table of contents maryland - weebly

TTeeaacchheerr’’ss GGuuiiddeeIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG1Understanding by Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG3Graphic Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG41Brief Constructed Response Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG61Extended Constructed Response Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG62Maryland Core Learning Goal Indicator Correlations . . . . . . . . . . . . . . . . . . . . . . TG63Pre-Instruction Assessments

Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG71Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG84Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG98Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG109Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG117

Post-Instruction AssessmentsUnit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG119Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG133Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG147Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG158Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG168

UUnniitt 11:: CCoommpprreehheennssiioonn aanndd IInntteerrpprreettaattiioonnKinds of Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Pre-Reading Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Finding Information in a Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Reading Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Main Idea and Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Chronological Order . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65Word Meanings and Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77Opinion and Supporting Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89Drawing Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101Compare and Contrast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121Finding, Summarizing, and Paraphrasing Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134Plot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148Character . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182Author’s Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191Connotative and Denotative Meanings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215

UUnniitt 22:: MMaakkiinngg CCoonnnneeccttiioonnss aanndd EEvvaalluuaattiioonnssMessages and Ideas in Non-Print Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225Author’s Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241 Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255

© 2008 Walch Education Maryland Academic Support Program for English II HSA Mastery

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Table of Contents Marylandacademic support program

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Figurative Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268Poetry Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286Imagery and Symbolism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296Connections Between Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 305Themes and Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 324Generating a Reader’s Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 337Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354

UUnniitt 33:: CCoommppoossiinnggThe Writing Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359Generating Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365Organizing Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 376Audience and Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 388Writing a Paragraph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 400Writing an Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 420Writing: Essay Questions and Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 443Editing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 454Reference Materials and Information Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 464Documenting Informational Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 474Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 486

UUnniitt 44:: LLaanngguuaaggee UUssaaggee aanndd CCoonnvveennttiioonnssParts of Speech: Nouns and Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 491Parts of Speech: Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 511Parts of Speech: Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 521Parts of Speech: Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 546Parts of Speech: Prepositions, Conjunctions, and Interjections . . . . . . . . . . . . . . . . 556Sentences: Basic Sentence Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 566Sentences: Types of Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 580Sentence: Problems with Sentence Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 591Capitalization and Punctuation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 606Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 630

Table of Contents, continued Marylandacademic support program


TG1

IntroductionThe Maryland Academic Support Program (ASP) for English II HSA Mastery is a complete, turnkeysolution for improving educational performance. Topics are built around accessible Core LearningGoals, ensuring that the ASP is useful for all classrooms.

This program recognizes that many struggling students aren’t reached by traditional “skill-and-drill” or strict test-prep approaches.

The ASP includes components that review, instruct as needed, provide practice, and assessstudents’ skills. Instructional tools and strategies are embedded throughout. The scope of materialsincluded addresses the needs of students who require additional support in topics included in theCore Learning Goals and focus on preparing them for success on the High School Assessment (HSA).

This 3-ring binder includes the following:

• Over 50 lesson plans

• Suggestions for differentiation

• More than 200 reproducible activity sheets

• Embedded assessment strategies

• A teacher’s guide that:

• describes the purpose of the materials and the options for using the package

• provides Understanding by Design framework models

• recommends a collection of graphic organizers for instructional strategies

• references relevant core learning goals

• presents pre- and post-assessments for each instructional unit

Purpose of MaterialsThe Maryland Academic Support Program (ASP) for English II HSA Mastery is a flexible programthat can be adjusted to fit your students’ needs in a variety of settings, including supplementaleducational support programs, tutoring, summer school, and even as an enhancement to dailycurriculum.

Structure of SessionsIn each class session, you will present a topic in a Mini Lesson/Guided Practice. Some topics may bea review for students. Other topics may be completely new to them. After some instruction, you willprovide students with time to work on individual, partner, or small group practice activities. Studentswill have a chance to reflect and share how they completed their work. There are additionalsuggestions for activities to use if you are confident that students are ready to extend their learning. Ifstudents need more practice or further explanation, you can provide them with that, too!

TEACHER’S GUIDEIntroduction

Marylandacademic support program


TG2

Vocabulary words, excerpts of informational texts, literary passages, and themes are provided foryour convenience. However, the materials included are mere suggestions and models to use forinstruction. You will likely find that students will benefit most if they have the opportunity to applythe strategies to familiar word lists and texts.

