Directions:curriculum_materials.dadeschools.net/CSM/LA/Grade7/Se… · Web viewAction word for “keeping out”: excluding. 7. Descriptive term for people: nomadic. 8. Term for

MIAMI-DADE COUNTY PUBLIC SCHOOLS EXTENDED LEARNING

MODULE

SUBJECT: Language Arts/ReadingGRADE: 7th MANUAL: Teacher Manual/Answer Key

TUTORING SESSION 6Benchmark Focus Lesson:

LA.7.1.6.8- Words and Phrases

FCAT Instructional Passage:Office of Academics and Transformation - Department of Language Arts/Reading

2013-2014

After the Tone

THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Ms. Perla Tabares Hantman, ChairDr. Martin Karp, Vice Chair

Dr. Dorothy Bendross-MindingallMs. Susie V. CastilloMr. Carlos L. Curbelo

Dr. Lawrence S. FeldmanDr. Wilbert "Tee" Holloway

Dr. Marta PérezMs. Raquel A. Regalado

Ms. Krisna Maddy, Student Advisor

M r . A l b e r t o M . C a r v a l h oSuperintendent of Schools

Milagros R. FornellChief Of Staff

Marie L. IzquierdoChief Academic Officer

Office of Academics and Transformation

Dr. Maria De ArmasAssistant Superintendent

Academics, Accountability and School Improvement

Office of Academics and Transformation - Department of Language Arts/Reading2013-2014

Office of Academics and Transformation

Karen SpiglerAdministrative Director

Department of Language Arts/Reading


Benchmark Focus Lesson: Words and Phrases in Context

LA.6-8.1.6.8- The student will identify advanced word/phrase relationships and their meanings.

LA.6-8.1.6.9- The student will use context clues to determine meanings of unfamiliar words.

Teacher: Tell students that when you come to an unfamiliar word in your reading, you can use context clues to help you figure out its meaning. Context clues may be in the same sentence as the known word, or in surrounding sentences. Read the following passage aloud to students and have them follow along in their packet.

Great Wall Words Houghton Mifflin Theme 6

The Great Wall of China is the longest structure ever built by humans. It runs for more than 2,100 miles, and is so long and massive it can be seen from outer space. The wall was built upon many kinds of terrain, including rolling hills, rugged mountains, and the flat, grassy plains called the steppe. Although, construction on the wall may have begun as early as 600 B.C., most of the wall we see today was built during the Ming dynasty, a period of rule that began in 1386 and lasted for about 300 years. The goal of the Chinese emperors was to protect China’s domain from the nomadic Mongol warriors who wandered the surrounding plains. In regions where stone was scarce, the wall was made of packed dirt. Not much skill was needed to build earth walls, just many laborers who could work very, very hard. These portions of the wall crumbled over time. The most durable parts of the wall were built of stone or brick. Skilled craftsmen were needed for this work. The hard, simple life of the workers and soldiers was far different from the extravagance in the Ming dynasty’s royal court. In time, the Ming rulers would learn that their Great Wall would not protect them from enemies outside China’s borders. They would also learn that excluding the Mongol warriors would not protect them from their enemies within.


Teacher: Ask students to read each description below. Then select one or two words from the box that matches that description and write it on the correct lines provided. Students are encouraged to refer back to the story for context clues.

1. Terms for land: terrain steppe

2. Terms for territory: domain

3. Descriptive terms for objects: massive durable 4. Terms for reign of one group: dynasty 5. Terms for Workers: laborers craftsman 6. Action word for “keeping out”: excluding 7. Descriptive term for people: nomadic 8. Term for lavishness and excess: extravagance


domain massive terrain dynastyexcluding laborers extravagance nomadicdurable craftsman steppe

Setting a purpose for reading: Discuss with students a time they may have been unable to reach someone and were disappointed, concerned, or alarmed. Items to consider in discussion:

Was it an emergency or a minor inconvenience?

How did you feel when this happened?

Did everything turn out alright?

Could or would you have done anything differently if you’d had more information?

Further pre-reading discussion – dramatic readingsTell the students that most skits, plays, or other dramatic reading requires chronological (time) order. In other words, the sequence of events must follow a specific order for it to make sense. In a comedy the “punch line” would lose its effectiveness if the proper chronological order were not followed. This is the case with the skit presented in this lesson.

