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MS Grade 8 Language Arts Through ESOL: The Short Story: The Tell-Tale Heart

MS Grade 8 Language Arts Through ESOL

The Short Story: “The Tell-Tale Heart” by Edgar Allan Poe FCAT Reading/Writing Focus: Literary Elements FCAT Support Skills: First Person Narration/Point of View; Elements of Suspense Language Focus: Comparisons-Equal and Unequal Text: Prentice Hall Literature: Silver Level

English Spanish Haitian Creole Portuguese agony angustia agoni agonia bear resistencia sipòte suportar blood sangre san sangue breathe respirar respire respirar chill (v) frialdad fret, fredi estremecer, arrepio clever listo entelijan esperto deed hecho zak crime, ato, proeza disease enfermedad maladi doença disturb pertubar deranje perturbar dull opaco, sordo ki pa file opaco evil maléfico malefik maléfico floorboards tablas del piso planche assoalho furious furioso andyable furioso groan gemido jemi, plenyen gemido heartbeat (pulse) latidos del corazón (pulso) batman kè (pou) batidas do coração (pulso) heaven (hell) cielo (infierno) syèl (lanfè) céu (inferno) hidden oculto kache escondido hideous abominable abominab hediondo in fact de hecho an reyalite de fato, na verdade insult insultar ensilte, jouman insultar investigate investigar envestige, ankete investigar leap precipitar, saltar sote saltar mad loco move, fou louco nervous nervioso kè sote, sou biskèt nervoso pale pálido pal pálido pity (v) apiadarse pitye pena, compaixão ray rayo reyon raio satisfied satisfecho satilfè satisfeitos search registro enspeksyon, fouy inspecionar sharpen agudizar file aguçado spider araña arenyen aranha stalk acechar pwoche aproximar-se, próximo startle asustar sezisman, espantan assustar thread hilo fil teia, fio trace rastro tras rastro veil velo vwal véu vulture buitre votou abutre wisely astutamente, sabiamente ak sajès sabiamente


English Summary

“The Tell-Tale Heart” by Edgar Allan Poe

People say that the narrator is mad. It is true that he is nervous now and he was nervous then. However, he insists nothing was wrong with him then, because he could see, touch, hear and smell. Instead, he believes his disease sharpened his senses so he heard all things in heaven and earth and many things in hell. The narrator quietly tells you the story so you will understand everything. The narrator did not want to kill the old man. There was no reason for it, and he liked the old man, even loved him. The old man never insulted him, was kind to him, and he didn’t want the old man’s gold. In fact, it was the old man’s cold, pale blue eye with a film over it that bothered the narrator. The eye was like a vulture, and the narrator was afraid of that eye.

It happened slowly, very slowly that the narrator made up his mind to take the old man’s life. The old man’s eye made his blood run cold, and he had to get rid of it forever. The narrator wonders if you think he is mad, because madmen know nothing. He thinks he was clever and careful and he prepared wisely. He was never kinder than during the week before he killed the old man. For seven nights, at about midnight, he gently opened the old man’s door. He was so quiet that it took one hour just to open the door enough without disturbing the old man’s sleep. The hand of the watch moved more quickly than the narrator. Would a madman have been this wise? One ray of the lantern would fall on the vulture eye, but the evil eye was closed.

On the eighth night, the narrator felt wiser and more powerful. However, his hand slipped and he startled the old man. The old man sat up in bed and did not move for one whole hour, and the narrator did not move a muscle either. Then a groan of growing terror came from the old man, and the narrator pitied him. The narrator thinks the old man had felt Death stalking him. Then the ray of light from the lantern, like the thread of a spider, fell upon the vulture eye. The narrator became furious at the dull blue with the veil over it, and it chilled him to the bone. Suddenly, he could hear the low, dull, quick sound of the old man’s heart beating. Even angrier now, the narrator could hardly breathe. However, the heartbeat grew quicker and louder every minute in the dead silence of the old house. The sound continued to get louder and louder until the narrator feared that a neighbor might hear it. So he threw open the lantern, and leaped into the room. The old man screamed only once. The narrator pulled the old man onto the floor. The heart continued to beat for several minutes and then it suddenly stopped. There was no pulse because the old man was stone dead, and so was his vulture eye.

To hide the body, the narrator cut it into pieces, put the pieces under the floorboards and carefully cleaned up. There was no trace of the old man or anything wrong. At four in the morning, there was a knock at the door. Three police officers came to investigate the scream heard by the neighbors. The narrator welcomed them to search the house. In the old man’s room, the narrator placed chairs to sit and talk, right over where the old man was hidden. The police were satisfied nothing was wrong, but suddenly the narrator felt sick and heard ringing in his ears. He grew pale as he realized the sound was the old man’s heartbeat, getting louder and louder. The police heard nothing, but the sound increased until the narrator’s agony and horror were more than he could bear. He felt he must scream or die, so he tore up the floorboards and admitted the hideous deed.


8th Grade Language Arts English Lesson – Spanish version

Spanish Summary

“El Corazón Delator ” de Edgar Allan Poe

Dicen que el narrador está loco. Es cierto que es nervioso y siempre lo fue. No obstante, se empeña en demostrar que en aquel entonces nada malo le sucedía, podía ver, tocar, oír y oler. Más bien, cree que su enfermedad ha agudizado sus sentidos para escuchar todas las cosas que ocurren en el cielo y en la tierra y muchas de las cosas que suceden en el infierno. El narrador les relata tranquilamente el cuento para que comprendan todo lo ocurrido. Él no quería matar al anciano, lo trataba amablemente y no tenía un motivo para hacerlo, le agradaba e incluso lo quería y nunca deseó su oro. De hecho, le molestaba la frialdad del anciano y su ojo azul pálido con una nube encima, que se parecía al de un buitre y por eso le tenía miedo.

La idea de quitarle la vida al anciano lo concibió el narrador lentamente, muy lentamente. El ojo del anciano hizo que se le helará la sangre y tuvo que deshacerse de éste para siempre. El narrador se pregunta si piensan que está loco, porque los locos no saben nada. Él cree que fue listo y cuidadoso, y que se preparó astutamente. Nunca había sido tan amable con el anciano durante la semana anterior al asesinato. Durante siete días, alrededor de la medianoche, abría suavemente la puerta para no perturbar el sueño del anciano y procedía con tanto cuidado que solamente abrir la puerta lo suficiente como para introducir la cabeza, le tomaba una hora. Las manecillas del reloj se movían más deprisa que él. ¿Habría sido un loco tan ingenioso como para hacer esto? Sólo un rayo de luz de la linterna iluminaría el ojo de buitre, pero el ojo maléfico estaba cerrado.

En la octava noche, el narrador nunca antes se sintió más astuto y poderoso. Sin embargo, la mano se le resbaló sobre la linterna y el anciano se asustó y durante toda una hora se sentó en su cama y no hizo ningún movimiento, y él tampoco movió un solo músculo. Luego, el anciano lanzó un gemido de terror creciente y el narrador se apiadó de él. Él piensa que el anciano sintió que la Muerte lo estaba acechando. Después, el rayo de luz de la linterna se proyectó como el hilo de la araña sobre el ojo de buitre. El narrador se enfureció al verlo con su color azul opaco y con aquel velo que lo cubría y que le helaba hasta los huesos. De repente, pudo escuchar el sonido bajo, sordo y acelerado del corazón del anciano. Aún más enfadado que antes, el narrador apenas podía respirar. No obstante, los latidos del corazón eran más rápidos y fuertes a cada minuto en el absoluto silencio de la vieja casa. El sonido continuaba aumentando y aumentando hasta el punto que el narrador temía que algún vecino pudiera oírlo. Entonces, encendió la linterna y se precipitó dentro de la habitación. El anciano gritó sólo una vez y el narrador lo tiró al piso. El corazón continuó latiendo por varios minutos y luego se detuvo repentinamente. El anciano no tenía pulso, estaba más muerto que una piedra y también lo estaba su ojo de buitre.

Para ocultar el cuerpo, lo cortó en pedazos y los puso debajo de las tablas del piso, limpiándolo cuidadosamente. No había rastro del anciano o de algo fuera de lo común. A las cuatro de la mañana, alguien llamó a la puerta. Tres policías llegaron para investigar el grito que oyeron los vecinos y los hizo pasar para que registraran la casa. Ya en la habitación del anciano, puso unas sillas para sentarse y conversar, justo en el lugar donde lo había ocultado. Los policías quedaron satisfechos porque no encontraron nada fuera de lo común, pero de repente el narrador se sintió mal, le comenzaron a zumbar los oídos y se puso pálido cuando se dio cuenta que el sonido provenía de los latidos del corazón del anciano que se tornaban más y más fuerte. Los policías no escuchaban nada, pero el sonido aumentó hasta que la angustia y el horror fueron más fuerte de lo que él podía resistir. Sintió que tenía que gritar o morir, de modo que arrancó las tablas del piso y confesó su abominable hecho. The Department of Multicultural Education Spanish Translation Team certifies that this is a true and faithful translation of the original document. (561) 434-8620 – September 2004 – SY04-2802


Haitian Creole Summary

“The Tell-Tale Heart” dapre Edgar Allan Poe

Gen moun ki di naratè a pèdi tèt li. Se vre, li nève kounye a epi li te nève anvan. Sepandan, li ensiste pa t gen okenn pwoblèm lè sa a, paske li te kab wè, touche, tande ak santi. Okontrè, li kwè maladi l la te vin ba li yon sizyèm sans ki te pèmèt li tande tout sa k ap fèt nan syèl la ak sou tè a ak anpil sa k ap pase nan lanfè. Naratè a pran san l pou l rakonte w istwa a touba yon fason pou konprann tout bagay. Naratè a pa t vle touye granmoun nan. Pa t gen okenn rezon pou sa puiske li te renmen granmoun nan, pou n pa di li te damou pou li. Granmoun nan pa t janm derespekte l, li te emab avè l, epitou li pa t bezwen lò granmoun nan. An reyalite, sa ki te deranje naratè a se sitou fredi li te wè vlope je ble granmoun nan, yon je ble, pal, kouvri ak nyaj. Grenn je a te tankou yon votou, epi naratè a pa t manke pa pè grenn je sa a.

Te vin rive yon lè, sanzatann konsa, naratè a pran desizyon pou l touye granmoun nan.

Grenn je ble granmoun nan te gate san li, li te vle fè yon fen avè l pou jamè. Naratè a poze tèt li kesyon èske w panse li fou, puiske moun fou pa konnen anyen nan anyen. Li panse li te entelijan ak pridan epi li te pran san l pou l mete sou pye yon bon plan makab. Li pa t janm emab konsa ak granmoun nan yon semèn anvan li koupe souf li. Pandan sèt nuit, ozanviwon minuit, l al ouvri pòt granmoun nan tou dousman. Li tèlman fè sa dousman, li pran inèdtan pou l rive ouvri pòt la san l pa deranje somèy granmoun nan. Eguy mont lan mache pi vit pase naratè a. Èske se yon moun fou ki ta rive saj konsa? Yon reyon limyè lanp lan te kab tonbe sou grenn je votou a, men move je a te fèmen.

