Transcript - jennifermlouis

Day 11
Close Reading Week 2, verbs
practice, and main idea –
Feeding Frenzy
Objectives:
• Identify and understand the main idea present in
a nonfiction text.
• Chunk and Gist a nonfiction text
Homework:
Finish Verb phrase worksheet and Teaching Chess and Life
• Close reading Week 2 due Friday
• Vocabulary quiz Monday
• Grammar quiz Wednesday (Prep, Verb, Helping Verb)
Agenda
• Warm Up
• Vocabulary lesson check
• Verbs Practice
• Teaching Chess and Life (Continued)
• Feeding Frenzy
• Closure
Warm Up
Copy and Identify the parts of speech in the following sentences:
1. Johnny looked awful today in class.
2. The soup tasted disgusting.
3. The cat tasted the milk.
Mark the things that are linked in the sentences:
1. The rotting food smelled awful.
2. The assignment felt confusing.
3. English is my favorite subject in the whole world.
Vocabulary – Lesson Check
Lets check our work!
Get a correcting pen out
and correct any incorrect
answers.
Teaching Chess and Life
On your Own:
Read and Annotate for:
• Chunk and Gist for main idea
• Meaning of title
• Add a sentence to the bottom explaining what picture would
have been helpful
With your partner:
• Compare your annotations. Give your partner two
annotations to add to their reading.
• Answer the questions at the bottom of the text.
• You have 10 minutes
Teaching Chess and Life
from an essay adapted by The New York Times, September 3, 2000
Carlos Capellan
If you were to walk down West 160th Street in Washington Heights, you would see drug dealers
whistling to people in cars and handing off small packages to passersby. As you walk further down
the block, you would see residents who are too scared to sit and talk to their neighbors on the front
steps. These families stay inside most of the time. You would see parents pick up their children from
P.S. 4 and hurry off the block before trouble can start. This is my block and this is my neighborhood.
Many kids my age in Washington Heights wind up in gangs, as drug dealers, in jail, or dead. I
decided long ago that I would not end up in one of those situations because of the consequences I
saw others suffer. I have stuck by this decision with help from several important people. One of the
most influential people in my life is my former chess coach and current boss, Jeremy Chiappetta,
who has taught me a lot about chess and more about life.
As an eighth-grader at a gang-infested junior high school, I joined the chess team as a way to
stay out of trouble. I already knew the coach, Mr. Chiappetta, because he was my social studies
teacher.
As a ninth- and tenth-grader, I volunteered to help Chia with his chess team at Intermediate
School 90 on West 168th Street. During these years, I matured. I learned how to present myself
in a positive way: taking off my hat inside buildings, judging when it was appropriate to make
jokes (I had to learn this lesson a few times), and knowing how to speak in certain situations.
At one tournament I learned an important lesson from Chia. It was the last round of the U.S.
Amateur Team East. I was playing for a top prize and was nervous. In the middle of the game I
found a winning combination and I began to slam the pieces out of happiness. Then a big hand
stopped the game clock and pulled me away. It was Chia. I could tell that he was angry, but I did
not realize what I had done wrong. We talked about the meaning of sportsmanship. I apologized
for my rudeness to my opponent and forfeited the game. I didn’t win a prize.
With Chia’s mentorship, I learned from my mistake. As a coach at I.S. 90, I’ve had to teach the same lesson
to others. It makes me feel good about myself because I like helping the younger kids learn the game Chia
taught me to love.
Chia left I.S. 90 the year I became an eleventh-grader. He recommended me as an assistant chess coach,
for which I am paid. This is my second year at I.S. 90 as an assistant coach. My responsibilities include
teaching chess strategies and tactics three days a week. I also chaperone the team at tournaments almost
every weekend.
All of this would not have been possible if not for Mr. Chiappetta. He turned me to chess and kept me
involved. He gave me the opportunity to earn money doing something I love. Chess has kept me off the
streets. It has challenged me and taught me to think in new ways. Because of chess, I was recently honored
by the Daily News as one of the “21 New Yorkers to Watch in the 21st Century.” Chess has made me a
mentor to younger students, giving me the chance to become their Chia.
Teaching Chess and Life
Linking Verbs Practice
• Get into your pairs and complete the verb phrase
worksheet from google classroom.
• Your quiz will have this information on it.
EXAMPLE I am learning (about life) (in colonial America).
1. Master craftsmen would teach young boys certain skills.
2. The young boys were called apprentices.
3. Some apprentices could learn all about fine furniture.
4. Others might be taught about the printing press.
5. An especially talented boy would be apprenticed to a lawyer or doctor.
6. Some girls were trained as housekeepers or cooks.
7. Many children did attend some type of school.
8. All should have learned daily living skills from their parents.
9. A farm boy would help his father with the chores.
10. A girl’s mother would show her daughter how to spin and weave.
C. Identifying Verb Phrases
Underline the verb phrase in each sentence. Include main verbs and helping
verbs.
1. The colonists would build a home as quickly as possible.
2. Wood from nearby forests was used for their homes.
3. In later years, some houses were made of brick.
4. Poor settlers could make their furniture from the many trees of the forest.
5. Wealthy families could order fancy furniture from England.
6. The colonists may have brought some tools and household items with them
7. They did eat some new foods, such as corn.
8. Most colonists would wear rough, homemade clothing called homespun.
9. Adults and children did like games and contests.
10. Sometimes, they might fly a kite.
11. Colonial children might have become good at familiar games such as
marbles and hopscotch.
Feeding Frenzy
• Get into you pairs download a copy of Feeding Frenzy
• You must Chunk and Gist the reading for main idea
and answer the questions on the back.
• Compose a main idea statement at the end.
• Remember, a main idea is not:
• A Title
• A Summary
• Involve the Characters
Feeding Frenzy
Feeding Frenzy
Feeding Frenzy
Feeding Frenzy
Closure
List three things you learned about nonfiction
today.
Describe two of the steps needed to understand
nonfiction.
Compose one question you still have regarding
nonfiction.