Challenging Review of Complex Texts C.R.C.T. Review
Lesson 1: Preparation • Your Journals • Highlighters • Pen and/or Pencil • Sticky Notes
Lesson 1: Essential Question: • Can words be conductors of my school performance? Standards: • ELACC6/7L3: Use knowledge of language and its conventions when writing, speaking or listening.
Lesson 1: Learning Targets Learning Targets: Today I am Learning… • to clarify the meaning of action verbs used on tests or in the directions to performance tasks. • to use these action verbs precisely to match to a specific task.
Warm UP: Parts of Speech our family had a picnic on labor day Key: N art av past n (2) posspron prep
Warm UP: Parts of a sentence our family had a picnic on labor day Tuesday • Underline complete subjects 1X • underline complete predicates 2X • Label simple subject (ss); simple predicate (sp) • Label each verb as transitive (carries a d.o.)or intransitive • Place ( ) around phrases – label type • Find complements, objects – label type
Lesson 1: activator • www.flocabulary.com =>language arts =>reading and writing strategies => “Test-Taking Verbs” • View • Take challenge review (through link)
Lesson 1: Work Period 1.) Modeled Practice: • Students use the Flocabulary “Song or Video Note-Taking Chart” (through link to lesson plans with the video) to work through creating definitions, examples, and usage for the 10 test-taking verbs reviewed by clicking on the words in the song lyrics for interactive displays. 2.) Small Group Practice: • Students will look through the directions to the Q3 County Benchmark to find the test-taking verbs, and identify precisely what the questions are asking the student to do. I will show evidence of my learning by… • 3.) Individual Practice: using the Flocabulary link for this lesson to “Exercises” the students will have a worksheet on which they will be given a short task to accomplish using each of the test-taking vocabulary words. *I will be able to perform specific, short tasks using the test-taking verbs to clarify the task.
Lesson 1: Closing Give me 10! Each student is assigned one of the words studied. They will create a task for their classmates using the verb and write it on a sticky note to apply to our CRCT review board.
Lesson 2: Essential Question: • How to writers breathe life into their sentences? Standards: • ELACC6/7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Lesson 2: Learning Goals Learning Targets: Today I am Learning… • to determine how words, phrases, or clauses used as modifiers enhance the author’s message. • to identify and find new homes for dangling and misplaced modifiers • to evaluate the modifier’s use in language.
Lesson 2: Guided Practice • Modifiers: are words, phrases, or clauses that provide description in sentences. • Purpose: Modifiers allow writers to “take a picture” that they have in their heads and transfer it accurately to the minds of their readers. • Use: Modifiers breathe life into sentences!
Take a look at this “dead” sentence: • Stephen dropped his fork. Uggh!
What effect do several well-placed modifiers have? Poor Stephen, who just wanted a quick meal to get through his three-hour biology lab, quickly dropped his fork on the cafeteria tray, gagging with disgust as a tarantula wiggled out of his cheese omelet; this was a sight requiring a year of therapy before Stephen could even eat eggs again! • Pick out modifiers that function as single words • Pick out phrases that function as modifiers • Pick out clauses that function as modifiers.
Common Modifier Errors: Dangling Modifiers: Unintentionally say something they don’t mean; words are left out. EX: While driving on Greenwood Avenue yesterday afternoon, a tree began to fall toward Wendy’s car! This modifier is dangling because the word it modifies is “tree”, not “Wendy”. The way this is written, it appears as if the tree were driving! HUH???!!
Mistake #2 with Modifiers: Misplaced Modifiers: occur when the word, phrase or clause is not placed close enough to the word it is meant to modify. • These modifiers aren’t dangling – no extra words are needed to clarify the meaning • These modifiers are in the wrong place! EX: I had to take down the shutters painting the house yesterday. Yikes! It sounds as though the shutters painted the house!? • Quick Fix: move the modifier painting the house near the word it is meant to modify: Correction: While painting the house yesterday, I had to take down the shutters. • Now the modifier works with the person doing the action - “I”.
