Reading skill Tuyệt kỹ làm bài đọc hiểu tiếng anh (P2)

Ready? Start Reading It’s time to get started As you learn from this worktext, your teacher will also give you reading assignments from your Anchor Book Your Anchor Book before while reading reading your your anchor anchor book book 1-4 Writing About Your Anchor Book Keeping a Reader’s Journal How to Set Up Your Reader’s Journal Whether you write your responses on a computer or in a notebook, be sure to set up your responses as demonstrated in the student model If you are keeping your Reader’s Journal in a notebook, write neatly in legible print or cursive As you read your Anchor Book, monitor your understanding of the book by writing down informal responses in your Reader’s Journal You can use these notes, questions, and ideas as the basis for discussions of your Anchor Book Student Model Julio Melino February 12 The Devil’s Arithmeticc by Jane Yolen Confused about: Why does Fayge let herself get shot? How would the story be different if Rivka and Wolfe weren’t related to Hannah? Seems important: The image of a door—Chaya/Hannah chooses to enter the crematorium and that door brings her to her grandparents’ home The fact that the whole story happens on Passover 18 Lesson 1-4 Tips for Writing Strong Responses ▶ Include specific details and quotations from your Anchor Book ▶ Make connections among events, characters, and ideas in your Anchor Book to your own experience; to other books you have read; and to events, people, and ideas in the real world Julio Melino February 15 Question: Why authors of fi fiction ction sometimes use historical events as part of their fictional plots? while reading your anchor book Answer: I think that authors of fiction use historical events to teach people about history in a way that is different from your typical history book In The Devil’s Arithmetic, Hannah gets a history book’s version of the events from her grandparents When she is transported back in time and taken to a concentration camp, the Holocaust becomes something she experiences first-hand This book is a different way of learning about history because we learn it from a regular kid’s perspective Directions Score the response and explain your scores in the “Comment” column RUBRIC FOR READER’S JOURNAL RESPONSES (Can Do Much Better) (Okay) (Nice Work) (Excellent Job) Comments shows proof of deep thinking about what you are reading shows evidence that you are applying what you have learned about analyzing literature is long enough to explain your ideas fully Reader’s Journal 19 1-5 Analyzing an Informational Text Reading a Diagram Examine how the diagram explains two versions of the greenhouse effect Then, answer the questions that follow while reading your anchor book THE GREENHOUSE EFFECT: Differences Between Natural and Amplified Warming The Greenhouse Effect The natural warming process by which gases in the Earth’s atmosphere trap this energy is called the “greenhouse effect.” Sunlight enters a greenhouse and is absorbed The interior of the greenhouse radiates back energy in the form of infrared radiation, or heat Much of the heat is trapped and held inside the greenhouse, warming it 3 The Greenhouse Effect Sunlight carries energy into the Earth’s atmosphere Amplified Greenhouse Effect Sunlight carries energy into the Earth’s atmosphere The Earth’s warmed surface emits infrared radiation The Earth’s warmed surface emits infrared radiation This energy warms the lower atmosphere and is absorbed by greenhouse gases This energy warms the lower atmosphere and is absorbed by greenhouse gases Greater amounts of greenhouse gases mean that more heat is trapped in the atmosphere and radiated surface Some energy is released back toward the Earth’s surface Some energy is released back into space 20 Amplified Greenhouse Effect Many scientists hypothesize that human activities that add greenhouse gases to the atmosphere may increase the greenhouse effect and result in global warming, a gradual increase in the temperature of the Earth’s atmosphere Lesson 1-5 Examine Analyzing a diagram involves reading in a different way Instead of reading left to right, you read according to the path that the writer created Do you have to start at one point for this diagram to make sense or can you start in different places? Explain Identify According to data included in the diagram, what happens when sunlight hits the Earth’s surface and how does this affect the atmosphere? Compare How does the author use the diagram to show the difference between natural and amplified warming? Infer Think about what it means when a scientist hypothesizes Why is the amplified greenhouse effect a hypothesis to explain global warming? Predictt Based on the information you learned in the diagram, what would cause a decrease in amplified warming? Evaluate How does this diagram help you understand the greenhouse effect better than a text without a graphic would? Create Complete the following task on a separate sheet of paper Using a combination of words and pictures, create a diagram to explain the process of making a peanut butter and jelly sandwich while reading your anchor