too, is verse composed from words and phrases found in another text. But, unlike the digital found poems we asked for in years past, this kind of poetry demands print and a marker. The best explanation we have found is the one in this video, embedded above, by Austin Kleon, who has popularized the method.

To see many more examples, take a look at Mr. Kleon’s Newspaper Blackout site.

And to experiment yourself, try The Times’s own online blackout poetry-maker. Fun, right? What are the rules?

• All poems must be created using The New York Times in print. However, you can use any words on any page of any New York Times ever published.

So, feel free to use that yellowed copy of the paper currently acting as wrapping for breakable objects in your attic — or use one hot off the presses this week. You can also feel free to make poems from special Times sections like T Magazine or NYT Kids, and you can use any of the words found on any page, including in advertisements.

To get started, you might consider what sections of the newspaper interest you most, whether sports, the arts, food, business, global news, science or style, and experiment from there.

• All poems must be submitted as photos via the form below.

Your image should be no smaller than 1MB and no larger than 5MB, and should be submitted as a JPEG file.

Your image should clearly capture all the words of the poem you have created, as well as whatever aspects of the page you’d like to include. Though there is a spot in the form for you to type in your poem just in case, we will be judging based on what we can see in the photo.

Please remember that English is read left to right and top to bottom, so make sure your words appear in the order you want them to be read.

• All entries must be received by Thursday, May 9, 2019, at 11:59 p.m. Eastern.

• Your poem can be as long or short as you like, assuming we can read the words you’ve chosen in the photo you send.

• You may give your poem your own original title if you like. The title does not have to be drawn from words on the print page.

• You cannot add additional words or marks of punctuation. (Sorry.)

• But you can play with shapes, color or other elements of design or illustration.

Though we will primarily focus on the poems themselves, we will give some consideration to how the poem is presented. Your blackout should be easy to read, of course, but you can also play with the way the space around the words can enhance their meaning. You can also incorporate all or part of the images already on the page of The Times you’re working with.

For instance, maybe you’ll be inspired by work like this, from a group of eighth graders, or imaginative illustrations like this, this or this.

• You can also mess with the words you find by blacking out part of them.

For example, if you want just the word “play,” but it appears originally as “playing,” feel free to blackout the “ing.”

• You can create your poem by yourself or with a group, but we allow only one poem per student.

If you are working as a team, just remember to submit all of your names when you post your entry. (And remember that if you’ve created a poem as part of a team, you should not also submit as an individual.)

• The winning poems will be featured on The Learning Network.

The “prize” for being a winner in this contest is having your work featured on our site, in our newsletter, on Facebook and Twitter and, possibly, in the print New York Times later this year.

• The children and stepchildren of New York Times employees, or teenagers who live in the same household as a Times employee, are not eligible to enter this contest.

• New for 2019: Our eligible age ranges have changed slightly in response to new data-protection rules in the European Union. Students in the United States, Canada and the United Kingdom must be between 13 to 19 years old to participate. However, if you are submitting from anywhere else in the world, you must be between 16 to 19 years old, or use our form, below, to submit to us a parent or guardian’s specific permission. Please see The New York Times’s terms of service for more details.

_________

How will you judge these poems?

We’ll be honest: this contest is a bit of an experiment, and we hope you’ll approach it that way.

We want you to have fun playing with language and meaning-making. We want you to experiment with choosing different words in different combinations to see how they create new imagery and ideas. We hope you’ll be sensitive to how the space around the words plays into the poem’s meaning, and we hope you’ll recite your work aloud to hear how it sounds. Above all, we hope your creation will show a real love of, and care with, language and what it can do. Please surprise us.

So, yes, this is a gamble — but then again, so was the “Show Us Your Generation” photo contest we ran in September, and if you look at what we got for that, you’ll understand why we always bet on teenagers to create remarkable things that go in directions we could never predict.

_________

Q. Why are you limiting this to the print New York Times?

A. This is the only contest we run all year — or, indeed, have ever run — that demands the print paper, so though we apologize in advance for the burden it may put on you, we’re also excited to see what students will discover.

They will be working in a format that most have little experience with, and that many experts predict may soon cease to exist entirely. So consider this, in part, a media-literacy exercise, especially since some research shows that print readers are far better news consumers than digital ones.

Q. I don’t have a subscription. Where can I find copies of The Times?

A. Most public libraries in the United States carry The Times in print and may be able to give you papers from previous days, weeks or months. Most Starbucks, and most major drugstore, grocery and convenience chains also carry The Times, as do many bookstores.

If you do need to buy a copy, you’ll likely just need one. Since students can use any page of the print paper and can compose and submit in groups, a single copy of the weekday Times will give you nearly 50 pages to work with, while the Sunday paper will give you hundreds.

Q. Can I just use a photocopy of a page of The Times, or does it have to be the actual paper?

A. It has to be the actual paper.

One reason for this is that we want students to page through, understand how a print newspaper works, and make their own choices. After a decade of running student contests on this site, we’ve found that the best work always come from teenagers who have been given the most “voice and choice” about what to pick and how to create.

(However, if you don’t have many copies of The Times to work with, it’s certainly smart to photocopy some pages for students to practice on before they create their final versions.)

10/23/17

1

T“T,”ARTSentence

TopicSentenceSummarizingFic=on

TypeofLiteraryWork

Likeanovel

“Title,”Putitinquotes

AuthorIt’swhowroteit

RightVerbUseasynonymforteach

Theme•  Themainidea•  Lessonbeingtaught•  Startswithoneword•  Developsintoasentence

10/23/17

1

S“T,”ARTSentence

TopicSentenceSummarizingNonfic>on

SourceWherethear,clecamefrom

Makesureyouunderlineit

“Title,”Itsatthetop Putitinquotes

AuthorIt’swhowroteit

RightVerbLikedescribeorexplain

TopicThemainidea