MS Grade 7 Language Arts 2 Through ESOL · remando hacia la isla llevando los alimentos y las...

MS Grade 7 Language Arts 2 Through ESOL: The Novel

MS Grade 7 Language Arts 2 Through ESOL

The Novel: Lesson 4: Treasure Island, by Robert Louis Stevenson Ch 10, 11, 12 & 13: “Ben Gunn”, “The Fort”, “The Pirates Attack”, “A Visit to the Hispaniola”

FCAT Reading & Writing Focus:

Following Directions/Sequence of Data

FCAT Support Skills: Sequencing, Historical Setting, Implied Main Idea, Stated Main Idea Language Focus: Parallel Structure and Coordinating Conjunctions Text: Treasure Island, Robert Louis Stevenson (Fearon-Pacemaker Classic)

English Spanish Haitian Creole Portuguese anchor ancla lank âncora attack atacar atake ataque bit by bit poco a poco mòso pa mòso aos poucos cloth paño twal pano deck cubierta pon convés demanded exigió (te) egzije exigiu fence muro kloti cerca fired dispararon (te) tire atiraram fort fuerte fò forte goats cabras kabrit cabras grabbed agarró rale agarrou guard cuidar gade, veye vigiar headed toward se dirigieron hacia ale nan direksyon se dirigiram em direção a hidden escondido kache escondido, oculto loaded cargando chaje carregado locked encerraron klete trancaram murder sed de venganza krim morte, crime ordered ordenó òdone ordenou positions posiciones pozisyon posições real serio (problema) reyèl, vrè sério, real refused rehusó (te) refize recusou rope soga kòd corda rowed remaron navige remou sign señal siyal sinal skins pieles po peles spring of water manantial sous dlo nascente de água stand trial ser juzgados ale nan jijman ser julgado stores provisiones pwovizyon munições swing girara balanse balanço swords espadas epe espadas threatened amenazó (te) menase jurou, ameaçou tide marea lamare maré trust confiaba konfyans confiança waving agitando balanse acenando wounds heridas blese feridas


English Summary

Lesson 4: Treasure Island, by Robert Louis Stevenson

Ch 10: “Ben Gunn”

Jim had pirates and a strange animal in front of him. Jim stopped and the animal walked toward him and introduced himself as Ben Gunn. Ben’s face and arms were brown from the sun, and he wore animal skins. Ben had been alone for three years with no one to talk to, and had eaten goats, fruit, and fish. Ben had been on Captain Flint’s ship when Flint hid the treasure and killed his men. Later, Ben was on another pirate ship near the island, he stopped to find the treasure. The crew looked for two weeks, but did not find one piece of gold. The men were very angry, and left Ben behind. Jim told Ben his story, and Ben said that Jim and his friends were in real trouble. Ben said he would help if Jim’s friends would take him back to England. Ben had made his own boat from wood and skins. Suddenly, Jim and Ben heard the ship’s gun go off. They ran to the top of a hill where they saw Silver’s men on the Hispaniola, loading the ship’s gun. Then they saw Jim’s friends near the beach in a little boat loaded with boxes. Squire Trelawney fired his gun and a pirate fell to the deck of the Hispaniola. Silver and his men on the island were headed toward Jim’s friends. Jim’s friends left the boat and ran toward the jungle, with pirates running after them. They went to a fort hidden in the jungle. Ben watched and waited for a sign. Then Jim saw the flag of England flying over the top of the fort. Ch 11: “The Fort”

Silver’s men went to the little boat to take the boxes of stores. They started a fire to spend the night on the beach. Ben knew the island, and took Jim to his friends at the fort. Jim found out what had happened on the ship. Smollett and the others had left the ship to look for water. Dr. Livesey had used the map to find the fort and a spring of water. Trelawney and his two men, Jack and Tom, had surprised two pirates on the deck, and locked them in a room below deck. Tom had stayed on the ship to guard the pirates, and the others had rowed to the island with food and guns. They had left Jack at the fort to guard the stores, and had gone back to the ship for Tom. After they had loaded and left again, the two pirates escaped, loaded the ship’s gun, and fired at their boat. They had gotten the fort before the pirates, but a gunfight followed. Trelawney had killed two pirates, but the rest ran away. Tom had been hit and was in a bad way. Most of their food had been lost in the boat, so they would need Ben Gunn’s help. Ch 12: “The Pirates Attack”

The next morning, Silver appeared outside the fort, waving a white cloth. Smollett didn’t trust Silver, but let him come in to talk. Silver told them that the night before, Ben Gunn killed two more pirates. Silver demanded the treasure map, but Smollett refused. Smollett told them to give up and return to England to stand trial. There was murder in Silver’s eyes and he threatened to kill them. When Silver left, Smollett ordered the men to take their positions for an attack. Pirates attacked the fort from every side. Smollett and his men killed six with guns and then their swords. The last pirate escaped over the fence. Ch 13: “A Visit to the Hispaniola”

Back in the fort, Tom was dead. Smollett and Trelawney had wounds. The pirates did not return that day. Dr. Livesey took the map, and went to find Ben Gunn. Jim secretly took a gun and went to find Ben’s boat. The Hispaniola was flying the pirates’ black flag. Jim found Ben’s boat, waited until dark, and rowed out to the ship to cut the anchor. The anchor rope was as big around as Jim’s leg, so he had to cut it bit by bit. Jim heard the voices of Silver’s men fighting. The changing tide made the ship swing around, taking Jim’s boat. Jim grabbed a rope hanging from the ship, and climbed through a cabin window. Jim could not escape now.


Spanish Summary Lección 4: La Isla del Tesoro de Robert Louis Stevenson

Capítulo 10: “Ben Gunn” Jim estaba frente a los piratas y a un extraño animal. Cuando se detuvo, el animal se

dirigió hacia él presentándose como Ben Gunn. Su rostro y sus brazos estaban tostados por el sol e iba vestido con pieles, había estado solo durante tres años sin tener con quien hablar, y se había alimentado de carne de cabra, frutas y pescado. Ben viajaba en el barco del capitán Flint cuando éste escondió el tesoro y mató a sus hombres; tiempo después estuvo en otro barco de piratas cerca de la isla donde ancló para buscar el tesoro. La tripulación buscó durante dos semanas sin encontrar ni una pizca de oro, por lo que se disgustaron mucho con Ben dejándolo abandonado. Jim le contó su historia y éste replicó que tanto él como sus amigos iban a tener serios problemas. Ben dijo que le ayudaría si sus amigos lo llevaban de regreso a Inglaterra. Él había construido un bote con madera y pieles. De repente, Jim y Ben escucharon el estruendo de un cañonazo proveniente de la embarcación. Corrieron a lo alto de la colina desde donde observaron a los hombres de Silver cargando el cañón del barco Hispaniola, luego vieron cerca de la playa a los amigos de Jim en un pequeño bote cargado de cajas. El caballero Trelawney disparó su pistola alcanzando a un pirata quien cayó sobre la cubierta de la Hispaniola, mientras que Silver y sus hombres que se encontraban en la isla se dirigían hacia los amigos de Jim quienes, abandonaron el bote y corrieron hacia la selva perseguidos por los piratas. Fueron hacia un fuerte escondido en la selva. Ben siguió observando y esperando una señal. Entonces, vio la bandera de Inglaterra ondeando en lo alto del fuerte. Capítulo 11: “El Fuerte”