book Reading a Diagram 21 1-6 Literary Analysis Narrative Texts while reading your anchor book or obstacle Use that event to fill in the graphic organizer of narrative elements below Question Character(s) Who was involved? Conflict What was the problem, challenge, or obstacle? Plot What happened? Setting Where and when did the event happen? You have just demonstrated how important details from your life can be given a narrative structure You have learned how to mark the text in order to make predictions Now let’s practice general guidelines for marking a text when you read Marking the Text As you read, your eyes can quickly pass over a page without thinking too much about what you have just read Marking the text helps slow you down so that you can identify the information you need and think more deeply about what it means When you mark the text, you read first and then “talk back” to the text by deciding after each paragraph or section what is important enough to mark 22 Lesson 1-6 Details of the Story Guidelines for Marking the Text In this book, you are going to read a variety of texts and learn how to mark the text for different purposes You can mark any kind of text according to the following guidelines ▶ Use the margin to record your thoughts • If a detail you read seems important, jot down notes to explain why you think it is important • Write down connections between what you are reading and what you have discussed in class, read about in other books, your own experience, or heard about happening in the world ▶ Draw a box around unfamiliar words See if you can get the meaning from context clues If not, use a dictionary to find the meaning Write the meaning in the margin ▶ Develop your own “code.” There is no need to write full sentences Here are some symbol codes you can use I knew that What does this mean? I am confused This seems important I disagree Directions Read the passage and student model of marking the text Then, answer the question that follows while reading your anchor book ▶ Ask yourself questions as you read To help train yourself to this, try writing questions in the margin or in your Reader’s Journal These questions can serve as reminders of areas of confusion or disagreement with the author, as well as topics for discussion Student Model: Marking the Text The Pledge of Allegiance I pledge allegiance to the Flag Flag = nation of the United States of America, and to the Republic for which it stands, one Nation, under God, indivisible, with liberty and justice for all indivisible = cannot be broken How does the student’s marking of the text help you think about the text more deeply? Narrative Texts 23 Directions Now read the following memoir, or nonfiction narrative As you read, mark the text according to the guidelines from “Water Man Comics” by Dav Pilkey I first started drawing the Water Man Comics in 1977, when I was eleven years old My parents actually encouraged me to make these comics They weren’t too fond of my Captain Underpants and Diaper Man comics, and were trying to persuade me to make comics that were a little less “potty oriented.” So I began in November of 1977, and over the next few months compiled twenty issues of my Water Man Epic Saga These comics featured not only Water Man and his crime-fighting pals Molecule Man and Mr Shape-O, but also a cast of famous bad guys, including King Kong, the Invisible Man, and Jaws I started each comic by grabbing a big stack of paper My dad always brought while reading your anchor book home paper from work for me to draw on (you might see the Republic Steel logo bleeding through some of the pages) I went through the paper as fast as my dad could bring it home I made my comics up as I went along I started with the title, then made up the stories as I drew the pictures (much the same way I today) Sometimes it worked out great … other times it didn’t For example, in the comic “We Must Destroy Water Man,” there’s only one bad guy Who’s the we? I didn’t know then, and I don’t know now Often these comics contain misspelled words, and sometimes you can tell where my pen started running out of ink as the pages piled up But that didn’t stop me I was on a roll While none of these comics are masterpieces, they always remind me of the homemade comics that children now send me every day They have the same spirit There’s something about the work of a kid who is being creative on his or her own time Nobody forces a kid to make a comic book Kids just it sometimes And there is always something wonderful about that kind of spontaneous creativity It’s magic! I’m really grateful that my parents encouraged me to make these comics, and even more grateful that they refused to let me bring them to school I begged and pleaded, but they always said no All of my other comics (including the ones I made in junior and high school) have disappeared Some were torn up by angry teachers, others were borrowed by friends who never returned them, and some just got lost But because my parents had forbidden me to take these comics to school, I still have every single one of them They’re the only childhood comics I have left Don’t you hate it when your parents are right? 