table of contents english language arts - walch · 2011-05-02 · imagery and symbolism ......

TTeeaacchheerr’’ss GGuuiiddeeIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG1Understanding by Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG3Graphic Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG39Assessment Rubric for Essays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG59IRA/NCTE Standards Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG61Pre-Instruction Assessments

Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG79Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG91Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG105Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG116Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG124

Post-Instruction AssessmentsUnit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG125Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG139Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG153Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG164Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG174

UUnniitt 11:: CCoommpprreehheennssiioonn aanndd IInntteerrpprreettaattiioonnKinds of Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Pre-Reading Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Finding Information in a Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Reading Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Main Idea and Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Chronological Order . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71Word Meanings and Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83Opinion and Supporting Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97Drawing Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109Compare and Contrast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131Finding, Summarizing, and Paraphrasing Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144Plot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157Character . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184Author’s Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192Connotative and Denotative Meanings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217

UUnniitt 22:: MMaakkiinngg CCoonnnneeccttiioonnss aanndd EEvvaalluuaattiioonnssMessages and Ideas in Non-Print Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227Author’s Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243 Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257Poetry and Rhythm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273

© 2008 Walch Education Academic Support Program for English Language Arts, Middle School

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Figurative Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285Poetry Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 302Mythology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 312Imagery and Symbolism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 320Connections Between Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 328Themes and Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 344Generating a Reader’s Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364

UUnniitt 33:: CCoommppoossiinnggThe Writing Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 369Generating Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375Organizing Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 386Audience and Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398Writing a Paragraph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 410Writing an Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 432Writing: Essay Questions and Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 455Editing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 467Reference Materials and Information Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 476Documenting Informational Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 486Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 498

UUnniitt 44:: LLaanngguuaaggee UUssaaggee aanndd CCoonnvveennttiioonnssWord Parts: Base and Compound Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 503Prefixes and Suffixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 510Roots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 526Parts of Speech: Nouns and Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 534Parts of Speech: Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 554Parts of Speech: Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 566Parts of Speech: Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 593Parts of Speech: Prepositions, Conjunctions, and Interjections . . . . . . . . . . . . . . . . 603Sentences: Basic Sentence Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 615Sentences: Types of Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 629Sentences: Problems with Sentence Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 640Capitalization and Punctuation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 655Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 679

v 1.0

Table of Contents, continued English Language Artsacademic support program


U.S. Virgin Islandsacademic support program

TEACHER’S GUIDEIntroduction

English Language Artsacademic support program

IntroductionThe Academic Support Program (ASP) for English Language Arts, Middle School is a complete,turnkey solution for improving educational performance. Topics are built around accessible corecurriculum, ensuring that the ASP is useful for all classrooms.

This program recognizes that many struggling students aren’t reached by traditional “skill-and-drill” or strict test-prep approaches.

The ASP includes components that review, instruct as needed, provide practice, and assessstudents’ skills. Instructional tools and strategies are embedded throughout. The scope of materialsincluded addresses the needs of students who require additional support in meeting the InternationalReading Association and the National Concil of Teachers of English (IRA/NCTE) standards for theEnglish Language Arts.

This 3-ring binder includes the following:

• Over 50 lesson plans

• Suggestions for differentiation

• More than 200 reproducible activity sheets

• Embedded assessment strategies

• A teacher’s guide that:

• describes the purpose of the materials and the options for using the package

• provides Understanding by Design framework models

• recommends a collection of graphic organizers for instructional strategies

• references relevant core learning goals

• presents pre- and post-assessments for each instructional unit

Purpose of MaterialsThe Academic Support Program (ASP) for English Language Arts, Middle School is a flexibleprogram that can be adjusted to fit your students’ needs in a variety of settings, includingsupplemental educational support programs, tutoring, summer school, and even as an enhancementto daily curriculum.

Structure of SessionsIn each class session, you will present a topic in a Mini Lesson/Guided Practice. Some topics may bea review for students. Other topics may be completely new to them. After some instruction, you willprovide students with time to work on individual, partner, or small group practice activities. Studentswill have a chance to reflect and share how they completed their work. There are additionalsuggestions for activities to use if you are confident that students are ready to extend their learning. Ifstudents need more practice or further explanation, you can provide them with that, too!