Sou uityèm nuit lan, naratè a te santi li pi saj toujou, pi puisan. Sepandan, men l glise

epi li fè granmoun sote. Granmoun nan leve chita sou kabann nan epi li pa janm fè okenn mouvman pandan inèdtan, epi narrate a fè menm jan an tou. Apresa, granmoun nan pouse yon gwo kout soupi ki touche kè naratè a. Naratè a panse granmoun nan te santi li wè lanmò anfas. Ansuit, reyon limyè lanp lan, tankou yon fil arenye, tonbe sou grenn je votou a. Naratè a vin move kou kong sou grenn je ble dekrepi a avèk vwal la sou li, epi sa fè l fremi jouk nan zo. Sibitman li te kab tande bri kè granmoun nan k ap bat tou ba. Naratè a tèlman fache konnya, apèn si l te kab respire. Sepandan, batman kè a t ap pran vitès ak volim de plis an plis chak minit nan gwo silans simityè ki te blayi nan vye kay la. Bri a te kontinye ogmante pi fò, pifò toujou jouk naratè a rive pè pou yon vwazen pa ta tande l. Kidonk, li etenn lanp lan epi fofile andan chanm lan. Granmoun nan bay yon sèl kout rèl. Naratè a rale granmoun nan atè a. Kè a kontinye bat pandan plizyè minit epi li rete toudenkou. Pa t gen souf ankò paske granmoun te fè vwèl pou peyi san chapo ak tout grenn je votou li a.

Pou kache kò a, narrate a koupe l an miyèt moso, mete moso yo anba planche a epi netwaye tout bagay klindaday. Pa t gen okenn tras ni granmoun nan ni anyen mal ki te rete. A katrè nan maten, te gen yon frape nan pòt la. Twa ofisye polis vin envestige sou rèl sa a vwazen yo te tande a. Naratè a kite yo fouye kay la. Naratè a mete chèz pou moun chita ak pale egzakteman sou kote li te kache kò granmoun nan. Lapolis te satisfè deske yo pa t jwenn anyen mal, men toudenkou naratè a santi li malad epi zòrèy li pran kònen. Msye vin pal lè l reyalize se batman kè granmoun nan, yon batman k ap vin pi fò pi fò. Lapolis pa t tande anyen, men batman an t ap ogmante jiskaske agoni ak òrè naratè a rive nan you bout li pakab sipòte ankò. Li santi se oubyen li pete rele oswa li mouri, kidonk li fann planche a epi admèt se li li te komèt zak makab la.


Portuguese Summary

“O Coração Denunciador” de Edgar Allan Poe

As pessoas dizem que o narrador é louco. É verdade que ele sempre foi e continua nervoso. Contudo, ele insiste que não havia nada de errado com ele antes, porque ele podia ver, tocar, ouvir e cheirar. Agora, ele acredita que sua doença tenha aguçado seus sentidos, de maneira que ele ouvia todas as coisas no céu, na terra e muitas coisas no inferno. O narrador conta a estória calmamente, assim você entenderá tudo. O narrador não queria matar o velho. Não havia razão para isso e ele gostava do velho, até chegou a amá-lo. O velho nunca o insultou, era gentil com ele e ele não queria o ouro que o velho possuía. Na verdade, era o olho azul, pálido e frio do velho, com uma membrana por cima, que incomodava o narrador. O olhar era como um abutre e o narrador tinha medo daquele olhar.

Aconteceu devagar, tão devagar que o narrador decidiu tirar a vida do velho. O olhar do velho fazia seu sangue correr frio pelas veias e ele tinha que acabar com isso para sempre. O narrador pensa consigo mesmo se você acha que ele é louco, porque homens loucos não sabem de nada. Ele achava-se esperto e meticuloso, ele planejara tudo sabiamente. Ele nunca fora tão gentil como durante a semana anterior em que ele matou o velho. Por sete noites, por volta da meia-noite, ele abria a porta do velho gentilmente. Ele abria de maneira tão silenciosa que levava uma hora para abrir a porta o bastante sem que perturbasse o sono do velho. O ponteiro do relógio movia mais rapidamente do que o narrador. Seria um louco capaz de ser tão sábio? Um raio de luz da lanterna passara pelo olhar de abutre, mas o olho maléfico estava fechado.

Na oitava noite o narrador se sentiu mais sábio e poderoso. Contudo, sua mão escorregou e assustou o velho. O velho sentou-se na cama e ficou imóvel por uma hora inteira e o narrador também não moveu sequer um músculo. Então o velho soltou um gemido de crescente terror e o narrador sentiu pena dele. O narrador achou que o velho tinha sentido a Morte aproximar-se dele. Então o raio da lanterna, como uma teia de aranha, caiu sobre o olho de abutre. O narrador ficou furioso com o azul opaco e aquele véu sobre ele, o que o fez estremecer até os ossos. De repente ele pôde ouvir o som do coração do velho batendo rápido, vago e baixo. E com mais raiva agora, o narrador mal podia respirar. Todavia, as batidas do coração aumentaram rapidamente e ficaram mais altas a cada minuto no silêncio profundo da casa velha. O barulho continuava a aumentar cada vez mais alto, até que o narrador temeu que algum vizinho pudesse ouvir. Então ele livrou-se da lanterna e saltou para dentro do quarto. O velho gritou apenas uma vez. O narrador puxou o homem para o chão. O coração continuou a bater por vários minutos e parou repentinamente. Não havia pulso, pois o velho estava morto como uma pedra, assim como seu olho de abutre.

Para esconder o corpo, o narrador cortou-o em pedaços, colocou-os embaixo do assoalho e limpou cuidadosamente. Não havia rastro do velho ou nada de errado. Às quatro horas da manhã alguém bateu na porta. Três policiais chegaram para investigar o grito ouvido pelos vizinhos. O narrador recebeu os policiais para inspecionar a casa. O narrador colocou cadeiras no quarto do velho para sentar e conversar, exatamente em cima de onde o velho estava escondido. Os policiais estavam satisfeitos, nada parecia errado, até que de repente o narrador sentiu-se mal e ouviu um barulho em seus ouvidos. Ele foi ficando pálido ao perceber que o som era do coração do velho, cada vez batendo mais forte. Os policiais não ouviram nada, mas o som aumentava até que a agonia e o medo do narrador eram mais do que ele podia suportar. Ele sentia que deveria gritar ou morrer, então ele arrancou o assoalho e admitiu o crime hediondo.

The Department of Multicultural Education Translation Team certifies that this is a true and faithful translation of the original document. August 2004 - (561) 434-8620 - SY 04-2802


Beginning Listening Activities

Minimal Pairs

Objective: Auditory discrimination of confusing sounds in words Procedure: Write a word pair on the board. (Example: there-dare) Write #1 above the first, #2 above the second. The teacher models by pronouncing one of the words without indicating which. Teams guess which word they heard, #1, or #2. Pronounce both words in the pair. Teams guess the order they heard (1-2, 2-1). Call out the numbers 1 or 2. Teams respond with the word (Can be done with sentences). Use both words in the pair in otherwise identical sentences. (Example: The Constitution is the heart of US government. The contribution is the heart of US government.) Teams decide which sentence has meaning, and which is silly. (Award points for correct responses.) Unit 3: Lesson 1: Minimal Pairs Activity: beat/bit deed/read mad/mat chill/till veil/bail pale/pole searches/surges ray/lay leap/reap dull/doll blood/blade bear/pair hell/hill

Bingo Objective: Auditory comprehension of vocabulary from the lesson Procedure: Choose vocabulary words or phrases from the lesson summary list or from students' classroom texts. Give each team a blank Bingo card. Each team writes vocabulary words/text phrases you provide on the board in the spaces of their choice. Randomly select sentences from the text and read them aloud. Teams mark their Bingo spaces when they hear the word or phrase.

Intermediate Listening Activities

Team Spelling Test Procedure: Place ten vocabulary words (or fewer depending on time) in a pocket chart or on a chalk tray. Teams get 3-5 minutes to study the words. Hide the words from view. Each team uses one pencil and one sheet of paper. (Team name at top; numbers 1-10 down the left margin) Read the spelling words as you would during a traditional spelling test. The first team member writes word number one with the team's help, and then passes the paper and pencil to the second team member who will write word number two, etc. Students on each team take turns. Teams exchange papers. Place the 10 words back in view. Teams check each other's tests. A team gets one point for each word spelled correctly. Options: Ask for additional information. For example, you may ask teams to write a sentence with the word in it. You might ask for a specific tense, plural form, opposite, etc. An alternative technique is to have each team member complete all spelling items on his/her own paper. Team members are allowed to help each other. On completion, collect the one paper of your choice. The grade on that paper will count for each team member. The Tell-Tale Heart Spelling Activity: Use the following words for the test. The teacher provides the present, students respond with the past. admit, bear, bother, breathe, chill (v), disturb, groan, insult, investigate, leap, pity (v), search, sharpen, stalk, startle


Follow Directions Objective: Listen for the purpose of following spoken directions. Procedure: With one piece of paper and one pencil, team members take turns writing on paper what the teacher directs to complete a task.

a) For example, there might be a list of dates. The teacher might say the following: Draw a circle around 1492. Make a star in front of 1546. Connect 1322 and 1673 with a line.

b) The teacher might direct teams to make changes to a sentence. Example: He sailed to the Americas in 1492. The teacher says, “Circle the verb. Put a box around the preposition”.

c) Another example: Change the verb to the present tense. Add 505 years to the date. Change the subject to the third person plural.

d) The teacher might also direct teams to complete a drawing, or draw the route of an explorer on a map. Teams that complete the exercise correctly get a point.

Unit 3 Lesson 1 Follow Directions Activity: Provide students with pencil and the incomplete timeline below. Students will listen and follow directions to complete the timeline of the life of Edgar Allan Poe.

LIFE OF EDGAR ALLAN POE Poetry & Tales of Horror & Mystery

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Mar

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See next page for more Follow Directions Activity.


Unit 3 Lesson 1 Follow Directions Activity (Continued): Directions: (Teachers reads the sentences once, and then reads a second time.) a) Edgar Allan Poe was a famous writer of poetry and tales of horror and mystery. Listen

carefully to the important events of Edgar Allan Poe’s life. Then complete the timeline by writing the dates in the spaces provided in your timeline.

b) When Poe was born in 1809, his father deserted the family. c) Poe’s mother died before he turned 3 years old. d) From 1812 to 1821, Poe was raised in Richmond, Virginia by the wealthy Allan family, who

provided Poe an excellent education. e) Edgar Allan Poe wrote enough poems to fill a book by age 12. f) Poe published 2 volumes of poetry by age 20. g) From 1830 to 1835, Poe argued about money with his foster father, and Mr. Allan broke

relationship, leaving Poe penniless. h) Poe married his cousin Virginia Clemm in 1829, but he earned very little money for writing. i) Poe’s wife died of tuberculosis in 1847. j) Edgar Allan Poe died in Baltimore in 1849. The cause of his death is unknown.