11.. TThhee GGooaall SSttaatteemmeenntt

Each lesson begins with a brief objective of what students should know, understand, or be abledo at the end of the session.

22.. WWoorrddss ttoo KKnnooww

Vocabulary terms are provided as background information for instruction or to review keyconcepts that are addressed in the lesson.

33.. MMiinnii LLeessssoonn//GGuuiiddeedd PPrraaccttiiccee

Written for you, this section is a guide for 15 to 30 minutes of teacher-led activity to reviewand/or instruct students on a skill or topic. Instructional strategies include lecture, modeling,discussion, group facilitation, and more. The activities often include the use of one or more ofthe graphic organizers found in the Teacher’s Guide.

44.. DDiiffffeerreennttiiaatteedd SSttrraatteeggiieess

Following the Mini Lesson/Guided Practice, this section suggests alternative approaches forstimulating students’ interest and motivating them to participate. The strategies address theneed to support students who are particularly struggling in an area or who have limitedlanguage proficiency. These activities lend themselves well for small group instruction.

55.. OOnnggooiinngg AAsssseessssmmeenntt aanndd AAddddiittiioonnaall AAccttiivviittiieess

This section provides a collection of activities that allow you to check student understandingbeyond the post-assessments, as well as extend the learning as students demonstrate interestand proficiency.

66.. FFlleexxiibbllee SSmmaallll GGrroouupp LLeessssoonnss aanndd AAccttiivviittyy SShheeeettss

Each topic includes two, three, or more lessons, tasks, and activities to support students’achievement of learning objectives. These sheets are written for the student. They can be usedin any combination of teacher-led instruction, cooperative learning, or independent applicationof knowledge.

77.. PPoosstt--AAsssseessssmmeenntt

After the instruction of the topic is completed, a brief assessment is given in which studentsdemonstrate their level of achievement with regard to the learning objectives. Assessments takeon a variety of formats: multiple choice, matching, fill-ins, short answer, and essay.

TEACHER’S GUIDEIntroduction



TG3

TEACHER’S GUIDEUnderstanding by Design


The Academic Support Program and Understanding by DesignThe Maryland Academic Support Program for English II HSA Mastery (ASP) is a flexible collection oflessons addressing Maryland’s Core Learning Goals. The materials enable teachers to pick andchoose how and when to teach skills. This structure allows for flexibility in pedagogy and planning.

One approach to instructional planning and implementation is Understanding by Design (UbD).Developed by nationally recognized educators Grant Wiggins and Jay McTighe, UbD is a frameworkfor improving student achievement. Used as a plan for curriculum development, instructional design,and assessment, UbD helps teachers establish priorities for what students should understand as anoutcome of instruction.

You will notice in the ASP table of contents that the materials are arranged into four units. Theseunits help organize the topics and skills presented in the ASP. Rather than presenting the lessons asdisconnected or “stand alone,” the UdD framework brings together the lessons for teachers in a waythat helps students deepen their understanding of “big ideas” and essential questions that areaddressed at various points in the English II curriculum.

The following pages contain samples of district curriculum maps based on the Understanding byDesign framework. Use these maps for your own course, or use them as a springboard to developyour own maps.

The Understanding by Design framework, a handbook, a study guide, a three-part videotapeseries, and a unit builder CD-ROM are all available through a variety of sources. Go to theUnderstanding by Design Exchange web site (www.ubdexchange.org) for more information on UbD.The site features a searchable database of curriculum designs, electronic design tools and templates,and online peer and expert review protocols.

RReeffeerreennccee

Wiggins, G., & McTighe, J. (1998). Understanding by Design. Alexandria, VA:Association for Supervision and Curriculum Development.


TG4



TTiittllee:: HSA Mastery Unit 1

SSuubbjjeecctt CCoouurrssee:: English II

TTooppiicc:: Comprehension and Interpretation

GGrraaddeess:: 10–12

DDeessiiggnneerrss:: T. Fitzpatrick

Stage 1: Desired Results

Indicators and Assessment Limits

• 11..11..11—The student will use pre-reading strategies appropriate to both the text and purpose for reading by surveying the text, accessing prior knowledge, formulating questions, settingpurpose(s), and making predictions.