24 Lesson 1-6 About the Author Visit: PHSchool.com Web Code: exe-8102 while reading your anchor book A Water Man comic by Dav Pilkey, age eleven Identify What elements of narrative are in this memoir? Explain Describe the plot How the characters and conflict influence the plot? Respond Pilkey is grateful to his parents for influencing his comics How would you feel toward your parents if you were in a similar situation? Would you consider them meddlesome, intrusive, or concerned? Narrative Texts 25 People frequently write narratives about their lives so that others may learn from their experience Guiding Question: What truth you think Angelou wants us to learn from this nonfiction narrative? while reading your anchor book Occupation: Conductorette from I Know Why the Caged Bird Sings by Maya Angelou Background The young Maya Angelou has just returned to San Francisco after an adventure-filled trip Things are changing at home, she discovers, and her brother moves out soon after her return Restless and discontented, Angelou ponders her next step Vocabulary Builder Before you read, you will discuss the following words In the Vocabulary Builder box in the margin, use a vocabulary building strategy to make the words your own self-sufficiency dingy supercilious As you read, draw a box around unfamiliar words you could add to your vocabulary Use context clues to unlock their meaning I had it The answer came to me with the suddenness of a collision I would go to work Mother wouldn’t be difficult to convince; after all, in school I was a year ahead of my grade and Mother was a firm believer in self-sufficiency In fact, she’d be pleased to think that I had that much gumption, that much of her in my character (She liked to speak of herself as the original “doit-yourself girl.”) 26 Lesson 1-6 Marking n the t Te T xt Narrative Texts As you read, analyze the text for elements of narrative nonfiction Underline words and phrases that help you understand a nonfiction narrative Write any questions you have in the margins Vocabulary Builder self-sufficiency (self s fish‘ n se¯) n Meaning Marking n the t Te T xt Guam (gwäm) and Germany y were places where World War II (1939–1945) was fought Guam is an island in the Pacific Ocean Good to Know! During World War II, women often worked in factories making equipment for the war As a result of this social change, many women became more assertive in the workplace Narrative Texts while reading your anchor book decide which kind of job I was most fitted for My intellectual pride had kept me from selecting typing, shorthand or filing as subjects in school, so office work was ruled out War plants and shipyards demanded birth certificates, and mine would reveal me to be fifteen, and ineligible for work So the well-paying defense jobs were also out Women had replaced men on the streetcars as conductors and motormen, and the thought of sailing up and down the hills of San Francisco in a dark-blue uniform, with a money changer at my belt, caught my fancy Mother was as easy as I had anticipated The world was moving so fast, so much money was being made, so many people were dying in Guam, and Germany,1 that hordes of strangers became good friends overnight Life was cheap and death entirely free How could she have the time to think about my academic career? To her question of what I planned to do, I replied that I would get a job on the streetcars She rejected the proposal with: “They don’t accept colored people on the streetcars.” I would like to claim an immediate fury which was followed by the noble determination to break the restricting tradition But the truth is, my first reaction was one of disappointment I’d pictured myself, dressed in a neat blue serge suit, my money changer swinging jauntily at my waist, and a cheery smile for the passengers which would make their own work day brighter From disappointment, I gradually ascended the emotional ladder to haughty indignation, and finally to that sad state 27 evanesced (e v nest´) v dissipated gradually heresy (her´ se¯) n idea opposed to the beliefs of a religion or philosophy Marking n the t Te T xt while reading your anchor book The knowledge that Doodle’s and my plans had come to naught was bitter, and that streak of cruelty within me awakened I ran as fast as I could, leaving him far behind with a wall of rain dividing us The drops stung my face like nettles, and the wind flared the wet glistening leaves of the bordering trees Soon I could hear his voice no more I hadn’t run too far before I became tired, and the flood of childish spite evanesced8 as well I stopped and waited for Doodle The sound of rain was everywhere, but the wind had died and it fell straight down in parallel paths like ropes hanging from the sky As I waited, I peered through the downpour, but no one came Finally I went back and found him huddled beneath a red nightshade bush beside the road He was sitting on the ground, his face buried in his arms, which were resting on his drawn-up knees “Let’s go, Doodle,” I said He didn’t answer, so I placed my hand on his forehead and lifted his head Limply, he