MS Grade 7 Language Arts 2 Through ESOL · MS Grade 7 Language Arts 2 Through ESOL: The Novel Page 2 English Summary . Lesson 1: Treasure Island, by Robert Louis Stevenson . Chapter

MS Grade 7 Language Arts 2 Through ESOL: The Novel Page 1

MS Grade 7 Language Arts 2 Through ESOL

The Novel: Lesson 1: Treasure Island, by Robert Louis Stevenson Ch 1 & 2 : “The Admiral Benbow Inn” & “The Visit of Black Dog”

FCAT Reading & Writing Focus:

Conclusions, Generalizations Stereotypes and Inferences

FCAT Support Skills: First Person Narration & Point Of View, Characterization Language Focus: Adjectives and Verb Forms Used As Adjectives (Participles) Text: Treasure Island, Robert Louis Stevenson (Fearon-Pacemaker Classic)

English Spanish Haitian Creole Portuguese admiral almirante amiral almirante argue discutir fè diskisyon discutir attack atacar atak atacar bay bahía bè bahía bill cuenta dèt conta captain capitán kapitèn capitão chest baúl kès, kòfrefò baú coast costa kòt costa cove ensenada krik enseada crew tripulación ekipaj tripulação demanded exigió (te) egzije exigiu escaped se escapó sove escapou, fugiu finish (v) terminar, finalizar fini acabar, terminar gold pieces monedas de oro pyès monnen lò moedas de ouro hang colgar (morir) pannn enforcar heavy robusto, pesado lou robusto, pesado inn hostería obèj estalagem keep an eye out estuviera alerta ante veye ficar de olho kept to himself introvertido rete apa introvertido knocked around tumbar frape derrubadas ao redor nut-brown trigueño mawon moreno pirate pirata pirat pirata pound (v) golpear frape golpear quiet down tranquilizó kalme acalmava right-hand man la mano derecha bra dwat braço direito rum ron wonm rum sailor navegante maren marujo, marinheiro seaman marinero maren marujo, marinheiro shipmate compañero de tripulación konpayèl batiman companheiro de bordo squire caballero kavalye senhor, cavaleiro steal robar vòlè roubar surprised sorprendido etone surpreso sword espada epe espada treasure tesoro trezò tesouro warned advirtió avèti avisou watch out for estar pendiente de veye tomar cuidado, alerta


English Summary

Lesson 1: Treasure Island, by Robert Louis Stevenson Chapter 1: “The Admiral Benbow Inn”

Squire Trelawney and Doctor Livesey asked Jim Hawkins to write about Treasure Island. Jim never told anyone where Treasure Island was, because there was still a treasure there for someone to take. Jim began the story in 1763, when he was a young boy. Jim’s father ran the Admiral Benbow Inn, at Black Cove Hill on the English coast near Beechford.

One day, a strong, heavy sailor came into the inn. The tall old seaman was nut-brown with long, dark hair tied up behind his head. The sailor had the line of an old sword cut on one side of his face. Pleased that there were not many people at the inn, the sailor said he wanted to be far from the town where he could watch for ships. Deciding to stay, the old sailor put down four gold pieces to pay for rum and food. A short time later, a man came arrived, carrying a heavy sea chest, which he took the to the old sailor’s room.

Everyone called the old sailor “captain”. The captain was quiet, and kept to himself, coming out of his room only after he saw who was there. Singing a pirate song, the captain watched by day for ships in the bay. At night, the captain sat by the warm fire drinking strong rum. The captain offered Jim money to keep an eye out for a man with one leg. Thinking about a man with one leg, Jim became frightened. Sometimes the captain had a bad night, and drank too much rum. Then he banged on the table, sang pirate songs, and told stories about killing. The captain did not pay his bill, and became angry when Jim’s father asked for money. On one of the captain’s bad nights, Jim’s father was sick, and Dr. Livesey came to the inn. The captain would not quiet down, and began to argue with Dr. Livesey. The doctor told the old man if he continued drinking rum, it would kill him. Pulling out his knife, the captain threatened Dr. Livesey. Dr. Livesey was not afraid, and warned the captain that he would hang. After that, the captain was quiet for several days. The winter at the inn was very long. Jim’s father was not well, and he was not getting better. Jim and his mother ran the inn alone. Chapter 2: “The Visit of Black Dog”

One morning, a strange, gray-faced man came to the inn looking for his shipmate, Billy Bones. The tall, thin man said that Billy Bones had a sword cut down his face. Jim told the man that it was the captain. Banging through the door, the captain he was surprised to see Black Dog. Black Dog was one of Captain Flint’s old crew, and had been looking for Billy Bones. Jim left them alone, and soon a fight started. Chairs and tabled were knocked around, and soon Jim heard the sound of their swords. Black Dog ran out the door with the captain right behind him. Black Dog escaped, and the captain shouted to Jim to bring him a bottle of rum. When Jim came back with the rum, the captain was down on the floor. Just then, Dr. Livesey arrived to see Jim’s sick father. The doctor did what he could to help the old sailor. Concerned about the captain, the doctor told him that another attack would finish him. The doctor said that if he drank any more rum it would kill him.

After lunch, Jim stopped by the old sea captain’s room to check on him. Demanding his bottle rum, the old sailor started to talk to Jim. Black Dog and the other men who had sailed with Captain Flint wanted to steal his sea chest. If they came, Jim was to get Dr. Livesey to bring help. The old sailor had been Captain Flint’s right-hand man, and the two of them had hid a treasure on an island. Now that Captain Flint was dead, Billy Bones was the only one who knew where the treasure was. The old seaman was afraid that the men would put the “black spot” on him. The captain offered Jim part of the treasure to watch out for these men. Falling back onto his bed, the captain fell into a deep sleep. Jim’s sick father died suddenly that night. Now Jim had to run the inn and take care of his mother. The old captain was the last thing on Jim’s mind.


Spanish Summary

Lección 1: La Isla del Tesoro de Robert Louis Stevenson

Capítulo 1: “La Hostería Almirante Benbow”

El caballero Trelawney y el doctor Livesey le pidieron a Jim Hawkins que escribiera sobre “La isla del tesoro”. Él nunca le había dicho a nadie dónde quedaba esa isla ya que todavía existía un tesoro allí que alguien podría descubrir. Jim inició la historia en 1763, cuando aún era un adolescente. Su padre administraba la Hostería “Almirante Benbow”, ubicada en el cerro Black Cove en la costa inglesa cerca de Beechford.

Un día llegó a la hostería un robusto navegante. El viejo y alto marinero de piel trigueña y cabello oscuro y largo recogido en la nuca en una cola de caballo, tenía la cicatriz de una cortada de espada en una de sus mejillas. Contento porque no había muchas personas hospedadas en la hostería, mencionó que quería una habitación lejos del pueblo desde donde pudiera observar las embarcaciones. Cuando el viejo navegante decidió quedarse, sacó cuatro monedas de oro para pagar por el ron y la comida. Un poco más tarde llegó un hombre cargando un pesado baúl de marinero que llevó a la habitación del viejo navegante.

Todos le decían “capitán”, era tranquilo e introvertido y sólo salía de su habitación después de observar quién estaba afuera. Durante el día, mientras entonaba una canción de piratas, estaba atento a la llegada de embarcaciones a la bahía, y en la noche, al calor de la fogata, se sentaba a tomar un fuerte ron. Éste le ofreció dinero a Jim para que estuviera alerta ante la llegada de un hombre con una sola pierna, por lo que al pensar en él, Jim se atemorizó. En ocasiones el capitán pasaba malas noches y tomaba demasiado ron, golpeaba violentamente la mesa, entonaba canciones de piratas y contaba historias sobre asesinatos. No pagaba su cuenta y se enfurecía cuando el padre de Jim le pedía dinero. En una de las noches en que el capitán no descansó bien, el padre de Jim se enfermó y el Dr. Livesey fue a la hostería a verlo, el capitán no se calmaba y comenzó a discutir con el Doctor quien le dijo que si continuaba bebiendo ron, se iba a morir. El capitán amenazó al Dr. Livesey sacando su cuchillo, pero éste no le temía y le advirtió que moriría. Después de esto el capitán estuvo tranquilo durante algunos días. El invierno fue muy largo en la hostería, el padre de Jim no estaba bien, no se mejoraba por lo que Jim y su madre tuvieron que administrar solos el lugar. Capítulo 2: “La visita de Perro Negro (Black Dog)”

Una mañana un hombre extraño y taciturno llegó a la hostería buscando a Billy Bones, su compañero de tripulación. El hombre, alto y delgado, mencionó que a quien buscaba tenía la cicatriz de una cortada de espada en su mejilla, entonces Jim le dijo que era el capitán. Tras un violento golpe en la puerta, el capitán se sorprendió al ver a “Perro Negro”, uno de los antiguos miembros de la tripulación del capitán Flint que había estado buscándolo. Jim los dejó solos y enseguida comenzaron a pelear. Tumbaron los asientos y las mesas y luego Jim escuchó el sonido producido por sus espadas. “Perro Negro” salió corriendo, atravesó la puerta seguido por el capitán, pero se escapó. Entonces el capitán le pidió a Jim que le llevara una botella de ron, y al regresar con el licor Jim lo encontró tendido en el suelo. En ese momento llegaba el Dr. Livesey a ver al padre del joven que estaba enfermo. El Doctor hizo lo que pudo por el viejo navegante y preocupado por él le repitió que si continuaba bebiendo, el ron lo iba a matar.

