Transcript Document

Welcome to
CAHSEE BOOTCAMP
Week 5
Do Now (3/1/2014)
 In
Other Words is a reading strategy that
tends to focus on ____________ rather than
_________ or __________.
 The
following is an example of what type
of question: Which sentence from the
passage supports the idea that..?
Agenda 3/1/2014
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Do Now- (5 Minutes)
PPT- Reading Comprehension Strategies
continued (15 Minutes)
Group Activity #1- In Deadly Leaves(5-10 Minutes)
Activity #2- Reading Comprehension Strand(5-10
Minutes)
Group Activity #3-Willow & Ginko (10 Minutes)
Group Activity #4- Simile Metaphor WS
Group Activity #5-Little Boy Blue
Exit Slip (5 Minutes)
Reading Strategies
 There
are five distinct types of questions
on the CAHSEE:
1.
2.
3.
4.
5.
Right There (Covered last week)
In Other Words…(Covered last week)
Up Here! (Covered last week)
What’s the BIG Idea (Cover today)
Read All! (Cover today)
What’s the BIG Idea
 BIG
idea questions focus on the overall
picture or “feel” of the text.
 Main
Idea
 Author’s Purpose
 Tone
 You
don’t necessarily have to read the
entire text to get a gage of what the BIG
idea is.
Strategies for “BIG Idea” Questions
 Look
at the richest source of information
 The
Title
 The First Paragraph
 The Last Paragraph
 Underline key words in the first and last
paragraphs
Questions on the Main Idea
 Refer
to what a paragraph or an
article is all about.
 Authors generally introduce the
main idea in the first paragraph
and summarize it in the last
paragraph. Finally, the title often
captures the essence of the text.
Example of a “Main Idea”
Question(Group Practice)
 The
following question is based on the passage
“Electric Cars Deserve a Second Look” What is the
main purpose of Darrow’s article?
 Turn to a neighbor and discuss what you believe the
main idea of the article is?
 A)
to convince readers that their cars are using too much
energy
 B) to show how to improve driving
 C) to convince people that electric cars are good
 D) to show how the environment can be saved
Author’s Purpose VS Tone
Authors purpose
 Authors write for
different purposes:
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To entertain
To persuade
To inform
tone
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idea of a
passage and the
authors purpose are
always related
The author’s purpose and
tone are related.
If the purpose is to
entertain the author’s
tone will be:
 Main
If the purpose is to
persuade:
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Humorous or Descriptive
Persuasive, forceful, critical,
and biased
If the purpose is to inform:
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Informative, straightforward,
factual, and free of bias
Example of Purpose and Tone(Group Practice)
An
average hurricane releases as much
energy as several atomic explosions. Its
power output in a single minute could
keep the United States in electricity for 50
years. The hurricane that struck
Bangladesh in 1970 produced a tidal
wave that killed 200,000 people. In 1900,
in Galveston, Texas a hurricane created
storm tides that swept 6,000 people to
their deaths.
The author wrote to ________.
A. persuade the reader that Texas and Bangladesh can be
dangerous places to live
B. compare the weather in Texas and Bangladesh
C. present factual information about hurricanes
D. entertain the reader with a story about hurricanes
The author’s tone can best be described as ________.
A. humorous
B. straightforward
C. sarcastic
D. frustrated
(Read All) type Questions
 Usually
appear in the Literary Response &
Analysis Strand
 Focus on development of the plot or the
characters
 Require close reading of the text
 NO SHORTCUTS
 Read text in it’s entirety
Examples of Read All questions
 Ex.
How did Billy change throughout the
passage?
 Ex.
How would you describe Paul’s father?
 Ex.
What did Aaron learn about himself?
Group Activity I
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Project Deadly Leaves on the Smartboard
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Students will independently read the first
paragraph from “Deadly Leaves” and answer
the corresponding questions.
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After answering the questions, students should
discuss with a neighbor the strategy they used
to answer each question.
Group Activity II
 In
groups, students will answer each
passage on pages (26-30) and
identify the author’s purpose and
tone.
 Students
must also support their
answers with evidence from the
passage
Literary Response & Analysis
 There
are 20 multiple choice questions in
this section
 You
will be asked to read and understand
stories, poems, plays, and essays.
 You
should be familiar w/ figurative
language and common literary devices
Figurative Language
 Similes:
a figure of speech that compares
two unlike things, using the words “like” or
“as”
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Example: She moves like a snail.
 Metaphors:
Compare two unlike things.
However, unlike a simile, the words “like”
or “as” are not used.
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Example: Her skin is velvet.
Figurative language
 Personification:
means giving humans qualities,
feelings, action, or characteristics to non-human
objects.
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Example: The trees whispered in the wind.
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Whispered is a human action, while a tree is a non-human
object
Figurative Language
 Onomatopoeia:
is the imitation of natural sounds in
the word form. These words help us form mental
pictures about the things, people, or places that
are described
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Example: Bong! Hiss! Buzz! Splash! Crackle! Pop! Moo!
Crunch!
Literary Terms you MUST know
 Climax-
highest point of a story, great
change occurs.
 Conflict- tension and suspense in a story.
 Dialogue- a verbal exchange between 2
or more people
 Flashback: a shifting back to events that
place at an earlier time.
 Foil- a character who serves as a contrast
to the main character
Literary Terms you MUST know
 Foreshadowing-
a hint, or suggestion, of
what’s to come.
 Genre- type or kind (plays, poems, novels)
 Irony- contrast between what is said and
what is meant.
 Monologue- extended solo speech by a
character in a play
 Narrator- the person speaking to us in a
story or telling the story.
Literary Terms you MUST know
 Point
of view- angle from which a story is
told
 Repetition- a technique in which the
same phrase or word is repeated
throughout a poem or story.
 Setting- where it takes place
 Soliloquy- Speech a character makes in a
drama to express feelings or inner conflict
 Tone- the emotion of a piece of writing.
Group Activity III
 Find
a partner
 Each pair will receive a copy of Willow
and Ginko
 Choose 1 person to read the poem
 2nd person will be the scribe
 Answer the questions on pg.4 as a pair
 Be ready to share your answers with the
whole class
Group Activity IV
 Find
a partner
 Each student will receive a
Simile/Metaphor Worksheet
 Answer the questions on pg. 6 on your
own
 After you are done, share with a partner
 Be ready to share your responses with the
class
Group Activity V
 Find
a partner
 Each pair will receive a copy of Little Boy
Blue
 Choose 1 person to read the poem
 2nd person will be the scribe
 Answer the questions on pg. 10 as a pair
 Be ready to share your answers with the
whole class
Exit Slip: (15 mins)
 Get
your assigned computer/ close
notebook
 Log-on/
www.achievedata.com/zoom/test
 Use
the test key from the CAHSEE
BOOTCAMP file cabinet under Mrs.
Kelley’s page
 Exit
Slip Name- CB Math ELA Five
Exit Slip (5 questions)
Time to Switch
(1 minute stretch
break before we
start the next
subject)
Reminders: (1 min)
Sign-out (computer tracker)
Last 2 Bootcamp Sessions
11 school days till the CAHSEE!
Study over your notes nightly
Room must be left spotless (no
trash, I will check your desk
before dismissal)