Los hombres de Silver fueron al pequeño bote a recoger las cajas con provisiones y luego hicieron una fogata para pasar la noche en la playa. Ben conocía la isla y llevó a Jim hasta el fuerte donde estaban sus amigos y allí supo lo que había pasado en la embarcación. Smollett y los otros habían dejado la embarcación para ir a buscar agua. El Dr. Livesey utilizó el mapa para ubicar el fuerte y un manantial. Trelawney y sus dos hombres, Jack y Tom, sorprendieron a dos piratas en la cubierta de la embarcación y los encerraron en un camarote ubicado debajo de la misma. Tom se quedó en el barco cuidando a los piratas prisioneros, mientras que el resto fueron remando hacia la isla llevando los alimentos y las armas, dejaron a Jack en el fuerte para que cuidara las provisiones y regresaron al barco para recoger a Tom. Después que éste y los demás habían embarcado y partido de nuevo, los dos piratas escaparon, cargaron el cañón del barco y dispararon contra el bote, sin embargo Trelawney y sus hombres lograron llegar al fuerte antes que sus atacantes y comenzó un tiroteo. Trelawney mató a dos piratas, pero los demás lograron escapar. Tom había sido muy mal herido. Perdieron la mayor parte de sus alimentos en el bote, así que iban a necesitar la ayuda de Ben Gunn. Capítulo 12: “El Ataque de los Piratas”

A la mañana siguiente apareció Silver frente al fuerte agitando un paño blanco, y aunque Smollett no confiaba en él, le permitió que fuera a hablar con ellos. Silver les comentó que Ben Gunn había matado dos piratas más la noche anterior y les exigió que le entregaran el mapa del tesoro, a lo que se rehusó Smollett pidiéndole que se dieran por vencidos y regresaran a Inglaterra para ser juzgados. Los ojos de Silver reflejaban su sed de venganza y amenazó con matarlos. Al alejarse, Smollett ordenó a sus hombres tomar sus posiciones para atacar. Los piratas atacaron el fuerte por todas partes y Smollett y sus hombres mataron a seis piratas primero con sus pistolas y luego con sus espadas. El que quedaba huyó saltando el muro. Capítulo 13: “Visita a la embarcación Hispaniola”

Tom había muerto en el fuerte y Smollett y Trelawney estaban heridos, pero los piratas no regresaron ese día. El Dr. Livesey tomó el mapa y fue a buscar a Ben Gunn, mientras tanto Jim


tomó una pistola en secreto y fue a buscar el bote de Ben. La embarcación Hispaniola llevaba la bandera negra de los piratas. Cuando Jim encontró el bote que buscaba, esperó a que oscureciera y remó hasta la embarcación para cortarle el ancla, cuya soga era tan gruesa como su pierna, por lo que tuvo que cortarla poco a poco. En ese momento, él escuchó las voces de los hombres de Silver cuando peleaban. El cambio de marea hizo que la embarcación girara llevándose el bote de Jim. Éste agarró una soga que colgaba del barco y trepó hasta la escotilla de un camarote, pero ya no se pudo escapar.


Haitian Creole Summary

Leson 4: Lil Otrezò, daprè Robert Louis Stevenson


Te gen kèk pirat ak yon bèt etranj devan Jim. Li kanpe, bèt la mache sou li prezante tèt li kòm Ben Gunn. Solèy la te boule figi ak bra Ben ki te vin mawon, epi l te met po bèt sou li. Ben te pase twa zan pou kont li san okenn moun pou pale kote li te konn manje kabrit, fwi, ak pwason. Ben te sou bato kapitèn Flint la lè l te sere trezò a ak touye nèg li yo. Aprè sa, Ben te ale sou yon lòt bato pirat tou prè zile a, li te rete pou l kapab al chèche trezò a. Ekipaj la te pase de semèn ap chèche san yo pa jwenn menm yon pyès lò. Nèg yo te fache anpil, kidonk yo tout al kite Ben dèyè. Jim te rakonte Ben istwa a, epi Ben di Jim ak zanmi l yo te nan gwo pwoblèm. Ben di li t ap ede yo depi zanmi Jim yo t ap mennen l tounen ann Angletè. Ben te fè bato pa li a an bwa avèk po. Sibitman, Jim ak Ben tande zam k ap tire. Yo kouri moute sou tèt yon mòn kote yo wè nèg Silver yo sou Hispaniola a, k ap chaje bato a zam. Aprè sa, yo te wè zanmi Jim yo bò lanmè a nan yon ti bato chaje ak bwat. Kavalye Trelawney tire ak zam li, epi yon pirat tonbe sou pon Hispaniola a. Silver ak nèg li yo t ap prale nan direksyon zanmi Jim yo. Zanmi Jim yo kouri kite bato a pou ale nan jeng la ak pirat yo ki t ap kouri dèyè yo. Yo te ale nan yon fò ki kache nan forè a. Ben t ap siveye ak rete tann yon siyal. Apre sa, Jim te wè drapo Angletè a ki t ap flote sou tèt fò a. Ch 11: “Fò a”

Nèg Silver yo te al sou ti bato a pou pran bwat pwovizyon yo. Yo te limen yon fwaye dife pou pase nwit la bò lanmè a. Ben te konn zile a, epi li te mennen Jim al jwenn zanmi li yo nan fò a. Jim vin dekouvri sa k te pase sou bato a. Smollett ak lòt moun yo te kite bato a pou y al chèche dlo. Doktè Livesey te sèvi ak kat jeografi a pou l lokalize fò a ak yon sous dlo. Trelawney ak de nèg li yo, Jack ak Tom, te pran de pirat pa sipriz sou pon bato a, epi l te fèmen yo nan yon chanm anba pon an. Tom te rete sou bato a pou veye pirat yo, epi lòt yo te navige al sou zile a avèk manje ak zam. Yo te kite Jack nan fò a pou gade pwovizyon yo, epi l te retounen al chèche Tom sou bato a. Aprè yo te fin chaje ak pati ankò, de pirat yo te sove, yo chaje zam bato a, epi yo tire deyè bato yo a. Yo te rive nan fò a anvan pirat yo, men yon bal te pati dèyè yo. Trelawney te tiye de pirat, men lòt yo te sove. Tom te blese byen mal. Pi fò manje yo te pèdi nan bato a, alò yo t ap bezwen èd Ben Gunn. Ch 12: “Atak pirat yo”