Dictation Objective: Listen to discriminate words in sentences and reproduce them in writing. Procedure: Dictate sentences from the lesson, saying each sentence only two times (once if listening skills allow) Team members take turns writing the sentences, assisting each other. (Teams can write sentences on the board to correct them in class, or collect as a quiz.) Option: An alternative technique is to have each team member complete all dictation items on his/her own paper. Team members are allowed to help each other. On completion, collect one paper of your choice. The grade on that paper will count for each team member. Option: Dictate a sentence with an important word left out. Offer four choices for teams to write. Example: Columbus landed in… a) Boston b) Haiti c) Argentina d) England Option for Dictating Dates or mathematical concepts/formulas: Can be written in number form or in word form (fourteen hundred and ninety-two) (All sides are equal in an equilateral triangle.) Dictate the question, so teams can write them down. Then each team answers the question in the group. (What kind of polygon has two parallel sides?) The Tell-Tale Heart Dictation Activity: a) The old man’s eye made his blood run cold, and he had to get rid of it forever. b) The narrator wonders if you think he is mad, because madmen know nothing. c) A groan of growing terror came from the old man, and the narrator pitied him. d) Three police officers came to investigate the scream heard by the neighbors. e) He grew pale at the sound of the heartbeat getting louder and louder.


Proficient Listening Activities

Interview Objective: Role play a verbal interaction in the form of an interview Procedure: You play the role of an informative person relative to the topic of the unit. Choose a representative from each team and distribute the questions among them. These students play the role of journalists. Provide students with these questions to interview you in your new role. Teams must coach their representative, and take notes of the answers for Writing Activity #1, Language Experience Story. The Tell-Tale Heart Interview Activities: You play the role of the narrator. Choose several students to play the role of the police officer. Provide these students with the questions below. They take turns asking you questions. Students not asking questions must take notes of the narrator’s answers. Students should save notes for Writing Activity #1, Language Experience Story.

a) What was the scream that your neighbors reported? Is there anyone else here? b) Where were you when you say you screamed out in your sleep? c) Is there a reason for you to scream out in your sleep? d) Where is the old man who lives with you? e) When will the old man return? f) Do you have an address or phone number of the old man’s location in the country? g) How can I reach the old man? h) Do you mind if I search your house? i) Do you mind if I sit down to talk to you? j) Why are you so nervous? k) Why are you holding your head? l) Are you sure you are all right? m) Why are you tearing up the floor? What happened? n) Why did you kill the old man? o) Will you please come with me?


Beginning Speaking Activities Intentional Intonation

Objective: Auditory discrimination and oral production of intonation/stress patterns in spoken English Procedure: Write the sentence on the board and then say it, stressing one word. Teams take turns explaining the special meaning the emphasis brings to the sentence. Repeat this process several times with the same sentence, each time emphasizing a different word. Example: All for one and one for all! (not none) …..(not, “None for one and one for all!) All for one and one for all! (not from) …..(not, All from one and one for all!) All for one and one for all! (not three) …..(not, “All for three and one for all!) All for one and one for all! (not or) …..(not, “All for one or one for all!”) All for one and one for all! (not everyone) …..(not, “All for one and everyone for all!”) All for one and one for all! (not to)….. (not, “All for one and one to all”!) All for one and one for all! (not nobody) …..(not, “All for one and one for nobody!”) The Tell-Tale Heart Intentional Intonation Activities:

The ray of light, like the thread of a spider, fell upon the vulture eye. (not beam) The ray of light, like the thread of a spider, fell upon the vulture eye. (not sun) The ray of light, like the thread of a spider, fell upon the vulture eye. (not web) The ray of light, like the thread of a spider, fell upon the vulture eye. (not gorilla) The ray of light, like the thread of a spider, fell upon the vulture eye. (not hit) The ray of light, like the thread of a spider, fell upon the vulture eye. (not baby’s) The ray of light, like the thread of a spider, fell upon the vulture eye. (not wings)

Backwards Build-up Objective: Auditory discrimination and oral reproduction of rhythmic patterns of spoken English Procedure: Students practice the intonation, stress, and punctuation of sentences by repeating, by teams, the increasingly larger fragments of a sentence modeled by you. Repeat each line (as necessary) until teams can pronounce the segments well. Continue to build up to the complete sentence. Teams completing the exercise correctly get a point. Example: …in fourteen hundred and ninety-two …blue in fourteen hundred and ninety-two …the ocean blue in fourteen hundred and ninety-two …sailed the ocean blue in fourteen hundred and ninety-two Columbus sailed the ocean blue in fourteen hundred and ninety-two. The Tell-Tale Heart Backward Build-up Activity:

a) However, he insists nothing was wrong with him then, because he could see, touch, hear and smell.

b) In fact, it was the old man’s cold, pale blue eye with a film over it that bothered the narrator.

c) The old man sat up in bed and did not move for one whole hour, and the narrator did not move a muscle either.

d) The police heard nothing, but the sound increased until the narrator’s agony and horror was more than he could bear.

e) He felt he must scream or die, so he tore up the floorboards and admitted the hideous deed.


Intermediate Speaking Activities

Charades Objective: Oral production to determine word meaning and context of new lesson vocabulary Procedure: Team members guess who/what the teacher (or student) is silently role-playing. (Ex: famous person, geometric shape, scientific theory) The team guessing correctly gets point. The Tell-Tale Heart Charades Activity: Suggestions:

agony, bother, breathe, furious, groan, heartbeat, heaven, hell, hideous, leap, mad, nervous, pale, search, spider, stalk, startle, veil, vulture

Mixed-up Sentence Objective: Each team consults to give spoken directions to correct a “mixed-up” sentence. Procedure: Write a sentence on the board that contains lesson vocabulary and grammar, but scramble the order of the words and put a capital letter or two in the wrong places(s). Tell the class the way the sentence should read. Example sentence: A dicot seed has two parts. You might write on the board: “tWo a seed dicot hAs parts”. The person whose turn it is must verbally give directions to make a correction after consulting with the team. The teacher follows the exact directions given and, if correct, gives the team a point. Then s/he calls on next team. Example: “Move the A to the front”. You might decide to erase letter “a” in “part” and put it at the beginning of the sentence. Perhaps you erase an “a” and rewrite it on the wall somewhere in front of the classroom. In both cases, you were not given the detailed instructions necessary to complete the task, and you would move on to the next group without awarding a point. You are looking for a response something like, “Remove the first capital A and replace it with a lower case A.” Directions like these get teams points. Continue until the sentence is reorganized, with a capital at the beginning and a period at the end. Notes: This activity is very difficult and takes several weeks to master. Students will prefer to show you what to do, but do not let them. The idea is to tell you, not show you. The first time you use the activity do not spend more than five minutes. Stop and discuss the kinds of directions they need to give in the future. Do not give up on this activity, no matter how immature the students.

Proficient Speaking Activities

Twenty Questions Objective: Ask oral questions about a photo or picture to determine meaning of vocabulary words. Procedure: A student from one team selects a photo or picture without showing it to members of teams. Teams take turns asking YES/NO questions about the picture. The picture holder can only answer yes or no. If a team guesses correctly, it receives 20 points minus the number of questions that have been asked divided by two. Ex: Is it from the fifteenth Century? Is it a boat? The Tell-Tale Heart Twenty Questions Activity: Photo or picture suggestions:

blood, dull, evil, floorboards, pale, ray, spider, thread, veil, vulture, policeman, old man, lantern, heart


FCAT FOCUS READING SKILL: Using Literary Elements

Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.

USING LITERARY ELEMENTS What to do and what to watch for. There are specific elements to look for in passages from literature that will help you to understand, appreciate, and analyze it.

SETTING The setting of a story tells the time (when) and the place (where) the story takes place. It provides the background for the characters, events, and plot. Sometimes the setting of the story is specific, detailed and the most important information in understanding the story. The setting can help you understand a character, the theme, and plot. The setting sometimes defines the tone or mood of the story.

a) When. The time of the story can be a time in history, a time of the year, or a time of the day. The time of the story includes everything in the story, from beginning to end.

b) Where. The place of the story can be a country, region, city, town, or even a building, like a courthouse or a home. Example 1: A story that takes place during a time of war, rebellion, prosperity, or social conflict will have an effect on the mood, events and characters. Example 2: A story that takes place over a short period of time and in a more limited location like a house will be intense and focus more on the characters and their feelings.

SETTING

WHEN: TIME WHERE: PLACE

THEME The theme of the reading is the message or main idea. This is what the reader ends up with at the end of the story. Everything works together to create the theme or message of the reading.

PERSONAL AND EMOTIONAL CONNECTIONS The most important part of reading is the personal and emotional connection we make as we read. These connections are how and why we enjoy and appreciate what we read. Pay attention to these connections. Personal and emotional connections can help you to use your prior knowledge to understand characters, draw conclusions, make generalizations-inferences, and understand cause-effect relationships in the reading. Ask yourself some questions that will engage you on a personal level and keep you reading actively.

Do I identify with any of the characters or circumstances? Why, why not? How does this character or event make me feel? What would I do in the same situation? How would I feel under these circumstances? Why did the character take a certain action? If an event hadn’t happened, how would the story have ended? How do I want the story to end?


CHARACTERS The characters in a story are the people or animals.

a) Character Trait. Each character is unique and has an individual personality with certain qualities, traits, or characteristics that describe him/her. A character’s words and actions will show his character traits. Examples: Julia is slim, reserved, and serious in her mannerisms. Julia ate slowly and without raising her head or speaking a word.

b) Motivation. A feeling, thought, goal, or reason that causes or makes a character act in a certain way. Consider the motivation of a character when describing him.

c) Characterization. This is a collection of characteristics or details about a character. A

characterization shows a complete picture of a character from the beginning of the story to the end. Use a graphic organizer like the one below to collect information about a character.

CHARACTER’S NAME________________________

Words & Thoughts Actions Goals Motivation

CHARACTER TRAITS

Goals 1______________ _______________ 2______________ _______________ 3______________ _______________

Character’s Name _______________

Motivation 1____________________________________________ 2____________________________________________ 3____________________________________________

Actions 1______________ _______________ 2______________ _______________ 3______________ _______________

Words & Thoughts 1_____________________________________________ 2_____________________________________________ 3_____________________________________________


PLOT Plot-The series of events that make up a story are called the plot.

ELEMENTS OF PLOT Exposition The beginning of the plot that tells the characters and the setting is

called the exposition. Conflict Struggles, problems, or conflicts develop in the story to make it

interesting. Conflicts occur between characters, between a character and nature, circumstances or outside forces. These are called external conflicts. Conflicts can also occur in the mind of the character as he struggles to make a decision. These are called internal conflicts.

Rising Action

After conflict begins, the tension in the story begins to increase. Things are happening, and the reader doesn’t know what will happen next. This is called rising action.

Climax When the rising action reaches a high point, or climax, the reader is at the highest point of interest in the story. At the climax, the reader really wants to know what will happen next.

