English I Through ESOL
Lesson 1: Great Expectations by Charles Dickens
Chapters 1-2: “In the Churchyard” & “The Convicts are Caught”
FCAT Reading/Writing Focus: Identifying Significant Details
FCAT Support Skills:
Point of View: First Person Narration; Setting
Language Focus:
The Present Tense
Text:
Pacemaker Classics: Great Expectations (Globe Fearon)
English
armed
blacksmith
bruised
caught
chains
churchyard
company
confess
convict
damp
demand
discipline
ditch
drag
fearful
file
fixed
grabbed
gravestones
grow dark
growled
handcuffs
in ages
in trouble with
marsh
orphan
prisoner
scared to death
scraps
steal (stolen)
swear (swore)
tapped
threaten
throat
vile
Spanish
armado
herrero
moretones
capturado
cadenas, grilletes
cementerio
compañía
confesar
recluso, prisionero,
presidiario
húmedo
exigir
disciplinar, castigar
canal
arrastrar
intimidante
lima
arregló
agarró
lápidas
oscurecer, anochecer
gruñó, rugió
esposas
en años
en problemas con
pantano, marisma
huérfano
prisionero, preso
muerto de miedo
pedacitos, trocitos
robar (robado)
jurar (jurado)
golpeó
amenazar
garganta
vil, repugnante
Haitian Creole
Ame
Fòjewon
Chòk
kenbe
chenn
lakou legliz
konpayi
avwe
koupab/kriminèl
Portuguese
armado
ferreiro
machucado
deteve
correntes
cemitério
companhia
confessar
presidiário
imidite
demann
disiplin
fose
trennen
perèz
tranchan
aranje
rape
ròch tonbal
grandi
gwonde
menòt
laj avanse
gen pwoblèm avèk
marekaj
òfelen
prizonye
pè kou lanmò
timòso, myèt
volè
jire, sèmante
tep rikòde
menase
gòj
detestab
úmido
pedir exigindo
disciplina
trincheira
arrastar
mal encarado
lima
consertou
agarrou
lápides de túmulos
escurecer, anoitecer
rugiu
algemas
há muito tempo
em apuros com
pântano
órfão
prisioneiro
assustadíssimo
pedaços
furtar (furtado)
jurar (jurou)
bateu
ameaçar
garganta, pescoço
baixo, desprezível
English I Through ESOL: Great Expectations: Lesson 1
Page 1
English Summary
Lesson 1: Great Expectations by Charles Dickens
Chapters 1-2: “In the Churchyard” & “The Convicts are Caught”
Philip Pirrup is an orphan boy living in England in the 1800’s. His name is difficult
for a little boy to say, so Philip calls himself “Pip”. Pip lives with his sister and her
husband, Joe Gargary. Joe is a blacksmith.
At the age of seven, Pip goes to visit the graves of his parents. It is Christmas
Eve and Pip is crying. Suddenly, Pip sees a fearful man. The man is an escaped convict
from the prison. The convict demands food and a file to cut off his chains. The convict
threatens to kill Pip. Pip is scared, so he helps the man. Pip runs home and steals
bread, cheese, a pie and brandy from the Christmas food. He also takes Joe’s file from
the blacksmith’s shop.
Early the next morning, Pip goes back to find his convict. In the graveyard, Pip
sees a second convict wearing a hat. Pip is confused, and mistakes the convict with the
hat for the convict who threatened to kill him. The convict with the hat tries to hit Pip, but
Pip gets away. Pip finally finds his convict and gives him the food and Joe's file. Then
Pip runs back home.
Pip expects to be in trouble with his sister. Usually when Pip does something
wrong, his sister disciplines him with a stick. The stick is called the “tickler”. Pip arrives
home just in time to greet the Christmas guests, Mr. Wopsle the church clerk, Mr.
Hubble the wheel maker and his wife, and Joe’s uncle, Mr. Pumblechook. Pip’s sister
doesn’t know yet what Pip did. At the end of Christmas dinner, it is time to serve the pie
and brandy. Pip thinks that his sister is going to find out what he did. Pip is scared to
death and runs outside.
Outside, there is a party of soldiers with a prisoner. Pip, Joe and the men decide
to follow the soldiers. They find Pip’s convict fighting with the second convict with the
hat. Pip begins to sweat. He thinks that his convict is going to tell on him. However, the
convict confesses to taking the food from the house and the file from the blacksmith’s
shop. The convict does not tell on Pip, so Pip is not in trouble with his sister. The
soldiers take the two convicts away. Pip never forgets the look on his convict’s face.
English I Through ESOL: Great Expectations: Lesson 1
Page 2
Spanish Summary
Lección 1: Grandes Esperanzas de Charles Dickens
Capítulos 1 y 2: “En el cementerio” y “La captura de los reclusos”
Philip Pirrip es un niño huérfano que vive en Inglaterra en los años mil
ochocientos. Por ser un niño pequeño, pronunciar su nombre le es difícil; así que
decide llamarse “Pip”. Él vive con su hermana y el esposo de ésta, Joe Gargary, quien
es un herrero.
A los siete años de edad, Pip visita la tumba de sus padres. Es la víspera de
navidad y Pip está llorando. De repente ve a un hombre intimidante. Es un recluso que
se ha escapado de la prisión y que le exige comida y una lima para cortar sus cadenas;
y quien, además, amenaza con matarlo. Pip tiene miedo y trata de ayudar al hombre;
corre hacia su casa y de la comida para la cena de navidad roba pan, queso, un pastel
y aguardiente. También se lleva la lima de Joe de la herrería.
Temprano, a la mañana siguiente, Pip regresa a encontrarse con el recluso. En
el cementerio ve a un segundo prisionero que lleva puesto un sombrero y Pip lo
confunde con el que lo amenazó de muerte. El recluso del sombrero trata de golpearlo,
pero él huye. Finalmente Pip encuentra al otro hombre, le entrega la comida y la lima
de Joe, y corre de regreso a su casa.
Pip espera tener problemas con su hermana. Generalmente cuando él se porta
mal, ésta lo castiga con un bastón al cual llaman “el hace cosquillas”. Pip llega a casa
justo a tiempo para saludar a los invitados a la cena: el Sr. Wopsle, sacristán de la
iglesia; el Sr. Hubble, fabricante de ruedas, y su esposa; y el Sr. Pumblechook, tío de
Joe. La hermana de Pip no sabe aún lo que éste ha hecho. Al final de la cena de
navidad, llega el momento de servir el pastel y el brandy. Muerto de miedo pensando
que su hermana va a darse cuenta de lo que ha hecho, sale corriendo hacia fuera.
Allí hay un grupo de soldados con un prisionero. Pip, Joe y los hombres deciden
seguirlos y encuentran al recluso que Pip había conocido peleando con el otro
prisionero. Pip comienza a transpirar, pues piensa que el recluso lo va a contar todo.
Sin embargo, éste confiesa haber robado la comida de la casa y la lima de la herrería y
no denuncia a Pip para que no tenga problemas con su hermana. Luego, los soldados
se llevan a los dos reclusos. Pip nunca olvidará la mirada en la cara del recluso.
The Department of Multicultural Education Spanish Translation Team certifies that this is a true and faithful translation of the original document. (561) 434-8620 - Oct. 2005 – SY05 -1213
English I Through ESOL: Great Expectations: Lesson 1
Page 3
Haitian Creole Summary
Lesson 1: Gwo Atant, daprè Charles Dickens
Chapters 1- 2: “Nan lakou legliz la” & “Arestasyon kriminèl yo”
Philip Pirrup se yon tigason òfelen ki t ap viv nan peyi Angletè nan lane 1800 yo.
Non li te parèt difisil pou tigason an repete, konsa Philip rele li “Pip”. Pip te abite avèk sè
li ak mari l, Joe Gargary ki se yon fòjewon.
Lè li te gen 7ane laj, Pip te ale sou tonb paran li al vizite. Se te lavèy fèt Nwèl
kote Pip t ap kriye. Toudenkou, Pip te wè yon nèg ki te fè l pè. Nèg la se te yon
kriminèl ki te rive sove nan prizon. Kriminèl la te mande manje ak yon manchèt pou
koupe chenn li yo. Kriminèl la menase pou l touye Pip. Pip te vin pè, konsa li te ede
kriminèl la. Pip kouri al lakay epi li vole pen, fwomaj, yon gato tat ak bwason nan manje
pou fèt nwèl. Li pran tou manchèt Joe a nan atelye fòjewon an.
Byen bonè nan demen maten, Pip retounen al wè prizonye li a. Nan lakou legliz
la, Pip wè yon dezyèm prizonye ki mete yon chapo. Pip vin twouble, epi li pran prizonye
ak chapo a pou prizonye ki te manke touye li a. Prizonye ak chapo a eseye pou l frape
Pip, men Pip gen tan kouri. Pip finalman rankontre premye prizonye a epi li ba li manje
ak manchèt Joe a. Aprè sa Pip kouri retounen lakay.
Pip panse li t ap gen pwoblèm avèk sè li a. Òdinèman, lè Pip fè dezòd, sè a bat li
avèk baton. Baton an rele “kasèdtèt”. Pip rive nan kay la jis nan lè pou l salye envite ki
vin patisipe nan dine fèt Nwèl la, Mr. Wopsle asistan legliz, Mr. Hubble yon fabrikan wou
a ak madanm li, epi tonton Joe a, Mr. Pumblechook. Sè Pip la pa rive konnen ki sa Pip
te fè. Nan fen dine a, se moman pou sèvi tat ak diven. Pip panse sè a ta pral chèche
konnen sa l te fè. Pip te vin genyen anpil perèz epi li kouri soti deyò a.