Nan demen maten, Silver te parèt deyò fò a epi li t ap balanse yon moso twal blan. Smollett pa t fè Silver konfyans, men li te kite l antre vin pale. Silver di yo Ben Gunn te tiye de lòt pirat yè swa. Silver egzije yo ba l kat kote trezò a ye a, men Smollett te refize. Smollett di yo pou yo bay vag ak retounen ann Angletè pou y al nan jijman. Je Silver te make lanmò, epi l menase pou l tiye yo. Lè Silver te ale, Smollett te òdone nèg yo pran pozisyon pou yo al atake. Pirat yo te atake fò a nan tout kwen. Smollett ak nèg li yo te touye sis ak zam epi ak epe yo. Dènye pirat la te vole kloti a pou sove. Ch 13: “Yon vizit sou bato Hispaniola”

Nan fò a, Tom te mouri. Smollett ak Trelawney te blese. Pirat yo pa t retounen jou sa a. Doktè Livesey te pran kat trezò a, epi li al chèche Ben Gunn. Jim te pran yon zam sere epi li al chèche bato Ben nan. Hispaniola te gen drapo nwa pirat yo ki t ap flote nan tèt ma li. Jim te jwenn bato Ben nan, li ret tann li fè nwa, epi li navige al nan bato a pou koupe kòd lank la. Kòd lank la te menm gwosè ak janm Jim, alò l te oblije koupe l mòso pa mòso. Jim te tande vwa nèg Silver yo k ap batay. Chanjman lamare a te balote bato a, ki lakoz li te pote bato Jim nan ale. Jim te atrap yon bout kòd ki te pandye nan bato a pou grenpe monte nan fenèt yon kabin. Kounye a, pa t gen sove pou Jim.


Portuguese Summary

Lesson 4: Treasure Island, by Robert Louis Stevenson

Capítulo 10: “Ben Gunn” Jim tinha piratas e também um estranho animal à sua frente. Jim parou e o animal caminhou

em sua direção apresentando-se como Ben Gunn. O rosto e os braços de Ben estavam queimados de sol e ele se vestia com peles de animal. Ben vivia sozinho há três anos sem ter com quem conversar e se alimentava de cabras, frutas e peixes. Ele estivera no navio do capitão Flint quando o capitão escondeu o tesouro e assassinou seus homens. Depois disso, Ben se encontrava em outro navio pirata próximo à ilha onde parou para procurar pelo tesouro. Os tripulantes procuraram por duas semanas, mas não encontraram nem uma peça de ouro. Os homens ficaram com muita raiva e abandonaram Ben. Jim contou sua estória para Ben e Ben dissera que Jim e seus amigos estavam envolvidos em um sério problema. Ben disse que ele os ajudaria se os amigos de Jim o levassem de volta à Inglaterra. Ben construíra seu próprio barco de madeira e de pele. Subitamente Jim e Ben ouviram o canhão do navio disparar. Eles correram até o alto de um morro onde avistaram os marujos de Silver no Espanhola, carregando o canhão do navio. Depois, avistaram os amigos de Jim próximo à praia em um barquinho carregado de caixotes. O Cavaleiro Trelawney disparou sua arma e um pirata tombou no convés do Espanhola. Na ilha, Silver e seus marujos se dirigiram a Jim e seus amigos. Os amigos de Jim deixaram o barco e correram em direção à floresta, com os piratas atrás deles. Eles seguiram para um forte escondido na floresta. Ben observava e esperava por um sinal. Então Jim avistou a bandeira da Inglaterra agitando-se no topo do forte.

Capítulo 11: “O Forte”

Os marujos de Silver correram até o pequeno barco para retirar as caixas de munições. Eles acenderam uma fogueira para passar a noite na praia. Ben, conhecendo a ilha, levou Jim até seus amigos no forte. Jim descobriu então o que acontecera com o navio. Smollett e os outros haviam deixado o navio para procurar por água. O Dr. Livesey usara o mapa para encontrar o forte e uma nascente de água. Trelawney e seus dois homens, Jack e Tom, surpreenderam dois piratas no convés e os trancaram em um compartimento abaixo do convés. Tom havia ficado no navio para vigiar os piratas e os outros remaram para a ilha com alimentos e armas. Eles deixaram Jack no forte para vigiar as munições e voltaram ao navio à procura de Tom. Após se abastecerem e partirem novamente, os dois piratas fugiram, recarregando o canhão do navio e atirando contra o barco deles. Eles alcançaram o forte antes dos piratas mas sucedeu-se uma briga com armas de fogo. Trelawney assassinara dois piratas, mas o resto deles escapou. Tom havia sido atingido e estava mal. A maioria dos alimentos perderam-se no barco, por isso eles precisariam da ajuda de Ben. Capítulo 12: “O Ataque dos Piratas”

Na manhã seguinte, Silver apareceu do lado de fora do forte, acenando um pano branco. Smollett não confiava em Silver, mas permitiu que ele entrasse para conversar. Silver contou-lhes que na noite anterior, Ben Gunn assassinou mais dois piratas. Silver exigiu o mapa do tesouro, mas Smollett recusou. Smollett disse-lhe que desistisse e que voltasse para a Inglaterra para ser julgado. Havia morte no olhar de Silver e ele jurou matá-los. Quando Silver partiu, Smollett ordenou que os homens tomassem suas posições para um ataque. Os piratas atacaram o forte por todos os lados. Smollett e seus homens mataram seis com pistolas e depois com suas espadas. O último pirata escapou pela cerca. Capítulo 13: “Uma Visita ao Espanhola”

De volta ao forte, Tom estava morto. Smollett e Trelawney estavam feridos. Os piratas não retornaram naquele dia. O Dr. Livesey pegou o mapa e foi à procura de Ben Gunn. Jim pegou uma


arma secretamente e saiu à procura do navio de Ben. O Espanhola desfraldava a bandeira negra dos piratas. Jim achou o barco de Ben, esperou até o anoitecer e remou até o navio para cortar a corda da âncora. A corda era da grossura de sua perna, por isso ele teve que cortá-la aos poucos. Jim ouviu as vozes dos homens de Silver brigando. A mudança da maré fez com que o navio balançasse levando o barco de Jim. Jim agarrou uma corda que estava pendendo no navio e subiu por uma janela de cabine. Desta vez Jim não seria capaz de escapar.


