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Activator Week 29 Day 1

Activator Week 29 Day 1. Write this down: CRCT HOMEWORK ASSIGNMENT #2 DUE 3-22. WORK SESSION. Complete the following six activities:

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Activator Week 29 Day 1

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  1. Activator Week 29 Day 1 • Write this down: • CRCT HOMEWORK ASSIGNMENT #2 DUE 3-22

  2. WORK SESSION • Complete the following six activities: • 1st: CRCT Prep Parts of Speech Practice (3 different activities; do 10 questions each; you may use game mode if your score stays above 70%) • 2nd: CRCT PREP Characterization, Setting, Plot (3 different activities; do 10 questions each; you may use game mode if your score stays above 70%)

  3. Traffic check… • Green light: Tell me what was easy on Study Island today (Where did you have your highest score?). • Yellow light: Tell me what slowed you down on Study Island today (Where did you have to spend more time reading and using test taking strategies?) • Red light: Tell me what stopped you in your tracks on Study Island today (What activity was the hardest for you?).

  4. Activator Day 2 • On the sheet given to you when you walked in the door, put these standards into your own words: • L.7.1.a = Explain the function of phrases and clauses in general and their function in specific sentences • L.7.1.c = Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers

  5. Key Vocabulary • Define these terms: • Subject: • Predicate: • Verb: • Phrase: • Clause: • Independent Clause: • Dependent Clause:

  6. How did you do? • Subject = word that performs the action in sentence • Predicate = part of sentence containing verb • Verb = word showing action or state of being

  7. Phrase = group of words containing subject OR predicate BUT not both • Clause = group of words containing both subject and predicate • Independent clause = stands alone as complete sentence (expresses complete thought) • Dependent clause = cannot stand alone as complete sentence

  8. New Vocab: Add to you paper • Modifier = word or group of words that describes another word or word group • Misplaced modifier = modifier positioned incorrectly in a sentence • Dangling modifier = describes or limits a word or word group that does not appear in the sentence

  9. Test taking strategies • First, decide whether or not you need to read the entire passage. - Read question #1. Do you need to read the entire passage to answer this question? • Read your four choices and select the best one. • Raise your hand if you picked answer “C”

  10. Lesson Practice • Use the test taking strategies we just discussed to answer #2-4 on your paper.

  11. Answers • 2. D • 3. B • 4. D

  12. Correct the sentences on your paper • Amanda took the watch with the broken strap to the jewelry store. • Having been cooked the day before, the chicken could be eaten by Vera. • Walking to school the day before, Ian was drenched by the sudden rainstorm. • The doorbell rang while I was vacuuming the floor. • While I was vacuuming the floor, the doorbell rang.

  13. fiction • RL.7.9 : Compare and contrast fictional portrayal of a time , place or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. • R.L.7.10 : By the end of the year, read and comprehend literature, including stories, dramas, and poems in the grades 6-8 text complexity band proficiently. • W.7.9.a : Apply grade 7 Reading standards to literature

  14. Key vocab • Contemporary fiction= narrative set in modern times • Historical fiction =narrative set in past giving fictional account of real figures or events

  15. Novel = long narrative, usually divided into chapters • Short story = short narrative with plot and characters • Fable = short story with moral or lesson, often has animal characters • Myth = traditional story telling about a culture’s heroes, ancestors, or gods; may explain how the natural world was created or how it works

  16. Listen • Which genre is the story you heard? • List two reasons to support your answer.

  17. Coached examples • Use test taking strategies to determine if you need to read the entire passage, and then answer questions #1 and #2 . • Raise your hand to share your answers.

  18. Lesson Assessment • ANSWER #1-4 FOR A QUIZ GRADE.

  19. Activator Day 3 • On the sheet given to you when you walked in the door, put these standards into your own words: • RL.7.3,4,5 = Analyze how elements of a story interact; determine the meaning of unknown words; analyze how structure of a poem/drama contributes to its meaning • RL.7.10 = Read and comprehend literature in the grades 6-8 text complexity band

  20. Define Key Vocab • DRAMA = LITERATURE WRITTEN TO BE PERFORMED • PLAYWRIGHT = AUTHOR OF A PLAY • ACT = A MAJOR DIVISION OF A PLAY • SCENE = A SUBDIVISION OF AN ACT • DIALOGUE = WORDS SPOKEN BY THE CHARCTERS TO EACH OTHER • SOLILOQUY = SPEECH DELIVERED BY ONE CHARACTER WHILE HE IS ALONE ON STAGE • STAGE DIRECTIONS = TELLS ACTORS WHAT TO DO

  21. LISTEN • What do the stage directions reveal about Aisha?

  22. Coached example • Read the passage about Bernard and answer the two questions. • D, Bernard is speaking to himself • D, Sad

  23. Lesson Assessment • Read the selection from “Pygmalion” and answer questions 1-4 as well as A-D. • A, the rain • C, the man writing • D, the flower girl is drinking tea • A, lightning and thunder • I can picture the characters trying to stay dry and feeling desperate to get home. • The sister is bossy or spoiled and Freddy does what she tells him to do. • George Bernard Shaw • Stage directions are in italics.

  24. Standard • L.7.1.b = Choose among simple, compound, complex, and compound-complex sentences

  25. Define key vocab • Simple sentence = one independent clause • The dog ran. • Compound sentence = two or more independent clauses joined by a coordinating conjunction • The dog ran and the cat jumped. • Complex sentence = at least one dependent clause connected to an independent clause • When the dog ran, the cat jumped. • Compound-complex sentence = more than one independent clause joined to a dependent clause When the dog ran, the cat jumped and the mouse squeaked.

  26. Conjunctions • Coordinating conjunctions = for, and, nor, but, or, yet, so • Subordinating conjunctions = although, when, until, because, if, since

  27. Identify sentence types and rewrite correctly • Complex • Although he knew he’d be grounded , Joel stayed out past his curfew. • Comma rule = use comma in CX sentence when dependent clause comes first • 2. Compound • Because of the way spiders look, people assume they are insects , but they are actually arachnids. • Why is this NOT a complex sentence? • 3. Simple • After eating lunch , Fay went shopping for a new desk and a new lamp. • Why did we add a comma after lunch and remove the comma after desk? • 4. Compound-complex • If Ken gets the job , he will buy a bike , so he can stop riding the bus. • Comma rule = comma when dep. Cl. comes first ; comma with coord. conj. to join ind. clauses

  28. Lesson Practice • D, Use comma before coord. conj. to join ind. clauses • A, Use comma after introductory phrases • D, Use a comma when the dependent clause comes first • C, Use a comma after introductory phrases; use a comma before coord. conj. To join ind. clauses

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