Deyò a, te genyen yon gwoup plizyè sòlda ak yon prizonye. Pip, Joe ak mesye
yo te deside suiv sòlda yo. Yo jwenn prizonye Pip la ap batay avèk dezyèm prizonye ki
pote chapo a. Pip kòmanse transpire. Li panse prizonye pa li a ta pral trayi l.
Detoutfason, prizonye a avwe li te pran manje nan kay la ak manchèt nan atelye
fòjewon an. Prizonye a pa akize Pip, konsa Pip pa gen pwoblèm avèk sè li a. Sòlda yo
deplase de prizonye yo. Pip pa janm bliye fason prizonye a t ap gade li lè yo t ap
mennen li ale a.
Translated by the Creole Translation Team of the Multicultural Education Department School District of Palm Beach County – December
2006- SY051213- Phone (561) 434-8620
English I Through ESOL: Great Expectations: Lesson 1
Page 4
Portuguese Summary
Lição 1: As Grandes Esperanças de Charles Dickens
Capítulos 1 a 2: “No Cemitério” e “A Detenção dos Presidiários”
Philip Pirrip é um menino órfão, vivendo na Inglaterra nos anos 1800. É difícil
para um menino pequeno como ele pronunciar o seu próprio nome, por isso Philip
chama a si mesmo de “Pip”. Pip mora com sua irmã e o marido, Joe Gargary. Joe é um
ferreiro.
Aos sete anos de idade Pip vai visitar o túmulo de seus pais. É véspera de Natal
e ele está chorando. De repente, ele vê um sujeito mal encarado. O homem é um
presidiário que fugiu da cadeia. O presidiário exige comida e uma lima para cortar suas
algemas, num tom assustador. Ele ameaça matar Pip. Pip está assustado, por isso
ajuda o homem. Pip corre à sua casa e furta pão, queijo, torta e conhaque da ceia de
Natal. Ele também tira a lima de Joe de sua ferraria.
Na manhã seguinte, cedo, Pip volta ao cemitério, à procura do presidiário.
Chegando lá ele vê um outro presidiário usando um chapéu. Pip está confuso e pensa
que o presidiário com chapéu é o mesmo que ameaçou matá-lo. O presidiário com
chapéu tenta atacar Pip, mas ele consegue escapar. Pip finalmente encontra o
presidiário que procurava e corre para casa após entregá-lo a comida e a lima de Joe.
Pip sabe que vai estar em apuros com sua irmã. Normalmente, quando ele faz
alguma coisa errada, sua irmã o disciplina com uma vara. A vara se chama “a
provocadora de cócegas”. Pip chega em casa na hora certa para cumprimentar os
convidados de Natal, o Sr. Wopsle, funcionário da igreja, o Sr. Hubble, fabricante de
rodas e sua esposa e o tio de Joe, o Sr. Pumblechook. A irmã de Pip não sabe ainda o
que ele fez. Está na hora de servir a torta e o conhaque, no final da ceia de Natal. Pip
acha que sua irmã vai descobrir o que ele fez. Pip está assustadíssimo e corre para
fora.
Lá fora há uma festa de soldados com um prisioneiro. Pip, Joe e os homens
decidem seguir os soldados. Eles encontram o prisioneiro que Pip encontrou lutando
com o outro prisioneiro de chapéu. Pip começa a transpirar. Ele acha que o prisioneiro
vai entregá-lo. Todavia, o prisioneiro confessa que tirou os alimentos da casa e a lima
da ferraria. O prisioneiro não conta o que Pip fez, por isso Pip não fica em apuros com
sua irmã. Os soldados levam os dois prisioneiros embora. Pip nunca mais esquece a
expressão facial de seu prisioneiro.
The Department of Multicultural Education Translation Team certifies that this is a true and faithful translation of the original document. November 2005 - (561) 434-8620 - SY 05-1213
English I Through ESOL: Great Expectations: Lesson 1
Page 5
Beginning Listening Activities
Minimal Pairs
Objective: Auditory discrimination of confusing sounds in words
Procedure: Write a word pair on the board. (Example: there-dare) Write #1 above the first, #2
above the second. The teacher models by pronouncing one of the words without indicating
which. Teams guess which word they heard, #1, or #2. Pronounce both words in the pair.
Teams guess the order they heard (1-2, 2-1). Call out the numbers 1 or 2. Teams respond with
the word (Can be done with sentences). Use both words in the pair in otherwise identical
sentences. (Example: The Constitution is the heart of US government. The contribution is the
heart of US government.) Teams decide which sentence has meaning, and which is silly.
(Award points for correct responses.)
Great Expectations: Lesson 1: Minimal Pairs Activity:
chains/change
marsh/march
grave/grade
caught/cat
steal/still
file/vile
death/debt
ditch/dish
Bingo
Objective: Auditory comprehension of vocabulary from the lesson
Procedure: Choose vocabulary words or phrases from the lesson summary list or from
students' classroom texts. Give each team a blank Bingo card. Each team writes vocabulary
words/text phrases you provide on the board in the spaces of their choice. Randomly select
sentences from the text and read them aloud. Teams mark their Bingo spaces when they hear
the word or phrase.
Intermediate Listening Activities
Team Spelling Test
Objective: Listen for lesson vocabulary words & collaborate with others to spell them correctly.
Procedure: Place ten vocabulary words (or fewer depending on time) in a pocket chart or on a
chalk tray. Teams get 3-5 minutes to study the words. Hide the words from view. Each team
uses one pencil and one sheet of paper. (Team name at top; numbers 1-10 down the left
margin) Read the spelling words as you would during a traditional spelling test. The first team
member writes word number one with the team's help, and then passes the paper and pencil to
the second team member who will write word number two, etc. Students on each team take
turns. Teams exchange papers. Place the 10 words back in view. Teams check each other's
tests. A team gets one point for each word spelled correctly.
Options: Ask for additional information. For example, you may ask teams to write a sentence
with the word in it. You might ask for a specific tense, plural form, opposite, etc.
An alternative technique is to have each team member complete all spelling items on his/her
own paper. Team members are allowed to help each other. On completion, collect the one
paper of your choice. The grade on that paper will count for each team member.
Great Expectations: Lesson 1 Spelling Activity: Use the following words for the test. Then
have teams write each in a simple sentence.
ain’t, argue, carriage, ditches, equal, furthermore, grief, lashing, puddle, ought, slavery,
superior
English I Through ESOL: Great Expectations: Lesson 1
Page 6
Follow Directions
Objective: Listen for the purpose of following spoken directions.
Procedure: With one piece of paper and one pencil, team members take turns writing on paper
what the teacher directs to complete a task.
a) For example, there might be a list of dates. The teacher might say the following: Draw a
circle around 1492. Make a star in front of 1546. Connect 1322 and 1673 with a line.
b) The teacher might direct teams to make changes to a sentence. Example: He sailed to
the Americas in 1492. The teacher says, “Circle the verb. Put a box around the
preposition”.
c) Another example: Change the verb to the present tense. Add 505 years to the date.
Change the subject to the third person plural.
d) The teacher might also direct teams to complete a drawing, or draw the route of an
explorer on a map. Teams that complete the exercise correctly get a point.
Great Expectations Lesson 1 Follow Directions Activity:
Provide students with pencil, paper and the list of characters below. Ask students to fold the
paper lengthwise. On one side, students write the names of the characters. On the other side,
students write an action that matches each character(s). Ask students to listen to the reading of
the paragraph to identify these details.
Characters: The soldiers, Joe and the men, The two convicts, Pip’s convict, Pip
Paragraph:
Outside, there is a party of soldiers with a prisoner. Pip, Joe and the men decide to
follow the soldiers. They find Pip’s convict fighting with the second convict with the hat. Pip
begins to sweat. Pip thinks that his convict is going to tell on him. However, the convict
confesses that he took the food from the house and the file from the blacksmith’s shop. He does
not tell on Pip. Pip is not in trouble with his sister. The soldiers take the two convicts away.
Typical Answers:
Characters:
The soldiers
Actions:
find Pip’s convict
take the convicts away
Joe and the men follow the soldiers
The two convicts fighting with each other
Pip’s convict
confesses that he took the food and file
does not tell on Pip
Pip
begins to sweat
does not get into trouble with his sister
English I Through ESOL: Great Expectations: Lesson 1
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Dictation
Objective: Listen to discriminate words in sentences and reproduce them in writing.
Procedure: Dictate sentences from the lesson, saying each sentence only two times (once if
listening skills allow) Team members take turns writing the sentences, assisting each other.
(Teams can write sentences on the board to correct them in class, or collect as a quiz.)
Option: An alternative technique is to have each team member complete all dictation items on
his/her own paper. Team members are allowed to help each other. On completion, collect one
paper of your choice. The grade on that paper will count for each team member.
Option: Dictate a sentence with an important word left out. Offer four choices for teams to write.
Example: Columbus landed in… a) Boston b) Haiti c) Argentina d) England
Option for Dictating Dates or mathematical concepts/formulas: Can be written in number
form or in word form (fourteen hundred and ninety-two) (All sides are equal in an equilateral
triangle.) Dictate the question, so teams can write them down. Then each team answers the
question in the group. (What kind of polygon has two parallel sides?)
Great Expectations: Lesson 1 Dictation Activity:
a) Pip thinks that his sister is going to find out what he did.
b) When Pip does something wrong, his sister disciplines him with a stick.
c) Pip is an orphan and lives with his sister and her husband the blacksmith.
d) The convict confesses that he took the file from the blacksmith’s shop.
e) Pip never forgets the look on his convict’s face.
