Welcome to CAHSEE BOOTCAMP Week 5

Do Now (3/1/2014)  In Other Words is a reading strategy that tends to focus on ____________ rather than _________ or __________.  The following is an example of what type of question: Which sentence from the passage supports the idea that..?

Agenda 3/1/2014  Do Now- (5 Minutes)  PPT- Reading Comprehension Strategies continued (15 Minutes)  Group Activity #1- In Deadly Leaves(5-10 Minutes)  Activity #2- Reading Comprehension Strand(5-10 Minutes)  Group Activity #3-Willow & Ginko (10 Minutes)  Group Activity #4- Simile Metaphor WS  Group Activity #5-Little Boy Blue  Exit Slip (5 Minutes)

Reading Strategies  There are five distinct types of questions on the CAHSEE: 1. Right There (Covered last week) 2. In Other Words…(Covered last week) 3. Up Here! (Covered last week) 4. What’s the BIG Idea (Cover today) 5. Read All! (Cover today)

What’s the BIG Idea  BIG idea questions focus on the overall picture or “feel” of the text.  Main Idea  Author’s Purpose  Tone  You don’t necessarily have to read the entire text to get a gage of what the BIG idea is.

Strategies for “BIG Idea” Questions  Look at the richest source of information  The Title  The First Paragraph  The Last Paragraph  Underline key words in the first and last paragraphs

Questions on the Main Idea  Refer to what a paragraph or an article is all about.  Authors generally introduce the main idea in the first paragraph and summarize it in the last paragraph. Finally, the title often captures the essence of the text.

Example of a “Main Idea” Question(Group Practice)  The following question is based on the passage “Electric Cars Deserve a Second Look” What is the main purpose of Darrow’s article?  Turn to a neighbor and discuss what you believe the main idea of the article is?  A) to convince readers that their cars are using too much energy  B) to show how to improve driving  C) to convince people that electric cars are good  D) to show how the environment can be saved

Author’s Purpose VS Tone Authors purpose  Authors write for different purposes:  To entertain  To persuade  To inform  Main idea of a passage and the authors purpose are always related tone  The author’s purpose and tone are related.  If the purpose is to entertain the author’s tone will be:  Humorous or Descriptive  If the purpose is to persuade:  Persuasive, forceful, critical, and biased  If the purpose is to inform:  Informative, straightforward, factual, and free of bias

Example of Purpose and Tone(Group Practice)  An average hurricane releases as much energy as several atomic explosions. Its power output in a single minute could keep the United States in electricity for 50 years. The hurricane that struck Bangladesh in 1970 produced a tidal wave that killed 200,000 people. In 1900, in Galveston, Texas a hurricane created storm tides that swept 6,000 people to their deaths.

The author wrote to ________. A. persuade the reader that Texas and Bangladesh can be dangerous places to live B. compare the weather in Texas and Bangladesh C. present factual information about hurricanes D. entertain the reader with a story about hurricanes The author’s tone can best be described as ________. A. humorous B. straightforward C. sarcastic D. frustrated

(Read All) type Questions  Usually appear in the Literary Response & Analysis Strand  Focus on development of the plot or the characters  Require close reading of the text  NO SHORTCUTS  Read text in it’s entirety

Examples of Read All questions  Ex. How did Billy change throughout the passage?  Ex. How would you describe Paul’s father?  Ex. What did Aaron learn about himself?

Group Activity I  Project Deadly Leaves on the Smartboard  Students will independently read the first paragraph from “Deadly Leaves” and answer the corresponding questions.  After answering the questions, students should discuss with a neighbor the strategy they used to answer each question.

Group Activity II  In groups, students will answer each passage on pages (26-30) and identify the author’s purpose and tone.  Students must also support their answers with evidence from the passage

Literary Response & Analysis  There are 20 multiple choice questions in this section  You will be asked to read and understand stories, poems, plays, and essays.  You should be familiar w/ figurative language and common literary devices

Figurative Language  Similes: a figure of speech that compares two unlike things, using the words “like” or “as”  Example: She moves like a snail.  Metaphors: Compare two unlike things. However, unlike a simile, the words “like” or “as” are not used.  Example: Her skin is velvet.

Figurative language  Personification : means giving humans qualities, feelings, action, or characteristics to non-human objects.  Example: The trees whispered in the wind.  Whispered is a human action, while a tree is a non-human object

Figurative Language  Onomatopoeia: is the imitation of natural sounds in the word form. These words help us form mental pictures about the things, people, or places that are described  Example : Bong! Hiss! Buzz! Splash! Crackle! Pop! Moo! Crunch!

Literary Terms you MUST know  Climax- highest point of a story, great change occurs.  Conflict- tension and suspense in a story.  Dialogue- a verbal exchange between 2 or more people  Flashback: a shifting back to events that place at an earlier time.  Foil- a character who serves as a contrast to the main character

Literary Terms you MUST know  Foreshadowing- a hint, or suggestion, of what’s to come.  Genre- type or kind (plays, poems, novels)  Irony- contrast between what is said and what is meant.  Monologue- extended solo speech by a character in a play  Narrator- the person speaking to us in a story or telling the story.

Literary Terms you MUST know  Point of view- angle from which a story is told  Repetition- a technique in which the same phrase or word is repeated throughout a poem or story.  Setting- where it takes place  Soliloquy- Speech a character makes in a drama to express feelings or inner conflict  Tone- the emotion of a piece of writing.

Group Activity III  Find a partner  Each pair will receive a copy of Willow and Ginko  Choose 1 person to read the poem  2 nd person will be the scribe  Answer the questions on pg.4 as a pair  Be ready to share your answers with the whole class

Group Activity IV  Find a partner  Each student will receive a Simile/Metaphor Worksheet  Answer the questions on pg. 6 on your own  After you are done, share with a partner  Be ready to share your responses with the class

Group Activity V  Find a partner  Each pair will receive a copy of Little Boy Blue  Choose 1 person to read the poem  2 nd person will be the scribe  Answer the questions on pg. 10 as a pair  Be ready to share your answers with the whole class

Exit Slip: (15 mins)  Get your assigned computer/ close notebook  Log-on/  Use the test key from the CAHSEE BOOTCAMP file cabinet under Mrs. Kelley’s page  Exit Slip Name- CB Math ELA Five Exit Slip (5 questions)

Time to Switch (1 minute stretch break before we start the next subject)

Reminders: (1 min)  Sign-out (computer tracker)  Last 2 Bootcamp Sessions  11 school days till the CAHSEE!  Study over your notes nightly  Room must be left spotless (no trash, I will check your desk before dismissal)