1st 9 weeks Benchmark Review
Be sure to study your notes and graphic organizers (this includes DLR).
Hint: In class, we completed a “Magnet Summary” over a paragraph about Galapagos Turtles. With this magnet summary assignment, we underlined key words for each paragraph and wrote the main idea for each paragraph in the margin. It will be very beneficial to you to do this on your benchmark. Your reading passages are lengthy and have a lot of detail. Write the main idea for each paragraph in the margin and underline your key words, this will help you with your questions, identify details more efficiently and help for constructed response questions.
- Author’s purpose for writing:
- To inform
- To describe
- To explain
- To persuade
- To tell a story
- Verbals:
- Gerund=ends in –ing; looks like a verb; acts like a noun
- Participle=ends in –ing or –ed; looks like a verb; acts like an adjective
- Infinitive=to + a verb; acts like a noun, adj, or adv.
I would sometimes run into older kids who would tease me about my reading. ____________
I had grown to six feet and had the appetite of a growing teenager. ____________
My family had no money to spend on anything but necessities. ____________
- Tone: the author’s attitude and/or feelings toward a topic. The tone is generally expressed through the choice of words or the viewpoint of a writer.
- Types of writing:
- Argumentative = previously called persuasive; the author is trying to convince the audience into a way of thinking
- Informative = the author explains or informs the reader of specific information
- Narrative = the author tells a story; can be fiction or nonfiction
- Main idea/thesis/central idea = the whole point of the story or piece of writing.
- Mood: the author is able to create certain feelings within the reader through the use of words and descriptions. Mood causes an emotional response within the reader so that the reader can connect to the story.
- Transitional words:
To give examples: for example, for instance, such as, specifically
To show cause and effect: therefore, hence, thus, as a result, resulting in, so, consequently
To contrast: nevertheless, however, but, on the other hand, in contrast, on the contrary, conversely, at the same time, still, although, even though, despite, in spite of
To show similarity: likewise, similarly, just as, equally
To concede: although, even though, of course, granted, while
To elaborate: in addition, additionally, moreover, also, furthermore
To emphasize: more importantly, most importantly, chiefly, indeed, in fact, primarily, no doubt
To restate: again, in other words, in effect, that is, in short
To indicate time: last, at last, eventually, before, after, afterwards, finally, during, then, when, as
To indicate place: to the right, to the left, in the background, in the foreground, in the distance
To conclude: thus, finally, in the end
- Types of conflict:
- Man vs. man
- Man vs. nature
- Man vs. society
- Man vs. himself
- Point of View
- 1st—uses the pronouns “I, me, my and we”. Main character tells the story
- 2nd—uses the pronouns “you and your”. Directions or How-to
- 3rd—uses the pronouns “he, she, they”. Narrator does not know thoughts and feelings of characters and is not part a character in the story
- 3rd limited—uses the pronouns “he, she, they, their”. The narrator is not a character in the story but knows ONEcharacter’s thoughts and feelings.
- 3rd omniscient—uses the pronouns “he, she, they, their”. The narrator is not a character in the story but knows ALL the thoughts and feelings of ALL the characters.
2nd 9 weeks Benchmark Review
You need to review the following information to be prepared for the benchmark.
- Literary devices—
- Hyperbole: extreme exaggeration
- Metaphor: comparison, saying one thing is another, without using like or as
- Simile: uses like or as to compare 2 things/people
- Alliteration: repeats consonant sounds
- Personification: makes objects/things have human-like characteristics
- Examples: Match each sentence with one of the literary devices.
The trees waved their branches like hands saying “hello.” _________________
The raven is my grief that will never leave me. _________________
I am so hungry I could eat a horse. _________________
The yellow material was like liquid gold. _________________
- Participles—
- End in –ing or –ed (sometimes –en or –t)
- Look like verbs, act like adjectives
- Examples: Underline the participle in each sentence.
I have a nagging pain in my leg.
They stopped at the weathered cabin.