Después de almorzar Jim fue a la habitación del viejo capitán para ver cómo se encontraba. Éste le exigió que le diera su botella de ron y empezó a contarle que “Perro Negro” y los otros hombres que habían navegado con el capitán Flint le querían robar su baúl de marinero. En caso de que estos llegaran, Jim tenía que lograr que el Dr. Livesey le ayudara. El viejo lobo de mar había sido la mano derecha del capitán Flint y entre ellos dos habían escondido un tesoro en una isla, pero puesto que éste ya estaba muerto el único que sabía en dónde se encontraba el tesoro era Billy Bones, por eso temía que los piratas le entregaran la “mancha negra”. El capitán le ofreció a Jim parte del tesoro si estaba pendiente de esos hombres. Se recostó en su cama y se quedó profundamente dormido. Esa noche de repente murió el padre de Jim que estaba enfermo . Ahora el muchacho tenía que administrar la hostería y cuidar de su madre. Lo único que le preocupaba era el viejo capitán.


Haitian Creole Summary

Leson 1: Lil otrezò, daprè Robert Louis Stevenson Chapit 1: “Obèj Amiral Benbow a”

Kavalye Trelawney ak Doktè Livesey te mande Jim Hawkins pou l ekri osijè Lil otrezò, Jim pa janm di okenn moun kote Lil otrezò te ye, paske te gen yon dènye trezò toujou li pa t vle pou moun pran. Jim kòmanse istwa a an 1763, lè l te jèn ti gason. Papa Jim te anchaj obèj Amiral Benbow, sou mòn Black Cove tou prè Beechford sou kòt peyi Angletè.

Yon jou, yon gwo maren vini nan obèj la. Vye maren wo a te mawon ak cheve fonse long mare deyè tèt li. Maren an te gen yon mak epe nan figi l. Li te kontan paske pat gen anpil moun nan obèj la, Li di li te vle lwen lavil la kote l te kapab veye batiman yo. Aprè l fin pran desizyon pou l rete nan obèj la, vye maren an depoze kat pyès lò pou peye pou wonm ak manje. Yon ti tan aprè sa, yon nèg vini, li t ap pote yon kès byen lou, li pote al met nan chanm maren an.

Tout moun te rele vye maren an “kapitèn”. Kapitèn nan te trankil epi apa, li sot nan chanm li sèlman lè l fin wè ki yès ki la. Pandan kapitèn nan ap chante yon chante pirat, lajounen l t ap veye batiman bòlanmè a. Nan nwit, kapitèn nan chita bò kot dife a ap bwè wonm. Kapitèn nan ofri Jim lajan pou l veye yon nèg ki gen yon sèl janm. Jim te vin pè pandan l t ap panse ak yon nèg ki gen yon sèl janm. Pafwa kapitèn nan konn pase yon move nwit, epi l konn bwè twòp wonm. Lè konsa, li tonbe frape tab la, chante chante pirat, epi rakonte istwa sou touye moun. Kapitèn nan pa t peye dèt li, epi l konn fache lè papa Jim mande l lajan. Nan youn nan sware kapitèn nan t ap pase move nwit yo, papa Jim te malad, epi doktè Livesey te vin nan obèj la. Kapitèn nan te refize kalme l, epi l kòmanse fè diskisyon ak doktè a. Doktè a di granmoun nan si l kontinye bwè wonm, li t ap mouri. Kapitèn nan rale kouto l, epi l menase doktè a. Doktè Livesey pa t pè l, epi l avèti kapitèn nan li t ap pann li. Aprè sa, kapitèn nan te dou pandan plizyè jou. Livè nan obèj lal te long anpil. Papa Jim pat twò byen, ni li pat fè mye. Jim ak manman l t ap dirije obèj la pou kont yo. Chapit 2: “Vizit Black Dog la” Yon maten, yon nèg figi fennen te vin nan obèj la dèyè kanmarad li, Billy Bones. Nèg wo mens la di Billy Bones te gen yon mak epe nan figi l. Jim di nèg la se te kapitèn nan. Kapitèn nan te sezi wè Black Dog ap frape pòt la byen fò. Black Dog se te youn nan ansyen manm ekipaj kapitèn Flint yo, epi l t ap chèche Billy Bones. Jim kite yo ansanm, epi touswit aprè goumen pete. Chèz ak tab t ap vole toupatou, epi toutswit aprè Jim tande son epe yo. Black Dog kouri sot deyò ak kapitèn nan deyè l. Black Dog sove, epi kapitèn nan rele Jim pou pote yon boutèy wonm ba li. Lè jim retounen ak wonm nan, kapitèn nan te lonje atè a. Se menm moman doktè Livesey te vin wè papa Jim ki te malad. Doktè a fè sa l te kapab pou ede vye maren an. Kòm li te enkyete pou kapitèn nan, doktè a di l yon lòt atak ta p tou fini avèk li. Doktè a di l si l bwè wonm ankò, l ap mouri. Aprè dine, Jim te pase nan chanm vye maren an pou wè kòman l ye. Vye maren an te kòmanse pale ak Jim pandan l ap reklame boutèy wonm li. Black Dog ak lòt nèg ki te navige ak kapitèn Flint yo te vle vòlè kès li a. Si yo ta parèt, Jim te dwe al chèche doktè Livesey pou vin ede li. Vye maren an se te bra dwat kapitèn Flint, epi de nèg yo te sere yon trezò nan yon zile. Depi kapitèn Flint ta mouri, se Billy Bones sèlman ki t ap konn ki kote trezò a ye. Vye maren an te pè pou nèg yo pa t met “mak nwa” sou li. Kapitèn nan te ofri Jim yon pati nan trezò a pou veye nèg yo. Kapitèn nan te lage kò l sou kabann nan epi l tonbe nan yon pwofon somèy. Jou swa sa a, papa Jim te tonbe mouri sibitman. Koulye a, Jim te oblije dirije obèj la ak pran swen manman li. Vye maren, an se te dènye bagay ki te nan lespri Jim.


Portuguese Summary

Lesson 1: Treasure Island, by Robert Louis Stevenson Capítulo 1: O “Almirante Benbow Inn”

O Sr. Trelawney e o Dr. Livesey pediram a Jim Hawkins para escrever sobre a Ilha do Tesouro. Jim nunca havia contado a ninguém onde ficava a Ilha do Tesouro porque ainda havia um tesouro lá para alguém pegar. Jim começou a estória em 1763, quando ele era garoto. Seu pai dirigia a estalagem Almirante Benbow, em Black Cove Hill, na costa da Inglaterra, próximo a Beechford.

Certo dia, um marujo forte e robusto entrou na estalagem. O marujo alto e velho era moreno de cabelos longos e escuros, amarrados para trás. O marujo tinha a cicatriz de um antigo corte de espada em um lado do rosto. Satisfeito por não haver muitas pessoas na estalagem, o marujo disse que queria ficar longe da cidade, num local onde pudesse espreitar os navios. Decidido a ficar, o velho marujo pegou quatro moedas de ouro para pagar pelo rum e pela comida. Logo depois chegou um homem carregando um baú de pirata pesado, o qual ele levou para o quarto do velho marujo.