Your Mission:Rewrite these sentences to correct any misplaced or dangling modifiers 1.) Looking back, the dog was following us. • Hint: Who was looking back? • Correction: Each time Dante and I looked back, the dog was still following us. 2.) Lying on a stretcher, they carried Zion out. 3.) Flying out the window, he grabbed the papers • Hint: What was flying out the window? 4.) Mollie came over while I was playing the piano with a piece of pound cake. 5.) I tried calling to tell you about the TV show five times.
Your Turn: On a separate sheet of paper, write the sentences on the worksheet correctly, fixing any misplaced or dangling modifiers. Resources: Worksheets A & C
Quiz Review: Worksheet A Ex. 2 – Worksheet A: • I got stopped by the guard at the door because I had left my invitation at home. • Arlene, wearing her new leather boots, got into the blue car. • After serving dinner, the crew of the ship signaled to the captain to continue on our journey. • I always prefer a room with a window in a motel. • I missed the appointment, because of my alarm failing to go off.
Worksheet C: Quiz Review Exercise 2: Worksheet C • The writer wearing glasses read from his new book. • Every day except Thursday, you are welcome to visit the cemetery where famous composers, artists and writers are buried. • Please take time to look over the enclosed brochure with your family. • After staying out late, I had a hard time finding the house again. • The room with a view of the lake is too expensive.
Lesson 2: Closing Closing: Modify – Find an object in the room. On a note-card describe the object using: 1.)one adjective or adverb 2.)a phrase 3.)a dependent (subordinate) clause
Lesson 3 Essential Question: • In English, why are there so many words that mean the same thing? Standards: • ELACC6/7RL4: Determine or clarify the meaning of unknown or multiple meaning words or phrases… a.)use context as a clue to the meaning of a word or phrase
Lesson 3: Learning Goals Learning Targets: Today I am Learning… • to determine the proper context in which to use words with multiple meanings
Lesson 3: Warm UP Warm-up: Conventions Commando Basic Training – punctuation, capitalization and spelling Sentence: our family had a picnic on labor day
Lesson 3: Activator Activator:Modeled Instruction - www.flocabulary.com => language arts =>grammar => “Commonly Confused Words: The Story of Hom and Nym” • View The Story of Hom and Nym • Take Challenge Review
Your Turn: • Work Session/Application: 1.) Peer Coaching – student pairs are given note-cards; they will create partner review flashcards with some of the words in Lesson 22 of Crosswalk Coach (gr. 6 – purple book) on(pg. 196). • Partner A makes flash cards with the “Meaning 1” column of the chart • Partner B takes the same words buy makes cards from “Meaning 2” column of the chart. • Review the alternate meaning of words by working through the flashcards with your partner.
Extensions: • Choose one partner with whom you will work well (not necessarily your good buddy!). • Using this log-in go to www.flocabulary.com => Language Arts => Grammar => Commonly confused words: “The Story of Hom and Nym” • Click on the blue links in the lyrics to see the definitions for using these homonyms correctly in more than one way. • Create your flashcards with your partner using these words.
Learning Goals: Self-Check I will show evidence of my learning by… • using homonyms correctly in the right context when writing
Closing: • Shuffle your stack of cards for multiple-meaning words. • Spend 5 minutes reviewing the flashcards with your partner!
Lesson 4: Essential Question: • How can we get to the “root” of English words? ELACC6/7RL4: • Determine or clarify the meaning of unknown or multiple meaning words or phrases… b.) use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.
Lesson 4: learning goals Learning Targets: Today I am Learning… • to break down word parts (prefixes, roots, and suffixes) in order to figure out the meaning of a word in context. • to build words using classical roots.
Lesson 4: Warm uP Assessment Warm-up: Conventions Commando Mission (Assessment) • Create a simple sentence that uses both common and proper nouns; include one possessive pronoun and a prepositional phrase.
