MCAS Review Title--: “Si, Se Puede!" WEEK ONE
Question: "How Is Reaching Advanced on the MCAS YOUR Ticket to Success in Life?"
Area of Interaction--Approaches to Learning
MYPB Overarching Goal: Understand and analyze the language, content, structure, meaning,
and significance of both familiar and unfamiliar oral, written, and visual texts
SIP (School Improvement Plan): Introduction and retention of new/old vocabulary; daily and
nightly monitored reading; daily monitored use of Agenda Books
IBO: History of the MCAS; how we score compared to the students around the world; what's
causing these differences specifically in Math/Reading/Science
Vocabulary: Academic Language--support, explain, describe, choose, compare
Day ONE--MCAS PREP
Activator: Explain to students the difference between "academic" and "social" vocabulary-academic being vocabulary such as illustrate, define, desecribe, analyze, and list that are used in
ALL academic classes; social is vocabulary that most of us have learned by the age of three and
use in our social lives. EACH week during our month long MCAS PREP Unit, there will be a
list of academic vocabulary words that will help you not only on your ELA MCAS, but on your
Math/Science and Technology, etc.
WEEK ONE: support, explain, describe, choose, compare; students will define on "flashcards"
(3x5's)
WEEK TWO: list, imagine, create, diagram, illustrate
WEEK THREE: excerpt, evaluate, states, infer, purpose
WEEK FOUR: main idea, turning point, synonym/antonym, figurative language, tone, mood,
identify, justify, demonstrate
Mini Lesson: The Case of the ELA MCAS; put students in collaborative learning groups--I do
this based on the MCAS scores of the previous year--explain that students will be Sherlockian
sleuths and to kick off our MCAS Unit, it's important to learn about the test itself. Remember to
remind students that knowledge is power. And, understanding what to expect equates to success.
Activity: Use copies of the following archived ELA MCAS exams from this wonderful website:
http://reading-sage.blogspot.com/2012/04/mcas-practice-test.html is a wonderful resource for
past 2015, 2014, 2013 MCAS exams--click on the level--i.e. 6th, 7th, etc. and you will be
directed to the exam. It is much easier to navigate than the MA. Department of education site.
Place multiple copies of the same test on each collaborative learning groups' set of tables.
Students will complete "The Case of the ELA MCAS."
Wrap Up: MCAS findings: 36 multiple choice questions; 4 Open Response Essays....there are
actually five, one essay is not used as a part of their final score. Reiterate the importance of
doing well on ALL five.
Working with collaborative partners, students will mime today's academic vocabulary....as well
as create a story as a class using as many of this week's vocabulary words as possible; begin the
story with a story starter and each student participates by adding another sentence. This brings
the vocabulary to life!
Homework: Read and Record and study vocabulary--which is handed out to students: five
words and their definitions. Flashcards remain in class.
English Language Arts Core Standard:
English Language Arts Core Standard R.I.1: "Cite textual evidence to
support analysis of what the text says explicitly as well as inferences drawn from the text."
DAY ONE--MCAS PREP
The Case of the ELA MCAS
Group Names:
GRADE LEVEL of the MCAS test??
Take the actual old MCAS test you and group members have in front of you and
add and tally the number of:
MULTIPLE CHOICE QUESTIONS:
OPEN RESPONSE QUESTIONS:
After listening to ALL of the groups present their findings, what have you learned
today about the E.L.A. MCAS test?
English Language Arts Core Standard R.I.1: "Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text."
DAY TWO--MCAS PREP
Activator: Snowball!!! Have students write the definition of one of yesterday’s words--have
definitions available--and then crumple it up and "snowball fight" around the room; students,
when you say "TIME!!," must open "their" snowball and correctly say aloud both the written
definition and the academic word it's describing
Mini Lesson: "How do you make an American?" Thomas Jefferson asked...you make people
feel like an American by saying the Pledge of Allegiance, making good grades, including ALL in
public education...but, how do you make them ALL belong? Through doing well on the MCAS.
Students will help their greater school community by making posters advocating success on the
MCAS equals success in life. Teach rubric.
Activity: Working in collaborative learning groups, assign "posters" to each group--reflect
beforehand on which group has the dynamics, intellectual strengths, etc. do shine in each
particular poster assignment.
Wrap up: Stand and share posters. WHY is this information presented important for all students
to understand?
Topic: Education through SUCCESS ON THE MCAS for ALL
HW: Study MCAS vocabulary
English Language Core Standards:
ENGLISH LANGUAGE ARTS CORE STANDARD 6.W.1.: "Write arguments to support
claims with clear reasons and relevant evidence," and 6.S.L.4.: "Present information, findings, and supporting evidence such that listeners can
follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience."
DAY TWO--MCAS PREP
Group Names:
MCAS INFORMATIONAL POSTER ASSIGNMENT
RUBRIC ON POSTERS AND PRESENTATIONS:
TO EARN AN A/B ON THIS POSTER, YOUR GROUP MUST COMPLETE
THE FOLLOWING--
MUST DO'S: _____COPY NEATLY THE INFORMATION
FROM YOUR RANDOMLY ASSIGNED MCAS POSTER
_____ADD COLOR, DESIGNS, ORIGINAL
ARTWORK, SQUIGGLES, GO CRAZY CREATIVE!
_____PREPARE AN ORIGINAL
PRESENTATION FOR YOUR POSTER: SING IT, RAP IT,
ACT IT
_____TEACH US THE MAIN IDEA FROM
YOUR POSTER IN YOUR PRESENTATION
ENGLISH LANGUAGE ARTS CORE STANDARD 6.W.1.: "Write arguments to support claims with clear reasons and relevant evidence," and
6.S.L.4.: "Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and audience."
POSTER A:
MCAS results are reported for individual students to schools, the state of
MA., and parents in grades 3-10 according to four performance levels:
ADVANCED: 260-280
*******PROFICIENT: 240-258
Needs Improvement: 220-238
Warning: 200-218
Poster B: When children come first, ALL students will fly "TO
PROFICIENCY (240-258) AND BEYOND"
"READ TO KNOW, WRITE TO SHOW"
POSTER C:
How to Write a Perfect Open Response
(sing this to the tune of "We Will Rock You!")
We will
We will
Write One
The right way!!
My O.R. begins with a topic...
followed by here are my three reasons.
Supporting details and direct quotes:
it's my way to a 4, it's no joke!!
We will
We will
Write One
The right way!!
POSTER D:
Your Open Response is BEAUTIFUL like
R
o
estate the question with your
pinion based on the reading.
s
upporting details and direct quotes; AND
e
nd your Open Response with a
s
uper conclusion!!
Poster D:
Academic VS. Social Language--Academic language is language you use in all of your classes--like
support, explain, describe, choose, compare, list, imagine, create, diagram, illustrate, excerpt,
evaluate, states, infer, purpose, main idea, turning point, synonym/antonym, figurative language,
tone, mood, identify, justify, demonstrate--it's important to know these words because they help
you understand the content in ALL your classes!!! AND, they show up on ALL of your MCAS
tests, too.
Social language is the language you use with friends. You learn most of your Social language by the
time you are 5!!
Academic VS. Social Language--who wins??
Day Three--MCAS PREP
Activator: Parts of Speech quiz that students can work on with their academic partners--AND,
use dictionaries for a resource on; discuss as a class
Mini Lesson: There are only eight parts of speech--once you learn them, just like once you learn
the elements of a plotline, or the seven continents, or pie (in math), they will never change. Why
is it important to know the parts of speech? How does this help you in the real world? How
does it help you on your MCAS? Take notes on parts of speech.
Activity: Watch School House Grammar Rock:
https://www.youtube.com/watch?v=cZaMXYAu9h0
https://www.youtube.com/watch?v=DCdt8-H1BFY
https://www.youtube.com/watch?v=NkuuZEey_bs
https://www.youtube.com/watch?v=RPoBE-E8VOc
https://www.youtube.com/watch?v=US8mGU1MzYw
https://www.youtube.com/watch?v=3t1_aXltrTI
https://www.youtube.com/watch?v=_e24kdjdbtw
https://www.youtube.com/watch?v=e73eHpD1qVg
Add at least ONE example of each part of speech to your notes gleaned from School House
Grammar Rock; hand out lyrics: https://www.lyricsmania.com/schoolhouse_rock_lyrics.html
aloud!!
Wrap up: Charades on eight parts of speech
HW: Read and Record and special deadline for Six Flags Read to Succeed--officially tomorrow
is the last and very last of the last days to return the reading log for your free day's pass!!!