fell backward onto the earth He had been bleeding from the mouth, and his neck and the front of his shirt were stained a brilliant red “Doodle! Doodle!” I cried, shaking him, but there was no answer but the ropy rain He lay very awkwardly, with his head thrown far back, making his vermilion neck appear unusually long and slim His little legs, bent sharply at the knees, had never before seemed so fragile, so thin I began to weep, and the tear-blurred vision in red before me looked very familiar “Doodle!” I screamed above the pounding storm and threw my body to the earth above his For a long, long time, it seemed forever, I lay there crying, sheltering my fallen scarlet ibis from the heresy9 of the rain Vocabulary Builder After decided to add to your vocabulary Write the meaning of words you have learned in context Look up the other words in a dictionary, glossary, thesaurus, or electronic resource Flashback and Foreshadowing 135 while reading your anchor book Thinking About the Selection The Scarlet Ibis Respond Do you blame the narrator for Doodle’s death? Explain Recall Why does the narrator cry when everyone congratulates him for teaching Doodle to walk? Incorporate a quotation from the story in your answer Analyze An allusion is a reference to a well-known person, event, place, literary work, or work of art How might the allusion to the Resurrection on page 129 represent something happening within the story? Compare and Contrast How is Doodle’s reaction to the death of the ibis different from the way the rest of the family reacts? What motivates Doodle to react in this way? 136 Lesson 2-5 About the Author Visit: PHSchool.com Web Code: exe-8206 Analyze Look back at the foreshadowing clues you marked in the text Write the details and what they foreshadow in the graphic organizer below Details From the Story while reading your anchor book What the Details Foreshadow Analyze A dynamic character is one who learns something important that changes him or her by the end of the story Is the narrator a dynamic character? If so, how did he change and what did he learn? Support your answer with evidence from the story Write Answer the following questions in your Reader’s Journal How are flashback and foreshadowing used to communicate the conflict? Interpret Describe an example of flashback or foreshadowing in your Anchor Book Explain how the example adds to your understanding of the novel’s central conflict Flashback and Foreshadowing 137 2-6 Language Coach Grammar and Spelling Action and Linking Verbs An action verb indicates an action The action may be visible (run, write, return, practice, give) or mental (think, like, dream, believe) A linking verb connects the subject with a word that describes it or identifies the subject Common linking verbs include seem, appear, feel, sound, taste, smell, look, and forms of be (am, is, are, was, were, have been) Depending on how they are used, some verbs may be action or linking Learn More Visit: PHSchool.com Web Code: exp-8201 Action Verbs Linking Verbs He acted mean I was mean to Doodle (mean describes I) I The sun hurts his skin His skin is very sensitive (sensitive describes skin) Directions Underline the verb in each sentence Then, write A if it is an action verb or L if it is a linking verb Our neighbor remained a close friend for years Your perfume smells too strong today Grandmother tasted our fresh bread This red sweater is the one I made My grandmother is my favorite relative Directions Each sentence contains a linking verb Underline the subject with one line and the verb with two lines Circle the word that either describes or identifies the subject Example Doodle was paralyzed Her rug is too small for her room Television is an important tool of education Dana may be the most likely choice for the office The girls were hoarse from cheering 138 Lesson 2-6 Author’s Craft describes how a good writer uses action and dialogue to show who his or her characters are Sometimes too many linking verbs indicate that the writer is telling you too much (“She was tired”) Look back at the excerpt from the novel The Land d on page 120 Identify the places where the author uses action verbs to show information about the narrator and Mitchell Principal Parts of Regular Verbs Every verb has four principal parts that are used to form tenses, which show action occurring at different times These principal parts are the present (basic form), the present participle, the past, and the past participle A regular verb forms its past and past participle by adding -ed or -d to the basic form Sometimes you will have to double a final consonant, add a -d if the verb ends in e, or change y to i before adding -ed or -ing Learn More Visit: PHSchool.com Web Code: exp-8202 Description Examples Present Basic form She tries hard Present Participle Add – ing Use after is or are She is trying hard Past Add –ed or –d She tried hard Past Participle Add –ed or –d Use after has, have, had She has tried hard Directions Underline the verb or verb phrase in each sentence Then, identify the principal part used to form the verb Example The scarlet ibis lives in the tropics