MS Grade 7 Language Arts 2 Through ESOL · eyebrow ceja sousi sobrancelha guardian of peace...

MS Grade 7 Language Arts 2 Through ESOL: After Twenty Years

MS Grade 7 Language Arts 2 Through ESOL

The Short Story: “After Twenty Years” by O. Henry FCAT Reading & Writing Focus: Recognizing Sequence FCAT Support Skills: Irony, Foreshadowing, Characterization Language Focus: Reported Speech/Tense Sequence Text: Prentice Hall Literature: Bronze Level

English Spanish Haitian Creole Portuguese appointment cita randevou encontro marcado arrest arrestar, arresto arestasyon detenção avenue avenida avni avenida chilly frío frèt fria chums amigos bon zanmi bons amigos conditions condiciones kondisyon yo condições correspond mantener correspondencia an korespondans corresponder diamond diamante dyaman diamante distance distancia distans distância do the job hacer el trabajo fè travay la fazer o trabalho doorway portal devan pòt porta de entrada electric eléctrica elektrik elétrico eyebrow ceja sousi sobrancelha guardian of peace guardián de la paz gadyen lapè guardião da paz habitual hábito, costumbre kòm dabitid costumeiro handsome precioso, hermoso bèl bonito hardware ferretería materyèl ferragens headed dirigió te ale nan zòn seguido impressive impresionante enpresyonan notável jaw mandíbula machwè mandíbula match fósforo alimèt fósforo on the beat ronda de rutina, de

guardián de sèvis fazendo a ronda

overcoat sobretodo padesi sobretudo pale pálido pal pálido patrol officer patrullero ofisye patwouy oficial de patrulha pile of money montón de dinero pakèt lajan bastante dinheiro pin alfiler tache, epengle alfinete plainclothes vestido de civil ansivil à paisana policeman policía polisye policial rainy lluvioso lapli chuvoso recognize reconoce rekonèt reconhecer scar cicatriz sikatris cicatriz scarf bufanda foula cachecol silky suave, sedoso fentè, rize amável strike/struck golpear-rallar/ralló limen riscar/riscou trembling tembloroso k ap tranble trêmulas watchful eye vigilar siveye de alerta windy con mucho viento van com ventania


English Summary

“After Twenty Years” by O. Henry

The impressive police officer on the beat walked up the avenue in New York City. It was about ten o’clock on a chilly, windy, and rainy night. The police officer’s walk was habitual and he was a fine picture of a guardian of peace. The police officer checked doors, kept a watchful eye on the people, and closed stores.

About halfway down the block, the police officer slowed down and walked up to a man with a cigar standing in the doorway of a closed hardware store. The man with the cigar said that he was just waiting for a friend. The man said that he had made the appointment twenty years ago. There used to be a restaurant called “Big Joe Brady‘s” where the hardware store stood today. The man in the doorway struck a match and lit a cigar. The light from the match showed a man with a scar on his right eyebrow, a square jaw, and a pale face. The man wore a scarf pin with a large oddly set diamond.

The man in the doorway said that he was there to meet an old friend named Jimmy Wells. The two were chums in their youth. The man explained that one night they had agreed to meet on same spot exactly twenty years from that date at ten o’clock, no matter what the conditions and distance. The man had headed west to work out his destiny and make his fortune. Jimmy had stayed in New York and thought that it was the only place on earth.

The police officer said that it sounded pretty interesting. He asked if the man in the doorway had heard from his friend since then. The waiting man said that they had corresponded for a year or two, but had lost track of each other. He said that Jimmy was the finest chap in the world, and would never forget.

The man in the doorway had traveled a thousand miles to be there. He pulled out a handsome watch set with small diamonds. It was exactly three minutes to ten. The police officer asked if the man had done pretty well out west. The man said that he had made a pile of money. The police officer said, “Good Night”, and the man decided to wait at least a half an hour for Jimmy.

After about twenty minutes, a tall man in a long overcoat arrived and greeted the man in the darkened doorway, calling him “Bob”. As they walked down the street under the electric lights, Bob said, “You’re not Jimmy Wells!” The tall man said that Bob had been under arrest for ten minutes. The police in Chicago wanted to talk to “Silky Bob”. Under the lights, the tall man handed Bob a note, and he said that the note was from Patrolman Wells. Bob read the note with trembling hands. The note said that Patrolman Jimmy Wells had kept his appointment to meet Bob at ten o’clock. In the light of the match, Wells had recognized the face of a man wanted by police in Chicago. The patrol officer said he could not make the arrest himself, so he got a plainclothes man to do the job.