TG1


TG2

TEACHER’S GUIDEIntroduction


Vocabulary words, excerpts of informational texts, literary passages, and themes are provided foryour convenience. However, the materials included are mere suggestions and models to use forinstruction. You will likely find that students will benefit most if they have the opportunity to applythe strategies to familiar word lists and texts.

11.. TThhee GGooaall SSttaatteemmeenntt

Each lesson begins with a brief objective of what students should know, understand, or be abledo at the end of the session.

22.. WWoorrddss ttoo KKnnooww

Vocabulary terms are provided as background information for instruction or to review keyconcepts that are addressed in the lesson.

33.. MMiinnii LLeessssoonn//GGuuiiddeedd PPrraaccttiiccee

Written for you, this section is a guide for 15 to 30 minutes of teacher-led activity to reviewand/or instruct students on a skill or topic. Instructional strategies include lecture, modeling,discussion, group facilitation, and more. The activities often include the use of one or more ofthe graphic organizers found in the Teacher’s Guide.

44.. DDiiffffeerreennttiiaatteedd SSttrraatteeggiieess

Following the Mini Lesson/Guided Practice, this section suggests alternative approaches forstimulating students’ interest and motivating them to participate. The strategies address theneed to support students who are particularly struggling in an area or who have limitedlanguage proficiency. These activities lend themselves well for small group instruction.

55.. OOnnggooiinngg AAsssseessssmmeenntt aanndd AAddddiittiioonnaall AAccttiivviittiieess

This section provides a collection of activities that allow you to check student understandingbeyond the post-assessments, as well as extend the learning as students demonstrate interestand proficiency.

66.. FFlleexxiibbllee SSmmaallll GGrroouupp LLeessssoonnss aanndd AAccttiivviittyy SShheeeettss

Each topic includes two, three, or more lessons, tasks, and activities to support students’achievement of learning objectives. These sheets are written for the student. They can be usedin any combination of teacher-led instruction, cooperative learning, or independent applicationof knowledge.

77.. PPoosstt--AAsssseessssmmeenntt

After the instruction of the topic is completed, a brief assessment is given in which studentsdemonstrate their level of achievement with regard to the learning objectives. Assessments takeon a variety of formats: multiple choice, matching, fill-ins, short answer, and essay.


TG3

TEACHER’S GUIDEUnderstanding by Design


The Academic Support Program and Understanding by DesignThe Academic Support Program for Language Arts, Middle School is a flexible collection of lessonsaddressing the International Reading Association and National Council of Teachers of EnglishStandards for the English Language Arts. The materials enable teachers to pick and choose how andwhen to teach skills. This structure allows for flexibility in pedagogy and planning.

One approach to instructional planning and implementation is Understanding by Design (UbD).Developed by nationally recognized educators Grant Wiggins and Jay McTighe, UbD is a frameworkfor improving student achievement. Used as a plan for curriculum development, instructional design,and assessment, UbD helps teachers establish priorities for what students should understand as anoutcome of instruction.

You will notice in the table of contents that the materials are arranged into four units. These unitshelp organize the topics and skills presented in the ASP. Rather than presenting the lessons asdisconnected or “stand alone,” the UbD framework brings together the lessons for teachers in a waythat helps students deepen their understanding of “big ideas” and essential questions that areaddressed at various points in the Language Arts and Reading curriculum.

The following pages contain samples of curriculum maps based on the Understanding by Designframework. Use these maps for your own course, or use them as a springboard to develop your ownmaps.

RReeffeerreennccee

Wiggins, G., & McTighe, J. (1998). Understanding by Design. Alexandria, VA:Association for Supervision and Curriculum Development


TG6



continued

Understandings:Students will understand that . . .

• Reading is an active process.

• Effective reading requires various strategiesbefore, during, and after reading.

• Effective reading builds on one’s previousknowledge and extends his or herunderstanding of literature and the world.

• An author conveys his or her purposethrough plot, character, setting, conflict,and point of view.

• Word choice reveals the tone and purposeof literature.

• Identifying tone and voice will reveal theauthor’s purpose (both stated and implied).

Essential Questions:• What makes a book or story good?

• Why read? What do good readers do?

• What do good readers do when they don’tunderstand?

• How do texts differ?

