The Highwayman - the School District of Palm Beach County
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MS Grade 7 Language Arts 2 Through ESOL Poetry: “The Highwayman” by Alfred Noyes FCAT Reading & Writing Focus: Literary Elements FCAT Support Skills: Literary Devices: Metaphor, Simile & Imagery, Sound Effects: Rhythm, Rhyme, Repetition, Onomatopoeia, Alliteration Language Focus: Adverb Clauses to Show Time Text: Prentice Hall Literature: Bronze Level English braiding brandished breeches cascade casement claret cobblestones doeskin folk gagged galloped ghostly groom gusting heroes highwayman inn lace landlord madman moors musket ostler passenger pistols redcoat troop rein ribbon shutters soldier stagecoach tapping trigger tugged twinkling velvet warned whistle a tune Spanish trenzar blandir calzones cascada marco color vino adoquín piel de alce folclórico mordaza galopar fantasmal caballerizo ráfaga héroes salteador hostería encaje dueño loco páramo mosquete mozo de cuadra pasajero pistolas tropas casacas rojas rienda cinta postigos soldados diligencia golpear disparar tirar centellear terciopelo prevenir silbar una melodía Haitian Creole trese brandi chòt kaskad chanbranl koulè wouj diven pave po kabrit popilè plezante galope efreyan gadyen cheval vante/soufle ewo vòlè granchemen obèj mare/ lase pwopriyetè fou dezerite/malere fizi gason ekiri pasaje pistolè twoup ak kazak wouj brid riban pèsyèn sòlda dilijans frape gachèt tire flache vlou avèti sifle Portuguese dando um laço agitado (no texto: agitando) calção abaixo do joelho cascata armação cor púrpura pavimento pele de corça folclórico amordaçaram galopou parecendo fantasma tratador de cavalos tempestuoso heróis ladrão de estrada / salteador estalagem laço dono da estalagem louco áreas pantanosas mosquete cavalariço passageiro pistola tropa de casacas vermelhas rédea faixa venezianas soldado diligência batendo gatilho puxou com força brilhando aveludado preveniu assobiar uma melodia MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 1 English Summary “The Highwayman” by Alfred Noyes The poet tells a story about a highwayman in the 1700’s in England. Highwaymen used to stop stagecoaches to rob the passengers. Highwaymen were popular and romantic folk heroes because they shared the money with the poor people of the moors. The poet heard this true story when he was traveling in England. Part 1 As the poem begins, it was a dark winter night in the purple countryside and the wind was gusting through the trees. The moon was ghostly white. The road was a ribbon of moonlight when the highwayman came riding up to the door of the old inn. The highwayman wore a French hat, a claret velvet coat, brown doeskin breeches, and lace under his chin. The handles of his pistols and sword were twinkling under the moonlight. In the yard of the inn, there was the sound of the horse’s hoofs and the highwayman tapping on the shutters of the window. After the highwayman whistled a tune to the window, the landlord’s black-eyed daughter Bess appeared. She was braiding a dark red love knot in her long black hair. In the darkness of the inn yard, Tim the groom jealously listened to their conversation. Tim the ostler was in love with Bess. The highwayman asked his sweetheart Bess for a kiss, and he promised to return by the moonlight with the yellow gold. The highwayman untied the love knot in her hair and kissed the cascade of her long dark hair. He tugged the rein of the horse, and galloped off to the west. Part 2 The highwayman did not return by morning, and he did not return by noon. At sunset, a redcoat troop of King George’s soldiers came marching up to the inn. After they gagged the landlord’s daughter and tied her to the foot of her bed, two of the soldiers waited under her window casement with their muskets. They had tied a musket under her breast. Out of her window, Bess could see the road where the highwayman would arrive. Bess struggled with the knots that bound her until she found the trigger of the musket. She could still hear the highwayman’s voice telling her to watch for him by moonlight. When Bess heard the sound of her lover’s horse on the cobblestones, she pulled the trigger. Before the soldiers could shoot her lover, Bess had warned him with her death. After the highwayman heard the sound of the musket, he quickly turned to the west. When the morning came, he learned that Bess had watched for him in the moonlight and she had died. The highwayman became a madman, and rode back to the inn with his sword brandished high. The soldiers shot him down like a dog on the highway. When the wind is in the trees on cold winter nights and the moon is ghostly white, people say that the highwayman still comes riding. He comes riding up the ribbon of moonlight on the highway to the old inn door. In the yard of the inn, there is the sound of the horse’s hoofs and the highwayman taps on the shutters of the window. After the highwayman whistles a tune to the window, the landlord’s black-eyed daughter Bess appeared. She is braiding a dark red love knot in her long black hair. MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 2 Spanish Summary “El Salteador de Caminos” de Alfred Noyes El poeta cuenta la historia de un salteador de caminos en la Inglaterra de los años 1700. Los salteadores de caminos tenían la costumbre de detener las diligencias y robarle a los pasajeros, llegando a convertirse en héroes muy populares y románticos porque compartían el dinero con la gente pobre que vivía en los páramos. El poeta escuchó esta historia verdadera cuando viajaba por Inglaterra. 1ra parte. El poema comienza describiendo una fría noche de invierno en un sombrío campo y el viento soplando entre los árboles. La luna era de un blanco fantasmal y el camino una cinta de luz cuando el salteador de caminos llegó cabalgando a la puerta de la vieja hostería. Vestía un sombrero francés, una chaqueta de terciopelo color vino con un pantalón marrón de piel de ante y encajes bajo su barbilla. La culata de su pistola y la empuñadura de su espada centelleaban bajo la luz de la luna. En el patio de la hostería se escuchó el sonido de los cascos de un caballo y al salteador de caminos golpeando el postigo de una ventana. Después silbó una melodía a través de ésta y Bess, la ojinegra hija del hostelero, apareció en ella trenzando su larga y negra cabellera, atándola con un lazo de color rojo intenso. En la oscuridad del patio de la hostería, mientras que el salteador de caminos le pedía a su amada un beso y le prometía regresar a la noche siguiente con el oro, Tim, el celoso mozo de cuadra, enamorado de Bess, escuchaba lo que ellos conversaban. El salteador de caminos le desató el lazo del pelo a Bess y besó la cascada de su larga y oscura cabellera, tiró de las riendas de su caballo y salió galopando hacia el oeste. 2da parte El salteador de caminos no regresó por la mañana ni tampoco al mediodía. Al atardecer llegó marchando hasta la hostería una tropa de soldados casacas rojas del rey Jorge, quienes después de amordazar a la hija del hostelero y de atarla a los pies de la cama con un mosquete apuntando a su pecho, se apostaron con sus armas bajo la ventana. A través de su ventana, Bess podía ver el camino por el que el salteador llegaría. Aún le parecía oír su voz diciéndole que regresaría al caer la noche, cuando escuchó el cabalgar del caballo sobre los adoquines. Forcejeó con los nudos con que la habían atado hasta que alcanzó el gatillo del mosquete y lo apretó, previniendo con su propia muerte que los soldados pudieran dispararle a su amado. Cuando el salteador de caminos escuchó el disparo del mosquete, dio la vuelta y se marchó hacia al oeste. Al llegar la mañana, se enteró de que Bess había estado vigilando por su llegada durante la noche y había muerto. Enloquecido, cabalgó de regreso a la hostería blandiendo su espada en el aire y los soldados le dispararon matándolo como un perro en el camino. Cuentan que cuando el viento sopla entre los árboles durante las frías noches de invierno y la luna es de un blanco fantasmal, el salteador de caminos aún aparece cabalgando en la cinta de luz de luna del camino que llega hasta la puerta de la vieja hostería. Entonces, en el patio, se oyen el sonido de los cascos de un caballo y los golpes en los postigos de las ventanas; y después que se escucha el silbar de la melodía del salteador de caminos en la ventana, aparece la ojinegra hija del hostelero trenzando su larga y negra cabellera, atándola con un lazo de color rojo intenso. MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 3 Haitian Creole Summary “Vòlè nan gran chemen an” daprè Alfred Noyes Powèt la ap rakonte yon istwa sou vòlè nan gran chemen ann Angletè nan ane 1700 yo. Vòlè nan gran chemen sa yo te konn rete kawòs yo pou vòlè afè pèsonèl pasajè yo. Vòlè gran chemen yo te popilè epi yo te tankou ewo womantik paske yo te konn pataje lajan yo ak moun pòv nan rejyon dezerite yo. Powèt la te tande istwa sa a pandan l t ap vwayaje ann Angletè. Premye pati Powèm nan kòmanse konsa: se te yon nuit sonb ann ivè nan yon pwovens peyizaj koulè vyolèt kote te gen yon rafal van k ap soufle nan bwa yo. Lalin nan te klere tou blan tankou yon fantòm. Wout la te tankou yon riban klèdelin lè vòlè a te galope rive nan pòt ansyen obèj la. Vòlè a te mete yon chapo fransè, yon manto gri an vlou, chòt po kabrit koulè mawon, epi lase anba manton. Kwòs revolvè ak manch epe li t ap flache nan klate lalin nan. Nan lakou obèj la, te gen bri zago cheval ak vòlè a ki t ap frape nan pèsyèn fenèt la. Aprè vòlè a fin soufle chante nan fenèt la, Bess, pitit fi ozyenwa pwopriyetè a, te vin parèt. Li t ap trese yon ne damou wouj fonse nan très cheve byen long li yo. Nan fènwa lakou obèj la, Tim, jeran ekiri a, t ap koute konvèsasyon an ak anpil jalouzi. Jeran Tim te damou Bess. Vòlè a te mande Bess, mennaj li, yon beze, epi li te pwomèt li l ap retounen oklèdelin ak lò tou jòn. Vòlè nan gran chemen an te demare ne damou a nan cheve li epi li te bo kaskad très cheve nwa byen long li yo. Li te rale brid cheval li, epi li te galope ale nan direksyon wès. Dezyèm pati Vòlè nan gran chemen an pa t retounen nan maten, ni vè midi. Nan lanjelis, yon twoup sòlda ak kazak wouj wa Georges yo te antre nan obèj la. Aprè yo te fin betize ak pitit fi pwopriyetè a pou mare li nan pye kabann li, de nan sòlda yo t ap tann ak fizi yo nan men yo anba chanbranl fenèt li a. Yo te mare yon fizi pase anba tete li. Bess t ap gade nan fenèt li a pou wè ki kote volè nan gran chemen an te kab parèt vini. Bess tòde kò li nan goumen ak ne kòd ki te mare li a jiskaske li te rive jwenn ak gachèt fizi a. Li te toujou kab tande nan tèt li vwa volè a ki te di li veye lè lalin klè pou wè si l ap vini. Lè Bess te tande bri zago cheval anmore li a sou pave a, li rale gachèt fizi a li tire yon bal. Avan sòlda yo te rive tire sou anmore li a, Bess te gen tan avèti li ak pwòp lanmò pa li. Lè vòlè a te tande kout fizi a, li kase tèt tounen byen vit an direksyon wès. Nan lamatine, li te aprann Bess te rive mouri pandan li te rete ap tann li oklèdelin