Todos chamavam o velho marujo de “capitão”. O capitão era calado e introvertido, abria a porta de seu quarto apenas depois de saber quem estava lá. Cantando uma canção de pirata, o capitão vigiava os navios na baía durante o dia. À noite o capitão se sentava à beira do fogo bebendo um forte rum. O capitão ofereceu dinheiro a Jim para ficar de olho em um homem que tinha uma perna só. Ao pensar em um homem com uma perna só, Jim ficou amedrontado. Às vezes o capitão tinha uma noite ruim e bebia bastante rum. Então ele batia na mesa, cantava para os piratas e contava estórias de morte. O capitão não pagava suas contas e ficava furioso quando o pai de Jim perguntava sobre dinheiro. Numa das más noites do capitão, o pai de Jim ficou doente e o Dr. Livesey veio até a estalagem. O capitão não se acalmava e começou a discutir com o Dr. Livesey. O médico falou ao velho homem que se ele continuasse a beber rum ele iria morrer. Puxando a sua faca o capitão ameaçou o Dr. Livesey, que não teve medo e o avisou que iria se enforcar. Depois disso o capitão ficou calado por vários dias. O inverno na estalagem era muito longo. O pai de Jim não se sentia bem e não estava melhorando. Jim e sua mãe dirigiam a estalagem sozinhos. Capítulo 2: “A Visita do Cão Negro”

Certa manhã, um homem pálido e desconhecido foi à estalagem procurar por seu companheiro de bordo, Billy Bones. O homem magro e alto disse que Billy Bones tinha um corte de espada no rosto. Jim disse ao homem que este era o capitão. Passando pela porta violentamente, o capitão ficou surpreso por ver o Cão Negro. O Cão Negro fazia parte da antiga tripulação do Capitão Flint e estava procurando por Billy Bones. Jim os deixou sozinhos e logo uma briga começou. Cadeiras e mesas derrubadas por toda a parte e logo Jim ouviu o barulho de suas espadas. O Cão Negro saiu pela porta com o capitão atrás dele. Ele fugiu e o capitão gritou para que Jim lhe trouxesse uma garrafa de rum. Quando Jim voltou com o rum, o capitão estava caído no chão. Neste momento o Dr. Livesey voltou para ver o pai de Jim que estava doente. O médico fez o que estava a seu alcance para ajudar o velho marinheiro. Preocupado com o capitão, o médico disse que outro ataque iria acabar com ele. O médico disse que se ele bebesse mais rum ele iria morrer.

Após o almoço, Jim foi até o quarto do velho capitão do mar para ver como ele estava. Exigindo sua garrafa de rum, o velho marujo começou a conversar com Jim. O Cão Negro e os outros homens que haviam navegado com o capitão Flint queriam roubar seu baú. Se eles viessem, Jim teria que chamar o Dr. Livesey para ajudar. O velho marujo tinha sido o braço direito do capitão Flint e os dois haviam escondido um tesouro em uma ilha. Agora que o capitão Flint estava morto, Billy Bones era o único que sabia onde estava o tesouro. O velho marujo temia que os homens colocassem a “mancha negra” nele. O capitão ofereceu a Jim parte do tesouro para tomar cuidado com esses homens. Deitado em sua cama, o capitão caiu num profundo sono. O pai de Jim, adoentado, faleceu repentinamente naquela noite. Agora Jim tinha que tomar conta da estalagem e cuidar de sua mãe. O velho capitão era a última coisa em que Jim estava pensando.


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.) Lesson 1: Minimal Pairs Activity: pound/bound winter/winner shares/chairs bill/pill roar/lore warn/warm crew/clue chest/jest ship/chip pirate/pilot

Bingo 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

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.

• For example, there might be a list of dates. The teacher might say the following: Draw a circle around 1492. Make a star in front of 1546. Connect 1322 and 1673 with a line.

• The teacher might direct teams to make changes to a sentence. Example: He sailed to the Americas in 1492. The teacher says, “Circle the verb. Put a box around the preposition”.

• Another example: Change the verb to the present tense. Add 505 years to the date. Change the subject to the third person plural.

• 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.

Lesson 1: Follow Directions Activity: Provide teams with the two treasure maps and transparent highlighters, colored pencils, or crayons. Teams follow directions to identify locations on the maps. Directions for Treasue Island Map (#1):

a) Find Skeleton Island. Color Skeleton Island yellow. b) Find Spyglass Hill. Color Spyglass Hill pink. c) Find the North Inlet. Color the North Inlet green. d) Find the swamp. Color the swamp blue. e) Find the compass rose. Color compass rose orange. f) Find the Block House. Color the Block House purple. g) Find the map legend. Draw a brown circle around the map legend. h) Find the “X” that marks the treasure. Draw a black circle around the “X”.

Directions for Island of Treasures Map (#2):

a) Find D-5 on the map grid. Color D-5 yellow. b) Find A-1 and A-2 on the map grid. Do not color A-1 and A-2. c) Find C-5 on the map grid. Draw a little man in C-5. d) Find B-4 on the map grid. Color B-4 brown. e) Find F-3 on the map grid. Color F-3 orange. f) Find A-6 on the map grid. Draw a little pirate ship in A-6. g) Find C-2 on the map grid. ColorC-2 blue. h) Find D-1 on the map grid. Circle the number you see in D-1. i) Find E-4 and D-4 on the map grid. Write the words “safe harbor” in E-4 and D-4. j) Find C-5 on the map grid. Do not color C-5. Leave C-5 blank. k) Find F-6 on the map grid. Draw an arrow in F-6. l) Find D-3 on the map grid. Color D-3 green. m) Find the square with the “X”. Color the “X” red. n) Find B-5 on the map grid. Draw a little man in B-5. o) Find the object in F-1. Color the object pink. p) Find C-4 on the map grid. Color C-4 yellow. q) Find F-2 on the map grid. Circle the number you see in F-2.


Treasure Island Map


Island of Treasures


Team Spelling Test Objective: Listen for lesson vocabulary words and 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. Lesson 1 Spelling Activity: Use the following words for the test. The teacher gives the simple form, and teams write the third person singular form (he, she, it) in the present tense.

argue, attack, demand, escape, finish (v), hang, keep an eye out, keep to ourselves, knock around, pound (v), quiet down, steal, surprise, warn, watch out for


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?) Lesson 1 Dictation Activity:

a) The tall, thin man said that Billy Bones had a sword cut down his face. b) Jim Hawkins lived at the Admiral Benbow Inn with his parents. c) An old sailor named Billy Bones came to the inn to stay for a while. d) Put that knife away at once or I promise you shall hang! e) The captain fell back on the bed and fell into a deep sleep.

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. Lesson 1 Interview Activity: You play the role of the old seaman. Choose several students to play the role of Jim. Provide these students with the questions below. They take turns asking you questions. Students not asking questions must take notes of the answers. Students should save notes for Writing Activity #1, Language Experience Story.

a. What song did you like to sing as you drank the rum? b. Why did you decide to stay at this inn for a while? c. Where did you hear about this inn? d. When do you plan to leave? When will you pay your bill? e. Why do you hide every time someone new arrives? f. Why did you get angry with Dr. Livesey? g. My father is very ill. Will you please be quiet for my father’s sake? h. What happened to you because of drinking too much rum? i. What were you afraid of? Who is Black Dog? Who is Billy Bones? j. Did you work for Captain Flint? k. Why are those men after your sea chest? What is in your sea chest?


Beginning Speaking Activities

Intentional Intonation Objective: Auditory discrimination and oral production of intonation and 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!”)

Lesson 1 Intentional Intonation Activity: The old sea captain was usually a silent man. (not young) The old sea captain was usually a silent man. (not river) The old sea captain was usually a silent man. (not pilot) The old sea captain was usually a silent man. (not is) The old sea captain was usually a silent man. (not sometimes) The old sea captain was usually a silent man. (not noisy) The old sea captain was usually a silent man. (not woman)

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.

Lesson 1 Backward Build-up Activity: a) All day, the old seaman walked around the bay looking for ships to arrive. b) All evening he sat in a corner near the fire and drank very strong rum. c) The doctor came to see Jim’s sick father, but the captain was drunk and too loud. d) Dr. Livesey threatened to hang the captain like an old dog. e) Suddenly Jim’s father died, and Jim had to care for his mother and run the inn.


