English 1 Through ESOL

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1 English 1 Through ESOL Lesson 3: Great Expectations by Charles Dickens Chapters 5-6, A Young Man of Great Expectations & Herbert Pocket FCAT Reading/Writing Focus: Classifying FCAT Support Skills: Character Motivation; Internal and External Conflict Language Focus: Past Progressive Tense Text: Pacemaker Classics: Great Expectations (Globe Fearon) English Spanish Haitian Creole Portuguese adopt adoptar adopte adotar agree acordar dakò concordar allowance mesada, pensión alokasyon pensão amazed sorprendido etone perplexo beloved querido, amado chè, koute amado booming prosperidad rebondi, vibre prosperando break into forzar la entrada pete, kraze invadir brighten iluminar klere, klarifye clarear, iluminar coach carruaje siveyan, pwofesè,titè carruagem conspire conspirar konspire, konplote conspirar details detalles detay detalhes fancy lujoso sofistike, klas extravagante fiancé prometido(a) fiyanse noivo get even with ajustar cuentas, vengarse de Pran revanch vingar-se de gloomy sombrío, lúgubre tris, sonb obscuro, sombrio good fortune buena fortuna Chans, byennere boa sorte grateful agradecido rekonesan agradecido grin mueca Grimas, rizib sorriso, sorrir guardian tutor responsab guardião half-brother medio hermano demi frè Irmão unilateral incident incidente ensidan incidente inheritance herencia byen, eritaj herança inn posada, hostería Obèj, otèl pensionato insurance seguro, aseguradora asirans seguro lad muchacho, chico jennonm garoto lawyer abogado avoka advogado lose one s mind enloquecerse moun ki pèdi tèt li perder a cabeça make sense tener sentido fè sans fazer sentido marshes pantanos marekaj pântanos plaster cast molde de yeso moul, anplat molde de gesso privately en privado an prive, apa em particular realize darse cuenta reyalize compreender, atinar recover recobrar Rekipere, refè recuperar rush off apresurarse prese partir apressadamente split partir Separe, divize dividir swollen hinchado anfle, gonfle engolido warn advertir avèti avisar win someone over persuadir, convencer a alguien de algo Konvenk, pran tèt moun vencer uma pessoa Page 1

2 English Summary Lesson 3: Great Expectations, by Charles Dickens Chapters 5-6: A Young Man of Great Expectations & Herbert Pocket One day, Pip was walking home from school, and he decided to stop at the town tavern called Three Jolly Bargemen. The men in the tavern were saying that something bad had happened at Pip s house. When Pip arrived at home, his sister was lying on the floor nearly dead. Someone had broken into the house and had hit her on the head. They did not know who had hurt her, but they found a broken chain next to her on the floor. After the incident, Pip s sister did not talk or do her housework. Pip s friend Biddy wanted to help, so she came to live with them. Biddy tutored Pip in his reading, and after a while, he was reading very well. Pip told Biddy how he was feeling about Estella. Pip wanted to be a gentleman. Biddy told him not to change himself to win Estella. After many years of studying, Pip still felt he was common. He also had apprenticed with Joe for four years. Then one day, a strange lawyer named Jaggars arrived from London, looking for Pip and Joe. Jaggers talked about a rich person who had sent money for Pip to become a gentleman. Pip thought immediately of Miss. Havisham. Jaggers became Pip s guardian, and he bought Pip new clothes. The new clothes and money seemed to change Pip. Pip now felt ashamed to walk with a common person like Joe Gargary. Pip was crying when he left on the coach to London. However, the whole world was waiting for Pip now. London was a surprise for Pip because he had an allowance and a room at Barnard s Inn. Pip s roommate was Herbert Pocket. Pip was very surprised when he met his roommate because Herbert Pocket was the pale young gentleman from Miss. Havisham s house! Pocket was Miss Havisham s cousin, and Pip liked him. Pocket told Pip the story of Miss Havisham s wedding and her rich father. Miss Havisham s father also had a son. When the father died, the inheritance was divided between the two children. Miss Havisham s fiancé and her half-brother had conspired to steal all of the money. On Miss Havisham s wedding day, at exactly twenty minutes to nine, a note arrived canceling the wedding. Miss Havisham s fiancé and her half-brother had left with all of the money. Herbert Pocket told Pip the story of how Miss Havisham had lost her mind. Pip s memories of the strange wedding dress, the rotten cake and the stopped clocks finally made sense to Pip. Herbert did not know Estella, but he knew that Miss Havisham had adopted her. Herbert believed that Estella had grown up with the idea of getting even with all men. Pip did not agree because he loved Estella. Herbert Pocket was working for no money in an insurance office. Pip and his new friend went to the house of Herbert s father for dinner. Page 2