present Barbara filled the fish tank with fresh water The president is holding a press conference tomorrow My brother is enrolling in college in the fall Have the judges announced the winner? The sweater always shrinks in the wash Directions Cross out the incorrect principal part of the verb in the sentence In the space provided, write the correct principal part of the verb to complete the sentence Doodle and I are cry together in the rain Kevin has live in Kentucky all his life I still exercising every day We have agree to meet at P.M 10 Before he spoke, the entertainer smile at the audience Regular Verbs 139 Language Coach continued Irregular Verbs Irregular verbs are verbs whose past and past participle forms not follow a predictable pattern For regular verbs, the past tense is formed by adding –ed or -d to the tense form, as in follow, followed Irregular verbs are not formed according to this rule Learn More Visit: PHSchool.com Web Code: exp-8203 Present Tense: School begins at 8:00 Past Tense: School began at 8:00 Past Participle: School has begun at 8:00 for years SOME IRREGULAR VERBS Present Present Participle Past Past Participle bring (is) bringing brought (have) brought rise (is) rising rose (have) risen go (is) going went (have) gone choose (is) choosing chose (have) chosen (is) doing did (have) done see (is) seeing saw (have) seen Directions Underline the correct form of the verb Doodle had (chose, chosen) to bury the bird You mean I (did, done) the wrong page of math homework? Now I wish that I had (went, gone) with you Directions Circle the incorrect form of the verb Revise each sentence, using the correct form of the verb I had grow to love my brother Tyrell I had swore never to get rid of it The seat belt buzzer has rang its last warning 140 Lesson 2-6 Subject/Verb Agreement A simple sentence is a single independent clause, which means that it contains at least one subject and verb In grammar, the number of a word can be either singular (indicating one) or plural (indicating more than one) See the diagram below of a simple sentence More sentence diagrams are available online S cars V race Learn More Visit: PHSchool.com Web Code: exp-8204 To check that your sentences are correct, make sure that the verb agrees with the subject in number Example Doodle and I (is, are) walking to Old Woman Swamp Plural Subject Plural Verb Example The scarlet ibis (sits, sit) in the tree Singular Subject Singular Verb Directions Underline the subject Write an “S” above it if the subject is singular and a “P” if the subject is plural Circle the correct singular or plural form of the verb in parentheses P Example Mama and Daddy (believes, believe ) in Doodle Two dogs and a cat (lives, live) in that house They (is, are) always playing together Both Megan and Moneshia (has, have) agreed to help Enriquez (has, have) entered a contest Author’s Craft Look back at the excerpts from Bad Boy: A Memoir and The Giver on pages 118 and 119 Rewrite one passage with errors in subjectverb agreement Then, trade your passage with a partner and correct each other’s errors Directions Rewrite the sentences Correct the agreement mistakes Example We enjoys making honeysuckle wreaths We enjoy making honeysuckle wreaths The cities closes the beaches in September My brother and sister has been very cooperative lately A box of cookies are in the cupboard Subject/Verb Agreement 141 2-7 Writer’s Workshop Narration: Short Story A short story can entertain readers, taking them to new places or showing them unfamiliar sides of life By following the steps outlined in this workshop, you can write your own short story You will write a realistic story with believable characters who face a conflict Your short story should include the following elements ▶ One or more characters, developed throughout the story ▶ A clear setting, a time and place in which the action occurs ▶ A conflict, or problem, faced by a main character Purpose To tell a r story about a characte t lic nf co who faces a Audience You, your teacher, and your classmates ▶ A suspenseful plot that leads to a climax and a resolution ▶ A theme—an idea about life or human nature ▶ Precise language, including dialogue, vivid verbs, and descriptive adjectives Rafael 18 Prewriting—Plan It Out Plays Guitar easygoing To imagine the people and action of your story, use these strategies good stu dent Begin with a main character Get to know the character by drawing a picture, listing details about the character’s goals and personality traits, or asking questions such as “How you spend your time?” Picture the scene Imagine your character in a particular time and place Use action and sensory details, including vivid verbs and descriptive adjectives, to help readers experience the setting, plot, and characters Complete a five senses chart SIGHT SOUND SMELL TOUCH TASTE Open windows Curtains blowing Music Laughter Neighbor’s barbecue Cool breeze from window Sweet apple Lemonade Determine point of view A narrator’s presentation of information influences how a story is told and received and how characters are developed Decide who you want your narrator to be First-person