nan. Vòlè a vin tankou yon moun fou, li galope cheval li tounen nan obèj la ak epe li brandi anlè. Sòlda yo tire li tankou yon poul nan gran chemen an. Lè pandan sezon fredi gen van k ap vante nan branch bwa yo ak plèn lin ki byen klere, gen moun ki di vòlè gran chemen an toujou vini toujou, ap galope sou cheval li. Li galope cheval li suiv tras lalin klè a monte sou gran chemen an, rive jis nan pòt ansyen obèj la. Nan lakou obèj la, toujou gen bri zago cheval ak vòlè a k ap frape nan pèsyèn fenèt la. Aprè vòlè a fin soufle ti chante a nan fenèt la, pitit fi ozyenwa pwopriyetè a vin parèt. Li ap trese yon ne damou wouj fonse nan très cheve byen long li yo. MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 4 Portuguese Summary “The Highwayman” by Alfred Noyes O poeta conta a estória de um ladrão de estrada por volta do ano 1.700 na Inglaterra. Os ladrões de estrada costumavam parar as diligências para roubar os passageiros. Os ladrões de estrada eram heróis folclóricos românticos e populares porque dividiam o dinheiro com as pessoas pobres das áreas pantanosas. O poeta ouviu esta estória verídica enquanto viajava pela Inglaterra. Parte 1 O poema começa em uma noite escura de inverno que refletia a cor púrpura dos campos enquanto o vento soprava tempestuoso através das árvores. A lua era branca como um fantasma. A rodovia parecia uma faixa de luz do luar, quando o ladrão de estrada veio galopando até a entrada da antiga estalagem. O salteador usava um chapéu no estilo francês, um casaco aveludado de cor púrpura, calção amarrado abaixo do joelho de cor marrom e tecido imitando pêlo de corça, um laço abaixo do queixo. Os cabos de suas pistolas e espada brilhavam sob a luz do luar. No pátio da estalagem ouvia-se o barulho das patas do cavalo e dos ladrões de estrada batendo nas venezianas da janela. Após o salteador assobiar uma melodia em direção à janela, a filha do dono da estalagem, de olhos negros, que se chamava Bess, apareceu. Ela estava dando um nó no laço vermelho escuro em seus cabelos longos e pretos. Na escuridão do pátio da estalagem, Tim, o tratador de cavalos ouvia a conversa deles, enciumado. Tim, o cavalariço, estava apaixonado por Bess. Enquanto isto, o salteador pedia à sua namorada Bess que lhe desse um beijo, prometendo retornar ao clarão da lua com o ouro amarelo. O salteador desatou o nó do laço do cabelo dela e beijou a cascata de cabelos longos e escuros. Ele puxou a rédea do cavalo com força e galopou na direção oeste. Parte 2 O ladrão de estrada não retornou pela manhã e nem ao meio-dia. Ao cair da tarde, uma tropa de soldados de casacas vermelhas do Rei George (os redcoats) veio marchando até a estalagem. Após amordaçarem a filha do dono da estalagem e amarrarem-na aos pés da cama, dois dos soldados esperaram debaixo da armação da janela com seus mosquetes. Eles amarraram um mosquete abaixo dos seios dela. De sua janela, Bess podia ver a rodovia onde o salteador chegaria. Bess se debateu contra os nós que a atavam até que achou o gatilho do mosquete. Ela ainda era capaz de ouvir a voz do salteador dizendo-lhe para esperá-lo à luz do luar. Quando Bess ouviu o barulho do cavalo de seu amado no pavimento, ela puxou o gatilho. Antes que os soldados pudessem atirar em seu amado, Bess preveniu-o com a sua própria morte. Após o salteador ter ouvido o som do mosquete, ele rapidamente tomou a direção oeste. Quando amanheceu ele ficou sabendo que Bess havia aguardado por ele ao luar e que havia morrido. O salteador ficou louco e galopou de volta à estalagem agitando sua espada ao alto. Os soldados abateram-no com um tiro como se fosse um cão de estrada. Quando o vento sopra nas árvores, nas noites frias de inverno e a lua fica branca parecendo um fantasma, as pessoas dizem que o salteador ainda vem galopando. Ele vem galopando na faixa de luz do luar na rodovia, na direção da entrada da antiga estalagem. No pátio da estalagem ouve-se o barulho das patas do cavalo e do salteador batendo nas venezianas da janela. Após o salteador assobiar uma melodia em direção à janela, aparece Bess, a filha do dono da estalagem que tinha os olhos negros. Ela está dando um nó no laço vermelho escuro em seus cabelos longos e negros. MS Grade 7 Language Arts 2 Through ESOL: The Highway Man 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.) Unit 4: Lesson 2: Minimal Pairs Activity: ghost/coast gag/wag tune/tone rein/lane lace/race knot/lot folk/fake 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. The Highwayman: Spelling Activity: Use the following words for the test. brandished, breeches, cobblestone, doeskin, ghostly, moors, musket, rein, soldier, whistle MS Grade 7 Language Arts 2 Through ESOL: The Highway Man 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. 1. 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. 2. 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”. 3. Another example: Change the verb to the present tense. Add 505 years to the date. Change the subject to the third person plural. 4. 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. The Highwayman: Follow Directions Activity: Provide teams with pencil and paper. Students follow directions to match rhyming words. a) Fold your paper in half, vertically. You now have two columns. b) In the column on the left going down, write the following words: “daughter, thigh, instead, jest, breath, coat, hill, trees” c) Listen to each word as I read it. Look at the words on your paper, and find the word that rhymes with the word you hear. Then write the word you hear next to the word that rhymes with it. d) Find the word that rhymes with sky and write “sky” next to it. e) Find the word that rhymes with death and write “death” next to it. f) Find the word that rhymes with throat and write “throat” next to it. g) Find the word that rhymes with still and write “still” next to it. h) Find the word that rhymes with water and write “water” next to it. i) Find the word that rhymes with seas and write “seas” next to it. j) Find the word that rhymes with breast and write “breast” next to it. k) Find the word that rhymes with bed and write “bed” next to it. Dictation Objective: Listen to discriminate words in sentences and reproduce them in writing. Procedure: Dictate sentences from the lesson, saying each sentence only two times (once if listening skills allow) Team members take turns writing the sentences, assisting each other. (Teams can write sentences on the board to correct them in class, or collect as a quiz.) Option: An alternative technique is to have each team member complete all dictation items on his/her own paper. Team members are allowed to help each other. On completion, collect one paper of your choice. The grade on that paper will count for each team member. Option: Dictate a sentence with an important word left out. Offer four choices for teams to write. Example: Columbus landed in… a) Boston b) Haiti c) Argentina d) England Option for Dictating Dates or mathematical concepts/formulas: Can be written in number form or in word form (fourteen hundred and ninety-two) (All sides are equal in an equilateral triangle.) Dictate the question, so teams can write them down. Then each team answers the question in the group. (What kind of polygon has two parallel sides?) The Highwayman: Dictation Activity: a) The highwayman rode up to the inn one night. b) The highwayman tapped on the shutters of the window. c) The landlord’s black-eyed daughter was waiting for him. d) The highwayman galloped off after he kissed the landlord’s daughter. e) The redcoat soldiers came marching up to the inn door. MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 7 Proficient Listening Activities Interview Objective: Role play a verbal interaction in the form of an interview Procedure: You play the role of an informative person relative to the topic of the unit. Choose a representative from each team and distribute the questions among them. These students play the role of journalists. Provide students with these questions to interview you in your new role. Teams must coach their representative, and take notes of the answers for Writing Activity #1, Language Experience Story. The Highwayman: Interview Activities: You play the role of the landlord’s daughter. Choose several students to play the role of the landlord. Provide these students with the questions below. They take turns asking you questions. Students not asking questions must take notes of the daughter’s answers. Students should save notes for Writing Activity #1, Language Experience Story. a) b) c) d) e) f) g) h) i) Were you expecting the highwayman that first night? What were you doing when he came? What did he want? Where was he going? What did he tell you? What do you think the soldiers want? How do you think they found out about the highwayman? What do you think they are going to do? What are you going to de? MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 8 Beginning Speaking Activities Intentional Intonation Objective: Auditory discrimination and oral production of intonation/stress patterns in spoken English Procedure: Write the sentence on the board and then say it, stressing one word. Teams take turns explaining the special meaning the emphasis brings to the sentence. Repeat this process several times with the same sentence, each time emphasizing a different word. Example: All for one and one for all! (not none) …..(not, “None for one and one for all!) All for one and one for all! (not from) …..(not, All from one and one for all!) All for one and one for all! (not three) …..(not, “All for three and one for all!) All for one and one for all! (not or) …..(not, “All for one or one for all!”) All for one and one for all! (not everyone) …..(not, “All for one and everyone for all!”) All for one and one for all! (not to)….. (not, “All for one and one to all”!) All for one and one for all! (not nobody) …..