Still further pre-reading – dramatic ironyDefine dramatic irony for students as: irony that is inherent in speeches or a situation of a drama and is understood by the audience but not grasped by the characters in the play. In other words, the audience knows something the characters in the play do not know. This is a common device used to entertain in drama and literature. Ask students if they can recall any movies they’ve seen or stories they’ve read containing irony. (O. Henry’s The Gift of the Magi, movies – Dan in Real Life, Spiderman, Back to the Future)

Discussion points for dramatic irony: Why would an author use dramatic irony?

What does it add to the story?

Teachers, refer to the list of characters for this short play and assign parts to volunteers to read aloud. (You may wish to first have students read the play silently before assigning parts and reading aloud.)

DURING READING-Teachers, refer to the Sequence of Events chart in the Teacher Resource Packet as well as below. Ask students to fill in each box with the series of events (phone calls and appearances) that occur as the skit unfolds. Each box should contain one event written in the students’ own words. There may be fewer or more events than the 9 boxes provided. If so, students should make adjustments to the chart by adding or leaving boxes blank. When completed, ask students to show on their charts (with a star, a slash, or an X) where exactly a change occurred in the main character’s personality or behavior.


POST READING-After reading the short play aloud, have students complete a GIST (see Teacher Resource Guide and below). Students may work individually, in pairs, or as a group. Then ask students to individually answer the multiple choice questions that follow the selection. Review each question, clarifying as needed.

After the Toneby Virginia Palmer

Characters

MATTIE JOHNSONMARGERY, her friendRAMONA, her friendROBERT, her brother EVALINA, her sisterJUSTINE, another friendMOMDAD

TIME: The present.

SETTING: The Johnsons’ den. A large comfortable chair, center, is next to a small table with a telephone on it. Working front door is right.

AT RISE: MATTIE is standing at table, holding telephone receiver. She dials. A few rings are heard, then sound of female voice, as if on answering machine.


VOICE OF MARGERY: Hello . . . You have reached the Archdale residence. We can’t come to the phone right now, but after the tone, please leave your name and number as well as the day and time. We’ll get back to you as soon as possible. (Beep)

MATTIE (Flopping into chair): Margery, where on earth are you? You’re never home! I need to talk to you. And why do you always say, “the Archdale residence”? Why don’t you just say, “This is Margery Archdale. I’m never home, but leave a message anyway.” And speaking of day and time, it’s my birthday, Margery, my 16th birthday, as you very well know! (Irritably) But don’t call me back. I’ll talk to you next week. Or maybe next year. Who knows? Goodbye. (MATTIE dials again, grumbling to herself. After a few seconds, ringing is heard.)

VOICE OF RAMONA (Breathlessly, on machine): Hello, hello, hello! This is Ramona Blythberg. I can’t speak to you right now, but please, please, please leave your name and number so I can ring you back as soon as I can. (Beep)

MATTIE: Ramona, that’s the worst message I’ve ever heard. The one you had last week was bad, but this one . . . It’s my birthday, as you know, and I was thinking that we might get together tonight . . . but I’ve decided I’d really rather go to sleep early with a good book. Don’t call me back and wake me up. (MATTIE slams down phone, sighs heavily, then picks up phone, dials again. Ringing is heard.)

VOICE OF ROBERT (On machine): Hello. This is Robert Johnson. I’m out right now, but if you leave your name and number after the tone, I’ll return your call. (Beep)

MATTIE (Standing, pacing, trying to control her annoyance): This is your sister, Robert. How many times has Mom told you not to say that you’re out? It’s not safe. You know, Robert, I think it’s started to snow, and I can’t imagine where you’d be on a snowy March first! Oh, never mind. I’m just your 16-year-old sister! And don’t return my call tonight, Bobby. I’m going to sleep. Goodbye. (Replaces receiver) Well, isn’t anyone home tonight? (She paces for a moment.) Oh, why not? (Dials again. Ringing is heard.)

VOICE OF EVALINA (On machine): We can’t come to the phone now, but please give us your name and telephone number after the tone so that we can call you back when it’s convenient. (Beep)

MATTIE: Hello, Evie. This is your little sister. Don’t you think saying “when it’s convenient” sounds a little prissy? Where on earth are you, anyway? Mom and Dad said they were going over to visit you. (Pauses. Calmer) Listen, don’t call me back. I’m about to take a long bath. I’m going to light candles and pour in a ton of Mom’s new bath oil and pretend I’m at a ritzy spa. (She hangs up phone, walks away, has a final thought and returns to phone, dials again. Ringing is heard.)

VOICE OF JUSTINE (On machine): Hey, this is Justine Brown. I’m probably out on the town, but right after you hear music that I’m going to play for you, just mention your name and number. Later. (MATTIE removes the phone from her ear as loud music is heard, after which there is a beep.)


