Academic Workout Tables of Contents

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2 OVERVIEW LEVELS 9 & 10 Academic Workout Tables of Contents Reading A. Reading Strategies A. Reading Strategies 1. Previewing 2. Activating Prior Knowledge 3. Questioning 4. Making and Confirming Predictions 5. Connecting with the Text 6. Visualizing 7. Monitoring Comprehension 8. Summarizing Information 9. Reading Critically 10. Synthesizing 1. Clarifying and Questioning 2. Responding to Text 3. Paraphrasing Ideas 4. Summarizing Nonfiction 5. Skimming and Scanning 6. Comparing and Contrasting Texts 7. Evaluating Text B. Comprehension Skills B. Comprehension Skills 11. Stated and Implied Main Ideas 12. Analyzing Supporting Details 13. Differentiating Fact and Opinion 14. Author s Purpose and Perspective 15. Making and Supporting Inferences 16. Types of Text Structure 17. Tone 18. Annotating a Text 19. Context Clues 8. Determining the Main Idea 9. Interpreting Facts and Opinions 10. Drawing Inferences and Conclusions 11. Making Generalizations 12. Analyzing Paragraphs 13. Bias and Emotional Appeals 14. Logical Fallacies 15. Annotating a Text 16. Reading Literary Criticism Online Resources FREE: Sample Lessons Author Video Clips CA101 e-training for Teachers Topics in Education Professional Development Courses Tables of Contents 1

3 OVERVIEW LEVELS 9 & 10 Vocabulary 20. Prefixes and Suffixes 21. Word Roots and Word Families 22. Denotations and Connotations 23. Word Origins 24. Homophones and Homonyms 25. Figurative Meaning 17. Determining Word Meaning from Context 18. Analyzing Word Parts 19. Multiple-meaning Words 20. Connotations and Shades of Meaning 21. Interpreting Idioms Literature A. Analyzing Fiction A. Analyzing Fiction 26. Plot Development 22. Analyzing Plot and Conflict 27. Characters and Characterization 23. Character Motivation 28. Narrators and Points of View 24. Character Traits and Relationships 29. Setting and Mood 25. Analyzing Point of View 30. Interpreting Theme 26. Role of Setting 27. Theme and Theme Statements B. Reading Nonfiction B. Reading Nonfiction 31. Essays 32. Biographical Writing 33. Autobiographical Writing 34. Speeches 35. Workplace and Consumer Documents 36. News Articles 28. Analyzing Text Structure 29. Inductive and Deductive Order 30. Author s Purpose and Tone 31. Interpreting Graphics 32. Synthesizing Ideas 33. Evaluating Argument C. Focus on Poetry and Drama C. Focus on Poetry and Drama 37. Forms of Poetry 38. Rhythm and Meter 39. Rhyme and Repetition 40. Sound Devices 41. Forms of Drama 42. Dramatic Conventions 34. Interpreting a Poem 35. Sounds of Poetry 36. Reading Drama 37. Shakespearean Language D. Elements of Literature D. Elements of Literature 43. Figurative Language and Imagery 44. Foreshadowing and Suspense 45. Dialogue and Dialect 46. Symbolism and Allegory 47. Author s Style 38. Kinds of Irony 39. Interpreting Figures of Speech 40. Responding to Imagery and Mood 41. Interpreting Allusions 42. Flashbacks and Foreshadowing 43. Ambiguity and Paradox 2 Academic Workout

4 OVERVIEW LEVELS 9 & 10 Writing A. Writing Process and Strategies A. Writing Process and Strategies 48. Choosing a Topic 49. Creating and Supporting a Thesis 50. Peer Review 51. Using Graphics and Visuals 44. Analyzing Audience and Purpose 45. Developing a Draft 46. Developing a Thesis Statement 47. Proofreading Strategies 48. Reflecting on Your Writing B. Improving Sentences and Paragraphs B. Improving Sentences and Paragraphs 52. Sentence Fluency 53. Formal and Informal Language 54. Personal Voice and Style 55. Elaboration and Paragraph Unity 56. Sentence Order and Transitions 57. Introductions and Conclusions 58. Narrative Writing 49. Varying Sentences 50. Combining Sentences 51. Using Parallel Structure 52. Using Active and Passive Voice 53. Eliminating Wordiness 54. Adding Details 55. Unifying Paragraphs 56. Improving Paragraph Coherence 57. Using Precise Language 58. Using Formal and Informal Diction C. Modes of Writing 59. Descriptive Writing 60. Expository Writing 61. Persuasive Writing D. Forms of Writing C. Forms of Writing 62. Short Story 63. Poem 64. Literary Response 65. Business Letter 66. Technical Writing 67. Research Report 59. Autobiographical Narrative 60. Character Description 61. Expository Essay 62. Literary Analysis 63. Persuasive Essay 64. Review Tables of Contents 3