• Recognizing the implications of text features

• Linking appropriate experiences and prior knowledge about the topic, author, or type ofmaterial to the text

• Identifying an appropriate purpose for reading the text

• Identifying questions a reader would expect to be answered by reading the text

• Identifying topics of discussion that may enhance a reader’s understanding of a text

• 11..11..22—The student will use during-reading strategies appropriate to both the text and purpose for reading by visualizing, making connections, and using fix-up strategies such as re-reading, questioning, and summarizing.

• Using visual aids

• Making connections between ideas within the text

• Making connections between ideas within the text and relevant prior knowledge

• Identifying the organizational pattern of the text

• Focusing on similarities or differences in organizational patterns, text/author’s purpose,and relevant prior knowledge within or across texts

• Identifying the meaning of above-grade-level words as they are used in context

• Identifying the appropriate meaning of multiple-meaning words as they are used incontext

• Identifying the meaning of phrases as they are used in context

• Predicting the development of ideas that might logically be included in the text

continued

© 2007 Walch Education Maryland Academic Support Program for English II

TG5



• 11..11..33—The student will use after-reading strategies appropriate to both the text and purposefor reading by summarizing, comparing, contrasting, synthesizing, drawing conclusions, andvalidating the purpose for reading.

• Summarizing, comparing, contrasting, and synthesizing significant ideas in a text

• Summarizing or synthesizing significant ideas across texts and drawing conclusions based on the information in more than one text

• Drawing conclusions based upon information from the text

• Confirming the usefulness or purpose for reading the text

• Predicting the development, topics, or ideas that might logically be included if the textwere extended

• 11..22..11—The student will consider the contributions of plot, character, setting, conflict, andpoint of view when constructing the meaning of a text.

• Determining the significance of the following as each contributes to the meaning of the text:

• Plot sequence of events, cause-and-effect relationships, and events that areexposition, climax, resolution (not identifying and labeling)

• Characters’ defining traits, motivations, and developments throughout the text

• Details that provide clues to the setting, the mood created by the setting, and therole the setting plays in the text

• Conflicts that motivate characters and those that serve to advance the plot

• The perspective of the author or speaker as well as the effects of first or thirdperson narration and multiple narrators within and across text(s)

• 11..33..33—The student will identify features of language that create tone and voice.• Analyzing the effects of certain words or phrases on the tone or voice of a text or across

texts

• Identifying similarities or differences in the overall tone created by language choicesthroughout a text or across texts

• 33..22..22—The student will differentiate between connotative and denotative meaning of words.• Determining implied meaning(s) or image(s) associated with a particular word or phrase

• Will not focus on above-grade-level words

continued


TG6



Understandings:Students will understand that . . .

• Reading is an active process.

• Effective reading requires various strategiesbefore, during, and after reading.

• Effective reading builds on one’s previousknowledge and extends his or herunderstanding of literature and the world.

• An author conveys his or her purposethrough plot, character, setting, conflict,and point of view.

• Word choice reveals the tone and purposeof literature.

• Identifying tone and voice will reveal theauthor’s purpose (both stated and implied).

Essential Questions:• What makes a book or story good?

• Why read? What do good readers do?

• What do good readers do when they don’tunderstand?

• How do texts differ?

• What strategy is most important to readersbefore, during, and after reading in order to be successful?

• What is the main idea?

• How do I make inferences (read betweenthe lines)?

• From whose point of view are we reading?

• What role does the character play in thestory, and how does the character changethroughout the story?

• Why is setting important?

• What is the plot of a story?

• How do I determine the tone of a story?

• What is the difference between tone andvoice?

• How do words create tone?

continued


TG43

Vocabulary JournalFill in the log below with new words as you read. First, write the word, being sure to spell it correctly.Next, write the sentence in which you read the word. Then, write the dictionary definition of theword. Finally, write a sentence of your own using the new word.


TEACHER’S GUIDEGraphic Organizers


WWoorrdd SSeenntteennccee DDiiccttiioonnaarryy DDeeffiinniittiioonn MMyy SSeenntteennccee


TG59

OutlineWrite the title of the outline at the top. Then add main ideas/topics, subtopics and supporting details.