Frozen blueberries are his favorite snack
Under the pile of magazines lay the forgotten letter.
- Theme—the subject of a short story, novel or play, or the lesson to be learned from a piece of literature. What is the overall/underlying message the author is communicating?
- Idioms—figure of speech; a phrase that means something other than the words that are expressed
- : Match the idiom with its meaning.
paid an arm & a leg false lead
mad as a hatter being determined
barking up the wrong tree without hesitation
red herring expensive
buckling down avoiding the subject
at the drop of a hat crazy
beat around the bush looking in the wrong place
- Point of view—
- 1st person: uses pronouns of I, me, my, mine
- 2nd person: uses pronouns of you, yours; tends to motivational, inspirational or self-help writing
- 3rd person: uses pronouns of he, she, they, him, her, their
- Omniscient: reader knows everything all characters are thinking or feeling
- Limited: reader knows only one character’s thoughts and feelings
- Examples: Label each short story with a point of view.
The Most Dangerous Game _____ Point of view
The Landlady _____ Point of view
The Lottery _____ Point of view
The Tell Tale Heart _____ Point of view
- Infinitives vs. Preposition phrases—
- Infinitives: to + a verb; can act as N, ADJ, or ADV
- Prepositions: to + noun; can act as ADJ or ADV
- Examples: Label each phrase as INF or PREP
We went to the game. _________
She wanted to drive the new car. _________
Children must go to school. _________
He jumped up to go with his brothers. _________
- Tone—the way a writer puts sentences together creates a tone in his or her writing which in turn conveys his or her attitude toward the readers and the subject matter. Examples of tone: sarcastic, angry, disappointed, humorous, positive, formal, casual, etc.
- Structures & style—
- Poem: includes stanzas, meter, figurative language, symbolism & sometimes rhyme
- Letter: includes date, address, salutation, signature
- Essay: includes paragraphs, intro, body with supporting evidence, conclusion
- Narrative: includes paragraphs, characters, plot, setting
- Active/Passive Voice Verbs—
- Active: subject does the action of verb. Ask is the subject doing something.
- Passive: subject is not doing verb; usually includes the preposition by. Ask is something being done to the subject.
- Examples: Label each subject and label each sentence active or passive.
The children ate their popsicles. ______________
The popsicles were eaten by the children. ______________
Bingo is played in Britain. ______________
The president was elected by the people. ______________
- Types of Conflict—Internal and external
Label the different types of conflict for each of the 4 examples (is it internal or external), and give an example for each.
- Man vs. Self ______________
- Man vs. Man ______________
- Man vs. Society ______________
- Man vs. Nature ______________
- Constructed Responses—
- Responses will be scored according to content (answer + evidence) plus writing style (how well you express your ideas).
3rd Nine Weeks Benchmark – ELA Study Guide
Read and comprehend text in order to apply your knowledge.
- Making inferences - “reading between the lines” to draw conclusions
- Summarizing - including appropriate details from the story
- Point of view - 1st, 2nd, 3rd (omniscient or limited)
- Verb moods (conditional, subjunctive, imperative, interrogative, indicative)
- Verbals (participles, infinitives, gerunds)
A verbal is a word that is formed from a verb but does not act as a verb. There are three types of verbals: gerunds, participles, and infinitives. A gerund acts as a noun and always ends in –ing. A participle acts as an adjective and usually ends in –ing or –ed. An infinitive can act as a noun, an adjective, or an adverb and is formed by adding to before a verb.
- Central Idea
- Figurative Language (metaphor, simile, personification, hyperbole, etc).
