Voyages in English 2018, Teacher Edition, Grade 6 by Loyola Press

GRAMMAR AND WRITING

I N

E N G L I S H

teacher edition

CONTENTS Introduction

Welcome to Voyages in English

OV-1

Program Overview How to Use This Program

OV-2 OV-28

PA R T

2 Grammar Nouns Teacher Preparation

Section 1

Nouns

Singular and Plural Nouns More Singular and Plural Nouns Concrete and Abstract Nouns Nouns as Subjects and Subject Complements Nouns as Objects More Nouns as Objects Possessive Nouns Nouns Showing Separate and Joint Possession Appositives Words Used as Nouns and Verbs Words Uses as Nouns and Adjectives Noun Review Noun Challenge

1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 1.11

Pronouns Teacher Preparation

Section 2

Pronouns

Personal Pronouns Agreement of Pronouns and Antecedents Intensive and Reflexive Pronouns Subject Pronouns Object Pronouns Possessive Pronouns and Adjectives Pronouns in Contractions Demonstrative Pronouns Interrogative Pronouns Indefinite Pronouns Indefinite Pronouns and Double Negatives Pronoun Review Pronoun Challenge

2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11

1a–1b

2 4 6 8 10 12 14 16 18 20 22 24 26 27a–27b

27 28 30 32 34 36 38 40 42 44 46 48 50 52

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Adjectives Teacher Preparation

53a–53b

Section 3

Adjectives

Descriptive Adjectives Definite and Indefinite Articles Numerical Adjectives Adjectives as Subject Complements Comparative and Superlative Adjectives More Comparative and Superlative Adjectives Few and Little Demonstrative Adjectives Interrogative Adjectives Indefinite Adjectives Adjective Phrases Adjective Review Adjective Challenge

3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11

Verbs Teacher Preparation

54 56 58 60 62 64 66 68 70 72 74 76 78 79a–79b

Section 4

Verbs

Principal Forms of Verbs, Verb Phrases Regular and Irregular Verbs Troublesome Verbs Transitive Verbs Intransitive Verbs Linking Verbs Simple Tenses Progressive Tenses Perfect Tenses Agreement of Subject and Verb Active and Passive Voice Indicative Mood Emphatic Mood Imperative Mood Subjunctive Mood Modal Auxiliaries Verb Review Verb Challenge

80 82 84 86 88 90 92 94 96 98 100 102 104 106 108 110 112 114

4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 4.12 4.13 4.14 4.15 4.16

Adverbs Teacher Preparation

115a–115b

Section 5

Adverbs

Adverbs of Time, Place, and Manner Adverbs of Degree, Affirmation, and Negation Comparative and Superlative Adverbs Adverbs and Adjectives Negative Words Adverb Phrases and Clauses Adverb Review Adverb Challenge

5.1 5.2 5.3 5.4 5.5 5.6

115 116 118 120 122 124 126 128 130

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Sentences Teacher Preparation

131a–131b

Section 6

Sentences

Subjects and Predicates Natural and Inverted Order Kinds of Sentences Simple and Compound Sentences Punctuation of Compound Sentences Prepositions and Prepositional Phrases Using Prepositions Correctly Prepositions and Adverbs Adjective Phrases Adverb Phrases Complex Sentences, Adverb Clauses Sentence Review Sentence Challenge

6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 6.9 6.10 6.11

131

Conjunctions, Interjections, Punctuation, and Capitalization Teacher Preparation

Section 7

Conjunctions, Interjections, Punctuation, and Capitalization

Conjunctions Interjections Periods Commas Exclamation Points and Question Marks Semicolons Colons Quotation Marks Apostrophes Hyphens Capitalization Section 7 Review Section 7 Challenge

7.1 7.2 7.3 7.4 7.5 7.6 7.7 7.8 7.9 7.10 7.11

Diagramming Teacher Preparation

Section 8

Diagramming

Subjects and Predicates Direct and Indirect Objects Subject Complements Appositives Intensive and Reflexive Pronouns Prepositional Phrases Compound Sentence Parts Compound Sentences Interjections Adverb Clauses Diagramming Practice Diagramming Review Diagramming Challenge