MATTIE: Justine! This is Mattie. I was going to ask you to come over and watch a movie with me, but now I don’t even want to see you. And another thing . . . (Click is heard.) Hey, has your answering machine cut me off? You just listen to me! (MATTIE gives phone a vicious look and replaces the receiver.) That’s it! I’ve had it! (Doorbell rings. MATTIE makes a motion as if to answer the phone, then realizes it’s the doorbell.) Oh . . .well, it’s a good thing it’s the door and not the phone. (Calls) I’m coming! (goes to door, opens it to MARGERY, RAMONA, ROBERT, EVALINA, JUSTINE, MOM and DAD, who are holding gifts, balloons, cake, etc.)

ALL (Smiling; in unison): Surprise! (They ad lib birthday greetings, sing “Happy Birthday, etc.”)

MATTIE (Stunned): Oh, no. Oh, no. Margery, Ramona. Robert and Evalina. Justine. Hi, Mom, Dad. (Laughs nervously) Ah . . . wait right there. Hang on just a sec, O.K.? I’ll be right with you. (She abruptly closes door, locks it. She rushes back to phone and dials quickly, as doorbell rings insistently and there is pounding on door.) Come on, come on . . . Operator, you’ve got to help me. I’m sixteen today and I’ve done a really silly thing. I just made five calls and left really regrettable messages on their answering machines. Can you trace those calls and erase all those messages for me? (Quick curtain)

“After the Tone” by Virgina Palmer from Plays, March 2000, copyright © 2000 by Plays. Reprinted by permission of Plays, The Drama Magazine for Young People/Sterling Partners, Inc.

1. Which set of stage directions reveals Mattie’s anxiety?

A. (Replaces receiver)B. (Smiling, in unison)C. (Standing, pacing, trying to control her annoyance)D. (They ad lib birthday greetings, sing “Happy Birthday”, etc.)

2 Which word BEST describes Mattie?

F. ambitiousG. confidentH. courageousJ. impatient

3 What emotion does Mattie feel MOST at the end of the play?

A. angerB. regretC. elationD. excitement


4 Read these directions.

(They ad lib birthday greetings, sing “Happy Birthday,” etc.)

To ad lib means to speak

F. in unison.G. repeatedly.H. very loudly.J. without a script.

5 The author intended this play to be

A. gloomy.B. humorous.C. mysterious.D. sentimental.

6 The author wants the reader to think that Mattie

F. has many friends.G. is overly sensitive.H. is mature for her age.J. has a plan for the evening.


Name: ____________________________________ Date: ________ Sequence of Events Chart

Topic: ____________________________________________________

Name Date:


1) 2) 3)

6)5)4)

7) 8) 9)

Directions1. Read the passage. 2. Fill out the 5Ws and H. Who:____________________________________________________

What:___________________________________________________

Where:__________________________________________________

When:__________________________________________________

Why:___________________________________________________

How:___________________________________________________

1. Write a 20-word GIST.

____________ ____________ ____________ ____________

____________ ____________ ____________ ____________

____________ ____________ ____________ ____________

____________ ____________ ____________ ____________

____________ ____________ ____________ ____________

Anti-Discrimination Policy

Federal and State Laws


The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and educational programs/activities and strives affirmatively to provide equal opportunity for all as required by:

Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national origin. Title VII of the Civil Rights Act of 1964 as amended - prohibits discrimination in employment on the basis of race, color, religion, gender, or national origin. Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender. Age Discrimination in Employment Act of 1967 (ADEA) as amended - prohibits discrimination on the basis of age with respect to individuals who are at least 40. The Equal Pay Act of 1963 as amended - prohibits gender discrimination in payment of wages to women and men performing substantially equal work in the same establishment.

Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.

Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in employment, public service, public accommodations and telecommunications. The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of unpaid, job-protected leave to "eligible" employees for certain family and medical reasons.

The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of pregnancy, childbirth, or related medical conditions. Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin, marital status, or handicap against a student or employee.

Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status.

Title II of the Genetic Information Nondiscrimination Act of 2008 (GINA) - Prohibits discrimination against employees or applicants because of genetic information.

Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statutes), which stipulate categorical preferences for employment.

Rev. (01-11)


Documents

Directions:curriculum_materials.dadeschools.net/CSM/LA/Grade7/Se… · Web viewAction word for “keeping out”: excluding. 7. Descriptive term for people: nomadic. 8. Term for