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.) Lesson 4: Minimal Pairs Activity: anchor/anger fence/fends shore/sore dare/there sword/sore row/low leave/leaf ship/chip

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 and 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. Lesson 4 Spelling Activity: Use the following words for the test. The teacher gives the present tense, and teams respond with the past perfect tense form. anchor, attack, grab, guard, load, lock, row, threatened, run, go, be


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. Lesson 4 Follow Directions Activity:. Provide students with white drawing paper and red and blue markers or crayons. Students follow directions to draw the British flag:

a) (Red marker) Draw a vertical (top to bottom) line down the middle of the paper, about one inch wide. (This is a north to south line.)

b) (Red marker) Draw a horizontal (left to right) line that intersects the vertical line across the middle of the paper, about one inch wide. (This is an east to west line.) Notice the four squares you just created.

c) (Pencil) Outline the red cross you just made with the two intersecting lines. The outline of the red cross will stay white (the color of the paper).

d) Find the center of the red cross. Identify the four corners of the outline of the red cross. e) (Red marker) At each of the four corners of the outline, draw a diagonal line about ½ inch

wide out to each of the four corners of the paper. f) (Pencil) Outline each diagonal line on one side only. The outline will stay white (the color of

the paper). g) Identify the two triangles on each side of the diagonal lines. h) (Blue marker) Color the triangles blue.


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?) Lesson 4 Dictation Activity:

a) Ben had been on Captain Flint’s ship when Flint hid the treasure and killed his men. b) Most of their food had been lost in the boat, so they would need Ben Gunn’s help. c) They had gotten the fort before the pirates, but a gunfight followed. d) Jim’s friends left the boat and ran toward the jungle with pirates running after them. e) Ben’s face and arms were brown from the sun and he wore animal skins

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. Lesson 4 Interview Activity: Procedure: You play the role of Ben Gunn. Choose several students to play the role of Jim. Provide these students with the questions below. They take turns asking you questions. Students not asking questions must take notes of Ben’s answers. Students should save notes for Writing Activity #1, Language Experience Story.

a) What is your name? Where are you from? b) What are you doing on the island? c) What happened to your clothes? d) What do you eat and drink here? e) How long have you been here? f) How are you getting back to your family? g) Why were you stranded on the island? h) Where do you live? i) What did you use to make your boat? j) How do you know about the hidden fort? k) Why don’t you go with me to the fort?


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!”)

Lesson 4 Intentional Intonation Activity: When Jim and his friends arrived at the stockade, seven of the enemy appeared. (not Ben) When Jim and his friends arrived at the stockade, seven of the enemy appeared. (not pirates) When Jim and his friends arrived at the fort, seven of the enemy appeared. (not left) When Jim and his friends arrived at the fort, seven of the enemy appeared. (not castle) When Jim and his friends arrived at the stockade, seven of the enemy appeared. (not thirteen) When Jim and his friends arrived at the stockade, seven of the enemy appeared. (not friends) When Jim and his friends arrived at the stockade, seven of the enemy appeared. (not vanished)

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.

Lesson 4 Backward Build-up Activity: a) Jim found Ben’s boat, waited until dark, and rowed out to the ship to cut the anchor. b) The anchor rope was as big around as Jim’s leg, so he had to cut it bit by bit. c) Jim grabbed a rope hanging from the ship, and climbed through a cabin window. d) When Silver left, Smollett ordered the men to take their positions for an attack. e) The pirates did not return that day. Dr. Livesey took the map, and went to find Ben Gunn.


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. Lesson 4 Charades Activity: Suggestions: raised the flag, climbed the fence, loaded the boat, fell to the ground, kicked up the sand wounded, rowed, take your position

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.) Lesson 4 Twenty Questions Activity: Photo or picture suggestions: beach, hill, fort, English flag, spring of water, sword, log cabin, stores, woods, white flag, black pirate flag, cloth, deck, fence, goats, sign, animal skins (furs or pelts)


FCAT FOCUS READING SKILL: Following Directions/Sequence of Data

Teacher-Student Grammar Notes are provided as a teaching resource or student study notes. What to do and what to watch for. Written directions are ordered instructions to complete an activity or the steps in a process. The directions can appear in the form of a paragraph, a list of steps, time, or dates to show chronological (time) order, or in a numbered sequence. Read all of the steps carefully. First, read all of the directions. Then go back to read again. This time, read one step at a time. Stop to think about what it means. Visualize it in your mind. Picture yourself doing the step. Repeat it to yourself. Then say it to yourself in your own words (Paraphrase). Complete each step in order before going on to the next step. Look for the sequence to follow. Directions must be followed in the order in which they are given. Do the first step first and the last step last.

STEPS TO FOLLOWING DIRECTIONS

(Activity or Process)

STEP 6

STEP 5

STEP 4

STEP 3

STEP 1

STEP 2


Following Directions/Sequence of Data (Continued) Look for signal or transition words. Transition or signal words will signal you when you have completed one step or are beginning the next step. Understanding these words helps you to understand the order of the steps.

Example: First, get on I-95. Go south. Prior to your exit, you will see a huge hotel on the West Side. After you pass the hotel, get off at the next exit, 37, and go east. At the end of the street, turn right at the light. When you reach the next light, go left on Sage Street. After that, look for a green house, number 607. Finally, you drive through the gate.

SIGNAL / TRANSITION WORDS FOR FOLLOWING DIRECTIONS first, second, third, etc. at the beginning then if…then finally prior to when later afterwards at the same time now soon while subsequently during at the end soon next the first (next, last thing before you finish

Look for different kinds of directions:

a) Paragraph- When directions are given in paragraph form, pay attention to signal words and punctuation (commas and periods). They are used to separate the steps in the activity or process. Example:

To make cookies, you will need to assemble the ingredients and utensils first. Then pre-heat your oven to 400 degrees. Now you are ready to start measuring and mixing. Measure and add each ingredient in the order they are listed. After your mixture is ready, spoon “teaspoonfuls” onto the greased cookie sheet. Bake for 8 minutes until firm. Place on a rack to cool.

b) List of Steps- When directions appear in a list, follow them in the exact order given. Example: To make cookies:

1. Assemble the ingredients and utensils. 2 .Pre-heat your oven to 400 degrees 3. Measure and mix by adding each ingredient in order. 4. Spoon “teaspoonfuls” onto the greased cookie sheet 5. Bake for 8 minutes until firm. 6. Place on a rack to cool.

c) Chronological (Time) Order Directions in chronological order use days, dates, or times, similar to a schedule. Example:

Schedule of dates for class project: May 8: Brainstorm ideas in your groups. May 10: Submit topic with graphic organizer/planning sheet. May 12: Complete outline or planning sheet. May 15: Rough draft due Read-around groups edit May 20: First draft completed on computer May 25: Complete peer-edit on computer and print copy. May 27: Conference with teacher and finalize on computer May 30: Final copy due for class publication


d) Numbered Sequence In numbered sequence, complete each step in its entirety before going on to the next step.