8.1 8.2 8.3 8.4 8.5 8.6 8.7 8.8 8.9 8.10 8.11

132 134 136 138 140 142 144 146 148 150 152 154 156

157a–157b

157 158 160 162 164 166 168 170 172 174 176 178 180 182 183a–183b

183 184 186 188 190 192 194 196 198 200 202 204 206 208

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PA R T

Written and 2 Oral Communication Personal Narratives Teacher Preparation

Chapter 1 Personal Narratives

Lesson Lesson Lesson Lesson Lesson Lesson

1 2 3 4 5 6

210

What Makes a Good Personal Narrative? Introductions and Conclusions Study Skills: Dictionary Writing Skills: Revising Sentences Word Study: Exact Words Speaking and Listening Skills: Oral Personal Narratives Writer’s Workshop: Personal Narratives Rubrics

212 216 220 224 228 232 236 247y–247z

How-to Articles Teacher Preparation

248a–248b

Chapter 2 How-to Articles

Lesson Lesson Lesson Lesson Lesson Lesson

1 2 3 4 5 6

248

What Makes a Good How-to Article? Order, Accuracy, and Completeness Word Study: Transition Words and Phrases Writing Skills: Sentence Types Study Skills: Instructional Graphics Speaking and Listening Skills: How-to Talks Writer’s Workshop: How-to Articles Rubrics

250 254 258 262 266 270 274 285y–285z

Descriptions Teacher Preparation

286a–286b

Chapter 3 Descriptions

Lesson Lesson Lesson Lesson Lesson Lesson

1 2 3 4 5 6

286

What Makes a Good Description? Writing a Description Writing Skills: Sensory Language Word Study: Misused and Confusing Words Study Skills: Thesaurus Speaking and Listening Skills: Oral Descriptions Writer’s Workshop: Descriptions Rubrics

288 292 296 300 304 308 312 323y–323z

Persuasive Writing Teacher Preparation

324a–324b

Chapter 4 Persuasive Writing

Lesson Lesson Lesson Lesson Lesson Lesson

1 2 3 4 5 6

210a–210b

324

What Makes Good Persuasive Writing? Fact and Opinion Study Skills: Outline Word Study: Prefixes Writing Skills: Expanded Sentences Speaking and Listening Skills: Persuasive Speech Writer’s Workshop: Persuasive Writing Rubrics

326 330 334 338 342 346 350 361y–361z

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Expository Writing Teacher Preparation

Chapter 5 Expository Writing

Lesson Lesson Lesson Lesson Lesson Lesson

1 2 3 4 5 6

362

What Makes a Good Expository Article? Interviewing Writing Skills: Using Quotations Study Skills: Taking Notes Word Study: Homophones Speaking and Listening Skills: Current-Event Reports Writer’s Workshop: Expository Writing Rubrics

364 368 372 376 380 384 388 399y–399z

Business Letters Teacher Preparation

400a–400b

Chapter 6 Business Letters

Lesson Lesson Lesson Lesson Lesson Lesson

1 2 3 4 5 6

362a–362b

400

What Makes a Good Business Letter? Audience, Tone, and Formal Language Word Study: Suffixes Writing Skills: Expanding Sentences Literacy Skills: Writing to Professionals Speaking and Listening Skills: Congratulatory and Thank-You Speeches Writer’s Workshop: Thank-You Letters Rubrics

402 406 410 414 418 422 426 437y–437z

Creative Writing: Trickster Tales Teacher Preparation 438a–438b

Chapter 7 Creative Writing: Trickster Tales

Lesson Lesson Lesson Lesson Lesson Lesson

1 2 3 4 5 6

What Makes a Good Trickster Tale? Characters and Setting Writing Skills: Dialogue Word Study: Homographs Writing Poetry: Rhyming Stanzas Speaking and Listening Skills: Telling a Trickster Tale Writer’s Workshop: Trickster Tales Rubrics