English Language Arts Core Standard 6.L.1.: "Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking."
Day Three:
Parts of Speech Quiz
Match the correct definition to the part of speech
1. _____Pronouns
A. Words the name people, places, things, or ideas
2. _____Adverbs
B. Words that modify nouns or pronouns
3. _____Verbs
C. Words that connect words, phrases, or clauses
4. _____Adjectives
D.
Words that describe a relationship between a noun or pronoun
and another element in the sentence
5. _____Conjunctions
E. Words that show emotion
6. _____Prepositions
F. Words that modify verbs, adjectives, and adverbs.
7. _____Nouns
G. Words that show an action or a state of being
8. _____Interjections
H. Words that take the place of nouns
English Language Arts Core Standard 6.L.1.: "Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking."
Day Four:
Activator: Parts of Speech Quiz--the same as yesterday; students may use their notes, i.e. an
"open book" quiz. Go over answers.
Mini Lesson: Topic Sentences--how to turn an O.R. question into a topic sentence; use archived
O.R. questions; model. Then, review/reteach the Open Response Protocol--all MCAS exams
have FIVE O.R. paragraphs; remember, being able to successfully write an O.R. is critical to the
success of ALL students in reaching proficient--either follow the Open Response Protocol from
Day Two--"We Will Write One..." or "ROSES," or P.E.E. (Point, Evidence, Explanation), or
whatever YOUR particular school favors, as long as you reiterate there MUST be three points,
three direct quotes and three supporting details, along with an introduction and conclusion.
Activity: Practice above skill by answering an O.R. question--this can be something subject
specific to what you've taught this year, or it can be something social, as in "Students Should Be
Allowed to Chew Gum In School:”
http://edition.cnn.com/2009/HEALTH/04/22/chewing.gum.benefits/index.html
or "Students Should Have To Wear Uniforms:”
http://kidsfashion.about.com/od/doityourselfstyles/tp/The-Pros-Of-School-Uniforms-WhyStudents-Should-Wear-School-Uniforms.htm
Allow collaborative learning partners to complete the essay outline TOGETHER.
Wrap Up: Stand and Share--O.R. Protocol steps
HW: Study MCAS vocabulary
English Language Arts Core Standard 6.W.9.: "Draw evidence from literary or informational
texts to support analysis, reflection, and research."
Day Four:
Collaborative Learning Partner Names:
"We Will Write One....THE RIGHT WAY" Open Response
Open Response Question: There are many reasons gum should be allowed in school.
Support or refute this statement using specific details from the article.
Topic Sentence:
Reason/Point One:
Supporting Detail One:
Direct Quote One:
Reason/Point Two:
Supporting Detail Two:
Direct Quote Two:
Reason/Point Three:
Supporting Detail Three:
Direct Quote Three:
Conclusion:
ELA Core Standard 6.W.9.: "Draw evidence from literary or informational texts to support analysis, reflection, and research."
Day Five--MCAS PREP:
Activator: For five minutes, allow students to study their flashcards from Day One of their first
five academic vocabulary words--support, explain, describe, choose, compare. Quiz.
Mini Lesson: Every Friday will be MCAS test day--we will start with 3rd? 4th? 5th? 6th...?
grade and work our way up to 10th!! Review how many questions? How many Open Response
questions?
Activity: Complete one archived MCAS test--in the state of MA. you may find archived MCAS
tests for grades 3-10 from 2015-2013 here: http://www.doe.mass.edu/mcas/testitems.html. You
simply click on the PDF symbol after choosing a year. Also, there is a student work and scoring
guide so you can get a clear idea of what constitutes a 4, 3, 2, and 1 in MCAS grade-land:
http://www.doe.mass.edu/mcas/student/.
Self-grade exams and students will fill in self-reflection component--WHY did you answer it
incorrectly? What will you do differently if this type of question is asked again?
Wrap Up: Thumbs up/down on how well you did on today's archived MCAS exam
HW: KEEP READING!!! Have a great weekend!!
English Language Arts Core Standards 6.L.4.: "Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 6 reading and content, choosing flexibly from a range of strategies" and English Language Arts Core Standards 6.R.L.1.: "Cite textual
evidence to support analysis of what the text says explicitly as well as inferences drawn from the text" and 6.I.L.1.: "Cite textual evidence to
support analysis of what the text says explicitly as well as inferences drawn from the text."
Day FIVE:
Name:
Academic Language Week ONE Quiz
1. "DESCRIBE the author's use of imagery in the poem." What is this question
asking you to do?
2. "COMPARE Robin Hood to King Arthur." What is this question asking you to
do?
3. "SUPPORT your reasons why cell phones should be allowed in school." What
is this question asking you to do?
4. "EXPLAIN" how the vaccinations protect children from diseases." What is this
question asking you to do?
4. "CHOOSE childhood or old age to discuss." What is this question asking you
to do?
English Language Arts Core Standard 6.L.4.: "Determine or clarify the meaning of unknown and multiple-meaning wordsand phrases based on
grade 6 reading and content, choosing flexibly from a range of strategies."
DAY FIVE
Name:
MCAS PREP SELF-EVALUATION PRACTICE TEST
_________:)
If you get a question wrong, on your lined sheet of separate paper write down the
following according to the rubric:
RUBRIC:
_____the number of the question you got wrong
_____WHY you got it wrong
_____WHAT STRATEGIES to use to answer a similar question correctly the next
time
English Language Arts Core Standards 6.R.L.1.: "Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text" and 6.I.L.1.: "Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text."
WEEK TWO--MCAS PREP
MCAS Review Title--: "Si, Se Puede!"
Question: "How Is Reaching Advanced on the MCAS YOUR Ticket to Success in Life?"
Area of Interaction--Approaches to Learning
MYPB Overarching Goal: Understand and analyze the language, content, structure, meaning,
and significance of both familiar and unfamiliar oral, written, and visual texts
SIP: Introduction and retention of new/old vocabulary; daily and nightly monitored reading;
daily monitored use of Agenda Books
IBO: History of the MCAS; how we score compared to the students around the world; what's
causing these differences specifically in Math/Reading/Science
Vocabulary: Academic Language--support, explain, describe, choose, compare, list, imagine,
create, diagram, illustrate
PLUS--THIS WEEK, SHOWCASING SHORT FICTION--Vocabulary--plot, exposition, rising
action, falling action, conclusion, conflict, characters, dialogue, setting, ETC.
DAY SIX--MCAS PREP
Day SIX--Activator: Review/reteach/to students the difference between "academic" and "social"
vocabulary--academic being vocabulary such as illustrate, define, describe, analyze, and list that
are used in ALL academic classes; social is vocabulary that most of us have learned by the age of
three and use in our social lives. EACH week during our month long MCAS PREP Unit, there
will be a list of five academic vocabulary words that will help you not only on your ELA MCAS,
but on your Math/Science and Technology, etc.
WEEK TWO: list, imagine, create, diagram, illustrate--ALSO, explain that ALL of these words
are our first showcased part of speech--THE VERB!!
Mini Lesson: Review elements of short fiction; activate prior knowledge, the father of the short
story, E.A. Poe, remarked (paraphrased) "all short stories should be read in one setting;"
introduce short story author, Shirley Jackson, known for her surprise endings:
http://shirleyjackson.org/. BIGFOX together as a class while reading her biography. Also,
annotate for examples of VERBS.
Activity: Story Prediction/Anticipation Guide on "The Lottery," read and/or view film
production of short story:
http://blogs.middlebury.edu/individualandthesociety/files/2010/09/jackson_lottery.pdf and the
video production: http://www.youtube.com/watch?v=pIm93Xuij7k and Part Two:
http://www.youtube.com/watch?v=PMhV3fwx5Sg; complete story prediction,
comparing/contrasting your idea of what the short story is about to its reality; MCAS SURVEY
Wrap up: How was your story prediction the same/different from Shirley Jackson's vision for
"The Lottery?" Create ONE MCAS type question and swap with your academic partner.
HW: Read and Record--and a JINGLE/BILLBOARD/ADVERTISEMENT--as in "Give me a
break, give me a break, break me off a piece of that Kit Kat Bar..." and "There's no wrong way to
eat a Reese's Peanut Butter Cup"--for your favorite product--as in food/toy/video game/etc.-using ALL FIVE ACADEMIC VOCABULARY WEEK TWO WORDS. Bonus points if it's an
advertisement for the unsuspecting to move to the town that is the setting of "The Lottery."