• What strategy is most important to readersbefore, during, and after reading in order to be successful?

• What is the main idea?

• How do I make inferences (read betweenthe lines)?

• From whose point of view are we reading?

• What role does the character play in thestory, and how does the character changethroughout the story?

• Why is setting important?

• What is the plot of a story?

• How do I determine the tone of a story?

• What is the difference between tone andvoice?

• How do words create tone?


TG7



Stage 2: Assessment Evidence

PPeerrffoorrmmaannccee TTaasskkss::

Students will complete a pre-test to determine areas of strengths and weakness. The areas ofweakness should be the focus for students for the unit in addition to reviewing all other areas.Teachers should also utilize the strengths of students by allowing these students to serve as“experts” or “leaders” in small group study for the indicator they have strength in.

Students will complete weekly tests to determine comprehension and internalization of weeklyobjectives.

Students will complete a post-test to determine comprehension and internalization of allobjectives for the unit. The areas of weakness should continue to be developed throughout theremainder of the course (perhaps in after-school sessions or through independent study).

OOtthheerr EEvviiddeennccee::

Writings graded using Rubrics, Graphic Organizers

Stage 3: Learning Plan

LLeeaarrnniinngg AAccttiivviittiieess::

Under each of the following goals is a list of possible strategies that can be utilized to teach eachskill. Before each skill is taught, the results of the pre-test should be used to determine the needs ofthe class. The strategies listed are to assist students in reading and responding to literature. Theresult of each technique (chart, list, etc.) should be utilized as prewriting for each written response.In addition, at the completion of each skill set, post-tests, as well as the written evidence in the formof written responses, should be used to determine the mastery of each skill.

BBeeffoorree--RReeaaddiinngg SSttrraatteeggiieess

Students should understand the various strategies good readers use before reading. The focus is onmaking predictions. Various techniques include the following:

• Identify the text structure to establish the author’s purpose and to identify best strategy forduring-reading process. Alert students to the various signal words that will determine the textstructure in order to select the proper during-reading technique and make predictions about thetopic at hand. Highlighting these words initially may assist in drawing attention to these words.

• For expository texts, the structures include the following: Description, Chronological,Compare/Contrast, Problem/Solution, Process, Cause/Effect.

continued


TG61

The International Reading Association and National Council of Teachers of EnglishStandards for the English Language Arts

11.. Students read a wide range of print and non-print texts to build an understanding of texts, ofthemselves, and of the cultures of the United States and the world; to acquire new information;to respond to the needs and demands of society and the workplace; and for personalfulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

22.. Students read a wide range of literature from many periods in many genres to build anunderstanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of humanexperience.

AASSPP LLEESSSSOONNSS

• Kinds of Reading

• Pre-Reading Strategies

• Finding Information in aText

• Reading Strategies

• Main Idea and Details

• Chronological Order

• Word Meanings andContext Clues

• Opinion and SupportingEvidence

• Drawing Conclusions

• Compare and Contrast

• Cause and Effect

• Finding, Summarizing,and Paraphrasing Facts

• Plot

• Character

• Setting

• Author’s Tone

• Connotative andDenotative Meanings

• Messages and Ideas inNon-Print Texts

• Author’s Purpose

• Poetry

• Poetry and Rhythm

• Figurative Language

• Poetry Analysis

• Mythology

• Imagery and Symbolism

• Connections BetweenTexts

• Themes and Ideas

• Generating a Reader’sResponse

TEACHER’S GUIDEIRA/NCTE Standards Correlations



• Plot

• Character

• Setting

• Author’s Tone




• Poetry



• Poetry Analysis

• Mythology






TG62

33.. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciatetexts. They draw on their prior experience, their interactions with other readers and writers,their knowledge of word meaning and of other texts, their word identification strategies, andtheir understanding of textual features (e.g., sound-letter correspondence, sentence structure,context, graphics).