Resolution Near the end of the story, the conflicts or problems are finally resolved. The reader finds out what happened or the resolution

STORY PLOT Climax (Conflict) Rising Action (Conflict)

Exposition Resolution (Beginning) (End)

STORY PLOT: TITLE_________________________________________________________

Exposition/Beginning Conflict: External /Internal Rising Action Climax Resolution/End


Beginning Reading Activities

Pre Reading Objective: Listen to a short series of oral sentences in order to answer simple questions. Procedure: Use the short summary paragraph below (5-10 sentences). Read the paragraph to the class two times. Then read the paragraph a 3rd time, stopping at the end of each sentence to ask questions. Ask several questions for each sentence, and ask a variety of types of questions (i.e. yes/no, either/or, and “wh-“). Ask the questions at a quick pace, and if the group cannot answer quickly enough, move on to the next group. Example: Columbus sailed to America in 1492. Sample Questions: Did Columbus sail to America? Did Columbus sail to Europe? Did Columbus sail to Europe or America? Where did he sail? Did King Ferdinand sail to America? Did Columbus or King Ferdinand sail to America? Who sailed to America? Did he sail in 1942? Did he sail in 1492 or 1942? When did he sail? Option: Read the paragraph a 4th time. Ask questions again. End the activity by dictating the paragraph to the teams. Allow collaboration within the team. Collect/grade one dictation from each team. Each student on the team receives the same grade. The Tell-Tale Heart Pre Reading Activity:

The narrator lived with an old man who had a pale blue eye with a film over it. The eye disturbed the narrator so much that he planned to kill the old man to get rid of the eye. He went to the old man’s room every night, but the eye was closed. On the eighth night, the eye was open, and the narrator leaped into the room to kill the old man. The old man was terrified, but only screamed one time. The narrator cut up the body and hid the pieces under the floorboards. Neighbors heard the scream, and called the police. The police searched the house and found nothing wrong. The narrator was so confident that placed chairs over the floorboards so the police could talk to him. The narrator began to get nervous because he could hear the beating of a heart. In his agony and horror, the narrator confessed his hideous crime and showed the police the body.


Intermediate-Proficient Reading Activities

Total Recall Objective: Read a text in order to ask and answer short questions. Procedure: Teams prepare 3 (or more) questions and their answers from the text. Teams are allowed to write notes about the text. Teams take turns asking each other their questions, and challenging incorrect responses. Responding teams are not allowed to raise hands. The team asking the question chooses which team answers. The same question cannot be asked twice. If a team does not answer correctly, it loses a point and the team asking the question gets a point. When a team does not agree with the answer that the questioner deems correct, it can challenge that team. The challenging team must prove that it is also correct or that the questioning team is incorrect. It does not need to prove both. All teams can join a challenge on either side (questioner's side or respondent's side), but they must do so immediately. (Teams may wait to see how many teams are joining each side, which is unfair.). Once the teams have taken sides on a challenge, they look up the answer in the book. All teams siding with the correct answer get 2 points, and losers lose 2 points.

Story Grammars Objective: Identify a common organizational pattern or “grammar” of a reading text. Procedure: Introduce story grammars by using the Language Experience Approach. The second time, have each group prepare one. Once groups have mastered story grammars, individuals can prepare their own, but include incentives for the group to help individual members. For example, you might want to give a team a point for each member who receives a grade of B or higher. Example: Setting:___, Characters:___, ___,Problem:___, Goal:___, Events Leading to goal (list in order):___, ___, ___,Resolution: ___(Three possibilities include: character solves problem, character learns to live with problem, problem defeats character) Note: Story grammars help students understand that most stories have a common organization, and they help students to write reports, evaluate the quality of stories, and write their own stories.

Judgment Objective: Read a text for the purpose of identifying facts and opinions. Procedure: On five separate strips of paper, each team writes (or copies) 5 sentences from the text that show facts and opinions. Teams write their team name on the backs of the 5 strips, and swap their sentences. Teams read the sentence strips they have, and place them in either a fact basket or opinion basket in front of the room. The teacher reads each sentence strip from the two baskets. For each, the teams decide if the sentence was correctly placed. If correct, the team with its name on the strip gets a point. If not correct, that team loses a point. (This encourages effective writing.) Option: This activity may be adapted to focus on cause/effect, reality/fantasy or inferred/explicit.


True or False

Objective: Read a text passage for the purpose of making true and false statements about it. Procedure: Teams make a “T” chart (2 columns with titles--one side is for true, the other side is for false). Teams make three true or false statements about the text. A representative from the first team reads one statement aloud. The other teams listen and place their token on the appropriate side of their True/False chart. The questioning team decides which choices are correct. Each correct answer earns a team a point. In a disagreement, follow the challenge rules of Total Recall.

Scan Objective: Scan a text for the purpose of asking and answering simple questions. Procedure: 1. Teams write 3 questions about an assigned text. Next to each question, they write page

number and paragraph number where the answer is located. 2. A representative from each team asks the team’s questions. The other teams get 60

seconds for each question to scan the text, find the answer, page and paragraph numbers, and write them on a sheet of paper. Any team not getting the answer within that time loses a point.

3. Any time a responding team loses a point, the questioning team gets a point. The responding teams take turns reading out their page and paragraph numbers. Then the questioning team reads its page and paragraph numbers.

4. Team respondents who have the same answer as the questioner get an automatic point. Respondents who do not have the same answer as the questioner are not automatically wrong. Both the questioner and respondent read aloud their chosen paragraph. The questioner then decides if the respondent is also correct (Many times the answer to a question can be found in more than one place in a text). If the respondent is also correct, the respondent gets a point.

5. If the questioner says that the respondent is incorrect, the respondent may challenge (as in Total Recall). The responding team must prove that it is also correct or that the questioner is incorrect. It does not need to prove both. Other teams may join one side or the other. The teacher then decides who wins. Winning teams get 2 points and losers lose 2 points.


Beginning- Writing Activities

Language Experience Story Objective: Use student-created writing as a text as a model for individual student writings, for rereading or other written activities, including Story Grammars, RAFT, and Spool Writing. Procedure: Language Experience instruction involves asking students to talk about some item of relevance to the class. You may use information from Listening Activity “Interview” or information learned in other unit activities. Individual team members and teams take turns offering sentences to be added to the text. You write individual contributions on the board, including non-standard forms or word order. Then ask teams to correct or change the text to standard English grammar and syntax and to decide on an organizational format. Assist teams in making necessary adjustments. After the text is corrected, students copy it in their notebooks, or you can type and distribute it.

Indirect Speech Objective: Write a familiar dialog in paragraph form, using indirect or reported speech. Procedure: Use the dialog in this lesson written for Presenting Activity “Dialog”. After teams have completed presenting their dialogs (see Presenting Activities), have each group write the dialog in a paragraph format using indirect speech. Example: COLUMBUS: “I need money to buy ships to sail west.” Columbus asked the queen for some money to sail to the west. Teams use one piece of paper and one pencil only. Each member takes a turn writing a line of the dialog. Other team members can offer help, but they cannot write it for the individual whose turn it is to write. Collect and grade. Each member of the team gets the same grade. The Tell-Tale Heart Indirect Speech Activity: Use the dialog in this lesson written for Presenting Activity “Dialog”.

Example: Police to Narrator: Where is the old man who lives with you? The police asked the narrator where the old man was who lived with him.

Intermediate-Proficient Writing Activities Language Experience Story

Objective: Create a collaborative writing text to use as a model for re-reading, individual student writing or other written activities (including Story Grammars, RAFT, and Spool Writing) Procedure: Language Experience Story instruction involves asking students to talk about some item of relevance to the class. (You may use information from Listening Activity 6, the Interview, or information learned in other unit activities.) Teams take turns, through individual members, offering sentences to be added to the text. You write their contributions on the board, including non-standard forms and word order. Ask groups to change the text to standard English grammatical and lexical forms and to decide on an acceptable organizational format. Help the groups when they cannot make all of the necessary adjustments. After the text is corrected, students copy it in their notebooks, or you can type and distribute it.


Framed Paragraphs Objective: Use a “frame” (outline or template) for writing a paragraph that contains a main idea (topic sentence), supporting details, and a summary statement (conclusion). Note: Framed paragraphs are most useful in preparing students for exam questions. In fact, framed paragraphs make very good exam questions. Procedure: Introduce framed paragraphs to the class by creating a story collectively using the language experience approach. The second time you assign framed paragraphs, have each group prepare one. Once the groups have mastered framed paragraphs, each student prepares his/her own. Include incentives for the group to help individual team members. For example, give a team one point for each member who receives a grade of B or higher. After constructing a model paragraph with the class, groups, pairs, or individuals find examples in text. Social Studies Example: There are many cultures of people living in Florida. First.... Second.... Third.... These groups and others.... Language Arts Example: ..., a character in the novel... by... is.... An example of this behavior is... Another example is.... Finally.... Therefore, this character is... Science Example: OBSERVATION: After observing... HYPOTHESIS: I think... MATERIALS: 1…2…3… PROCEDURE: 1…2…3… DATA: 1…2…3… ANALYSIS: The results of the experiment show.... This was caused by.... Therefore, my hypothesis was/was not correct because....

The Tell-Tale Heart Framed Paragraphs Activities: Sample #1: (Point of View: First Person Narration). Use the following as starters for the narrator:

Thoughts and feelings: a) The narrator explains his point of view about whether or not he is mad. He thinks he

is clever, wise and hardworking, but not mad. b) The narrator is obsessed with the eye. His justification for murder is the eye, which is

evil, cold and vulture-like. c) The narrator feels calmer, wiser and more powerful when he is not afraid. d) When the narrator is afraid, he is terrorized. (one extreme to another) Experiences: a) The narrator thinks he hears the heartbeat of the dead man. It is so real because

Poe describes the narrator’s real experience, including his breathing and the sound becoming louder.

b) The narrator experiences terror over the old man’s eye. Surprises and discoveries: a) The narrator is surprised that he decided to kill the old man, because the old man

was kind. It takes him a while to figure out why he wants to kill him. b) The narrator discovers that after he hides the old man’s body, he no longer feels

afraid. In fact, he places his own chair over the body eagerly, boldly and with confidence.

In his short story, “The Tell-tale Heart”, Edgar Allan Poe uses first person narration by having _____ tell the story from his/her point of view. The writer uses the first person, “I” to show the story through the eyes of _____. (Topic Sentence) Because of first person narration, we experience what the character experiences, including surprises and discoveries. We learn a lot about _____’s thoughts and feelings in a more personal way. For example, _____. (Detail #1) Another example is _____. (Detail #2) Finally, _____ (Detail #3) The point of view of _____ is subjective. In conclusion, the author uses first person narration to bring the reader into the story through the mind and eyes of one of the characters. (Conclusion)


The Tell-Tale Heart Framed Paragraphs Activities:

Sample #2: (First Person Narration). Use the following as starters for the narrator: a) There is no justification for murder. The old man’s eye is not a good reason. Because

of this unacceptable reason, the narrator is not truthful. b) The narrator leads the reader to believe that the police were not suspicious of the

scream in the night, the missing old man, and finally his behavior. This may not be true, since the narrator is a strange individual.

c) The narrator tells us that the old man was terrified, but there is little or no information about the old man, except the narrator’s response to his eye.

d) The narrator insists he is not mad, but his actions tell otherwise. The narrator repeatedly tells us how wise and clever he is, but his actions and thoughts are not those of a wise man, but rather a murderer and madman.