3 Spanish Summary Lección 3: Grandes Esperanzas, de Charles Dickens Capítulos 5 y 6: Un joven con grandes ilusiones y Herbert Pocket Un día, Pip caminaba de la escuela a la casa y decidió parar en la taberna del pueblo llamada Los Tres Alegres Barqueros. Los hombres en la taberna estaban diciendo que algo malo había ocurrido en casa de Pip; y cuando llegó a la casa, su hermana estaba tendida en el suelo casi muerta. Alguien había entrado por la fuerza a la casa y la había golpeado en la cabeza. No sabían quién la había herido; pero a su lado, en el suelo, encontraron una cadena rota. Después del incidente, la hermana de Pip no hablaba ni hacia sus deberes en el hogar. Biddy, la amiga de Pip quería ayudarlos, y se fue a vivir con ellos. Ayudaba a Pip con su lectura y en poco tiempo éste leía muy bien. Pip le contó a Biddy lo que sentía por Estella y que quería ser un caballero. Biddy le dijo que no cambiara por ganarse el amor de la muchacha. Después de estudiar muchos años, Pip se sentía aún como una persona ordinaria; también había sido aprendiz de Joe por cuatro años. Un día, un abogado desconocido llamado Jaggers, llegó de Londres buscando a Pip y a Joe. Jaggers hablaba de una persona rica que había enviado dinero para que Pip se convirtiera en un caballero. Inmediatamente Pip pensó en la señorita Havisham. Jaggers se convirtió en tutor de Pip y le compró ropa nueva. Ésta ropa y el dinero parecieron cambiar a Pip quien ahora parecía avergonzado de caminar al lado de una persona vulgar como Joe Gargary. Pip estaba llorando cuando se iba en el carruaje hacia Londres; sin embargo, el mundo entero le esperaba ahora. Londres fue una sorpresa para Pip porque tenía una pensión y una habitación en la posada Barnard; y su compañero de cuarto era Herbert Pocket. Pip estaba muy sorprendido cuando lo conoció porque éste era el mismo caballero joven y pálido de la casa de la señorita Havisham! Era el primo de ésta y a Pip le caía bien. Pocket le contó la historia de la boda de la señorita Havisham y de su rico padre, quien también tenía un hijo. Cuando el padre murió la herencia fue dividida entre los dos hijos. El prometido de la señorita Havisham y el medio hermano de ella, habían conspirado para robarse todo el dinero. El día de la boda, faltando exactamente veinte minutos para las nueve, llegó una nota cancelando la ceremonia. Su prometido y su medio hermano se habían ido con todo el dinero. Herbert Pocket también le contó la historia de cómo la señorita Havisham había perdido la razón. Los recuerdos de Pip sobre el extraño vestido de novia, el pastel podrido y los relojes parados, finalmente tenían sentido para él. Herbert no conocía a Estella, pero sabía que la señorita Havisham la había adoptado. Creía que Estella había crecido con la idea de vengarse de todos los hombres, pero Pip no estaba de acuerdo porque amaba a Estella. Herbert Pocket trabajaba en una aseguradora donde no le pagaban nada. Pip y su nuevo amigo se fueron a cenar a la casa del padre de Herbert. The Department of Multicutural Education Spanish Translation Team certifies that this is a true and faithful translation of the orginal document. (561) Oct SY Page 3

4 Haitian Creole Summary Lesson 3: Gran Aspirasyon, daprè Charles Dickens Chapters 5-6: Yon Jenn Gason ki gen gran rèv & Herbert Pocket Yon jou, Pip t ap mache soti lekòl, epi l te deside kanpe nan sant amizman lokalite a ki rele Three Jolly Bargemen, twa joli maren. Mesye yo nan tavèn nan t ap di gen yon move bagay ki te rive kay Pip. Lè Pip te rive lakay li, sè l la te lonje atè a preske mouri. Yon moun te fòse antre nan kay la epi l te bat li nan tèt. Yo pa t konnen ki moun ki te bat li, men yo te jwenn yon chenn kase tou pre l la atè a. Aprè ensidan an, sè Pip la pa t pale ni fè travay demezon. Yon zanmi Pip, Biddy, te vle ede, konsa l te vin abite ak yo. Biddy t ap bay Pip leson lekti, epi apre yon ti tan, li te rive konn li trè byen. Pip te eksprime Biddy santiman l pou Estella. Pip te vle fè jennjan galan. Biddy te di l pou l pa bay manti pou konkeri Estella. Aprè plizyè ane etid, Pip te toujou santi li te yon senp òm òdinè. Li te yon apranti ak Joe pandan kat ane. Konsa yon jou, yon avoka etranj ki te rele Jaggars ki te soti nan Lond, t ap chèche Pip ak Joe. Jaggers t ap pale de yon moun rich ki t ap voye lajan pou Pip pou fè l vin yon jennjan galan. Pip te panse tousuit ak madmwazèl Havisham. Jaggers te devni responsab Pip, epi l te achte rad nèf pou Pip. Rad nèf ak lajan sanble te chanje Pip. Kounye a Pip te santi l wont pou l mache ak yon moun òdinè tankou Joe Gargary. Pip t ap kriye lè yo mete l nan wout pou Lond. Sepandan, tout moun t ap tann Pip. Lond te yon sipriz pou Pip paske l te gen yon alokasyon ak yon chanm otèl Barnard's Inn. Konpayon chanm Pip te rele Herbert Pocket. Pip te pran yo gwo sipriz lè l te rankontre konpayon chanm ni an paske Herbert Pocket te yon jantiyòm pal kay madmwazèl Havisham nan! Pocket te kouzen madmwazèl Havisham, epi Pip te renmen li. Pocket te rakonte Pip istwa maryaj madmwazèl Havisham ak papa l ki rich. Papa madmwazèl Havisham te genyen yon pitit gason tou. Lè papa a te vin mouri, byen yo te divize ant de timoun yo. Fiyanse madmwazèl Havisham nan ak demi frè l la te nan konminezon pou vòlè tout lajan yo. Nan jou maryaj madmwazèl Havisham nan, a nevè mwenven egzakteman, gen yon memo ki te rive pou anile maryaj la. Fiyanse madmwazèl Havisham nan ak demi frè l la te pati ak tout lajan yo. Herbert Pocket te rakonte Pip istwa kòman madmwazèl Havisham te pèdi tèt li. Souvni Pip de rad maryaj etranj la, gato gate a ak revèy bloke a te finalman fè sans pou Pip. Herbert pa t konnen Estella, men li te konnen madmwazèl Havisham te adopte l. Herbert te kwè Estella te vin grandi ak lide pou l menm jan ak tout gason. Pip pa t dakò paske l te renmen Estella. Herbert Pocket t ap travay pou granmesi nan yon biwo asirans. Pip ak nouvo zanmi l la t al pran dine lakay papa Herbert. Translated by the Creole Translation Team of the Multicultural Education Department, School District of Palm Beach County April SY Phone (561) Page 4