Example: To cancel your order: 1. Push the menu button. 2. Arrow down to “Select” 3. Push “Enter.” 4. Now arrow across to “Cancel”, and push “Enter” 5. Wait for the dialog box, “Are you sure you want to cancel?” 6. Push “Yes”, and then “Exit”.

TO CANCEL YOUR ORDER

STEP 1 Push the menu button. STEP 2 Arrow down to “Select STEP 3 Push “Enter.” STEP 4 Now arrow across to “Cancel”, and push “Enter” STEP 5 Wait for the dialog box, “Are you sure you want to cancel?” STEP 6 Push “Yes”, and then “Exit”.

SEQUENCING CHART

1st

2nd

3rd

4th

5th

6th

7th

8th


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. Lesson 4 Pre Reading Activity: Jim met Ben Gunn, who was brown from the sun, and wore animal skins. Ben was left behind on the island alone for three years. Ben had been on Flint’s ship and he knew about the treasure. Ben said he would help if Jim’s friends would take him back to England. Ben had made his own boat from wood and skins. Jim and Ben saw Silver’s men on the Hispaniola firing the ship’s gun. Jim’s friends were firing from the beach and ran to a fort in the woods. Then Jim saw the flag of England flying over the top of the fort. Silver demanded the treasure map, but Smollett refused. Smollett told them to give up and return to England to stand trial. Pirates attacked the fort from every side, and there was a gunfight. Smollett and Trelawney had wounds. Dr. Livesey took the map, and went to find Ben Gunn. The Hispaniola was flying the pirates’ black flag. Jim found Ben’s boat, and rowed out to cut the ship’s anchor. The changing tide made the ship swing around, taking Jim’s boat. Jim grabbed a rope hanging from the ship, and climbed through a cabin window. Jim heard the voices of Silver’s men fighting. Jim could not escape now.

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.

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.

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.


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.


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. Lesson 4 Indirect Speech Activity: Use the dialog in this lesson written for Presenting Activity “Dialog”. Example: Long John Silver to Smollett: We want that treasure and we are going to get it.

Long John Silver told Smollett that they wanted that treasure and they were going to get it.


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....

Unit 1: Lesson 3 Framed Paragraphs Activities: Sample #1: (Identifying Stated Main Idea): Use the paragraph from the story to write about stated main idea:

In less than a hundred meters, I came to the stockade. I’ll try to describe it. A spring of clear water rose near the top of a little hill. On the hill, and enclosing the spring, they had put a strong log house, big enough for forty people, with holes for guns on every side. All round this they had cleared a wide space, and ringed it with a fence two meters high, without door or opening, too strong to pull down without time and labor, and too open to shelter the attackers. The people in the log house were in a strong position. All they needed to do was to keep a good watch and have enough food.


Unit 1: Lesson 3 Framed Paragraphs Activities: Sample #2: (Sequencing) Develop these 5 events for the paragraph:

a) Dr. Livesey finds the fort. b) He goes to the ship for the men and supplies. c) Their boat is sunk on the beach. d) They escape the pirates and get to the fort. e) Jim reaches the fort to join them.

There is a clear sequence of five important events in ____, by _____. (Topic sentence) First

_____ (Detail #1) Second _____ (Detail #2) After that, _____ (Detail #3) Next, _____ (Detail #4) Finally _____ (Detail #5) Five important events in _____ include_____, _____, _____, _____ and _____ (Conclusion)

Sample #3: (Historical Setting) Use these details as starters for Treasure Island. Where: England and on a deserted island; When: the mid 1700’s Historical Facts:

a) There was a real-life famous pirate, Captain Kidd, who was hanged in England in 1701. b) Pirates were real, and they were criminals who cursed, drank too much rum, murdered and

robbed. c) Popular themes in books at that time included the deserted island that holds the secret of a

buried treasure, and adventures on the high seas. d) Cannonballs and gunpowder, the cabins made of logs were common then.

The details of the setting of _____’s (author) _____ (title) are important for several reasons. (Topic Sentence) _____ has set the story in _____ during _____.The time of the story is important because _____ (Detail #1) The place the story occurs is also important to understanding the story. The main events take place _____ (where) During this period of time, there was great interest in_____ (Detail #2) Some other important details about the setting include _____ and _____ (Detail #3) The author _____ uses the setting of the story to _____ (make his/her characters interesting, make the plot of the story come to life, etc.) (Conclusion) Sample #4: (Identifying Implied Main Idea) Use the following as starters:

a) Dr. Livesey had a good plan. b) They prepared the stockade to defend themselves against the mutiny. c) Captain Smollett and his men were the good guys. Long John Silver and his men were the bad

guys. In _____ (Title), by _____, the (implied or stated) _____main idea is _____. (Topic Sentence) Significant events (supporting details) ____ include _____, _____, and _____. First, the author writes details about_____ (Detail #1). In addition, there are references to (information about) _____ (Detail #2). The reader can figure out that the author is talking about_____ because _____ (Detail #3). In conclusion, all of the details in the reading lead us back to the same main idea. The main idea is _____ (restate main idea). The significant details include _____, _______, and _____ (briefly summarize some key details). This main idea covers all of the details (events) in _____ (Conclusion)


Opinion/Proof Objective: Organize ideas and information to find the supporting evidence for an opinion. (This is a good pre-writing activity) 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: Allow teams to write their own opinion and to support it with proof. (This can be done as a think/pair/share activity). Lesson 4 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 as well. Use the following as a starter for less proficient students:

Opinion Jim was very brave. Proof Jim hid in the boat when the pirates left the ship. Jim escaped from Silver when he got to the island. Jim went to the fort to help his friends. Jim fought with the others against the pirates. Jim took Ben’s boat to cut the ship’s anchor. Jim saved himself when his boat was destroyed.

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 FOLLOWING DIRECTIONS/SEQUENCE OF DATA

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/are organized in _____ (paragraph, 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 (story, process). The order helps 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, _____ Then, _____ 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 _____ (detail #1). After that, _____ (detail #2).At the end of the story (process, chart, data, etc.) is _____ (summarize the last part of the information or events – detail #3).

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). Lesson 4 Spool Writing Activities: Suggested Topics: a. Sequence of events leading up to the trouble on the island b. How to plan a voyage to find a treasure (Steps in the process)


RAFT Objective: Write on a topic in a specific format, understanding your role as a writer and your 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. Lesson 4 RAFT Activity: Students write according to their role as a writer, and considering their audience, the format, and the topic.