5 OVERVIEW LEVELS 9 & 10 Grammar, Usage, and Mechanics A. Basic Grammar 68. Parts of Speech 69. Phrases 70. Clauses 71. Sentence Structure 72. Fragments and Run-ons B. Grammar and Usage Problems A. Grammar and Usage Problems 73. Subject-Verb Agreement 74. Verb Forms and Tenses 75. Pronoun Forms 76. Pronoun-Antecedent Agreement 77. Problems With Modifiers 78. Parallel Structure 79. Commonly Confused Words 65. Correcting Fragments and Run-ons 66. Subject Verb Agreement I 67. Subject Verb Agreement II 68. Shifts in Tense 69. Possessive and Plural Nouns 70. Pronoun Agreement 71. Pronoun Reference 72. Pronoun Case 73. Comparing with Adjectives and Adverbs 74. Misplaced and Dangling Modifiers 75. Awkward and Illogical Sentences 76. Frequently Confused Words and Phrases C. Punctuation and Mechanics B. Punctuation and Mechanics 80. Proofreading Basics 77. Rules of Capitalization 81. Using Commas Well 78. Comma Usage I 82. Semicolons and Colons 79. Comma Usage II 83. Apostrophes 80. Using Semicolons 84. Quotation Marks and Ellipses 81. Punctuating Quotations 85. Outlining 82. Writing Titles and Numbers 86. Taking Notes 87. Evaluating Sources Academic and Study Skills 88. MLA Documentation 89. Types of Test Questions 90. Test-taking Strategies 83. Using Graphic Organizers 84. Research Topics and Questions 85. Primary and Secondary Sources 86. Avoiding Plagiarism 87. Taking Objective Tests 88. Expository Essay Tests 89. Persuasive Essay Tests 90. Test-taking Language 4 Academic Workout

6 Source: from How the García Girls Lost Their Accents by Julia Alvarez LITERATURE LEVEL 10 TEACHER S GUIDE LESSON 24. Character Traits and Relationships Standards Literature Analyze relationships between characters Distinguish between dynamic and static characters Identify techniques of characterization Reading Make inferences 1 Introduce 2 Teach LITERATURE 24. Character Traits and Relationships Sometimes writers tell you directly what a character is like. Other times, they reveal hints about character traits. You will need to make inferences based on what a character says, does, and thinks. Pay special attention to how characters interact with one another. Writers provide clues to a character s personality and behavior by revealing what others think or say about him or her. A dynamic character is one whose personality traits, ideas, opinions, and relationships change as the plot unfolds. A static character, in contrast, remains mostly unchanged from beginning to end. Model Inference about Character What does Sister Zoe think about Yolanda? Our first year in New York we rented a small apartment with a Catholic school nearby, taught by the Sisters of Charity, hefty women in long black gowns and bonnets that made them look peculiar, like dolls in mourning. I liked them a lot, especially my grandmotherly fourth grade teacher, Sister Zoe. I had Invite students to list one of their favorite television comedies or dramas. ASK: Who are some of your favorite and least favorite characters? How do the writers of the show give you information about each character? How do the characters get along with each other? Discuss students responses. Point out that viewers (or readers) get to know characters by their actions, their thoughts, or what other characters say about them. Explain that they will learn more about how an author uses traits to develop a character in this lesson. Work through the bullet points as a class. ASK: When you meet new people, do they give you a summary of their personality? If not, how do you learn what they are like? Elicit that they ll often learn about a person s personality from how he or she acts. Explain that, similarly, an author doesn t always state a character s personality. Students will often need to infer it from the character s behavior. As you discuss static and dynamic characters, provide students with examples from books they have read in class. Have a volunteer read aloud the Model. Then write Yolanda and Sister Zoe on the board. Have students use the passage to identify character traits based on what each character says, does, or thinks. Then have students look for clues about how they interact. ASK: Why do you think Yolanda likes Sister Zoe? What can you infer about Sister Zoe s reasons for her actions? As students respond, have them provide support for their ideas from the passage. Key Details a lovely name, she said, and she had me teach the whole class how to pronounce it. Yo-lan-da. As the only immigrant in my class, I was put in a special seat in the first row by the window, apart from the other children so that Sister Zoe could tutor me without disturbing them. Did you mention... that a trait is any distinguishing feature of a person? Discuss how a dynamic character may change either physical and/or personality traits during a story. OH Overhead Transparency VIEWING, MEDIA, AND TECHNOLOGY EXTENSION Standard: Analyze relationships, ideas, and cultures as represented in various media Provide students with opportunities to make inferences about characters and their relationships. 1. Direct students attention to a reality television show such as American Idol, Amazing Race, or Survivor. 2. Invite students to suggest relationships between two or more characters in the selected show. Characters should be people with whom all students are familiar. ASK: What is the relationship between these people? As students respond, they should explain how they reached their conclusions and give examples to support them. 3. Give students a fictitious scenario What would character X do if character Y? Have students discuss their responses in small groups, using the characters previous words or actions to support their ideas. 4. As a class, discuss times when students have been surprised at how characters interacted. 12 Academic Workout