English Language Arts Core Standards 6.R.I.3.: “Determine a central idea of a text and how it is
conveyed through particular details; provide summary of the text distinct from personal opinions
or judgments” and 6.W.3.: "Write narratives to develop real or imagined experiences or events
using effective technique, relevant descriptive details, and well-structured event sequences," and
6.R.9.: "Compare and contrast texts in different forms or genres (e.g., stories and poems;
historical novels and fantasy stories) in terms of their approaches to similar themes and topics."
DAY SIX:
Name:
BIGFOX—as a way to help YOU understand NONFICTION
“BIG” as a PRE-READING Strategy
B—BOLD—List any words or
phrases that are in BOLD
I—Italics—List any words or
phrases that are in italics
GRAPHICS—Describe any
GRAPHICS--photos,
drawings, graphs, charts, maps,
tables
“FO” as a DURING READING Strategy
F—FACTS—List at least
FIVE facts found throughout
the article; try to include facts
from the beginning, middle,
and end of your reading
O—OPINIONS—List any
OPINIONS found in the article
“X” as a Post-Reading Strategy
“X” Marks the spot for MAIN
IDEA
In TWO OR THREE sentences,
explain the MAIN IDEA of the
article
English Language Arts Core Standard 6.R.I.3.: “Determine a central idea of a text and how it is conveyed through particular details;
provide summary of the text distinct from personal opinions or judgments”
DAY SIX
Name:
Shirley Jackson's "The Lottery" Story Prediction
The following list of words are connected somehow to Shirley Jackson's "The
Lottery." Take 10 minutes (I'll time you!) to both brainstorm and make a list
as to what the short story is about. Write at least one paragraphy on your
"story guess" below.
village
assembly
lottery yearly tradition black box
slips of paper Tess Hutchinson drawing names black spot
piles of stones
PLEASE TURN OVER!!!!
English Language Arts Core Standard 6.W.3.: "Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences."
When your time is up, we will watch the film version of "The Lottery."
Afterwards, think about how your story guess compares to Shirley Jackson's
short story. Is it similar? Different? Write at least one more paragraph
below comparing and contrasting the two,
English Language Arts Core Standard 6.R.9.: "Compare and contrast texts in different forms or genres (e.g., stories and poems;
historical novels and fantasy stories) in terms of their approaches to similar themes and topics."
DAY SIX
Name:
ELA MCAS SURVEY:)
1. It's better to skip a question if you don't know the answer. T/F
2. Never reread the passage and underline important information, including
words in italics to help you understand the passage. T/F
3. Always restate the question carefully in the topic sentence of your open
response question. T/F
4. Always put something down (you'll get points for an educated guess, rather
than just skipping). T/F
5. It's o.k. to write outside the box on your Open Response. T/F
6. Use quotations when you are taking lines directly from the passage in your
Open Response. T/F
7. Generally, your first impression on a multiple-choice question is the wrong
one. T/F
8. Never read all the multiple-choice questions BEFORE you read the
passage. T/F
9. Fill in the bubbles completely and darkly with a #2 pencil. Stay in the
bubble. Erase changes or other markings completely. T/F
10. You cannot write or underline in your MCAS test booklet. T/F
11. Always eliminate (cross out) multiple-choice answers that are obviously
wrong. Usually there are TWO obviously wrong answers. T/F
12. If you used the step to get a perfect 4 ("We Will Write One, THE RIGHT
WAY!! or ROSES:) on your Open Response, it's o.k. to write more. T/F
13. Do not look for specific academic vocabulary words, like explain,
describe, list, etc. to tell you what you are supposed to do. T/F
DAY SIX
NAME:
HOMEWORK USING WEEK TWO'S ACADEMIC VOCABULARY
WORDS--list, imagine, create, diagram, illustrate
Write a JINGLE/BILLBOARD/ADVERTISEMENT--as in "Give me a break, give me a break,
break me off a piece of that Kit Kat Bar..." and "There's no wrong way to eat a Reese's Peanut
Butter Cup"--for your favorite product--as in food/toy/video game/etc.--using ALL FIVE
ACADEMIC VOCABULARY WEEK TWO WORDS. Bonus points if it's an advertisement for
the unsuspecting to move to the town that is the setting of "The Lottery."
DAY SEVEN--MCAS PREP
Activator: (parts of speech review) VERBS and NOUNS....AND, students will share last night's
homework! Verbs: http://www.superteacherworksheets.com/actionverbs/actionverbs_WDWZM.pdf and NOUNS: http://www.superteacherworksheets.com/nouns/nouns-cutouts_WBTMB.pdf (this is very simplistic and "cutting and pasting" takes too much time....just
call on students to give the correct placement aloud) and
http://www.superteacherworksheets.com/nouns/nouns-commonproper_WBTMQ.pdf
Mini Lesson: Review plot line using E.A. Poe's "The Tell Tale Heart" (OR ANY WORK OF
FICTION READ THIS YEAR IN YOUR CLASS); Introduce Chinese American author, Amy
Tan: https://www.biography.com/people/amy-tan-9542574. BIGFOX either out loud or on
paper, individually, or with academic partner/s.
Activity: Read "The Rules of the Game
https://jg019.k12.sd.us/eng1/Assignment%20Documents/Rules%20of%20the%20Game.pdf
Watch an excerpt of the short story from the film version of Amy Tan's "The Rules of the
Game:" https://www.youtube.com/watch?v=J_MJX1yzi9k; MCAS type questions; review
MCAS type questions to prevent ANY misinformation from being slotted in the brain as
"correct."
Wrap up: Plot line of "Rules of the Game"
HW: Study MCAS vocabulary
English Language Arts Core Standard 6. R.1.: "Cite textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text."
DAY SEVEN:
Name:
"Rules of the Game" by Amy Tan MCAS Type Questions
1. On page 4, in the third paragraph from the bottom left, why does the author put the
"MeiMei! Meimei" in quotes?
A. To suggest her mother is angry
B. To suggest her mother hadn't given her permission to leave
C. To show it's in Chinese
D. To show her mother is speaking
2. Based on paragraph one, page one, why did her mother most teach her invisible
strength?
A. To help her express her anger
B. To help her forget old arguments
C. To help her win arguments, respect, and chess games
D. To help her understand differences in other cultures
3. Based on the short story, "Meimei" means:
A. Little sister
B. Big sister
C. Little brother
D. Big brother
4. Based on the short story, how did Meimei's use of invisible strength toward her mom
change her chess game?
A. It came to mean wealth rather than poverty
B. It came to mean protection rather than death
C. It came to mean success rather than failure
D. It came to mean loss rather than power
5. Read the examples of names of chess pieces below:
Knights
King
Queen
Castles
Based on the examples, where did chess get the ideas for their game pieces?
A. From things that were imaginary and unreal
B. From things that were symbols of suffering
C. From things that were part of their lives
D. From things that were rare and ugly
6. Read the sentence: Never announce "Check" with vanity, test someone with an unseen
sword slit your throat.
The part of the sentence in italics is:
A.
B.
C.
D.
A warning
A superstition
A joke
Alliteration
DAY EIGHT:
Activator: Activate Prior Knowledge--What are nouns? Example/s? What are verbs?
Example/s? Parts of Speech Review--ADVERBS:
http://www.superteacherworksheets.com/grammar/adverbs_WBQBQ.pdf
Mini Lesson: Review/reteach conflict (man vs. man, man vs. nature, man vs. himself, man vs.
society) Use examples from previously read short stories; Introduce contemporary New England
author, Stephen King: http://www.stephenking.com/the_author.html. Two truths and one lie
about the life and times of Stephen King.
Activity: Watch the film production of Stephen King's short story, "The Revenge of Lardass
Hogan:" http://www.youtube.com/watch?v=zK0JaEde4VI; MCAS type questions; review
MCAS type questions to prevent ANY misinformation from being slotted in the brain as
"correct." (Please write me if you can find the short story online to read! I have had no luck!)
Wrap Up: Quick check-in on understanding of conflict--which types of conflict are apparent in
today's short story? In "Rules of the Game?" In "The Lottery?"
HW: Read and Record and study ALL academic vocabulary words tonight for a round or two or
three of E.L.A. Academic Vocabulary JEOPARDY tomorrow
English Language Arts Core Standard 6.L.3.: "Apply knowledge of language to understand how
language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening."