440 444 448 452 456 460 464 475y–475z

Research Reports Teacher Preparation

476a–476b

Chapter 8 Research Reports

Lesson Lesson Lesson Lesson Lesson Lesson

1 2 3 4 5 6

438

476

What Makes a Good Research Report? Gathering and Organizing Information Research Skills: Citing Sources Word Study: Roots Study Skills: Using the Library and the Internet Speaking and Listening Skills: Biographical Reports Writer’s Workshop: Research Reports Rubrics

Common Proofreading Marks

478 482 486 490 494 498 502 513y–513z

514

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PA R T

3 Bonus Chapters Argumentative Writing Teacher Preparation

516a–516b

Chapter 9 Argumentative Writing

Lesson Lesson Lesson Lesson Lesson Lesson

1 2 3 4 5 6

516

What Makes Good Argumentative Writing? 518 Strong Evidence and Credible Sources 522 Writing Skills: Punctuating Restrictive and Nonrestrictive Elements 526 Word Study: Domain-Specific Vocabulary 530 Study Skills: Digital References and Glossaries 534 Speaking and Listening Skills: Roundtable Discussion 538 Writer’s Workshop: Argumentative Writing 542 Rubrics 553y–553z Literary Analysis Teacher Preparation

554a–554b

Chapter 10 Literary Analysis

Lesson Lesson Lesson Lesson Lesson Lesson

1 2 3 4 5 6

554

What Makes a Good Literary Analysis? Comparing Literary Works Writing Skills: Using Transitions Word Study: Precise Language Study Skills: Close-Reading a Literary Text Speaking and Listening Skills: Literature Circle Writer’s Workshop: Literary Analysis Rubrics

556 560 564 568 572 576 580 591y–591z

Poetry Teacher Preparation

592a–592b

Chapter 11 Poetry

Lesson Lesson Lesson Lesson Lesson Lesson

1 2 3 4 5 6

592

What Is a Narrative Poem? Description and Plot Writing Skills: Using Transitions in Narrative Poetry Word Study: Figurative Language Study Skills: Active Reading Speaking and Listening Skills: Readers’ Theater Writer’s Workshop: Poetry Rubrics

594 598 602 606 610 614 618 629y–629z

Writing Traits

630

Grammar and Mechanics Handbook

631

Index

662

Acknowledgments

670

Scope and Sequence

T-673

Common Core State Standards Correlations

T-686

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SECTION PLANNER

Nouns SECTION FOCUS • Singular and plural nouns • More singular and plural nouns

GRAMMAR FOR GROWN-UPS

• Concrete and abstract nouns

Understanding Nouns

• Nouns as subjects and subject complements • Nouns as objects • More nouns as objects

A noun is a word that names a person, a place, a thing, or an idea. A noun can function as a subject, a subject complement, a direct object, an indirect object, an object of a preposition, or an appositive. Beverly Cleary is an author of books for children.

• Possessive nouns • Nouns showing separate and joint possession • Appositives • Words used as nouns and verbs • Words used as nouns and adjectives

Abstract nouns name qualities, conditions, actions, or ideas. Loyalty and honesty are what people want from friends. Concrete nouns name tangible items such as people, places, or things. David is a potter and has his own kiln. Possessive nouns are usually formed by adding -’s to singular nouns and to plural nouns that do not end in s and by adding an apostrophe to plural nouns ending in s. One player’s skill was the focus of the women’s basketball tournament.