5 Portuguese Summary Lição 3: As Grandes Esperanças, de Charles Dickens Capítulos 5 e 6: Um Jovem com Grandes Esperanças e Herbert Pocket Certo dia, voltando da escola a caminho de casa, Pip resolveu parar na taverna local, chamada Os Três Barqueiros Felizes. Os homens que estavam na taverna comentavam que algo de ruim acontecera na casa de Pip. Quando Pip chegou em casa, sua irmã estava deitada no chão, quase morta. Alguém havia invadido a casa dando-lhe uma pancada na cabeça. Ninguém sabia quem a machucou, mas encontraram uma corrente quebrada perto dela, no chão. Após o incidente, a irmã de Pip ficou sem conversar ou cuidar dos afazeres de casa. A amiga de Pip, Biddy, queria ajudar, por isso foi morar com os dois. Biddy deu lições de leitura a Pip e após algum tempo ele estava lendo muito bem. Pip contou a Biddy como ele se sentia em relação a Estella. Ele queria ser um cavalheiro. Biddy disse a ele para não mudar, somente com o intuito de conquistar Estella. Após estudar por muitos anos, Pip ainda se sentia uma pessoa comum. Ele também havia sido o aprendiz de Joe por quatro anos. Um dia, um advogado desconhecido chamado Jaggars chegou de Londres, procurando por Pip e Joe. Jaggers falou de uma pessoa rica que havia mandado dinheiro a Pip, para que ele se tornasse um cavalheiro. Pip lembrou-se imediatamente da Senhorita Havisham. Jaggers se tornou o guardião de Pip e comprou-lhe roupas novas. As roupas novas e o dinheiro aparentemente mudaram Pip. Ele agora se sentia envergonhado de andar com uma pessoa comum, como Joe Gargary. Pip estava chorando quando partiu de carruagem para Londres. No entanto, o mundo inteiro agora esperava por ele. Londres foi uma surpresa para Pip, pois ele recebeu uma pensão e um quarto no Barnard s Inn. O companheiro de quarto de Pip era Herbert Pocket. Pip ficou muito surpreso quando encontrou o seu companheiro de quarto, pois ele era o jovem cavalheiro pálido da casa da Senhorita Havisham! Pocket era primo da Senhorita Havisham e Pip gostou dele. Pocket contou a Pip a história do casamento da Senhorita Havisham e seu pai rico. O pai dela tinha um outro filho. Quando o pai faleceu, a herança foi dividida entre os dois filhos. O noivo e o irmão unilateral da Senhorita Havisham haviam conspirado roubar todo o dinheiro. No dia do casamento, exatamente às vinte para as nove, chegou um bilhete cancelando o casamento. O noivo e o irmão unilateral da Senhorita Havisham foram embora com todo o dinheiro. Herbert Pocket contou a Pip como a Senhorita Havisham havia perdido a cabeça. As memórias de Pip sobre o estranho vestido de noiva, o bolo podre e os relógios parados finalmente fizeram sentido. Herbert não conhecia Estella, mas sabia que a Senhorita Havisham a havia adotado. Herbert acreditava que Estella havia crescido com a idéia de se vingar de todos os homens. Pip não concordou, pois amava Estella. Herbert Pocket trabalhava em um escritório de seguros e ganhava muito pouco. Pip e seu novo amigo Herbert foram até a casa de seu pai para jantar. The Department of Multicultural Education Translation Team certifies that this is a true and faithful translation of the original document. November (561) SY Page 5

6 Beginning Listening Activities Minimal Pairs Objective: Auditory discrimination of confusing sounds in words Procedure: Write a word pair on the board. (Example: there-dare) Write #1 above the first, #2 above the second. The teacher models by pronouncing one of the words without indicating which. Teams guess which word they heard, #1, or #2. Pronounce both words in the pair. Teams guess the order they heard (1-2, 2-1). Call out the numbers 1 or 2. Teams respond with the word (Can be done with sentences). Use both words in the pair in otherwise identical sentences. (Example: The Constitution is the heart of US government. The contribution is the heart of US government.) Teams decide which sentence has meaning, and which is silly. (Award points for correct responses.) Great Expectations: Lesson 2: Minimal Pairs Activity: adopt/adapt learning/burning thank her/tanker pocket/lock it Bingo Grades 9-12 SSS Language Arts Benchmarks: LA.C Objective: Auditory comprehension of vocabulary from the lesson Procedure: Choose vocabulary words or phrases from the lesson summary list or from students' classroom texts. Give each team a blank Bingo card. Each team writes vocabulary words/text phrases you provide on the board in the spaces of their choice. Randomly select sentences from the text and read them aloud. Teams mark their Bingo spaces when they hear the word or phrase. Intermediate Listening Activities Team Spelling Test Objective: Listen for lesson vocabulary words & collaborate with others to spell them correctly. Procedure: Place ten vocabulary words (or fewer depending on time) in a pocket chart or on a chalk tray. Teams get 3-5 minutes to study the words. Hide the words from view. Each team uses one pencil and one sheet of paper. (Team name at top; numbers 1-10 down the left margin) Read the spelling words as you would during a traditional spelling test. The first team member writes word number one with the team's help, and then passes the paper and pencil to the second team member who will write word number two, etc. Students on each team take turns. Teams exchange papers. Place the 10 words back in view. Teams check each other's tests. A team gets one point for each word spelled correctly. Options: Ask for additional information. For example, you may ask teams to write a sentence with the word in it. You might ask for a specific tense, plural form, opposite, etc. An alternative technique is to have each team member complete all spelling items on his/her own paper. Team members are allowed to help each other. On completion, collect the one paper of your choice. The grade on that paper will count for each team member. Great Expectations: Lesson 3 Spelling Activity: Use the following words for the test. Then have teams write each in a simple sentence. incident, insurance, inheritance, beloved, realize, brighten, grateful, swollen, guardian Page 6

