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MIAMI-DADE COUNTY PUBLIC SCHOOLS EXTENDED LEARNING

MODULE

SUBJECT: Language Arts/ReadingGRADE: 7th MANUAL: STUDENT

TUTORING SESSION 4

Benchmark Focus Lesson: LA.7.1.7.3- Conclusions and Inferences

FCAT Instructional Passage:Clown Alley

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

THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

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

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

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

Dr. Marta PérezMs. Raquel A. Regalado

Ms. Krisna Maddy, Student Advisor

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

Milagros R. FornellChief Of Staff

Marie L. IzquierdoChief Academic Officer

Office of Academics and Transformation

Dr. Maria De ArmasAssistant Superintendent

Academics, Accountability and School ImprovementOffice of Academics and Transformation


Karen SpiglerAdministrative Director

Department of Language Arts/Reading


Benchmark Focus Lesson 1: Conclusions and Inferences

LA.6-8.1.7.3 Determines the main idea or essential message in a grade level text through inferring… and identifying relevant details.

Readers make inferences and draw conclusions based on information provided by the author.

Write the following statements on the board.

1. It was a sunny, hot day in July. Jerry gathered his favorite shorts, sun block, and water bottle. He searched for the sunglasses he recently purchased at the mall as he remembered that his surfboard was in the garage.

What conclusion can the reader draw about where Jerry is going? What information is provided?

_________________________________________________________

_________________________________________________________

2. Mom went to the grocery store to purchase supplies. As she walked down the aisle, she checked her shopping list to make sure that she had not forgotten any important items. She put the flour, eggs, butter, and sugar in the cart and found some colorful candles. She wanted dad’s birthday to be perfect.

What is Mom doing? What conclusions can the reader draw from the information?

___________________________________________________________

___________________________________________________________

Be cognizant of details as you read. Highlight or underline important information that will help you make inferences and draw conclusions.


Benchmark Focus Lesson 2: Differentiating between fact and opinion

A fact is something than can be proven. An opinion expresses a person’s thoughts or feelings.

Read the statements below and determine whether the statement is a fact or an opinion. Be prepared to share your responses and explain how you determined whether the statement was a fact or an opinion.

1. Blueberry muffins are better than banana nut crunch muffins. __________________

2. Teenage girls are always better gymnasts than teenage boys. __________________

3. It rains frequently in Miami, during the summer months. _______________________

4. The Catalina Mountains are in Tucson, Arizona. _____________________________


Pre-Reading – Anticipation Guide

Think about all what you know about clowns and indicate whether you agree or disagree with each statement by placing an x or check mark in the appropriate column. Complete Anticipation Guide.

During Reading – Highlighting and Two-Column Notes

As you read this story, underline or highlight new information they you did not previously know. Upon completion of the passage, work in pairs to create a Two-Column Note.

The left column is for the main idea, a general statement. For this passage, one of the main ideas could be that “Clowning has a long history.” Another could be “Being a clown is not as easy as it seems.” You may decide which one to use.

The right column is to list details from the passage that support the main idea (left column). Refer to your highlighted sentences for details.

Discuss what they have learned about clowns from this passage.

Post-Reading – RAFT

Each student will write a RAFT using the following format.

Role – Yourself, as a recent high school graduateAudience – Your parents/guardians, who are concerned about your college plansFormat – A letter to your parents/guardiansTopic – Your burning desire to enroll in Clown College in Sarasota, FL (Yes, there really is a Clown College in Sarasota!) Be sure to include details about clowning from the passage!

Share RAFTS when completed!


Agree Disagree

1. Being a clown is easy.

2. All clowns are funny.

3. Clowns do not have to be physically in shape.

4. Clowns have only been around since the circus first began.

5. Clowns have traditions just like other professions.

6. Some people are natural clowns and don’t need to practice.


Anticipation Guide for “Clown Alley”

Read the article “Clown Alley” before answering Numbers 1 - 9.

Clown Alley By: Linda Granfield

Circus legend has it that a collection of eggs painted with the faces of famous clowns was tragically destroyed by fire long ago. Linda and Leon McBryde of Virginia have honored this egg-painting tradition by creating their Department of Clown Registry, a collection of more than six hundred eggs that documents for history the faces of male and female clowns from around the world. Linda paints each face on a goose egg and then completes the decoration with a variety of materials. It takes up to a week to create one egg portrait.

Throughout history there have always been people who can make other people laugh. Early clowns, from the stupidus of ancient Rome to the court jester, often both offended and delighted listeners with their comments and songs. They were not the silent performers seen in today’s circus rings. Clowns lost their voices when the large dimensions of three-ring circuses made it impossible for the audience to hear them.


There are different categories of circus clowns. Walk-around clowns use an animal or a prop, like a huge rubber hammer, as part of their routines. A carpet clown mingles with the audience and performs while the acts change in the rings. Then there are acrobatic clowns, riding clowns, juggling clowns and others. They all join in the charivari [shiv-uh-ree], the noisy entrance of the clowns.

Everything a clown does looks easy, but it’s not. Making people laugh can be hard work. Clowns must be in good physical condition to prevent injuries. Each slapstick1 move is carefully timed and well-rehearsed. Most clowns have also been trained as acrobats, jugglers or aerial artists, and many incorporate such skills into their acts.

