extended learning modules language arts/reading 9th grade ... · pdf fileextended learning...

Office of Academics and Transformation 2012-2013

EXTENDED LEARNING MODULES

Language Arts/Reading

9th GRADE

Student Packet

TUTORING SESSION 4

Benchmark Focus Lessons: LA.910.1.6.3 Context Clues

LA.910.1.7.3 Main Idea or Essential Message/Inferences

Mini-Lesson Passage:

“Modern Egypt: Its Land and Economy”

FCAT Instructional Passage: “Exposure”

NAME: _____________________________


THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Perla Tabares Hantman, Chair

Dr. Martin Karp, Vice Chair

Dr. Dorothy Bendross-Mindingall

Susie V. Castillo

Carlos L. Curbelo

Dr. Lawrence S. Feldman

Dr. Wilbert “Tee” Holloway

Dr. Marta Pérez

Raquel A. Regalado

Jude Bruno Student Advisor

Alberto M. Carvalho Superintendent of Schools

Milagros R. Fornell Chief Academic Officer

Office of Academics and Transformation

Marie L. Izquierdo Assistant Superintendent

Academics, Accountability and School Improvement Office of Academics and Transformation

Karen Spigler Administrative Director

Department of Language Arts/Reading


Session 4 Review the following definition and examples with your teacher Define: inference – a logical guess based on information in a text and your own knowledge or common sense; reading between the lines by supplying what the author may not have said; the process of arriving at some conclusion

Often the clues to the meaning of an unfamiliar word are not in the same sentence nor are they as obvious as other context clues (such as signal words or prefix/suffix clues).

In such cases, you will need to look at the sentences that surround the word and infer, or draw a conclusion about, the word’s meaning.

A single piece of information several sentences away from the unfamiliar word may unlock the meaning.

Study the following examples:

The counselor’s efforts to calm the young boy exacerbated the boy’s anxiety. At first, he had struggled bravely to resist his natural impulse to cry as the teacher gave him a detention and told him to report to the office. Then the counselor said that the punishment would not last long, and the boy let our anguished screams that could be heard throughout the office. The counselor’s talking about the detention succeeded only in intensifying it.

EXPLANATION: The clues to the meaning of exacerbated is found at the end of the paragraph. The detail talking about the detention succeeded only in intensifying it suggests that exacerbated means to be “intensified, irritated, or made worse.”

Susan had the misfortune of working with a cantankerous employer. She wore a perpetual scowl on her face, a sign of her impatient contempt for everyone around her. When Susan asked for help, her boss could always be counted on to find fault with Susan’s performance. Whatever Susan did, she would find something to criticize. Finally, Susan realized that her boss preferred strife to harmony, and she did her best to get along.

EXPLANATION: A series of descriptive details follow the unfamiliar word cantankerous. The details help you draw a conclusion about what a cantankerous person is—“a bad-tempered, quarrelsome person.”

Student Practice: Work in pairs to determine word meaning from the Context Clues.

1. The famous athlete showed a surprising diffidence when interviewed. He seemed shy and reserved, in sharp contrast to his dynamic performance on the field. He downplayed his accomplishments and admitted that he often feared failure, even though many regarded him as one of the finest athletes of his generation. When asked direct questions, he often hesitated, as if reluctant to assert his own opinion.

diffidence: _______________________________________________________

2. The judge was skilled enough to cope with any exigency, including an attorney’s sudden heart attack.

exigency: _______________________________________________________


3. When Elizabeth heard the news of the crash, her face became a stolid mask showing no expression and betraying no emotion.

stolid: ____________________________________________________________

4. Numerous phone calls from angry parents forced the principal to accede to their wishes and change her plans for cancelling the school dance.

accede: __________________________________________________________

5. A morning of fishing coupled with the noon heart produced a lassitude in Marie, making the hammock look more and more inviting.

lassitude: ________________________________________________________

6. Unlike Barbara, who could never forgive an insult, Tuchman was a magnanimous person.

magnanimous: ____________________________________________________

7. The driver had the temerity to laugh in the police officer’s face; to punish the young man for his insolence, the officer wrote a ticket.

temerity: ________________________________________________________

8. One theory about the disappearance of the pirate ships in the Caribbean suggests that the ships may have encountered maelstroms, large dangerous whirlpools. maelstroms: __________________________________________________

Read the following examples with your teacher. Ask yourself many questions such as, “How does my prior knowledge help me to understand the text?” and “What does the author want me to learn from this article?” Discuss the inference.

TONE: The tone of a passage is its feeling or mood. A creepy, scary tone will lead you towards certain inferences. A happy, romantic tone will lead you to different inferences. Sentence: The wind howled and a cloud darkened the moon as the clock struck midnight. Inference: __________________________________

Can you think of a sentence that would lead to the opposite inference?

POINT OF VIEW: The point of view is the “eye” through which you are seeing the story or the “voice” that is telling the story. Sentence: Curious Charlie was back in class, with his usual never-ending questions. Inference: __________________________________ Can you think of a sentence that would lead to the opposite inference?