7 Follow Directions Objective: Listen for the purpose of following spoken directions. Procedure: With one piece of paper and one pencil, team members take turns writing on paper what the teacher directs to complete a task. 1. For example, there might be a list of dates. The teacher might say the following: Draw a circle around Make a star in front of Connect 1322 and 1673 with a line. 2. The teacher might direct teams to make changes to a sentence. Example: He sailed to the Americas in The teacher says, Circle the verb. Put a box around the preposition. 3. Another example: Change the verb to the present tense. Add 505 years to the date. Change the subject to the third person plural. 4. The teacher might also direct teams to complete a drawing, or draw the route of an explorer on a map. Teams that complete the exercise correctly get a point. Great Expectations Lesson 3 Follow Directions Activity: Provide teams with paper and pencil. Teams will follow directions to identify the subject, auxiliary verb and main verb in the sentences below. Directions: 1. Draw a circle around the subject. (Who did the action?) 2. Draw a triangle around the auxiliary or helping verb. (always was or were for the past progressive) 3. Draw a triangle around the main verb. (What is the action word?) 4. Underline one other important word or key word in the sentence. Sentences: 1. Pip was walking home from school one day. 2. Pip s sister was lying on the floor nearly dead. 3. The strange lawyer was looking for Pip and Joe. 4. The whole world was waiting for Pip now. 5. Pocket was shopping when Pip arrived. Page 7

8 Dictation Objective: Listen to discriminate words in sentences and reproduce them in writing. Procedure: Dictate sentences from the lesson, saying each sentence only two times (once if listening skills allow) Team members take turns writing the sentences, assisting each other. (Teams can write sentences on the board to correct them in class, or collect as a quiz.) Option: An alternative technique is to have each team member complete all dictation items on his/her own paper. Team members are allowed to help each other. On completion, collect one paper of your choice. The grade on that paper will count for each team member. Option: Dictate a sentence with an important word left out. Offer four choices for teams to write. Example: Columbus landed in a) Boston b) Haiti c) Argentina d) England Option for Dictating Dates or mathematical concepts/formulas: Can be written in number form or in word form (fourteen hundred and ninety-two) (All sides are equal in an equilateral triangle.) Dictate the question, so teams can write them down. Then each team answers the question in the group. (What kind of polygon has two parallel sides?) Great Expectations: Lesson 3 Dictation Activity: a) Mr. Jaggers was now Pip s guardian, so he bought Pip new clothes. b) When he died, the inheritance was split between the two of them. c) The strange details of the wedding dress, the rotten cake and the clocks finally made sense to Pip. d) Pip also found out that Herbert was working for no money in an insurance office. e) Suddenly Pip was ashamed to walk with Joe to the coach to say goodbye. Proficient Listening Activities Interview Objective: Role play a verbal interaction in the form of an interview Procedure: You play the role of an informative person relative to the topic of the unit. Choose a representative from each team and distribute the questions among them. These students play the role of journalists. Provide students with these questions to interview you in your new role. Teams must coach their representative, and take notes of the answers for Writing Activity #1, Language Experience Story. Great Expectations: Lesson 3 Interview Activities: You play the role of Herbert Pocket. Choose several students to play the role of Pip. Provide these students with the questions below. They take turns asking you questions. Students not asking questions must take notes of the Herbert s answers. Students should save notes for Writing Activity #1, Language Experience Story. a) How do you know Miss Havisham? b) Does she have any brothers or sisters? What happened when her father died? c) Did she ever get married? Why is she so strange? d) Why does she keep the wedding cake and wear the old wedding dress? e) Why are the clocks stopped at 9:20? What do you know about Estella? Page 8

9 Beginning Speaking Activities Intentional Intonation Objective: Auditory discrimination and oral production of intonation/stress patterns in spoken English Procedure: Write the sentence on the board and then say it, stressing one word. Teams take turns explaining the special meaning the emphasis brings to the sentence. Repeat this process several times with the same sentence, each time emphasizing a different word. Example: All for one and one for all! (not none)..(not, None for one and one for all!) All for one and one for all! (not from)..(not, All from one and one for all!) All for one and one for all! (not three)..(not, All for three and one for all!) All for one and one for all! (not or)..(not, All for one or one for all! ) All for one and one for all! (not everyone)..(not, All for one and everyone for all! ) All for one and one for all! (not to).. (not, All for one and one to all!) All for one and one for all! (not nobody)..(not, All for one and one for nobody! ) Great Expectations: Lesson 3 Intentional Intonation Activities: Jaggers gave Pip an allowance. (not Joe) Jaggers gave Pip an allowance. (not loaned) Jaggers gave Pip an allowance. (not Estella) Jaggers gave Pip an allowance. (not a job) Backwards Build-up Objective: Auditory discrimination and oral reproduction of rhythmic patterns of spoken English Procedure: Students practice the intonation, stress, and punctuation of sentences by repeating, by teams, the increasingly larger fragments of a sentence modeled by you. Repeat each line (as necessary) until teams can pronounce the segments well. Continue to build up to the complete sentence. Teams completing the exercise correctly get a point. Example: in fourteen hundred and ninety-two blue in fourteen hundred and ninety-two the ocean blue in fourteen hundred and ninety-two. sailed the ocean blue in fourteen hundred and ninety-two Columbus sailed the ocean blue in fourteen hundred and ninety-two. Great Expectations: Lesson 3 Backward Build-up Activity: a) Pip was walking home from school one day, and decided to stop at the in Three Jolly Bargemen bar. b) They did not know who hurt her, but they found a broken chain next to her. c) Jaggers talked about a rich person who had sent money for Pip to become a gentleman. d) Miss Havisham s fiancé and her half-brother had conspired to steal all of the money e) Pip also found out that Herbert was working for no money in an insurance office. Page 9