Spanish Summary

“Veinte años después” de O. Henry Era una noche fría, con viento y lluviosa cerca de las diez y un imponente oficial de policía marchaba con su paso habitual haciendo su ronda por una avenida de la ciudad de Nueva York. Era la viva imagen de un guardián de la paz. Iba revisando las puertas y las tiendas que ya estaban cerradas y vigilando a la gente. Había avanzado aproximadamente media cuadra, cuando aminoró el paso y se dirigió hacia un hombre que se encontraba parado, sosteniendo un puro en la mano, en el portal de una ferretería cerrada. El hombre dijo que estaba esperando por un amigo, que hacia veinte años habían hecho una cita y que en el lugar donde ahora estaba la ferretería, había existido un restaurante llamado Big Joe Brady. Después, encendió el puro y la luz proveniente del fósforo develó el pálido rostro de un hombre con una cicatriz en la ceja derecha y una mandíbula cuadrada. Llevaba puesta una bufanda con un alfiler que tenía engastado un diamante grande y extraño. Además, le dijo que una noche se habían puesto de acuerdo para reunirse, exactamente al cabo de veinte años, en el mismo lugar a las diez de la noche sin tener en cuenta las condiciones ni la distancia. Él se había marchado hacia el oeste para labrar su propio destino y hacer fortuna. Jimmy se había quedado en Nueva York, pensando que este era el único lugar que existía sobre la tierra. El policía le dijo que su historia parecía muy interesante y le preguntó si había sabido de su amigo durante todos esos años, a lo que el hombre le respondió que habían mantenido correspondencia durante un año o dos pero que posteriormente perdieron toda relación el uno con el otro. Le dijo, además, que Jimmy era el tipo más buena gente del mundo y que nunca se olvidaría de la cita. El hombre del portal había viajado miles de millas para llegar hasta allí. Sacó un precioso reloj que tenía incrustados pequeños diamantes y vio que faltaban exactamente tres minutos para las diez. El policía le preguntó que si le había ido muy bien por el oeste y le respondió que había hecho montañas de dinero. El policía le dijo “buenas noches” y el hombre decidió esperar por lo menos otra media hora por Jimmy. Alrededor de veinte minutos después, llegó un hombre alto con un largo sobretodo y saludo al que estaba en el oscuro portal, llamándolo “Bob”. Ambos echaron a andar pero cuando iban caminando bajo el alumbrado eléctrico de la calle, Bob dijo, ¡Tú no eres Jimmy Wells! El hombre alto le dijo a Bob que se considerara arrestado durante los diez últimos minutos y que la policía de Chicago quería hablar con “Bob, el suave”. Bajo las luces, el hombre alto le entregó a Bob una nota, explicándole que la enviaba el guardia Jimmy Wells. Bob leyó la nota con manos temblorosas. Ésta decía que el guardia Jimmy Wells había concurrido a su cita para encontrarse con Bob a las diez en punto y que con la iluminación de la llama del fósforo había reconocido el rostro del hombre que estaba siendo buscado por la policía de Chicago. Explicaba que no había podido hacer el arresto por sí mismo, por lo que buscó a un policía vestido de civil para que hiciera el trabajo —el hombre alto del largo sobretodo.


Haitian Creole Summary

“Ven ane aprè”, daprè O. Henry

Ofisye polis enpresyonan ki te desèvis la t ap mache sou avni nan vil New York. Li te

anviwon dizè diswa kote tan an te fè frèt ak van ak lapli. Polis la t ap fè patwouy kòm dabitid, epi misye te vrèman pwojte bèl imaj yon gadyen lapè. Polis la te konn tyeke pòt yo, siveye moun ak fèmen magazen yo.

Lè li prèske rive nan mwatye wout sou katye a, ofisye polis la te ralanti pou mache ale sou yon nonm ki te kanpe ap fimen yon siga devan pòt yon kenkayri ki te fèmen. Nèg ak siga a te di li t ap sèlman tann yon zanmi. Nèg la te di sa fè ven tan depi li te kase randevou sa a. Te konn gen yon restoran ki te rele “Big Joe Brady’s” kote magazen kenkayri a a ye kounye a. Nèg ki te kanpe devan pòt magazen an te pase yon alimèt pou limen siga a. Reflè limyè alimèt la te fè wè nèg la gen yon mak sikatris sou sousi dwat li, yon machwè kare ak yon figi pal. Nèg la te gen yon foula ki te tache ak yon gwo bijou dyaman byen dwòl.

Nèg ki te kanpe devan pòt la te di li te vin pou rankontre yon ansyen zanmi li ki rele

Jimmy Wells. Yo de a te bon zanmi lè yo te jèn. Nèg la te esplike sa gen ven tan pase depi yo te deside yon swa pou yo te rankontre menm kote a egzakteman a di zè diswa, kèlkeswa kondisyon yo ak distans la. Nèg la te ale nan zòn lwès pou deside sou desten li ak fè fòtin li. Jimmy li menm te rete viv New York kote li te panse se sèl kote ki te genyen pou moun viv sou tè.

Ofisye polis la te di se yon bagay ki te enteresan. Li te mande nèg ki te kanpe devan pòt la si li te pran nouvèl zanmi li an depi apre lè sa a. Nèg ki t ap tann nan te di yo te an korespondans pandan youn oswa de zan, men apre sa yo te vin pèdi kontak youn ak lòt. Li te di Jimmy se pi bon gason li te konnen ki te egziste li pa p janm bliye.

Nèg ki te kanpe devan pòt la te vwayaje plizyè milye kilomèt pou rive la. Li te rale yon bèl mont ki te dekore ak ti dyaman. Li te fè egzakteman dizè mwens twa minit. Ofisye polis la te mande nèg la si li te byen degaje li pandan li te nan lwès la. Nèg la te di li te fè yon pakèt lajan. Ofisye polis la te di misye, “Bòn nuit”, epi nèg la te deside pou kontinye rete tann Jimmy toujou pandan omwen demi èdtan.

Apre prèske 20 minit, te gen yon nèg bèl otè abiye ak yon padesi byen long ki te vini salye nèg ki t ap tann devan pòt la nan fènwa a k ap rele li “Bob”. Pandan yo t ap mache desann pase anba yon poto limyè elektrik, Bob te di, “Ou pa Jimmy Wells!” Nèg bèl otè a te di sa gen di minit depi Bob te sou arestasyon. Polis nan Chicago t ap chèche “Silky Bob”.

Anba limyè a, nèg bèl otè a te lonje yon biyè bay Bob epi li te di se sekirite Wells ki te voye li. Bob te pran li biyè a pandan men li t ap tranble. Biyè a te di sekirite Jimmy Wells te toujou kenbe randevou pou rankontre Bob a dizè. Nan reflè limyè alimèt la, Wells te rekonèt figi yon nèg lapolis nan Chicago t ap chèche. Ofisye ki t ap fè patwouj la te di piske li pa t kapab fè arestasyon an li menm, li te voye yon nèg ansivil pou fè travay la.


Portuguese Summary

“Vinte Anos Depois” de O. Henry

Um notável oficial de polícia caminhava por uma avenida em Nova York fazendo sua

ronda. Eram cerca de dez horas, numa noite de ventania, fria e chuvosa. O percurso do policial era costumeiro e ele era a figura perfeita de um guardião da paz. O policial averiguava as portas e ficava de alerta quanto às pessoas e às lojas fechadas.