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. Lesson 1Charades Activity: Suggestions:

argue, hang, heavy, keep an eye out, knock around, pound (v), quiet down, surprised, escape, demand

Mixed-up Sentence 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.) Lesson 1 Twenty Questions Activity: Photo or picture suggestions:

gold pieces, sea chest, bottle of rum, inn, weapon, barrel, knife, sitting room, sword, treasure, coast, cove , nut-brown, pirate, sailor, seaman, squire


FCAT FOCUS READING SKILL: Conclusions, Generalizations, & Inferences

Teacher-Student Grammar Notes are provided as a teaching resource or student study notes. What to do and what to watch for-After identifying the main idea and significant details, you can begin to make inferences in order to draw conclusions and make generalizations. Conclusions and generalizations are not directly stated in the reading, so you have to be a good detective. Read the passage carefully. Identify the main idea-Check out details-Try to visualize in your mind what you are reading about. Picture it in your mind. Use your own common sense and ability to solve problems. Drawing a conclusion is based on your own reason and logical thinking about the facts you read in the passage. A Conclusion is a logical result of thinking about the information in the reading. A Generalization will take your conclusion one-step further. A generalization allows you to apply a conclusion to other similar situations outside of the reading. Read actively. Make inferences. -When you read, you can predict what you think will happen next. You make your prediction based on making inferences:

+ = Inferences-An inference is a guess that you make while you are reading. You guess based on what you already know. Think about the information and details given. Then, you use your own knowledge to predict what you think might happen. Your own knowledge is essential to making inferences. Examples:

a) If a friend invites you to a party, you do not have to ask every detail about the party. You already know that at parties certain things happen, like music, food gifts, or games. You infer that the party will have some of these things. Asking or writing every detail would be boring. Parties are quite predictable.

b) When you go to the beach, you already know some things about beaches. You can predict that there will be sand and sunshine. If the beach were located in a tropical climate, there would be certain kinds of trees, plants, and birds that would be different from a beach in a colder climate. The time of year may also be important. A beach sometimes is different in summer from winter.

Information Your Own

Knowledge of the Subject

INFERENCES PREDICTIONS


Read actively. Draw conclusions. A conclusion is a decision that you make after thinking about all the information you have. Just like a detective, you must pay attention to the facts. The facts are like clues that you have to look for so you can understand the reading. By putting together all of the clues, you are solving a mystery. You are a good thinker, so the facts will lead you to the conclusion (without anyone telling you) if you follow them carefully. Ask yourself some questions while you read:

a) What are the facts, details, or clues? b) What are the details leading up to? c) What will happen next?

A conclusion is NOT stated directly in the passage, but must be related to the information in the reading. You make conclusions all the time without thinking about it, or anyone telling you specifically. Drawing conclusions is a natural process that you go through when you are reading. Most of the time you do not even think about it. You are always figuring things out every day. Just like in your daily life, you add up the clues or details, and put them together with your knowledge. Be logical and reasonable.

=

a) Example #1: The sky is dark with storm clouds. What do you predict will happen? It will probably rain! You look at the storm clouds (detail/information) plus your knowledge (dark clouds are

usually rain clouds), and you draw the conclusion that it will rain. b) Example #2: The glass fell from the table.

What do you think happened? The glass broke! You add up the information (the glass fell) plus your knowledge (glasses are fragile and

break when you drop them), and you draw the conclusion that the glass broke. Make Generalizations-Think about how to apply your conclusion to other real life situations. Remember that your conclusions are based only on the information in the text and your own knowledge about the subject in the passage. A GENERALIZATION will take your conclusion one step further. a) Generalizations allow you to apply a conclusion to other (similar) situations outside of the

reading.

INFORMATION in PASSAGE + YOUR OWN KNOWLEDGE

__________________________ INFERENCES & PREDICTIONS

CONCLUSIONS

GENERALIZATIONS (Apply To Situations Outside The Reading)

CONCLUSIONS (Details + Your Knowledge)

DETAILS MAIN IDEA


b) To make a generalization, think about your conclusions, and then ask: How does this conclusion apply to the bigger picture of life? Is there a lesson that can be learned? How could this conclusion be useful in similar situations?”

Using the above examples, you could make these generalizations:

Example #1 The sky is dark with storm clouds.

Conclusion: It will rain. Generalization: Dark storm clouds mean bad weather.

Example #2 The glass fell from the table.

Conclusion: The glass broke. Generalization: Be careful not to drop glass. You will have to buy more.

Follow this model to make conclusions & generalizations: Example: Puppies are used in nursing homes for elderly people. The senior citizens enjoy playing with the puppies. They become affectionate with these puppies, and really look forward to their visits. The seniors give and receive love with great joy. Their health improves and they do not feel alone anymore.

Main Idea: Puppies are used in nursing homes for elderly people. Detail: Seniors play with pups. Detail: They become affectionate and look forward to visits. Detail: They give and receive love. Detail: Their health improves. Add what I know on the subject: Puppies are adorable. Puppies make you feel good and it is easy to love them. Many people have puppies to make their lives happier. Possible Conclusions: 1) Senior citizens can feel alone and unloved 2) Having a pet really improves the quality of life. Possible Generalizations: (How does this apply to the bigger picture of life? Is there a lesson to be learned?) 1) Love, affection, and laughter can improve your attitude and health. 2) Families need to give time, love, and affection to the elder members.

CONCLUSIONS AND GENERALIZATIONS MODEL

MAIN IDEA: DETAIL: DETAIL: DETAIL: ADD WHAT I KNOW ON THE SUBJECT: 1 2 POSSIBLE CONCLUSIONS: 1 2 POSSIBLE GENERALIZATIONS: (How does this apply to the bigger picture of life? Is there a lesson to be learned?) 1 2


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 3rd 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 1492. 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 4th 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. Lesson 1Pre Reading Activity:

Jim Hawkins was a young boy who lived at his father’s inn. An old sailor came to stay for a while. The sailor’s name was Billy Bones, but everyone called him the captain. A sailor named Black Dog was looking for the captain. The two men had a violent argument, and Black Dog escaped. The captain became ill, and Dr. Livesey told him to stop drinking rum and to stay in bed. The captain told Jim that some men wanted to steal his sea chest. The old sailor had been Captain Flint’s right-hand man. The two of them had hid a treasure on the island. The captain was afraid that the crew would put the “black spot” on him. He offered Jim part of the treasure to watch out for the men. He told Jim to get Dr. Livesey’s help if the men came back. Jim’s father died suddenly that night. Now Jim had to run the inn and take care of his mother.

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.


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.

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.


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.

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.


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. Lesson 1Indirect Speech Activity: Example:

Jim to the captain: The only money I want is what you owe my father. Jim told the captain that the only money he wanted was what he owed Jim’s father.

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 are most useful in preparing students for exam questions. In fact, framed paragraphs make very good exam 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, have each student prepare his/her own, but 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, assign groups, pairs, or individuals to find examples in the 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: 1…2…3… PROCEDURE: 1…2…3… DATA: 1…2…3… ANALYSIS: The results of the experiment show.... This was caused by.... Therefore, my hypothesis was/was not correct because.... Lesson 1 Framed Paragraphs Activities: Sample #1: (First Person Narration & Point Of View)

_____, the author of _____, writes the _____ (story, novel, poem, essay, etc.) from the point of view of _____. The writer speaks through _____ and uses the first person, “I” to show the story through the eyes of _____. _____’s point of view in the story is evident in _____ (Chapters___, stanzas___, the beginning of the poem, etc.-Tell where) (Topic Sentence) For example, _____ sees _____ as ____ (Detail #1). Another example is _____. (Detail #2) Finally, _____’s point of view about _____ is subjective because _____. From _____’s point of view it is all very _____ (mysterious, strange, scary, etc.). (Detail #3) In conclusion, the author uses the point of view of _____ to show us/because _____ (how the character thinks and feels, he wants to create a sense of mystery, help us understand the character/story etc.) (Conclusion)

Sample #2: (Literary Element: Characterization)

In _____ (Chapters___, stanzas___, the beginning, etc.-tell where) of _____’s _____ (story, novel, poem, essay, etc.), the author provides important information that characterizes _____. (Topic Sentence) First, we learn from _____’s words and thoughts that _____. The evidence for this is _____ and _____. (Detail #1) Second, because of the _____’s actions we learn that _____ and _____. An example of this is _____. (Detail #2) Third, _____ has an important goal, which is _____. An example of _____’s real motivation is _____ (Detail #3). In summary, we learn a great deal about the character, _____. We learn _____ and _____. (Conclusion)


Opinion/Proof Objective: Organize ideas and information to find the supporting evidence for an opinion. (This is a good pre-writing activity) 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: Allow teams to write their opinions support them with proof. (Think/pair/share activity). Lesson 1 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 as well. Use the following as a starter for less proficient students:

Opinion Jim is a hard-working, conscientious boy. Proof Jim worked in the inn to help his parents. Jim helped Black Dog find the captain. He checked on the captain when he was sick in bed. He tried to help the sick man. Jim reminded the captain that the doctor said not to drink rum. He listened to the captain’s story and agreed to help. When his father became ill, Jim ran the inn and took care of his mother.