• Word Meanings andContext Clues






• Author’s Tone



• Poetry



• Poetry Analysis


• Word Parts: Base andCompound Words

• Prefixes and Suffixes

• Roots

• Parts of Speech: Nounsand Pronouns

• Parts of Speech: Adjectives

• Parts of Speech: Verbs

• Parts of Speech: Adverbs

• Parts of Speech:Prepositions,Conjunctions, andInterjections

• Sentences: Basic SentenceStructure

• Sentences: Types ofSentences

• Sentences: Problems withSentence Structure

• Capitalization andPunctuation


TG63

44.. Students adjust their use of spoken, written, and visual language (e.g., conventions, style,vocabulary) to communicate effectively with a variety of audiences and for different purposes.

55.. Students employ a wide range of strategies as they write and use different writing processelements appropriately to communicate with different audiences for a variety of purposes.







• Author’s Tone



• Poetry



• Poetry Analysis


• Generating Ideas

• Organizing Ideas

• Audience and Purpose

• Writing a Paragraph

• Writing an Essay

• Writing: Essay Questionsand Strategies










• The Writing Process







• Editing

• Reference Materials andInformation Resources

• DocumentingInformational Resources



• Roots











TG64

66.. Students apply knowledge of language structure, language conventions (e.g., spelling andpunctuation), media techniques, figurative language, and genre to create, critique, and discussprint and non-print texts.





• Plot

• Character

• Setting

• Author’s Tone




• Poetry



• Poetry Analysis

• Mythology






• Editing





• Roots











TG65

77.. Students conduct research on issues and interests by generating ideas and questions, and byposing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g.,print and non-print texts, artifacts, people) to communicate their discoveries in ways that suittheir purpose and audience.

88.. Students use a variety of technological and information resources (e.g., libraries, databases,computer networks, video) to gather and synthesize information and to create andcommunicate knowledge.

99.. Students develop an understanding of and respect for diversity in language use, patterns, anddialects across cultures, ethnic groups, geographic regions, and social roles.








• Main Idea and Details








• Poetry Analysis




• The Writing Process







• Editing




• Reference Materials and InformationResources

• Documenting Informational Resources


Many units throughout the ASP suggest strategies and extension of activities addressing thisstandard.


TG66

1100.. Students whose first language is not English make use of their first language to developcompetency in the English language arts and to develop understanding of content across thecurriculum.

1111.. Students participate as knowledgeable, reflective, creative, and critical members of a variety ofliteracy communities.

1122.. Students use spoken, written, and visual language to accomplish their own purposes (e.g., forlearning, enjoyment, persuasion, and the exchange of information).





Many units throughout the ASP suggest strategies and extension of activities addressing thisstandard.


All sessions engage students in some level of discussion, writing, and visual communicationfor multiple purposes, including working in small groups on cooperative activities anddiscussing responses to activities.


All sessions engage students in some level of discussion, writing, and visual communicationfor multiple purposes, including working in small groups on cooperative activities anddiscussing responses to activities.


TG67

Comprehension and InterpretationRead the passage below. Then answer the questions that follow.

11.. What does the author mean by describing chocolate as “all-American”?

AA People in America love to eat chocolate all the time.BB Chocolate was discovered in America by Americans.CC Americans eat more chocolate than anyone.DD Chocolate originated in the ancient Americas.

22.. Which opinion is best supported by the passage?

FF Mayans did not like chocolate as much as Europeans.GG Americans and Europeans would rather eat chocolate than drink it.HH Europeans and Americans experimented with cocoa powder.

JJ Cacao trees grow in warm climates such as South America.

NAME:

Assessment

TEACHER’S GUIDEPre-Instruction Assessment: Unit 1

continued


Chocolate is a delicious snack! All around the world, people eat it in candybars, chocolate ice cream, and hot chocolate. Chocolate, however, is an all-American food. It originally comes from Central and South America.

Chocolate comes from the cacao tree. The tree first grew in South America.Today, cacao trees grow in hot climates all over the world. They produce thebeans we call cacao beans. We make chocolate from the beans.

Historians believe that the Mayans, an ancient civilization of Mexico andCentral America, ate chocolate 1,500 years ago. Actually, they drank it. Mayanchocolate was nothing like what we might call chocolate today. In ancienttimes, people ground cacao beans. They mixed it with spicy ingredients, suchas hot peppers. The mixture was made into a bitter drink. It was probablynothing like any chocolate beverage we drink today!