Na metade do caminho, ao percorrer o quarteirão, o policial diminuiu o passo e dirigiu-se a um homem que segurava um charuto; ele estava de pé na entrada de uma loja de ferragens, a qual se encontrava fechada. O homem com o charuto disse que estava apenas esperando por um amigo. O homem disse que este encontro havia sido marcado há vinte anos atrás. Havia um restaurante de nome “Big Joe Brady’s” no lugar da atual loja de ferragens. O homem riscou um fósforo e acendeu o charuto, na porta da loja. A claridade do fósforo revelou um homem com uma cicatriz na sobrancelha direita, uma mandíbula angulosa e um rosto pálido. O homem usava um alfinete de gravata com um diamante grotesco e grande.

O homem parado na porta disse que estava ali para se encontrar com um velho amigo chamado Jimmy Wells. Os dois eram bons amigos na juventude. O homem explicou que uma noite eles combinaram de se encontrar no mesmo local, vinte anos depois, naquela data, às dez horas, não importando as condições e a distância. O homem havia seguido para o oeste para cumprir seu destino e fazer fortuna. Jimmy havia permanecido em Nova York e achava que este era o único lugar do mundo.

O policial disse que aquilo parecia muito interessante. Ele perguntou ao homem parado na porta se ele havia tido notícias de seu amigo desde aquela data. O homem à espera disse que eles haviam se correspondido durante um ano ou dois, mas perderam contato e que este amigo era o cara mais bacana do mundo e que ele jamais o esqueceria.

O homem parado na porta havia viajado cerca de mil milhas para chegar lá. Ele tirou um relógio bonito com pequenos diamantes. Faltavam exatamente três minutos para as dez. O policial perguntou-lhe se ele havia se dado bem no Oeste. O homem disse que ganhara bastante dinheiro. O policial disse “boa noite” e o homem decidiu esperar por Jimmy por pelo menos meia hora.

Cerca de vinte minutos mais tarde, um homem alto usando um sobretudo longo chegou e cumprimentou o homem na entrada escura, chamando-lhe “Bob”. Enquanto eles andavam pela rua sob as luzes elétricas, Bob disse: “Você não é Jimmy Wells!” O homem alto disse que Bob estava detido, já há dez minutos. A polícia de Chicago queria falar com o “Amável Bob”. Sob as luzes, o homem alto entregou um bilhete a Bob e disse que o bilhete era do Patrulheiro Wells. Bob leu o bilhete com as mãos trêmulas. O bilhete dizia que o Patrulheiro Jimmy Wells havia comparecido ao encontro com Bob às dez horas. Na claridade do fósforo, Wells reconheceu o rosto de um homem procurado pela polícia de Chicago. O oficial de patrulha disse que não conseguira efetuar a prisão, ele próprio e então pediu a um policial à paisana para fazer o trabalho.


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 3: Lesson 3: Minimal Pairs Activity: scar/scarf beat/beep pile/bile chill/shill pale/tale pin/pen match/mash

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. After Twenty Years: Spelling Activity: Use the following words for the test: appointment, arrest, chilly, impressive, guardian, habitual, jaw, plainclothes, silky, watchful


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. After Twenty Years: Follow Directions Activity: Provide teams with paper and pencil. Students follow directions to make a “wanted” poster of “Silky Bob” with his picture.

a) At the top write, “WANTED”, in all capital letters b) Under “WANTED” write, “Silky Bob” c) On the next line write “ALIAS: New York Bob” d) Draw a man’s face with a square jaw, keen eyes, and eyebrows. e) Draw a little white scar near his right eyebrow. f) Draw a cigar in his mouth. g) Draw a scarf under his square jaw. h) Draw a scarf pin with a large, oddly set diamond. i) Under the picture, write “Contact Chicago Police Department.” j) List the crimes you think he committed (robbery, extortion, fraud, diamond thief, etc.) k) Add other details to Bob’s face that show what you think Bob looks like.

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?) After Twenty Years: Dictation Activity:

a) The police officer said that it sounded pretty interesting. b) The man in the doorway struck a match and lit a cigar. c) The man wore a scarf pin with a large, oddly set diamond. d) The man was headed west to work out his destiny and make his fortune. e) The tall man said that Bob had been under arrest for ten minutes.


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. After Twenty Years: Interview Activities: You play the role of the police officer. Choose several students to play the role of the plainclothes man. Provide these students with the questions below. They take turns asking you questions. Students not asking questions must take notes of the police officer’s answers. Students should save notes for Writing Activity #1, Language Experience Story.

a) What did you think when you saw the man in the doorway? b) When did you recognize him? c) How did you feel when you realized that it was the friend of your youth? d) How old were you when you knew this man? e) Why did you walk away? f) Why didn’t you want to arrest him? g) How do you want me to help you? h) How will you let him know you kept your promise to meet him? i) What will you write in your note?


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!”)

After Twenty Years: Intentional Intonation Activities: The police officer walked the avenue in New York checking stores. (not firefighter) The police officer walked the avenue in New York checking stores. (not ran) The police officer walked the avenue in New York checking stores. (not street) The police officer walked the avenue in New York checking stores. (not Miami) The police officer walked the avenue in New York checking stores. (not ignoring) The police officer walked the avenue in New York checking stores. (not homes)

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.

After Twenty Years: Backward Build-up Activity: a) The patrol officer said he could not make the arrest himself, so he got a plainclothes

man to do the job. b) After about twenty minutes, a tall man in a long overcoat arrived and greeted the

man in the darkened doorway, calling him “Bob”. c) The man explained that one night they had agreed to meet on same spot exactly

twenty years from that date at ten o’clock, no matter what the conditions and distance.

d) The police officer checked doors, kept a watchful eye on the people, and closed stores.

e) About halfway down the block, the policeman slowed down and walked up to a man with a cigar standing in the doorway of a closed hardware store


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. After Twenty Years: Charades Activity: Suggestions: chilly, arrest, trembling, waiting, habitual, watchful eye, windy, strike a match, headed to, patrolman on the beat

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.) After Twenty Years: Twenty Questions Activity: Photo or picture suggestions: diamond, overcoat, pile of money, policeman, scarf, avenue, hardware, handsome, doorway, eyebrow, jaw


FCAT FOCUS READING SKILL: Recognizing Sequence

Teacher-Student Grammar Notes are provided as a teaching resource or student study notes. What to do and what to watch for: Organizing the events of the story in time order can help you understand the information more easily. You can use a graphic organizer like the one below to list the order or sequence of events in a passage or a story. Chronological or time order: Events occur is a certain order in a reading. The order of the events in time is called chronological (time) order. The ability to sequence events in chronological order is an important skill. Pay attention to signal or transition words that tell time order and show the sequence of events. Sequence signal words. Transition or signal words will signal you when one event is completed or the next event is beginning. Understanding these words helps you to understand the sequence of the events. Refer to the chart below for examples.