TEACHER’S GUIDEGraphic Organizers


Topic

Subtopic

Supporting details

Subtopic

Supporting details

Subtopic

Supporting details

Subtopic

Supporting details

I. _______________________________________________________

A. _________________________________________________

1. ___________________________________________

2. ___________________________________________

3. ___________________________________________

4. ___________________________________________

B. _________________________________________________

1. ___________________________________________

2. ___________________________________________

3. ___________________________________________

4. ___________________________________________

C. _________________________________________________

1. ___________________________________________

2. ___________________________________________

3. ___________________________________________

4. ___________________________________________

D. _________________________________________________

1. ___________________________________________

2. ___________________________________________

3. ___________________________________________

4. ___________________________________________


TG84

Pre-Instruction Assessment: Unit 2—Making Connections and EvaluationRead the following passage by Johanna Spyri. It is an excerpt from Chapter I of her novel, Heidi.Answer the questions that follow.

TEACHER’S GUIDEPre-Instruction Assessment: Unit 2


NAME:

Assessment

From the old and pleasantly situated villageof Mayenfeld, a footpath winds through greenand shady meadows to the foot of themountains, which on this side look downfrom their stern and lofty heights upon thevalley below. The land grows gradually wilderas the path ascends, and the climber has notgone far before he begins to inhale thefragrance of the short grass and sturdymountain-plants, for the way is steep andleads directly up to the summits above.

On a clear sunny morning in June twofigures might be seen climbing the narrowmountain path; one, a tall strong-looking girl,the other a child whom she was leading bythe hand, and whose little checks were soaglow with heat that the crimson color couldbe seen even through the dark, sun burntskin. And this was hardly to be wondered at,for in spite of the hot June sun the child wasclothed as if to keep off the bitterest frost. Shedid not look more than five years old, if asmuch, but what her natural figure was like, itwould have been hard to say, for she hadapparently two, if not three dresses, oneabove the other, and over these a thick redwoolen shawl wound round about her, so thatthe little body presented a shapelessappearance, as, with its small feet shod inthick, nailed mountain-shoes, it slowly andlaboriously plodded its way up in the heat.The two must have left the valley a goodhour’s walk behind them, when they came to

the hamlet known as Dorfli, which is situatedhalf-way up the mountain. Here the wayfarersmet with greetings from all sides, somecalling to them from windows, some fromopen doors, others from outside, for the eldergirl was now in her old home. She did not,however, pause in her walk to respond to herfriends’ welcoming cries and questions, butpassed on without stopping for a momentuntil she reached the last of the scatteredhouses of the hamlet. Here a voice called toher from the door: “Wait a moment, Dete; ifyou are going up higher, I will come withyou.”

The girl thus addressed stood still, and thechild immediately let go her hand and seatedherself on the ground.

“Are you tired, Heidi?” asked hercompanion.

“No, I am hot,” answered the child.

“We shall soon get to the top now. Youmust walk bravely on a little longer, and takegood long steps, and in another hour we shallbe there,” said Dete in an encouraging voice.

They were now joined by a stout, good-natured-looking woman, who walked onahead with her old acquaintance, the twobreaking forth at once into livelyconversation about everybody and everythingin Dorfli and its surroundings, while the childwandered behind them.

continued


TG85

11.. After reading this passage, a reader would most likely conclude that while climbing a mountainpath in June, travelers should

AA bring a camera to take pictures of the view.BB stop often to talk to friends.CC wear comfortable shoes.DD dress in light clothing so as not to overheat.

22.. Which description from Heidi best gives life-like qualities to what the people in Dorfliare like?

FF From the old and pleasantly situated village of Mayenfeld, a footpath winds through greenand shady meadows to the foot of the mountains, which on this side look down from theirstern and lofty heights upon the valley below.

GG On a clear sunny morning in June two figures might be seen climbing the narrowmountain path; one, a tall strong-looking girl, the other a child whom she was leading bythe hand, and whose little checks were so aglow with heat that the crimson color could beseen even through the dark, sun burnt skin.

HH Here the wayfarers met with greetings from all sides, some calling to them from windows,some from open doors, others from outside, for the elder girl was now in her old home.

JJ They were now joined by a stout, good-natured-looking woman, who walked on aheadwith her old acquaintance, the two breaking forth at once into lively conversation abouteverybody and everything in Dorfli and its surroundings, while the child wanderedbehind them.



NAME:

Assessment

continued


TG86

Carefully examine the details of the two images below. Answer the questions that follow.