Later, explorers brought chocolate back with them to Europe. There, peoplefirst added sugar to chocolate. Chocolate became more popular. It was also lessexpensive. People all over Europe and the Americas drank it. By the 1800s,people began discovering new ways to use chocolate. They made it into cocoapowder. They used it in baked goods. Later in the 1800s, people beganproducing chocolate in solid form, like the chocolate bars we eat today.


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English Language Artsacademic support programCompare and Contrast English Language Arts

academic support program

UNIT 1 • COMPREHENSION AND INTERPRETATION

Instruction

Goal: To learn to compare and contrast information in a passage

WWOORRDDSS TTOO KKNNOOWW

ccoommppaarree to show how two or more things are alike

ccoonnttrraasstt to show how two or more things are different

Mini Lesson/Guided PracticeWrite the words “alike” and “different” on the board. Ask students what these two words mean tothem and what the words prompt them to think about. Explain that these words prompt people tocompare and contrast. Say, “Every day you hear examples of things being compared and contrasted.When you read for information, you listen to people speak. When you engage in conversations, youare hearing about things being compared and contrasted.”

Ask, “What does compare and contrast really mean?” Look for students to explain that tocompare two things, one shows how those things are alike. When one contrasts two things, it showshow the things are different.

Work through an example of comparing two things. Use a graphic organizer such as a Venndiagram, comparison matrix, or other compare and contrast diagram of your choosing. Compareeither an object or an idea. As one example, your class might compare and contrast poems andstories:

Describe peopleor events

Use an author’screativity

Can be funny or sad

Have verses

Often rhyme

Shorter thanstories

Very descriptive

Have paragraphs

Longer thanpoems

Get made intomovies

Have plots

PPooeemmss SSttoorriieess

UNIT 1 • COMPREHENSION AND INTERPRETATIONCompare and Contrast


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Instruction

Now that the students are warmed up for making comparisons, discuss how to identifycomparisons that are made when reading. Explain how when reading for information, one can easilyspot key words that signal that an author is using the compare/contrast pattern.

Brainstorm with students a list of some words that are commonly used when things are beingcompared.

Write the following sentences on the board:Callie walked to school when the weather was clear. Like Callie, Kerry liked to getexercise on the way to school. Gabbi, on the other hand, chose to ride the bus.

Ask students which girls are being compared? Callie and Kerry. Ask students to explain the cluesthat the sentences gave to draw that conclusion. Look for students to say that the signal word liketells that Callie and Kerry have something in common. They are the same in some way.

Furthermore, look for students to say that Gabbi is being contrasted with the other girls. She doessomething different. The contrast signal words are “on the other hand.”

Before moving on, hand out the passage titled “Musical Match-Up.” Use the passage to illustratehow readers can gain new knowledge by comparing and contrasting. Tell students to read the passageand consider how comparing and contrasting can help them to draw conclusions about things inrelation to one another.

Discuss how by comparing Apollo and Pan, readers can draw several conclusions. Ask studentswhat those might be and to explain their responses. Look for students to say that they can concludethat Apollo won because he really was the better musician, not just because he was the moreimportant god. The word however points out a difference in their abilities.

In addition, students might conclude that Apollo was more powerful than Pan. There are detailsto support this (Pan was a minor god, Apollo has the power to change Midas’ ears). Students shouldalso note that the passage does not provide specific information about Pan’s powers, other than tosay he is a minor god and a good musician.

alsoas compared (to) withbothcommonfurtherin addition

in the same waylikewisesame assimilar tosimilarlytoo

CCoommppaarriinngg WWoorrddss

althoughas opposed tobutcontrastconverselydifferencedifferent fromhowever

in spite ofinstead ofon the other handopposite ofratherunlikewhile

CCoonnttrraassttiinngg WWoorrddss


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Differentiated Strategies• For students who are having difficulty identifying key word clues for comparing and

contrasting, provide them with index cards to use as a reference. On one card, help students tocreate a list of “Comparison Clues” and a list of “Contrast Clues” on another.

• Have students compare and contrast themselves. Call out several qualities. Have students standup or sit down based on the comparisons they can make. For example, have all students whowear sneakers stand up and those wearing other shoes sit. Compare and contrast the sneakersfurther by type or color. Be careful with this activity to ensure students are respectful in makingcomparisons.