SIGNAL / TRANSITION WORDS FOR RECOGNIZING SEQUENCE

first, second, third, etc. now next finally during at the same time

afterwards the first/next/last thing following that while last later soon at the beginning soon

simultaneously prior to at (in) the end then shortly thereafter before when subsequently after

Example: In the beginning, the girls were just talking while they waited for the bus. Suddenly a

car pulled up and blew its horn loudly. Next, a woman jumped out with her hair flying. At the same time, the driver put the car in park and stepped into the street. When he did this, cars began stopping. Next, the bus arrived and joined the line of stopped cars. Following that, the police arrived. Soon they had the woman calmed down. Then they asked the driver to move his car out of the way. When the street was clear, the line of cars moved on. Subsequently, the girls got on the bus. The last thing they saw was a happy dog jump into the arms of the woman.

SEQUENCE OF EVENTS 1 In the beginning, the girls were just talking while they waited for the bus. 2 Suddenly, a car pulled up and blew its horn loudly. 3 Next, a woman jumped out with her hair flying.

At the same time, the driver put the car in park and stepped into the street. When he did this, cars began stopping.

4 Next, the bus arrived and joined the line of stopped cars. 5 Following that, the police arrived 6 Soon, they had the woman calmed down. 7 Then, they asked the driver to move his car out of the way 8 When the street was clear, the line of cars moved on 9 Subsequently, the girls got on the bus.

10 The last thing they saw was a happy dog jump into the arms of the woman.


Sequence Of Events

1

2

3

4

5

FIRST SECOND

NEXT THEN FINALLY


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. After Twenty Years: Pre Reading Activity: A patrol officer saw a man in the doorway of a store, and he stopped to talk. The man told the patrol officer that he had an appointment to meet a friend named Jimmy Wells. He had not seen Jimmy in twenty years. After the patrol officer left, another man in an overcoat arrived and called him “Bob”. Bob thought his old friend was keeping their appointment. Bob realized this man was too tall to be his friend. The man in the overcoat arrested Bob as a criminal. Then he handed Bob a note from the Patrolman Jimmy Wells. The note said that the patrol officer had kept his appointment. When he saw Bob’s face, he recognized that Bob was wanted by police. Wells couldn’t arrest his old friend Bob, so he sent a plainclothes police officer to the job.

Intermediate-Proficient Reading Activities

Total Recall Objective: Read a text in order to ask and answer short questions. Procedure: Teams prepare 3 (or more) questions and their answers from the text. Teams are allowed to write notes about the text. Teams take turns asking each other their questions, and challenging incorrect responses. Responding teams are not allowed to raise hands. The team asking the question chooses which team answers. The same question cannot be asked twice. If a team does not answer correctly, it loses a point and the team asking the question gets a point. When a team does not agree with the answer that the questioner deems correct, it can challenge that team. The challenging team must prove that it is also correct or that the questioning team is incorrect. It does not need to prove both. All teams can join a challenge on either side (questioner's side or respondent's side), but they must do so immediately. (Teams may wait to see how many teams are joining each side, which is unfair.). Once the teams have taken sides on a challenge, they look up the answer in the book. All teams siding with the correct answer get 2 points, and losers lose 2 points.


Story Grammars 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.


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.


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. After Twenty Years: Indirect Speech Activity: Use the dialog in this lesson written for Presenting Activity “Dialog”. Example: Example: Police officer to Man: What are you doing standing in the doorway? The police officer asked the man what he was doing standing in the doorway.

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, have each student prepare his/her own, but 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, assign groups, pairs, or individuals to find examples in the 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....

After Twenty Years: Framed Paragraphs Activities: Sample #1: (Foreshadowing) Details or “clues” that foreshadow (hint at) the surprise ending: a) Clues - the man in the doorway (Bob) is suspicious. The reader wonders about the scar on

his face. The reader wonders how Bob got rich enough to wear a diamond on his scarf and an expensive watch. The reader wonders why Bob stands in the dark and speaks quickly.

b) Clues - Jimmy Wells was very different from Bob. Bob says that Jimmy was always the “truest, staunchest chap in the world”. Jimmy was “good fellow” “…kind of a plodder, though.” Jimmy thought, “New York was the only place in the world”

In the story “____”, ___ uses foreshadowing to give the reader clues about what

happens at the end of the story. (Topic Sentence) The reader senses that ____. The author builds suspense and interest in the reader’s mind because____ (Detail #1) Another clue is ____. This clue is important because____. (Detail #2) A third clue is ____. This clue is important because ___. (Detail #3) These clues foreshadow the climax of the story when ____. It is easier to believe the ending of the story because ____ foreshadowed it in the story. (Conclusion)


After Twenty Years: Framed Paragraphs Activities: Sample #2: (Irony) a) The unexpected ending- Silky Bob thought he was just talking to a police officer. He did not

know he had been telling his story to his friend Jimmy Wells. b) It seems unlikely that the patrol officer who had him arrested was his old friend Jimmy

Wells. It is ironic that his old friend had become a police officer c) Surprise: Silky Bob thought he was going to boast to his old friend about his money, but his

old friend knew the truth as soon as he saw his face. d) It is ironic that after 20 years, one friend had become a criminal and the other friend had

become the police officer who arrested him. e) The meeting was an appointment scheduled twenty years earlier. In the story “_____”, _____ uses irony to fool our sense of reality and our expectations by creating an unexpected event at the end of the story. (Topic Sentence) At the end of the story, we find out that _____ (Detail #1). It is unexpected because_____ (Detail #2). It is ironic that _____ because _____ (Detail #3). What appears to be true and what is really true surprise the reader in this story. This is because _____. It is also ironic that _____. The author uses irony to surprise and please the reader. (Conclusion)

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). After Twenty Years: 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 Jimmy Wells was a good police officer and a good friend. Proof He was an impressive police officer with a watchful eye. He was a fine picture of a guardian of the peace. He kept his appointment with his friend after twenty years. He asked how his friend Bob was doing. When he recognized Bob as a criminal, he could not arrest his old friend. He was prepared as a police officer to recognize wanted criminals. He did his job and turned Bob in to the Chicago police. He sent a note explaining to his friend what had happened.