R-Your role as a writer is Tom. A-Your audience is Long John Silver. F-The format of your writing is a speech. T-Your topic is to write to explain to Silver why his plan to take the treasure and kill Dr. Livesey and Mr. Trelawney is the wrong thing to do.

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. Lesson 4 FCAT Writing Activity (Expository Prompt): Writing Situation: Everyone thinks about the future. Sometimes we even think of a plan, especially if there is an important goal. Directions for Writing Before you write, think about a plan you have for your future. What is your goal and why is your goal important to you? What is your plan to reach your goal? What steps will you need to take and in what order? How will you feel when you reach your goal? Now, write about your future plans and tell how you expect to accomplish your goals


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. Lesson 4 Dialog Activities: Dialog #1:

Trelawney: Captain, why did you put up the English flag? Captain: I am proud that we are British citizens. Trelawney: But the pirates on the ship can see our flag. Captain: They are British, too. Trelawney: But they can see it and know where to aim their guns.

Dialog #2:

Captain Smollett: We know all about you and your men, Silver. You are pirates. Long John Silver: All right, I’ll tell you what we want. We want that treasure and we are

going to get it. Captain Smollett: We know you plan to kill us. Tell me what you want, and get out. Long John Silver: You give us the map or we’ll kill every last one of you! Captain Smollett: All of you lay down your arms. We will take you back to England to be

tried as pirates. That is all I have to say to you. Now out you go! Long John Silver: I’ll break in your old fort. Those that die will be the fortunate ones.


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 Lesson 4 Making the News Activities: Two Sailors Found Dead on Treasure Island Marooned Sailor Found After Three Years Stockade Discovered on Treasure Island Hispaniola Adrift At Sea

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. Lesson 4 Concentration Activity:

Matching: sword weapon with a long blade woods forest guard protect, defend, watch over enemy opponent, adversary, attacker, foe fort stockade, fortress, stronghold wound cut, injury spring natural source of water in the ground positions places stand trial have a hearing in a court of law


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. Lesson 4 Jeopardy Activity:

Question Answer

a) What the stockade made of logs a) Where Jim went when he left Ben Gunn stockade a) Who came with a white flag Silver b) Where Jim hid when Silver went ashore in the small boat b) Why the spring was important they needed water b) Who attacked the pirate’s camp Ben Gunn b) What Silver demanded the treasure map c) Who discovered Ben on the island Jim Hawkins c) Why Jim left the fort alone get Ben’s boat and cut ship’s anchor

c) Where Jim took Ben’s boat sailed to the Hispaniola

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. Lesson 4 Wrong Word Activity:

a) Jim road Ben’s boat to the Hispaniola (rowed) b) Smollett wanted the pirates to stand trail in England. (trial) c) Jim cut the anchor rope bite by bite (bit by bit) d) The ship swung around because of the tried. (tide) e) The ship swang around because of the tide (swung)


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

PARALLEL STRUCTURE AND COORDINATING CONJUNCTIONS Conjunctions are used to connect words or phrases that have the same function in the sentence. This happens when a subject has two verbs, a verb has two subjects, a noun has two adjectives, or a verb has two infinitives, etc. This is called parallel structure. The conjunctions used to connect parallel structure are and, but, or, nor. (They are called coordinating conjunctions because they coordinate or connect two ideas.) A parallel structure can sometimes have more than two parts. In a series, commas separate them. Study the patterns in the chart below to identify parallel structure.

Mom and Dad cook for the family. Noun + and + noun Joe, Millie or Carl came for dinner. Noun + noun + or + noun The taxi arrived for you and me. Pronoun + and + pronoun Without you or them, the party is over. Pronoun + or + pronoun The baby cried, ranted, and raved. Verb + verb + and + verb He’s walking and talking at once. Verb + and + verb Is it just raining or pouring? Verb + or + verb It’s time to do repairs or get a new car. Infinitive + or + infinitive I was supposed to call or send e-mail. Infinitive + or + infinitive The cat was white, black and orange. Adjective + adjective + and + adjective Professor Lin is intelligent but forgetful. Adjective + but + adjective

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.


Lesson 4 Modified Single Slot Substitution: (a) At this time, (b) they (c) arrived in (d) the bay near (e) the island Possibilities: (a) in the morning, after that, the next day, soon (b) the ship, Silver and the crew, Smollett and Trelawney, Jim and Dick (c) came to, reached, pulled into , got to (d) the inlet, the cove, the river, the sea (e) land, the cape, the treasure (a) In the afternoon (b) the crewmen (c) went (d) ashore. Possibilities: (a) in the morning, after that, the next day, soon (b) the sailors, the men, the crewmen, the pirates (c) rowed, reached, pulled, landed (d) on the beach, on the sand, on Treasure Island Jim (a) rowed the (b) small boat (c) out to the ship and (d) cut (e) the anchor. Possibilities: (a) sailed, took, paddled (b) little, dangerous, poorly-made (c) up to, around, over to, in back of (d) severed, sliced, broke (e) sails, deck, flag, wood

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.


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.

Lesson 4 Sentence Builders: a) Two pirates escaped. (After they had loaded) After they had loaded, two pirates escaped. (and left again) After they had loaded and left again, two pirates escaped. (and fired at their boat) After they had loaded and left again, two pirates escaped and fired at their boat. After they had loaded and left again, two pirates escaped. (and fired at their boat) (loaded the ship’s gun) After they had loaded and left again, two pirates escaped, loaded the ship’s gun, and fired at their boat. Continue with the following: b) They ran. (to the top) (of a hill) (where they saw Silver’s men) (on the Hispaniola)( loading the

ship’s gun) c) Trelawney had surprised two pirates. (and his two men) (Jack and Tom) (on the deck) (and

locked them in a room) (below deck) d) Tom had stayed. (on the ship) (to guard the pirates) (and the others had rowed to the island)

(with food and guns). e) Ben had been alone. (for three years) (with no one to talk to) (and had eaten goats) (fruit) (and

fish)

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. Lesson 4 Multiple Slot Substitution: (a) The captain (b) raised (c) the British flag (d) above the fort. Possibilities: the cabin boy, lifted, the English flag, the sailors, their country’s flag, Mr. Trelawney, the patriotic symbol, the servants, over the stockade, on top of the building, hoisted


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? Lesson 4 Flesh it Out Activities:

a) Captain/plan/wait/island/treasure b) Jim/boat/branch/ashore/woods/murder c) Captain/attacked/pirates/ship/wind/sea d) Doctor/took/hat/gun/map/set off/woods/Silver e) Jim/found/boat/bushes/sailed/ship/cut/anchor

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. Lesson 4 Transformation Exercises: Students combine two sentences to into one sentence using parallel structure with a coordinating conjunction.