10 Intermediate Speaking Activities Charades Objective: Oral production to determine word meaning and context of new lesson vocabulary Procedure: Team members guess who/what the teacher (or student) is silently role-playing. (Ex: famous person, geometric shape, scientific theory) The team guessing correctly gets point. Great Expectations: Lesson 3 Charades Activity: Suggestions: grateful, warn, win someone over, grin, fiancé, good fortune, rush off, split, lose one s mind, fancy, get even with Mixed-up Sentence Grades 9-12 SSS Language Arts Benchmarks: LA.A.1.4.1, LA.C Objective: Each team consults to give spoken directions to correct a mixed-up sentence. Procedure: Write a sentence on the board that contains lesson vocabulary and grammar, but scramble the order of the words and put a capital letter or two in the wrong places(s). Tell the class the way the sentence should read. Example sentence: A dicot seed has two parts. You might write on the board: two a seed dicot has parts. The person whose turn it is must verbally give directions to make a correction after consulting with the team. The teacher follows the exact directions given and, if correct, gives the team a point. Then s/he calls on next team. Example: Move the A to the front. You might decide to erase letter a in part and put it at the beginning of the sentence. Perhaps you erase an a and rewrite it on the wall somewhere in front of the classroom. In both cases, you were not given the detailed instructions necessary to complete the task, and you would move on to the next group without awarding a point. You are looking for a response something like, Remove the first capital A and replace it with a lower case A. Directions like these get teams points. Continue until the sentence is reorganized, with a capital at the beginning and a period at the end. Notes: This activity is very difficult and takes several weeks to master. Students will prefer to show you what to do, but do not let them. The idea is to tell you, not show you. The first time you use the activity do not spend more than five minutes. Stop and discuss the kinds of directions they need to give in the future. Do not give up on this activity, no matter how immature the students. Proficient Speaking Activities Twenty Questions Objective: Ask oral questions about a photo or picture to determine meaning of vocabulary words. Procedure: A student from one team selects a photo or picture without showing it to members of teams. Teams take turns asking YES/NO questions about the picture. The picture holder can only answer yes or no. If a team guesses correctly, it receives 20 points minus the number of questions that have been asked divided by two. Example: Is it from the fifteenth Century? Is it a boat? (etc.) Great Expectations: Lesson 3 Twenty Questions Activity: Photo or picture suggestions: plaster cast, coach, lawyer, marshes, swollen, break into, guardian, lad, brighten, gloomy, inn Page 10

11 FCAT FOCUS READING SKILL: Classifying Teacher-Student Grammar Notes are provided as a teaching resource or student study notes. Classifying What to do and what to watch for- Information is sometimes organized by grouping similar things together. This is called classifying. Items that have something in common can be placed in the same category, group, or class. Classifying details is a logical and convenient way of organizing information. Watch for lists or series of details that refer to the same theme. Look for headings. How are ideas or objects grouped? What does each item in the group have in common? Example: When we moved to Florida, I learned a lot about fish, especially snapper, because they are my favorite to catch and to eat. There are different kinds of snapper, yellowtail, red, and mangrove. Look for similarities and differences by comparing and contrasting details. How are ideas or objects similar or alike? How are they different? Example: Beaches are rated based on several factors. These include the amount, color, and quality of the sand, accessibility, facilities, closeness to other places of interest, and the estimated number of visitors annually. Florida beaches have the best sand, accessibility, and closeness to attractions, but facilities are not always rated as highly, and are often crowded. Georgia beaches are not visited as much, but rate lower than Florida in other factors, such as sand, facilities and attractions. Use graphic organizers, lists, charts, or webs to organize the information visually. Identify the details. Identify what they have in common. Place them in categories or groups.. Here are some suggestions. Example: George Washington Carver, a famous American teacher and scientist, lived in Missouri, Iowa, and Alabama. His experiments at the Tuskegee Institute improved farming techniques and the quality of the crops. He discovered hundreds of uses for peanuts, soybeans, and potatoes. GEORGE WASHINGTON CARVER Homes Experiments Contributions Missouri Peanuts Farming Techniques Iowa Soybeans Quality Of The Crops Alabama Potatoes Teacher & Scientist CLASSIFY Category 1 Category 2 Category 3 Page 11

12 GEORGE WASHINGTON CARVER HOMES EXPERIMENTS Missouri Iowa Alabama Peanuts Soybeans Potatoes CONTRIBUTIONS Farming Techniques Teacher & Scientist Quality Of The Crops CLASSIFY GROUP 1 GROUP 2 GROUP 3 DETAIL DETAIL DETAIL DETAIL DETAIL DETAIL Page 12