(not, “All for one and one for nobody!”) The Highwayman: Intentional Intonation Activities: The highwayman rode to the inn and tapped on the shutters. (not soldier) The highwayman rode to the inn and tapped on the shutters. (not walked) The highwayman rode to the inn and tapped on the shutters. (not from) The highwayman rode to the inn and tapped on the shutters. (not motel) The highwayman rode to the inn and tapped on the shutters. (not knocked) The highwayman rode to the inn and tapped on the shutters. (not door) Backwards Build-up Objective: Auditory discrimination and oral reproduction of rhythmic patterns of spoken English Procedure: Students practice the intonation, stress, and punctuation of sentences by repeating, by teams, the increasingly larger fragments of a sentence modeled by you. Repeat each line (as necessary) until teams can pronounce the segments well. Continue to build up to the complete sentence. Teams completing the exercise correctly get a point. Example: …in fourteen hundred and ninety-two …blue in fourteen hundred and ninety-two …the ocean blue in fourteen hundred and ninety-two. …sailed the ocean blue in fourteen hundred and ninety-two Columbus sailed the ocean blue in fourteen hundred and ninety-two. The Highwayman: Backward Build-up Activity: a) Over the cobbles, he clattered and clashed in the dark inn yard. b) One kiss, my bonny sweetheart, I am after a prize tonight, but I shall be back with the yellow gold before the morning light. c) The highwayman tugged at his rein in the moonlight, and galloped away to the west. d) When the road was a gypsy ribbon, looping the purple moor, a redcoat troop came marching up to the inn door. e) Bess could see through the casement the road that the highwayman would ride. f) The soldiers gagged and bound her to the foot of her narrow bed with a musket at her breast. MS Grade 7 Language Arts 2 Through ESOL: The Highway Man 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. The Highwayman: Charades Activity: Suggestions: brandish, gagging, galloping, ghostly, gusting, hero, warning, whistling a tune, tugging, marching, tapping, plaiting, kneeling 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. Example: Is it from the fifteenth Century? Is it a boat? (etc.) The Highwayman: Twenty Questions Activity: Photo or picture suggestions: braid, breeches, cascade, casement, claret, cobblestones, doeskin, inn, King George, lace, love knot, moors, musket, passenger, redcoat troop, ribbon, shutters, soldier, stagecoach, sword, velvet MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 10 FCAT FOCUS READING SKILL: Using Literary Elements Teacher-Student Grammar Notes are provided as a teaching resource or student study notes. What to do and what to watch for. There are specific elements to look for in passages from literature that will help you to understand, appreciate, and analyze it. SETTING The setting of a story tells the time (when) and the place (where) the story takes place. It provides the background for the characters, events, and plot. Sometimes the setting of the story is specific, detailed and the most important information in understanding the story. The setting can help you understand a character, the theme, and plot. The setting sometimes defines the tone or mood of the story. a) When. The time of the story can be a time in history, a time of the year, or a time of the day. The time of the story includes everything in the story, from beginning to end. b) Where. The place of the story can be a country, region, city, town, or even a building, like a courthouse or a home. Example 1: A story that takes place during a time of war, rebellion, prosperity, or social conflict will have an effect on the mood, events and characters. Example 2: A story that takes place over a short period of time and in a more limited location like a house will be intense and focus more on the characters and their feelings. SETTING WHEN: TIME WHERE: PLACE THEME The theme of the reading is the message or main idea. This is what the reader ends up with at the end of the story. Everything works together to create the theme or message of the reading. PERSONAL AND EMOTIONAL CONNECTIONS The most important part of reading is the personal and emotional connection we make as we read. These connections are how and why we enjoy and appreciate what we read. Pay attention to these connections. Personal and emotional connections can help you to use your prior knowledge to understand characters, draw conclusions, make generalizations-inferences, and understand cause-effect relationships in the reading. Ask yourself some questions that will engage you on a personal level and keep you reading actively. Do I identify with any of the characters or circumstances? Why, why not? How does this character or event make me feel? What would I do in the same situation? How would I feel under these circumstances? Why did the character take a certain action? If an event hadn’t happened, how would the story have ended? How do I want the story to end? MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 11 CHARACTERS The characters in a story are the people or animals. a) Character Trait. Each character is unique and has an individual personality with certain qualities, traits, or characteristics that describe him/her. A character’s words and actions will show his character traits. Examples: Julia is slim, reserved, and serious in her mannerisms. Julia ate slowly and without raising her head or speaking a word. b) Motivation. A feeling, thought, goal, or reason that causes or makes a character act in a certain way. Consider the motivation of a character when describing him. c) Characterization. This is a collection of characteristics or details about a character. A characterization shows a complete picture of a character from the beginning of the story to the end. Use a graphic organizer like the one below to collect information about a character. CHARACTER’S NAME________________________ Words & Thoughts Actions Goals Motivation CHARACTER TRAITS Words & Thoughts 1_____________________________________________ 2_____________________________________________ 3_____________________________________________ Actions Goals 1______________ _______________ 2______________ _______________ 3______________ _______________ Character’s Name _______________ 1______________ _______________ 2______________ _______________ 3______________ _______________ Motivation 1____________________________________________ 2____________________________________________ 3____________________________________________ MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 12 Plot. The series of events that make up a story are called the plot. PLOT Exposition The beginning of the plot that tells the characters and the setting is called the exposition. Conflict Struggles, problems, or conflicts develop in the story to make it interesting. Conflicts occur between characters, between a character and nature, circumstances or outside forces. These are called external conflicts. Conflicts can also occur in the mind of the character as he struggles to make a decision. These are called internal conflicts. Rising After conflict begins, the tension in the story begins to increase. Action Things are happening, and the reader doesn’t know what will happen next. This is called rising action. Climax When the rising action reaches a high point, or climax, the reader is at the highest point of interest in the story. At the climax, the reader really wants to know what will happen next. Resolution Near the end of the story, the conflicts or problems are finally resolved. The reader finds out what happened or the resolution STORY PLOT Climax (Conflict) Rising Action (Conflict) Exposition (Beginning) Resolution (End) STORY PLOT: TITLE___ ________ ________ ________ ________ ____ TITLE_______________________________________ Exposition/Beginning Conflict: External /Internal Rising Action MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 13 Climax Resolution/End MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 14 Beginning Reading Activities Pre Reading Objective: Listen to a short series of oral sentences in order to answer simple questions. Procedure: Use the short summary paragraph below (5-10 sentences). Read the paragraph to the class two times. Then read the paragraph a 3rd time, stopping at the end of each sentence to ask questions. Ask several questions for each sentence, and ask a variety of types of questions (i.e. yes/no, either/or, and “wh-“). Ask the questions at a quick pace, and if the group cannot answer quickly enough, move on to the next group. Example: Columbus sailed to America in 1492. Sample Questions: Did Columbus sail to America? Did Columbus sail to Europe? Did Columbus sail to Europe or America? Where did he sail? Did King Ferdinand sail to America? Did Columbus or King Ferdinand sail to America? Who sailed to America? Did he sail in 1942? Did he sail in 1492 or 1942? When did he sail? Option: Read the paragraph a 4th time. Ask questions again. End the activity by dictating the paragraph to the teams. Allow collaboration within the team. Collect/grade one dictation from each team. Each student on the team receives the same grade. The Highwayman: Pre Reading Activity: This poem is a story about a highwayman who stole from stagecoaches and shared the money with the poor. One night the highwayman rode his horse to the inn to see the landlord’s daughter Bess who loved him. The highwayman promised to return by moonlight with yellow gold. Tim the ostler loved Bess and listened to the conversation. The next day, soldiers came looking for the highwayman. The soldiers tied Bess up and put a gun to her breast. When she saw the highwayman coming, she pulled the trigger of the gun to warn him and she killed herself. The highwayman heard the gunshot and rode away. When he found out that Bess was dead, he rode back and he was killed like a dog on the highway. People say that they can hear the sounds of the highwayman returning to the inn on cold winter nights to meet his sweetheart. 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. MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 15 Story Grammars Objective: Identify a common organizational pattern or “grammar” of a reading text. Procedure: Introduce story grammars by using the Language Experience Approach. The second time, have each group prepare one. Once groups have mastered story grammars, individuals can prepare their own, but include incentives for the group to help individual members. For example, you might want to give a team a point for each member who receives a grade of B or higher. Example: Setting:___, Characters:___, ___,Problem:___, Goal:___, Events Leading to goal (list in order):___, ___, ___,Resolution: ___(Three possibilities include: character solves problem, character learns to live with problem, problem defeats character) Note: Story grammars help students understand that most stories have a common organization, and they help students to write reports, evaluate the quality of stories, and write their own stories. Judgment Objective: Read a text for the purpose of identifying facts and opinions. Procedure: On five separate strips of paper, each team writes (or copies) 5 sentences from the text that show facts and opinions. Teams write their team name on the backs of the 5 strips, and swap their sentences. Teams read the sentence strips they have, and place them in either a fact basket or opinion basket in front of the room. The teacher reads each sentence strip from the two baskets. For each, the teams decide if the sentence was correctly placed. If correct, the team with its name on the strip gets a point. If not correct, that team loses a point. (This encourages effective writing.) Option: This activity may be adapted to focus on cause/effect, reality/fantasy or inferred/explicit. True or False Objective: Read a text passage for the purpose of making true and false statements about it. Procedure: Teams make a “T” chart (2 columns with titles--one side is for true, the other side is for false). Teams make three true or false statements about the text. A representative from the first team reads one statement