Spool Writing Objective: Write a “spool” (5-paragraph essay with an introduction, 3-paragraph body of supporting arguments with evidence, and a concluding paragraph. Spool Writing Format for Methods of Persuasion

In the chapter/passage/story/piece/poem _____, by _____, (the author, name a character) _____ tries to persuade _____ (the reader or another character) to _____ (take a certain action, agree or disagree with an opinion, etc. - Topic sentence/introduction). He/she uses several methods to persuade, including _____, _____ and _____ (briefly state methods chosen – faulty reasoning or emotional appeal - selected evidence, either/or thinking, circular reasoning, over-generalizations, faulty cause and effect, loaded language, transfer, exaggeration, bandwagon, name-calling).

The first method of persuasion used is_____ (indicate type #1 chosen). An example is that (the author, character) _____ (does, says, etc). Using this kind of persuasion, he/she tries to convince _____ to _____. Another example is ______. (Explain it here.) _____. This reasoning (or emotion) is faulty because _____.

Another type of persuasion used is _____ (indicate type #2 chosen). For example, the character (or author) is (does) ______ (Explain here). The reader can figure out that _____. Another example is _____ (Explain). It is clear that this reasoning (emotion) is faulty because_____.

A third type of persuasion used by _____ to persuade _____ is _____ (type #3 chosen). (Explain it here.) _____. In addition, _____. This method of persuasion is effective because it appeals to _____.

The author uses _____ (type #1), _____ (type #2, and _____ (type #3) methods of persuasion in this reading. The reader (or character) is convinced (or not convinced) to _____. These methods of persuasion in the reading prove to be effective (or not effective) because _____. Lesson 1 Spool Writing Activities: Suggested Topic(s): Use these as starters for conclusions & generalizations:

a) Jim Hawkins works hard at the inn. b) The old sea captain was a drunken, unpleasant man. c) The doctor was a pleasant gentleman. d) Black Dog was a dangerous person. e) People who work hard and are nice will get treasures. f) When you hang around people who break the law (pirates), you should expect to be

treated like a criminal (pirate).


R-A-F-T Objective: Write on a topic in a specific format, understanding your role as a writer and your audience. R-A-F-T is a system for making sure that students understand role as a writer (R), audience (A), the format of writing (F), and the topic (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. Lesson 1 RAFT Activity: Students write according to their role as a writer, and considering their audience, the format, and the topic. Suggested topic:

R-Your role as a writer is Jim. A-Your audience is the old sea captain Bill. F-The format of your writing is a note. T-Your topic is to write to convince the old sea captain to pay his bill.


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. Lesson 1 FCAT Writing Activity (Expository Prompt):

Writing Situation: Everyone likes to think about having an adventure. An adventure can be like a daydream. Sometimes we think about having an adventure or experience just like one we read about in a book or saw in a movie or on TV. Sometimes the best adventures can be the ones that we just think about. Directions for Writing Before you write, think about being in the middle of an adventure. What is it like? Can you see yourself in the adventure? Is there something that surprises you? Do you see anything you have never seen before? How do you feel? How is your life different? Do you feel like an adventurer? Why are you choosing this adventure?

Now, write to tell about your adventure.


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: 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 1: 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 2: 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 3: 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. Lesson 1 Dialog Activity:

Sea Captain: I’ll give you a pound for a glass of rum. Jim: The only money I want is what you owe my father. Sea Captain: I want a glass of rum. Jim: I’ll get you one glass, and no more. Sea Captain: Some men want to steal my sea chest.

I’ll give you part of the treasure if you help me.


Intermediate Presenting Activities

Show and Tell Objective: Present orally on a familiar topic and respond to questions on the topic. Procedure: A student brings something to class related to the subject at hand and, within 3 minutes, makes an oral presentation about it. Teams take turns asking the student questions about it. For each question the presenter can answer, his/her team gets a point. For each question he/she cannot answer, the team loses a point.

Proficient Presenting Activities

Making the News Objective: Present orally to a group on a familiar academic topic in a news format. Procedure: Teams take turns developing a 3-4 four-minute news broadcast about the subject being studied. There may be several related stories. There must be one story (no matter how short) for each member of the group. The reporting group may refer to notes but not to the text. Other teams can refer to their texts, and have the opportunity to each ask two questions of the reporting team. The reporting team members take turns answering questions, but other team members may help them. The questioning group gets two points for each question the reporting group cannot answer. The reporting group gets a point for each question it can answer. Follow the rules for Total Recall when there is a challenge. Examples: Columbus gets the jewels from the Queen of Spain, the long voyage, Hispaniola landing Lesson 1 Making the News Activities:

Innkeeper Dies: Funeral Tomorrow Fight at Benbow Inn: Local Doctor V. Pirate Mysterious Visitor Sick

Intermediate-Proficient Viewing Activities

Total Recall, True or False, Judgment Objective: View a video or speech for the purpose of asking and answering simple questions, making true and false statements, and distinguish facts from opinions. Procedure: Modify reading activities, such as Total Recall, True or False, and Judgment to use when viewing a video or speech. The effectiveness of a challenge is not as high as with a written text.


Beginning Vocabulary Activities

Line of Fortune Objective: Identify and recreate words and word parts from spelling clues. Procedure: (This activity is very similar to Hangman, but involves more complex team decision-making.) Choose a word from the lesson's vocabulary and write the appropriate number of dashes to represent the letters of the word. For example, for the word dicot you would draw five dashes. A team member guesses a letter. If the letter is not found in the word, write the letter under the dashes and move on to the next team. If their letter is found in the word, then write the letter on the appropriate dash. When a team guesses correctly, they have the option to guess the word. If they choose not to guess the word, call on the next team. If they choose to guess and successfully guess the word, then they receive ten points minus the number of letters written under the dashes from incorrect previous guesses, and the game is over. If they choose to guess and do not guess the word, then they lose points equal to the number of letters written under the dashes, and you call on the next team. If no team can guess the word before ten incorrect letters are written under the dashes then all teams lose points equal to the number of teams in the class.

Concentration Objective: Identify vocabulary words and their meanings. Preparation: On twenty 8" x 5" index cards, write the numbers 1-20, one number per card. Place these cards in order, 3 per line in a pocket chart. On another 20 index cards, write, one word per card, 10 vocabulary items from the lesson 2 times each. Shuffle these cards and place them behind the numbered cards. Procedure: Teams will match the vocabulary words with their meanings. Choose one team to go first. A member of that team picks two numbers. Remove those cards from the chart, leaving the words behind them visible to the class. The student reads the words, with the team's assistance if needed. If the words match, leave them showing and give the team a point. If they do not match, replace the numbers and call on the next team. Option: Instead of writing each noun 2 times, write it once in the singular and once in the plural. When working with verbs, write one in the present tense and one in the past. Matching variations such as these helps the students understand that, despite certain differences in the visible spelling of two words, they are still semantically related at a deeper level. Lesson 1 Concentration Activity: Matching:

drank strong rum the captain grew weaker every day Jim’s father fought with the captain Black Dog the captain’s name Billy Bones dependable assistant right-hand man/woman awful, horrible dreadful hit, strike, beat pound (v) suddenly died Jim’s father money, gold coins, wealth treasure inn hotel with a bar


