CHALLENGING REVIEW OF

COMPLEX TEXTSC.R.C.T. Review

LESSON 1: PREPARATION Your Journals Highlighters Pen and/or Pencil Sticky Notes

LESSON 1:Essential Question: Can words be conductors of my school performance?

Standards: ELACC6/7L3:

Use knowledge of language and its conventions when writing, speaking or listening.

LESSON 1: LEARNING TARGETSLearning Targets:Today I am Learning… to clarify the meaning

of action verbs used on tests or in the directions to performance tasks.

to use these action verbs precisely to match to a specific task.

 

WARM UP: PARTS OF SPEECHour family had a picnic on labor day

Key:Nartav pastn (2)poss pronprep

WARM UP: PARTS OF A SENTENCE

our family had a picnic on labor day

Tuesday Underline complete subjects 1X underline complete predicates 2X Label simple subject (ss); simple

predicate (sp) Label each verb as transitive (carries

a d.o.)or intransitive Place ( ) around phrases – label type Find complements, objects – label

type

LESSON 1: ACTIVATOR www.flocabulary.com =>language arts

=>reading and writing strategies => “Test-Taking Verbs”

View Take challenge review (through link)

LESSON 1: WORK PERIOD1.) Modeled Practice: Students use the Flocabulary “Song or Video Note-Taking

Chart” (through link to lesson plans with the video) to work through creating definitions, examples, and usage for the 10 test-taking verbs reviewed by clicking on the words in the song lyrics for interactive displays.

2.) Small Group Practice: Students will look through the directions to the Q3 County

Benchmark to find the test-taking verbs, and identify precisely what the questions are asking the student to do.

I will show evidence of my learning by… 3.) Individual Practice: using the Flocabulary link for this

lesson to “Exercises” the students will have a worksheet on which they will be given a short task to accomplish using each of the test-taking vocabulary words.

*I will be able to perform specific, short tasks using the test-taking verbs to clarify the task.

LESSON 1: CLOSINGGive me 10! Each student is assigned one of the words studied. They will create a task for their classmates using the verb and write it on a sticky note to apply to our CRCT review board.

LESSON 2:Essential Question: How to writers breathe life into their sentences?

Standards: ELACC6/7L1:

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

LESSON 2: LEARNING GOALS

Learning Targets:Today I am Learning… to determine how

words, phrases, or clauses used as modifiers enhance the author’s message.

to identify and find new homes for dangling and misplaced modifiers

to evaluate the modifier’s use in language.

LESSON 2: GUIDED PRACTICE Modifiers: are words, phrases, or

clauses that provide description in sentences.

Purpose: Modifiers allow writers to “take a picture” that they have in their heads and transfer it accurately to the minds of their readers.

Use: Modifiers breathe life into sentences!

Take a look at this “dead” sentence: Stephen

dropped his fork.

Uggh!

What effect do several well-placed modifiers have?Poor Stephen, who just wanted a quick meal

to get through his three-hour biology lab, quickly dropped his fork on the cafeteria tray, gagging with disgust as a tarantula wiggled out of his cheese omelet; this was a sight requiring a year of therapy before Stephen could even eat eggs again!

Pick out modifiers that function as single words

Pick out phrases that function as modifiers Pick out clauses that function as modifiers.

COMMON MODIFIER ERRORS:Dangling Modifiers:Unintentionally say

something they don’t mean; words are left out.

EX: While driving on Greenwood Avenue yesterday afternoon, a tree began to fall toward Wendy’s car!

This modifier is dangling because the word it modifies is “tree”, not “Wendy”.

The way this is written, it appears as if the tree were driving!

HUH???!!

Mistake #2 with Modifiers:Misplaced Modifiers:

occur when the word, phrase or clause is not placed close enough to the word it is meant to modify.

These modifiers aren’t dangling – no extra words are needed to clarify the meaning

These modifiers are in the wrong place!

EX: I had to take down the shutters painting the house yesterday.

Yikes! It sounds as though the shutters painted the house!?

Quick Fix: move the modifier painting the house near the word it is meant to modify:

Correction: While painting the house yesterday, I had to take down the shutters.

Now the modifier works with the person doing the action- “I”.

Your Mission:Rewrite these sentences to correct any misplaced or dangling modifiers1.) Looking back, the dog was following us. Hint: Who was looking back? Correction: Each time Dante and I looked

back, the dog was still following us.2.) Lying on a stretcher, they carried Zion

out.3.) Flying out the window, he grabbed the

papers Hint: What was flying out the window?4.) Mollie came over while I was playing the

piano with a piece of pound cake.5.) I tried calling to tell you about the TV

show five times.