Type |
Explanation |
Example |
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Simile
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A way of describing something by comparing two unlike things using the words “like” or “as” |
Peggy ran as fast as a cheetah to catch the bus on time. |
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Imagery
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A way of describing something using your senses of sight, hearing, touch, taste, and smell |
The brown, rough sand felt gritty between my toes as I walked down the placid beach. |
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Metaphor
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A way of describing by comparing two unlike things using the words “is”, “are” or “was” |
Frank was a tornado as he passed through the living room. |
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Personification
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To give something that is NOT human, human characteristics |
The dishes danced on the shelf during the earthquake. |
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Alliteration
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When the author repeats the first consonant in a group of words Assonance – a group of words with the same middle vowel sound |
The coin clunked as it fell down the money slot.
The boy ate the poison berry. |
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Hyperbole
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When the author uses exaggeration to make a point |
I told my brother a million times that I would be home at 8:00. |
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Diction
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When the author uses specific word choice to convey a certain mood or tone |
The flag fluttered in the wind as people saluted it in silence. |
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Idioms
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Phrases people use which do not make sense literally, but they have an underlying meaning |
Don’t cry over spilt milk. It’s raining cats and dogs. |
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Onomatopoeia
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Words that are sounds |
CRACK, SNAP, POP |
- Tone - author’s attitude towards the text
Tone - the writer's attitude toward the audience; a writer's tone can be serious, sarcastic, tongue-in cheek, solemn, objective, satirical, solemn, wicked, etc.
- Tone is the author’s (not necessarily your narrator's) overall outlook or attitude toward the given audience. Ironic, matter-of-fact, bemused, outraged, curiously respectful, disdainful - how does he/she feel about the fragment of life displayed in the story?
- Mood - reader’s feelings towards the text
Mood - is the feeling a piece of literature arouses in the reader: happy, sad, peaceful, etc. Mood is the overall feeling of the piece, or passage. It could be called the author’s. emotional-intellectual attitude toward the subject.
- Active/Passive Voice
Voice is the form a verb takes to indicate whether the subject of the verb performs or receives the action. There are two types of voice: active voice and passive voice.
•Active Voice
Active voice is used to show that the subject of the sentence is performing or causing the action.
Example:
Lebron threw the basketball before the buzzer.
Lebron shot the basketball from the free throw line.
Lebron scored three points.
•Passive Voice
Passive voice is used when the subject is the recipient of the action.
Example:
The ball was thrown by Lebron.
The basket was shot by Lebron.
The score was made by Lebron.
- Foreshadow - hints in text that give the reader a “heads up” that something is going to happen
- Theme - an overall meaning that can be applied to the reader’s life
Examples:
Believe in yourself
Betrayal hurts
Conquering the unknown
Do things right the first time
Family is everything
Freedom/freedom comes at a cost
Friendships last forever
Good and evil both live
Hard work pays off
Having courage to do right
Honesty is the best policy
It pays to be honest
Keeping traditions may not be ok
Life is not always fair
Lust for power ends badly
Money does not buy happiness
Never give up
Overcoming adversity
Persistence pays off
Rejection hurts so be nice
Respect others
Showing responsibility
Survival of the fittest
Taking a stand
Taking responsibility
The adventure never ends
To have friends, you must be a friend
Together, we can do anything
We will do anything for our friends
Work hard, play hard
Self-Selected Reading Project
4th nine weeks - Due April 24, 2018
Student Name: ________________________________________
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4 |
3 |
2 |
1 |
Cover |
Includes book title, author's name, your name, a descriptive drawing (NOT the same one as the book) to represent the book and a caption |
Includes book title, author name, your name and a drawing |
Includes book title, author name and your name |
Missing multiple pieces of required information |
Flap 1 Setting
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Includes the setting of the story. This should be written in sentence form and include at least one drawing to represent the setting. |
Includes the setting of the story in sentence form and a rough, unrelated drawing. |
Includes the setting of the story in sentence form-no drawing. |
Includes the setting but not in sentence form. |