SUPPORT MATERIALS Practice Book Daily Maintenance, pages 1–4 Grammar, pages 5–19 Assessment Book Section 1 Assessment, pages 1–4 Loyola Press Online Assessment System Writing Chapter 1, Personal Narratives Customizable Lesson Plans www.voyagesinenglish.com

CONNECT WITH LITERATURE Consider using the following titles throughout the section to illustrate the grammar concept:

A Wrinkle in Time by Madeleine L’Engle The View from Saturday by E. L. Konigsburg The One and Onl y Ivan by Katherine A. Applegate

The article included a list of all the players’ scores. Separate, or individual, possession is shown by adding -’s to each noun. I’ve been to parties at Jack’s and Kay’s houses. Joint possession, the possession of one thing by more than one possessor, is shown by adding -’s to the last noun only. The meeting tonight is at Tim and May’s house. Appositives are nouns that rename a person or thing. An appositive is restrictive if it is necessary to the meaning of the sentence. I have three brothers. My brother Bill is a doctor. An appositive is nonrestrictive if it merely gives added information. A nonrestrictive appositive is set off by commas. I have one brother. My brother, Carlo, is an attorney.

“

I find it quite interesting. A noun’s a person, place, or thing.

”

—Schoolhouse Rock www.voyagesinenglish.com • Nouns • 1a

SECTION PLANNER

Nouns

COMMON ERRORS

ASK AN EXPERT

Subject-Verb Agreement

Real Situations, Real Solutions

Students can make errors in agreement if the subject is a plural noun and the complement is a singular noun, or vice versa. ERROR: Maya’s hands is her best feature. CORRECT: Maya’s hands are her best feature.

The simple subject of the sentence is hands (plural noun). The subject complement is feature (singular noun). The verb must agree with the plural subject hands.

Grammar Geek Yours, mine, and ours My students have trouble using punctuation to show joint and separate possession. What can I do to help them? Sincerely, Mary and Paul’s daughter, Laura

Daughter of Mary and Paul Jointly Subject: Re: Yours, mine, and ours

ERROR: Sam’s only problem were his little brothers.

Teach it mathematically. Write the following phrase on the board: my mom and dad’s house. Say Mom and dad are married. Jointly, they own one house. Then write: my brother’s and sister’s weddings. Say: My brother and sister had two separate weddings. Write on the board the following equations:

CORRECT: Sam’s only problem was his little brothers.

The simple subject of the sentence is problem (singular noun). The subject complement is brothers (plural noun). The verb must agree with the singular subject problem, thus was is correct. Remind students to always match the verb to the subject, not the subject complement.

1 possession = 1 apostrophe 2 possessions = 2 apostrophes Repeat with several phrases. Laura and her students’ friend, Grammar Geek

SENTENCE DIAGRAMMING You may wish to teach nouns in the context of diagramming. Review these examples. Then refer to the Diagramming section. My niece Natalia sent her mom an email.

niece (Natalia)

Natalia

sent

email an

sent mom

Natalia sent an email to her mom.

mom he

subject (appositive) verb direct object

verb

direct object jec ad

iti on

e tiv

object jec ad e tiv

1b • Section 1

e tiv

jec ad

e tiv

ep pr

jec ad

indirect obj.

subject

PART

GRAMMAR SE

CTION

1 Nouns 1.1

Singular and Plural Nouns

1.2

More Singular and Plural Nouns

1.3

Concrete and Abstract Nouns

1.4

Nouns as Subjects and Subject Complements

1.5

Nouns as Objects

1.6

More Nouns as Objects

1.7

Possessive Nouns 14

1.8

Nouns Showing Separate and Joint Possession

1.9

Appositives 18

1.10

Words Used as Nouns and Verbs

1.11

Words Used as Nouns and Adjectives

2 4

6 8

10 12

20 22

Noun Review 24 Noun Challenge 26

1.1

Singular and Plural Nouns

OBJECTIVES • To identify and use singular and plural nouns • To form the plurals of regular nouns; nouns ending in s, x, z, ch, and sh; and irregular nouns

DAILY MAINTENANCE Assign Practice Book page 2, Section 1.1. After students finish, 1. Give immediate feedback. 2. Review concepts as needed. 3. Model the correct answer. Pages 4–5 of the Answer Key contain tips for Daily Maintenance.