• Focus on one form of comparison at a time. Have students list similarities first. Count thenumber of similarities. Then, have students focus on differences. Count the number and chartthe numeric conclusion. Discuss the conclusions that can be drawn from the informationgathered.

Ongoing Assessments and Additional Activities• Provide students with a passage that describes two or more characters from a novel. Have them

use a graphic organizer to compare the persons.

• Ask students to identify key words in a passage from a history textbook that compares andcontrasts the past and present. Have students write an analysis of their findings.

• Assign a writing assignment to students. Have them write about a favorite topic, such as food, asports figure, etc., and a least favorite of the same topic. Remind students that they are to usekey words that signal the similarities and differences between the two topics. Students mightalso represent this comparison graphically.




Instruction


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Read the following passage. Think about what is compared and contrasted. Don’t forget to considerthe main ideas and supporting details.

Use a graphic organizer or draw a chart if it will help you to draw conclusions about Pan andApollo.

Apollo was the god of music, among other things. Pan was a minor god. Pan’s bodywas half human, half goat. Like Apollo, he was a musician. Pan blew on his reed pipe.However, his playing was no match for the melodies Apollo. Apollo played on a silverlyre. Midas, a foolish king, was called to be a judge in a musical contest betweenApollo and Pan. The other judges agreed that Apollo was the winner. Midas wanted togive the award to Pan. In his anger, Apollo changed Midas’ ears into those of a donkey.

Musical Match-Up



Instruction

Compare and Contrast Key WordsRead the short article below about bees and wasps. Look for key words that signal that the two arebeing compared and contrasted. Then answer the questions that follow.

11.. Was compare and contrast a good organization for this article? Why or why not?

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22.. What comparing words and contrasting words did you find?

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33.. In what reading/writing situations would compare and contrast work particularly well?

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44.. In what reading/writing situations would this not be a useful pattern?

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Bees are social insects, with most species living in groups. Bees live on pollen andnectar. They make honey to feed their young. They make wax to seal the cells in theirhoneycombs. These creatures are somewhat furry. They sport the warning colors ofyellow and black. As many people have learned the hard way, bees can sting.

Like bees, wasps are social. Unlike bees, they are omnivores. They eat both prey andplants. Wasps collect prey to feed their young. They make their nests from mud orfrom a mixture of mud and wood pulp. Wasps are generally longer than bees, withnarrow waists. Like bees, wasps wear the yellow and black that warns other animals tokeep their distance. Wasps can deliver a painful sting, as can bees.

Stinging Insects


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Compare and Contrast Using a Venn DiagramNow it’s your turn to create and fill in a Venn diagram. Read the article below about the differencesand similarities between two characters from well-known stories. Remember to ask yourself thesequestions: What is being compared? What are the similarities? What are the differences? Thencomplete the Venn diagram on the next page.

Young adult books often feature interesting main characters. Jeffrey “Maniac” Mageefrom Maniac Magee and Stanley Yelnats from Holes both turn out to be heroes. Theirpaths to this status are very different.

Maniac Magee and Stanley Yelnats both have difficult home lives. Maniac, in fact,has no home. He is an orphan who ran away from the miserable household of his auntand uncle. Stanley, although he has a home and a supportive family, has difficulties,too. His family believes they live under a curse. Stanley’s father can never make hisinventions work right. Stanley is convicted of a theft he did not commit.

Maniac is an instant legend—a hero to other characters in the book. Little kids lookup to him because of his athletic abilities. The community is amazed by his feats ofdaring. He inspires an old man to learn to read and convinces some boys to return toschool. He is also racially colorblind; he befriends both white and black kids in theracially divided town he winds up in. In the end, he brings the opposing sides together.

Stanley, on the other hand, is not an impressive character at the start of the book.Unlike Maniac, who tries to change the bad things in his life, Stanley just complains.He blames the family curse for them. He is not personable and does not make friendseasily. He does not fit in at school or at the reform camp where he is sent aspunishment for his crime. As Stanley continues to grow in self-confidence throughsuccess at his grueling chore—digging a 5-foot-wide and 5-foot-deep hole each day inhard-packed dirt, under a blazing sun—he also grows in character. Like Maniac,Stanley teaches an illiterate person to read. He stands up for a fellow inmate, at greatpersonal risk. In the end, he saves a life.