WHAT IS NOT SAID: You can infer things based on what a character wants to say but doesn’t say. Sentence: Raul said, “I really like you.” Natalia pursed her lips, gave a half smile, and remained silent. Inference: __________________________________

Write a sentence that would lead to the opposite inference.

WHAT IS NOT DONE: You can also infer a thing based on what a character wants to do but doesn’t do. Sentence: Jose was so insulted by Miguel’s nasty comments. As he shook with anger, he tightened his right hand into a fist and quickly rushed from the party. Inference: __________________________________

Can you think of a sentence that would lead to the opposite inference?

Student Practice Read the following passage, “Modern Egypt: Its Land and Economy”, with your teacher. After reading, reread and use the graphic to take notes on the relevant details and the inferred meaning.

Text Information Inferencing

What is happening in the text? What events have occurred?

What does the author want me to learn from this? What does the author believe about the topic? Do I share the author’s beliefs? Is the author making an impact on me?

Source: Exploring Nonfiction-Social Studies- Secondary. (2003). Teacher Created materials & TIME Learning Ventures.


FCAT INSTRUCTIONAL PASSAGE:

HIGH SCHOOL QUESTION TASK CARDS – Review the use of FCAT Question Task Cards with your teacher. Then write a question and answer using one of the question stems below. Make sure that your answer is supported with details and information from the text.

HIGH SCHOOL QUESTION TASK CARDS Design questions that require students to find the main idea of the passage. Support answers with details and information from the text.

(LA.910.1.7.3) • What is the main idea of this article? • What would be another good title for the article? • Based on all the information given, how does each piece contribute to the idea that_______________? • Which sentence gives the best summary? • What is the primary topic in the article? • What is the essential message in the article/story? • What is the central idea of the article? • What is the main goal of?

RELEVANT SUPPORTING DETAILS

• Which sentence best characterizes _____‘s attitude toward ______? • How does _____support the idea that ______? • How can the reader prove the idea that ______is the main idea of this text?


Exposure by

Hans Fantel

High in the Alps, just south of Salzburg, Austria, a bold experiment in ecology is taking shape: Austria’s Hohe Tauern National Park. Unlike national parks in the United States, Hohe Tauern is not conceived merely as a nature preserve, education center, and tourist destination. Rather, it fosters the traditional human settlements and folkways of the region along with the land.

“Sure, we want to preserve nature,” says Alfred Winter, the guiding spirit behind the project. “But this place has been settled for a thousand years. So we also have to preserve the people.”

A tall, rugged man in his middle 40s, wearing a loden cape and a hat trimmed with the whiskers of a mountain goat, Winter fits into the landscape- his surname included. He sweeps his arm over a vista of snowy peaks, deep-green spruce forests and little towns nestled in the steep valleys. “We have to keep the villages in balance with the natural environment,” he explains. “The towns are part of the landscape, and so is their way of life. We forget that the words ‘economy’ and ‘ecology’ have the same Greek root, meaning ‘home’. There should be no conflict between them.”

As commissioner of special culture projects for the state of Salzburg, Winter has managed to turn such linguistic sentiment into living reality. His plan– called “Tauriska,” after the region’s ancient Celtic name- is, in effect, a cultural movement that envisions an inhabited nature preserve with a self-sustaining economy that poses no threat to the environment. His project began just in time to save 10 mountain villages, with a combined population of 35,000, within the borders of the national park. Since then, the park’s boundaries have extended to include at least three more villages, and the number keeps growing.


Winter doesn’t claim credit for the idea behind Tauriska. The basic notion of reviving small-scale regional economies for ecological reasons comes from the late Leopold Kohr, a Salzburg native who taught for many years at Rutgers University in New Jersey. His thesis was that many social and environmental problems are problems of scale and can be solved by a return to smaller, self-contained settings for human activity.

Before the Tauriska plan took effect years ago, these ancient hamlets- many dating back more than 500 years- had declined and looked as if they might become ghost towns. The younger people drifted away, looking for factory jobs in the cities, where they hoped to find the kind of life they had seen on television. Mountain farms were abandoned, local trades neglected.

But now the Tauriska plan- bolstered politically and financially by Franz Schausberger, governor of Salzburg- has reversed this trend. Of course, it helped that the young people who had left soon discovered that life in the factories at Innsbruck or Graz wasn’t as glamorous as in the television sitcoms. The backwoods suddenly seemed very attractive to these disillusioned and homesick mountain folk and, thanks to the Tauriska project, now offered new opportunities to make a living.

Within the borders of the park, Tauriska is reviving traditional crafts, such as cabinetry, embroidery, handpainted peasant furniture, handcrafted ironwork, and tooled leather and lace. One town, Hollersbach, in the Pinzgau Valley has started growing medicinal herbs on a grand scale. From the commanding church steeple you can look over a broad valley of fragrant and colorful herb fields, and everywhere you go, you sniff the heady aroma.