narrator: I felt a surge of energy as I launched the ball Third-person narrator: They held their breath as Pam shot the ball 142 Lesson 2-7 Identify a conflict Ask yourself questions about the characters that help you identify the conflict What does he or she want? What problem prevents this? Drafting—Get It on Paper Build to a climax In the exposition, give your readers background information Include foreshadowing and flashbacks to build and develop the story Develop an engaging plot, building suspense until you reach the climax End with a resolution that gives a sense of closure to the story Use this Plot diagram to help you If you prefer, use a story map to sketch out the key plot events in your narrative on Ac ti ing Ris Events ti Ac Exposition (Beginning) ing • ll Fa Events on Climax Conflict Resolution (Ending) Use dialogue Dialogue moves the action forward, and develops the characters An interjection like “Hey!” makes it more realistic Create a mood and tone Use imagery and figurative language to communicate mood and tone Revising—Make It Better Add detail Help your readers imagine characters and settings ▶ Review your draft, highlighting situations and events to which a character would have a strong reaction ▶ Use characterization to develop major and minor characters Ask yourself: What words, facial expressions, thoughts, or actions reflect this reaction? Jot down your answers to these questions ▶ Influence your audience’s reactions by describing your characters with strong details Use setting details to create a mood Peer Review Ask for a partner’s response to your story Revise to achieve the reaction you intended Discuss usage and mechanics issues and explain the choices you made, such as using sentence fragments to achieve realistic dialogue Narration: Short Story 143 Writer’s Workshop continued Directions Read this student short story as a model for your own Student Model: Writing Michael Casey, Tiverton, Rhode Island Sailing to Freedom Student Model Visit: PHSchool.com Web Code: exr-8201 The hot sun was beating down on Anuk as he finished the final words on the tomb in which the Pharoah would be buried two days later As he looked back to examine his work, his mind began to wander Anuk thought about his situation The only reason he was standing there, half-heartedly working, was because he was one of the very First, the writer introduces and develops the main character, Anuk, in this third-person narrative few teenagers accepted into the “Gifted Society.” This class of servants who were smarter and stronger than most of the others were permitted to perform the “better” jobs and were honored with the closest burial spot next to the Pharoah inside the pyramid The writer conveys the setting by using historical terms and describing cultural traditions “Great,” thought Anuk sarcastically, “I’m only thirteen and I’m already being sent to my death.” Most of the Pharoah’s servants would jump at the chance to go into the afterlife with their king But Anuk was no ordinary boy There was something inside him that made him want to live – a drive The writer punctuates split dialogue correctly and uses it to show the character’s personality that all the servants in Egypt didn’t have… Anuk wanted and needed to escape, and no matter how hard the challenges, he was going to accomplish this Talla was hoeing in his fields again He hated hoeing because it made huge calluses and blisters on his hands Conflict and theme are introduced early Talla was almost finished with the first row when he saw a boy his age, dressed in fine clothes, walking toward him As the boy walked closer he said, “You boy! Listen I have a proposal for you I’d like to offer you a large payment if you will help me sail to Lower Egypt.” Talla could clearly see the boy now It was Anuk, the son of the royal scribe “Aren’t you supposed to be buried with the pharaoh in his tomb – “ He was cut short by the hand of Anuk 144 Lesson 2-7 This dialogue reveals differences between the two boys It also moves the plot forward Editing—Be Your Own Language Coach Review your story for errors Revise your sentences, paying attention to subject/verb agreement Check that the verb tenses and point of view between paragraphs, passages, and ideas are consistent Also check for correct spelling Use a dictionary or thesaurus if necessary Publishing—Share It! When you publish a work, you produce it for a specific audience Consider the following idea to share your writing Tell your story aloud Focus on the most important events in your story and show how they affected the plot and characters Include dialogue, descriptions, and actions Use various facial expressions, hand gestures, and tones of voice to help tell your story Reflecting on Your Writing Write a letter Write a letter to your teacher reflecting on your writing by answering the following questions What new insights did you gain about writing a short story? What you well? What you need to work on? Set a goal you can meet in your next workshop Rubric for Self-Assessment Assess your short story For each question, circle a rating CRITERIA IDEAS How compelling are your