YOUR TURN:On a separate sheet of paper,

write the sentences on the worksheet correctly, fixing any misplaced or dangling modifiers.

Resources: Worksheets A & C

QUIZ REVIEW: WORKSHEET AEx. 2 – Worksheet A:1. I got stopped by the guard at the door

because I had left my invitation at home.

2. Arlene, wearing her new leather boots, got into the blue car.

3. After serving dinner, the crew of the ship signaled to the captain to continue on our journey.

4. I always prefer a room with a window in a motel.

5. I missed the appointment, because of my alarm failing to go off.

WORKSHEET C: QUIZ REVIEWExercise 2: Worksheet C1. The writer wearing glasses read from his

new book.2. Every day except Thursday, you are

welcome to visit the cemetery where famous composers, artists and writers are buried.

3. Please take time to look over the enclosed brochure with your family.

4. After staying out late, I had a hard time finding the house again.

5. The room with a view of the lake is too expensive.

LESSON 2: CLOSINGClosing:Modify – Find an object in the room. On a note-card describe the object using:1.)one adjective or adverb2.)a phrase3.)a dependent (subordinate) clause

LESSON 3Essential Question: In English,

why are there so many words that mean the same thing?

Standards: ELACC6/7RL4: Determine or clarify the meaning of unknown or multiple meaning words or phrases… a.)use context as a clue to the meaning of a word or phrase

LESSON 3: LEARNING GOALSLearning Targets:Today I am Learning… to determine the

proper context in which to use words with multiple meanings

LESSON 3: WARM UPWarm-up:Conventions Commando Basic Training – punctuation, capitalization and spelling

Sentence: our family had a picnic on labor day

LESSON 3: ACTIVATORActivator: Modeled Instruction - www.flocabulary.com => language arts =>grammar => “Commonly Confused Words: The Story of Hom and Nym” View The Story of Hom and Nym Take Challenge Review

YOUR TURN: Work Session/Application:1.) Peer Coaching – student pairs are given note-cards; they will create partner review flashcards with some of the words in Lesson 22 of Crosswalk Coach (gr. 6 – purple book) on (pg. 196). Partner A makes flash cards with the “Meaning

1” column of the chart Partner B takes the same words buy makes

cards from “Meaning 2” column of the chart. Review the alternate meaning of words by

working through the flashcards with your partner.

EXTENSIONS: Choose one partner with whom you will work

well (not necessarily your good buddy!). Using this log-in go to www.flocabulary.com =>

Language Arts => Grammar => Commonly confused words: “The Story of Hom and Nym” Click on the blue links in the lyrics to see the

definitions for using these homonyms correctly in more than one way.

Create your flashcards with your partner using these words.

LEARNING GOALS: SELF-CHECKI will show evidence of my learning by… using

homonyms correctly in the right context when writing

Not Yet On my Way

I Got This!

Write questions I still have about this lesson

I understand _____, butI want to know more about…

I feel that I have mastered this because….

CLOSING: Shuffle your stack of cards for multiple-meaning words.

Spend 5 minutes reviewing the flashcards with your partner!

LESSON 4: Essential Question: How can we

get to the “root” of English words?

ELACC6/7RL4: Determine or clarify

the meaning of unknown or multiple meaning words or phrases…

b.) use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word. 

LESSON 4: LEARNING GOALSLearning Targets:Today I am Learning… to break down word

parts (prefixes, roots, and suffixes) in order to figure out the meaning of a word in context.

to build words using classical roots.

 

LESSON 4: WARM UP ASSESSMENTWarm-up: Conventions Commando Mission (Assessment) Create a simple sentence that uses both common and proper nouns; include one possessive pronoun and a prepositional phrase.

 

LESSON 4: ACTIVATOR www.flocabulary.comLanguage Arts => Grammar => “Prefixes: It’s like a Remix” and “Suffixes: At the End of a Word” View both"Prefix is like a Remix“"Suffix: At the End of a Word" Challenge Reviews

MODELED PRACTICE:Opening: Review the charts of some common Greek and Latin roots, prefixes and suffixes in Lesson 26 (Crosswalk Coach gr.7 – orange book) on pg. 226 – 227.

Peer Coaching – with a partner try to put together words using the charts in Lesson 26. Write the new words and their meanings in your journals.

WORK PERIOD:Individual Practice - Now, work through the examples and sample test questions in Lesson 26 pg. 228 – 231 (Formative Assessment)

LEARNING GOALS: SELF-CHECKI will show evidence of my learning by… figuring out the

meaning of words with Greek or Latin roots I recognize

building new words using Affixes and classical roots, and using them correctly in context when writing.