Intermediate Vocabulary Activities

Wrong Word Objective: Identify, analyze, and correct errors in vocabulary usage. Procedure: Teams find the word that is “wrong” and correct it. Teams get a point for each correction. Read a sentence with a wrong word in it. Examples: The contribution tells us how the government will operate. (should be Constitution) Many people have moved to Florida for the arctic climate. (should be tropical) When teams get good at this activity, embed an incorrect sentence among other correct sentences. Teams make sentences with incorrect words for other teams to correct. Lesson 1 Wrong Word Activity:

a. Captain Flint’s crew wanted to steel the captain’s sea chest. (steal) b. The sailor stayed inn the hotel on the bay. (in) c. The captain asked Jim to take an eye out for the men. (keep an eye out) d. Dr. Livesey was a square in the town. (squire) e. Jim’s father grew very week during a long cold winter. (weak) f. The captain was afraid the men would put the black spit on him (spot)

Jeopardy Objective: Use clues to identify vocabulary words, characters’ names, places, etc. in the story. Preparation: Place 3 cards across the top of a pocket chart, the first with the letter A printed on it, the second with B, and the third with C. Down the left side of the chart (one per line), place three cards with the numbers 2, 3, and 4 respectively. Place three easier vocabulary items (not visible to the class) next to the number 1 card, and below each of the letter cards, place 3 more difficult words on line 2 in the same manner, place three of the most difficult words on line three. Procedure: Choose one team to go first. A member of that team picks the word s/he wants to guess (“2-C” for example). Give the student a definition of clue for the word (This animal barks.) The student, with the help of his team, responds with the word presented in question format (What is a dog?). If the answer is correct, that team gets 2, 3, or 4 points, depending on the word's level of difficulty. If the answer is incorrect, the next team tries for the same word but for one point less than the previous team. For example, if the first team guessed incorrectly for a word worth 3 points, the next team to try would get 2 points if it answered correctly. If it too guessed incorrectly, the next team would get one point if it answered correctly. If no team can answer correctly before the points are reduced to zero, then all teams lose 1 point. Lesson 1 Jeopardy Activity:

Question Answer

a) Where Jim Hawkins worked Admiral Benbow Inn a) Who ran the Benbow Inn Jim’s father a) Who came to see Billy Bones Black Dog b) Who drank strong rum the old sailor (captain) b) Who helped Jim’s father Dr. Livesey b) What the captain was hiding a sea chest c) Who the seaman was afraid of Flint’s men & black spot c) Where the treasure was on an island c) Which men found the treasure Captain Flint & Billy Bones


Classification Objective: Classify vocabulary into two or three groups. Procedure: Model the activity, beginning with several words for teams to classify into groups. Ask students to identify an appropriate label for the groups they create. Discuss other words that could go into each group. Each team gets out one pencil and one sheet of paper. The captain writes team name and divides the paper into the appropriate number of columns (groups). The captain labels columns for classifications and sets timer for 5 minutes. Team members take turns writing words in appropriate columns (as in the Team Spelling Test). Note that words do not have to come from the lesson vocabulary. When the timer rings, collect papers. Teams get one point for each word they place correctly. Spelling should not count.


Beginning Grammar Activities Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.

Adjectives and Verb Forms Used as Adjectives (Participles) Adjectives describe nouns. They give a different meaning to a noun or improve the meaning of a noun. An adjective is not singular or plural. It uses the same form in English no matter what it is describing. When an adjective is used next to the noun it describes, it comes before its noun. Examples:

a) We enjoyed the beautiful blue sky (Beautiful and blue describe sky) b) Bilingual students are better thinkers. (Bilingual describes students) c) The rich young man saved his money. (Rich and young describe man)

Verb Forms Used As Adjectives (Participles): Verb forms that describe a noun are acting like adjectives, and are called participles. Sometimes a group of words or a phrase acts like an adjective. This is an adjective phrase. When the adjective phrase starts with a verb form, it is called a participial phrase. Study the examples below.

a) The developing storm threatened our picnic. (Developing describes storm) b) I found my sister studying. (Studying describes my sister) c) An annoying man interrupted our conversation. (Annoying describes man) d) Angered by the argument, Julie went to her room without a word. (Angered by the

argument describes Julie) e) Thinking Maria really liked him, Ramon invited her on a date. (Thinking Maria really

liked him describes Ramon) f) Frightened by the loud noise, the baby cried. (Frightened by the loud noise describes

the baby) g) Destroyed by a fire, the building remained empty. (Destroyed by a fire describes the

building)

Modified Single Slot Substitution Drill Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar sentence in a single slot. Procedure: The teacher writes a sentence on the board and underlines one word. Teams take turns replacing the underlined word with a new word. When students can no longer think of substitutes, the teacher underlines a different word, and the activity continues. Example: The soldiers who surrendered were killed. Possible substitutions for killed: butchered, kissed, hugged, spared The soldiers who surrendered were butchered. Possible substitutions for surrendered: spared, killed, ran, slept The soldiers who surrendered were spared. Possible substitutions for soldiers: people, police, robbers, children Notes: 1. Sometimes, changing one word necessitates changing another word as well. The queen was dancing when the soldiers arrived. (Substitute king and queen) The king and queen were dancing when the soldiers arrived. 2. It is not necessary for the sentences to be historically correct, sensible, or even possible. It is important for the correct part of speech to be used


Lesson 1 Modified Single Slot Substitution (a) One day, an (b) old (c) seaman (d) arrived at (e) the inn. Possibilities:

(a) in the morning, after that, the next day, one afternoon (b) aged, dirty, silent, fierce, silent (c) sailor, captain, pirate, first officer (d) came to, entered, found, stayed at (e) hotel, dining room, sitting room, home, pub

Word Order Cards Objective: Identify and use appropriate word order in sentences. Procedure: Choose some of the more complex sentences of the summary to cut up for this exercise. After writing a sentence on a sentence strip, cut up the sentence into individual words. Shuffle the words. With the team's support, one member rearranges the words to reform the sentence. The team gets a point if the cards are rearranged correctly.

Intermediate Grammar Activities

Sentence Builders Objective: Expand sentences by adding new words in the appropriate order in a sentence. Procedure: The teacher says a sentence, and, after a pause, an additional word or words. Teams must make a new sentence that adds the new word(s) in the correct place in the teacher's original sentence. Give a point for each correct answer. Example:

Teacher: Fish is a food. (healthy) Team Response: Fish is a healthy food. Teacher: Fish is a healthy food. (fresh) Team Response: Fresh fish is a healthy food.

Lesson 1Sentence Builders: a) A man walked in. (strange, gray-faced, to the inn, one day, banging the door, behind him)

A man walked in. (strange) A strange man walked in. (gray-faced) A strange, gray-faced, man walked in. (to the inn) A strange, gray-faced, man walked in to the inn. (one day) A strange, gray-faced, man walked in to the inn one day. (banging the door) Banging the door, a strange, gray-faced, man walked in to the inn one day. (behind him) Banging the door behind him, a strange, gray-faced, man walked in to the inn one day.

Continue with the following: b) A seaman came to the door. (one day, inn, Benbow, brown, old , and decided to stay) c) He walked around. (the bay, small, all day, with a spyglass, brass) d) Dr. Livesey had powdered hair. (white, like snow, bright black eyes, and good manners,

pleasant) e) Jim went to see the captain. (old, sea, sick, in his room, at the inn)


Multiple Slot Substitution Drills Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar sentence in a multiple slots. Procedure: This drill is often taught together with or right after the single slot substitution drill. Its organization is similar to single slot substitution, but more that one part of the sentence changes. Give a point for each correct answer. Example: Columbus sailed in 1492. (Pizarro) Pizarro sailed in 1492. (1524) Pizarro sailed in 1524. (arrived) Pizarro arrived 1n 1524. Lesson 1 Multiple Slot Substitution: (a) Jim (b) went (c) to see (d) the captain (e) in his room.