PRACTICE EXERCISE 1 After students have identified the nouns and said whether they are singular or plural, have them write these headings on a sheet of paper: Person, Place, Thing. Have students list each noun under its proper heading. EXERCISE 2 When students have completed the exercise independently, have them use each plural noun in a sentence.

EXERCISE 3 As students complete the exercise, suggest that they use a dictionary to check their spelling. EXERCISE 4 Ask students how they chose to use singular or plural nouns. (Singular nouns follow words such as a and use singular verbs such as was. Plural nouns follow words such as two and some and use plural verbs such as are.)

WARM-UP In small groups have students list 10 people, places, and things they saw on their way to school. Have one student from each group write the words from their lists on the board, under the appropriate heading One or More Than One. Then have another student from each group erase and switch the headings. With the help of the group, ask students to change the words to make them match the new headings.

1.1

Singular and Plural Nouns A noun is a name word. A singular noun names one person, place, thing, or idea. A plural noun names more than one person, place, thing, or idea. Add -s to most nouns to form the plurals. Add -es to form the plurals of nouns ending in s, x, z, ch, and sh. SINGULAR

PLURAL

SINGULAR

PLURAL

gas fox

gases foxes

watch sash

watches sashes

Some plural nouns are not formed by adding -s or -es. Check a dictionary for the correct form.

Read from a piece of writing that the class is currently reading. Emphasize singular and plural nouns as you read.

SINGULAR

PLURAL

SINGULAR

PLURAL

man child tooth

men children teeth

sheep moose Chinese

EXERCISE 1 Identify each noun. Tell whether it is singular or plural.

TEACH

1. Men and women search for treasure under the ocean. 2. Divers often spend years searching for an underwater

Have students read aloud the definitions at the top of the page. Ask volunteers to name people, places, and things and to say if the words are singular or plural. Read aloud the rules for forming plurals. Have students silently read the examples given and then supply examples of their own.

3. Recently, searchers found jewels and precious metals on a

shipwreck. sunken ship.

4. Perhaps the vessel once belonged to pirates or a mighty king.

5. Experts estimate that the discovery is priceless. 6. The objects are now at a museum. 7. The amazing display at the museum fascinates children and adults.

8. The collection of gems includes many diamonds. 9. Flashes of light reflect off the surfaces of the stones. 10. My favorite pieces in the exhibit are the emeralds and gold necklaces.

2 • Section 1.1

•

Section 1.1

APPLY

ASSESS

APPLY IT NOW Ask volunteers to read aloud their paragraphs. Challenge the listeners to raise one hand when they hear a singular noun and two hands when they hear a plural noun. Students should demonstrate the ability to identify and use singular and plural nouns.

Note which students had difficulty identifying singular and plural nouns and forming plurals. Assign Practice Book page 5 for further practice.

TEACHING OPTIONS

WRITING CONNECTION

Use pages 210–211 of the Writing portion of the book. Be sure to point out nouns in the literature excerpt and the student model.

Reteach Write these headings on the board:

Add -s Add -es to nouns ending in s, x, z, ch, sh Do not add -s or -es. Ask students to name objects they see in the classroom whose plurals are formed in one of these ways. As a volunteer calls out the name of an object, invite him or her to write on the board the noun in both its singular and plural forms under the correct heading. Encourage the class to check for correct spelling. If students need help, have them check a dictionary.

English-Language Learners EXERCISE 2 Write the plural form for each noun. Use a dictionary if necessary to check the correct form.

1. lunch 2. foot 3. topaz

4. ox 5. coin 6. bus

7. medal 8. brush 9. mouse

The plurals of irregular nouns pose special challenges for English-language learners. Suggest that when they come across a word with an irregular plural, they list it in their notebooks. Suggest that students group together similar nouns, such as words that are the same whether singular or plural (deer and sheep).

10. mix 11. porch 12. deer

EXERCISE 3 Complete each sentence with the plural form of the noun in parentheses.