The narrator of a story cannot always be trusted, because he/she may not be telling the

truth. The reader does not know the truth, because there is no way of knowing for sure what the other characters think. There are three items in the story, “The Tell-tale Heart”, by Edgar Allan Poe, which the reader questions as truth. (Topic Sentence) First_____. (Detail #1) Second_____. (Detail #2) Finally _____. (Detail #3) In conclusion, the narrator of the story may not be (may be) a reliable source of the truth in this story. (Conclusion)

Sample #3: (Elements of Suspense) Use the following as starters for the elements of suspense in the story:

Mystery: (You want an explanation for something unusual) The reader wants to know: a) Who the old man is and what he will do if the narrator tries to kill him. b) Why the narrator is so obsessed with the old man’s eye. c) What will happen when the old man opens his eye in the night d) If the police will find out the truth Surprise: (Sudden new twist or turn in the story) a) On the 8th night, the old man opens his eye, and sits up in bed for an hour without

moving a muscle. The narrator is also motionless for one hour. b) The narrator thinks the old man is being stalked by death, but in truth, the narrator is

stalking the old man. The narrator says he loves the old man, but hates his eye, so he decides to kill him.

c) The narrator breaks down and confesses everything to the police, showing them the evidence.

Dilemma: (Hero or heroine chooses between two unpleasant choices) a) In the end, the narrator hears the heartbeat growing louder and louder, and his

agony and horror becomes more than he can bear. He realizes he must choose between screaming or dying. That’s why he tears up the floorboards and admits to the hideous deed.

In the short story, “The Tell-tale Heart”, by Edgar Allan Poe, there are three important

elements of suspense: mystery, surprise and dilemma. First there are some excellent examples of mystery. For example _____ and _____. (Detail #1) In addition, there are surprises in the story. For example _____ and _____. (Detail #2) The third element of suspense is dilemma _____. (Detail #3) The character _____ has to make a choice between _____ and _____. The story is a clearly suspense story because, mush to the reader’s delight, it contains all three elements of suspense: mystery, surprise and dilemma. (Conclusion)


Opinion/Proof

Objective: Organize ideas/information to find supporting evidence for an opinion. (pre-writing) Procedure: Introduce the concept by having students read a selection from which opinions can be formed. Draw a “T” chart on the board. On the left side of the “T”, write OPINION and on the right, PROOF. Under OPINION, write the students’ opinion(s) of the selection. For each opinion, students must find factual statements from the text that support the opinion. Example: OPINION: Napoleon was a great leader. PROOF: He ended the revolution. He drew up a new constitution. He made taxation fair. He chose government workers for their ability. Option: Opinion/Proof may be used for several written activities described in this document, including Story Grammars, RAFT, and Spool Writing. It can also be used by students as a format for note taking from books, videos, and lectures. Option: Teams can write their opinions and support with proof. (think/pair/share activity). The Tell-Tale Heart Opinion/Proof Activity: Opinion/Proof may be used for several written activities described in this document, including Story Grammars, RAFT, and Spool Writing. Students can also use it as a format for note taking from books, videos, and lectures. Allow teams to write their own opinion to support with proof if they are at a proficient level. This can be used as a think/pair/share activity. Use the following as a starter for less proficient students:

Opinion The narrator is a crazy madman. Proof He says he loves the old man, but decides to kill him. He insists he is not mad, but wise and clever. Yet his actions don’t match. He imagines that the old man’s eye is evil. He hears the beating of a dead person’s heart.


Spool Writing

Objective: Write a “spool” (5-paragraph essay with an introduction, 3-paragraph body of supporting arguments with evidence, and a concluding paragraph. Procedure: Use graphic organizers, the summary, modeled writing, and guided writing to plan prewriting activities for developing a “spool”. A spool is a five-paragraph essay in which the first paragraph is an introduction (controlling idea, or thesis). The next three paragraphs make up the body of the essay. Each of these paragraphs begins with an argument sentence to support the thesis and has three supporting sentences for the argument sentence. The weakest argument should be presented in the first paragraph of the body, and the strongest argument in the last paragraph of the body. The final (5th) paragraph is the concluding paragraph, which begins with a restatement of the thesis sentence, and is followed by a restatement of the three argument statements of the body. Introduce the spool essay by creating a story collectively using the Language Experience Approach. The second time you use spool writing, each group prepares one. Once the groups have mastered the spool essay, each student prepares his/her own, but include incentives for the team to help individual members. For example, you might want to give a team one point for each member who receives a grade of B or higher.

LITERARY ELEMENTS: SAMPLE SPOOL WRITING FORMAT FOR SETTING

In the chapter/passage/story/piece/poem _____, by _____, the setting of the story is one of the most important elements. The story is set _____ (time) and _____ (place). Three reasons that come to mind are _____, _____ and _____ (state 3 reasons briefly: help us understand a character, set a mood, provide background for the plot, events, etc).

First, the setting is important because _____ (Topic sentence - Reason #1). One example is _____ (detail #1). Another point to make is _____ (detail #2). Another point is_____ (detail #3).

Second, the time and location of the story provide the reader with important information about _____ (Topic sentence – Reason #2). This is key to understanding _____ and _____ (details #2 and #3). The author gives many details about _____ (detail #3), like _____ that make the story interesting and enjoyable.

Finally, because of the setting, the reader is able to understand better _____ (Topic sentence – Reason #3). One example is _____ (detail #1). Also, _____ (detail #2). Furthermore, without detailed information on _____ (detail #3), the story would not _____.

In conclusion, the setting of the story in _____ during _____ (restate elements of setting) provides the reader with ______ and _____ (restate reasons #1 and #2). Another key reason is _____ (briefly restate reason #3). I appreciate the details of the setting in this reading because _____.

See the following page(s) for Suggested topic(s) outline to develop the spool writing templates in this lesson.


LITERARY ELEMENTS: SAMPLE SPOOL WRITING FORMAT FOR CHARACTERS

In the chapter/passage/story/piece/poem _____, by _____, the character _____ is one of the most important elements. Three important aspects of the character to look at are his/her qualities (seen in his/her words and thoughts), his/her actions, and his/her goals and motivation.

First, (the character) _____’s basic qualities are evident in his/her thoughts and actions (Topic sentence - Aspect #1). One example is _____ (detail #1). Another point to make is _____ (detail #2). Another point is_____ (detail #3). These qualities make this character important because _____.

Second, (the character) _____’s actions reveal information important to the story (Topic sentence – Aspect #2). When he/she _____ (detail #1), we see that _____. Another important action taken by the character is _____ (detail #2). This is key to understanding _____. Finally, the character did _____ (detail #3). These actions help the reader to analyze (figure out, understand, appreciate) _____.

Finally, the goals and motivation of the character _____ are important in understanding him/her (Topic sentence – Aspect #3). One goal (motivation) of the character is _____. This is understood when _____ (detail #1). Another possible motivation (goal) may be _____. This is because _____ (detail #2). Finally, I think the character _____ (goal, motivation – detail #3).

In conclusion, _____ (name the character) is a very important element of the story for several reasons. This includes his/her qualities of _____. Also, his/her actions taken to _____ and _____ are necessary to the plot of the story. Finally, his/her motivation (goals) of _____ and _____ are important in the story (restate elements of character’s qualities, actions, goals /motivation. The author develops this character in an interesting and thoughtful way. This makes the story interesting and fun.

LITERARY ELEMENTS: SAMPLE SPOOL WRITING FORMAT FOR THEME

In the chapter/passage/story/piece/poem _____, by _____, the author makes everything work together to send the reader a message. The theme or message of the reading is _____. Three main elements of the story help to create this theme. They are _____, _____ and _____ (briefly state key points: plot, characters, setting, or personal/emotional connections).

First, the _____ (Key point #1 - plot, characters, setting, or personal/emotional connections) help to send the author’s message. This is evident because _____ (detail #1). Another element of _____ (point chosen) that supports the theme of the reading is _____ (detail #2). A third thing is _____ (detail #3).

Second, _____ (Key point #2 - plot, characters, setting, or personal/emotional connections) works toward the author’s message. This is because _____ (detail #1). Also, the _____ ties into the theme. An additional factor is _____ (detail #3).

The _____ (Key point #3 - plot, characters, setting, or personal/emotional connections) work together with everything in the story to support the author’s message. Examples of this are _____ and _____ (details #1 and #2). Furthermore, _____ (detail #3).

The author’s theme or message is clear. It is _____ (restate theme here). The elements of _____, _____ and _____ (restate key points here) work together in the end to make the reader understand that message.


LITERARY ELEMENTS: SAMPLE SPOOL WRITING FORMAT FOR PLOT

In summarizing the story/chapter/passage/poem _____, by _____, it is important to identify each element of the plot (Topic sentence /introduction). These elements consist of the exposition or beginning, conflicts, rising action, the climax and the resolution. All of these elements make up a compelling and interesting reading.

First, at the beginning of the selection, the author introduces the setting and main characters (Topic sentence). The setting is _____. (Explain) _____ (detail #1) The main characters include _____ and _____. (Elaborate here - _____ detail #2). Later in the plot, other characters are introduced, including _____, _____ and _____. (Describe them briefly here – detail #3) _____

As the plot progresses, a series of events reveal the conflicts (internal/external) in the story (Topic sentence). First, _____ (detail #1) Then, _____ (detail #2) After that, _____ and _____ (detail #3) (Describe main conflicts in the story here.)

The rising action and the climax of the story occur when _____ (Topic sentence). Some details include _____, _____ and _____ (details #1, #2, and #3).

At the end of the story, there is some resolution to the conflicts (Topic sentence). The final resolution is _____ (detail #1). This includes _____ (detail #2). An additional outcome of the conflict and events is _____ (detail #3).

In summary, the key elements of the plot in this story can be identified (Topic sentence/conclusion). They include _____, _____, _____ and _____ (restate key elements from introduction). These elements are all essential to the author creating an interesting story.

SAMPLE SPOOL WRITING FORMAT FOR PERSONAL & EMOTIONAL CONNECTIONS

In the chapter/passage/story/piece/poem _____, by _____, I made personal and emotional connections to the story. The author carefully creates details in the characters, events, and setting that really allowed me to connect on a personal level.

Several personal and emotional connections to the characters occurred while I read. One example is _____. My own experience is similar because _____. I also connected with_____ because_____. One other connection I made can only be explained by _____. I really understood _____ because _____.

My own personal and emotional connections to the setting helped me to understand and appreciate the story/poem. The time/place of the story/poem reminded me of _____ (personal experience or memory). In addition, _____ Finally, I felt that _____ was something I could understand because _____.

I also had personal and emotional connections to specific events in the story/poem. One event I can really understand is _____ because _____. Something else that got me thinking is _____. My own experience is _____. At the end of the story/poem, I also connected emotionally/personally _____. This made me feel _____.

In conclusion, I appreciated and enjoyed this reading on a personal level. I was able to remember my own experiences as I read, so felt a part of the story/poem. I connected personally with the setting _____. I identified closely with the characters _____. I also got caught up in the events _____ because _____. I really enjoyed this story/poem for these reasons.


Unit 3 Lesson 1 Spool Writing Activities: Literary elements/literary analysis is often glossed over because it “feels” difficult. However, these skills are essential for preparing our students for their future goals. Follow the “suggested topics” outlines below for each “spool writing sample format” provided above. The class, teams, or individuals can use the outlines below to develop the details (examples) needed to complete the spool writing templates.