Possibilities: Jim’s mother, to find out about, the boy, walked, in bed, the sailor, to visit, tried, at the inn, the pirate, to go to, the child, decided, to check on, in his chamber, the seaman, to help, the innkeeper, needed

Flesh it Out

Objective: Use key words in the appropriate order in a grammatically correct sentence. Procedure: The teacher gives the key words of a sentence and teams puts them into a grammatically correct sentence. Give points for correct answers in the oral format. Give grades in the written format. Key words: he/sail/america/1492. Answer: He sailed to America in 1492. Key words: he/sail/america/? (past)(yes/no) Answer: Did he sail to America? Lesson 1 Flesh it Out Activities:

a) captain/ threw/pieces/table/pay/room/inn b) stayed/months/money gone/father/didn’t/demand c) Dr. Livesey/smoke/talked/Taylor/gardener d) Captain/sang/became angry/doctor/ jumped/knife/threatened e) They/chest/horse/doctor/men/catch/crew


Transformation Exercises Objective: Change the form or format of a sentence according to the situation. Procedure: Students change the format of a sentence based on teacher directions or prompts. Give points for correct answers in the oral format. Give grades in the written format. Examples: 1. Is it raining? (Answer the question, yes.) Yes, it is raining. 2. It is raining. (Ask a yes/no question.) Is it raining? 3. Many Indians died from disease. Many Indians died from starvation. (Combine 2 sentences into one sentence.) Many Indians died from disease and starvation. Lesson 1 Transformation Exercises: Students respond by adding an adjective from the list below to each sentence.

relieved, strong, steady, falling back, dead, concerned, gray, great, shocked

a) The visitor’s face was a strange color. b) The captain sang, “Fifteen men on a man’s chest…” c) Jim observed the difference between the doctor and the pirate. d) The captain drank too much rum, and pounded the table. e) On his bed, the captain fell into a deep sleep. f) Jim let the good doctor take care of the problem. g) Dr. Livesey gave medical advice. h) Jim didn’t want to think about a man with one leg.

Who What, When, Where, How, Why

Objective: Listen to a sentence and respond to “Wh" questions in writing. Procedure: Read a sentence and then ask the “wh" questions about it. Teams write a short answer on a numbered sheet of paper. Example: Teacher: The heart constantly pumps blood to the body 24 hours a day to keep the body alive. What? (Teams write heart.) Where…? (Teams write to the body) How? (Teams write constantly) Why? (Teams write to keep the body alive) When? (Teams write 24 hours a day) Team members take turns writing answers on the board (for class discussion) or on a team/individual paper (for a grade). An alternative technique is to have each team member complete all items on his/her own paper. Team members are allowed to help each other. On completion of the activity, collect the one paper of your choice. The grade on that paper will count for each team member.


Lesson 1Who, What, When, Where, How, Why Activities: a) The seaman came to the inn by ship one day to stay. (who, what, where, how, why) b) The seaman sang “Fifteen Men on a Dead Man’s Chest” loudly every evening by the

fire. (who, what, how, when, where) c) One January morning, Jim heard a noise in the sitting room. (when, who, what, where) d) One morning, a strange, gray-faced man came to the inn looking for his shipmate, Billy

Bones. (who, what, how, when, where, why) e) On one of the captain’s bad nights, Jim’s father was sick and Dr. Livesey came to the

inn. (who, what, how, when, where, why)

Sentence Stretchers Objective: Expand grammatically correct sentences by adding new words in appropriate order Procedure: One team begins by making a sentence orally that contains the language or content focus of the lesson. (Make the starter sentence as short as possible.) For example, in a lesson focusing on weather and on adjectives, the first team might say, The cloud is floating. The first team gets a point. Other teams take turns expanding the sentence, getting a point each time something is added successfully or until teams run out of expansions. The white cloud is floating. The fluffy white cloud is floating in the sky. The fluffy white cloud that looks like a boat is floating in the sky. Etc. Lesson 1 Sentence Stretcher: Begin with the sentence: A man banged the door. A man banged the door. A gray-faced man banged the door. A gray-faced man banged the door open. A strange, gray-faced man banged the door open. One morning, a strange, gray-faced man banged the door open. One morning, when Jim was working, a strange, gray-faced man banged the door open. One morning when Jim was working at the inn, a strange, gray-faced man banged the door open. One morning when Jim was working at the inn, a strange, gray-faced man banged the door open and asked to see Billy. One morning when Jim was working at the inn, a strange, gray-faced man banged the door open and asked to see Billy Bones. One morning when Jim was working at the inn, a strange, gray-faced man banged the door open and asked to see Billy Bones, an ugly man. One morning when Jim was working at the inn, a strange, gray-faced man banged the door open and asked to see Billy Bones, a right ugly man. One morning when Jim was working at the inn, a strange, gray-faced man banged the door open, smiled, and asked to see Billy Bones, a right ugly man. One morning when Jim was working at the inn, a strange, gray-faced man banged the door open, smiled with yellow teeth, and asked to see Billy Bones, a right ugly man. One morning when Jim was working at the inn, a strange, gray-faced man banged the door open, smiled with long, yellow teeth, and asked to see Billy Bones, a right ugly man.


Look it Up Objective: Identify specific grammatical structures and change them according to the situation. Procedure: Teams look up sentences in their text that have a specific grammatical structure. As an oral practice, teams get a point for a correct answer. As a written exercise, it can be graded. Version One: Discuss the grammar point with the students then have them find example sentences in their texts. You might want to limit the pages they are to search. Version Two: Write sample sentences on the board in a tense not usually used in the text. Ask students to find similar sentences in the text and to determine the difference between the text sentences and the sentences on the board. In history books, for example, most sentences are in the past tense, so the sentences you write on the board would be in the present tense. During a discussion of the difference between the text sentences and your sentences, you would help the class discover why the text uses past tense sentences so often. Version Three - Students locate sentences in the text with a specific grammatical structure and then restate or rewrite the sentence in a new form specified by you. For example, change statements into questions, affirmative to negative, past to present tense, pronouns to proper, or passive voice to active. Lesson 1 Look it Up: Teams locate examples of adjectives and verb forms used as adjectives in the text and summary.

Rewrite the Paragraph Objective: Identify specific grammatical structures in English and change them according to the situation. Procedure: Write a paragraph based on the text, and using the language focus structures of the lesson or another familiar structure. Ask teams to change one structure in the paragraph to another. Teams read the paragraph and discuss the necessary changes. Members of each team work together to rewrite a grammatically correct paragraph with the changes. Collect one paper from each team for a grade. (Examples: Change from one verb tense to another, change nouns to pronouns, change adverbs to adjectives, etc.) Lesson 1 Rewrite the Paragraph Activity: Teams will rewrite the paragraph adding as many adjectives as possible. Make any necessary changes. Jim Hawkins was a boy who lived at his father’s inn. A sailor came to stay for a while. The sailor’s name was Billy Bones, but everyone called him the captain. A sailor named Dog was looking for the captain. The two men had an argument, and Dog escaped. The captain became ill, and Dr. Livesey told him to stop drinking rum and to stay in bed. The captain told Jim that some men wanted to steal his chest. The sailor had been Captain Flint’s man. The two of them had hid a treasure on the island. The captain was afraid that the crew would put the “spot” on him. He offered Jim part of the treasure to watch out for the men. He told Jim to get Dr. Livesey’s help if the men came back. Jim’s father died suddenly that night. Now Jim had to run the inn and take care of his mother.


Name _____________________________________ Date _____________ Treasure Island: Lesson 1: Exercise 1 Fill in the blanks with the correct word.

sea

spot

that

ill

afraid

Black

treasure

young

right-hand

violent

Jim Hawkins was a __________ boy who lived at his father’s inn. An old sailor came to

stay for a while. The sailor’s name was Billy Bones, but everyone called him the captain. A

sailor named Black Dog was looking for the captain. The two men had a __________ argument,

and __________ Dog escaped. The captain became __________, and Dr. Livesey told him to

stop drinking rum and to stay in bed. The captain told Jim that some men wanted to steal his

__________ chest. The old sailor had been Captain Flint’s __________ man. The two of them

had hid a treasure on the island. The captain was __________ that the crew would put the

“black __________” on him. He offered Jim part of the __________ to watch out for the men.

He told Jim to get Dr. Livesey’s help if the men came back. Jim’s father died suddenly

__________ night. Now Jim had to run the inn and take care of his mother.


Name ________________________ Date _____________ Treasure Island: Lesson 1: Exercise 2 Read each sentence and decide if it is true or false. If it is true, write the word “true” on the line. If the sentence is false, rewrite the sentence to make it a true. 1. Jim Hawkins always ran the Admiral Benbow Inn.

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2. The old seaman decided to stay at the inn for a while.

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3. The captain became very angry at Jim and threatened him with a knife.