Example: Pirates like gold. Pirates like hidden treasure. Pirates like gold and hidden treasure.

a) Dr. Livesey rowed the boat. Jim climbed the fence. b) Jim cut the rope to the anchor. However, it was very thick. c) The pirates wounded the captain. They wounded the squire, too. d) The strange creature was frightening. Jim wasn’t afraid. e) Maybe Silver was an honest man. Maybe he was a thief. f) Maybe Silver was a good man. Maybe he was a murderer. g) They ran out of water. There was a spring near the fort. h) The pirates attacked them. They took the stores and guns. i) The pirates attacked the stockade. They attacked Jim and his friends. j) Ben Gunn attacked the pirate’s camp. Ben made the boat that Jim used. k) Jim turned to jump into the boat. The boat was gone. l) Jim grabbed the anchor rope. Jim cut it.


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. Lesson 4 Who, What, When, Where, How, Why Activities: a) After they had loaded and left again, the two pirates escaped, loaded the ship’s gun, and fired at

their boat. (who, what, where, when) b) They ran to the top of a hill where they saw Silver’s men on the Hispaniola, loading the ship’s

gun quickly. (who, what, where, how) c) Trelawney and his two men had surprised two pirates on the deck, and locked them in a room

below deck. (who, what, where, why) d) Tom had stayed on the ship to guard the pirates and the others had rowed to the island with food

and guns. (who, what, where, why) e) Ben had been alone for three years with no one to talk to, and had eaten goats, fruit, and fish.

(who, what, where, when, why, how)

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. Lesson 4 Sentence Stretcher: Begin with the sentence: Jim lay there. Their hope was to kill off the pirates. Their best hope was to kill off the pirates. They decided that their best hope was to kill off the pirates. They decided that their best hope was to kill off the pirates one by one. They decided that their best hope was to kill off the pirates one by one until the rest gave up. They decided that their best hope was to kill off the pirates one by one until the rest gave up or sailed away.


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. For example, change statements into questions, affirmative to negative, past to present tense, pronouns to proper, or passive voice to active. Lesson 4 Look it Up: Teams locate examples of Parallel Structure and Coordinating Conjunctions in the text and in the summary.

Rewrite the Paragraph Objective: Identify specific grammatical structures in English and change them according to the situation. Procedure: Write a paragraph based on the text, and using the language focus structures of the lesson or another familiar structure. Ask teams to change one structure in the paragraph to another. Teams read the paragraph and discuss the necessary changes. Members of each team work together to rewrite a grammatically correct paragraph with the changes. Collect one paper from each team for a grade. (Examples: Change from one verb tense to another, change nouns to pronouns, change adverbs to adjectives, etc.) Lesson 4 Rewrite the Paragraph Activity: Teams rewrite the paragraph in the present tense. Jim met Ben Gunn, who was brown from the sun, and wore animal skins. Ben was left behind on the island alone for three years. Ben had been on Flint’s ship and he knew about the treasure. Ben said he would help if Jim’s friends would take him back to England. Ben had made his own boat from wood and skins. Jim and Ben saw Silver’s men on the Hispaniola, firing the ship’s gun. Jim’s friends were firing from the beach and ran to a fort in the woods. Then Jim saw the flag of England flying over the top of the fort. Silver demanded the treasure map, but Smollett refused. Smollett told them to give up and return to England to stand trial. Pirates attacked the fort from every side, and there was a gunfight. Smollett and Trelawney had wounds. Dr. Livesey took the map, and went to find Ben Gunn. The Hispaniola was flying the pirates’ black flag. Jim found Ben’s boat, and rowed out to cut the ship’s anchor. The changing tide made the ship swing around, taking Jim’s boat. Jim grabbed a rope hanging from the ship, and climbed through a cabin window. Jim heard the voices of Silver’s men fighting. Jim could not escape now.


Name _____________________________________ Date _____________

Treasure Island: Lesson 4: Exercise 1

Fill in the blanks with the correct word.

anchor

tide

fort

refused

behind

escape

skins

gunfight

alone

wounds

flag

Silver’s

Jim met Ben Gunn, who was brown from the sun, and wore animal __________. Ben was

left __________ on the island __________ for three years. Ben had been on Flint’s ship and he

knew about the treasure. Ben said he would help if Jim’s friends would take him back to England.

Ben had made his own boat from wood and skins. Jim and Ben saw __________ men on the

Hispaniola firing the ship’s gun. Jim’s friends were firing from the beach and ran to a __________ in

the woods. Then Jim saw the __________ of England flying over the top of the fort. Silver

demanded the treasure map, but Smollett __________. Smollett told them to give up and return to

England to stand trial. Pirates attacked the fort from every side, and there was a __________.

Smollett and Trelawney had __________. Dr. Livesey took the map, and went to find Ben Gunn.

The Hispaniola was flying the pirates’ black flag. Jim found Ben’s boat, and rowed out to cut the

ship’s __________. The changing __________ made the ship swing around, taking Jim’s boat. Jim

grabbed a rope hanging from the ship, and climbed through a cabin window. Jim heard the voices of

Silver’s men fighting. Jim could not __________ now.


Name ________________________ Date _____________ Treasure Island: Lesson 4: 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. Long John Silver came in the morning with a white flag to talk to them.

______________________________________________________________________

2. Long John wanted them to give him all of the food, guns, and water.

______________________________________________________________________

3. In the attack on the stockade, the pirates wounded Jim Hawkins.

______________________________________________________________________

4. Jim took the boat out to the ship where he cut the rope to the anchor.

______________________________________________________________________

5. The pirates who were still on the Hispaniola took the ship out to sea.

______________________________________________________________________

6. The boat was heavily loaded with supplies, so it sank.

______________________________________________________________________

7. The ship’s gun began firing at the pirates on the island.

______________________________________________________________________

8. Jim Hawkins raised the French flag over the cabin.

______________________________________________________________________

9. There was a spring near the beach, and they desperately needed water.

______________________________________________________________________

10. Ben Gunn had been alone on the island for four years.

______________________________________________________________________


Name ____________________________ Date __________

Treasure Island: Lesson 4: Exercise 3 (FCAT Practice/Reading Comprehension) Read the sequence of events from Treasure Island, by Robert Louis Stevenson. In order for Dr. Livesey, Squire Trelawney, and Jim to get to Treasure Island, they had to follow some steps.

Planning the Treasure Hunt STEP 1 Jim takes the map he found in the seaman’s chest to Mr.