DAY EIGHT:
MCAS Type Questions for "The Revenge of Lard-ass Hogan"
1. In the sentence, "Go on, Gordie, it's a swell story;" what part of speech is the word go?
A. Adjective
B. Pronoun
C. Adverb
D. Verb
2. In the sentence, "At school they put a sticker on his back that says 'wide load...'" the pronoun
"they" refers to:
A. Stephen King
B. Davie Hogan
C. The American people
D. The kids at school
3. What do the spaces on the first page of the story indicate?
A. Gordie is beginning a list
B. Gordie is pausing for suspence
C. Gordie has omitted some words
D. Gordie and his friends are taking turns talking
4. In paragraph 17, what is the main reason Davie wants revenge?
A. Davie can't take being bullied anymore
B. Kids can be mean
C. Davie likes his nickname
D. Kids respect heroes
5. Based on the short story, what does the incident with the pie eating contest most likely
symbolize for the narrator?
A. Freedom
B. Loneliness
C. Losing faith
D. Growing up
6. Based on line 2, which is the following is a synonym for cherish?
A.
B.
C.
D.
Appreciate
Dislike
Need
Abandon
Day NINE--MCAS PREP
Activator: Activate Prior Knowledge--what are nouns? Verbs? Adverbs? Examples of each?
Parts of Speech Review--ADJECTIVES:
http://www.superteacherworksheets.com/adjectives/alienadjectives_WBFWB.pdf and
http://www.superteacherworksheets.com/adjectives/changingadjectives_WBFZR.pdf. Quick
round of E.L.A. Academic Vocabulary Jeopardy with the words: support, explain, describe,
choose, compare, list, imagine, create, diagram, and illustrate
MIni Lesson: Reteach/review foreshadowing; use examples from previously read short stories;
Introduce short story author W.W. Jacobs: http://hellnotes.com/old-masters-of-horror-w-wjacobs. Two lies, one truth about the life and times of W.W. Jacobs.
Activity: Read his short story, "The Monkey's Paw:"
http://www.shortstoryamerica.com/pdf_classics/jacob_monkeys_paw.pdf-- ask students to shout
out, "THAT'S IT!!!" when any and all examples of foreshadowing appear. Watch film version
of W.W. Jacob's "The Monkey's Paw:" http://www.youtube.com/watch?v=ugjegclLNhM;
MCAS type questions; review MCAS type questions to prevent ANY misinformation from being
slotted in the brain as "correct."
Wrap Up: Name the short story from the foreshadowing example I give (this you can adapt by
using examples from any literature read in your class during the academic year--students love
this sort of guessing game!)
HW: Read and Record--and, "STUMP THE 'RENT!!!" See if your parent/guardian/sibling/etc.
knows as much as a 6th grader....and, can correctly define your ten academic vocabulary words
acquired in the first two weeks of our MCAS PREP
English Language Core Standard 6.R.10.: "By the end of the year, read and comprehend
literature, including stories, dramas, and poems, in the grades 6–8 text complexity band
proficiently, with scaffolding as needed at the high end of the range."
DAY NINE:
Name:
W.W. Jacobs' "The Monkey's Paw" MCAS Type Questions
1. According to Sergeant Major Morris, what happened to the monkey's paw?
A. It bites
B. It behaves strangely
C. It had a spell put on it by a fakir
D. It challenges nature
2. In the story, what is the first clue that the monkey's paw might cause trouble?
A. The first man dies after his three wishes
B. The Sergeant Major Morris throws it in the fire
C. It gives three wishes
D. Herbert dies
3. In the sentence, "If you must wish," he said gruffly, "wish for something sensible." What part of speech is gruffly?
A. Verb
B. Adverb
C. Pronoun
D. Conjunction
4. Which of the following best describes the story?
A. Fairy tale
B. Fable
C. Legend
D. Fiction
5. What is the main theme of the story?
A. Facing nature's challenges
B. The lasting proof of loyalty
C. Be careful what you wish for
D. The high cost of foolishness
6. In the sentence, "Sounds like the Arabian Nights..." why is Arabian Nights in italics?
A. It's a foreign word
B. It's not been successful
C. It's the title of a book
D. It's different from other words
7. Which of the following is an example of personification in "The Monkey's Paw?"
A. The paw is put under the bed
B. The paw is thrown under the fire
C. The paw is from a monkey
D. The paw gives three wishes
8. Which of the following is an example of foreshadowing in "The Monkey's Paw?"
A.
B.
C.
D.
Mr. White wishes for 200 pounds
Herbert dies
Sergeant Major Morris visits
A stranger shows up at the door
English Language Core Standard 6.R.10.: "By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the
grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range."
Day TEN--MCAS PREP
Activator: Parts of Speech Review Prepositions:
http://www.superteacherworksheets.com/prepositions/prepositions1_WBZTW.pdf I teach my
students the way MY sixth grade teacher taught me prepositions--funny and VERY memorable:
"Prepositions are anything a squirrel can do to a log--by a log, over a log, around a log, next to a
log, etc.
Review all parts of speech studied so far playing "C.F.U. (pronounced cfu--or, "Can't Fool
YOU!!") Students, working with their collaborative learning partner/s, will try to guess the part
of speech in a sentence you say aloud to the class....keeping in mind, students have studied verbs,
nouns, adverbs, adjectives. For example, "Find the adjective in the following sentence: 'All the
super stars students will pass MCAS!!!" Each group that wins earns some type of prize,
depending on your school's rules on treats.
Mini Lesson: Review MCAS test taking tips
Activity: Complete one archived MCAS test--in the state of MA. you may find archived MCAS
tests for grades 3-10 from 2007-2012 here: http://reading-sage.blogspot.com/2012/04/mcaspractice-test.html. You simply click on the PDF symbol after chosing a year. Also, there is a
student work and scoring guide so you can get a clear idea of what constitutes a 4, 3, 2, and 1 in
MCAS grade-land: http://www.doe.mass.edu/mcas/student/.
Self-grade exams and students will fill in self-reflection component--WHY did you answer it
incorrectly? What will you do differently if this type of question is asked again?
Wrap Up: Hand out slips of paper--on each slip, write one of the ten academic vocabulary words
learned over the past two weeks of students' MCAS PREP. Working with their academic
partner/s, students will mime the action and the class will guess the academic vocabulary word-all of which are verbs!
HW: Keep Reading!!!
English Language Arts Core Standards 6.R.L.1.: "Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text" and 6.I.L.1.: "Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text."
DAY TEN
Name:
MCAS PREP SELF-EVALUATION PRACTICE TEST
_________:)
If you get a question wrong, on your lined sheet of separate paper write down the
following according to the rubric:
RUBRIC:
_____the number of the question you got wrong
_____WHY you got it wrong
_____WHAT STRATEGIES to use to answer a similar question correctly the next
time
English Language Arts Core Standards 6.R.L.1.: "Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text" and 6.I.L.1.: "Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text."
WEEK THREE--MCAS PREP
Unit 7--MCAS ReviewTitle--: "Si, Se Puede!"
Question: "How Is Reaching Advanced on the MCAS YOUR Ticket to Success in Life?"
Area of Interaction--Approaches to Learning
MYPB Overarching Goal: Understand and analyze the language, content, structure, meaning,
and significance of both familiar and unfamiliar oral, written, and visual texts
SIP: Introduction and retention of new/old vocabulary; daily and nightly monitored reading;
daily monitored use of Agenda Books
IBO: History of the MCAS; how we score compared to the students around the world; what's
causing these differences specifically in Math/Reading/Science
Vocabulary: Academic Language--support, explain, describe, choose, compare, list, imagine, create, diagram,
illustrate, excerpt, evaluate, states, infer, purpose
PLUS--THIS WEEK, SHOWCASING INFORMATIONAL NONFICTION--Vocabulary—
thesaurus, encyclopedia, atlas, periodical, exposition, summarizing, main idea, author’s purpose,
paraphrasing, autobiography, biography, memoir, essay historical document, primary source,
secondary source, annotation, ETC.
DAY ELEVEN--MCAS PREP
Activator: Ask students to explain the difference between "academic" and "social" vocabulary.
Gauge for understanding. Add this week's five Academic vocabulary words to students' flash
cards. Instead of just definitions, allow students to DRAW pictures of the definition--for
example, an "excerpt" could be a drawing of squiggly lines within the pages of book; ask
students to include parts of speech and give them a hint--"There are THREE verbs this week and
TWO nouns....:"
WEEK THREE: excerpt, evaluate, states, infer, purpose
Mini Lesson: Review author's purpose.
Activity: Read nonfiction article from BBC on San Francisco banning toys included in Happy
Meals: http://www.bbc.co.uk/news/world-us-canada-11723738 --BIGFOX; view clip from
documentary, Supersize Me: https://www.youtube.com/watch?v=H156Z08Pck0; MCAS type
questions; review MCAS type questions to prevent ANY misinformation from being slotted in
the brain as "correct."