aloud. The other teams listen and place their token on the appropriate side of their True/False chart. The questioning team decides which choices are correct. Each correct answer earns a team a point. In a disagreement, follow the challenge rules of Total Recall. MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 16 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. MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 17 Beginning- Writing Activities Language Experience Story Objective: Use student-created writing as a text as a model for individual student writings, for rereading or other written activities, including Story Grammars, RAFT, and Spool Writing. Procedure: Language Experience instruction involves asking students to talk about some item of relevance to the class. You may use information from Listening Activity “Interview” or information learned in other unit activities. Individual team members and teams take turns offering sentences to be added to the text. You write individual contributions on the board, including non-standard forms or word order. Then ask teams to correct or change the text to standard English grammar and syntax and to decide on an organizational format. Assist teams in making necessary adjustments. After the text is corrected, students copy it in their notebooks, or you can type and distribute it. Indirect Speech Objective: Write a familiar dialog in paragraph form, using indirect or reported speech. Procedure: Use the dialog in this lesson written for Presenting Activity “Dialog”. After teams have completed presenting their dialogs (see Presenting Activities), have each group write the dialog in a paragraph format using indirect speech. Example: COLUMBUS: “I need money to buy ships to sail west.” Columbus asked the queen for some money to sail to the west. Teams use one piece of paper and one pencil only. Each member takes a turn writing a line of the dialog. Other team members can offer help, but they cannot write it for the individual whose turn it is to write. Collect and grade. Each member of the team gets the same grade. The Highwayman: Indirect Speech Activity: Use the dialog in this lesson written for Presenting Activity “Dialog”. Example: Highwayman to Redcoat: I buy what I want and give money to the poor. The Highwayman told the Redcoat that he bought what he wanted and gave money to the poor. MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 18 Intermediate-Proficient Writing Activities Language Experience Story Objective: Create a collaborative writing text to use as a model for re-reading, individual student writing or other written activities (including Story Grammars, RAFT, and Spool Writing) Procedure: Language Experience Story instruction involves asking students to talk about some item of relevance to the class. (You may use information from Listening Activity 6, the Interview, or information learned in other unit activities.) Teams take turns, through individual members, offering sentences to be added to the text. You write their contributions on the board, including non-standard forms and word order. Ask groups to change the text to standard English grammatical and lexical forms and to decide on an acceptable organizational format. Help the groups when they cannot make all of the necessary adjustments. After the text is corrected, students copy it in their notebooks, or you can type and distribute it. Framed Paragraphs Objective: Use a “frame” (outline or template) for writing a paragraph that contains a main idea (topic sentence), supporting details, and a summary statement (conclusion). Note: Framed paragraphs are most useful in preparing students for exam questions. In fact, framed paragraphs make very good exam questions. Procedure: Introduce framed paragraphs to the class by creating a story collectively using the language experience approach. The second time you assign framed paragraphs, have each group prepare one. Once the groups have mastered framed paragraphs, each student prepares his/her own. Include incentives for the group to help individual team members. For example, give a team one point for each member who receives a grade of B or higher. After constructing a model paragraph with the class, groups, pairs, or individuals find examples in text. Social Studies Example: There are many cultures of people living in Florida. First.... Second.... Third.... These groups and others.... Language Arts Example: ..., a character in the novel... by... is.... An example of this behavior is... Another example is.... Finally.... Therefore, this character is... Science Example: OBSERVATION: After observing... HYPOTHESIS: I think... MATERIALS: 1…2…3… PROCEDURE: 1…2…3… DATA: 1…2…3… ANALYSIS: The results of the experiment show.... This was caused by.... Therefore, my hypothesis was/was not correct because.... MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 19 The Highwayman: Framed Paragraphs Activities: Sample #1: (Literary Device: Metaphor) Use these starters for metaphor: (Describe the picture or image left in the reader’s mind) a) “The wind was a torrent of darkness among the gusty trees.” b) “The moon was a ghostly galleon tossed upon cloudy seas.” c) “The road was a ribbon of moonlight over the purple moor.” d) “When the road was a gypsy’s ribbon, looping the purple moor.” In the poem, “_____”, by _____, the poet makes a metaphor by calling _____ a _____. This implies several things about _____ (Topic Sentence). One thing it implies is that _____ is like _____ because _____ (Detail #1). This metaphor also shows _____is _____ just as _____ is _____ (Detail #2). Finally, comparing the _____ to _____ makes the reader think about _____ (Detail #3). The metaphor makes an important statement to the reader about _____ in this poem (Conclusion). Sample #2: (Literary Devices: Simile and Imagery) Use these starters for simile and imagery. (Describe the picture or image left in the reader’s mind) a) “Dumb as a dog he listened, and he heard the robber say…” b) “His face burnt like a brand…” c) “Her face was like a light!” d) “Back, he spurred like a madman, shouting a curse to the sky…” e) “When they shot him down on the highway, down like a dog on the highway.” In the poem, “_____”, the poet _____ uses a powerful simile to create an image in the reader’s mind (Topic Sentence). In the sentence (or comparison) _____, the author compares two things that are not alike, _____ and______ (Detail #1-simile). In describing _____ (the first item in the comparison), the words _____and _____ are used to make you think about _____ (the second item in the comparison). (Detail #2-simile) In describing __________ (the second item in the comparison), the author uses the words _____ and _____. This makes you think about _____ (Detail #3-simile). The poet paints a visual picture or image in the reader’s mind of _____ (Detail #4-imagery). This picture creates a real sense or image of _____ (Detail #5imagery), and makes the story more visually appealing. By using the literary devices of simile and imagery, the writer makes a comparison that helps the reader get closer to the story events and characters (Conclusion). MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 20 Sample #3: (Sound Effects: Rhythm, Rhyme, Repetition, Onomatopoeia, Alliteration) Use these sound effects as starters: a) Onomatopoeia “Over the cobbles he clattered and clashed in the dark inn yard.” “And dark in the dark old inn a stable wicket creaked where Tim the ostler listened.” “Tlot-tlot; tlot-tlot! …The horses hoofs ringing clear…” b) Alliteration “Over the cobbles he clatters and clangs…” “The moon was a ghostly galleon…” “The shot him down on the highway, down like a dog on the highway.” “When the road is a ribbon of moon light…” “They stretched and strained in the darkness…” “the road lay bare in the moonlight, blank and bare in the moonlight…” c) Repetition “Look for me by moonlight, watch for me by moonlight, I’ll come to thee by moonlight, though hell should bar the way.” “A highwayman comes riding – riding – riding – A highwayman comes riding, up to the old inn door.” d) Rhythm Pattern of rhythm: Noyes stresses three syllables per line, with unstressed syllables in between “For the road lay bare in the moonlight; Blank and bare in the moonlight; And the blood of her veins, in the moonlight, Throbbed to her love’s refrain”. e) Rhyme Examples of end rhyme: “trees/seas,” “moor/door,” “barred/yard,” “day/way” “noon/moon,” “rest/breast,” “there/hair” In the poem, “_____” the poet _____ uses _____ (rhythm, rhyme, repetition, alliteration, onomatopoeia) to enhance the mood of his story (Topic Sentence). One example is _____. The use of _____ (rhythm, rhyme, repetition, alliteration, onomatopoeia) creates a _____ (creates an interesting sound effect for, mimics the sound of, makes the reader think of, emphasizes, etc.) _____. (Detail #1) Another example of _____ is _____. This example illustrates _____ (creates an interesting sound effect for, mimics the sound of, makes the reader think of, emphasizes, etc.) (Detail #2) A third example of _____ is _____. This example illustrates _____ (creates an interesting sound effect for, mimics the sound of, makes the reader think of, emphasizes, etc.) (Detail #3) The poet’s skillful use of the literary device _____ in the poem is (creates) _____ (Conclusion). MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 21 Opinion/Proof Objective: Organize ideas/information to find supporting evidence for an opinion. (pre-writing) Procedure: Introduce the concept by having students read a selection from which opinions can be formed. Draw a “T” chart on the board. On the left side of the “T”, write OPINION and on the right, PROOF. Under OPINION, write the students’ opinion(s) of the selection. For each opinion, students must find factual statements from the text that support the opinion. Example: OPINION: Napoleon was a great leader. PROOF: He ended the revolution. He drew up a new constitution. He made taxation fair. He chose government workers for their ability. Option: Opinion/Proof may be used for several written activities described in this document, including Story Grammars, RAFT, and Spool Writing. It can also be used by students as a format for note taking from books, videos, and lectures. Option: Teams can write their opinions and support with proof. (think/pair/share activity). The Highwayman: Opinion/Proof Activity: Opinion/Proof may be used for several written activities described in this document, including Story Grammars, RAFT, and Spool Writing. Students can also use it as a format for note taking from books, videos, and lectures. Allow teams to write their own opinion to support with proof if they are at a proficient level. This can be used as a think/pair/share activity. Use the following as a starter for less proficient students: Opinion The innkeeper’s daughter loved the highwayman. Proof She opened her shutters when he tapped on the shutters of her window. She tied a dark red love knot in her hair. He called her “my bonny sweetheart” She let down her perfumed hair for him. She watched the road, waiting for him to come back. She killed herself to save him. 