7 LITERATURE character traits attitudes, values, and qualities of a character dynamic character character who changes over the course of a story inferences reasonable guesses or predictions static character character who does not change during a story 74 Academic Workout Student Practice READING LITERATURE (5) (10) 72 Academic Workout Assessment Book Source: from Annie John by Jamaica Kincaid 3 Academic Vocabulary 24. Practice Less-Proficient Readers and English Learners After reviewing the Key Points, give examples of each Academic Vocabulary term. Name: Character Traits and Relationships Read the instructions for Part A and have students underline character clues as Key Points A writer may directly reveal character traits through description, or you may have to make inferences based on a character s words, actions, and thoughts. Focus on the interaction among characters. Sometimes writers will reveal clues you read the passage aloud. Discuss the answer to the question in Part A with the about a character s personality through the words and actions of others. The personality, opinions, and relationships of a dynamic character develop as the plot progresses. A static character, on the other hand, remains mostly unchanged throughout the story. group. Have students skim Part B and explain any difficult words. Then have students A Analyze Character Relationships In the passage below, the narrator, Annie John, describes an incident with her mother. As you read it, think about both characters personalities and their complete Part B on their own as you circulate to monitor understanding. relationship. On the Sunday before the Monday I started at my new school, my mother became cross over the way I had made my bed. In the center of my bedspread, my mother had embroidered a bowl overflowing with flowers and two lovebirds on either side of the bowl. I had placed the bedspread on my bed in a lopsided way so that the embroidery was not in the center of my bed, the way it should have been. My mother made a fuss about it, and I could see that she was right and I regretted very much not doing that one little thing that would have pleased her. I had lately become careless, she said, and I could only silently agree with her. I came home from church, and my mother still seemed to hold the bedspread against me, so I kept out of her way. How would you describe the relationship between Annie John and her mother? Why? On-Level Learners Tell students to review the Key Points and then complete the Student Practice pages individually. After checking their answers, discuss how they were able to rule out the other choices in the multiple-choice questions in Part B. SP Student Practice pp Advanced Learners After students complete the Student Practice pages, invite them to suggest what might happen next in the story based on what they ve already read. Assess Quick Assess Use the Quick Assess and Student Practice to check students understanding of character traits and relationships. Remind students to respond to the Self-Check Name: Date: on Student Practice page 75. Quiz 24. CHARACTER TRAITS AND RELATIONSHIPS In the passage below, the characters are at a costume party. As you read it, think about the characters personalities and their relationships. Then answer the questions. Brenda came to the party wearing her bright purple dress and dragging her black and brown dog, a collie by the name of Gorko, behind her. Gorko looked terribly embarrassed, for Brenda had dressed him in a four-legged dog suit, complete with bowtie, that matched her dress. You ve gotta be kidding me, Shawn said as Brenda approached. What? Brenda said, clearly not caring that she was one of the few people dressed up. The invitation said costume party. Why aren t you dressed up? Shawn laughed. Because, Shawn said, I don t like to make a fool of myself. I dressed in the spirit of the party, Brenda said. Just because everyone else is afraid to be original doesn t mean I have to be afraid, too. Brenda! Cordelia exclaimed. She was wearing a pure green tuxedo, green eye-liner, and a green wig. Shawn thought the hostess looked like some sort of giant insect. I m so glad you dressed up! It s like no one read the invitation! Brenda smiled at Shawn. Gorko barked. 1. How are Brenda and Shawn different? 2. What might you infer about Brenda based on her smile at the end of the passage? A She is an unusual person who likes to show off. B She thinks that Cordelia looks ridiculous. C She feels proud of her choices and feels that she proved Shawn wrong. 3. On the lines below, explain why you chose your answer in question 2. AB Assessment Book p. 72 ASK: What are some ways you can learn about a character? (make inferences based on what a character does, says, or thinks, or how the character interacts with others) What is the difference between a static and dynamic character? (a dynamic character changes throughout the plot while a static character remains mostly the same) As students answer the questions, have them give examples, or explain their thinking. Then assign the Quiz on page 72 in the Assessment Book. USING OTHER LITERATURE Invite students to select a story with several characters, such as The Wizard of Earthsea by Ursula LeGuin. As students read the story, have them select two characters that interact with one another. Students should list traits they learn about each character from the author s description, things the character does, thinks, or says, and the way the characters interact. USING OTHER LESSONS Use Overhead 11 to show students how to draw conclusions about characters. Overhead 26 shows how to compare characters in literature. With Overhead 61, have students practice writing their own character description. Reading Overhead 11: Drawing Conclusions Student Practice pp Character Traits and Relationships Literature Overhead 26: Comparing Characters Student Practice pp Writing Overhead 61: Character Description Student Practice pp Teacher s Guide 13