Wrap up: "Ticket to Leave:” How can Supersize Me both narrate, persuade, inform, and
entertain? Give examples of each from today's documentary.
HW: Read and Record and parts of speech homework: CONJUNCTIONS-https://www.superteacherworksheets.com/conjunctions/but-and-or.pdf
English Language Arts Core Standard 6.I.L.4.: "Determine a central idea of a text and analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective summary of the text."
DAY ELEVEN
Name:
MCAS Type Questions for Supersize Me
1. What is the meaning of the word ban as it used in the sentence? San Francisco is to ban toys in unhealthy fast food meals.
A. Ignore
B. Capture
C. Research
D. Forbid
2. Which of the following best describes Morgan Spurlock's purpose in Supersize Me?
A. To define
B. To narrate
C. To persuade
D. To compare
3. Which of the following best states the different purposes of the article and the documentary?
A.
B.
C.
D.
The article poses a problem, while the documentary provides a solution
The article provides information, while the documentary stirs the emotions
The article expresses an opinion, while the documentary describes a time period
The article describes a process, while the documentary compares different people
4. Read the sentence from paragraph 1 of the article below:
San Francisco has passed a law barring fast-food restaurants from giving away toys with children's meals that do not
meet nutritional guidelines.
Which of the following words from the sentence is the best context clue to understand the meaning of barring?
A. Giving away
B. Passed
C. Do not
D. Nutritional
5. Based on Supersize Me, which of the following best describes what motivates Morgan Spurlock?
A. His fear of death
B. His distrust of McDonald's
C. His disrespect for his girlfriend
D. His sense of religious duty
6. According to Supersize Me, how can parents best help their kids eat healthier?
A. Punish kids who come home late
B. Allow kids to sleep on weekends
C. Encourage kids to exercise before bed
D. Model the behavior they want their kids to imitate
7. Which of the following best describes the tone of the article?
A.
B.
C.
D.
Pessimistic
Motivational
Playful
Apologetic
English Language Arts Core Standard 6.I.L.4.: "Determine a central idea of a text and analyze its development over the course of
the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text."
Day TWELVE--MCAS PREP
Activator: Review all parts of speech with a "Guess who's coming to dinner?" game--for
example, ask students: "Guess who's coming to dinner.....she is fabulous at giving more
information about famous people, places, and things....SHE IS A ???? (adjective!) Parts of
speech review: INTERJECTIONS--http://www.englishforeveryone.org/PDFs/Interjections.pdf
Mini Lesson: Review annotation—looking for main idea and supporting details. Remember for
main idea: first, stop and think. Ask yourself, what is this mostly about. Answer the question:
"I think this is mostly about _______________ because of ________________________."
Activity: Read nonfiction article from the BBC on the factory farming of pigs-http://www.nytimes.com/2011/04/14/us/14video.html?_r=0; annotate during the reading, looking
specifically for supporting details and main idea; watch clip from Foodinc.:
http://www.youtube.com/watch?v=QqQVll-MP3I and
http://www.youtube.com/watch?v=u9Tda7MqhNs and
http://www.youtube.com/watch?v=L_vqIGTKuQE; MCAS type questions; review MCAS type
questions to prevent ANY misinformation from being slotted in the brain as "correct."
Wrap up: Write a letter to Tyson explaining why you support or oppose factory farming.
Include as many of our academic vocabulary words as possible, but no less than FIVE!!
HW: Read and Record and complete letter as homework
English Language Arts Core Standard 6.I.L.4.: "Determine a central idea of a text and analyze
its development over the course of the text, including how it emerges and is shaped and refined
by specific details; provide an objective summary of the text."
DAY TWELVE
Name:
Foodinc. MCAS Type Questions
1. Based on the article, which word best describes the tone?
A.
B.
C.
D.
Scared
Generous
Embarrassed
Determined
2. What best shows Americans knowledge of farming is limited?
A.
B.
C.
D.
They worry about obesity
They don't know about factory farming
They keep the secret of factory farming
They are intimidated by grocery stores
3. From the article, why does Iowa want to make undercover filming illegal?
A.
B.
C.
D.
It is very expensive
Agriculture is a dominant force economically and politically
It is made from rare bird feathers
It hurts animals
4. Based on the documentary, Foodinc., the narrator's attitude is best described as
A.
B.
C.
D.
Sneaky
Sociable
Concerned
Competitive
5. Read the phrase from the last paragraph of the article:
That video showed rows of crowded wire cages, some containing injured and disfigured hens...
Which of the following is the best replacement for disfigured in the phrase?
A. Impaired
B. Excused
C. Possible
D. Beautiful
6. Which of the following best shows that the article is nonfiction?
A.
B.
C.
D.
The animals talk to each other
The animals are mistreated
The animals are hidden
The animals are eaten
English Language Arts Core Standard 6.I.L.4.: "Determine a central idea of a text and analyze its development over
the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text."
DAY THIRTEEN--MCAS PREP
Activator: Parts of Speech by taking an expensive dollar store bouncy ball and dividing into
eighths and then writing each of the eight parts of speech.....tell students that after their Parts of
Speech Review on PRONOUNS-- and
http://www.superteacherworksheets.com/pronouns/pronouns3_WDDRN.pdf-- students will form
a circle and each student gets a chance to underhand toss the "parts of speech ball" to
another...the catcher must give an example of the part of speech that their thumb is on!
Mini Lesson: Ask students, “What is nonfiction’s purpose?” Review author’s purpose in
nonfiction
Activity: Read nonfiction article from BBC on UN tackling child labor, especially in developing
countries like India (remind students of William Blake’s poem, “The Chimney Sweepers”)-http://news.bbc.co.uk/2/hi/south_asia/199426.stm BIGFOX; watch clip from Born Into
Brothels— http://www.youtube.com/watch?v=hWpgbukKAhM; MCAS type questions; review
MCAS type questions to prevent ANY misinformation from being slotted in the brain as
"correct."
Wrap Up: Why are there such discrepancies of wealth in the world? Collect last night's
homework....why does poverty exist on a planet where the richest of us all, Americans, use 25%
of the world's resources--food, oil, etc.?
HW: MCAS vocabulary
English Language Arts Core Standard 6.L.3.: "Apply knowledge of language to understand how
language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening."
Day Thirteen
Name:
Born into Brothels MCAS type questions
1. Which of the following best describes the author's purpose in paragraph 1 of the article?
A. To narrate
B. To compare
C. To define
D. To persuade
2. Based on the article, which of the following best describes child labor in India?
A.
B.
C.
D.
Most of child labor is complete
Child labor is less of a problem in 2013
Child labor is affected by where you live
Child labor cannot be tolerated in any form and must be eliminated
3. Which of the following best explains what Kochi mean when she says, "the women ask me, 'when are
you going to join the line?'"
A.
B.
C.
D.
She is unhappy to take photographs
She fears becoming what the women are
She is hoping to join the line
She thinks her teacher is smart
4. Which of the following words is the best context clue to understand the word exploitation in the line:
Among the most extreme forms of exploitation of children are bonded labor and child prostitution.
A.
B.
C.
D.
child prostitution
most extreme
of children
among the
5. Which of the following best states the main idea of the article?
A.
B.
C.
D.
child labor is popular
child labor is in many different countries
child labor is the result of many reasons, but must end
child labor is free labor
6. What is most likely the effect of child labor in India?
A.
B.
C.
D.
children are forced into employment
children lack modern conveniences
children's survival skills become better
children are poisoned by others' selfishness
English Language Arts Core Standard 6.L.3.: "Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or listening."
Day FOURTEEN--MCAS PREP
Activator: Synonyms and antonyms--http://www.superteacherworksheets.com/synonymsantonyms/syn-ant-mixed_WDWWQ.pdf; context clues review:
http://www.readwritethink.org/files/resources/lesson_images/lesson1089/types_context_clues.pdf
Mini Lesson: Reteach/review context clues--there are only four types and just like the eight
parts of speech, once you know the four types they will never change! The four types are:
definition, antonym (or contrast), synonym (or restatement), and inference.
Activity: Read BBC article on New Orleans/Katrina-- https://www.bbc.com/news/world-uscanada-12368378; context clues activity using article--ask students during the reading WHICH
context clue they used when a difficult word is encountered--this can be an informal assessment
during the reading; clip from Trouble the Water:
http://www.youtube.com/watch?v=Cq426VjZD1E; MCAS type questions; review MCAS type
questions to prevent ANY misinformation from being slotted in the brain as "correct."