33.. Which of these sentences from the essay would NOT be an appropriate caption for Photograph 1?

AA From the old and pleasantly situated village of Mayenfeld, a footpath winds through greenand shady meadows to the foot of the mountains, which on this side look down from theirstern and lofty heights upon the valley below.

BB And this was hardly to be wondered at, for in spite of the hot June sun the child wasclothed as if to keep off the bitterest frost.

CC On a clear sunny morning in June two figures might be seen climbing the narrowmountain path; one, a tall strong-looking girl, the other a child whom she was leading bythe hand, and whose little checks were so aglow with heat that the crimson color could beseen even through the dark, sun burnt skin.

DD The two must have left the valley a good hour’s walk behind them, when they came to thehamlet known as Dorfli, which is situated half-way up the mountain.



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Assessment

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PPhhoottooggrraapphh 11 PPhhoottooggrraapphh 22


TG87

44.. Write a brief response that explains which photograph more effectively illustrates the setting,images, and ideas expressed in the passage from Heidi. In your response, support yourconclusion with appropriate details from both the essay and the photograph you choose.

Use the space provided for planning your response. Then write your response on the lines onthe next page.



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TG88

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Assessment


TG137

Read the following passage. It is from a book called, Natural Disasters: Earth Science Readings. Thenanswer the questions that follow.

TEACHER’S GUIDEPost-Instruction Assessment: Unit 2


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Assessment

In ancient times, people believed that theearth was the center of the universe. The sun,moon, and stars revolved around the earth.The earth was held up by some sort ofsupport, usually an animal or a god. If thatsupport moved, an earthquake resulted.

In Japan, it was believed that a giantspider held up the earth. When the spidermoved, an earthquake occurred. Later, theJapanese believed it was a giant catfish thatheld up the earth.

In Mongolia, the belief was that a gianthog shook the earth when it scratched itselfon a palm tree. In India, it was a giant mole.In South America, it was a whale. For NorthAmerican Indians, it was a giant tortoise. Inthe East Indies, it was a water buffalo.

Another legend told of the earth beingcircled by snakes. If one snake began chasingits tail, the earth would shake.

The ancient Greeks thought the earthrested on the shoulders of Atlas. If Atlas

shrugged his shoulders, he causedearthquakes.

Aristotle wrote about some of the ideas forthe causes of earthquakes in his day. Onetheory, he said there were great windsblowing under the surface of the earth. If thewinds became bottled up anywhere, theywould erupt to the surface.

Others of Aristotle’s time postulated theexistence of huge underground caverns.When these caverns collapsed, earthquakesresulted.

Today, we know that an earthquake is aviolent shaking of the ground that beginsdeep inside the earth, in the middle layercalled the mantle. We have learned muchfrom geologists, scientists who study theearth. The earth’s crust is split into hugeplates. The plates float about slowly on themolten rock of the mantle. As the platesmove, they sometimes collide. Thesecollisions are the main cause of earthquakes.

from Natural Disasters: Earth Science Readings

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TG138

55.. Consider the excerpt from “The Store Boy” and the excerpt from Natural Disasters: EarthScience Readings. Which pair of words best completes the following statement?

While the passage from “The Store Boy” is mostly written in a ___ style, the passage fromNatural Disasters: Earth Science Readings is mostly written in a ___ style.

FF narrative . . . informative GG formal . . . descriptiveHH poetic . . . persuasive

JJ conversational . . . journalistic

66.. After reading this passage from Natural Disasters: Earth Science Readings, a reader would mostlikely conclude that

AA ancient people were terrific storytellers.BB without scientists, people drew their own conclusions to explain events.CC in ancient times, earthquakes happened in more places around the world than they

do today.DD ancient people were not as smart as modern-day people.

77.. Reading this essay would most likely encourage a reader to

FF learn how to prepare for an earthquake.GG conduct research on legends.HH explore the role of geologists who study earthquakes.

JJ formulate a legend about the earth.



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Assessment

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TG139

Carefully examine the detail of the image below. Answer the question that follows.

88.. Which of these sentences from the essay would be the most appropriate caption for thephotograph?

AA Today, we know that an earthquake is a violent shaking of the ground that begins deepinside the earth, in the middle layer called the mantle.

BB As the plates move, they sometimes collide. These collisions are the main cause ofearthquakes.