Proficient Listening Activities
Interview
Objective: Role play a verbal interaction in the form of an interview
Procedure: You play the role of an informative person relative to the topic of the unit.
Choose a representative from each team and distribute the questions among them. These
students play the role of journalists. Provide students with these questions to interview you in
your new role. Teams must coach their representative, and take notes of the answers for
Writing Activity #1, Language Experience Story.
Great Expectations: Lesson 1 Interview Activities: Procedure: You play the role of Pip’s
convict. Choose several students to play the role of Pip. Provide these students with the
questions below. They take turns asking you questions. Students not asking questions must
take notes of the convict’s answers. Students should save notes for Writing Activity #1,
Language Experience Story.
a) What is your name? Why are you wearing that striped uniform?
b) Why are you a prisoner? What crime did you commit?
c) Are you sorry for what you did?
d) How long do you have to serve in prison?
e) How did you escape?
f) Why are you running? Are you afraid they will catch you?
g) Where are you going to hide?
English I Through ESOL: Great Expectations: Lesson 1
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Beginning Speaking Activities
Intentional Intonation
Objective: Auditory discrimination and oral production of intonation/stress patterns in spoken
English
Procedure: Write the sentence on the board and then say it, stressing one word. Teams take
turns explaining the special meaning the emphasis brings to the sentence. Repeat this process
several times with the same sentence, each time emphasizing a different word.
Example:
All for one and one for all! (not none) …..(not, “None for one and one for all!)
All for one and one for all! (not from) …..(not, All from one and one for all!)
All for one and one for all! (not three) …..(not, “All for three and one for all!)
All for one and one for all! (not or) …..(not, “All for one or one for all!”)
All for one and one for all! (not everyone) …..(not, “All for one and everyone for all!”)
All for one and one for all! (not to)….. (not, “All for one and one to all”!)
All for one and one for all! (not nobody) …..(not, “All for one and one for nobody!”)
Great Expectations: Lesson 1 Intentional Intonation Activities:
The convict threatens to kill Pip. (not the soldier)
The convict threatens to kill Pip. (not asks)
The convict threatens to kill Pip. (not to help)
The convict threatens to kill Pip. (not his sister)
Backwards Build-up
Objective: Auditory discrimination and oral reproduction of rhythmic patterns of spoken English
Procedure: Students practice the intonation, stress, and punctuation of sentences by repeating,
by teams, the increasingly larger fragments of a sentence modeled by you. Repeat each line (as
necessary) until teams can pronounce the segments well. Continue to build up to the complete
sentence. Teams completing the exercise correctly get a point. Example:
…in fourteen hundred and ninety-two
…blue in fourteen hundred and ninety-two
…the ocean blue in fourteen hundred and ninety-two
…sailed the ocean blue in fourteen hundred and ninety-two
Columbus sailed the ocean blue in fourteen hundred and ninety-two.
Great Expectations: Lesson 1 Backward Build-up Activity:
a) Philip Pirrup is an orphan boy living in England in the 1800’s.
b) His name is difficult for a little boy to say, so Philip calls himself “Pip”.
c) Pip is an orphan, and he lives with his sister Mrs. Joe Gargary and her husband the
blacksmith.
d) Pip runs home and steals bread, cheese, a pie and brandy from the Christmas food.
e) Pip arrives home just in time to greet the Christmas guests, Mr. Wopsle the church clerk,
Mr. Hubble the wheel maker and his wife, and Joe’s uncle, Mr. Pumblechook.
English I Through ESOL: Great Expectations: Lesson 1
Page 9
Intermediate Speaking Activities
Charades
Objective: Oral production to determine word meaning and context of new lesson vocabulary
Procedure: Team members guess who/what the teacher (or student) is silently role-playing.
(Ex: famous person, geometric shape, scientific theory) The team guessing correctly gets point.
Great Expectations: Lesson 1 Charades Activity: Suggestions:
fearful, scared to death, threaten, growled, tapped, throat, drag, rotten, grabbed, in
trouble, armed
Mixed-up Sentence
Objective: Each team consults to give spoken directions to correct a “mixed-up” sentence.
Procedure: Write a sentence on the board that contains lesson vocabulary and grammar, but
scramble the order of the words and put a capital letter or two in the wrong places(s). Tell the
class the way the sentence should read. Example sentence: A dicot seed has two parts. You
might write on the board: “tWo a seed dicot hAs parts”. The person whose turn it is must
verbally give directions to make a correction after consulting with the team. The teacher follows
the exact directions given and, if correct, gives the team a point. Then s/he calls on next team.
Example: “Move the A to the front”. You might decide to erase letter “a” in “part” and put it at
the beginning of the sentence. Perhaps you erase an “a” and rewrite it on the wall somewhere in
front of the classroom. In both cases, you were not given the detailed instructions necessary to
complete the task, and you would move on to the next group without awarding a point. You are
looking for a response something like, “Remove the first capital A and replace it with a lower
case A.” Directions like these get teams points. Continue until the sentence is reorganized, with
a capital at the beginning and a period at the end.
Notes: This activity is very difficult and takes several weeks to master. Students will prefer to
show you what to do, but do not let them. The idea is to tell you, not show you. The first time
you use the activity do not spend more than five minutes. Stop and discuss the kinds of
directions they need to give in the future. Do not give up on this activity, no matter how
immature the students.
Proficient Speaking Activities
Twenty Questions
Objective: Ask oral questions about a photo or picture to determine meaning of vocabulary
words.
Procedure: A student from one team selects a photo or picture without showing it to members
of teams. Teams take turns asking YES/NO questions about the picture. The picture holder can
only answer yes or no. If a team guesses correctly, it receives 20 points minus the number of
questions that have been asked divided by two. Ex: Is it from the fifteenth Century? Is it a boat?
Great Expectations: Lesson 1 Twenty Questions Activity: Photo or picture suggestions:
gravestones, prisoner, soldiers, chains, file, convict, guests, blacksmith, marsh, ditch, handcuffs,
churchyard
English I Through ESOL: Great Expectations: Lesson 1
Page 10
FCAT FOCUS READING SKILL: Identifying Significant Details
Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.
IDENTIFYING SIGNIFICANT DETAILS
What to do and what to watch for: Use question words to identify different kinds of details.
Identify the main idea and use the details to help analyze the information in the passage.
Use question words to find details. The answers to the questions, who, what, where, when,
which, how, are called DETAILS. Details are little pieces of information that support or back up
the main idea. You will need to identify the main idea. What is the main idea? Where is the topic
sentence that tells the main idea? Pay attention to the details. Details can help you find the main
idea, determine fact or opinion, draw conclusions, make generalizations, etc. In other words,
finding and interpreting details is a “secret weapon” on the FCAT Test. Details also help us to
understand, appreciate, and analyze what we read. When you read, ask yourself some
questions:
Example:
It was a great party. All my friends were there. We were
celebrating my birthday. The party was at the beach. It lasted all day
on Saturday. All of my friends surprised me!
WHAT - What did they do?
WHEN
WHERE
When did it happen?
How did it end? HOW
Why did it happen? WHY
Where did this happen?
MAIN
IDEA
WHO - Who did it?
WHICH - Which one?
WHAT - What happened?
MAIN IDEA:
Detail: WHO:
Detail: WHAT:
Detail: WHERE:
Detail: WHEN:
Detail: HOW:
It was a great party.
All my friends were there.
We were celebrating my birthday.
The party was at the beach.
It lasted all day on Saturday.
All of my friends surprised me!
English I Through ESOL: Great Expectations: Lesson 1
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Identifying Significant Details (continued)
Identify different kinds of details. DETAILS usually fit into seven categories:
FACTS: Facts are true statements that you can prove. Facts answer the questions
who, what, where, when, how. Examples:
WHO:
All my friends were there.
WHAT:
We were celebrating my birthday.
WHERE:
The party was at the beach.
WHEN:
It lasted all day on Saturday.
HOW:
All of my friends surprised me!
STATISTICS: Statistics are numbers that tell how much or how many. Numbers
can be shown in graphs, tables, diagrams, charts, lists, decimals, percentages, or
fractions. Example:
Thirty-five friends came, and six cakes were served.
EXAMPLES: Examples are specific cases or illustrations of the writer’s point.
Examples:
Even my friends Julia and Manoushka came to the party.
REASONS: Reasons are explanations that help us understand why. Example:
This party shows how much my friends love me.
DESCRIPTIONS: Descriptions are words that help us see, feel, taste, touch, hear, or
smell what we are reading in our minds. Examples:
The sky was so blue, and the hot dogs smelled wonderful.
The water was cool and you could hear the sounds of people laughing.
DEFINITIONS: Definitions are words that explain what something means. Example:
A birthday to my friends always means a huge party.
SENSORY DETAILS: Sensory details are details that make something more real and
appeal to the senses of touch, taste, smell, sound or sight. Examples:
I could smell the luscious chocolate in my watery mouth.
The jingling of the happy bells sparkled with golden twinkling eyes.
English I Through ESOL: Great Expectations: Lesson 1
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Beginning Reading Activities
Pre Reading
Objective: Listen to a short series of oral sentences in order to answer simple questions.
Procedure: Use the short summary paragraph below (5-10 sentences). Read the paragraph to
the class two times. Then read the paragraph a 3rd time, stopping at the end of each sentence to
ask questions. Ask several questions for each sentence, and ask a variety of types of questions
(i.e. yes/no, either/or, and “wh-“). Ask the questions at a quick pace, and if the group cannot
answer quickly enough, move on to the next group.