The Salzburg provincial government helps create a market for all this home-grown merchandise by arranging distribution to department stores in the larger cities- an effort aided by widespread disenchantment with mass-produced goods and the

trendy demand on the part of affluent urbanites1

for traditional handmade products.

The homemade good are also sold locally to tourist at the Heimatwerk shops- cooperative outlets for these small family enterprises. One of the best-known of these shops occupies an ancient barn in Neukirchen, a village not far from Hollersbach, and there is a Heimatwerk even in the bishop’s palace at Salzburg, right under the old off-

key carillon2

that delighted Mozart when he was a boy.

One striking feature of the landscape in the national park is the vast pale-green meadows (called Almen) that flank the mountains from just above the tree line to the edge of the glaciers and snowfields. That’s where the farmers graze their cattle from spring until fall, and the valleys echo with the clanging of cowbells.

Four years ago, when “mad cow disease” struck herds in England, demand suddenly rose for grass-fed Alpine beef and veal. The picturesque mountain farms,


formerly on the verge of collapse, prospered. What’s more, the meat is now favored among fancy restaurants throughout Europe.

Under the Tauriska plan’s direction, the new influx of money is used to restore

many of the old farm buildings and barns- always in the traditional style of

the region. Today, the villages look as spruce as they might have in the 16th

century. “It all builds local pride,” says Winter. “And that’s an absolute requirement if a town is to live.”

Not everyone, though, applauded when Tauriska was first implemented. Oddly enough, the chief opponents of the Tauriska plan were its beneficiaries. “At first, the farmers were all against it,” Winter recalls. “They didn’t want any constraints on the use of their property. Now they realize that land values have risen under the new park

plan. And no land has ever been expropriated3

to create the park. All we need from the locals is acceptance of the idea and observance of the rules.” After a thoughtful moment, he adds ruefully, “That’s a tough notion to get across to independent mountain folk.”

Today, the main problem of the Hohe Tauern National Park, as in other protected regions, is crowd control. Naturally, the idea is to attract tourists, but not in the proverbial droves. Nobody wants these valleys turned into parking lots, or people bumping each other on the hiking trails. And nobody wants big hotels competing with the numerous country inns.

“We want to limit access,” says Winter. “There has to be a quiet feeling in the towns and a sense of solitude up in the mountains.”

1

urbanite: someone who lives in a city 2

carillon: a set of tuned bells,

usually played from a keyboard 3

expropriated: taken away from the

owner


DIRECTIONS: Read the passage “Exposure” and then answer questions 1-10. 1. Which sentence best supports the idea that villages in the national park benefited

from the Tariska plan?

A. The Tauriska plan went into effect about seven years ago. B. The Tauriska plan taught the villagers to appreciate nature. C. The land value in the villages rose under the Tauriska Plan. D. The idea behind Tauriska came from a professor at Rutgers University.

2. What is the author’s attitude toward the Tauriska plan?

F. He supports the project with enthusiasm. G. He believes that the project has many flaws. H. He reports on the project without endorsing it. J. He is concerned that the project may not survive. 3. What does this sentence from the article mean?

Naturally, the idea is to attract tourists, but not in the proverbial droves. A. Tourists should visit only specified areas. B. Tourists should visit in limited numbers. C. Tourists should come only during certain seasons. D. Tourists should leave their automobiles outside of the park. 4. Which sentence best describes the main idea of the article? F. Hohe Tauern National Park is the site of several old villages that were in decline until recently. G. Hohe Tauern National Park is the home of a striking landscape of mountains and vast meadows. H. Hohe Tauern National Park is supported financially by the local government in Salzburg, Austria. J. Hobe Tauern National Park is an unusual place that preserves both natural and human environments. 5. Why were the Heimatwerk shops established?

A. to encourage trade among the villages B. to sell traditional, handmade product C. to provide a place for community meeting. D. to teach visitors about the history of the park.


6. Which factor has contributed most to the success of the Tauriska plan? F. the support provided by the tourist industry G. the support provided by the local government H. the decline of factories in nearby communities J. the desire to preserve the natural environment 7. Which phrase best describes Alfred Winter? A. practical about an economic plan B. homesick for a traditional lifestyle C. dedicated to an ecological concept D. disappointed by life in the factories 8. Why had many villages almost become ghost towns? F. Tourists had lost interest in traditional crafts. G. Young people were leaving to work in the cities. H. The building and farms were too old to preserve. J. The forests and hills were being ruined by tourists.

9. What evidence in the passage suggests that Alfred Winter is an expert on the “Tauriska” project? Use details and information from the passage to support your answer.


10. Explain how the Hohe Tauern National Park was different after the Tauriska plan

was implemented. Use details and information from the passage to support your answer.


ANTI-DISCRIMINATION POLICY

Federal and State Laws

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

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 Educational 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. Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section295.07 (Florida Statutes), which stipulates categorical preferences for employment. Revised 9/2008

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