Spool Writing Objective: Write a “spool” (5-paragraph essay with an introduction, 3-paragraph body of supporting arguments with evidence, and a concluding paragraph. Procedure: Use graphic organizers, the summary, modeled writing, and guided writing to plan prewriting activities for developing a “spool”. A spool is a five-paragraph essay in which the first paragraph is an introduction (controlling idea, or thesis). The next three paragraphs make up the body of the essay. Each of these paragraphs begins with an argument sentence to support the thesis and has three supporting sentences for the argument sentence. The weakest argument should be presented in the first paragraph of the body, and the strongest argument in the last paragraph of the body. The final (5th) paragraph is the concluding paragraph, which begins with a restatement of the thesis sentence, and is followed by a restatement of the three argument statements of the body. Introduce the spool essay by creating a story collectively using the Language Experience Approach. The second time you use spool writing, each group prepares one. Once the groups have mastered the spool essay, each student prepares his/her own, but include incentives for the team to help individual members. For example, you might want to give a team one point for each member who receives a grade of B or higher.

SAMPLE FORMAT FOR RECOGNIZING SEQUENCE

There is a clear sequence of events (description of the steps in a process or sequence of data) in the story/paragraph/poem/chapter _____ (title), by _____ (author). This sequence begins with _____(step #1) and ends with _____ (last step)(Topic sentence/introduction). The events or steps in between show _____ and _____ (identify two important steps, events or data).

It is easy to follow the order of information (steps, events) in the reading (Topic Sentence). The sequence of events (steps in a process or sequence of data) is organized in _____(a paragraph, list of steps, numbered sequence, chronological order). The use of _____ (transition words for time order, order of steps, charts, graphs, etc.) such as _____, and _____ assist the reader to follow the information. The information (story, process) is ordered to help the reader understand _____ (state main idea or topic).

At the beginning of the story (sequence of data, process), is _____ (Topic Sentence). The following information (events or data) is closely related to this event (step or data). First, _____ Also,_____ After that,_____ This establishes the information (events or data) that appears (occur) later.

The author goes on to show several important events (steps or pieces of data) that help to _____ (tell the story events, show the steps or illustrate the data) in an interesting and organized way (Topic sentence). One of these events (data, steps) includes _____ . After that,_____ At the end of the story (process, chart, data, etc.) is _____ (summarize the last part of the information or events).

The author provides an order to the information (events in the story, steps in the process) by organizing them in _____(a paragraph, list of steps, numbered sequence, chronological order). The reader can clearly understand (or visualize) the process (events or information) from beginning to end. The author starts with _____ (step or event #1) and ends with _____(last step or event). Everything in the middle makes the story come alive in the mind of the reader (helps the reader visualize the process, or clearly organizes the data, etc).


After Twenty Years: Spool Writing Activities: Use the following as starters for sequence of events: a) A stranger speaks to a police officer to explain why his is standing on the dark street late at

night. b) The stranger had returned to his neighborhood to keep an appointment with an old friend

after twenty years. c) When the stranger lit a cigar, the police officer realized that the stranger was wanted by the

Chicago police d) The stranger had apparently broken the law to make his fortune. e) The police officer said good night and sent a plainclothes officer to arrest the stranger (his

old friend). a) The police officer was the old friend the stranger had an appointment to meet.

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. After Twenty Years: RAFT Activity: Students write according to role, audience, format, & topic.

R-Your role as a writer is Silky Bob. A-Your audience is Officer Jimmy Wells. F-The format of your writing is a personal letter from prison. T-Your topic is to write to your friend to explain what happened to you after the night you were arrested.


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. After Twenty Years: FCAT Writing Activity (Expository Prompt):

Writing Situation: Everyone thinks about the future. Sometimes we wonder if our friends and family will always be the same or if they will change. Directions for Writing: Would you expect someone you know to be the same after twenty years? Why or why not? Think of a friend or family member twenty years from now. How do you think that person will change after twenty years? Why? How will that person be different? Do you think anything about the person will stay the same? What do you think will stay the same? Why? Now write to explain what your friend or family member will be like after twenty years. Now write to persuade a child to be calm and try to understand the fear.


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. After Twenty Years: Dialog Activity:

Policeman: What are you doing standing in the doorway? Man in the Doorway: I’m waiting for my friend. Policeman: Are you sure he’s coming? Man in the Doorway: We agreed to meet here after twenty years. Policeman: I have to check some more stores. Man in the Doorway: I’ll wait a half an hour longer.


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 After Twenty Years: Making the News Activities:

Wanted Man Arrested in New York Twenty-Year Reunion Surprise

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.


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 decision-making.) 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. After Twenty Years: Concentration Activity: Matching:

appointment meeting, scheduled time correspond communicate by letters, keep in touch habitual usual, routine watchful observant, on the lookout chilly unpleasantly cold wanted hunted, sought after guardian protector impressive important, extraordinary recognize be familiar with, identify


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. After Twenty Years: Jeopardy Activity:

Question Answer

a) Where the story takes place New York City a) Who was checking the stores a policeman a) Who the policeman talked to a man in the doorway b) Who the stranger was waiting for a friend from his youth b) When the meeting was scheduled ten o’clock twenty years later b) Where the meeting took place outside Big Joe Brady’s Restaurant c) What the policeman discovered the man was a wanted in Chicago c) What the policeman did sent a plainclothes man to arrest him c) How the man found out the truth the policeman sent him a note

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.