Example: Columbus sailed to America in 1492. Sample Questions: Did Columbus sail to
America? Did Columbus sail to Europe? Did Columbus sail to Europe or America? Where did
he sail? Did King Ferdinand sail to America? Did Columbus or King Ferdinand sail to America?
Who sailed to America? Did he sail in 1942? Did he sail in 1492 or 1942? When did he sail?
Option: Read the paragraph a 4th time. Ask questions again. End the activity by dictating the
paragraph to the teams. Allow collaboration within the team. Collect/grade one dictation from
each team. Each student on the team receives the same grade.
Great Expectations: Lesson 1 Pre Reading Activity:
Pip is an orphan boy living with his sister and her husband the blacksmith. One day an
escaped convict threatens to kill Pip. Pip is scared, so he helps the man. After Pip steals food
and a file to cut the convict’s chains, he delivers them to the convict. When Pip gets home, Pip
expects his sister to discipline him with a stick. Outside, soldiers arrive with a prisoner. The
Christmas guests find Pip’s convict and a second convict fighting. Pip’s convict confesses to
taking the food and file from Pip’s house. Pip is not in trouble with his sister. The soldiers take
the convicts away.
English I Through ESOL: Great Expectations: Lesson 1
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Intermediate-Proficient Reading Activities
Total Recall
Objective: Read a text in order to ask and answer short questions.
Procedure: Teams prepare 3 (or more) questions and their answers from the text. Teams are
allowed to write notes about the text. Teams take turns asking each other their questions, and
challenging incorrect responses. Responding teams are not allowed to raise hands. The team
asking the question chooses which team answers. The same question cannot be asked twice. If
a team does not answer correctly, it loses a point and the team asking the question gets a point.
When a team does not agree with the answer that the questioner deems correct, it can
challenge that team. The challenging team must prove that it is also correct or that the
questioning team is incorrect. It does not need to prove both. All teams can join a challenge on
either side (questioner's side or respondent's side), but they must do so immediately. (Teams
may wait to see how many teams are joining each side, which is unfair.). Once the teams have
taken sides on a challenge, they look up the answer in the book. All teams siding with the
correct answer get 2 points, and losers lose 2 points.
Story Grammars/ Story Maps
Objective: Identify a common organizational pattern or “grammar” of a reading text.
Procedure: Introduce story grammars by using the Language Experience Approach. The
second time, have each group prepare one. Once groups have mastered story grammars,
individuals can prepare their own, but include incentives for the group to help individual
members. For example, you might want to give a team a point for each member who receives a
grade of B or higher.
Example: Setting:___, Characters:___, ___,Problem:___, Goal:___, Events Leading to goal
(list in order):___, ___, ___,Resolution: ___(Three possibilities include: character solves
problem, character learns to live with problem, problem defeats character)
Note: Story grammars help students understand that most stories have a common organization,
and they help students to write reports, evaluate the quality of stories, and write their own
stories.
Judgment
Objective: Read a text for the purpose of identifying facts and opinions.
Procedure: On five separate strips of paper, each team writes (or copies) 5 sentences from the
text that show facts and opinions. Teams write their team name on the backs of the 5 strips, and
swap their sentences. Teams read the sentence strips they have, and place them in either a fact
basket or opinion basket in front of the room. The teacher reads each sentence strip from the
two baskets. For each, the teams decide if the sentence was correctly placed. If correct, the
team with its name on the strip gets a point. If not correct, that team loses a point. (This
encourages effective writing.)
Option: This activity may be adapted to focus on cause/effect, reality/fantasy or inferred/explicit.
English I Through ESOL: Great Expectations: Lesson 1
Page 14
True or False
Objective: Read a text passage for the purpose of making true and false statements about it.
Procedure: Teams make a “T” chart (2 columns with titles--one side is for true, the other side is
for false). Teams make three true or false statements about the text. A representative from the
first team reads one statement aloud. The other teams listen and place their token on the
appropriate side of their True/False chart. The questioning team decides which choices are
correct. Each correct answer earns a team a point. In a disagreement, follow the challenge rules
of Total Recall.
Scan
Objective: Scan a text for the purpose of asking and answering simple questions.
Procedure:
1. Teams write 3 questions about an assigned text. Next to each question, they write page
number and paragraph number where the answer is located.
2. A representative from each team asks the team’s questions. The other teams get 60
seconds for each question to scan the text, find the answer, page and paragraph numbers,
and write them on a sheet of paper. Any team not getting the answer within that time loses a
point.
3. Any time a responding team loses a point, the questioning team gets a point. The responding
teams take turns reading out their page and paragraph numbers. Then the questioning team
reads its page and paragraph numbers.
4. Team respondents who have the same answer as the questioner get an automatic point.
Respondents who do not have the same answer as the questioner are not automatically
wrong. Both the questioner and respondent read aloud their chosen paragraph. The
questioner then decides if the respondent is also correct (Many times the answer to a
question can be found in more than one place in a text). If the respondent is also correct, the
respondent gets a point.
5. If the questioner says that the respondent is incorrect, the respondent may challenge (as in
Total Recall). The responding team must prove that it is also correct or that the questioner is
incorrect. It does not need to prove both. Other teams may join one side or the other. The
teacher then decides who wins. Winning teams get 2 points and losers lose 2 points.
English I Through ESOL: Great Expectations: Lesson 1
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Beginning- Writing Activities
Language Experience Story
Objective: Use student-created writing as a text as a model for individual student writings, for
rereading or other written activities, including Story Grammars, RAFT, and Spool Writing.
Procedure: Language Experience instruction involves asking students to talk about some item
of relevance to the class. You may use information from Listening Activity “Interview” or
information learned in other unit activities. Individual team members and teams take turns
offering sentences to be added to the text. You write individual contributions on the board,
including non-standard forms or word order. Then ask teams to correct or change the text to
standard English grammar and syntax and to decide on an organizational format. Assist teams
in making necessary adjustments. After the text is corrected, students copy it in their notebooks,
or you can type and distribute it.
Indirect Speech
Objective: Write a familiar dialog in paragraph form, using indirect or reported speech.
Procedure: Use the dialog in this lesson written for Presenting Activity “Dialog”. After teams
have completed presenting their dialogs (see Presenting Activities), have each group write the
dialog in a paragraph format using indirect speech. Example:
COLUMBUS: “I need money to buy ships to sail west.”
Columbus asked the queen for some money to sail to the west.
Teams use one piece of paper and one pencil only. Each member takes a turn writing a line of
the dialog. Other team members can offer help, but they cannot write it for the individual whose
turn it is to write. Collect and grade. Each member of the team gets the same grade.
Great Expectations: Lesson 1 Indirect Speech Activity: Use the dialog in this lesson written
for Presenting Activity “Dialog”.
Example:
Pip’s Convict (to Pip):
Show me where you live. Whom do you live with?
Pip:
With my sister the blacksmith’s wife
Pip told the convict that he lived with his sister the blacksmith’s wife.
Intermediate-Proficient Writing Activities
Language Experience Story
Objective: Create a collaborative writing text to use as a model for re-reading, individual
student writing or other written activities (including Story Grammars, RAFT, and Spool Writing)
Procedure: Language Experience Story instruction involves asking students to talk about some
item of relevance to the class. (You may use information from Listening Activity 6, the Interview,
or information learned in other unit activities.) Teams take turns, through individual members,
offering sentences to be added to the text. You write their contributions on the board, including
non-standard forms and word order. Ask groups to change the text to standard English
grammatical and lexical forms and to decide on an acceptable organizational format. Help the
groups when they cannot make all of the necessary adjustments. After the text is corrected,
students copy it in their notebooks, or you can type and distribute it.
English I Through ESOL: Great Expectations: Lesson 1
Page 16
Framed Paragraphs
Objective: Use a “frame” (outline or template) for writing a paragraph that contains a main idea
(topic sentence), supporting details, and a summary statement (conclusion).
Note: Framed paragraphs are most useful in preparing students for exam questions. In fact,
framed paragraphs make very good exam questions.
Procedure: Introduce framed paragraphs to the class by creating a story collectively using the
language experience approach. The second time you assign framed paragraphs, have each
group prepare one. Once the groups have mastered framed paragraphs, each student prepares
his/her own. Include incentives for the group to help individual team members. For example,
give a team one point for each member who receives a grade of B or higher. After constructing
a model paragraph with the class, groups, pairs, or individuals find examples in text.
Social Studies Example: There are many cultures of people living in Florida. First....
Second.... Third.... These groups and others....
Language Arts Example: ..., a character in the novel... by... is.... An example of this behavior
is... Another example is.... Finally.... Therefore, this character is...
Science Example: OBSERVATION: After observing... HYPOTHESIS: I think... MATERIALS:
1…2…3… PROCEDURE: 1…2…3… DATA: 1…2…3… ANALYSIS: The results of the
experiment show.... This was caused by.... Therefore, my hypothesis was/was not correct
because....
Great Expectations: Lesson 1 Framed Paragraphs Activities:
Sample #1: (Point of View: First Person Narration)
In his novel Great Expectations, Charles Dickens uses first person narration by having
the boy Pip tell the story from a child’s point of view. We learn a lot about Pip’s thoughts and
feelings, we are surprised when Pip is surprised, and we make discoveries at the same time as
Pip. First, _____ (describe Pip’s thoughts and feelings here.). In addition, _____ (describe one
of Pip’s surprises here.) Finally, _____ (describe one of Pip’s discoveries here.) Charles
Dickens uses Pip’s point of view to tell his story about a boy because_____.