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4. On one of the captain’s bad nights, he drank too much rum and fell into a deep sleep.

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5. The captain was afraid someone would steal his supply of rum.

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6. The captain was afraid that the crew would give him the black spot.

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7. The man who was looking for the captain was named Billy Bones.

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8. When the captain fell down on the floor, Jim thought he was hurt or dead.

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9. The black spot was locked in the captain’s sea chest.

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10. Jim was worried about the money that the captain owed his father.

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Name ____________________________ Date __________ Treasure Island Lesson 1: Exercise 3 (FCAT Practice/Reading Comprehension) Read the following information from Ch 1 & 2 of Treasure Island, by Robert Louis Stevenson. Then fill in the chart below.

Jim Hawkins was a young boy who lived at his father’s inn. An old sailor came to stay for a while. The sailor’s name was Billy Bones, but everyone called him the captain. A sailor named Black Dog was looking for the captain. The two men had a violent argument, and Black Dog escaped. The captain became ill, and Dr. Livesey told him to stop drinking rum and to stay in bed. The captain told Jim that some men wanted to steal his sea chest. The old sailor had been Captain Flint’s right-hand man. The two of them had hid a treasure on the island. The captain was afraid that the crew would put the “black spot” on him. He offered Jim part of the treasure to watch out for the men. He told Jim to get Dr. Livesey’s help if the men came back. Jim’s father died suddenly that night. Now Jim had to run the inn and take care of his mother.

CONCLUSIONS AND GENERALIZATIONS MODEL MAIN IDEA: DETAIL: DETAIL: DETAIL: DETAIL: ADD WHAT I KNOW ON THE SUBJECT: 1 2 3 POSSIBLE CONCLUSIONS: 1 2 3 POSSIBLE GENERALIZATIONS: (How does this apply to the bigger picture of life? Is there a lesson to be learned?) 1 2


Name _____________________ Date _______ Treasure Island: Lesson 1: Exercise 4 (FCAT Practice/Reading Comprehension) Read the list of details from Ch 1 & 2 of Robert Louis Stevenson’s Treasure Island. Then classify the details for each character in the chart.

a) told the captain that rum would kill him b) was frightened of the man with one leg c) had the line of an old sword cut on one side of his face d) his father died suddenly e) Captain Flint’s right-hand man f) drank rum and paid with gold pieces g) took care of his mother h) was afraid of the “black spot” i) asked Jim to write about Treasure Island j) helped his father at the inn k) warned the captain that he would hang l) was not afraid of Billy Bones

CLASSIFYING DETAILS

Dr. Livesey 1. 2. 3. 4.

Jim Hawkins 1. 2. 3. 4.

The Captain 1. 2. 3. 4.


Name _________________________ Date ________ Treasure Island: Lesson 1: Exercise 5 Fill in the blanks. Chapter 1: “The Admiral Benbow Inn”

Squire Trelawney and Doctor __________ asked Jim Hawkins to __________

about Treasure Island. Jim __________ told anyone where Treasure __________ was,

because there was __________ a treasure there for __________ to take. Jim began

__________ story in 1763, when __________ was a young boy. __________ father ran

the Admiral __________ Inn, at Black Cove __________ on the English coast

__________ Beechford.

One day, a __________, heavy sailor came into __________ inn. The tall old

__________ was nut-brown with long, __________ hair tied up behind __________

head. The sailor had __________ line of an old __________ cut on one side

__________ his face. Pleased that __________ were not many people __________ the

inn, the sailor __________ he wanted to be __________ from the town where

__________ could watch for ships. __________ to stay, the old __________ put down

four gold __________ to pay for rum __________ food. A short time __________, a

man came arrived, __________ a heavy sea chest, __________ he took the to

__________ old sailor’s room.

Everyone __________ the old sailor “captain.” __________ captain was quiet,

__________ kept to himself, coming __________ of his room only __________ he saw

who was __________. Singing a pirate song, __________ captain watched by day

__________ ships in the bay. __________ night, the captain sat __________ the warm


fire drinking __________ rum. The captain offered __________ money to keep an

__________ out for a man __________ one leg. Thinking about __________ man with

one leg, __________ became frightened. Sometimes the __________ had a bad night,

__________ drank too much rum. __________ he banged on the __________, sang

pirate songs, and __________ stories about killing. The __________ did not pay his

__________, and became angry when __________ father asked for money.

__________ one of the captain’s __________ nights, Jim’s father was __________,

and Dr. Livesey came __________ the inn. The captain __________ not quiet down,

and __________ to argue with Dr. __________. The doctor told the __________ man if

he continued __________ rum, it would kill __________. Pulling out his knife,

__________ captain threatened Dr. Livesey. __________ Livesey was not afraid,

__________ warned the captain that __________ would hang. After that, __________

captain was quiet for __________ days. The winter at __________ inn was very long.

__________ father was not well, __________ he was not getting __________. Jim and

his mother __________ the inn alone.

Chapter 2: “The Visit of Black Dog”

One __________, a strange, gray-faced man __________ to the inn looking

__________ his shipmate, Billy Bones. __________ tall, thin man said __________

Billy Bones had a __________ cut down his face. __________ told the man that

__________ it was the captain. __________ through the door, the __________ he was

surprised to __________ Black Dog. Black Dog __________ one of Captain Flint’s

__________ crew, and had been __________ for Billy Bones. Jim __________ them

alone, and soon __________ fight started. Chairs and __________ were knocked


around, and __________ Jim heard the sound __________ their swords. Black Dog

__________ out the door with __________ captain right behind him. __________ Dog

escaped, and the __________ shouted to Jim to __________ him a bottle of

__________. When Jim came back __________ the rum, the captain __________

down on the floor. __________ then, Dr. Livesey arrived __________ see Jim’s sick

father. __________ doctor did what he __________ to help the old __________.

Concerned about the captain, __________ doctor told him that __________ attack

would finish him. __________ doctor said that if __________ drank any more rum

__________ would kill him.

After __________, Jim stopped by the __________ sea captain’s room to

__________ on him. Demanding his __________ rum, the old sailor __________ to talk

to Jim. __________ Dog and the other __________ who had sailed with __________

Flint wanted to steal __________ sea chest. If they __________, Jim was to get

__________ Livesey to bring help. __________ old sailor had been __________ Flint’s

right-hand man, and __________ two of them had __________ a treasure on an

__________. Now that Captain Flint __________ dead, Billy Bones was __________

only one who knew __________ the treasure was. The __________ seaman was afraid

that __________ men would put the “__________ spot” on him. The __________

offered Jim part of __________ treasure to watch out __________ these men. Falling

back __________ his bed, the captain __________ into a deep sleep. __________ sick

father died suddenly __________ night. Now Jim had __________ run the inn and

__________ care of his mother. __________ old captain was the __________ thing on

Jim’s mind.


Name ____________________________ Date __________ Treasure Island: Lesson 1: Exercise 6 Combine the two sentences into one sentence by using a participial (verb) phrase as an adjective. Follow the example. Example: The captain fell back onto his bed. The captain fell into a deep sleep.

Falling back onto his bed, the captain fell into a deep sleep. 1. The captain was pleased that the inn was empty. He stayed there to watch for ships.

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2. The old seaman decided to stay. He paid four gold pieces to pay for rum and food.

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3. A short time later, a man arrived. The man was carrying a heavy sea chest.

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4. The captain sang a pirate song. He watched by day for ships in the bay.

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5. At night, the captain sat by the warm fire. He drank very strong rum.

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6. Jim thought about a man with one leg. Jim became frightened.

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7. The captain pulled out his knife. The captain threatened Dr. Livesey.

______________________________________________________________________

8. The doctor was concerned about the captain. The doctor said the rum would kill him.

______________________________________________________________________

9. The captain banged through the door. The captain was surprised to see Black Dog.

______________________________________________________________________

10. The old sailor demanded his bottle rum. The old sailor spoke to Jim.

______________________________________________________________________

11. I ran in and saw the captain. The captain was lying on the floor.

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12. The captain walked around the bay. The captain was singing that old sea song.

______________________________________________________________________

Documents

MS Grade 7 Language Arts 2 Through ESOL · MS Grade 7 Language Arts 2 Through ESOL: The Novel Page 2 English Summary . Lesson 1: Treasure Island, by Robert Louis Stevenson . Chapter