These two characters are from different backgrounds. They have differentproblems. Both accomplish great deeds. They both gain from their own actions. Theyhelp others, too. Both are popular heroes to today’s young adult readers.

The Hero’s Journey

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Use this diagram to compare and contrast the information in the passage. Label each circle. Writethings that are unique to each topic in the open area of each circle. Write things both topics have incommon in the intersecting area.



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Comparing and ContrastingAnswer the following questions. Circle the letter of each correct answer.

11.. Which sentence contains a comparison?

AA We drove from east to west.BB Green pepper tastes nothing like red pepper.CC Like dogs, cats love to play.

22.. Which sentence contains a contrast?

FF Max and Tanya both love pickles.GG Unlike me, Dylan is tall. HH Torie is not going to Sam’s game.


AA I have a bike, but my brother does not. BB That salsa is too spicy for me.CC Wherever Mary goes, the lamb follows.


FF The Nile and Mississippi are both rivers.GG Even though they are twins, they look different. HH My eyes are shaped like my mother’s.


AA The weather is the same today as it was yesterday. BB She loves the beach but hates to get wet.CC We planned to see a movie but went shopping instead.


FF Josh and Jacob are identical twins.GG Jacob is an inch taller than Josh. HH Like their mother, the boys have lots of freckles.

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AA My friend and I went on a hike.BB She prefers the mall, but I love being outside. CC My friend and I both like to travel.


FF Even if Alana takes dance lessons, Courtney will not. GG She thinks she is too clumsy.HH Both girls will take piano lessons.


AA Zach and Miguel have tickets to a baseball game.BB Although Miguel can drive, his dad will drop them off.CC Although Zach is excited about the game, Miguel is worried about the weather.


FF Mr. Simpson owns an ice cream truck.GG Unlike the store downtown, he makes his own ice cream. HH Sometimes, he sells his ice cream to the store.


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Comparing and Contrasting in WritingWrite about what you were like when you were younger, in elementary school, and what you are likenow. Use comparison and contrast to draw conclusions about your life. Remember to use key wordswhen you write. Before writing, consider using a graphic organizer to list your ideas.

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Post-Assessment: Compare and ContrastRead the sentences below. Decide whether things are being compared or contrasted. Write compareor contrast on the line provided.

11.. Garrett loves sports. Anthony is a sports fan, too. _____________

22.. Garrett’s favorite sport is soccer. Anthony, on the other hand, prefers baseball. ____________

33.. Unlike her sisters, Toya prefers music. _____________

44.. The girls’ taste in music differs. Toya likes hip-hop, but Michelle is into jazz. ______________

Read the following paragraph. Then circle the letter of the correct answer to each question.

Two sisters own a candy shop in town. They are both hardworking, and they both lovecandy. It takes a lot of work to own a candy shop. Someone has to make the candy,someone has to sell the candy, and someone has to count the money and pay the bills.The two sisters share all the jobs equally. Amelia, the older sister, is better at makingcandy. When it is her day to make the candy, the shop is filled with customers, andthey sell most of the candy she makes. Ella is more outgoing than her sister. Shealways chats with the customers. When it is her day to work at the counter and sell thecandy, lots of people stop in to say “hello” and buy some candy. Amelia is much shyerthan her sister. Both Amelia and Ella are good at counting money and paying the bills.

55.. Which comparison is supported by the paragraph?

AA Amelia makes a wider variety of candies than Ella.BB Amelia likes making candy more than Ella.CC Amelia makes more money than Ella.DD Amelia talks a lot less than Ella talks.

66.. From this paragraph, you can conclude that

AA both sisters sell a large amount of candyBB only candy made by Ella is sold each dayCC people prefer to shop on Ella’s daysDD the shop is busier on Amelia’s days

77.. The shop might make more money if

AA Amelia was less shyBB Ella was less chattyCC Amelia always made the candy and Ella always worked the counterDD Amelia made and sold the candy and Ella counted the money and paid bills



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Assessment

table of contents english language arts - walch · 2011-05-02 · imagery and symbolism ......

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