Suggested Topic(s): Use these prompts for writing about personal and emotional connections: Three elements of the plot that made the story compelling and interesting:

a) Details about characters that help the reader connect on a personal or emotional level. For example: ________________________________

b) Details in the events that help the reader connect on a personal or emotional level. For example: ________________________________

c) Details in the setting that help the reader connect on a personal or emotional level. For example: ________________________________

Suggested Topic(s): Use these prompts for writing about plot: Select three elements of the plot that made the story compelling and interesting:

a) Compelling/interesting details of the exposition or beginning: For example: ___________ b) Compelling/interesting details of the conflicts: For example: _______________________ c) Compelling/interesting details of the rising action: For example: ____________________ d) Compelling/interesting details of the climax: For example: ________________________ e) Compelling/interesting details of the resolution: For example: ____________________

Suggested Topic(s): Use these prompts for writing about theme: Everything works together to send the reader a message (theme of the story). One theme of the story is that a wild imagination can lead to strange behavior. Three main elements of the story help to create this theme.

a) Plot - suspense and drama are intense and build to the climax b) Characters - The narrator tells the story through his eyes and his imagination, and

through his senses, sights, sounds, smells, tastes, etc. Examples: sight – ______________, sounds – ______________, smells – ________________, touch – ______________, taste – ______________

c) Setting - - nighttime in the narrator’s home, in the sick old man’s bedroom. (The setting lends itself to imagine many things.) ________________________________

d) personal/emotional connections: Some of the descriptors used appeal directly to the emotions. For example - “agony”, “horror”, “hideous”, “groan”, “terror”, _____________

Suggested Topic(s): Use these prompts for writing about setting: The setting of “The Tell-Tale Heart” nighttime (time) in the narrator’s home (place). Three reasons the setting is important to the story:

a) sets a mood – dark of the night_____________________________________________ b) provides background for events–old man in bed ill and awake with eyes open_________ c) helps the reader understand – the narrator is in the old man’s room watching him______

Suggested Topic(s): Use these prompts for writing about characters: Three important aspects of the main character, the narrator: For example: ________________

a) Qualities or character traits seen in his words and thoughts: For example: ___________ b) Qualities or character traits seen in his actions: For example: ____________________ c) Qualities or character traits seen in his goals and motivation: For example: __________


RAFT Objective: Write on a topic in a specific format, understanding role as a writer and audience. R-A-F-T is a system for students to practice their role as a writer (R), their audience (A), the format of their work (F), and the topic of the content (T). Examples: persuade a soldier to spare your life, demand equal pay for equal work, or plead for a halt to coal mining in our valley.

• (R): For role (R), of the writer, the writer considers who s/he is (Examples-a soldier, Abraham Lincoln, a slave, a blood cell, or a mathematical operation).

• (A): For audience (A), the writer considers to whom s/he is writing (Examples-to a mother, to Congress, to a child.)

• (F): Format (F) determines what form the communication will take. (Examples-letter, speech, obituary, conversation, memo, recipe or journal)

• (T): The topic (T) consists of a strong verb as well as the focus. Procedure: Introduce RAFT by creating a story collectively using the Language Experience Approach. The second time you assign RAFT, have each group prepare one. Model for students, explaining that all writers must consider their role as a writer, their audience, the format, and the topic These four components are critical in every written assignment. Assist teams to brainstorm ideas about a topic. Work with teams to list possible roles, audiences, formats, and strong verbs that are appropriate for each topic. Once the groups have mastered RAFT, have each student prepare his/her own, but include incentives for the group to help individual members. For example, you might want to give a team a point for each member who receives a grade of B or higher. The Tell-Tale Heart RAFT Activity: Students write according to role, audience, format, & topic.

R: Your role as writer is the narrator’s lawyer. A: Your audience is the jury. F: The format of your writing is a written statement. T: Your topic is to write to convince the jury that the killer is insane and not responsible for his actions. He needs a psychiatrist.


FCAT Writing

FCAT Writing: Lesson Topic: (Persuasive or Expository Prompt) Distribute the planning sheets and writing folders containing the prompts to the students. Provide students with the writing situation and directions for writing. Remind the students to budget their time: approximately ten minutes on brainstorming and prewriting, twenty-five minutes on drafting, ten minutes on editing. Record the time and give students the command to begin. After 45 minutes, ask the students to stop writing and place their planning sheets inside their folders. The Tell-Tale Heart FCAT Writing Activity (Expository Prompt):

Writing Situation: Everyone experiences fear at some time. Common fears include fears of places, situations and people. For example, you may be afraid of meeting new people, or giving a speech in front of a lot of people. Perhaps you are afraid of very high places or walking alone at night. Whatever the fear, we find a way to deal with it. Directions for Writing Before you write, think about one of your fears. What is your fear? Why do you have this fear? When do you experience this fear? How would you describe yourself when you experience this fear? How do you react when you experience this fear? What do you do to help yourself deal with your fear? Do you think you will overcome this fear, or will you always experience it? Why? Now, write to explain your fear and how you deal with it.


Beginning Presenting Activities

Dialog Objective: Write a short dialog of 4-6 lines between two familiar characters. Procedure: A dialog can be between 2 historical characters, 2 fictional characters in a story, novel, play, etc. or between 2 imaginary characters such as a germ and a white blood cell. The topic of the dialog should be related to the subject being studied, and the grammar and vocabulary used in the dialog should reflect the grammar and vocabulary focus of the unit. Model each line of the dialog, having the entire class repeat after you. Then, say each line and call on whole teams to repeat the line. Then say each line and call on individual students to repeat the line. Practice dialog lines using the whole class, a whole team, and individuals until students can know the lines of the dialog. Example:

Character A: These items are expensive. We are not selling very many. Character B: We need to sell more of them. Character A: But, then the price will decrease! Character B: But, we will still get more money because the volume will increase. Character A: We do not have enough money to make more than we do now. Character B: Then we will borrow some money by issuing bonds.

Option 1: You take the part of A and the class takes the part of B. Then you take part B and the class takes A. Then work with whole teams and you, then individuals and you, then groups and groups, then individuals and individuals. Move back and forth among these combinations until you think the majority have adequate intonation, stress, and pronunciation. Option 2: Erase two words at random from each line during repetition. Then erase two more, two more, and so on until there are no words left on the board. Option 3: Each group chooses a member to represent them by presenting the dialog with a member from another group in front of the class. If the representative can say his/her lines correctly then the group gets a point. Option 4: Have each group rewrite the dialog from memory. Groups are to use one piece of paper and one pencil or pen only. Each member takes a turn writing a line of the dialog. Other team members can offer help but they cannot write it for the individual whose turn it is to write. Collect the paper and grade it. Each member of the team gets the same grade. The Tell-Tale Heart Dialog Activity:

Police: Your neighbors heard a scream. Is there anything wrong? Narrator: Oh, no, officer. It was just me, screaming out in my sleep. Police: May I come in and look around? Narrator: Please search the house. Let me show you around. Police: Where is the old man who lives with you? Narrator: He’s away visiting his family in the country.


Intermediate Presenting Activities

Show and Tell Objective: Present orally on a familiar topic and respond to questions on the topic. Procedure: A student brings something to class related to the subject at hand and, within 3 minutes, makes an oral presentation about it. Teams take turns asking the student questions about it. For each question the presenter can answer, his/her team gets a point. For each question he/she cannot answer, the team loses a point.

Proficient Presenting Activities

Making the News Objective: Present orally to a group on a familiar academic topic in a news format. Procedure: Teams take turns developing a 3-4 four-minute news broadcast about the subject being studied. There may be several related stories. There must be one story (no matter how short) for each member of the group. The reporting group may refer to notes but not to the text. Other teams can refer to their texts, and have the opportunity to each ask two questions of the reporting team. The reporting team members take turns answering questions, but other team members may help them. The questioning group gets two points for each question the reporting group cannot answer. The reporting group gets a point for each question it can answer. Follow the rules for Total Recall when there is a challenge. Examples: Columbus gets the jewels from the Queen of Spain, the long voyage, Hispaniola landing The Tell-Tale Heart Making the News Activities:

Elderly Man Killed in His Sleep Man Confesses to Murder Neighborhood Watch Works

Intermediate-Proficient Viewing Activities

Total Recall, True or False, Judgment Objective: View a video or speech for the purpose of asking and answering simple questions, making true and false statements, and distinguish facts from opinions. Procedure: Modify reading activities, such as Total Recall, True or False, and Judgment to use when viewing a video or speech. The effectiveness of a challenge is not as high as with a written text.


Beginning Vocabulary Activities

Line of Fortune Objective: Identify and recreate words and word parts from spelling clues. Procedure: (This activity is very similar to Hangman, but involves more complex team decision-making.) Choose a word from the lesson’s vocabulary and write the appropriate number of dashes to represent the letters of the word. For example, for the word dicot you would draw five dashes. A team member guesses a letter. If the letter is not found in the word, write the letter under the dashes and move on to the next team. If their letter is found in the word, then write the letter on the appropriate dash. When a team guesses correctly, they have the option to guess the word. If they choose not to guess the word, call on the next team. If they choose to guess and successfully guess the word, then they receive ten points minus the number of letters written under the dashes from incorrect previous guesses, and the game is over. If they choose to guess and do not guess the word, then they lose points equal to the number of letters written under the dashes, and you call on the next team. If no team can guess the word before ten incorrect letters are written under the dashes then all teams lose points equal to the number of teams in the class.

Concentration Objective: Identify vocabulary words and their meanings. Preparation: On twenty 8” x 5” index cards, write the numbers 1-20, one number per card. Place these cards in order, 3 per line in a pocket chart. On another 20 index cards, write, one word per card, 10 vocabulary items from the lesson 2 times each. Shuffle these cards and place them behind the numbered cards. Procedure: Teams will match the vocabulary words with their meanings. Choose one team to go first. A member of that team picks two numbers. Remove those cards from the chart, leaving the words behind them visible to the class. The student reads the words, with the team’s assistance if needed. If the words match, leave them showing and give the team a point. If they do not match, replace the numbers and call on the next team. Option: Instead of writing each noun 2 times, write it once in the singular and once in the plural. When working with verbs, write one in the present tense and one in the past. Matching variations such as these helps the students understand that, despite certain differences in the visible spelling of two words, they are still semantically related at a deeper level. The Tell-Tale Heart Concentration: Matching:

hell agony, anguish heaven paradise, bliss in fact in truth, actually stalk follow, hunt, pursue agony anguish, pain, suffering bear tolerate, stand, put up with evil wicked, sinful, immoral hideous ugly gruesome, shocking disease illness, sickness narrator storyteller, speaker


Intermediate Vocabulary Activities Jeopardy

Objective: Use clues to identify vocabulary words, characters’ names, places, etc. in the story. Preparation: Place 3 cards across the top of a pocket chart, the first with the letter A printed on it, the second with B, and the third with C. Down the left side of the chart (one per line), place three cards with the numbers 2, 3, and 4 respectively. Place three easier vocabulary items (not visible to the class) next to the number 1 card, and below each of the letter cards, place 3 more difficult words on line 2 in the same manner, place three of the most difficult words on line three. Procedure: Choose one team to go first. A member of that team picks the word s/he wants to guess (“2-C” for example). Give the student a definition of clue for the word (This animal barks.) The student, with the help of his team, responds with the word presented in question format (What is a dog?). If the answer is correct, that team gets 2, 3, or 4 points, depending on the word’s level of difficulty. If the answer is incorrect, the next team tries for the same word but for one point less than the previous team. For example, if the first team guessed incorrectly for a word worth 3 points, the next team to try would get 2 points if it answered correctly. If it too guessed incorrectly, the next team would get one point if it answered correctly. If no team can answer correctly before the points are reduced to zero, then all teams lose 1 point. The Tell-Tale Heart Jeopardy Activity:

Question Answer a) Why the old man groaned he was terrified a) Where narrator hid the body under the floorboards a) What the narrator’s disease did for him it sharpened his senses b) What kind of man cuts a body into pieces a madman b) When narrator killed the old man on the 8th night b) Why narrator confessed the dead man’s heartbeat c) Who came to the door the police c) Who called the police the neighbors c) What the narrator hated the old man’s eye

Wrong Word Objective: Identify, analyze, and correct errors in vocabulary usage. Procedure: Teams find the word that is “wrong” and correct it. Teams get a point for each correction. Read a sentence with a wrong word in it. Examples: The contribution tells us how the government will operate. (should be Constitution) Many people have moved to Florida for the arctic climate. (should be tropical) When teams get good at this activity, embed an incorrect sentence among other correct sentences. Teams can make sentences with incorrect words for other teams to correct. The Tell-Tale Heart Wrong Word Activity:

a) The narrator was mean to the old man the week before he killed him. (kind) b) The killer was very careless about his work. (careful) c) It took the killer half an hour to put his head in the door opening. (hour) d) The killer hated the old man’s nose. (eye) e) The killer could not kill the old man unless his eye was closed. (open)


Classification Objective: Classify vocabulary into two or three groups. Procedure: Model the activity, beginning with several words for teams to classify into groups. Ask students to identify an appropriate label for the groups they create. Discuss other words that could go into each group. Each team gets out one pencil and one sheet of paper. The captain writes team name and divides the paper into the appropriate number of columns (groups). The captain labels columns for classifications and sets timer for 5 minutes. Team members take turns writing words in appropriate columns (as in the Team Spelling Test). Note that words do not have to come from the lesson vocabulary. When the timer rings, collect papers. Teams get one point for each word they place correctly. Spelling should not count.


Beginning Grammar Activities Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.

COMPARISONS-EQUAL AND UNEQUAL To make comparisons, English uses many different expressions. An equal comparison is a comparison of two people, places, things or ideas that are the same or equal. An unequal comparison compares two people, places, things, or ideas with similar or different (unequal) qualities. Study the examples.

EQUAL COMPARISONS Equal comparisons compare people, places, things, or ideas with the same or equal qualities.

Equal Comparison Words: Examples: the same (+ noun)

The two girls have the same dress. The two sentences say the same thing.

the same as… (+noun phrase) I have the same car as you. Girls are not the same as boys.

Comparisons with “as…as”: as + (adjective/adverb) + as…

Vladimir is as tall as Tiago. My watch is as expensive as your watch. I work as diligently as I can.

nearly, almost (common words used with “as…as”)

Wanda is almost as tall as Jean. Miko is nearly as sweet as Constanza

Negatives: …not as…+(adjective/adverb)+as… Quite and Nearly are frequently used in the negative

He’s not as strong as he thinks. The test is not as long as it looks. I’m not quite as motivated as I should be. It’s not nearly as warm in New York as it is in Florida.

UNEQUAL COMPARISONS Unequal comparisons compare people, things, or ideas with similar/different (unequal) qualities.

Unequal Comparison Words: Examples: like His face is like his father’s face. alike Jose and Rudy look alike. similar to This flower is similar to that flower in shape. different from A circle is different from a square. more… (+adjective/adverb/noun) than… My CD player cost more money than yours did.

This book is more interesting than that one. I walk more slowly than you walk.

less…(+adjective/adverb/noun) than… Julia has less time than the other students do. This play is less serious than the other play. He works less efficiently than Joseph. My suit cost less money than that one.

…(adjective+ -er) than… She is much happier than her friends are. But A lemon is sour, but an apple is sweet. but…affirmative/negative I like chocolate, but Maria doesn’t.

An elephant doesn’t fly, but a bird does. nearly/almost as…(+adjective) as… James is almost as tall as Rolfe is.

This class is nearly as easy as PE class. the most…(+adjective). The most beautiful girl in the world is my mother. the…(adjective+ -est). The fastest car in the race will win. one of the…(adjective+ -est) + noun. One of the best days is Sunday.


Word Order Cards

Objective: Identify and use appropriate word order in sentences. Procedure: Choose some of the more complex sentences of the summary to cut up for this exercise. After writing a sentence on a sentence strip, cut up the sentence into individual words. Shuffle the words. With the team's support, one member rearranges the words to reform the sentence. The team gets a point if the cards are rearranged correctly.

Modified Single Slot Substitution Drill Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar sentence in a single slot. Procedure: The teacher writes a sentence on the board and underlines one word. Teams take turns replacing the underlined word with a new word. When students can no longer think of substitutes, the teacher underlines a different word, and the activity continues. Example: The soldiers who surrendered were killed. Possible substitutions for killed: butchered, kissed, hugged, spared The soldiers who surrendered were butchered. Possible substitutions for surrendered: spared, killed, ran, slept The soldiers who surrendered were spared. Possible substitutions for soldiers: people, police, robbers, children Notes: • Sometimes, changing one word necessitates changing another word as well. The queen was dancing when the soldiers arrived. (Substitute king and queen) The king and queen were dancing when the soldiers arrived. • It is not necessary for the sentences to be historically correct, sensible, or even possible. It is

important for the correct part of speech to be used. The Tell-Tale Heart Modified Single Slot Substitution:

Whenever (b) I see that eye (c) my blood runs cold. Possibilities: a) every time, as soon as, the minute b) I look upon that eye, I notice that eye, I perceive that eye, I catch a glimpse of that

eye c) I shake with fright, I want to run away, I am terrified


Intermediate Grammar Activities Sentence Builders

Objective: Expand sentences by adding new words in the appropriate order in a sentence. Procedure: The teacher says a sentence, and, after a pause, an additional word or words. Teams must make a new sentence that adds the new word(s) in the correct place in the teacher's original sentence. Give a point for each correct answer. Example:

Teacher: Fish is a food. (healthy) Team Response: Fish is a healthy food. Teacher: Fish is a healthy food. (fresh) Team Response: Fresh fish is a healthy food.

The Tell-Tale Heart Sentence Builders: a) The narrator cut. (the body) (into pieces) (and cleaned up) (carefully) (put the pieces

under the floorboards) (to hide it) The narrator cut. (the body) The narrator cut the body (into pieces) The narrator cut the body into pieces (and cleaned up) The narrator cut the body into pieces and cleaned up (carefully) The narrator cut the body into pieces and cleaned up carefully (put the pieces under the floorboards) The narrator cut the body into pieces, put the pieces under the floorboards and cleaned up carefully (to hide it) The narrator cut the body into pieces, put the pieces under the floorboards and cleaned up carefully to hide it.

Continue with the following: b) The narrator placed chairs. (to sit) (and talk) (right over where the man was) (old)

(hidden) (in the room) (old man’s) c) The police were satisfied. (nothing was wrong) (but the narrator felt sick) (suddenly)

(and heard ringing) (in his ears) d) He grew pale. (as he realized the sound was the old man’s heartbeat) (getting

louder) (and louder) e) He felt he must scream. (or die) (so he tore up the floorboards) (and admitted the

deed) (hideous)


Multiple Slot Substitution Drills

Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar sentence in a multiple slots. Procedure: This drill is often taught together with or right after the single slot substitution drill. Its organization is similar to single slot substitution, but more that one part of the sentence changes. Give a point for each correct answer. Example: Columbus sailed in 1492. (Pizarro) Pizarro sailed in 1492. (1524) Pizarro sailed in 1524. (arrived) Pizarro arrived 1n 1524. The Tell-Tale Heart Multiple Slot Substitution Activities: (a) For a whole hour (b) I (c) did not move (d) a muscle. Possibilities: for ten minutes, an arm, the killer, even a little, for an entire day, tried not to budge, for longer than I can remember, the neighbor, an inch, could not move, the narrator, did not reposition

Flesh it Out Objective: Use key words in the appropriate order in a grammatically correct sentence. Procedure: The teacher gives the key words of a sentence and teams puts them into a grammatically correct sentence. Give points for correct answers in the oral format. Give grades in the written format. Key words: he/sail/america/1492. Answer: He sailed to America in 1492. Key words: he/sail/america/? (past)(yes/no) Answer: Did he sail to America? The Tell-Tale Heart Flesh it Out Activities: a) My/disease/sharpen/my/sense (past) b) I/arise/argue/unimportant/things/high-pitched/voice (past) c) As/beating/grow/loud/I/think/heart/burst (past) d) I/remove/bed/place/my/hand/old/man/heart (past) e) I/hold/lantern/steady/aim/ray/eye (past)


Transformation Exercises Objective: Change the form or format of a sentence according to the situation. Procedure: Students change the format of a sentence based on teacher directions or prompts. Give points for correct answers in the oral format. Give grades in the written format. Examples: 1. Is it raining? (Answer the question, yes.) Yes, it is raining. 2. It is raining. (Ask a yes/no question.) Is it raining? 3. Many Indians died from disease. Many Indians died from starvation. (Combine 2 sentences into one sentence.) Many Indians died from disease and starvation. Unit 3 Lesson 1 Transformation Exercises: Students respond by using the … (adjective+ -er) than… Follow the model.

The novel is short. The short story is very short. The short story is shorter than the novel.

a) The old man is mad. The narrator is mad. b) The writer is interesting. The old man is very interesting. c) The narrator is strange in the beginning. He is extremely strange at the end. d) My fear was great. The narrator’s fear was great. e) The old man’s eye wasn’t good. His other eye was bad. f) Mystery stories are good. Horror stories are very good. g) The neighbors were smart. The police were extremely smart.

Who What, When, Where, How, Why Objective: Listen to a sentence and respond to “Wh" questions in writing. Procedure: Read a sentence and then ask the “wh" questions about it. Teams write a short answer on a numbered sheet of paper. Example: Teacher: The heart constantly pumps blood to the body 24 hours a day to keep the body alive. What…? (Teams write heart.) Where…? (Teams write to the body) How...? (Teams write constantly) Why…? (Teams write to keep the body alive) When…? (Teams write 24 hours a day). Team members take turns writing answers on the board (for class discussion) or on a team/individual paper (for a grade). An alternative technique is to have each team member complete all items on his/her own paper. Team members are allowed to help each other. On completion of the activity, collect the one paper of your choice. The grade on that paper will count for each team member. The Tell-Tale Heart: Who, What, When, Where, How, Why Activities: a) That night, the narrator carefully aimed the lantern’s ray on the old man’s eye to see if he is

awake. (what, when, how, why, who) b) The narrator cold-heartedly killed the old man because he hated the vulture-like eye. (what,

why, how, who) c) The police continued to smile and chat pleasantly because they did not suspect anything

was wrong in the old house. (what, where, why, who, how) d) The narrator was in the living room pacing the floor frantically because he heard the beating

of the old man’s heart. (why, who, what, how, where) e) Finally, I led the police to the old man’s room to show them his treasures safe and

untouched. (how, what, when, where, why, how)


Sentence Stretchers Objective: Expand grammatically correct sentences by adding new words in appropriate order Procedure: One team begins by making a sentence orally that contains the language or content focus of the lesson. (Make the starter sentence as short as possible.) For example, in a lesson focusing on weather and on adjectives, the first team might say, The cloud is floating. The first team gets a point. Other teams take turns expanding the sentence, getting a point each time something is added successfully or until teams run out of expansions. The white cloud is floating. The fluffy white cloud is floating in the sky. The fluffy white cloud that looks like a boat is floating in the sky. Etc. The Tell-Tale Heart Sentence Stretcher: Begin with the sentence: The sound increased.

