Transcript Great Expectations - Montgomery County Schools

November 1 and 4
I CAN REVISE A TEXT IN ORDER TO MAKE COHESIVE
MEANING.
I CAN IDENTIFY SENTENCES WITH VERBS THAT AGREE
WITH THEIR SUBJECT IN NUMBER.
I CAN MAKE VERBS AGREE WITH THEIR SUBJECTS IN
NUMBER.
I CAN APPLY BEFORE, DURING, AND AFTER READING
STRATEGIES IN ORDER TO COMPREHEND INCREASINGLY
CHALLENGING TEXT.
I CAN CREATE A QUILT SQUARE.
Bell Ringer
 Read the questions and all the answer options.
 Read the passage carefully.
 Answer questions 68 and 69 on your bell ringer sheet
AND explain why you chose that answer.
 Place this under the bell ringer section in your
binder.
Number 68
 Aristotle’s zoological writings reveal him to be a remarkably
astute observer of the natural world, wedding his
observations to what might be called speculative reason.
F. No Change
G. who was wedded to
H. in that he wedded
J. with the wedding of
I can revise a text in order to make cohesive meaning.
Answer/Explanation
F) The original is correct as written. Wedding is a participle
that modifies observer.
G= distorts the meaning
H= too wordy
J= creates a prepositional phrase that doesn’t modify any
other element in the sentence
Number 69
He was therefore a theorist as well. His overall theory was
simple. In the works of Nature,” he said, “purpose and not
accident is predominant.”
No Change
B. simple-in
C. simple. “In
D. simply. “In
A.
I can revise a text in order to make cohesive meaning.
Answer/ Explanation
(C) The original is incorrectly punctuated. You must
use a quotation mark to indicate the start of the
quotation.
B- the dash can’t be in place of the period
D-is wrong because the adverb simply can’t modify
the subject of the sentence
Subject and Verb Agreement
 The following pronouns are singular: each, either, neither, one,
everyone, everybody, no one, anybody, anyone, someone, somebody
 The following pronouns are plural: several, few, both, many.
 The pronouns some, all, most, any, and none may be either singular
or plural.
Some, all, and most are singular when they refer to a quantity of
something and plural when they refer to a number of things thought
of individually.
The words any and none are singular if the speaker is thinking of
each item individually and plural if he is thinking of several things
as a group.
I can make verbs agree with their subjects in
number.
Each of these sounds (cause, causes) drowsiness.
Neither of the boys (is, are) right.
Everyone in the class (has, have) read the novel.
Several of these plants (is, are) poisonous.
Many in the group often (ask, asks) questions.
All of the furniture (look, looks) comfortable.
All of the chairs (look, looks) comfortable.
Most of the students (like, likes) Great Expectations.
Most of the class (like, likes) Great Expectations.
Self-check
Each of these sounds (cause, causes) drowsiness.
Neither of the boys (is, are) right.
Everyone in the class (has, have) read the novel.
Several of these plants (is, are) are poisonous.
Many in the group often (ask, asks) questions.
All of the furniture (look, looks) comfortable.
All of the chairs (look, looks) comfortable.
Most of the students (like, likes) Great Expectations.
Most of the class (like, likes) Great Expectations
Subject and Verb Agreement
 Complete Exercise A:1-10 individually.
I can identify sentences with verbs that agree with
their subject in number.
“Everyday Use”: Before Reading
Quick write: Respond on your own paper to the following
prompt. You will have five minutes to respond.
Prompt: Many families have traditions or heirlooms that
are handed down to the younger generations. Do you
have any in your family? What are your feelings about
maintaining family traditions?
 I can apply before, during, and after reading strategies in
order to comprehend increasingly challenging text.
“Everyday Use”:Determining character traits
 When characters narrate, or tell their stories, we
know their thoughts and feelings, and we get an idea
of their character traits-their values, likes, dislikes,
even their quirks.
 We also learn about characters by noticing what they
say to other characters in the story’s dialogue. As in
real life, we also notice what they do, how they look,
and what other people say about them.
“Everyday Use”: Inferences
 An inference is an intelligent guess based on
evidence in the story and on what you already know.
 You’ll base your inferences on what the characters
say and do.
“Everyday Use”
 Finish reading the short story. You can read with a
partner or individually. You will have 20 minutes to
finish the reading and to finish the comprehension
questions.
 I can apply before, during, and after reading
strategies in order to comprehend increasingly
challenging text.
“Everyday Use”:Vocabulary
Development/charades
 sidle- (v) move sideways; in a shy or sneaky manner
 furtive- (adj) acting as if trying not to be seen or done
secretly
 cowering- (v) drawing back or huddling in fear
 oppress- (v) persecute; keep down by unjust use of power
 doctrines-(n) principles, teachings, beliefs
 rifling- (v) searching thoroughly or in a rough manner
With your group, you will act out your given word without
saying a word.
The class will use your clues to figure out the meaning.
““Everyday Use”: Before Reading
 Quilting is an American folk art. In the South, quilts
have a rich tradition influenced by African textile
designs and historic American patterns. Quilts are
often passed down in families for generations.
“Everyday Use” by Alice Walker
Butter churn
Before Reading
 Lone Star Quilt
Before Reading
 Walk Around the Mountain Quilt
Questions: During Reading
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10.
From the dream, what can you infer about the relationship between the narrator
and Dee? (page 104)
The narrator’s activities are part of her rural way of life. What personality traits
do you think her physical traits reveal? (page 104)
Mama’s memories emphasize differences between Dee and Maggie and provide
background for conflicts. What does Mama show about her closeness to her
daughters? (page 104)
Why does Mama resent Dee reading to her and Maggie? (page 105)
What does Mama’s narration on page 105 tell you about her childhood?
What does Dee’s desire for “nice things” and her confidence in overcoming
disaster suggest about her? (page 105)
What can you infer about Maggie’s feelings based on her actions when the man
tries to hug her? (page 106)
Which detail tells you that Mama and Maggie are still using the churn to make
butter? (page 107)
How does Maggie handle the conflict over the quilts with Dee? What does her
approach say about her? (page 108)
What effect do you think Mama wants her actions to have on Maggie?
After Reading
 Class Quilt: Think back to the Quick Write. Now design a
quilt square that represents an item that is important in
your life. The quilt square will be graded for neatness,
creativity, and effort. Also, make sure that your name is
on the quilt square. (10 minutes)
 I can apply before, during, and after reading strategies in
order to comprehend increasingly challenging text.