CC The earth’s crust is split into huge plates. The plates float about slowly on the molten rockof the mantle.

DD We have learned much from geologists, scientists who study the earth.

99.. The passage best addresses which of the following themes?

AA legends of the ancient worldBB the role of scienceCC explaining the cause of earthquakesDD earthquakes in history



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Assessment

continued

undisturbed

shifting


TG140

Read the following poem, “The Pines” by Julie Mathilde Lippman. Then answer the questions that follow.

“The Pines” by Julie Mathilde Lippmann

THROUGHOUT the soft and sunlit day

The pennoned* pines, in strict array,

Stand grim and silent, gaunt and gray.

But when the blasts of winter keen**,

They whisper each to each, and lean 5

Like comrades with a bond between.

And seeing them deport them so,

One almost thinks they seek to show

How mortal-like mere trees may grow.

For men, in peace time, stand aloof, 10

One from the other, asking proof,

Of lineage and race and roof.

But let the blast of battle call,—

Lo! they ’re unquestioning comrades all,

Who side by side will stand or fall. 15

* pennoned = shaped like a long, triangular flag or wing

** keen = make a long and mournful noise



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Assessment

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225

Goal: To understand the characteristics of non-print text and how visual images communicate ideas

WWOORRDDSS TTOO KKNNOOWW

iimmaaggee a picture

nnoonn--pprriinntt tteexxtt a picture, a film, a graphic, a work of art, a staged production, or a recording

SSppeecciiaall IInnttrroodduuccttiioonn ttoo tthhee LLeessssoonn

In this lesson, students work through the analysis process using sample images and passages. Whilethe examination of examples is beneficial for students to gain confidence, students are best served bypracticing and implementing strategies using authentic selections. Use these lessons and activities tosupport their process and application.

Mini Lesson/Guided PracticeMake copies of an image for each student. Use the one provided or one of your choosing. Hand outthe image.

Explain to students that one purpose for reading is to find information. Sometimes thisinformation is not in text form, but is a graphic instead (photos, maps, illustrations, and so forth).

Say, “Just as you would identify the main idea and details of a written passage, you can look for themain ideas and details in non-print graphics. You might even ask yourself similar questions as youwould if you were reading and drawing conclusions.”

Brainstorm a list of questions students might ask themselves while looking at non-print text.Write these on the board. Questions should include the following:

• What am I looking at?

• Does the image provide support for a particular idea? How?

• What is the main idea conveyed in this image?

• What details are there in this image?

• If I were to describe this image in words, what would I say about it?

• If I am reading text along with the image, how is this image related to the text I am reading?

Messages and Ideas in Non-Print Texts Maryland

academic support program

UNIT 2 • MAKING CONNECTIONS AND EVALUATION

Instruction


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Direct students to look at the image you distributed and to study it carefully. Pause to allowstudents to consider how they might answer the questions written on the board.

As a group, work through answering the questions on the board or use those provided on thehandout.

Look for responses for the example provided to resemble the following:

• The picture is outdoors at night. It is on a street in a wooded area. There is a car. There is aperson, likely a man, with a hook for a hand.

• The image suggests something negative, scary, or dangerous.

• It is dark, the figure has a hunched posture, a weapon-like hand is on the figure, the car looksempty, and the street looks quiet/empty.

Ask students to suggest where, and how, visual images and other non-print text work hand-in-hand with the printed word. Look for students to suggest how in textbooks or informational articles,charts and figures often summarize the major ideas and facts. In literature, graphics mightcomplement the plot, character, setting, or theme.

In addition, performances of dramatic scripts are visual interpretations of a playwright’s words. Inthis case, the playwright even provides explicit instruction for how his or her words are to berepresented by the setting, costumes, action, and so forth.

Provide students with a passage, such as the handout on Charlemagne, along with twoaccompanying images. Have students think about the purpose of the overall passage. Then askstudents to consider how each of the images would or would not support the printed text.

Ask them the following questions:

• What is the main purpose of the essay about Charlemagne? to describe and inform

• What opinions are given in the article? Students might suggest that the author believes thatCharlemagne was strong and well-built. His eyes were large, and his nose was rather long.Charlemagne was considered to look dignified. He was a fierce and wise ruler as well as anamazing military leader.