The sound increased in his ears. The hideous sound increased in his ears. The police heard nothing, but the hideous sound increased in his ears. The police heard nothing, but the hideous sound increased in his ears until the agony and horror were more. The police heard nothing, but the hideous sound increased in his ears until the agony and horror were more than he could bear. The police heard nothing, but the hideous sound increased in his ears until the agony and horror were more than he could bear any longer. The police heard nothing, but the hideous sound increased in his ears until the narrator’s agony and horror were more than he could bear any longer. The police heard nothing, but the hideous sound increased in his ears until the narrator’s agony and horror were more than he could possibly bear any longer.

Look it Up Objective: Identify specific grammatical structures and change them according to the situation. Procedure: Teams look up sentences in their text that have a specific grammatical structure. As an oral practice, teams get a point for a correct answer. As a written exercise, it can be graded. Version One: Discuss the grammar point with the students then have them find example sentences in their texts. You might want to limit the pages they are to search. Version Two: Write sample sentences on the board in a tense not usually used in the text. Ask students to find similar sentences in the text and to determine the difference between the text sentences and the sentences on the board. In history books, for example, most sentences are in the past tense, so the sentences you write on the board would be in the present tense. During a discussion of the difference between the text sentences and your sentences, you would help the class discover why the text uses past tense sentences so often. Version Three - Students locate sentences in the text with a specific grammatical structure and then restate or rewrite the sentence in a new form specified by you. Example: change statements into questions, affirmative to negative, past to present or passive voice to active. The Tell-Tale Heart Look it Up: Teams locate examples of equal and unequal comparisons in the text and summary


Rewrite the Paragraph

Objective: Identify specific grammatical structures and change them according to the situation. Procedure: Use a paragraph based on the text, and language focus structures of the lesson. Teams read and discuss necessary changes. Members work together to rewrite a grammatically correct paragraph with the changes. Collect one paper from each team for a grade. (Examples: Change one verb tense to another, nouns to pronouns, adverbs to adjectives, etc.) The Tell-Tale Heart Rewrite the Paragraph Activity: Teams rewrite the paragraph in the present tense.

The narrator lived with an old man who had one pale blue eye with a film over it. The eye disturbed the narrator so much that he planned to kill the old man to get rid of the eye. He went to the old man’s room every night, but the eye was closed. On the eighth night, the eye was open, and the narrator leaped into the room to kill the old man. The old man was terrified, but only screamed one time. The narrator cut up the body and hid the pieces under the floorboards. Neighbors heard the scream, and called the police. The police searched the house and found nothing wrong. The narrator was so confident that placed chairs over the floorboards so the police could talk to him. The narrator began to get nervous because he could hear the beating of a heart. In his agony and horror, the narrator confessed his hideous crime and showed the police the body.


Name ____________________________ Date __________ The Tell-Tale Heart: Exercise 1 Fill in the blanks with the correct word.

floorboards

agony

confident

neighbors

pale

old man

hideous

narrator

leaped

get rid of

The __________ lived with an old man who had one __________ blue eye with a

film over it. The eye disturbed the narrator so much that he planned to kill the old man to

__________ the eye. He went to the old man’s room every night, but the eye was

closed. On the eighth night, the eye was open, and the narrator __________ into the

room to kill the old man. The __________ was terrified, but only screamed one time.

The narrator cut up the body and hid the pieces under the __________. __________

heard the scream, and called the police. The police searched the house and found

nothing wrong. The narrator was so __________ that placed chairs over the floorboards

so the police could talk to him. The narrator began to get nervous because he could

hear the beating of a heart. In his __________ and horror, the narrator confessed his

__________ crime and showed the police the body.


Name _____________________________________ Date _____________ The Tell-Tale Heart: Exercise 2 Read each sentence and decide if it is true or false. If it is true, write the word “true” on the line. If the sentence is false, rewrite the sentence to make it a true. 1. The old man was very unkind to the narrator.

______________________________________________________________________

2. The story takes place in a hospital.

______________________________________________________________________

3. The narrator disliked the old man because of the way he looked.

______________________________________________________________________

4. The narrator knows that he is crazy.

______________________________________________________________________

5. The old man was killed on the seventh night.

______________________________________________________________________

6. The narrator felt that the old man had an evil heart.

______________________________________________________________________

7. The old man groaned because he was in pain.

______________________________________________________________________

8. The police were told that the old man was visiting in the city.

______________________________________________________________________

9. The killer felt no pity for the old man.

______________________________________________________________________

10. The killer hid the dead body under the carpet.

______________________________________________________________________


Name ____________________________ Date __________ The Tell-Tale Heart: Exercise 3 (FCAT Practice/Reading Comprehension) Complete the chart by comparing and contrasting the old man and the narrator in Edgar Allan Poe’s story, “The Tell-tale Heart”. Think about the characters, events, motivation, setting, and resolution.

The Old Man The Narrator

DIFFERENT DIFFERENT 1. 1.

2. 2.

3. 3.

1. 2. 3.

SIMILAR


Name ____________________________ Date __________ The Tell-Tale Heart: Exercise 4 (FCAT Practice/Reading Comprehension) The series of events that make up a story is the plot. Use your text and the summary of “The Tell-Tale Heart” by Edgar Allan Poe to complete the plot map below.

STORY PLOT Climax (Conflict) Rising Action (Conflict)

Exposition (Beginning) Resolution (End)

STORY PLOT TITLE: “The Tell-Tale Heart” by Edgar Allan Poe

Exposition/Beginning: ____________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Conflict: External /Internal: ________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Rising Action: __________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Climax: _______________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Resolution/End: ________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________


Name ____________________________ Date __________ The Tell-Tale Heart: Exercise 5 Fill in the blanks.

People say that the __________ is mad. It is __________ that he is nervous

__________ and he was nervous __________. However, he insists nothing

__________ wrong with him then, __________ he could see, touch, __________ and

smell. Instead, he __________ his disease sharpened his __________ so he heard all

__________ in heaven and earth __________ many things in hell. __________ narrator

quietly tells you __________ story so you will __________ everything. The narrator did

__________ want to kill the __________ man. There was no __________ for it, and he

__________ the old man, even __________ him. The old man __________ insulted

him, was kind __________ him, and he didn’t __________ the old man’s gold.

__________ fact, it was the __________ man’s cold, pale blue __________ with a film

over __________ that bothered the narrator. __________ eye was like a __________,

and the narrator was __________ of that eye.

It __________ slowly, very slowly that __________ narrator made up his __________ to

take the old __________ life. The old man’s __________ made his blood run __________, and

he had to __________ rid of it forever. __________ narrator wonders if you __________ he is

mad, because __________ know nothing. He thinks __________ was clever and careful

__________ he prepared wisely. He __________ never kinder than during __________ week

before he killed __________ old man. For seven __________, at about midnight, he __________

opened the old man’s __________. He was so quiet __________ it took one hour __________ to

open the door __________ without disturbing the old __________ sleep. The hand of


__________ watch moved more quickly __________ the narrator. Would a __________ have

been this wise? __________ ray of the lantern __________ fall on the vulture __________, but

the evil eye __________ closed. On the eighth __________, the narrator felt wiser __________

more powerful. However, his __________ slipped and he startled __________ old man. The

old __________ sat up in bed __________ did not move for __________ whole hour, and the

__________ did not move a __________ either. Then a groan __________ growing terror came

from __________ old man, and the __________ pitied him. The narrator __________ the old man

had __________ Death stalking him. Then __________ ray of light from __________ lantern, like

the thread __________ a spider, fell upon __________ vulture eye. The narrator __________

furious at the dull __________ with the veil over __________, and it chilled him __________ the

bone. Suddenly, he __________ hear the low, dull, __________ sound of the old __________

heart beating. Even angrier __________, the narrator could hardly __________. However, the

heartbeat grew __________ and louder every minute __________ the dead silence of

__________ old house. The sound __________ to get louder and __________ until the narrator

feared __________ a neighbor might hear __________. So he threw open __________ lantern,

and leaped into __________ room. The old man __________ only once. The narrator

__________ the old man onto __________ floor. The heart continued __________ beat for

several minutes __________ then it suddenly stopped. __________ was no pulse because

__________ old man was stone __________, and so was his __________ eye.

To hide the __________, the narrator cut it __________ pieces, put the pieces

__________ the floorboards and carefully __________ up. There was no __________

of the old man __________ anything wrong. At four __________ the morning, there

was __________ knock at the door. __________ police officers came to __________


the scream heard by __________ neighbors. The narrator welcomed __________ to

search the house. __________ the old man’s room, __________ narrator placed chairs

to __________ and talk, right over __________ the old man was __________. The

police were satisfied __________ was wrong, but suddenly __________ narrator felt

sick and __________ ringing in his ears. __________ grew pale as he __________ the

sound was the __________ man’s heartbeat, getting louder __________ louder. The

police heard __________, but the sound increased __________ the narrator’s agony

and __________ were more than he __________ bear. He felt he __________ scream

or die, so __________ tore up the floorboards __________ admitted the hideous deed.


Name ____________________________ Date __________ The Tell-Tale Heart: Exercise 6

Write an equal comparison for each pair of sentences, using as (much, many) …as. Example: The narrator thought he was wise. The narrator wasn’t wise.

The narrator wasn’t as wise as he thought.

1. The teacher loved reading the short story. You loved reading the short story. ____________________________________________________________________________

2. The night was long. The day was also long. ____________________________________________________________________________

3. The old man was silent. The narrator was silent too. ____________________________________________________________________________

4. The old man was kind. The old man was generous. ____________________________________________________________________________

5. The beginning of the story was weird. The ending of the story was also weird. ____________________________________________________________________________

Combine the sentences, using more (-er) than…less (-er) than… Example: The first seven nights were long. The eighth night was very long.

The eighth night was longer than the first seven nights.

1. The narrator was extremely nervous. The old man was only nervous at the end. ____________________________________________________________________________

2. What people say about the narrator isn’t important to you. It is to the narrator. ____________________________________________________________________________

3. The sound of the heartbeat was loud at first. Later, the sound was unbearable. ____________________________________________________________________________

4. The narrator felt wise and powerful at first. Later, he felt really wise and powerful. ____________________________________________________________________________

5. At first, heartbeat was quick and loud. Later it was extremely quick and loud. ____________________________________________________________________________

Rewrite the sentence, using an unequal comparison with different from… /similar to… Example: The narrator was mad. The old man wasn’t.

The narrator was different from the old man.

1. For seven nights, the old man slept. The eighth night, he was awake. ____________________________________________________________________________

2. The police were curious. The neighbors were curious as well. ____________________________________________________________________________

3. The narrator was confident. The old man wasn’t. ____________________________________________________________________________

4. A ray of light from a lantern is long and thin. The thread of a spider is too. ____________________________________________________________________________

5. The narrator heard the heartbeat. The police heard nothing. ______________________________________________________________________

ms grade 8 language arts 3 through esol · ms grade 8 language arts through esol: the short story:...

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