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. After Twenty Years: Wrong Word Activity:

a) There was a shell in the air that night. (chill) b) Twenty years ago, the two men were chumps. (chums) c) The officer was out that night on the bee. (beat) d) Silky Bob had a large scarf on his face. (scar) e) The man had a large, square chaw. (jaw)


Beginning Grammar Activities

Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.

REPORTED SPEECH AND SEQUENCE OF TENSES Quoted Speech Versus Reported Speech

Quoted speech is a direct quote, and reproduces exactly what someone said at the time the words were spoken. Quoted speech uses quotation marks. (Ex: Mother said, “You need to clean your room today.”). In reported speech, a noun clause is used to report someone’s speech. Not all of the person’s exact words are used, and no quotation marks are used. Verb forms and pronouns may change. (Ex: Quoted speech: I said, “You are the best!”- Reported speech: I said that you were the best!)

Review of Noun clauses beginning with “That” A clause is a group of words that contains a subject and a verb, and is used as part of a sentence. A noun clause is used just like a noun. Remember that nouns can be subjects or objects. Many noun clauses begin with “that”. (Ex: I think that people are interesting. I (subject) think (verb) that people are interesting (object). I think …WHAT? that people are interesting. The entire noun clause that people are interesting is used as an object.) Note: “That” is used to mark the beginning of the clause, and adds no meaning to the sentence. It is often left out in object clauses, especially in speaking. (Ex: I hope that everyone will be there. I hope everyone will be there.)

SEQUENCE OF TENSES IN REPORTED SPEECH: (Present or Future=No Change)

If the Main verb is in the present or future--no change in verb or modal in the noun clause Examples:

Quoted Speech Reported Speech Present

He says, “I study hard.” He says, “I am studying hard”.

Present He says that he studies hard. He says that he is studying hard.

Future He will say, “I am going to study hard”. He is going to say, “I will study hard.”

Future He will say that he is going to study hard. He is going to say, that he will study hard.


SEQUENCE OF TENSES IN REPORTED SPEECH: (Past=Past)

If the Main verb is in the past--verb in noun clause used to report speech is a past form Examples:

Quoted Speech Reported Speech Present

He says, “I study hard.” He says, “I am studying hard”.

Present He says that he studies hard. He says that he is studying hard.

Future He will say, “I am going to study hard”. He is going to say, “I will study hard.”

Future He will say that he is going to study hard. He is going to say that he will study hard.

Past He said, “I study hard.” He said, “I am studying hard”. He said, “I studied hard.” He said, “I have studied hard.” He said, “I am going to study hard”. He said, “I will study hard.”

Past He said that he studied hard. He said that he was studying hard. He said that he had studied hard. He said that he had studied hard. He said that he would study hard. He said that he would study hard.

Past with Common Modals He said, “I can study hard.” He said, “I may (might) study hard.” He said, “I have to (must) study hard.” He said, “I should (ought to, had better) study.”

Past with Common Modals He said that he could study hard. He said that he might study hard. He said that he had to (must) study hard. He said that he should (ought to, had better) study. NO CHANGE

Past with Questions He said, “Do you study hard?” He said, “Did you study hard?”

Past with Questions He asked if I study hard.” He asked if I studied hard.”

Using “Tell Someone” versus “Say”

Notice in the examples that “Say” is followed by a noun clause. “Tell” is not followed immediately by a noun clause. In reported speech, “tell” is followed by a pronoun or noun object and then the noun clause. (to “tell” somebody something--somebody before something) Example:

He told me that the teacher is fun. He said that the teacher is fun.

Example: They told their parents that they were happy. They said that they were happy.

Example: Quixiao told Maria that he might go to the party. Quixiao said that he might go to the party.


Word Order Cards Objective: Identify and use appropriate word order in sentences. Procedure: Choose some of the more complex sentences of the summary to cut up for this exercise. After writing a sentence on a sentence strip, cut up the sentence into individual words. Shuffle the words. With the team's support, one member rearranges the words to reform the sentence. The team gets a point if the cards are rearranged correctly.

Modified Single Slot Substitution Drill Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar sentence in a single slot. Procedure: The teacher writes a sentence on the board and underlines one word. Teams take turns replacing the underlined word with a new word. When students can no longer think of substitutes, the teacher underlines a different word, and the activity continues. Example: The soldiers who surrendered were killed. Possible substitutions for killed: butchered, kissed, hugged, spared The soldiers who surrendered were butchered. Possible substitutions for surrendered: spared, killed, ran, slept The soldiers who surrendered were spared. Possible substitutions for soldiers: people, police, robbers, children Notes: • Sometimes, changing one word necessitates changing another word as well. The queen was dancing when the soldiers arrived. (Substitute king and queen) The king and queen were dancing when the soldiers arrived. • It is not necessary for the sentences to be historically correct, sensible, or even possible. It is

important for the correct part of speech to be used. After Twenty Years: Modified Single Slot Substitution:

(a) The criminal (b) came(c) to New York (d) to see (e) his friend. Possibilities: (a) the man with the cigar, the waiting, the man in the doorway (b) traveled, drove, flew (c) to Boston, to Chicago, to Washington (d) to keep his appointment with, to reunite, to meet (e) his old chum, his old pal, the friend of his youth


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.