Not Yet On my Way

I Got This!

I have these questions about the lesson:

I understand _____, butI want to know more about ___.

I feel that I have mastered this skill because …

LESSON 4: CLOSINGClosing: Using the charts from our Lesson 26 – create 2 brand new words to describe our Learning Village (class). Put them on sticky notes and add them to our CRCT review wall.

 

LESSON 5: Essential Question: Why are some

English words positive and others negative?

ELACC6/7L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

c.)distinguish among the connotations (associations) of words with similar denotations (definitions)

LESSON 5: LEARNING TARGETSLearning Targets:Today I am Learning… to understand tone

when reading by distinguishing among a word’s definition, meaning and associations

to use synonyms and antonyms to create word relationships and connotations in my writing.

LESSON 5: ACTIVATORModeled Instruction – www.flocabulary.com =>Language Arts

=>Grammar => Synonyms and Antonyms “So Many Words”

View Challenge Review

LESSON 5: OPENING Using the Lyrics from our flocabulary rap

on “Synonyms and Antonyms”, click on the blue links and find synonyms and antonyms for each word.

Make a word continuum and place your key word, its synonyms, and its antonyms on it to show the connotation of the word.

EX: (-) (+) irritated annoyed MAD ecstatic happy

LESSON 5: WORK PERIOD1.) Peer Coaching – review denotation and connotation with the

examples on pg. 202 preceding Lesson 23 (CC-gr.6 purple) and on pg. 232 preceding Lesson 27 (CC-gr.7 orange).

using the chart from Lesson 23 (Crosswalk Coach – gr. 6- purple book) on pg. 203, work together to place these words on a Connotations Continuum Line. Share your results with the whole group.

2.) Work through the combined CRCT-style tasks from pgs. 204 – 207 (CC-gr.6; purple) and pgs. 234 -237 (CC-gr.7;orange). [Formative Assessment]

LESSON 5: LEARNING TARGET CHECK-IN

I will show evidence of my learning by… creating tone in my

writing by using words from the “Connotations Continuum”.

to determine tone in written passages through word choice

to evaluate how tone creates meaning in a written text.

NOT YET ON MY WAY…

I GOT THIS!

I have these questions about the lesson:

I understand _____, butI want to know more about ___.

I feel that I have mastered this skill because …

LESSON 5: CLOSINGIn your journals create a root sentence; then rewrite it three times by interchanging synonyms or antonyms to change the tone of the message.

LESSON 6Essential Question: How can your

life be an hourglass, and your eyes stars?

 

ELACC6/7L5: Demonstrate

understanding of figurative language, word relationships, and nuances in words meanings.

a.) Interpret figures of speech

LESSON 6: LEARNING TARGETSLearning Targets:Today I am Learning… To identify image

and sound devices in poetry and prose.

To determine the purpose and impact of using figurative language in writing.

LESSON 6: ACTIVATOR 1 In your journals, define poetry

and prose.

*Create thischart andplace the figurativelanguage techniques

IMAGE DEVICES: SOUND DEVICES:

SIMILE ALLITERATION

METAPHOR ASSONANCE(INTERNAL RHYME)

PERSONIFICATION ONOMATOPOEIA

HYPERBOLE RHYME/ RHYME SCHEME (A PATTERN OF RHYME)

IDIOMS METER (A PATTERN OF SYLLABLES)

LESSON 6: ACTIVATOR 2Idioms – a figure of speech ( a metaphor or descriptive phrase that has become part of our casual language) Flocabulary Idioms View Review Brainstorm 4 – 5 English Idioms with

your small groups.

LESSON 6: OPENING Read aloud from How to Train

Your Dragon (Book 4): How to Cheat a Dragon’s Curse by Cressida Cowell

Pages 1 – 9

LESSON 6: WORK PERIODI will show evidence of my learning by… Identifying figurative language

techniques in poetry and prose. Classifying the techniques into image

and sound devices. Discussing the impact these techniques

make on the literary pieces read.

Resource: Do the activities on the Figurative Language Review PowerPoint.

LESSON 6: CLOSINGIn your journals, write a statement of theme from today’s reading and analysis. What is the author’s main message or insight into life?

LESSON 7: LITERARY TEXT STRUCTURES What formats do

writer’s use to construct (to build) their literary writing?

ELACC6/7RL5:Analyze how different literary structures (e.g. narrative, drama, poetry) contributes to the author’s meaning, or theme

LESSON 7:Today I am Learning… To identify the

form or structure of a literary piece.