Sample #2: (Setting)
The details of the setting of Charles Dickens’ Great Expectations are important for
several reasons. Dickens has set the story in England in the 1800’s. The time of the story is
important because_____, _____ and _____. The place the story occurs is also important to
understanding the story. England during this period was _____and ____. Some other important
details about the setting include _____ and _____. Charles Dickens uses the setting of the story
to make his characters interesting and the plot of the story come to life.
English I Through ESOL: Great Expectations: Lesson 1
Page 17
Opinion/Proof
Objective: Organize ideas/information to find supporting evidence for an opinion. (pre-writing)
Procedure: Introduce the concept by having students read a selection from which opinions can
be formed. Draw a “T” chart on the board. On the left side of the “T”, write OPINION and on the
right, PROOF. Under OPINION, write the students’ opinion(s) of the selection. For each opinion,
students must find factual statements from the text that support the opinion.
Example: OPINION: Napoleon was a great leader. PROOF: He ended the revolution. He drew
up a new constitution. He made taxation fair. He chose government workers for their ability.
Option: Opinion/Proof may be used for several written activities described in this document,
including Story Grammars, RAFT, and Spool Writing. It can also be used by students as a
format for note taking from books, videos, and lectures.
Option: Teams can write their opinions and support with proof. (think/pair/share activity).
Great Expectations: Lesson 1 Opinion/Proof Activity: Opinion/Proof may be used for
several written activities described in this document, including Story Grammars, RAFT, and
Spool Writing. Students can also use it as a format for note taking from books, videos, and
lectures. Allow teams to write their own opinion to support with proof if they are at a proficient
level. This can be used as a think/pair/share activity. Use the following as a starter for less
proficient students:
Opinion
Pip’s reactions are typical for a boy of seven.
Proof
Pip is afraid the convict will hurt him.
Pip believes and fears the convict because he is an adult.
Pip is afraid to tell because he thinks he’ll get punished.
Pip knows stealing is wrong, and expects punishment.
When Pip is afraid his sister will see the missing food, he runs away.
Pip cries when he is afraid.
After the excitement, Pip falls asleep and Joe carries him home.
English I Through ESOL: Great Expectations: Lesson 1
Page 18
Spool Writing
Objective: Write a “spool” (5-paragraph essay with an introduction, 3-paragraph body of
supporting arguments with evidence, and a concluding paragraph.
Procedure: Use graphic organizers, the summary, modeled writing, and guided writing to plan
prewriting activities for developing a “spool”. A spool is a five-paragraph essay in which the first
paragraph is an introduction (controlling idea, or thesis). The next three paragraphs make up the
body of the essay. Each of these paragraphs begins with an argument sentence to support the
thesis and has three supporting sentences for the argument sentence. The weakest argument
should be presented in the first paragraph of the body, and the strongest argument in the last
paragraph of the body. The final (5th) paragraph is the concluding paragraph, which begins with
a restatement of the thesis sentence, and is followed by a restatement of the three argument
statements of the body. Introduce the spool essay by creating a story collectively using the
Language Experience Approach. The second time you use spool writing, each group prepares
one. Once the groups have mastered the spool essay, each student prepares his/her own, but
include incentives for the team to help individual members. For example, you might want to give
a team one point for each member who receives a grade of B or higher.
SAMPLE FORMAT FOR IDENTIFYING SIGNIFICANT DETAILS
The details in the story/paragraph/poem/chapter _____, by _____ (author), ____ (finish
an introductory statement here - paint a word picture, vividly describe, bring to life, help to make
a powerful statement about, provide supportive date, etc.) Several significant details present
(show, illustrate) the author’s purpose (theme/message/point of view/main idea). The author’s
purpose (theme/message/point of view/main idea) is _____.
Key pieces of information in the reading include _____ (who), and_____ (what). The
setting is also important. The story takes place _____ (where) and _____ (when). This
information is the framework or basis the author uses to add other important details that make
the reading fun and interesting.
Some of these other details tell about _____ (which, how, why), and _____ (which, how,
why). These details help us to _____ (understand cause and effect relationship, make an
inference, draw a conclusion, interpret the poem, etc.). Because of these details, we clearly
understand and appreciate _____ (restate the author’s main idea).
The author also uses certain kinds of details like _____ (facts, statistics, examples,
reasons, descriptions, definitions, sensory details). Examples of this kind of details in the
reading are _____, and _____. In addition, the author writes about _____. These _____ (state
type chosen) details are significant because _____.
The author uses a variety of relevant details to make an important point, which is _____
(restate main idea). Some of these details that are outstanding to me are _____, _____ and
_____. I especially enjoyed the details about _____.
Refer to the next page for Suggested topic(s) outline to develop the spool writing
template in this lesson.
English I Through ESOL: Great Expectations: Lesson 1
Page 19
Spool Writing (Continued)
See previous page for Sample Format for Identifying Significant Details.
Great Expectations Lesson 1 Spool Writing Activities:
Suggested Topic(s): Use these prompts as an outline for the spool writing to analyze
significant details in the lesson reading:
Introductory Paragraph: The author’s purpose (theme/message/point of view/main idea) is
_____. Examples of details to find:
a) If the author’s purpose is to entertain the reader, students should find details below that
are entertaining, suspenseful, dramatic, sympathetic, exciting.
b) If the author’s main idea is to paint a picture in the reader’s mind, students should find
details that create that picture, like setting (time & place of the story), vivid details of
Pip’s thoughts and feelings, what he sees, etc.
c) If the point of view of Pip is the author’s main idea, then students should find first person
narration details that make personal/emotional connections.
Body Paragraph 1: Essential details:
Who _____ What _____ Where_____ When _____
Body Paragraph 2: Expository details:
Which_____/How_____(inferences made_____, conclusions drawn_____, author’s
interpretations made_____)
Why _____(cause and effect relationships_____)
Body Paragraph 3: Kinds of Details
Facts_____, Statistics_____, Examples_____, Reasons_____, Descriptions_____,
Definitions_____, Sensory Details_____.
English I Through ESOL: Great Expectations: Lesson 1
Page 20
RAFT
Objective: Write on a topic in a specific format, understanding role as a writer and audience.
R-A-F-T is a system for students to practice their role as a writer (R), their audience (A), the
format of their work (F), and the topic of the content (T). Examples: persuade a soldier to spare
your life, demand equal pay for equal work, or plead for a halt to coal mining in our valley.
• (R): For role (R), of the writer, the writer considers who s/he is (Examples-a soldier,
Abraham Lincoln, a slave, a blood cell, or a mathematical operation).
• (A): For audience (A), the writer considers to whom s/he is writing (Examples-to a
mother, to Congress, to a child.)
• (F): Format (F) determines what form the communication will take. (Examples-letter,
speech, obituary, conversation, memo, recipe or journal)
• (T): The topic (T) consists of a strong verb as well as the focus.
Procedure: Introduce RAFT by creating a story collectively using the Language Experience
Approach. The second time you assign RAFT, have each group prepare one. Model for
students, explaining that all writers must consider their role as a writer, their audience, the
format, and the topic These four components are critical in every written assignment. Assist
teams to brainstorm ideas about a topic. Work with teams to list possible roles, audiences,
formats, and strong verbs that are appropriate for each topic. Once the groups have mastered
RAFT, have each student prepare his/her own, but include incentives for the group to help
individual members. For example, you might want to give a team a point for each member who
receives a grade of B or higher.
Great Expectations: Lesson 1 RAFT Activity: Students write according to role, audience,
format, & topic.
R-Your role as a writer is Pip.
A-Your audience is your sister and her husband.
F-The format of your writing is a letter.
T-Your topic is explain what you did and why, so that your sister and Joe will
sympathize. (Make your case so you don’t get punished.)
English I Through ESOL: Great Expectations: Lesson 1
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FCAT Writing
FCAT Writing: Lesson Topic: (Persuasive or Expository Prompt) Distribute the planning sheets
and writing folders containing the prompts to the students. Provide students with the writing
situation and directions for writing. Remind the students to budget their time: approximately ten
minutes on brainstorming and prewriting, twenty-five minutes on drafting, ten minutes on editing.
Record the time and give students the command to begin. After 45 minutes, ask the students to
stop writing and place their planning sheets inside their folders.
Great Expectations: Lesson 1 FCAT Writing Activity (Expository Prompt):
Writing Situation:
Have you ever experienced some kind of danger? Danger can mean being in the wrong
place at the wrong time and wishing you were somewhere else. Danger can mean
hearing or seeing something that makes you feel afraid.
Directions for Writing
Before you write, think about a dangerous situation you have experienced. Did you feel
afraid? What was the danger? What caused the danger? What were you doing and how
did you feel before the danger and after the danger? Did you take any action or wait until
the danger passed? Why or why not? What was the result of the danger? How did the
situation end? How did you feel then?
Now, write to tell about a dangerous situation you experienced
English I Through ESOL: Great Expectations: Lesson 1
Page 22
Beginning Presenting Activities
Dialog
Objective: Write a short dialog of 4-6 lines between two familiar characters.
Procedure: A dialog can be between 2 historical characters, 2 fictional characters in a story,
novel, play, etc. or between 2 imaginary characters such as a germ and a white blood cell. The
topic of the dialog should be related to the subject being studied, and the grammar and
vocabulary used in the dialog should reflect the grammar and vocabulary focus of the unit.
Model each line of the dialog, having the entire class repeat after you. Then, say each line and
call on whole teams to repeat the line. Then say each line and call on individual students to
repeat the line. Practice dialog lines using the whole class, a whole team, and individuals until
students can know the lines of the dialog. Example:
Character A: These items are expensive. We are not selling very many.