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. MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 22 LITERARY ELEMENTS: SAMPLE FORMAT FOR SETTING In the chapter/passage/story/piece/poem _____, by _____, the setting of the story is one of the most important elements. The story is set _____ (time) and _____ (place). Three reasons that come to mind are _____, _____ and _____ (state 3 reasons briefly: help us understand a character, set a mood, provide background for the plot, events, etc). First, the setting is important because _____ (Topic sentence - Reason #1). One example is _____ (detail #1). Another point to make is _____ (detail #2). Another point is_____ (detail #3). Second, the time and location of the story provide the reader with important information about _____ (Topic sentence – Reason #2). This is key to understanding _____ and _____ (details #2 and #3). The author gives many details about _____ (detail #3), like _____ that make the story interesting and enjoyable. Finally, because of the setting, the reader is able to understand better _____ (Topic sentence – Reason #3). One example is _____ (detail #1). Also, _____ (detail #2). Furthermore, without detailed information on _____ (detail #3), the story would not _____. In conclusion, the setting of the story in _____ during _____ (restate elements of setting) provides the reader with ______ and _____ (restate reasons #1 and #2). Another key reason is _____ (briefly restate reason #3). I appreciate the details of the setting in this reading because _____. LITERARY ELEMENTS: SAMPLE FORMAT FOR CHARACTERS In the chapter/passage/story/piece/poem _____, by _____, the character _____ is one of the most important elements. Three important aspects of the character to look at are his/her qualities (seen in his/her words and thoughts), his/her actions, and his/her goals and motivation. First, (the character) _____’s basic qualities are evident in his/her thoughts and actions (Topic sentence - Aspect #1). One example is _____ (detail #1). Another point to make is _____ (detail #2). Another point is_____ (detail #3). These qualities make this character important because _____. Second, (the character) _____’s actions reveal information important to the story (Topic sentence – Aspect #2). When he/she _____ (detail #1), we see that _____. Another important action taken by the character is _____ (detail #2). This is key to understanding _____. Finally, the character did _____ (detail #3). These actions help the reader to analyze (figure out, understand, appreciate) _____. Finally, the goals and motivation of the character _____ are important in understanding him/her (Topic sentence – Aspect #3). One goal (motivation) of the character is _____. This is understood when _____ (detail #1). Another possible motivation (goal) may be _____. This is because _____ (detail #2). Finally, I think the character _____ (goal, motivation – detail #3). In conclusion, _____ (name the character) is a very important element of the story for several reasons. This includes his/her qualities of _____. Also, his/her actions taken to _____ and _____ are necessary to the plot of the story. Finally, his/her motivation (goals) of _____ and _____ are important in the story (restate elements of character’s qualities, actions, goals, /motivation. The author develops this character in an interesting and thoughtful way. This makes the story interesting and fun. MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 23 LITERARY ELEMENTS: SAMPLE FORMAT FOR THEME In the chapter/passage/story/piece/poem _____, by _____, the author makes everything work together to send the reader a message. The theme or message of the reading is _____. Three main elements of the story help to create this theme. They are _____, _____ and _____ (briefly state key points: plot, characters, setting, or personal/emotional connections). First, the _____ (Key point #1 - plot, characters, setting, or personal/emotional connections) help to send the author’s message. This is evident because _____ (detail #1). Another element of _____ (point chosen) that supports the theme of the reading is _____ (detail #2). A third thing is _____ (detail #3). Second, _____ (Key point #2 - plot, characters, setting, or personal/emotional connections) works toward the author’s message. This is because _____ (detail #1). Also, the _____ ties into the theme. An additional factor is _____ (detail #3). The _____ (Key point #3 - plot, characters, setting, or personal/emotional connections) work together with everything in the story to support the author’s message. Examples of this are _____ and _____ (details #1 and #2). Furthermore, _____ (detail #3). The author’s theme or message is clear. It is _____ (restate theme here). The elements of _____, _____ and _____ (restate key points here) work together in the end to make the reader understand that message. LITERARY ELEMENTS: SAMPLE FORMAT FOR PLOT In summarizing the story/chapter/passage/poem _____, by _____, it is important to identify each element of the plot (Topic sentence /introduction). These elements consist of the exposition or beginning, conflicts, rising action, the climax and the resolution. All of these elements make up a compelling and interesting reading. First, at the beginning of the selection, the author introduces the setting and main characters (Topic sentence). The setting is _____. (Explain) _____ (detail #1) The main characters include _____ and _____. (Elaborate here - _____ detail #2). Later in the plot, other characters are introduced, including _____, _____ and _____. (Describe them briefly here – detail #3) _____ As the plot progresses, a series of events reveal the conflicts (internal/external) in the story (Topic sentence). First, _____ (detail #1) Then, _____ (detail #2) After that, _____ and _____ (detail #3) (Describe main conflicts in the story here.) The rising action and the climax of the story occur when _____ (Topic sentence). Some details include _____, _____ and _____ (details #1, #2, and #3). At the end of the story, there is some resolution to the conflicts (Topic sentence). The final resolution is _____ (detail #1). This includes _____ (detail #2). An additional outcome of the conflict and events is _____ (detail #3). In summary, the key elements of the plot in this story can be identified (Topic sentence/conclusion). They include _____, _____, _____ and _____ (restate key elements from introduction). These elements are all essential to the author creating an interesting story. LITERARY ELEMENTS: SAMPLE FORMAT FOR PERSONAL & EMOTIONAL MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 24 CONNECTIONS In the chapter/passage/story/piece/poem _____, by _____, I made personal and emotional connections to the story. The author carefully creates details in the characters, events, and setting that really allowed me to connect on a personal level. Several personal and emotional connections to the characters occurred while I read. One example is _____. My own experience is similar because _____. I also connected with_____ because_____. One other connection I made can only be explained by _____. I really understood _____ because _____. My own personal and emotional connections to the setting helped me to understand and appreciate the story/poem. The time/place of the story/poem reminded me of _____ (personal experience or memory). In addition, _____ Finally, I felt that _____ was something I could understand because _____. I also had personal and emotional connections to specific events in the story/poem. One event I can really understand is _____ because _____. Something else that got me thinking is _____. My own experience is _____. At the end of the story/poem, I also connected emotionally/personally _____. This made me feel _____. In conclusion, I appreciated and enjoyed this reading on a personal level. I was able to remember my own experiences as I read, so felt a part of the story/poem. I connected personally with the setting _____. I identified closely with the characters _____. I also was caught up in the events _____ because _____. I really enjoyed this story/poem for these reasons. MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 25 The Highwayman: Spool Writing Activities for Literary Elements: Suggestions for Setting: Use these ideas as starters for developing the setting: a) Historic setting: 1700’s, lonely moors of northern England, highwaymen as popular romantic heroes, stagecoaches, robbing from the rich and giving to the poor b) The poet uses the setting to help the reader experience the story. Noyes uses the senses to remind the reader of the setting throughout the poem. Sight: (Light) Darkness and moonlight, light, sunset, dawn, twinkle, twinkling, jeweled sky; (Color) Black-eyed, red-lipped, yellow gold, dark red love knot, ribbon of moonlight over the purple moor Sound: “Over the cobbles he clattered and clashed in the dark inn yard”. “And dark in the dark old inn a stable wicket creaked where Tim the ostler listened”, “Tlottlot; tlot-tlot! …”The horses' hoofs ringing clear…”” Smell: “…black cascade of perfume, ”“…his hair like moldy hay” Touch: “coat of claret velvet breeches of brown doeskin, her fingers stretched and strained in the darkness, she writhed her hands till her fingers were wet with sweat or blood, the tip of her finger touched it Suggestions for Characters: Use these ideas as starters for Characterization: highwayman, landlord’s daughter , Bess, Tim the ostler Suggestions for Author’s Theme: Use these ideas as starters for author’s theme. a) Retell a story in verse and song to revive an historic tradition of oral storytelling b) Tell a romantic love story c) Tell the story of a hero to the common people Suggestions for Plot: Use these events as starters for plot: a) The highwayman rode to the old inn and found Bess waiting. b) He told her to wait for him by moonlight and he would return with gold. c) Tim heard the highwayman say when he would return. d) Soldiers come to the inn and tie Bess up with a gun at her chest. e) As the highwayman approaches, Bess pulls the trigger to warn him, and she kills herself. f) The highwayman finds out Bess is dead, and he goes to the inn where he is shot and killed. Suggestions for Personal and Emotional Connections: Use these ideas as starters. a) The ending of the story is sad (interesting, eerie, etc.). b) The sound effects make the story vivid. c) The rhythm of the poem is like the thunder of a galloping horse. It makes the reader feel like the highwayman on the back of the horse. d) The poem shows a hero who is breaking the law, but is a sympathetic character. e) The highwayman returned to get his revenge on the redcoats. f) The mood of the poem is suspenseful, dramatic, and adventurous. g) The poem is a sensitive and tragic love story. MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 26 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 