To analyze how the structure contributes to the author’s meaning or theme.

LESSON 7: ACTIVATOR Literary Elements:

www.Flocabulary.com=>Narrative Elements “These are the Five Things”

ViewReview

LESSON 7: WORK PERIOD6th Grade Lesson: Using the Crosswalk

Coach (grade 6; purple), turn to pg. 46 – 47.

Mark study guide for these terms:

Text structure, Narrative, Setting, book, chapter, poetry, stanza, drama, scene, literary device, flashback, foreshadowing Work through pgs. 48 –

56, writing answers in your journals.

7th Grade Lesson: Mark study guide for these

terms: Text structure, Narrative, Setting, book, chapter, poetry, stanza, drama, scene, literary device, flashback, foreshadowing Work through pgs. 24 – 43 in

the Crosswalk Coach (gr.7;orange), writing the answers in your journals.

KEY: work individually, but ask your groupmates questions ONLY if you don’t understand something; ONLY you will take your test.

LESSON 7 CLOSING: Peer Review with Answer Keys1. Use one partner at your small group (6th); (7th –

work together) to help you check your answers with the answer keys.

2. Discuss with your partner any questions you answered incorrectly.

3. Circle any answers that you both got incorrect – we will review these in whole group.

LESSON 8: INFORMATIONAL TEXT STRUCTURE Essential Question:What structures do informational text writers use in order to organize the information?

LESSON 8: LEARNING GOALSToday I am learning… to find clues and

transitions that help me figure out the organizational structure used in each type of expository text.

LESSON 8: WORK PERIOD6th grade: I will show evidence of learning by…Identifying these organizational structures in expository texts: Cause-Effect Sequence

(Chronological order) Compare-Contrast Problem - Solution

Resource: CC pgs. 88 - 93

7thgrade: I will show evidence of learning by…Identifying these organizational structures in expository texts: Chronological Order

(Sequence) Compare-Contrast Cause-Effect Procedure Process

Resource: CC pgs. 120 - 125

LESSON 8: CLOSING Peer Review with Answer Keys1. Use one partner at your small group

(6th); (7th – work together) to help you check your answers with the answer keys.

2. Discuss with your partner any questions you answered incorrectly.

3. Circle any answers that you both got incorrect – we will review these in whole group.

LESSON 9: WRITING ARGUMENTS, THESIS STATEMENTS, AND THEMESEssential Question: How does a reader identify an argument from a thesis in expository texts, and the theme of a literary text?

LESSON 9: LEARNING GOALSToday I am learning… To identify an

argument and a thesis statement in expository writing

To identify an author’s theme in literary writing

LESSON 9: ACTIVATORFlocabulary: “The Thesis”Þ Thesis Statements and ClaimsÞ ViewÞ Review

LESSON 9: WORK PERIOD6th grade: I will show evidence of learning by… In your Crosswalk Coach

(gr.6; purple), read pgs. 142 – 143 and take notes in your journal on any key words or ideas.

Practice with the “Diagnostic Test for Lessons 15 – 19”, answering these questions in your journals:

?s: # 1- 8 (pg. 136 – 138) # 1, 2 (pg. 144) the activity (pg. 145)

7th grade: I will show evidence of learning by… In your Crosswalk Coach

(gr.7;orange), read pgs. 154 – 155 and take notes in your journal on any key words or ideas.

Practice with the “Diagnostic Test for Lessons 15 – 19”, answering these questions in your journals:

?s:# 1 – 6 (pgs. 148 – 150#1 – 2 (pg. 156)The activities (pgs. 157, 158)

LESSON 9: CLOSING Peer Review with Answer Keys1. Use one partner at your small group

(6th); (7th – work together) to help you check your answers with the answer keys.

2. Discuss with your partner any questions you answered incorrectly.

3. Circle any answers that you both got incorrect – we will review these in whole group.

LESSON 10: RESEARCH AND RESOURCESEssential Question:Which resources are reliable for research?

what figurative language device did I use in the E.Q.?

Is it a sound or image device?

Standards:

LESSON 10: LEARNING GOALSToday I am learning… To evaluate

research resources for validity.

To navigate these resources in order to locate the information I need for research.

LESSON 10: ACTIVATORFlocabulary: Test-Taking Strategies "Acing These Tests“ View Review Thoughts or Questions about the CRCT

and/or your testing accommodations?

LESSON 10: WORK PERIOD6th grade: I will show evidence of learning by…

7th grade: I will show evidence of learning by…