Wrap Up: Stand and Share--one of the four ways to use context clues
HW: Read and Record; parent signature; make a context clues scavenger hunt for your academic
partner using at least TEN of our fifteen Academic vocabulary words!! DUE TOMORROW!!!!
English Language Arts Core Standard 6.L.3.: "Apply knowledge of language to understand how
language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening."
Day FOURTEEN
Name:
Trouble the Water MCAS Type Questions
1. The purpose of this article is to:
A. Persuade
B. Inform
C. Entertain
D. Narrate
2. Which stage direction would best be added to "Cool Medina's" song in Trouble the Water?
A. (with fear)
B. (impatiently)
C. (sorrowfully)
D. (with pride)
3. Which of the following best describes the transition between before the hurricane and after in Trouble the Water?
A.
B.
C.
D.
From cause to effect
From opinions to fact
From fiction to nonfiction
From past to present
4. What is the best replacement for the word evacuated as it is used in the sentence below: Its population dropped
to 343, 829, after residents evacuated the city.
A.
B.
C.
D.
Entered
Lost
Exited
Stalked
5. Which phrase would be the best replacement for the word breached in the sentence below: But in 2005, the lowlying city was hit by Hurricane Katrina and flooded when the storm breeched the levees.
A.
B.
C.
D.
Carefully touched
Searched hard for
Felt remorse for
Forcefully overflowed
6. The sentence, "Louisiana's incaraceration rates are the highest in the world," is an example of a:
A.
B.
C.
D.
Fact
Opinion
Inference
Supporting detail
English Language Arts Core Standard 6.L.3.: "Apply knowledge of language to understand how language functions
in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or
listening."
Day FIFTEEN--MCAS PREP
Activator: Play the "Parts of Speech" ball toss game: the eight parts of speech using Emily
Dickinson's "I'm Nobody! Who are You?"
MIni Lesson: Every Friday will be MCAS test day--we will start with 3rd? 4th? 5th? 6th...?
grade and work our way up to 10th!! Review how many questions? How many Open Response
questions?
Activity: Complete one archived MCAS test--in the state of MA., you may find archived MCAS
tests for grades 3-10 from 2012-2016 here: http://reading-sage.blogspot.com/2012/04/mcaspractice-test.html. You simply click on the PDF symbol after chosing a year. Also, there is a
student work and scoring guide so you can get a clear idea of what constitutes a 4, 3, 2, and 1 in
MCAS grade-land: http://www.doe.mass.edu/mcas/student/.
Self-grade exams and students will fill in self-reflection component--WHY did you answer it
incorrectly? What will you do differently if this type of question is asked again?
Wrap Up: Thumbs up/down on how well you did on today's archived MCAS exam
HW: KEEP READING!!! Have a great weekend!!
English Language Arts Core Standards 6.L.4.: "Determine or clarify the meaning of unknown and multiple-meaning wordsand phrases based on
grade 6 reading and content, choosing flexibly from a range of strategies" and English Language Arts Core Standards 6.R.L.1.: "Cite textual
evidence to support analysis of what the text says explicitly as well as inferences drawn from the text" and 6.I.L.1.: "Cite textual evidence to
support analysis of what the text says explicitly as well as inferences drawn from the text" and 6.L.1.: "Demonstrate command of the conventions
of standard English grammar and usage when writing or speaking."
Day Fifteen
Name:
The Eight Parts of Speech in: "I'm Nobody! Who are You?" by Emily Dickinson
Where's WALDO??? No, no...where are the eight parts of speech in Emily Dickinson's poem,
"I'm Nobody! Who Are You?" In parenthesis are the number of examples of each part of
speech. Find at least TWO for an A/B on this assignment--except for interjection and
conjunction.
I'm nobody! Who are you?
Are you nobody, too?
Then there's a pair of us--don't tell!
They'd banish us, you know.
How dreary to be somebody!
How public, like a frog
To tell your name the livelong day
To an admiring bog!
1. Noun (7)
2. Adjective (4)
3. Verb (10)
4. Adverb (1)
5. Pronoun (9)
6. Preposition (2)
7. Interjection (1)
8. Conjunction (1)
English Language Arts Core Standard 6.L.1.: "Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking."
WEEK FOUR
MCAS PREP-: “Si, Se Puede!"
IB Question: "How Is Reaching Advanced on the MCAS YOUR Ticket to Success in Life?"
Area of Interaction--Approaches to Learning
MYPB Overarching Goal: Understand and analyze the language, content, structure, meaning,
and significance of both familiar and unfamiliar oral, written, and visual texts
SIP: Introduction and retention of new/old vocabulary; daily and nightly monitored reading;
daily monitored use of Agenda Books
IBO: History of the MCAS; how we score compared to the students around the world; what's
causing these differences specifically in Math/Reading/Science
Vocabulary: Academic Language--support, explain, describe, choose, compare, list, imagine,
create, diagram, illustrate, excerpt, evaluate, states, infer, purpose, main idea, turning point,
synonym/antonym, figurative language
PLUS--THIS WEEK, SHOWCASING INFORMATIONAL TRADITIONAL
LITERATURE/CLASSICAL LITERATURE--Vocabulary—FOLK TALES: fable, legend,
myth, fairy tale, tall tale, elements of plot (include "turning point"), moral/LESSON, trickster,
synonym, prefix, suffix, root word, etc.
Day SIXTEEN--MCAS PREP
Activator: ROOTWORDS/PREFIXES/SUFFIXES--Root words:
http://www.bbc.co.uk/skillswise/factsheet/en18root-l1-f-root-words/
Build your own words using roots/prefixes/suffixes:
http://www.bbc.co.uk/skillswise/worksheet/en18root-e3-w-adding-to-root-words
Mini Lesson: Teach folktales and all of the examples which fall under the heading: fairy tales,
fables, myths, legends, etc. Teach the elements of fairy tales--"Once Upon a Time," "Happily
Ever After...," the numbers three and seven, royalty, good vs. evil where goodness prevails,
spooky forests, the character of a trickster, etc. Introduce fractured fairy tales.
Activity: Introduce Roald Dahl; activate prior knowledge--who's read/seen the movie, Charlie
and the Chocolate Factory? James and the Giant Peach? The Twits? etc.! Read Roald Dahl's
fractured fairy tale, "Little Red Riding Hood and the Wolf:"
http://ace.home.xs4all.nl/Literaria/Txt-Dahl.html. Watch the video production:
http://www.youtube.com/watch?v=Pq161aoLQ1A. Discuss which elements of fairy tales are
present? Of fractured fairy tales? MCAS type questions; review MCAS type questions to
prevent ANY misinformation from being slotted in the brain as "correct."
Wrap up: Assemble your own words using prefixes/suffixes/roots! On 3x5 cards, write out root
words, prefixes, and suffixes; make this game a SILENT game....hand out randomly one of each-a root, prefix, suffix--and students will then silently work with their classmates to create words;
collect, shuffle, play again.
HW: Read and Record!
English Language Arts Core Standards 6.R.2.: "Determine a theme or central idea of a text and
how it isconveyed through particular details; provide a summary of the text distinct from
personal opinions or judgments."
Day SIXTEEN:
Name:
"Little Red Riding Hood and the Wolf" MCAS Type Questions
1. Which of the following shows that Roald Dahl's "Little Red Riding Hood and the Wolf" is a fractured fairy tale?
A.
B.
C.
D.
One of the main characters is a god
Two of the characters argue with each other
It's a fairy tale retold in a new way
Two of the characters argue with each other
2. According to the fractured fairy tale, which of the following best describes why Little Red Riding Hood puts an
end to Wolf?
A.
B.
C.
D.
She discovers he is insincere
She discovers he is wealthy
She discovers he is unworthy
She discovers he is truthful
3. At the beginning of the fractured fairy tale, why does Wolf eat Grandma?
A.
B.
C.
D.
He wants to replace Grandma
He wants to be famous
He sees an opportunity
He wants to live in her house
4. In Roald Dahl's "Little Red Riding Hood," who is the trickster?
A.
B.
C.
D.
Grandma
Little Red Riding Hood
Roald Dahl
Wolf
5. In today's fractured fairy tale, from which point-of-view is the story told?
A.
B.
C.
D.
First person
Third person limited
Third person omniscient
Second person
6. What is the main purpose of the first four lines of today's fractured fairy tale?
A.
B.
C.
D.
To describe the setting
To identify the narrator
To foreshadow the events
To describe the characters
7. Roald Dahl's fractured fairy tale is also an example of which genre?
A.
B.
C.
D.