Clown alley—from the old ringmaster’s 2 call, “Clowns, allez” [ah-lay] (French for “go”)—is the name of the dressing area where the clowns put on their makeup and costumes.

This area is usually near the entrance to the arena because of the frequent number of costume changes, the many props to grab, and the need for the clowns to be ready at all times to hustle out into the ring. 1 slapstick: funny and exaggerated 2 ringmaster: a person who introduces the acts in a circus ring

Generally, there are three categories of circus clowns—whiteface, auguste [oh-gust] and character. Each has a specific makeup style and costume. Each has a typical act as well.

The neat whiteface is usually a strict, in-charge character who sets up the punch line for the joke with a partner who is typically an auguste. His facial features are neatly detailed in red or black, and his outfit looks something like loose pajamas with a ruffle around the neck.

Circus legend has it that the auguste clown got his name from a German nickname for someone who is clumsy. The auguste wears light-colored makeup, but white is used around the mouth and eyes, and there’s a big red nose. This clown performs a great deal of slapstick humor. An oversized suit or baggy pants with suspenders allows freedom of movement for all the clumsy tumbles he takes. He also wears big shoes. Character clowns perform as different personalities—cowboys, scarecrows, grandmothers or symphony conductors. The most famous character clown, however, is the tramp. Tramps wear different styles of makeup and costumes that are torn or shabby. Some tramp clowns are happy-go-lucky. Others are extremely sad. Still others act like gentlemen who just happen to be out of money.

Making Faces Entertainers have been wearing makeup since ancient times. In the early days, the face was sometimes whitened with flour to emphasize large, dark eyes and bright red lips, so everyone in the audience could see each exaggerated facial expression. (Legend has it that a French clown who was a baker by profession was the first to perform with his face white from his job!)

A clown today whitens his face with greasepaint. All the makeup can be ordered from companies whose catalogs advertise everything from “age stipple” and “crepe wool hair” to clown white makeup (often the choice of performers who entertain at a fast-food restaurant).


A closeup look at a clown’s face frightens some people because the eyebrows aren’t drawn where they naturally grow, lips are lost in a sea of red, and the hairline is often gone completely. But the face is meant to be seen fifty feet above the ring, and from this distance every feature looks right.

It takes clowns a great deal of practice to create their performance faces. A clown’s face is a protected trademark and is never to be exactly copied. It’s also considered bad taste for a clown to appear in public partially out of costume, or for a clown to do “normal” things, like eating lunch, while in character. Clowns have a long and interesting history and use serious techniques. However, the children and adults at the circus don’t need to know these facts to get ready for fun when they hear “Bring in the clowns!”

“Clown Alley.” Excerpt from Circus. Copyright © 1997 by Linda Granfield. First published in Canada by Groundwood Books/Douglas & McIntyre Ltd. Reprinted by permission of the publisher. Photo of painted eggs as clowns. Used by permission of Linda McBryde, Department of Clown Registry, Buchanan, VA.

Answer Numbers 1 through 9. Base your answers on the article “Clown Alley.”

1. When the author states that clowns “lost their voices,” she means that clowns

A. became silent to avoid offending people. B. began to perform silently because of larger audiences. C. realized audience members often spoke another language. D. discovered that physical comedy was becoming more popular.

2. A poodle would most likely be part of an act performed by a F. riding clown. G. juggling clown. H. acrobatic clown. J. walk-around clown.

3. “Alley” became a part of the expression “clown alley” because of

A. the makeup used by clowns. B. the shape of the dressing room. C. foreign word used by the ringmaster. Office of Academics and Transformation - Department of Language Arts/Reading

2013-2014

D. a hall built to display images of circus performers.

4. Words such as allez, auguste, and stupidus support the article by showing that

F. professional clowning has international roots. G. audiences are impressed by fancy expressions. H. unusual labels make clowns seem more interesting. J. some ideas are best expressed in their original forms.

5. According to the article, if you worked in the dressing room of a circus and you specialized in baggy clothing, which set of clowns would report to you?

A. the stupidus and the tramp B. the auguste and the whiteface C. the carpet clown and the scarecrow D. the court jester and the riding clown

6. The French clown who “was the first to perform with his face white from his job” most likely appeared with his face coated with

F. age stipple. G. greasepaint. H. bleached flour. J. light crepe hair.

7. A modern clown draws eyebrows where they do not naturally grow and lips that are “lost in a sea of red” in order to

A. create a frightening image. B. make the face visible from far away. C. employ the most current style of face design.D. copy the makeup of clowns from ancient times.

8. According to the article, a professional clown in full makeup would NOT be seen

F. showing children how to juggle. G. posing for an artist painting eggs. H. walking among audience members. J. eating lunch at a fast-food restaurant.

9. The work of Leon and Linda McBryde is important because it

A. traces modern clowning back to its early origins. B. displays how the three categories of circus clowns differ. C. creates and preserves a record of trademarked clown faces.


D. shows techniques used in the design of clowning accessories.

Anti-Discrimination PolicyFederal and State Laws

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

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

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

Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with


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

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

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

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

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

Rev. (01-11)


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