Lesson 4: ACTIVATOR • www.flocabulary.com Language Arts => Grammar => “Prefixes: It’s like a Remix” and “Suffixes: At the End of a Word” • View both "Prefix is like a Remix“ "Suffix: At the End of a Word" • Challenge Reviews
Modeled Practice: Opening: Review the charts of some common Greek and Latin roots, prefixes and suffixes in Lesson 26 (Crosswalk Coach gr.7 – orange book) on pg. 226 – 227. • Peer Coaching – with a partner try to put together words using the charts in Lesson 26. Write the new words and their meanings in your journals.
Work period: Individual Practice -Now, work through the examples and sample test questions in Lesson 26 pg. 228 – 231 (Formative Assessment)
Learning Goals: self-check I will show evidence of my learning by… • figuring out the meaning of words with Greek or Latin roots I recognize • building new words using Affixes and classical roots, and using them correctly in context when writing.
Lesson 4: Closing Closing: • Using the charts from our Lesson 26 – create 2 brand new words to describe our Learning Village (class). Put them on sticky notes and add them to our CRCT review wall.
Lesson 5: Essential Question: • Why are some English words positive and others negative? ELACC6/7L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. c.)distinguish among the connotations (associations) of words with similar denotations (definitions)
Lesson 5: Learning Targets Learning Targets: Today I am Learning… • to understand tone when reading by distinguishing among a word’s definition, meaning and associations • to use synonyms and antonyms to create word relationships and connotations in my writing.
Lesson 5: activator Modeled Instruction – • www.flocabulary.com =>Language Arts =>Grammar => Synonyms and Antonyms “So Many Words” • View • Challenge Review
Lesson 5: opening • Using the Lyrics from our flocabulary rap on “Synonyms and Antonyms”, click on the blue links and find synonyms and antonyms for each word. • Make a word continuum and place your key word, its synonyms, and its antonyms on it to show the connotation of the word. EX: (-) (+) irritated annoyed MAD ecstatic happy
Lesson 5: Work Period 1.) Peer Coaching – • review denotation and connotation with the examples on pg. 202 preceding Lesson 23 (CC-gr.6 purple) and on pg. 232 preceding Lesson 27 (CC-gr.7 orange). • using the chart from Lesson 23 (Crosswalk Coach – gr. 6- purple book) on pg. 203, work together to place these words on a Connotations Continuum Line. Share your results with the whole group. 2.) Work through the combined CRCT-style tasks from pgs. 204 – 207 (CC-gr.6; purple) and pgs. 234 -237 (CC-gr.7;orange). [Formative Assessment]
Lesson 5: Learning Target Check-in I will show evidence of my learning by… • creating tone in my writing by using words from the “Connotations Continuum”. • to determine tone in written passages through word choice • to evaluate how tone creates meaning in a written text.
Lesson 5: Closing In your journals create a root sentence; then rewrite it three times by interchanging synonyms or antonyms to change the tone of the message.
Lesson 6 Essential Question: • How can your life be an hourglass, and your eyes stars? ELACC6/7L5: • Demonstrate understanding of figurative language, word relationships, and nuances in words meanings. a.) Interpret figures of speech
Lesson 6: Learning targets Learning Targets: Today I am Learning… • To identify image and sound devices in poetry and prose. • To determine the purpose and impact of using figurative language in writing.
Lesson 6: Activator 1 • In your journals, define poetry and prose. *Create this chart and place the figurative language techniques
Lesson 6: Activator 2 Idioms – a figure of speech ( a metaphor or descriptive phrase that has become part of our casual language) • Flocabulary • Idioms • View • Review • Brainstorm 4 – 5 English Idioms with your small groups.
Lesson 6: Opening • Read aloud from How to Train Your Dragon (Book 4): How to Cheat a Dragon’s Curseby Cressida Cowell • Pages 1 – 9
Lesson 6: Work Period I will show evidence of my learning by… • Identifying figurative language techniques in poetry and prose. • Classifying the techniques into image and sound devices. • Discussing the impact these techniques make on the literary pieces read. Resource: Do the activities on the Figurative Language Review PowerPoint.