1. The treasure

(hunter) discovered the jewels on a sunken

ship.

2. 3. 4. 5. 6. 7. 8.

We saw the maps and

(compass) they used.

Kings, queens, princes, and

(princess) once owned the jewels.

(Pirate) stole this treasure in the 1600s. The ship’s

(record) show it was part of a large fleet.

The other

(vessel) in the fleet have not been discovered.

Meeting Individual Needs Extra Support On the board write several sentences that contain singular nouns whose plurals are formed according to the rules on page 2. Underline each noun and draw students’ attention to its ending. Ask volunteers to tell which rule each noun follows and to write its plural next to the sentence on the board.

(Explorer) have not given up the search for the ships. Missing

(diagram) may help reveal their location.

EXERCISE 4 Use either the singular or plural form of the word in parentheses to complete each sentence.

1. 2. 3. 4. 5.

Our A Two

(visit) to the aquatic museum was very interesting. (museum) often contains amazing and valuable treasures. (woman) led our tour that day.

The natural

(wonder) can be awe inspiring.

We learned about several kinds of ocean.

(whale) that live in the

6. We saw two diamond (brooch) recovered from the sea. 7. The guides mentioned that (starfish) have two stomachs. 8. One of the stomachs is used to engulf (prey).

Common Core Standards

APPLY IT NOW Write a paragraph about a famous or historic site you

CCSS.ELA.L.6.1 CCSS.ELA.W.6.2 CCSS.ELA.W.6.10

have visited or would like to visit, such as Independence Hall. Circle all the singular nouns. Underline all the plural nouns. Nouns

•

www.voyagesinenglish.com • Nouns • 3

1.2

More Singular and Plural Nouns

OBJECTIVE • To form the plurals of nouns ending in y, o, f, and fe; and compound nouns

DAILY MAINTENANCE Assign Practice Book page 2, Section 1.2. After students finish, 1. Give immediate feedback. 2. Review concepts as needed. 3. Model the correct answer. Pages 4–5 of the Answer Key contain tips for Daily Maintenance.

WARM-UP Assign small groups each five nouns ending in y, o, f, or fe and a compound noun. Have each group change its nouns to plural form and then write a two-line song, poem, or story using their list of plural nouns. Have each group perform its piece for the class.

TEACH

PRACTICE

Ask a volunteer to read aloud each rule. Have students read the examples given and supply examples of their own. Remind students that there are exceptions to these rules. Encourage students to consult a dictionary if they are unsure. Point out that in compound nouns, the principal word is the person, place, or thing that is being modified by the other words. In the examples, brother and editor are being modified by in-law and in-chief.

EXERCISE 1 When students have completed the exercise, have them tell which rule for forming plurals applies for each word.

1.2

EXERCISE 2 Remind students to check a dictionary if they are in doubt about the spelling of a plural form.

More Singular and Plural Nouns If a noun ends in y preceded by a vowel, form the plural by adding -s.

Read from a piece of writing that the class is currently reading. Emphasize the singular and plural nouns as you read.

SINGULAR

PLURAL

SINGULAR

PLURAL

pulley

pulleys

attorney

attorneys

If a noun ends in y preceded by a consonant, form the plural by changing the y to i and adding -es. If a noun ends in o preceded by a vowel, form the plural by adding -s. SINGULAR

PLURAL

SINGULAR

PLURAL

discovery colony

discoveries colonies

radio portfolio

radios portfolios

If a noun ends in o preceded by a consonant, form the plural by adding -es. There are exceptions to this rule. Always check a dictionary. SINGULAR

PLURAL

SINGULAR

PLURAL

tomato

tomatoes

mosquito

mosquitoes

E XC E P TI O N S

taco

E XC E P TI O N S

tacos

alto

altos

For most nouns that end in f or fe, form the plurals by adding -s. For some nouns ending in f or fe, form the plurals by changing the f or fe to -ves. Use a dictionary to be sure.