Nonfiction
Myth
Fable
Poem
DAY SEVENTEEN--MCAS PREP
Activator:
This week's academic vocabulary words: main idea, turning point,
synonym/antonym, figurative language, tone, mood, identify, justify, and demonstrate. These
are words students will understand--this is reteaching/reviewing core academic vocabulary all
students show know. Have the definitions available for students. Students will take a break
from looking up the definitions, adding to flashcards, etc., but instead: "Complete a story
map/plot line for your own fractured fairy tale demonstrating your understand of at least FIVE of
this week's academic vocabulary words."
Mini Lesson: Albert Einstein said of fairy tales:
Why?
Activity: "Think-Pair-Share" the New Yorker article on fairy tales:
https://www.newyorker.com/magazine/2012/07/23/once-upon-a-time-3
Assign a page to each academic group--students will then read "their" page,
discuss or "pair" with their partner, and then "share" out to the class. Using the
Open Response protocol--either "We Will Write One...." or ROSES, work with
your academic partner and fill in the template together answering the question:
"Why are fairy tales timeless?"
Wrap Up: Swap templates with another academic group for peer editing.
HW: Read and Record and complete Open Response paragraph on the reading you
and your partner completed in class (this involves copying students' work and then
tracking them down later in the day!)
English Language Arts Core Standard 6.W.9.: "Draw evidence from literary or informational
texts to support analysis, reflection, and research."
Day SEVENTEEN:
Collaborative Learning Partner Names:
"We Will Write One....THE RIGHT WAY" Open Response
Open Response Question: Why are fairy tales timeless? Support or refute this statement
using specific details from the article.
Topic Sentence:
Reason/Point One:
Supporting Detail One:
Direct Quote One:
Reason/Point Two:
Supporting Detail Two:
Direct Quote Two:
Reason/Point Three:
Supporting Detail Three:
Direct Quote Three:
Conclusion:
English Language Arts Core Standard 6.W.9.: "Draw evidence from literary or informational texts to support analysis, reflection, and
research."
Day EIGHTEEN--MCAS PREP
Activator: Mood and Tone MCAS TYPE QUESTIONS for a review of students' understanding-mood and tone are two of this week's Academic vocabulary words; review MCAS type
questions to prevent ANY misinformation from being slotted in the brain as "correct."
Mini Lesson: Reteach/review mood and tone. Teach the example of folktales, myths and the
elements of myths. Review the importance of anticipation guides--i.e. story prediction of the
Ancient Greek creation myth
Activity: Students will complete the Story Prediction, writing one paragraph as to their "story
guess" using key words from the myth; read the Ancient Greek's creation myth:
https://www.greekmythology.com/Myths/The_Myths/The_Creation/the_creation.htmland video
production: http://www.youtube.com/watch?v=90gKspHgS8s; students will write a second
paragraph comparing/contrasting their story guess to the actual myth itself. How was your story
guess different from the reality? MCAS type questions; review MCAS type questions to prevent
ANY misinformation from being slotted in the brain as "correct."
Wrap up: What natural phenomena did the Ancient Greek's creation myth provide answers for?
Why? AND--quick round of E.L.A. Academic Vocabulary Jeopardy with the words: support,
explain, describe, choose, compare, list, imagine, create, diagram, and illustrate
HW: Collect Open Response paragraphs on fairy tales; Read and Record
English Language Arts Core Standard 6.I.L.4.: "Determine a central idea of a text and analyze
its development over the course of the text, including how it emerges and is shaped and refined
by specific details; provide an objective summary of the text," and
6. R.1.: "Cite textual
evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text," and 6.W.3.: "Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event sequences."
DAY EIGHTEEN
Name:
Mood and Tone Review MCAS Type Questions
1. Which word best describes the tone Roald Dahl uses in "Little Red Riding Hood and the Wolf?"
A. Playful
B. Apologetic
C. Pessimistic
D. Motivational
2. What is the main reason the mood of "The Tell Tale Heart" grows more intense?
A.
B.
C.
D.
The narrator and the old man begin to dislike each other
The narrator watches the old man each night for seven nights
The old man's love for the narrator is not strong
The narrator and the old man's differences become more apparent
3. Which even in "The Sniper" causes the mood of the short story to change?
A. The sniper is shot in the arm
B. The sniper lights a cigarette
C. The sniper runs for cover
D. The sniper turns over the body of his dead brother
4. "Michael, you must be a genius...I don't understand you at all," George said sarcastically.
In the sentence, what is implied by George's sarcastic tone?
A.
B.
C.
D.
George admists that he is not very smart
George thinks that Michael's decision is foolish
George feels sad that he cannot offer better advice.
George recognizes that Michael's intelligence is difficult to accept.
5. Which word best describes the tone of Edgar Allan Poe's writing?
A.
B.
C.
D.
Gloomy
Peaceful
Humorous
Disappointed
6. Which of the following best describes the author's tone in the article, "Child Labor in India?"
A.
B.
C.
D.
Joking and humorous
Strong and informative
Serious and questioning
Friendly and persuasive
English Language Arts Core Standard 6.I.L.4.: "Determine a central idea of a text and analyze its
development over the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text."
DAY EIGHTEEN
Name:
MYTHS--Ancient Greeks and their Creation Myth and Gaea: MOTHER EARTH
According to Greek mythology, before the birth of man, Gaea, or MOTHER EARTH, created
the first gods with Uranus, the sky. The following is a list of words connected to the story of
Gaea, how she created the gods, and how she demonstrated the characteristics of a legendary
hero. Look over the 10 key words and phrases below and write one paragraph on a separate
sheet of paper as to what you think the story is about (I'll time you).
MANY CHILDREN
HUNDRED-ARMED GIANTS
CYCLOPS
THE UNDERWORLD
THE TWELVE TITANS
CRONUS, THE YOUNGEST AND STRONGEST TITAN
A SICKLE
RULER
SWALLOWED
ZEUS
PLEASE TURN OVER!!!!
English Language Arts Core Standard 6.W.3.: "Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences."
After reading the story of Gaea, write a second paragraph comparing and contrasting YOUR
story guess with what we read in class.
DAY EIGHTEEN
Name:
Myth MCAS Type Questions
*Based on a real person from the past
*The hero defended the defenseless--women, children, the old, etc.
*The hero must complete a quest to prove himself/herself
1. These are the elements of which type of folktale?
A.
B.
C.
D.
Fairy tale
Fable
Myth
Legend
2. Based on the myth, what conclusion can be drawn about Gaea?
A.
B.
C.
D.
She is slow
She is determined
She is jealous
She is generous
3. Which of the following shows today's story is a myth
A.
B.
C.
D.
It has a main character
One of the characters is a god
It tells the exact words the characters speak
Two of the characters argue with each other
4. Which of the following ideas is most clearly supported by this myth?
A.
B.
C.
D.
Defiance of the will of the gods
Admiration for devotion between mortals
Appreciation of the love a mother has for her children
Hopelessness of achieving human perfection
5. Based on the myth, what does Zeus' overthrowing of his father tell the reader about him?
A.
B.
C.
D.
He wants Cronus to recognize his authority
He wants to show Cronus that he is smarter than Cronus thinks
He is ashamed by Cronus' deeds
He is willing to change for Cronus
6. At the beginning of the myth, why are the gods created?
A.
B.
C.
D.
Gaea wants to live in a beautiful city
Gaea wants to share in the wealth of the city
Gaea wants to not be alone
Gaea wants to replace Cronus
DAY NINETEEN--MCAS PREP
Activator: Idioms--What are idioms? Hand out randomly assigned idioms on slips of paper to
students; students will then explain to the class what they think their idiom means exactly. For
example, "It's raining cats and dogs..."
Mini Lesson: Reiterate the importance of doing well on the MCAS--that, this is their ticket to a
good academic life. Reiterate the truth--Si, se puede!! Yes you CAN!! ALL students will reach
ADVANCED this year. Doing well comes from the practice they have had over the past four
weeks--it is no surprise that students taking the SAT's, GRE's, GMAT's, etc. score better and get
into better colleges when they take prep courses, such as those offered at Huntington, etc.
Believe in yourselves, practice the test taking skills and strategies you've learned, and "you will
move mountains!!"
Activity: Complete MCAS review--ask to borrow lap top cart so students can practice ELA
MCAS questions online: http://www.proprofs.com/quiz-school/story.php?title=blahed and
http://quizlet.com/subject/ela-mcas/ and http://www.usingenglish.com/quizzes/
Wrap Up: One thing you will do to reach Advanced on this year's MCAS?