After Twenty Years: Sentence Builders: a) The policeman walked. (along the streets) The policeman walked along the streets. (of New York) The policeman walked along the streets of New York. (late one night ) The policeman walked along the streets of New York late one night. (in the fall) The policeman walked along the streets of New York late one night in the fall. Continue with the following: b) He saw a man. (in a doorway) (of a store )(waiting for a friend) (good) c) The policeman recognized the man. (as his friend) (old) (from twenty years ago)

(that he was going to meet) d) The policeman left. (and got a plain-clothes man) (to come back) (to the man in

the doorway) (and talk to him) e) The plain-clothes man handed a note to the man. (in the doorway) (from Jimmy)

(his friend) (the policeman)

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. After Twenty Years: Multiple Slot Substitution Activities:

(a) A man (b) was walking (c) along a street (d) in New York (e) checking stores. Possibilities: down the block, an officer, in Miami, was running, checking houses, in West Palm Beach, a patrolman, checking businesses, along an avenue, was wandering, a policeman, was patrolling, in Chicago, looking in store windows, up the boulevard


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? After Twenty Years: Flesh it Out Activities:

a) Policeman/walking/checking/locked b) Man/doorway/waiting/friend/twenty years c) Policeman/ recognized/man/crime/city d) Policeman/arrest/friend/left/sent/job e) Plain-clothes man/ note/Jimmy/explaining/arrest/friend

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. After Twenty Years: Transformation Exercises: Students respond by changing quoted speech to reported speech. Follow the example.

Example: “It’s all right,” said the man with the cigar.

The man with the cigar said that it was all right. a) Bob said, “I’m just waiting for a friend.” b) He said, “I dined here twenty years ago.” c) Bob said, “We corresponded for a time.” d) The man said, “It was exactly ten o’clock.” e) “Is that you, Bob?” he asked.


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 3: Lesson 3: Who, What, When, Where, How, Why Activities: a) The policeman saw a man standing in a doorway one night. (who, what, where, when) b) The man was there because he was going to meet a friend soon. (who, where, why, when) c) The two friends hadn’t seen each other in New York since they were young. (who, where,

when) d) The policeman had someone else arrest his friend on the way to a restaurant because he

didn’t want to do it. (who, where, why) e) The plain-clothes man later handed the criminal a note from his friend Jimmy. (who, what,

when)

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. After Twenty Years: Look it Up: Teams locate examples of Reported Speech and Sequence of Tenses in the text and in the summary.


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. After Twenty Years: Sentence Stretcher: Begin with the sentence: The policeman slowed down.

The policeman slowed down and walked. The policeman slowed down and walked up to a man. Down the block, the policeman slowed down and walked up to a man. About halfway down the block, the policeman slowed down and walked up to a man. About halfway down the block, the policeman slowed down and walked up to a man with a cigar. About halfway down the block, the policeman slowed down and walked up to a man with a cigar standing in the doorway. About halfway down the block, the policeman slowed down and walked up to a man with a cigar standing in the doorway of a store. About halfway down the block, the policeman slowed down and walked up to a man with a cigar standing in the doorway of a closed store. About halfway down the block, the policeman slowed down and walked up to a man with a cigar standing in the doorway of a closed hardware store. About halfway down the block, the policeman slowed down and walked up to a suspicious man with a cigar standing in the doorway of a closed hardware store. About halfway down the block, the policeman slowed down and walked up to a suspicious man with a cigar standing in the darkened doorway of a closed hardware store.

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.) After Twenty Years: Rewrite the Paragraph Activity: Teams rewrite the paragraph in the present

A patrol officer saw a man in the doorway of a store, and he stopped to talk. The man told the patrol officer that he had an appointment to meet a friend named Jimmy Wells. He had not seen Jimmy in twenty years. After the patrol officer left, another man in an overcoat arrived and called him “Bob”. Bob thought his old friend was keeping their appointment. Bob realized this man was too tall to be his friend. The man in the overcoat arrested Bob as a criminal. Then he handed Bob a note from the Patrolman Jimmy Wells. The note said that the patrol officer had kept his appointment. When he saw Bob’s face, he recognized that police wanted Bob. Wells couldn’t arrest his old friend Bob, so he sent a plainclothes police officer to the job.


Name ____________________________ Date __________ After Twenty Years: Exercise 1 Fill in the blanks with the correct word. realized

overcoat

appointment

plainclothes

recognized

note

doorway

twenty years

patrolman

arrested

A __________ saw a man in the __________ of a store, and he stopped to talk.

The man told the patrol officer that he had an __________ to meet a friend named

Jimmy Wells. He had not seen Jimmy in __________. After the patrol officer left,

another man in an __________ arrived and called him “Bob”. Bob thought his old friend

was keeping their appointment. Bob __________ this man was too tall to be his friend.

The man in the overcoat __________ Bob as a criminal. Then he handed Bob a

__________ from the Patrolman Jimmy Wells. The note said that the patrol officer had

kept his appointment. When he saw Bob’s face, he __________ that Bob was wanted

by police. Wells couldn’t arrest his old friend Bob, so he sent a __________ police

officer to the job.


Name _____________________________________ Date _____________ After Twenty Years: 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. O. Henry wrote the short story, “After Twenty Years”.

______________________________________________________________________

2. The story is about a man who was waiting for a taxi in New York.

______________________________________________________________________

3. The firefighter went over to the man in the doorway and spoke to him.

______________________________________________________________________

4. The police officer recognized the man as his a wanted criminal.

______________________________________________________________________

5. A plainclothes police officer came later to arrest Silky Bob.

______________________________________________________________________

6. The man was waiting for a friend he had not seen in thirty years.

______________________________________________________________________

7. The plainclothes man was a wanted criminal.

______________________________________________________________________

8. Bob recognized his friend Jimmy Wells.

______________________________________________________________________

9. The police officer did not want to arrest his friend.

______________________________________________________________________

10. The patrol officer sent Bob a note that said he recognized him when he lit a match.

______________________________________________________________________


Name ____________________________ Date __________ After Twenty Years: Exercise 3 (FCAT Practice/Reading Comprehension) Read the statements. Then complete the sentences in the chart below placing the events in the order in which they happened.