Flap 2
Characters
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Includes all main characters of the book. Each character should be summarized, behaviorally and characteristically, and include a picture/drawing of each character |
Includes some main characters of the book. Each character is somewhat summarized and includes pictures/drawings |
Includes some main characters and loosely describes the characters. Includes some pictures/drawings |
Lists only one or two main characters and loosely describes them. May include some pictures/drawings |
Flap 3
Plot |
2 paragraphs (4-6 sentences each) written to describe the plot of the book. A picture/drawing should depict a major event in the book. There should also be a caption. |
2 short paragraphs (3 sentences) written to describe the plot of the book. Picture/drawing depicts major event in book. Includes a caption. |
1 paragraph (4-6) sentences written to describe the plot of the book. Picture/drawing depicts major events in book. Includes a caption. |
A sentence or two is written to describe the plot of the book. Picture/drawing depicts an event in the book or is not drawn. |
Flap 4
Theme |
Theme is given and explained in three sentences. 5 literary device examples are given by quoting the book and writing the type of literary example. |
Theme is explained in two sentences. 4 literary device examples are given by quoting the book and writing the type of literary example. |
Theme is explained in one sentence. 3 literary device examples are given by quoting the book and writing the type of literary example. |
Theme is listed. 1-2 literary device examples are given by quoting the book and writing the type of literary example. |
Flap 5
Favorite Scene |
One paragraph (4-6 sentences) explains your favorite scene from the book. Paragraph includes one quotation. A drawing/picture depicts the scene. |
One paragraph (3 sentences) explains your favorite scene from the book. Paragraph includes one quotation. A drawing/picture depicts the scene. |
Two sentences explain your favorite scene from the book. No quotation is given. Drawing/picture depicts a scene. |
One sentence explains your favorite scene from the book. No quotation is given. No drawing/picture is given. |
Back
Author information |
Includes detailed information about the author in one paragraph (4-6 sentences). Includes a picture of the author. Do NOT copy! |
Includes some information about the author in one paragraph. Includes a picture of the author. . Do NOT copy |
Includes very little information about the author in 3 or less sentences. Author picture is included. . Do NOT copy |
No information or just a sentence is given about the author. |
Neatness, Effort, illustrations |
The project has no distracting errors, corrections or erasures and is easily read. It appears the student spent a lot of effort getting things just right. Drawings are neatly done and colored.
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The book project has almost no distracting errors, corrections or erasures and is easily read. It appears the student worked hard on it. Drawings are neatly done and colored.
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The book project is fairly readable but the quality is not too good on some parts. It looks like the student ran out of time or didn't take care of it.
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Very messy and hard to read. It looks like the student threw it together at the last minute without much care.
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Conventions |
There is 1 or are fewer spelling and grammar errors. The author's name and the title are spelled correctly throughout!
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There are 2-3 spelling and grammar errors OR the title or author's name is not always spelled correctly.
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There are 4-5 spelling or grammar errors.
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There are more than 5 conventional errors.
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This is a foldable that has six flaps.
Any plagiarism will result in an automatic zero that will NOT be adjusted. Write all this (except quotes-citing them correctly) in YOUR OWN WORDS!
*Must use ONLY white paper
* Three sheets folded as shown in class.
Cover – book title, author name, your name, a descriptive drawing to represent the book and a caption
Flap 1 – Setting – Setting of story in paragraph form. Use at least one drawing to represent the setting
Flap 2 – Characters – Includes ALL main characters with a summary and drawing/picture of EACH character. Summary must include behavioral and features of the characters.
Flap 3 – Plot – Two paragraphs (4-6 sentences each) describing the plot. Additionally, include a picture/drawing of a major event in the book. Include a caption.
Flap 4 – Theme – Explained in three sentences. Also, five literary devices examples given by quoting the book (correctly) and designating the literary device.
Personification: “The trees waved as the wind gust blew in from the Pacific Ocean” (Brown 6).
Flap 5 – Favorite Scene – One paragraph explaining your favorite scene from the book with at least one quotation (written correctly) with a drawing/picture depicting the scene.
Back – Author – Detailed information about the author in at least one paragraph. Include a drawing/picture of the author.
Must be neat and grammar must be correct.