plot, characters, setting, and theme? RATING SCALE NOT VERY VERY ORGANIZATION How clearly is your story organized, especially by developing conflict and building to a climax? VOICE How well you set a tone and tell the story in an engaging way? WORD CHOICE Did you use precise language, including vivid verbs and descriptive adjectives? SENTENCE FLUENCY How varied is your sentence structure? CONVENTIONS How correct is your grammar, especially your use of verb tenses and subject/verb agreement? Narration: Short Story 145 2-8 Discussing Your Anchor Book Literature Circles Part 1: Open Discussion before while reading reading your your anchor anchor book book Divide into your Literature Circles Use your memory as well as your notes, ideas, and questions from your Reader’s Journal to start talking about your Anchor Book Refer to or read aloud passages from your Anchor Book to support your conclusions If you need some ideas to start your conversation, form a question or statement using at least one word from each row below A conflict change theme setting mood B wealth gender religion disability race Example: How is the main character’s disability important to the theme of the book? Part 2: Dicuss—Subplots Now that you have discussed your Anchor Book, you are going to explore the topics of plot and subplot Plott is the sequence of main events in a literary work It is structured around characters involved in a conflict Subplots are smaller stories contained in a literary work They either add interest to or provide relief from the main plot They also enrich the main plot by adding complexity to the story Imagine a story about a boy who has just enrolled in a new middle school and is having a hard time making friends This is the plot Then, imagine that his older sister attends the same school and is very popular This is a subplot 146 Lesson 2-8 Discuss Identify three subplots and explain what they add to the plot Subplots What They Add to the Plot Analyze Choose one subplot Consider what it adds to the plot What is the author’s purpose in using this subplot to contribute to the overall meaning of the work? Synthesize Identify details and characters in your Anchor Book that could be made into interesting stories of their own Details and Characters from Your Anchor Book while reading your anchor book Possible Plots Your Literature Circle may choose to extend this activity by creating a videotaped dramatization of one of these subplots Literature Circles 147 Monitoring Your Progress Standardized Test Practice Reading Skills: Making Inferences Directions Read the following passage Then answer the questions Marlena wheeled her cart down the aisle and paused in front of a bin of oranges She filled a plastic bag without counting to see that she had enough for each member of her family Her mind was elsewhere—on the science test her teacher had announced a few hours before Marlena always got high grades in school, but she still worried about tests She was worrying now as she went into the cereal aisle and absently dropped a package of Sugar Os cereal into her cart even though no one in her family ate cereal with sugar As she approached the checkout area, Marlena hoped the lines were not too long because she wanted to get home and study before supper What inference can you make about Marlena’s location? A She is in a supermarket F “absently dropped a package of Sugar Os cereal into her cart” B She is in a drug store G “she went into the cereal aisle” C She is in a department store H “she always got high grades” D She is on her way to school Which detail helps you infer that the events take place on a weekday? J “She was worrying now” F “as she approached the checkout” B They eat a lot of red meat H “her teacher had announced a few hours before” C They don’t like oranges J “get home and study before supper” 148 From the details in the passage, what inference can you make about the character of Marlena? What the details about Marlena’s purchases suggest about her family? A They eat healthy food G “wheeled her cart down the aisle” Which detail helps you infer what type of student Marlena is? D They pay little attention to costs From the details in the passage, what inference can you make about the time of day the events take place? A She is smart but lazy F It is early morning B She is foolish and impulsive G It is late afternoon C She is selfish and unkind H It is noontime D She is studious but absent-minded J It is midnight Literary Analysis: Elements of the Novel Read the following passage Then answer the questions From the novel Tuck Everlasting by Natalie Babbitt The sky was a ragged blaze of red and pink and orange, and its double trembled on the surface of the pond like color spilled from a paintbox The sun was dropping fast now, a soft red sliding egg yolk, and already to the east there was a darkening to purple Winnie, newly brave with her thoughts of being rescued, climbed into the rowboat The hard heels of her buttoned boots made a hollow banging sound against its wet boards, loud in the warm and breathless quiet Across the pond, a bullfrog spoke a deep note of warning Which phrase from the passage