Complete the three frame cartoon strip to convey your understanding of the
first six chapters of the novel, A Wrinkle in Time.
•Who are the main characters?
•What have been the most important events throughout the chapter?
•Remember, some events occurred before you began reading the book.
Do you think that is significant?
•Which events have had a tremendous impact on the plot line?
Event 1
Event 2
Event 3
ELACC7RL3: The student will analyze how particular elements of a story or drama interact
(e.g., how settings shape the characters or plot).
How can I identity elements of a particular
genre?
 Read Chapter 7
 Complete the
Comprehension
Worksheet
ELACC7RL3: The student will analyze how particular elements of a story or drama interact
(e.g., how settings shape the characters or plot).
Help me help you…
 Complete the summary
task:
 Complete the letter
template provided
 Be honest:




What do you need help with?
What confuses you?
What have you mastered?
What do you understand the
most? The least?
ELACC7RL3: The student will analyze how particular elements of a story or drama interact (e.g., how settings shape the characters or plot).
Fill in the blanks!
A ______ is a word that replaces a noun or
pronoun.
The ___ is a word or phrase that is represented
by another word.
ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Pronouns
ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
What is a pronoun?
• A pronoun is a word that takes the place of
a noun.
ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Pronouns
PERSONAL
I, me, my
You, your
He, him, his
She, her, her
It, its
We, us, our
They, them, their
INTERROGATIVE
What
Which
Who, whom
Whose
INTERROGATIVE
It
There
DEMONSTRATIVE
This, these
That, those
INDEFINITE
All
Another
Any, anybody, anything
Both
Each, either
Every, everybody, everyone,
everything
Few, many, most, much
Neither
None
No one, nobody
Some, somebody, someone,
something
Such
RELATIVE
That
What, whatever
Which, whichever
Who, whoever, whom,
whomever
Whose
REFLEXIVE
Myself
Yourself, yourselves
Himself, herself
Itself
Ourselves, themselves
Pronouns
Pronoun vs. Antecedent
ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Pronouns
• Why do we have them?
The train was late, the train had been delayed.
(Sounds terrible, doesn’t it?)
ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Pronouns
• Why do we have them?
The train was late and it had been delayed.
(Much better!)
ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Pronouns
• Why do we have them?
The train was late and it had been delayed.
This is called the noun.
ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Pronouns
• Why do we have them?
The train was late and it had been delayed.
This is called the pronoun.
ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Pronouns
• Why do we have them?
The train was late and it had been delayed.
This is also called the antecedent of the pronoun.
ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Pronouns
When Big Dog snuck under the fence, he ran to the
dumpster.
ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Pronouns
When Big Dog snuck under the fence, he ran to the
dumpster.
pronoun
ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Pronouns
When Big Dog snuck under the fence, he ran to the
dumpster.
antecedent
pronoun
ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Pronouns
• Find the pronoun and it’s antecedent for the
following sentences:
1. Everyone needs to take their dog to the vet
regularly.
2. President Lincoln delivered his Gettysburg
Address in 1863.
3. Jayden grabbed his toy to take on the airplane.
ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Pronouns
• Find the pronoun and it’s antecedent for the
following sentences:
1. Everyone needs to take their dog to the vet
regularly.
2. President Lincoln delivered his Gettysburg
Address in 1863.
3. Jayden grabbed his toy to take on the airplane.
ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Pronouns
• The second most common mistake made in
writing occurs when pronouns do not agree
with the number of nouns they are supposed
to reflect.
Incorrect: Each student must bring their own lunch.
Correct: Each student must bring his or her own lunch.
ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Pronouns
• Make sure the pronoun fits the
antecedent…
One of the students must give their oral report
tomorrow.
Do you notice what’s wrong?
ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Pronouns
• Make sure the pronoun fits the
antecedent…
One of the students must give their oral report
tomorrow.
Do you notice what’s wrong?
ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Pronouns
• Make sure the pronoun fits the
antecedent…
One of the students must give their oral report
tomorrow.
singular
plural
ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Pronouns
• Make sure the pronoun fits the
antecedent…
One of the students must give his oral report
tomorrow.
Either choose a gender…
ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Pronouns
• Make sure the pronoun fits the
antecedent…
One of the students must give his or her oral report
tomorrow.
…or choose both
ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Pronouns
• More practice…
1. He or she who laughs loudest around the
watercooler may not be who they say they are.
2. Do your child a favor; teach them grammar.
3. Our society has gotten to the point where each
person does what’s right in their own eyes.
4. A motorcyclist has the right to decide if they want
to wear a helmet.
ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Pronouns
• More practice…
1. He or she who laughs loudest around the
watercooler may not be who they he or she says
he or she is.
2. Do your child a favor; teach them him grammar.
3. Our society has gotten to the point where each
person does what’s right in their her own eyes.
4. A motorcyclist has the right to decide if they he
wants to wear a helmet.
Pronouns
Can you believe Fortune 500 Companies have
made simple grammatical mistakes? Can you
find them?
1. “British Airways is encouraging any passenger who can say that
their business class isn’t the most comfortable in the air to write
and tell them why.”
2. “If the government thinks it has a role in health reform, we’ve got
a message for them.”
3. “Anyone who thinks a Yonex Racquet has improved their game,
please raise your hand.”
4. “Give someone a bottle of Irish Mist and you give them hills that
roll forever…”
Pronouns
Can you believe Fortune 500 Companies have
made simple grammatical mistakes? Can you
find them?
1. “British Airways is encouraging any passenger who can say that
their its business class isn’t the most comfortable in the air to
write and tell them why.”
2. “If the government thinks it has a role in health reform, we’ve got
a message for them the government officials.”
3. “Anyone who thinks a Yonex Racquet has improved their his or
her game, please raise your hand.”
4. “Give someone a bottle of Irish Mist and you give them him hills
that roll forever…”
Pronoun-Antecedent Quiz
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
The cat has ___ own basket.
Dawn or Sue will give you ___ notes.
Each player has ___ own uniform.
A student should keep ___ password a secret.
Students have ___ own lockers.
Personal computers are in the process of expanding ___
capabilities.
Anyone who has e-mail probably corresponds with ___ friends often.
Both Marissa and Tashina check ___ mailboxes everyday.
One feature of an e-mail program is ___ ability to store messages.
Each person with an email account usually has messages waiting for
___.
Pronoun-Antecedent Test
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
The cat has his/her/its own basket.
Dawn or Sue will give you her notes.
Each player has his/her own uniform.
A student should keep his/her password a secret.
Students have their own lockers.
Personal computers are in the process of expanding its capabilities.
Anyone who has e-mail probably corresponds with his/her friends
often.
Both Marissa and Tashina check their mailboxes everyday.
One feature of an e-mail program is its ability to store messages.
Each person with an email account usually has messages waiting for
him/her.
Your Tasks:
1. Complete the Pronoun Antecedents
activity,
– *Study Island - Mrs. Lee Pronoun Antecedent
Practice
2. Continue working on the Grammar
Assignment from last week.
ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Quiz Time
• Select the BEST answer for each question!
• You may write on the quiz.
• Did you put your name on your paper???
ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
How can characters and other elements
of a text be used as a symbol?
ELACC7SL1: The student will engage effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 7 topics, texts, and issues, building
on others’ ideas and expressing their own clearly.
Symbols in Literature…
 In your minds, what do these symbols stand for?
Chapter 8:
Comparing the setting to our own world
Same
Different
How can characters and other elements of a text be
used as a symbol?
 Work with your partner
to complete today’s
activity.
 Choose a character.
 Describe the character.
 Identify what the
character may symbolize.
ELACC7SL1: The student will engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
How can characters and other elements of a text be
used as a symbol?
 What do these characters
all have in common?
Meg
Charles
Wallace
Calvin
 Do they symbolize the
same thing?
 Why do science fiction
authors use symbols in
their stories?
ELACC7SL1: The student will engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Create a symbol using modeling clay.
› The symbol will be a reflection of how the you
see/value yourself.

After creating the symbol, write at least 3-4
sentences telling why you chose the symbol to
represent yourself.
› With a partner, edit your sentences.

Create the final product:
› Complete an index card to display with your symbol.
ELACC7W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
ELACC7W2: The student will write informative/explanatory texts to examine a
topic and convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content.
 How
do your faults hold you back?
• My faults hold me back …
 How
could these same faults help you?
• These same faults could also be considered
helpful because…
Identify
the key
events in
the novel.
A Wrinkle
in Time
 Watch
the next portion of the movie
adaptation of the novel.
• Note key events.
• Note key characters.
• Note symbols used to represent key issues.
 Remember - - this novel was written around the time that
the Space Race began. How did the people feel about the
“unknown” or the idea of space exploration?
ELACC7RL3: The student will analyze how particular elements of a story or drama interact (e.g., how settings
shape the characters or plot).
 Summary
Activity:
• What did you note that was the same as the
novel?
• What did you note that was different from the
novel?
ELACC7RL3: The student will analyze how particular elements of a story or drama interact (e.g., how settings
shape the characters or plot).