13 Beginning Reading Activities Pre Reading Objective: Listen to a short series of oral sentences in order to answer simple questions. Procedure: Use the short summary paragraph below (5-10 sentences). Read the paragraph to the class two times. Then read the paragraph a 3 rd time, stopping at the end of each sentence to ask questions. Ask several questions for each sentence, and ask a variety of types of questions (i.e. yes/no, either/or, and wh- ). Ask the questions at a quick pace, and if the group cannot answer quickly enough, move on to the next group. Example: Columbus sailed to America in Sample Questions: Did Columbus sail to America? Did Columbus sail to Europe? Did Columbus sail to Europe or America? Where did he sail? Did King Ferdinand sail to America? Did Columbus or King Ferdinand sail to America? Who sailed to America? Did he sail in 1942? Did he sail in 1492 or 1942? When did he sail? Option: Read the paragraph a 4 th time. Ask questions again. End the activity by dictating the paragraph to the teams. Allow collaboration within the team. Collect/grade one dictation from each team. Each student on the team receives the same grade. Great Expectations: Lesson 3 Pre Reading Activity: There was a robbery at Pip s house. Pip s sister was hurt. Biddy came to help, and she tutored Pip. Pip wanted to be a gentleman. Jaggars became Pip s guardian. Jaggars gave Pip money from an unknown rich person. Pip went to London to become a gentleman. Pip s roommate, Herbert Pocket, told Pip the story of Miss Havisham s past. Miss Havisham s brother and fiancé stole her inheritance and broke her heart. Intermediate-Proficient Reading Activities Total Recall Objective: Read a text in order to ask and answer short questions. Procedure: Teams prepare 3 (or more) questions and their answers from the text. Teams are allowed to write notes about the text. Teams take turns asking each other their questions, and challenging incorrect responses. Responding teams are not allowed to raise hands. The team asking the question chooses which team answers. The same question cannot be asked twice. If a team does not answer correctly, it loses a point and the team asking the question gets a point. When a team does not agree with the answer that the questioner deems correct, it can challenge that team. The challenging team must prove that it is also correct or that the questioning team is incorrect. It does not need to prove both. All teams can join a challenge on either side (questioner's side or respondent's side), but they must do so immediately. (Teams may wait to see how many teams are joining each side, which is unfair.). Once the teams have taken sides on a challenge, they look up the answer in the book. All teams siding with the correct answer get 2 points, and losers lose 2 points. Page 13

14 Story Grammars Objective: Identify a common organizational pattern or grammar of a reading text. Procedure: Introduce story grammars by using the Language Experience Approach. The second time, have each group prepare one. Once groups have mastered story grammars, individuals can prepare their own, but include incentives for the group to help individual members. For example, you might want to give a team a point for each member who receives a grade of B or higher. Example: Setting:, Characters:,,Problem:, Goal:, Events Leading to goal (list in order):,,,resolution: (Three possibilities include: character solves problem, character learns to live with problem, problem defeats character) Note: Story grammars help students understand that most stories have a common organization, and they help students to write reports, evaluate the quality of stories, and write their own stories. Judgment Objective: Read a text for the purpose of identifying facts and opinions. Procedure: On five separate strips of paper, each team writes (or copies) 5 sentences from the text that show facts and opinions. Teams write their team name on the backs of the 5 strips, and swap their sentences. Teams read the sentence strips they have, and place them in either a fact basket or opinion basket in front of the room. The teacher reads each sentence strip from the two baskets. For each, the teams decide if the sentence was correctly placed. If correct, the team with its name on the strip gets a point. If not correct, that team loses a point. (This encourages effective writing.) Option: This activity may be adapted to focus on cause/effect, reality/fantasy or inferred/explicit. True or False Objective: Read a text passage for the purpose of making true and false statements about it. Procedure: Teams make a T chart (2 columns with titles--one side is for true, the other side is for false). Teams make three true or false statements about the text. A representative from the first team reads one statement aloud. The other teams listen and place their token on the appropriate side of their True/False chart. The questioning team decides which choices are correct. Each correct answer earns a team a point. In a disagreement, follow the challenge rules of Total Recall. Page 14

15 Scan Objective: Scan a text for the purpose of asking and answering simple questions. Procedure: 1. Teams write 3 questions about an assigned text. Next to each question, they write page number and paragraph number where the answer is located. 2. A representative from each team asks the team s questions. The other teams get 60 seconds for each question to scan the text, find the answer, page and paragraph numbers, and write them on a sheet of paper. Any team not getting the answer within that time loses a point. 3. Any time a responding team loses a point, the questioning team gets a point. The responding teams take turns reading out their page and paragraph numbers. Then the questioning team reads its page and paragraph numbers. 4. Team respondents who have the same answer as the questioner get an automatic point. Respondents who do not have the same answer as the questioner are not automatically wrong. Both the questioner and respondent read aloud their chosen paragraph. The questioner then decides if the respondent is also correct (Many times the answer to a question can be found in more than one place in a text). If the respondent is also correct, the respondent gets a point. 5. If the questioner says that the respondent is incorrect, the respondent may challenge (as in Total Recall). The responding team must prove that it is also correct or that the questioner is incorrect. It does not need to prove both. Other teams may join one side or the other. The teacher then decides who wins. Winning teams get 2 points and losers lose 2 points. Page 15

16 Beginning- Writing Activities Language Experience Story Objective: Use student-created writing as a text as a model for individual student writings, for rereading or other written activities, including Story Grammars, RAFT, and Spool Writing. Procedure: Language Experience instruction involves asking students to talk about some item of relevance to the class. You may use information from Listening Activity Interview or information learned in other unit activities. Individual team members and teams take turns offering sentences to be added to the text. You write individual contributions on the board, including non-standard forms or word order. Then ask teams to correct or change the text to standard English grammar and syntax and to decide on an organizational format. Assist teams in making necessary adjustments. After the text is corrected, students copy it in their notebooks, or you can type and distribute it. Indirect Speech Objective: Write a familiar dialog in paragraph form, using indirect or reported speech. Procedure: Use the dialog in this lesson written for Presenting Activity Dialog. After teams have completed presenting their dialogs (see Presenting Activities), have each group write the dialog in a paragraph format using indirect speech. Example: COLUMBUS: I need money to buy ships to sail west. Columbus asked the queen for some money to sail to the west. Teams use one piece of paper and one pencil only. Each member takes a turn writing a line of the dialog. Other team members can offer help, but they cannot write it for the individual whose turn it is to write. Collect and grade. Each member of the team gets the same grade. Great Expectations: Lesson 3 Indirect Speech Activity: Use the dialog in this lesson written for Presenting Activity Dialog. Example: Herbert to Pip: You ve seen her. She went out of her mind. Herbert told Pip that Miss Havisham had gone out of her mind Page 16