HW: Parent Letter with EXTRA CREDIT OPPORTUNITY
FROM YOUR CHILD'S ELA TEACHER
** March ****
Dear Parent/Guardian,
This ***day and ***day, March ** and **, is your child's ELA MCAS.
This test determines which English class your child will have next year, and if his
or her score is in the "needs improvement" or "warning" range, your child might
need extra MCAS help this summer. ALL of my students will pass and reach
PROFICIENT to ADVANCED this year! But, please help me help your child by
doing the following over the next couple of days:
1. Go to http://www.proprofs.com/quiz-school/story.php?title=blahed and
http://quizlet.com/subject/ela-mcas/ and http://www.usingenglish.com/quizzes/
and practice for their ELA MCAS. Your children are super smart, they will do
great on this!
2. Please ask you child how to score a perfect 4 on their Open Response
questions and ask them to tell you the steps; doing well on the written part of the
exam will help them succeed.
3. Please make sure your child is well-rested both mornings and has had a
good breakfast.
4. And finally, please talk to them about how important this exam is to their
future.
If your child spends at least FOUR hours on the practice questions, on the
sites listed above, please sign below and I will add two A's to their ELA average
for the third marking period. Thank you, Ms. ***********
________________________________________________________________
MY CHILD SPENT AT LEAST FOUR HOURS ON THE SITES LISTED ABOVE
Child's Name:
Parent/Guardian's Signature:
Comments:
DAY TWENTY--MCAS PREP
Activator/Mini Lesson/Activities: MCAS STATIONS!! For this to be successful, cluster desks
in groups of four or five, assign collaborative learning partners, tape "Station One: Genres!!"
"Station Two: MCAS REVIEW!!" etc. on each "Station," and have copies of the station's work
available. I have 90-minute blocks, so this is designed for five stations, 20 minutes per station.
Homework: Go to bed early Sunday night and eat breakfast!!
Day Twenty--STATIONS WORK
STATION ONE:
Name:
MCAS REVIEW
Answer the following MCAS Review questions. Rubric: 19-20: A; 18-19: B; 16-17: C, and nothing below a C is
acceptable :(
1. What do most adverbs end in?
2. Write TWO examples of interjections.
3. What does genre mean?
4. Finish the example of alliteration: Abby _______________ate all the _________________.
5. What is a good sentence starter for "supporting details for reasons 1,2, and 3" in an Open Response paragraph?
6. What does main idea mean?
7. What is an example of figurative language?
8. Is Springfield a common noun or a proper one? Why?
9. And, or, and but are examples of which part of speech?
10. "What the squirrel can do to a log" helps you remember which part of speech?
11. What is our formula to a perfect 4 EVERYTIME'
12. True or False--Read all of the multiple-choice questions before you read the passage.
13. True or False--Can't is a contraction.
14. Finish the antonym pairs: young/______________ low/_________________
loud/_______________________ angry/_______________________
15. Finish the synonym pairs: small/______________________ wise/______________
joyful/_________________________
16. __________________is an academic vocabulary word which means to "offer reasons or make understandable."
17. Rewrite this question as a topic sentence: Sixth grade is an important year. In a well-developed composition,
describe three ways in which you have changed and explain what effect these changes have had on your life.
18. He is a raging bull. Is this an example of a simile or a metaphor? Why?
19. True or False--Context clues are clues around an unknown word that helps you understand the meaning of the
unknown word.
20. They're, their, there: Use each homophone (words that sound alike, but are spelled differently and have
different meanings:) correctly in a sentence below:
a. they're
b. their
c. there
STATION TWO:
1. Which pair of words from the poem are antonyms?
A.
B.
C.
D.
one, won
fast, slow
moving, rushing
lose, begin
Multiple-Choice
2. Which of the following words is a synonym for ill-mannered as it is used in the paragraph?
A.
B.
C.
D.
rude
helpful
clumsy
supportive
3. Which of the following is the best synonym for the word learn'd as it is used in line 1?
A.
B.
C.
D.
aware
remembered
knowledgeable
invented
4. Read the sentence below:
He reached into a wooden box and handed Father some paper money.
Which of the following words in the sentence is a noun?
A. reached
B. wooden
C. handed
D. money
5. Then he came to a Kansas town.
Which of the following words from the sentence is an adjective?
A. he
B. came
C. small
D. town
6. Read the sentence below:
Nothing was different except the warm glow that was in my belly and my arms and my legs and my head wouldn't go away.
Which of the following words is an adjective as it is used in the sentence?
A.
B.
C.
D.
nothing
warm
belly
away
7. Read the sentence below:
When his dear friend Jane dived out of the air and squashed him, he just sighed and said, "Oh, Jane, don't!"
Which of the following is a verb?
A.
B.
C.
D.
dear
friend
squashed
air
8. The word valor comes from the Latin verb valere, which means "to be strong." Which of the following best defines the word
valor as it used below?
A. courage
B. desire
C. patience
D. boredom
Station THREE:
Name:
REWRITE THESE ACUAL MCAS OPEN RESPONSE QUESTIONS AS A TOPIC
SENTENCE:)
1. Think about a tradition or an experience that is important to you. For example, maybe you
have a special meal that you eat, a holiday that you celebrate, or a certain place that you go each
year on vacation.
Write a story about a tradition or an experience that is important to you. GIve enough details for
readers to understand why it is important to you.
2. Heroes have special qualities that people admire. Heroes give us examples of the courage and
strength it takes to face difficult situations and challenges in life.
Think of someone who is your personal hero. In a well-developed composition, describe this
person and explain three qualities you most admire about him or her.
3. This is an important year. Learning new things and having new experiences many have
changed you.
Your English teacher would like you to write about how you have changed since the beginning
of the year. In a well-developed composition, describe three ways in which you have changed
and explain what effect they have had on your life.
4. Think about the best time that you have ever had. Maybe you played all day with friends
outside, went on a special trip, participated in a game, or spent some time at camp.
Write a story about this best time. What were you doing? Who was with you? Where were
you? Why was this the best time ever? Give enough details in the story to show the reader what
happened.
STATION FOUR
Name:
1. Genre means:
A. Almanac
Genres!!!
B. Type of
C. Generous
D. Read about
2. As old story that has been told many times and is passed on from generation to generation is called a:
A.
B.
C.
D.
Autobiography
Fantasy
Mystery
Folktale
3. This kind of book tells about the life of a real person.
A.
B.
C.
D.
Folktale.
Mystery
Biography
Historical fiction
4. A type of book with magic or some kinds of events that could not really happen is:
A.
B.
C.
D.
Realistic fiction
Folktale
Historical fiction
Autobiography
5. The life history of a person told in his or her own words is:
A.
B.
C.
D.
Realistic fiction
Folktale
Historical fiction
Autobiography
6. A book with characters who are involved in a puzzle. There are clues and something must be figured out:
A.
B.
C.
D.
Fantasy
Mystery
Folktale
Biography
7. A folktale which teaches a lesson or moral. It often has animal characters.
A.
B.
C.
D.
Fable
Tall tale
Realistic fiction
Mystery
8. The setting is in our times. The characters and plot are fiction, but they are believable. The main character faces
problems or hardships.
A.
B.
C.
D.
Historical fiction
Realistic fiction
Biography
Science fiction
9. A book with fictional characters which takes place in a real setting from the past:
A.
B.
C.
D.
Science fiction
Biography
Fantasy
Historical fiction
10. A story with unusual happenings which seem impossible but are based on scientific fact. It often takes place in
the future.
A.
B.
C.
D.
Realistic fiction
Folktale
Science fiction
Autobiography
Station FIVE:
Name:
Prefixes/Suffixes
1. Based on the prefix anti- and the root "venom," an antivenom is used to:
A.
B.
C.
D.
kill scorpions
repel scorpions
treat scorpion stings
study scorpions
2. There was a huge high school boys' basketball tournament, but there was no post-season
tournament at all for girls.
The prefix post- in the word post-season means:
A.
B.
C.
D.
after
many
nearly
between
3. What does the suffix -less mean in the word windowless?
A.
B.
C.
D.
like
without
one who
made of
4. He made the experiement harder.
What does the suffix -er in harder mean?
A.
B.
C.
D.
full
like
most
more
5. Read the sentence below:
She was committed to helping people in trouble....That is why her pictures are called
documentaries, a word that comes from the Latin root docere, which means "to teach."
Based on the sentences, why are Dorothea Lange's photographs called "documentary?"
A.
B.
C.
D.
because they were printed on paper
because they were exhibited in public
because they showed the conditions of real life
because they looked like other portraits of the time