Character B: We need to sell more of them.
Character A: But, then the price will decrease!
Character B: But, we will still get more money because the volume will increase.
Character A: We do not have enough money to make more than we do now.
Character B: Then we will borrow some money by issuing bonds.
Option 1: You take the part of A and the class takes the part of B. Then you take part B and the
class takes A. Then work with whole teams and you, then individuals and you, then groups and
groups, then individuals and individuals. Move back and forth among these combinations until
you think the majority have adequate intonation, stress, and pronunciation. Option 2: Erase two
words at random from each line during repetition. Then erase two more, two more, and so on
until there are no words left on the board. Option 3: Each group chooses a member to
represent them by presenting the dialog with a member from another group in front of the class.
If the representative can say his/her lines correctly then the group gets a point. Option 4: Have
each group rewrite the dialog from memory. Groups are to use one piece of paper and one
pencil or pen only. Each member takes a turn writing a line of the dialog. Other team members
can offer help but they cannot write it for the individual whose turn it is to write. Collect the paper
and grade it. Each member of the team gets the same grade.
Great Expectations: Lesson 1 Dialog Activity:
Convict:
Pip:
Convict:
Pip:
Convict:
Pip:
Don’t make a sound! Keep still or I’ll cut your throat!
Oh! Don’t cut my throat, sir. Please don’t do it!
Show me where you live. Who do you live with?
With my sister the blacksmith’s wife
You get me a file. And get me some food. Or I’ll cut out your heart and
liver!
Yes, sir.
English I Through ESOL: Great Expectations: Lesson 1
Page 23
Intermediate Presenting Activities
Show and Tell
Objective: Present orally on a familiar topic and respond to questions on the topic.
Procedure: A student brings something to class related to the subject at hand and, within 3
minutes, makes an oral presentation about it. Teams take turns asking the student questions
about it. For each question the presenter can answer, his/her team gets a point. For each
question he/she cannot answer, the team loses a point.
Proficient Presenting Activities
Making the News
Objective: Present orally to a group on a familiar academic topic in a news format.
Procedure: Teams take turns developing a 3-4 four-minute news broadcast about the subject
being studied. There may be several related stories. There must be one story (no matter how
short) for each member of the group. The reporting group may refer to notes but not to the text.
Other teams can refer to their texts, and have the opportunity to each ask two questions of the
reporting team. The reporting team members take turns answering questions, but other team
members may help them. The questioning group gets two points for each question the reporting
group cannot answer. The reporting group gets a point for each question it can answer. Follow
the rules for Total Recall when there is a challenge. Examples: Columbus gets the jewels from
the Queen of Spain, the long voyage, Hispaniola landing
Great Expectations: Lesson 1 Making the News Activities:
Escaped Convicts on the Lamb
Christmas Capture of Convicts
Intermediate-Proficient Viewing Activities
Total Recall, True or False, Judgment
Objective: View a video or speech for the purpose of asking and answering simple questions,
making true and false statements, and distinguish facts from opinions.
Procedure: Modify reading activities, such as Total Recall, True or False, and Judgment to use
when viewing a video or speech. The effectiveness of a challenge is not as high as with a
written text.
English I Through ESOL: Great Expectations: Lesson 1
Page 24
Beginning Vocabulary Activities
Line of Fortune
Objective: Identify and recreate words and word parts from spelling clues.
Procedure: (This activity is very similar to Hangman, but involves more complex team decisionmaking.) Choose a word from the lesson’s vocabulary and write the appropriate number of
dashes to represent the letters of the word. For example, for the word dicot you would draw five
dashes. A team member guesses a letter. If the letter is not found in the word, write the letter
under the dashes and move on to the next team. If their letter is found in the word, then write
the letter on the appropriate dash. When a team guesses correctly, they have the option to
guess the word. If they choose not to guess the word, call on the next team. If they choose to
guess and successfully guess the word, then they receive ten points minus the number of letters
written under the dashes from incorrect previous guesses, and the game is over. If they choose
to guess and do not guess the word, then they lose points equal to the number of letters written
under the dashes, and you call on the next team. If no team can guess the word before ten
incorrect letters are written under the dashes then all teams lose points equal to the number of
teams in the class.
Concentration
Objective: Identify vocabulary words and their meanings.
Preparation: On twenty 8” x 5” index cards, write the numbers 1-20, one number per card.
Place these cards in order, 3 per line in a pocket chart. On another 20 index cards, write, one
word per card, 10 vocabulary items from the lesson 2 times each. Shuffle these cards and place
them behind the numbered cards.
Procedure: Teams will match the vocabulary words with their meanings. Choose one team to
go first. A member of that team picks two numbers. Remove those cards from the chart, leaving
the words behind them visible to the class. The student reads the words, with the team’s
assistance if needed. If the words match, leave them showing and give the team a point. If they
do not match, replace the numbers and call on the next team.
Option: Instead of writing each noun 2 times, write it once in the singular and once in the plural.
When working with verbs, write one in the present tense and one in the past. Matching
variations such as these helps the students understand that, despite certain differences in the
visible spelling of two words, they are still semantically related at a deeper level.
Great Expectations: Lesson 1 Concentration:
Match vocabulary words with their meanings:
orphan
without parents
confess
tell the truth
vile
evil, despicable, wicked
marsh
bog, swamp
ditch
channel or trench
grow dark
dusk, sunset
file
metal tool used to rub through metal
damp
moist, clammy
demand
insist, order, command
threaten
intimidate, bully
English I Through ESOL: Great Expectations: Lesson 1
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Intermediate Vocabulary Activities
Jeopardy
Objective: Use clues to identify vocabulary words, characters’ names, places, etc. in the story.
Preparation: Place 3 cards across the top of a pocket chart, the first with the letter A printed on
it, the second with B, and the third with C. Down the left side of the chart (one per line), place
three cards with the numbers 2, 3, and 4 respectively. Place three easier vocabulary items (not
visible to the class) next to the number 1 card, and below each of the letter cards, place 3 more
difficult words on line 2 in the same manner, place three of the most difficult words on line three.
Procedure: Choose one team to go first. A member of that team picks the word s/he wants to
guess (“2-C” for example). Give the student a definition of clue for the word (This animal barks.)
The student, with the help of his team, responds with the word presented in question format
(What is a dog?). If the answer is correct, that team gets 2, 3, or 4 points, depending on the
word’s level of difficulty. If the answer is incorrect, the next team tries for the same word but for
one point less than the previous team. For example, if the first team guessed incorrectly for a
word worth 3 points, the next team to try would get 2 points if it answered correctly. If it too
guessed incorrectly, the next team would get one point if it answered correctly. If no team can
answer correctly before the points are reduced to zero, then all teams lose 1 point.
Great Expectations: Lesson 1 Jeopardy Activity:
Question
a) How the convict threatened Pip
a) When the convicts were captured
a) Where Pip met the convict
b) How many convicts Pip met
b) What occupation Joe had
b) Who captured the convicts
c) How Pip got discipline
c) Joe’s uncle
c) Worker who forges or shapes iron
Answer
cut his liver and heart out
Christmas
graveyard
two
blacksmith
officers
the tickler
Mr. Pumblechook
blacksmith
Wrong Word
Procedure: Teams find the word that is “wrong” and correct it. Teams get a point for each
correction. Read a sentence with a wrong word in it. Examples: The contribution tells us how
the government will operate. (should be Constitution) Many people have moved to Florida for
the arctic climate. (should be tropical)
When teams get good at this activity, embed an
incorrect sentence among other correct sentences. Teams can make sentences with incorrect
words for other teams to correct.
Great Expectations: Lesson 1 Wrong Word Activity:
a) Pip is scared to debt and runs outside. (to death)
b) At the end of Christmas dinner, they save the pie and brandy. (serve)
c) Suddenly, Pip sees a terrible, frightening, fearless man. (fearful)
d) The convict demands a blacksmith’s fill to cut off his chains. (file)
e) Pip is so scared that he begins to sweet. (sweat)
English I Through ESOL: Great Expectations: Lesson 1
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Classification
Objective: Classify vocabulary into two or three groups.
Procedure: Model the activity, beginning with several words for teams to classify into groups.
Ask students to identify an appropriate label for the groups they create. Discuss other words
that could go into each group. Each team gets out one pencil and one sheet of paper. The
captain writes team name and divides the paper into the appropriate number of columns
(groups). The captain labels columns for classifications and sets timer for 5 minutes. Team
members take turns writing words in appropriate columns (as in the Team Spelling Test). Note
that words do not have to come from the lesson vocabulary. When the timer rings, collect
papers. Teams get one point for each word they place correctly. Spelling should not count.
English I Through ESOL: Great Expectations: Lesson 1
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Beginning Grammar Activities
Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.
SIMPLE PRESENT TENSE
The simple present tense expresses simple action (or makes a statement about something) in
the present time. The present tense is used to express a general truth, which is true at all times,
past, present and future. Daily habits or usual activities are expressed in the present. Study the
examples below. (Helpful words: today, now, at a specific time, currently, every day, always,
usually, habitually, generally, normally.)
Formation of the Present Tense:
Examples:
Subjects: I, you, we, they
I go, you go, we go, they go
Use the simple form of verb
Subjects: he, she, it.
he goes, she goes, it goes
Add –s
Negatives:
He doesn’t go. (He does not go.)
don’t/doesn’t + (verb)
We don’t go. (We do not go.)
do not/does not + (verb)
Questions:
Does he work?