17 Intermediate-Proficient Writing Activities Language Experience Story Objective: Create a collaborative writing text to use as a model for re-reading, individual student writing or other written activities (including Story Grammars, RAFT, and Spool Writing) Procedure: Language Experience Story instruction involves asking students to talk about some item of relevance to the class. (You may use information from Listening Activity 6, the Interview, or information learned in other unit activities.) Teams take turns, through individual members, offering sentences to be added to the text. You write their contributions on the board, including non-standard forms and word order. Ask groups to change the text to standard English grammatical and lexical forms and to decide on an acceptable organizational format. Help the groups when they cannot make all of the necessary adjustments. After the text is corrected, students copy it in their notebooks, or you can type and distribute it. Framed Paragraphs Objective: Use a frame (outline or template) for writing a paragraph that contains a main idea (topic sentence), supporting details, and a summary statement (conclusion). Note: Framed paragraphs make very good exam preparation questions. Procedure: Introduce framed paragraphs to the class by creating a story collectively using the language experience approach. The second time you assign framed paragraphs, have each group prepare one. Once the groups have mastered framed paragraphs, each student prepares his/her own. Include incentives for the group to help individual team members. For example, give a team one point for each member who receives a grade of B or higher. After constructing a model paragraph with the class, groups, pairs, or individuals find examples in text. Social Studies Example: There are many cultures of people living in Florida. First... Second... Third... These groups and others... Language Arts Example:..., a character in the novel... by... is... An example of this behavior is... Another example is... Finally... Therefore, this character is... Science Example: OBSERVATION: After observing... HYPOTHESIS: I think... MATERIALS: PROCEDURE: DATA: ANALYSIS: The results show... This was caused by... Therefore, my hypothesis was/was not correct because... Great Expectations: Lesson 3 Framed Paragraphs Activities: Sample #1: (Character Motivation) In Chapters 5 & 6 of Charles Dickens novel Great Expectations, the reader learns more about Miss Havisham s motivation, including her feelings, thoughts, goals and reasons for acting the way she acts. First, when Herbert Pocket tells the story of her past, we learn Miss Havisham has a reason for her strange behavior. Her reason is. The reader is sympathetic to her because the reader understands her feelings of,, and. Miss Havisham must have thought that. Miss Havisham acts like because. In addition, she because. At the end of Ch 6, Herbert Pocket thinks Miss Havisham has raised Estella to get even with men. The reader understands the reason for this is. Miss Havisham s motivation is revealed in these chapters. Sample #2: (Internal and External Conflict) In Chapters 5 & 6 of Charles Dickens novel Great Expectations, Pip s internal and external conflicts make the story interesting. First, Pip has an external conflict because. Another external conflict for Pip is. Pip has and internal conflict when. Another internal conflict for Pip is. Pip is torn between and. In conclusion, Pip s external and internal conflicts make for a very interesting story. Page 17

18 Opinion/Proof Objective: Organize ideas/information to find supporting evidence for an opinion. (pre-writing) Procedure: Introduce the concept by having students read a selection from which opinions can be formed. Draw a T chart on the board. On the left side of the T, write OPINION and on the right, PROOF. Under OPINION, write the students opinion(s) of the selection. For each opinion, students must find factual statements from the text that support the opinion. Example: OPINION: Napoleon was a great leader. PROOF: He ended the revolution. He drew up a new constitution. He made taxation fair. He chose government workers for their ability. Option: Opinion/Proof may be used for several written activities described in this document, including Story Grammars, RAFT, and Spool Writing. It can also be used by students as a format for note taking from books, videos, and lectures. Option: Teams can write their opinions and support with proof. (think/pair/share activity). Great Expectations: Lesson 3 Opinion/Proof Activity: Opinion/Proof may be used for several written activities described in this document, including Story Grammars, RAFT, and Spool Writing. Students can also use it as a format for note taking from books, videos, and lectures. Allow teams to write their own opinion to support with proof if they are at a proficient level. This can be used as a think/pair/share activity. Use the following as a starter for less proficient students: Opinion Miss Havisham is really a sympathetic character. Proof She was left at the altar. Her own brother stole her inheritance. Her fiancé stole from her. Her father died. She never got over her bad experience. She lost her mind. Page 18

19 Spool Writing Objective: Write a spool (5-paragraph essay with an introduction, 3-paragraph body of supporting arguments with evidence, and a concluding paragraph. Procedure: Use graphic organizers, the summary, modeled writing, and guided writing to plan prewriting activities for developing a spool. A spool is a five-paragraph essay in which the first paragraph is an introduction (controlling idea, or thesis). The next three paragraphs make up the body of the essay. Each of these paragraphs begins with an argument sentence to support the thesis and has three supporting sentences for the argument sentence. The weakest argument should be presented in the first paragraph of the body, and the strongest argument in the last paragraph of the body. The final (5 th ) paragraph is the concluding paragraph, which begins with a restatement of the thesis sentence, and is followed by a restatement of the three argument statements of the body. Introduce the spool essay by creating a story collectively using the Language Experience Approach. The second time you use spool writing, each group prepares one. Once the groups have mastered the spool essay, each student prepares his/her own, but include incentives for the team to help individual members. For example, you might want to give a team one point for each member who receives a grade of B or higher. SAMPLE FORMAT FOR CLASSIFYING In this selection, there are several groups or categories of information. First, there is information (or details, facts) that talk about (group #1) Second, is information that can be classified as (group #2). Another category is (group #3). The category of (group #1) has to do with. This includes several details, like (detail #1), and (detail #2). Another detail that fits this category is (detail #3). The second classification of information (details, facts) is (group #2). Examples in the reading include (detail #1) and (detail #2). (Detail #3) could also relate to this group. The last group of details has to do with (group #3). The details (facts, information) that fall into this category are several. One is (detail or fact #1). The others are (detail or fact #2) and (detail or fact #3). All of these details are connected because they all have to do with the same idea, (restate group #3). All three of these classifications or groups of (details, facts, pieces of information) are related to the (story, scene, main idea, theme, poem, etc.). The (story, scene, main idea, theme, poem, etc) is all about the same thing, (state the main idea or theme of the selection here). Great Expectations: Lesson 3 Spool Writing Activities: Suggested Topic(s): Classifying a) Group #1-Words that refer to feelings Group #2-Names of thoughts Group #3-Words that refer to ideas b) Group #1-Words that describe people Group #2-Words that describe things Group #3-Words that describe places Page 19