making sure students understand their role as a writer (R), their audience (A), the format of their work (F), and the topic of the content (T). Examples: persuade a soldier to spare your life, demand equal pay for equal work, or plead for a halt to coal mining in our valley. • (R): For role (R), of the writer, the writer considers who s/he is (Examples-a soldier, Abraham Lincoln, a slave, a blood cell, or a mathematical operation). • (A): For audience (A), the writer considers to whom s/he is writing (Examples-to a mother, to Congress, to a child.) • (F): Format (F) determines what form the communication will take. (Examples-letter, speech, obituary, conversation, memo, recipe or journal) • (T): The topic (T) consists of a strong verb as well as the focus. Procedure: Introduce RAFT by creating a story collectively using the Language Experience Approach. The second time you assign RAFT, have each group prepare one. Model for students, explaining that all writers must consider their role as a writer, their audience, the format, and the topic These four components are critical in every written assignment. Assist teams to brainstorm ideas about a topic. Work with teams to list possible roles, audiences, formats, and strong verbs that are appropriate for each topic. Once the groups have mastered RAFT, have each student prepare his/her own, but include incentives for the group to help individual members. For example, you might want to give a team a point for each member who receives a grade of B or higher. The Highwayman: RAFT Activity: Students write according to role, audience, format, & topic. R-Your role as a writer is a highwayman in the 1700’s. A-Your audience is a judge and a jury. F-The format of your writing is a speech. T-Your topic is to write to explain why robbing from the rich and giving to the poor is against the law. Explain why you did it as convincingly as possible.” MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 27 FCAT Writing FCAT Writing: Lesson Topic: (Persuasive or Expository Prompt) Distribute the planning sheets and writing folders containing the prompts to the students. Provide students with the writing situation and directions for writing. Remind the students to budget their time: approximately ten minutes on brainstorming and prewriting, twenty-five minutes on drafting, ten minutes on editing. Record the time and give students the command to begin. After 45 minutes, ask the students to stop writing and place their planning sheets inside their folders. The Highwayman: FCAT Writing Activity (Persuasive Prompt): Writing Situation: Everyone has an opinion about people who break the law. People may say that the offense is a just little thing that no one notices. Offenses like shoplifting, destroying property, making prank phone calls, graffiti, etc. are serious offenses because they are against the law, and there are consequences. Directions for Writing: Think about an offense that is against the law. What you would tell someone to convince that person not to commit that offense and not to break the law. Can the offense hurt other people? Why do you think there is a law against this offense? Can small offenses lead to larger offenses? What are some of the consequences to breaking the law? How does it affect the offender? Could it change that person’s life in negative ways? Now write to convince that person not to break the law and to do the right thing. MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 28 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: 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 1: 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 2: 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 3: Have each group rewrite the dialog from memory. Groups are to use one piece of paper and one pencil or pen only. Each member takes a turn writing a line of the dialog. Other team members can offer help but they cannot write it for the individual whose turn it is to write. Collect the paper and grade it. Each member of the team gets the same grade. The Highwayman: Dialog Activity: Highwayman: Redcoat: Highwayman: Redcoat: Highwayman: Redcoat: Highwayman: I steal money and jewels. But you take things that you have not earned. The people I rob are rich and can spare it. What do you do with the money? I buy what I want and give money to the poor. Someday you will be caught. You will never catch me MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 29 Intermediate Presenting Activities Show and Tell Objective: Present orally on a familiar topic and respond to questions on the topic. Procedure: A student brings something to class related to the subject at hand and, within 3 minutes, makes an oral presentation about it. Teams take turns asking the student questions about it. For each question the presenter can answer, his/her team gets a point. For each question he/she cannot answer, the team loses a point. Proficient Presenting Activities Making the News Objective: Present orally to a group on a familiar academic topic in a news format. Procedure: Teams take turns developing a 3-4 four-minute news broadcast about the subject being studied. There may be several related stories. There must be one story (no matter how short) for each member of the group. The reporting group may refer to notes but not to the text. Other teams can refer to their texts, and have the opportunity to each ask two questions of the reporting team. The reporting team members take turns answering questions, but other team members may help them. The questioning group gets two points for each question the reporting group cannot answer. The reporting group gets a point for each question it can answer. Follow the rules for Total Recall when there is a challenge. Examples: Columbus gets the jewels from the Queen of Spain, the long voyage, Hispaniola landing The Highwayman: Making the News Activities: Redcoats Search for Highwayman Landlord’s Daughter Death Saves Highwayman 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. MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 30 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. The Highwayman: Concentration Activity: Matching: stagecoach horse-drawn carriage brandish show off, wave breeches slacks or pants cascade waterfall doeskin very soft leather from a deer groom person who cleans and brushes horses musket gun that uses gunpowder and an iron ball redcoat British soldier passenger traveler MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 31 Intermediate Vocabulary Activities Jeopardy Objective: Use clues to identify vocabulary words, characters’ names, places, etc. in the story. Preparation: Place 3 cards across the top of a pocket chart, the first with the letter A printed on it, the second with B, and the third with C. Down the left side of the chart (one per line), place three cards with the numbers 2, 3, and 4 respectively. Place three easier vocabulary items (not visible to the class) next to the number 1 card, and below each of the letter cards, place 3 more difficult words on line 2 in the same manner, place three of the most difficult words on line three. Procedure: Choose one team to go first. A member of that team picks the word s/he wants to guess (“2-C” for example). Give the student a definition of clue for the word (This animal barks.) The student, with the help of his team, responds with the word presented in question format (What is a dog?). If the answer is correct, that team gets 2, 3, or 4 points, depending on the word’s level of difficulty. If the answer is incorrect, the next team tries for the same word but for one point less than the previous team. For example, if the first team guessed incorrectly for a word worth 3 points, the next team to try would get 2 points if it answered correctly. If it too guessed incorrectly, the next team would get one point if it answered correctly. If no team can answer correctly before the points are reduced to zero, then all teams lose 1 point. The Highwayman: Jeopardy Activity: Question Answer a) Who wrote “The Highwayman” a) Where did poem take place a) Who was the legend about b) Who did he love b) What he did for a living b) When the highwayman died c) Who came looking for the highwayman c) How Bess died c) What Bess tied in her hair Alfred Noyes moors of Northern England the highwayman the innkeeper’s daughter he robbed stagecoaches after Bess died redcoats shot herself to warn her lover red love knot 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. MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 32 Wrong Word Objective: Identify, analyze, and correct errors in vocabulary usage. Procedure: Teams find the word that is “wrong” and correct it. Teams get a point for each correction. Read a sentence with a wrong word in it. Examples: The contribution tells us how the government will operate. (should be Constitution) Many people have moved to Florida for the arctic climate. (should be tropical) When teams get good at this activity, embed an incorrect sentence among other correct sentences. Teams can make sentences with incorrect words for other teams to correct. The Highwayman: Wrong Word Activity: a) Another name for a British soldier was a read coat. (redcoat) b) Doeskin is very soft leather from a dear. (deer) c) The sitting for the poem is an English moor. (setting) d) The setting for the poem is an English more. (moor) e) The highwayman robed stagecoaches. (robbed) MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 33 Beginning Grammar Activities Teacher-Student Grammar Notes are provided as a teaching resource or student study notes. ADVERB CLAUSES TO SHOW TIME Adverb clauses can be used to show time relationships. Adverb clauses cannot stand alone as a sentence. They are always connected or added to a sentence, either at the beginning or at the end of the sentence. Time relationships are important because they add meaning to the sentence. Here is a list of words that introduce a time clause and signal time relationships. when while (as) so long as before since after by the time whenever (every time) until (till) as soon as (once) as long as the last (next, first, 2nd, 3rd, etc.) time Punctuation: When the adverb clause is used at the beginning of a sentence, separate it from the rest of the sentence with a comma. When it comes at the end of a sentence, no comma is used. When I was in Miami, I went to the zoo. While we were riding the bus, we talked. As the rain was falling, I heard the train. After I do my homework, I’ll read a good book. Before she arrives, make some tea. I haven’t seen my uncle since we left our country. We talked on the phone until we finished our homework. By the time the dinner was ready, we had finished our salad. My family has a party whenever there is a birthday. Every time I get a good grade, I’m very proud. The next time you have a question, I hope you ask me. The third time I drove a car, I started to relax. As soon as we arrived, we had something to eat. Once we arrived, we had lunch. I’ll like this class as long as we work together. 