Do/Does + (subject) + (verb)?
Short answers:
Yes, I do.
Yes, (subject) do/does.
No, he doesn’t.
No, (subject) don’t/doesn’t
Uses of the Present Tense
Examples:
I work in a restaurant.
Action (or statements about something) in
The teacher explains the lesson.
the present time
The children play games during recess.
Mom cooks dinner at six o’clock.
The planets revolve around the sun.
General truth (true in the past and present
A sentence consists of a subject and verb.
and will be true in the future.
A triangle has three sides.
Humans are mammals.
I usually eat lunch at noon.
I brush my teeth three times a day.
Daily habits or usual activities.
I get dressed after I eat breakfast.
Classes always begin at 7:30.
We go to school every day
Irregular Forms In The Present Tense
Examples:
Irregular forms of the verb to be:
I am; you, we, they are; he, she, it is
I have; you, we, they have; he, she, it has
Irregular forms of the verb to have:
Add -es to the third person singular in the
present tense for verbs that end in -ch and -x.
Verbs that end in -y change the y to i and add
-es.
The teacher teaches the lesson.
The government taxes its citizens.
The eagle flies in the sky.
She tries too.
English I Through ESOL: Great Expectations: Lesson 1
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Word Order Cards
Objective: Identify and use appropriate word order in sentences.
Procedure: Choose some of the more complex sentences of the summary to cut up for this
exercise. After writing a sentence on a sentence strip, cut up the sentence into individual words.
Shuffle the words. With the team's support, one member rearranges the words to reform the
sentence. The team gets a point if the cards are rearranged correctly.
Modified Single Slot Substitution Drill
Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar
sentence in a single slot.
Procedure: The teacher writes a sentence on the board and underlines one word. Teams take
turns replacing the underlined word with a new word. When students can no longer think of
substitutes, the teacher underlines a different word, and the activity continues.
Example:
The soldiers who surrendered were killed.
Possible substitutions for killed:
butchered, kissed, hugged, spared
The soldiers who surrendered were butchered.
Possible substitutions for surrendered: spared, killed, ran, slept
The soldiers who surrendered were spared.
Possible substitutions for soldiers: people, police, robbers, children
Notes:
• Sometimes, changing one word necessitates changing another word as well.
The queen was dancing when the soldiers arrived. (Substitute
king and queen)
The king and queen were dancing when the soldiers arrived.
• It is not necessary for the sentences to be historically correct, sensible, or even possible. It is
important for the correct part of speech to be used.
Great Expectations: Lesson 1 Modified Single Slot Substitution:
(a) Pip (b) is (c) scared to death (d) and runs (e) outside.
Possibilities:
(a) the convict, Joe Gargary, the wheel maker
(b) feels, starts to feel, begins to feel
(c) frightened, afraid, upset
(d) and goes, and skips, and races
(e) out the door, away, as fast as he can
English I Through ESOL: Great Expectations: Lesson 1
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Intermediate Grammar Activities
Sentence Builders
Objective: Expand sentences by adding new words in the appropriate order in a sentence.
Procedure: The teacher says a sentence, and, after a pause, an additional word or words.
Teams must make a new sentence that adds the new word(s) in the correct place in the
teacher's original sentence. Give a point for each correct answer. Example:
Teacher:
Fish is a food. (healthy)
Team Response:
Fish is a healthy food.
Teacher:
Fish is a healthy food. (fresh)
Team Response:
Fresh fish is a healthy food.
Great Expectations: Lesson 1 Sentence Builders:
a) The men decide to follow. (the soldiers)
The men decide to follow the soldiers. (Joe and)
Joe and the men decide to follow the soldiers. (Pip)
Pip, Joe and the men decide to follow the soldiers.
Continue with the following:
b) They find Pip’s convict. (fighting) (with the second convict) (with the hat)
c) The convict confesses. (However) (that he took the food) (from the house) (and the file)
(from the shop) (blacksmith’s)
d) Pip runs home. (and steals bread) (cheese) (a pie) (and brandy) (from the Christmas
food).
e) Pip arrives home. (just in time) (to greet the Christmas guests) (Mr. Hubble and Mr.
Pumblechook) (the wheel maker) (and his wife) (Joe’s uncle)
Multiple Slot Substitution Drills
Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar
sentence in a multiple slots.
Procedure: This drill is often taught together with or right after the single slot substitution drill.
Its organization is similar to single slot substitution, but more that one part of the sentence
changes. Give a point for each correct answer. Example:
Columbus sailed in 1492. (Pizarro)
Pizarro sailed in 1492. (1524)
Pizarro sailed in 1524. (arrived)
Pizarro arrived 1n 1524.
Great Expectations: Lesson 1 Multiple Slot Substitution Activities:
The convict threatens to kill Pip.
Possibilities: Joe, Pip’s sister, to arrest, the church clerk, to call, the convict with the hat, wants,
doesn’t try, to feed, the officer, to hurt
English I Through ESOL: Great Expectations: Lesson 1
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Flesh it Out
Objective: Use key words in the appropriate order in a grammatically correct sentence.
Procedure: The teacher gives the key words of a sentence and teams puts them into a
grammatically correct sentence. Give points for correct answers in the oral format. Give grades
in the written format.
Key words:
he/sail/america/1492.
Answer: He sailed to America in 1492.
Key words:
he/sail/america/? (past)(yes/no)
Answer: Did he sail to America?
Great Expectations: Lesson 1 Flesh it Out Activities:
a) Pip/think/his/sister/ be/find out/
b) Convict/not/tell on/Pip/
c) Pip/think/convict/be/go/tell on/
d) Pip/be/not/trouble/wit/sister/
e) Pip/sister/not/know/yet/Pip/do (past)/
Transformation Exercises
Objective: Change the form or format of a sentence according to the situation.
Procedure: Students change the format of a sentence based on teacher directions or prompts.
Give points for correct answers in the oral format. Give grades in the written format. Examples:
1. Is it raining? (Answer the question, yes.)
Yes, it is raining.
2. It is raining. (Ask a yes/no question.)
Is it raining?
3. Many Indians died from disease.
Many Indians died from starvation.
(Combine 2 sentences into one sentence.) Many Indians died from disease and starvation.
Great Expectations Lesson 1 Transformation Exercises:
Students respond by making a compound sentence adding the information in parentheses.
Example:
Mrs. Joe gets home. (go after Pip) Mrs. Joe gets home and goes after Pip.
a)
b)
c)
d)
e)
Pip opens the door. (run into a party of soldiers with guns)
The convict takes the file from Pip. (begin cutting away at the leg chains)
The men make friends with the soldiers. (fix the broken handcuffs)
Halfway there, I get tired. (fall asleep in Joe’s arms)
Pip listens to the grown-ups talk. (watch them eat the meal)
English I Through ESOL: Great Expectations: Lesson 1
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Who What, When, Where, How, Why
Objective: Listen to a sentence and respond to “Wh" questions in writing.
Procedure: Read a sentence and then ask the “wh" questions about it. Teams write a short
answer on a numbered sheet of paper. Example: Teacher: The heart constantly pumps blood to
the body 24 hours a day to keep the body alive. What…? (Teams write heart.) Where…?
(Teams write to the body) How...? (Teams write constantly) Why…? (Teams write to keep the
body alive) When…? (Teams write 24 hours a day).
Team members take turns writing answers on the board (for class discussion) or on a
team/individual paper (for a grade). An alternative technique is to have each team member
complete all items on his/her own paper. Team members are allowed to help each other. On
completion of the activity, collect the one paper of your choice. The grade on that paper will
count for each team member.
Great Expectations: Lesson 1: Who, What, When, Where, How, Why Activities:
a) Early the next morning, Pip goes back to find his convict. (who, what, where,
when, why)
b) Outside, there is a party of soldiers with a prisoner. (who, what, where)
c) When Pip does something wrong, his sister disciplines him with a stick called the
“tickler”. (who, what, when, why, how)
d) At the end of Christmas dinner, Mrs. Joe is ready to serve the pie and brandy.
(who, what, when)
e) Philip Pirrup is an orphan boy with no parents living in England in the 1800’s.
(who, what, where, when, why)
English I Through ESOL: Great Expectations: Lesson 1
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Sentence Stretchers
Objective: Expand grammatically correct sentences by adding new words in appropriate order
Procedure: One team begins by making a sentence orally that contains the language or
content focus of the lesson. (Make the starter sentence as short as possible.) For example, in a
lesson focusing on weather and on adjectives, the first team might say, The cloud is floating.
The first team gets a point. Other teams take turns expanding the sentence, getting a point each
time something is added successfully or until teams run out of expansions.
The white cloud is floating.
The fluffy white cloud is floating in the sky.
The fluffy white cloud that looks like a boat is floating in the sky. Etc.
Great Expectations: Lesson 1 Sentence Stretcher:
Begin with the sentence: Pip is afraid.
Pip is afraid.
The orphan Pip is afraid because convict threatens him.
The orphan Pip is afraid because the vile convict threatens him.
The orphan Pip is afraid because the vile convict threatens him with a knife.
The orphan Pip is afraid because the vile convict threatens him with a knife and because he
is afraid of being disciplined.
The orphan Pip is afraid because the vile convict threatens him with a knife and because he
is afraid of being disciplined by his sister.
The orphan Pip is afraid because the vile convict threatens him with a knife and because he
is afraid of being disciplined by his sister with the “tickler”.
English I Through ESOL: Great Expectations: Lesson 1
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Look it Up
Objective: Identify specific grammatical structures and change them according to the situation.