20 RAFT Objective: Write on a topic in a specific format, understanding role as a writer and audience. R-A-F-T is a system for making sure students understand their role as a writer (R), their audience (A), the format of their work (F), and the topic of the content (T). Examples: persuade a soldier to spare your life, demand equal pay for equal work, or plead for a halt to coal mining in our valley. (R): For role (R), of the writer, the writer considers who s/he is (Examples-a soldier, Abraham Lincoln, a slave, a blood cell, or a mathematical operation). (A): For audience (A), the writer considers to whom s/he is writing (Examples-to a mother, to Congress, to a child.) (F): Format (F) determines what form the communication will take. (Examples-letter, speech, obituary, conversation, memo, recipe or journal) (T): The topic (T) consists of a strong verb as well as the focus. Procedure: Introduce RAFT by creating a story collectively using the Language Experience Approach. The second time you assign RAFT, have each group prepare one. Model for students, explaining that all writers must consider their role as a writer, their audience, the format, and the topic These four components are critical in every written assignment. Assist teams to brainstorm ideas about a topic. Work with teams to list possible roles, audiences, formats, and strong verbs that are appropriate for each topic. Once the groups have mastered RAFT, have each student prepare his/her own, but include incentives for the group to help individual members. For example, you might want to give a team a point for each member who receives a grade of B or higher. Great Expectations: Lesson 3 RAFT Activity: Students write according to role, audience, format, & topic. R-Your role as a writer is Miss Havisham. A-Your audience is Pip and Estella. F-The format of your writing is a personal journal to be left as your memoirs for your family. T-Your topic is to explain your feelings about your past. FCAT Writing FCAT Writing: Lesson Topic: (Persuasive or Expository Prompt) Distribute the planning sheets and writing folders containing the prompts to the students. Provide students with the writing situation and directions for writing. Remind the students to budget their time: approximately ten minutes on brainstorming and prewriting, twenty-five minutes on drafting, ten minutes on editing. Record the time and give students the command to begin. After 45 minutes, ask the students to stop writing and place their planning sheets inside their folders. Great Expectations: Lesson 3 FCAT Writing Activity (Expository Prompt): Writing Situation: An unknown person has given you a large allowance every month to provide for your needs. The only condition is that you use some of the money to pay for an excellent education. Directions for Writing What would you do if you received a large monthly allowance that would provide for what you need, and enough to pay for an excellent education? Think about how you would feel. What would you think? How would you react? What are your needs that the allowance would pay for? What kind of education would you choose? How would this change your life? Now write to explain your reaction to this unexpected situation and explain your plans. Page 20

21 Beginning Presenting Activities Dialog Objective: Write a short dialog of 4-6 lines between two familiar characters. Procedure: A dialog can be between 2 historical characters, 2 fictional characters in a story, novel, play, etc. or between 2 imaginary characters such as a germ and a white blood cell. The topic of the dialog should be related to the subject being studied, and the grammar and vocabulary used in the dialog should reflect the grammar and vocabulary focus of the unit. Model each line of the dialog, having the entire class repeat after you. Then, say each line and call on whole teams to repeat the line. Then say each line and call on individual students to repeat the line. Practice dialog lines using the whole class, a whole team, and individuals until students can know the lines of the dialog. Example: Character A: These items are expensive. We are not selling very many. Character B: We need to sell more of them. Character A: But, then the price will decrease! Character B: But, we will still get more money because the volume will increase. Character A: We do not have enough money to make more than we do now. Character B: Then we will borrow some money by issuing bonds. Option 1: You take the part of A and the class takes the part of B. Then you take part B and the class takes A. Then work with whole teams and you, then individuals and you, then groups and groups, then individuals and individuals. Move back and forth among these combinations until you think the majority have adequate intonation, stress, and pronunciation. Option 2: Erase two words at random from each line during repetition. Then erase two more, two more, and so on until there are no words left on the board. Option 3: Each group chooses a member to represent them by presenting the dialog with a member from another group in front of the class. If the representative can say his/her lines correctly then the group gets a point. Option 4: Have each group rewrite the dialog from memory. Groups are to use one piece of paper and one pencil or pen only. Each member takes a turn writing a line of the dialog. Other team members can offer help but they cannot write it for the individual whose turn it is to write. Collect the paper and grade it. Each member of the team gets the same grade. Great Expectations: Lesson 3 Dialog Activity: Herbert: Pip: Herbert: Pip: Herbert: Suddenly Miss Havisham knew it was all a trick. They got the most money they could, and then they both ran off. It must have hurt Miss Havisham something awful. You ve seen her. She went out of her mind. But what of Estella? Miss Havisham raised Estella for one reason. To break men s hearts. Page 21