• If the author did not admire Charlemagne, what other word might he have used in place ofdignified ? Answers will vary, but might include unattractive, fat, bald, unfit, and so forth.

Explain that a writer does not always come out and state his or her feelings or opinions, but thereare clues. For example, in the passage about Charlemagne, the author chooses words that help thereader to imagine a powerful leader. This descriptive style of writing helps the author establish hispurpose, but also paints a visual picture in the reader’s imagination.

Direct students to look at the two images of Charlemagne. Complete the chart as a class.

UNIT 2 • MAKING CONNECTIONS AND EVALUATIONMessages and Ideas in Non-Print Texts


Instruction


227

Differentiated Strategies• Ask students to create three illustrations based on a single subject. The illustrations should

serve three distinct purposes. One should be a literal illustration with the purpose to inform theviewing of the subject’s real appearance. The other two should serve different purposes, such asan entertaining cartoon-like drawing, or a glorified and persuasively appealing drawing.

• Have students write a short story or essay of their own creation. Ask them to find a personalphotograph to accompany their written work.

• Show students a clip of a television show or a film with the volume turned off. Choose a scenethat would reveal something specific about the characters. Have students complete a chart thatdescribes the people, the objects, the setting, and the action. Ask students to predict what thecharacters are discussing in the scene. Play the scene with the volume turned up. Have studentscompare their predictions to the true scene.

Ongoing Assessments and Additional Activities• Provide students with a selection of images and a selection of passages. Have them match the

image to each passage. Then have them write a detailed explanation to defend their matches.

• Present students with an image depicting an outdoor setting for a particular season. Havestudents describe the photo. Encourage them to determine where and when the image wascreated, and to support their responses with details.

• Have students read a scene from a play. Assign them to put on a performance. Students shouldcreate costumes, sets, and action. After the performance, ask students to explain the choicesthey made.



Instruction


228

Analyze an ImageTake a look at this image. Study it carefully. Then answer the questions that follow.



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Instruction

11.. What are you looking at? Describe it. __________________________________________

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22.. What is the main idea conveyed in this image? ___________________________________

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33.. What details in this image support the main idea? _________________________________

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44.. What kind of text might this image complement? What purpose would this image serve?Explain your reasoning.

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Photo StudyRead the passage below. Think about the purpose of the passage.

Look at the two images provided. Complete the Photo Study Worksheet to help you consider howthe images do or do not support the passage.



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Charlemagne was a famous king of theMiddle Ages. He was strong and well-built.His neck was short and thick. His belly was abit fat. The top of Charlemagne’s head wasround and, later in life, covered with snowywhite hair. His eyes were large, and his nosewas rather long. Whether standing or sitting,Charlemagne always looked dignified.

Charlemagne was an unusual man for histime. Most Germans were rough andunrefined. They fought constantly. They didnot know how to read or write. Unlike mostof his German subjects, Charlemagne waseducated. He was a fierce warrior, but also awise ruler. He spread Christianity, education,

and trade. Charlemagne’s qualities helpedshape the time in which he lived.

Charlemagne was a truly amazing militaryleader. He organized ragged German troopsinto a great army. He won many wars andconquered many people. He beat theLombards in Italy in 774 C.E. He also foughtagainst the Muslims in northern Spain. Hebeat the Bretons in England in 799 C.E. anddefeated the Saxon tribes in 804 C.E. In theeast, Charlemagne crushed the Avars andtook over their lands. In 810 C.E. heconquered the Frisian Island off Holland andDenmark. Thus Charlemagne reunited thewestern Roman Empire.

Charlemagne

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IImmaaggee 11 IImmaaggee 22


231

Photo Study WorksheetStudy the image(s) provided. Pay careful attention to the details, and complete the charts below. Beas comprehensive as possible to describe exactly what you see.

IImmaaggee 11

IImmaaggee 22



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PPeeooppllee OObbjjeeccttss AAccttiioonn

PPeeooppllee OObbjjeeccttss AAccttiioonn

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232

11.. Based on the passage you read, how does Image 1 support the printed text? What details in theimage are consistent with the passage? Use examples.

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22.. Based on the passage you read, how does Image 2 support the printed text? What details in theimage are consistent with the passage? Use examples.

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33.. Which of the two images do you think best supports the text? Why? Explain your thinking.

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