Procedure: Teams look up sentences in their text that have a specific grammatical structure.
As an oral practice, teams get a point for a correct answer. As a written exercise, it can be
graded. Version One: Discuss the grammar point with the students then have them find
example sentences in their texts. You might want to limit the pages they are to search.
Version Two: Write sample sentences on the board in a tense not usually used in the text. Ask
students to find similar sentences in the text and to determine the difference between the text
sentences and the sentences on the board. In history books, for example, most sentences are
in the past tense, so the sentences you write on the board would be in the present tense. During
a discussion of the difference between the text sentences and your sentences, you would help
the class discover why the text uses past tense sentences so often.
Version Three - Students locate sentences in the text with a specific grammatical structure and
then restate or rewrite the sentence in a new form specified by you. Example: change
statements into questions, affirmative to negative, past to present or passive voice to active.
Great Expectations: Lesson 1 Look it Up: Teams locate examples of present tense verbs in
the text and summary
Rewrite the Paragraph
Objective: Identify specific grammatical structures and change them according to the situation.
Procedure: Use a paragraph based on the text, and language focus structures of the lesson.
Teams read and discuss necessary changes. Members work together to rewrite a grammatically
correct paragraph with the changes. Collect one paper from each team for a grade. (Examples:
Change one verb tense to another, nouns to pronouns, adverbs to adjectives, etc.)
Great Expectations: Lesson 1 Rewrite the Paragraph Activity:
Teams will rewrite the paragraph changing the verbs to the present tense.
Pip was an orphan boy living with his sister and her husband the blacksmith. One day an
escaped convict threatened to kill Pip. Pip was scared, so he helped the man. After Pip stole
food and a file to cut the convict’s chains, he delivered them to the convict. When Pip got home,
Pip expected his sister to discipline him with a stick. Outside, soldiers arrived with a prisoner.
The Christmas guests found Pip’s convict and a second convict fighting. Pip’s convict confessed
to taking the food and file from Pip’s house. Pip was not in trouble with his sister. The soldiers
took the convicts away.
English I Through ESOL: Great Expectations: Lesson 1
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Name _____________________________________ Date _____________
Great Expectations: Lesson 1: Exercise 1
Fill in the blanks with the correct word.
convict
prisoner
blacksmith
confesses
delivers
orphan
guests
steals
discipline
take
Pip is an __________ boy living with his sister and her husband the __________.
One day an escaped __________ threatens to kill Pip. Pip is scared, so he helps the
man. After Pip __________ food and a file to cut the convict’s chains, he
__________them to the convict. When Pip gets home, Pip expects his sister to
__________ him with a stick. Outside, soldiers arrive with a __________. The
Christmas __________ find Pip’s convict and a second convict fighting. Pip’s convict
__________ to taking the food and file from Pip’s house. Pip is not in trouble with his
sister. The soldiers __________the convicts away.
English I Through ESOL: Great Expectations: Lesson 1
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Name _____________________________________ Date _____________
Great Expectations: Lesson 1: Exercise 2
Read each sentence and decide if it is true or false. If it is true, write the word “true” on
the line. If the sentence is false, rewrite the sentence to make it a true.
1. Pip lives with his parents, Mr. And Mrs. Joe Gargary.
______________________________________________________________________
2. At the end of Christmas dinner, it is time to serve the pie and brandy.
______________________________________________________________________
3. Pip’s sister is married to a wheel maker.
______________________________________________________________________
4. The convict tells on Pip before the soldiers take him away.
______________________________________________________________________
5. The look on the convict’s face tells Pip, “Don’t worry. I won’t tell on you.”
______________________________________________________________________
6. Pip’s sister finds out what he did, and Pip runs outside.
______________________________________________________________________
7. Pip finally finds his convict, gives him the food and file and runs back home.
______________________________________________________________________
8. The convict steals bread, cheese, a pie, brandy and a file from Pip’s house.
______________________________________________________________________
9. Pip takes Joe’s file from the blacksmith’s shop.
______________________________________________________________________
10. Pip meets the convict for the first time in the churchyard.
______________________________________________________________________
English I Through ESOL: Great Expectations: Lesson 1
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Name ____________________________ Date __________
Great Expectations: Lesson 1: Exercise 3 (FCAT Practice/Reading Comprehension)
Read this passage from Great Expectations, by Charles Dickens. Then answer the
questions about the details.
It was a cold, damp morning. I walked fast to keep warm. In a short time, I was
at the meeting place. I saw the convict right away. He was sitting with his back to
me. I thought it might be nice if I surprised him with his breakfast. I came up behind
him and tapped him on the shoulder. He jumped to his feet and turned to me. It
wasn’t the same man!
He was dressed just like “my” convict, except he had a hat. The stranger swore
at me and tried to hit me. But he was so weak from being out in the cold that he
missed. Then he ran off into the morning fog. I shook all over. He had to be that
“other man” my convict spoke of.
I walked on and found my convict. I gave him the food and brandy I’d stolen. He
went at the food like a starving man, wolfing his breakfast down.
1. When did this scene take place?
______________________________________________________________________
2. Where did this scene take place?
______________________________________________________________________
3. How did the man eat his food?
______________________________________________________________________
______________________________________________________________________
4. What did the narrator do after he surprised the “other man?”
______________________________________________________________________
______________________________________________________________________
5. Who is the “other man?”
______________________________________________________________________
______________________________________________________________________
6. What conclusions can you draw about the “other man?”
______________________________________________________________________
______________________________________________________________________
7. Why did the narrator shake all over?
______________________________________________________________________
______________________________________________________________________
English I Through ESOL: Great Expectations: Lesson 1
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Name ____________________________ Date __________
Great Expectations: Lesson 2: Exercise 4 (FCAT Practice/Reading Comprehension)
Read the statements. Then write the sentences in the chart below in the order in which
they happened.
The convict confesses to stealing from Pip’s house.
The Christmas guests help the officers arrest the convicts.
Pip’s brother-in-law carries him home in his arms.
Pip becomes an orphan.
An escaped convict threatens Pip.
Pip visits his parents’ graves.
Pip steals food and a file from Joe’s blacksmith shop.
1
2
3
4
5
6
7
English I Through ESOL: Great Expectations: Lesson 1
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Name ____________________________ Date __________
Great Expectations: Lesson 1: Exercise 5
Fill in the blanks.
Philip Pirrup is an __________ boy living in England __________ the 1800’s. His
name __________ difficult for a little __________ to say, so Philip __________ himself
“Pip”. Pip lives __________ his sister and her __________, Joe Gargary. Joe is
__________ blacksmith.
At the age __________ seven, Pip goes to __________ the graves of his
__________. It is Christmas Eve, __________ Pip is crying. Suddenly, __________ sees a
fearful man. __________ man is an escaped __________ from the prison. The
__________ demands food and a __________ to cut off his __________. The convict
threatens to __________ Pip. Pip is scared, __________ he helps the man. __________
runs home and steals __________, cheese, a pie and __________ from the Christmas
food. __________ also takes Joe’s file __________ the blacksmith’s shop.
Early __________ next morning, Pip goes __________ to find his convict.
__________ the graveyard, Pip sees __________ second convict wearing a __________.
Pip is confused, and __________ the convict with the __________ for the convict who
__________ to kill him. The __________ with the hat tries __________ hit Pip, but Pip
__________ away. Pip finally finds __________ convict and gives him __________ food
and Joe's file. __________ Pip runs back home.
__________ expects to be in __________ with his sister. Usually __________ Pip
does something wrong, __________ sister disciplines him with __________ stick. The
stick is __________ the “tickler”. Pip arrives __________ just in time to __________ the
Christmas guests, Mr. __________ the church clerk, Mr. __________ the wheel maker
English I Through ESOL: Great Expectations: Lesson 1
Page 39
and __________ wife, and Joe’s uncle, __________. Pumblechook. Pip’s sister doesn’t
__________ yet what Pip did. __________ the end of Christmas __________, it is time to
__________ the pie and brandy. __________ thinks that his sister __________ going to
find out __________ he did. Pip is __________ to death and runs __________.
Outside, there is a __________ of soldiers with a __________. Pip, Joe and the
__________ decide to follow the __________. They find Pip’s convict __________ with the
second convict __________ the hat. Pip begins __________ sweat. He thinks that
__________ convict is going to __________ on him. However, the __________ confesses
to taking the __________ from the house and __________ file from the blacksmith’s
__________. The convict does not __________ on Pip, so Pip __________ not in trouble
with __________ sister. The soldiers take __________ two convicts away. Pip
__________ forgets the look on __________ convict’s face.
English I Through ESOL: Great Expectations: Lesson 1
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Name ____________________________ Date __________
Great Expectations: Lesson 2: Exercise 6
Rewrite the sentences changing the verbs from the past to the present tense.
Example:
Pip watched the convict.
Pip watches the convict.
1. Philip Pirrup was an orphan boy living in England in the 1800’s.
______________________________________________________________________
2. Pip went to visit the graves of his parents.
______________________________________________________________________
3. Suddenly, Pip saw a fearful man.
______________________________________________________________________
4. The convict threatened to cut Pip’s throat.
______________________________________________________________________
5. Pip said, “Yes, sir,” and he helped the convict.
______________________________________________________________________
6. Pip ran home and stole food and a file.
______________________________________________________________________
7. Pip tried to tell his sister the truth.
______________________________________________________________________
8. The men had a chance to catch the convicts.
______________________________________________________________________
9. Joe carried Pip all the way home.
______________________________________________________________________
10. Pip relaxed and fell asleep.
______________________________________________________________________
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