indicates foreshadowing? What prediction can you make based on the foreshadowing in the passage? A “newly brave” A Winnie will find danger B “climbed into the rowboat” B Winnie will sleep in the boat C “Across the pond” C Winnie will find a bullfrog D “a deep note of warning” D Winnie will be rescued soon What is a flashback? F the sequence of events in a story G an interruption in a story that shows what happened earlier H an unexpected outcome in a story that is often humorous J a word or phrase that hints at what will happen later in a story 10 Why might a writer use a flashback? F to help the reader picture the events in the story G to provide background for the character’s motives H to give a vivid description of the setting J to confuse the reader Timed Writing: Response to Literature Directions Identify and analyze how the historical period in which a specific story or novel is set influences how the characters behave Use details and information from the text to support your answer (20 minutes) Monitoring Your Progress 149 [...]... counted on his boxing skills On the other side, Felix’s admirers trusted in his dynamitepacked fists Felix had returned to his apartment early in the morning of August 7th and stayed there, hoping to avoid seeing Antonio He mercury y (m r‘ ky k re¯) n element also known as quicksilver because it moves so quickly and fluidly 1 42 Lesson 1-7 arking n the t Te T xt Marking n the t Te T xt while reading your anchor... Vocabulary Builder dingy (din‘ je¯) adj Meaning supercilious (soo‘ p r sil‘e¯ s) adj Meaning Marking n the t Te T xt ng h shows e 1940s, egation was ny Do you ght have Angelou? ? Narrative Texts while reading your anchor book play by heart, were still able to cry afresh over the old tragedies and laugh spontaneously at the comic situations The miserable little encounter had nothing to do with me, the... my mouth tighten into a prune I WOULD HAVE THE JOB I WOULD BE A CONDUCTORETTE AND SLING A FULL MONEY CHANGER FROM MY BELT I WOULD 29 dies Literature in Context San Francisco and the Gold Rushes while reading your anchor book When she looks at the buildings of San Francisco, Angelou thinks of names associated with the gold rushes of the 1800s: • Forty-Niners the prospectors who poured into the San Francisco... Text Good to Know! Footnotes are a common text feature They provide information that helps your understanding of the text without distracting you from the body of the text Marking n the t Te T xt while reading your anchor book Another time she reminded me that “God helps those who help themselves.” She had a store of aphorisms which she dished out as the occasion demanded Strangely, as bored as I was... the money to have my blue serge suit tailored, and I learned to fill out work cards, operate the money changer and punch transfers The time crowded together and at an End of Days Narrative Texts 31 while reading your anchor book I was swinging on the back of the rackety trolley, smiling sweetly and persuading my charges to “step forward in the car, please.” For one whole semester the streetcars and I shimmied... around her? Use evidence from the story to prove your point 4 Speculate What was the author’s purpose for writing this story? Why did she choose to write it in the form of a nonfiction narrative? while reading your anchor book 1 About the Author Visit: PHSchool.com Web Code: exe-8103 Write Answer the following questions in your Reader’s Journal 5 6 What truth do you think Angelou wants us to learn from... narrative elements in your Anchor Book Explain the importance of that element to the book Narrative Texts 33 1-7 Literary Conflict Analysis Literary Terms ▶ Conflictt is a struggle between opposing forces while reading your anchor book ▶ An external conflict occurs when a character struggles against some outside force, such as another character, nature, or society ▶ An internal conflict occurs within the mind of... lungs Her body seemed laden and lifeless, as though it were simply the vehicle transporting her soul to a strange new life, and she longed with childlike intensity to be home again in Oka Village while reading your anchor book She longed to see the bright persimmon dotting the barren trees beside the thatched roofs, to see the fields of golden rice stretching to the mountains where only last fall she... Conflict 35 Understanding Plot Literary Terms Plott describes both events in the story and phases of the story (beginning, middle, and end) The plot in most stories follows a pattern that has five parts while reading your anchor book ▶ The exposition is the beginning of the story It introduces the characters, the setting, and the basic situation ▶ The rising action introduces the central conflict During the... the woods Rupert was a hunter and a trapper The dog was a big German shepherd named Sam Rupert had raised Sam from a pup Almost every morning Rupert went hunting, and Sam stayed behind and guarded while reading your anchor book the house One morning, as Rupert was checking his traps, he got the feeling that something was wrong at home He hurried back as fast as he could, but when he got there he found