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. MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 34 Modified Single Slot Substitution Drill Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar sentence in a single slot. Procedure: The teacher writes a sentence on the board and underlines one word. Teams take turns replacing the underlined word with a new word. When students can no longer think of substitutes, the teacher underlines a different word, and the activity continues. Example: The soldiers who surrendered were killed. Possible substitutions for killed: butchered, kissed, hugged, spared The soldiers who surrendered were butchered. Possible substitutions for surrendered: spared, killed, ran, slept The soldiers who surrendered were spared. Possible substitutions for soldiers: people, police, robbers, children Notes: • Sometimes, changing one word necessitates changing another word as well. The queen was dancing when the soldiers arrived. (Substitute king and queen) The king and queen were dancing when the soldiers arrived. • It is not necessary for the sentences to be historically correct, sensible, or even possible. It is important for the correct part of speech to be used. The Highwayman: Modified Single Slot Substitution: (a) The story (b) is about (c) a highwayman Possibilities: (a) the poem, the legend, the tale, the narrative poem (b) was written about, told about, describes, shows (c) a robber, a horseman, a hero of the poor, a thief MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 35 Intermediate Grammar Activities Sentence Builders Objective: Expand sentences by adding new words in the appropriate order in a sentence. Procedure: The teacher says a sentence, and, after a pause, an additional word or words. Teams must make a new sentence that adds the new word(s) in the correct place in the teacher's original sentence. Give a point for each correct answer. Example: Teacher: Fish is a food. (healthy) Team Response: Fish is a healthy food. Teacher: Fish is a healthy food. (fresh) Team Response: Fresh fish is a healthy food. The Highwayman: Sentence Builders: a) The highwayman robbed. (passengers) The highwayman robbed passengers. (on stagecoaches) The highwayman robbed passengers on stagecoaches. (as they crossed the moors) The highwayman robbed passengers on stagecoaches as they crossed the moors. (in England) The highwayman robbed passengers on stagecoaches as they crossed the moors in England. (northern) The highwayman robbed passengers on stagecoaches as they crossed the moors in northern England. Continue with the following: b) He went to the inn. (one night) (dark) (and cloudy) (to see Bess) c) He tapped on the shutters. (of the inn) (country )(with his whip) (softly) d) He bid her goodbye. (and kissed her) (because he was riding off) (in the moonlight) (to rob stagecoaches) e) The redcoats came to the inn. (the next night) (and bound Bess to her bed) (with a musket at her breast) (and watched for the highwayman) Multiple Slot Substitution Drills Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar sentence in a multiple slots. Procedure: This drill is often taught together with or right after the single slot substitution drill. Its organization is similar to single slot substitution, but more that one part of the sentence changes. Give a point for each correct answer. Example: Columbus sailed in 1492. (Pizarro) Pizarro sailed in 1492. (1524) Pizarro sailed in 1524. (arrived) Pizarro arrived 1n 1524. The Highwayman: Multiple Slot Substitution Activities: (a) The landlord’s (b) black-eyed daughter (c) loved (d) the highwayman Possibilities: the innkeeper’s, gave her life to save, red-lipped daughter, black-haired, adored, waited for, the owner’s, the robber, the folk hero, the father’s, the main character, bonny daughter MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 36 Flesh it Out Objective: Use key words in the appropriate order in a grammatically correct sentence. Procedure: The teacher gives the key words of a sentence and teams puts them into a grammatically correct sentence. Give points for correct answers in the oral format. Give grades in the written format. Key words: he/sail/america/1492. Answer: He sailed to America in 1492. Key words: he/sail/america/? (past)(yes/no) Answer: Did he sail to America? The Highwayman: Flesh it Out Activities: a) The Highwayman/written/Alfred Noyes/based/legend/England b) Highwayman/came/inn/night/tapped/shutters/innkeeper’s daughter c) Highwayman/robbed/stagecoaches/gold/jewels/money d) Innkeeper’s daughter/loved/highwayman/promised/watch/moonlight e) Redcoats/inn/bound/Bess/musket/waited/highwayman 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. The Highwayman: Transformation Exercises: Students respond by combining two sentences into one sentence, using the word(s) in parentheses. Follow the model. Example: First, the highwayman rode up to the inn. Then, he saw the innkeeper’s daughter.(After) After the highwayman rode up to the inn, he saw the innkeeper’s daughter. a) b) c) d) e) f) Bess had not seen the highwayman. She saw him the previous night. (Since) The inn was full. The door was locked and barred. (When) Bess saw her lover. He was on his horse in front of the window. (The last time) The soldiers would arrest highwaymen. They had the chance. (Whenever) The wind blew on a cold winter night. People heard the highwayman. (Every time) He heard the musket. The highwayman turned and rode off. (As soon as) MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 37 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. Unit 4: Lesson 2: Who, What, When, Where, How, Why Activities: a) The highwayman came riding on a horse one night up to the inn to see the innkeeper’s daughter. (who, how, what, when, why) b) He tapped on the shutters softly so she would open them. (who, what, how, why) c) The highwayman stole from the passengers on stagecoaches in northern England in the 1700s. (who, what, where, when) d) The redcoats came to the inn one night looking for the highwayman because they were going to arrest him. (who, where, when, why) e) When the highwayman came up the road, Bess pulled the trigger on the musket to kill herself because she wanted to warn the highwayman. (when, what, what, why) Look it Up Objective: Identify specific grammatical structures and change them according to the situation. Procedure: Teams look up sentences in their text that have a specific grammatical structure. As an oral practice, teams get a point for a correct answer. As a written exercise, it can be graded. Version One: Discuss the grammar point with the students then have them find example sentences in their texts. You might want to limit the pages they are to search. Version Two: Write sample sentences on the board in a tense not usually used in the text. Ask students to find similar sentences in the text and to determine the difference between the text sentences and the sentences on the board. In history books, for example, most sentences are in the past tense, so the sentences you write on the board would be in the present tense. During a discussion of the difference between the text sentences and your sentences, you would help the class discover why the text uses past tense sentences so often. Version Three - Students locate sentences in the text with a specific grammatical structure and then restate or rewrite the sentence in a new form specified by you. Example: change statements into questions, affirmative to negative, past to present, or passive voice to active. The Highwayman: Look it Up: Teams locate examples of Adverb Clauses to Show Time in the text and in the summary. MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 38 Sentence Stretchers Objective: Expand grammatically correct sentences by adding new words in appropriate order Procedure: One team begins by making a sentence orally that contains the language or content focus of the lesson. (Make the starter sentence as short as possible.) For example, in a lesson focusing on weather and on adjectives, the first team might say, The cloud is floating. The first team gets a point. Other teams take turns expanding the sentence, getting a point each time something is added successfully or until teams run out of expansions. The white cloud is floating. The fluffy white cloud is floating in the sky. The fluffy white cloud that looks like a boat is floating in the sky. Etc. The Highwayman: Sentence Stretcher: Begin with the sentence: He clatters. He clatters. He clatters and clangs. He clatters and clangs over the cobbles. He clatters and clangs over the cobbles in the yard. He clatters and clangs over the cobbles in the inn yard. He clatters and clangs over the cobbles in the dark inn yard. He clatters and clangs over the cobbles in the dark inn yard tapping his whip. He clatters and clangs over the cobbles in the dark inn yard tapping his whip on the shutters. He clatters and clangs over the cobbles in the dark inn yard tapping his whip on the shutters, but all is locked. He clatters and clangs over the cobbles in the dark inn yard tapping his whip on the shutters, but all is locked and barred. He clatters and clangs over the cobbles in the dark inn yard tapping his whip on the shutters, but all is locked and barred. Rewrite the Paragraph Objective: Identify specific grammatical structures and change them according to the situation. Procedure: Use a paragraph based on the text, and language focus structures of the lesson. Teams read and discuss necessary changes. Members work together to rewrite a grammatically correct paragraph with the changes. Collect one paper from each team for a grade. (Examples: Change one verb tense to another, nouns to pronouns, adverbs to adjectives, etc.) The Highwayman: Rewrite the Paragraph Activity: Teams rewrite the paragraph in the present tense. This poem is a story about a highwayman who stole from stagecoaches and shared the money with the poor. One night the highwayman rode his horse to the inn to see the landlord’s daughter Bess who loved him. The highwayman promised to return by moonlight with yellow gold. Tim the ostler loved Bess and listened to the conversation. The next day, soldiers came looking for the highwayman. The soldiers tied Bess up and put a gun to her breast. When she saw the highwayman coming, she pulled the trigger of the gun to warn him and she killed herself. The highwayman heard the gunshot and rode away. When he found out that Bess was dead, he rode back and was killed by like a dog on the highway. People say that they can hear the sounds of the highwayman returning to the inn on cold winter nights to meet his sweetheart. MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 39 Name ____________________________ Date __________ The Highwayman: Exercise 1 Fill in the blanks with the correct word. rode sweetheart ostler inn winter stagecoaches trigger landlord’s breast poor highwayman soldiers found out moonlight dog This poem is a story about a __________ who stole from __________ and shared the money with the __________. One night the highwayman rode his horse to the __________ to see the __________ daughter Bess who loved him. The highwayman promised to return by __________ with yellow gold. Tim the __________ loved Bess and listened to the conversation. The next day, __________ came looking for the highwayman. The soldiers tied Bess up and put a gun to her __________. When she saw the highwayman coming, she pulled the __________ of the gun to warn him and she killed herself. The highwayman heard the gunshot and __________ away. When he __________ that Bess was dead, he rode back and was killed by like a __________ on the highway. People say that they can hear the sounds of the highwayman returning to the inn on cold __________ nights to meet his __________. MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 40 Name _____________________________________ Date _____________ The Highwayman: Exercise 2 Read each sentence and decide if it is true or false. If it is true, write the word “true” on the line. If the sentence is false, rewrite the sentence to make it a true. 1. The poem retells the English legend about a highwayman in the 1700’s. ______________________________________________________________________ 2. Edgar Allen Poe wrote this poem. ______________________________________________________________________ 3. The story takes place on the desert in northern England. ______________________________________________________________________ 4. The highwayman was in love with the innkeeper’s wife. ______________________________________________________________________ 5. The highwayman came to the inn one night and tapped on the shutters. ______________________________________________________________________ 6. The innkeeper’s daughter opened the shutters for him. ______________________________________________________________________ 7. He rode off in the daylight to rob stagecoach passengers. ______________________________________________________________________ 8. The French soldiers came to the inn looking for him. ______________________________________________________________________ 9. They tied Bess to her bed with a musket at her chest. ______________________________________________________________________ 10. When the highwayman came to the inn, he wanted to see the redcoats. ______________________________________________________________________ MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 41 Name ____________________________ Date __________ The Highwayman: Exercise 3 (FCAT Practice/Reading Comprehension) The series of events that make up a story are the plot. Use your text and the summary of Alfred Noyes’s “The Highwayman” to complete the plot map below. STORY PLOT Climax (Conflict) Rising Action (Conflict) Exposition (Beginning) Resolution (End) STORY PLOT TITLE: “The Highwayman,” by Alfred Noyes Exposition/Beginning: _______________________________________________________ ______________________________________________________________________ ___ ______________________________________________________________________ ___ ______________________________________________________________________ ___ Conflict: External /Internal: ___________________________________________________ ______________________________________________________________________ ___ ______________________________________________________________________ ___ ______________________________________________________________________ ___ ______________________________________________________________________ ___ Rising Action: _____________________________________________________________ ______________________________________________________________________ ___ ______________________________________________________________________ ___ ______________________________________________________________________ ___ ______________________________________________________________________ MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 42 ___ ______________________________________________________________________ ___ Climax: __________________________________________________________________ ______________________________________________________________________ ___ ______________________________________________________________________ ___ ______________________________________________________________________ ___ ______________________________________________________________________ ___ ______________________________________________________________________ ___ Resolution/End: ___________________________________________________________ ______________________________________________________________________ ___ ______________________________________________________________________ ___ ______________________________________________________________________ ___ MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 43 Name ____________________________ Date __________ The Highwayman: Exercise 4 (FCAT Practice/Reading Comprehension) A characterization is a collection of characteristics or details about a character that shows a complete picture of a character from the beginning of the story to the end. Complete the organizer below for the main character of the poem, “The Highwayman”, by Alfred Noyes. Character’s Name: The Highwayman Words & Thoughts 1. Actions Goals Motivation 2. 3. 4. 5. Complete the chart below to identify one example of each of the elements of suspense in the story. Suspense Mystery (You want an explanation for something unusual) Surprise (Sudden new twist or turn in the story) Dilemma (Hero or heroine chooses between two unpleasant choices) MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 44 Name ____________________________ Date __________ The Highwayman: Exercise 5 Fill in the blanks. The poet tells a __________ about a highwayman in __________ 1700’s in England. Highwaymen __________ to stop stagecoaches to __________ the passengers. Highwaymen were __________ and romantic folk heroes __________ they shared the money __________ the poor people of __________ moors. The poet heard __________ true story when he __________ traveling in England. Part 1 As the poem begins, __________ was a dark winter __________ in the purple countryside __________ the wind was gusting __________ the trees. The moon __________ ghostly white. The road __________ a ribbon of moonlight __________ the highwayman came riding __________ to the door of __________ old inn. The highwayman __________ a French hat, a __________ velvet coat, brown doeskin __________, and lace under his __________. The handles of his __________ and sword were twinkling __________ the moonlight. In the __________ of the inn, there __________ the sound of the __________ hoofs and the highwayman __________ on the shutters of __________ window. After the highwayman __________ a tune to the __________, the landlord’s black-eyed daughter __________ was waiting. She was __________ a dark red love __________ in her long black __________. In the darkness of __________ inn yard, Tim the __________ jealously listened to their __________. Tim the ostler was __________ love with Bess. The __________ asked his sweetheart Bess __________ a kiss, and he __________ to return by the MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 45 __________ with the yellow gold. __________ highwayman untied the love __________ in her hair and __________ the cascade of her __________ dark hair. He tugged __________ rein of the horse, __________ galloped off to the __________. Part 2 The highwayman did not __________ by morning, and he __________ not return by noon. __________ sunset, a redcoat troop __________ King George’s soldiers came __________ up to the inn. __________ they gagged the landlord’s __________ and tied her to __________ foot of her bed, __________ of the soldiers waited __________ her window casement with __________ muskets. They had tied __________ musket under her breast. __________ of her window, Bess __________ see the road where __________ highwayman would arrive. Bess __________ with the knots that __________ her until she found __________ trigger of the musket. __________ could still hear the __________ voice telling her to __________ for him by moonlight. __________ Bess heard the sound __________ her love’s horse on __________ cobblestones, she pulled the __________. Before the soldiers could __________ her love, Bess had __________ him with her death. __________ the highwayman heard the __________ of the musket, he __________ turned to the west. __________ the morning came, he __________ that Bess had watched __________ him in the moonlight __________ she had died. The __________ became a madman, and __________ back to the inn __________ his sword brandished high. __________ soldiers shot him down __________ a dog on the __________. MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 46 When the wind is __________ the trees on cold __________ nights and the moon __________ ghostly white, people say __________ the highwayman still comes __________. He comes riding up __________ ribbon of moonlight on __________ highway to the old __________ door. In the yard __________ the inn, there is __________ sound of the horse’s __________ and the highwayman taps __________ the shutters of the __________. After the highwayman whistles __________ tune to the window, __________ landlord’s black-eyed daughter Bess __________ waiting. She is braiding __________ dark red love knot __________ her long black hair. MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 47 Name ____________________________ Date __________ The Highwayman: Exercise 6 Read each sentence. Underline once the adverb clause that shows a time relationship. Then underline twice the word that signals or introduces the time clause. Example: Before the soldiers could shoot her lover, Bess had warned him with her death. Before the soldiers could shoot her lover, Bess had warned him with her death. 1. After the highwayman whistles a tune to the window, the landlord’s black-eyed daughter Bess appeared. 2. After they gagged the landlord’s daughter and tied her to the foot of her bed, two of the soldiers waited under her window casement with their muskets. 3. When Bess heard the sound of her lover’s horse on the cobblestones, she pulled the trigger. 4. After the highwayman heard the sound of the musket, he quickly turned to the west. 5. When the morning came, he learned that Bess had watched for him in the moonlight and she had died. 6. When the wind is in the trees on cold winter nights and the moon is ghostly white, people say that the highwayman still comes riding. 7. As the poem begins, it was a dark winter night in the purple countryside and the wind was gusting through the trees. 8. Since it was the day of the full moon, the moon looked ghostly white. 9. As soon as she heard the tapping on the window, Bess appeared. 10. After the highwayman turned back, the redcoats shot him down like a dog on the highway. MS Grade 7 Language Arts 2 Through ESOL: The Highway Man Page 48