Trelawney and Dr. Livesey. STEP 2 They decide to go looking for the treasure STEP 3 Mr. Trelawney goes to Bristol. STEP 4 He buys and ship. STEP 5 He hires a crew. STEP 6 They set sail for Treasure Island.

Now think about Jim, Dr. Livesey, Mr. Trelawney and Captain Smollett planning to stop Long John Silver from stealing the treasure and murdering them. Write about the steps they have taken up to this part of the story.

Stopping Long John Silver STEP 1

STEP 2

STEP 3

STEP 4

STEP 5

STEP 6

Now write about what you think they might do in the next part of the story.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


Name _____________________ Date _______

Treasure Island: Lesson 4: Exercise 4 (FCAT Practice/Reading Comprehension) Read the paragraph and write the details in the chart. Use the questions to help you find the details.

Who is talking? Where is he? What happened? When did he know the ship had struck? Why did he seize the rope? How was he saved?

(Narrator: Jim Hawkins) “Suddenly I saw the danger. I had hardly time to think. I was on top of one wave when the ship came leaping over the next. It towered over my head. I sprang up, pushing the boat under water with my feet. I seized one of the ship’s ropes and found a place for my feet. I hung there breathless, and the sound of a blow told me that the ship had struck the boat, and I was left on the Hispaniola without a hope of escape.”

Where

What

Why How

Who

When


Name _________________________ Date ________

Treasure Island: Lesson 4: Exercise 5 Fill in the blanks.


Jim had pirates in __________ of him and a __________ animal in front of

__________. Jim stopped and the __________ walked toward him and __________ himself

as Ben Gunn. __________ face and arms were __________ from the sun, and __________

wore animal skins. Ben __________ been alone for three __________ with no one to

__________ to, and had eaten __________, fruit, and fish. Ben __________ been on

Captain Flint’s __________ when Flint hid the __________ and killed his men.

__________, Ben was on another __________ ship near the island, __________ stopped

to find the __________. The crew looked for __________ weeks, but did not __________

one piece of gold. __________ men were very angry, __________ left Ben behind. Jim

__________ Ben his story, and __________ said that Jim and __________ friends were in

real __________. Ben said he would __________ if Jim’s friends would __________ him

back to England. __________ had made his own __________ from wood and skins.

__________, Jim and Ben heard the __________ gun go off. They __________ to the top

of __________ hill where they saw __________ men on the Hispaniola, __________ the

ship’s gun. Then __________ saw Jim’s friends near __________ beach in a little

__________ loaded with boxes. Squire __________ fired his gun and __________ pirate

fell to the __________ of the Hispaniola. Silver __________ his men on the __________

were headed toward Jim’s __________. Jim’s friends left the __________ and ran toward

the __________, with pirates running after __________. They went to a __________

hidden in the jungle. __________ watched and waited for __________ sign. Then Jim saw


__________ flag of England flying __________ the top of the __________.

Ch 11: “The Fort”

Silver’s men went to __________ little boat to take __________ boxes of stores.

They __________ a fire to spend __________ night on the beach. __________ knew the

island, and __________ Jim to his friends __________ the fort. Jim found __________

what had happened on __________ ship. Smollett and the __________ had left the ship

__________ look for water. Dr. __________ had used the map __________ find the fort

and __________ spring of water. Trelawney __________ his two men, Jack __________

Tom, had surprised two __________ on the deck, and __________ them in a room

__________ deck. Tom had stayed __________ the ship to guard __________ pirates, and

the others __________ rowed to the island __________ food and guns. They __________

left Jack at the __________ to guard the stores, __________ had gone back to

__________ ship for Tom. After __________ had loaded and left __________, the two

pirates escaped, __________ the ship’s gun and __________ at their boat. They

__________ gotten the fort before __________ pirates, but a gunfight __________.

Trelawney had killed two __________, but the rest ran __________. Tom had been hit

__________ was in a bad __________. Most of their food __________ been lost in the

__________, so they would need __________ Gunn’s help.

Ch 12: “The Pirates Attack”

The next __________, Silver appeared outside the __________, waving a white

cloth. __________ didn’t trust Silver, but __________ him come in to __________. Silver

told them that __________ night before, Ben Gunn __________ two more pirates. Silver

__________ the treasure map, but __________ refused. Smollett told them __________

give up and return __________ England to stand trial. __________ was murder in Silver’s


__________ and he threatened to __________ them. When Silver left, __________

ordered the men to __________ their positions for an __________. Pirates attacked the fort

__________ every side. Smollett and __________ men killed six with __________ and then

their swords. __________ last pirate escaped over __________ fence.

Ch 13: “A Visit to the Hispaniola”

Back in the __________, Tom was dead. Smollett __________ Trelawney had

wounds. The __________ did not return that __________. Dr. Livesey took the

__________, and went to find __________ Gunn. Jim secretly took __________ gun and

went to __________ Ben’s boat. The Hispaniola __________ flying the pirates’ black

__________. Jim found Ben’s boat, __________ until dark, and rowed __________ to the

ship to __________ the anchor. The anchor __________ was as big around __________

Jim’s leg, so he __________ to cut it bit __________ bit. Jim heard the __________ of

Silver’s men fighting. __________ changing tide made the __________ swing around,

taking Jim’s __________. Jim grabbed a rope __________ from the ship, and __________

through a cabin window. __________ could not escape now.


Name ____________________________ Date __________ Treasure Island: Lesson 4: Exercise 6 Combine the sentences to make one sentence containing parallel structure. (Use the coordinating conjunctions and, but, or)

Example: Ben was left behind. Ben was on the island for three years. Ben was left behind, and he was on the island for three years.

1. Jim was really frightened. However, he did not scream.

______________________________________________________________________

2. Ben was surprised. Maybe he was frightened.

______________________________________________________________________

3. The sea was very clear. The sea was deep blue.

______________________________________________________________________

4. The Captain knew about the plan to steal the treasure. However, he remained calm.

______________________________________________________________________

5. Long John Silver is clever. He is smart. Silver is pleasant.

______________________________________________________________________

6. Jim heard a long drawn out cry. Jim saw Silver murder Tom.

______________________________________________________________________

7. Silver threw his crutch at Tom. Silver hit him in the back.

______________________________________________________________________ Choose the parallel completion from the list that follows and write it in the blank:

challenging, start a business, retail sales, efficiently, raise the children 1. The applicant has experience in business, computer technology and … ______________________________________________________________________

2. My teacher gives me work that is fair and interesting but … ______________________________________________________________________

3. A good employee works happily, consistently and … ______________________________________________________________________

4. After high school, I will go to college or … ______________________________________________________________________

5. My parents provide for the family and … ______________________________________________________________________

MS Grade 7 Language Arts 2 Through ESOL · remando hacia la isla llevando los alimentos y las...

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