8 LEVEL 10 STUDENT PRACTICE LESSON LITERATURE Name: 24. Character Traits and Relationships Academic Vocabulary character traits attitudes, values, and qualities of a character dynamic character character who changes over the course of a story inferences reasonable guesses or predictions static character character who does not change during a story A Key Points A writer may directly reveal character traits through description, or you may have to make inferences based on a character s words, actions, and thoughts. Focus on the interaction among characters. Sometimes writers will reveal clues about a character s personality through the words and actions of others. The personality, opinions, and relationships of a dynamic character develop as the plot progresses. A static character, on the other hand, remains mostly unchanged throughout the story. Analyze Character Relationships In the passage below, the narrator, Annie John, describes an incident with her mother. As you read it, think about both characters personalities and their relationship. (5) (10) On the Sunday before the Monday I started at my new school, my mother became cross over the way I had made my bed. In the center of my bedspread, my mother had embroidered a bowl overflowing with flowers and two lovebirds on either side of the bowl. I had placed the bedspread on my bed in a lopsided way so that the embroidery was not in the center of my bed, the way it should have been. My mother made a fuss about it, and I could see that she was right and I regretted very much not doing that one little thing that would have pleased her. I had lately become careless, she said, and I could only silently agree with her. I came home from church, and my mother still seemed to hold the bedspread against me, so I kept out of her way. Source: from Annie John by Jamaica Kincaid How would you describe the relationship between Annie John and her mother? Why? 14 Academic Workout

9 Name: B Answer the Questions Circle the best answer for each question. 1. The information in lines 5 9 reveals that Annie is A. unruly and obnoxious. C. sad and insecure. B. strong and independent. D. overemotional. 2. Based on her reaction to the way the bedspread was made Annie s mother can best be described as A. a despondent woman who C. a confident woman who trusts feels bitterness. herself. B. an exacting woman who D. a depressed woman who cares expects perfection. for nothing. 3. Annie s thoughts after her mother s reaction to the lopsided bedspread suggest that A. she desperately wants to C. she thinks her mother acted please her mother. unfairly. B. she feels no remorse. D. she meant to upset her mother. 4. Based on the description of this incident, the relationship between Annie and her mother can be best described as A. demanding, yet carefree. C. tense. B. deceptive. D. trusting and supportive. 5. Annie s behavior at the end of the passage reveals that she A. believes her mother is C. wants to confront her mother. acting unreasonably. B. does not wish to upset her D. takes pleasure in acting mother more. rebelliously. Self-Check recognize character traits analyze character relationships Student Practice 15

10 LITERATURE 24. Character Traits and Relationships Sometimes writers tell you directly what a character is like. Other times, they reveal hints about character traits. You will need to make inferences based on what a character says, does, and thinks. Pay special attention to how characters interact with one another. Writers provide clues to a character s personality and behavior by revealing what others think or say about him or her. A dynamic character is one whose personality traits, ideas, opinions, and relationships change as the plot unfolds. A static character, in contrast, remains mostly unchanged from beginning to end. Model Inference about Character What does Sister Zoe think about Yolanda? Our first year in New York we rented a small apartment with a Catholic school nearby, taught by the Sisters of Charity, hefty women in long black gowns and bonnets that made them look peculiar, like dolls in mourning. I liked them a lot, especially my grandmotherly fourth grade teacher, Sister Zoe. I had Key Details a lovely name, she said, and she had me teach the whole class how to pronounce it. Yo-lan-da. As the only immigrant in my class, I was put in a special seat in the first row by the window, apart from the other children so that Sister Zoe could tutor me without disturbing them. Source: from How the García Girls Lost Their Accents by Julia Alvarez