1. Silky Bob was arrested by a plainclothes officer.

2. A patrol officer on the beat was walking along the street checking stores.

3. The man with a cigar said that he was meeting a friend after twenty years.

4. Jimmy’s note said that he could not arrest Bob himself.

5. The patrol officer talked to a suspicious man waiting in the doorway.

6. Officer Wells recognized a wanted criminal.

7. Bob found out that the patrol officer was Jimmy Wells. First,

Second,

Third,

Then,

Next,

After that,

Finally,


Name ____________________________ Date __________ After Twenty Years: Exercise 4 (FCAT Practice/Reading Comprehension) Read the excerpts from “After Twenty Years”, by O. Henry. Identify the type of clue context for the word in bold (Definition, Example/explanation, Synonym/antonym, Restatement, Appositive, Description, Comparison, Contrast, Cause, and effect, Main idea/details). Then write what the word means in your own words. 1. “The policeman moved up the avenue impressively. The impressiveness was

habitual, not for show, for spectators were few.” Type of clue: Means:

2. “…spectators were few. The time was barely ten o’clock at night, but chilly gusts of wind with a taste of rain in them had well nigh depeopled the streets….the majority of …business places had long since been closed.” Type of clue: Means:

3. “Haven’t you heard from your friend since you left?” “Well, yes for a time we corresponded, …but after a year or two we lost track of each other.” Type of clue: Means:

4. “…but chilly gusts of wind with a taste of rain in them… There was a fine, cold drizzle falling, and the wind had risen.” Type of clue: Means:

5. “At the corner stood the drugstore, brilliant with electric lights. When they came into this glare, each of them turned simultaneously to gaze upon each other’s face.” Type of clue: Means:

6. “At the corner stood the drugstore, brilliant with electric lights. When they came into this glare, each of them turned simultaneously to gaze upon each other’s face.” Type of clue: Means:

7. ““At the corner stood the drugstore, brilliant with electric lights. When they came into this glare, each of them turned simultaneously to gaze upon each other’s face.” Type of clue: Means:

8. “The man in the doorway struck a match and lit his cigar.” Type of clue: Means:

9. “The next morning, I was to start for the west…You couldn’t have dragged Jimmy out of New York; he thought it was the only place on earth.” Type of clue: Means:

10. “…Jimmy Wells, my best chum and the finest chap in the world. He and I were raised together here in New York, just like two brothers, together. “ Type of clue: Means:


Name ____________________________ Date __________ After Twenty Years: Exercise 5 Fill in the blanks.

The impressive police officer on __________ beat walked up the __________ in

New York City. __________ was about ten o’clock __________ a chilly, windy and

__________ night. The police officer’s walk __________ habitual and he was

__________ fine picture of a __________ of peace. The police officer __________

doors and kept a __________ eye on the people __________ closed stores.

About halfway __________ the block, the police officer __________ down and

walked up __________ a man with a __________ standing in the doorway __________

a closed hardware store. __________ man with the cigar __________ that he was just

__________ for a friend. The __________ said that he had __________ the

appointment twenty years __________. There used to be __________ restaurant

called “Big Joe __________” where the hardware store __________ today. The man in

__________ doorway struck a match __________ lit a cigar. The __________ from the

match showed __________ man with a scar __________ his right eyebrow, a

__________ jaw, and a pale __________. The man wore a __________ pin with a

large __________ set diamond.

The man __________ the doorway said that __________ was there to meet

__________ old friend named Jimmy __________. The two were chums __________

their youth. The man __________ that one night they __________ agreed to meet on

__________ spot exactly twenty years __________ that date at ten __________, no

matter what the __________ and distance. The man __________ headed west to work


__________ his destiny and make __________ fortune. Jimmy had stayed

__________ New York and thought __________ it was the only __________ on earth.

The police officer __________ that it sounded pretty __________. He asked if

the __________ in the doorway had __________ from his friend since __________.

The waiting man said __________ they had corresponded for __________ year or two,

but __________ lost track of each __________. He said that Jimmy __________ the

finest chap in __________ world, and would never __________.

The man in the __________ had traveled a thousand __________ to be there.

He __________ out a handsome watch __________ with small diamonds. It

__________ exactly three minutes to __________. The police officer asked if

__________ man had done pretty __________ out west. The man __________ that he

had made __________ pile of money. The __________ said, “Good Night”, and

__________ man decided to wait __________ least a half an __________ for Jimmy.

After about __________ minutes, a tall man __________ a long overcoat arrived

__________ greeted the man in __________ darkened doorway, calling him

“__________”. As they walked down __________ street under the electric

l__________, Bob said, “You’re not __________ Wells!” The tall man __________ that

Bob had been __________ arrest for ten minutes. __________ police in Chicago

wanted __________ talk to “Silky Bob”.

__________ the lights, the tall __________ handed Bob a note, __________ he

said that the __________ was from Patrolman Wells. __________ read the note with

__________ hands. The note said __________ Patrolman Jimmy Wells had

__________ his appointment to meet __________ at ten o’clock. In __________ light


of the match, __________ had recognized the face __________ a man wanted by

__________ in Chicago. The patrol officer __________ he could not make the

__________ himself, so he got __________ plainclothes man to do __________ job.


Name ____________________________ Date __________ After Twenty Years: Exercise 6 Read the quoted speech in each sentence. Then rewrite the sentence using indirect speech. Example: “It’s all right, officer,” said the man in the doorway.

The man in the doorway said that it was all right. 1. The waiting man said, “There used to be a restaurant here”.

______________________________________________________________________

2. The police officer answered, “It was torn down five years ago”.

______________________________________________________________________

3. “I was eighteen and Jimmy was twenty,” said the man.

______________________________________________________________________

4. “I hope Jimmy has done half as well,” said the man with the cigar.

______________________________________________________________________

5. Bob told the police officer, “Jimmy will meet me here if he’s alive.”

______________________________________________________________________

6. The police officer answered, “I’ll be on my way”.

______________________________________________________________________

7. “You’re not Jimmy Wells,” exclaimed Bob.

______________________________________________________________________

8. Jimmy wrote, “I was at the appointed place on time.”

______________________________________________________________________

9. The plainclothes police officer said, “You’ve been under arrest for ten minutes.

______________________________________________________________________

10. “You may read the note here at the window,” said the officer.

______________________________________________________________________

MS Grade 7 Language Arts 2 Through ESOL · eyebrow ceja sousi sobrancelha guardian of peace...

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