4 • Section 1.2

•

Section 1.2

SINGULAR

PLURAL

SINGULAR

PLURAL

roof safe

roofs safes

calf leaf

calves leaves

APPLY

ASSESS

TEACHING OPTIONS

APPLY IT NOW Ask volunteers to write their sentences on the board and tell the spelling rule for each plural noun. Students should demonstrate the ability to form plural nouns.

Note which students had difficulty with plural nouns. Assign Practice Book page 6 for further practice.

Reteach

WRITING CONNECTION

Use pages 212–213 of the Writing portion of the book.

On the board write a singular noun that corresponds to each rule. Have volunteers write the plural form and briefly summarize the rule used for each word.

Cooperative Learning Have partners work together to make up a short dialogue that recasts sentences with singular nouns. Use these examples:

Student 1: D id we eat a loaf of bread? Student 2: N o, we ate two loaves of bread. You may want to have students work together to spell the plural forms and to discuss which rules apply for forming plurals. Form the plurals of most compound nouns by adding -s. Form the plurals of some compound nouns by adding -s to the principal word. Use a dictionary to be sure. SINGULAR

PLURAL

SINGULAR

drive-in eyeball

drive-ins eyeballs

brother-in-law editor in chief

Meeting Individual Needs Extra Support Direct students to generate individual lists of 10 to 20 singular nouns for which students are unsure of the plural forms. Encourage students to look up the plural forms in a dictionary. Have partners share their lists.

PLURAL

brothers-in-law editors in chief

EXERCISE 1 Write the plural form of each of the following nouns. If you are not sure of a plural form, check a dictionary.

1. photo 2. grape 3. cherry

4. bush 5. sky 6. soprano

7. journey 8. door 9. loss

10. industry 11. potato 12. life

Common Core Standards

EXERCISE 2 Complete the sentences with the plural form of each word in parentheses.

CCSS.ELA.L.6.1 CCSS.ELA.L.6.2b CCSS.ELA.SL.6.1

1. Several (party) of divers are scheduled to leave. 2. The teams consist of (trio) of divers. 3. The (chief) of the expedition have obtained the (supply).

4. There are

(compass), underwater (knife) for all crew members.

5. The divers will be researching ocean

(radio), and (valley) and coral

(reef).

6. Who can predict what

(discovery) will be made about the (life) of animals and plants under the sea?

(Scientist) are constantly learning about new (creature).

8. The ocean floor has and

(mountain) (plain), like dry land.

(Surveyor) will study all the various (landscape).

10. The

(story) of individual divers will be recorded, and their adventures will be (video). available on three

APPLY IT NOW Read the sentence below. Then make the singular nouns plural. Reread the sentence. Our guide pointed to a turtle digging a hole in the mud to lay an egg, and then we spied a water snake sunning itself on a rock. Nouns

•

www.voyagesinenglish.com • Nouns • 5

1.3

Concrete and Abstract Nouns

OBJECTIVE • To identify and use concrete and abstract nouns

DAILY MAINTENANCE Assign Practice Book page 2, Section 1.3. After students finish, 1. Give immediate feedback. 2. Review concepts as needed. 3. Model the correct answer. Pages 4–5 of the Answer Key contain tips for Daily Maintenance.

WARM-UP Write on the board a few sentences from a newspaper or an excerpt from a song, story, or poem. Have a student read aloud the sentences. Then have volunteers circle all people, places, and things in the sentence. Ask students to sketch pictures of the circled words. Have students draw a symbol for the nouns that cannot be seen, heard, touched, smelled, or tasted.

EXERCISE 1 Remind students that a concrete noun can be a proper noun or common noun and that a proper noun names a specific person, place, or thing and starts with a capital letter.

EXERCISE 4 As students begin, remind them that a suffix is added to the end of a word to create a new word. Point out that sometimes a word’s spelling changes when a suffix is added. Ask volunteers to share their original sentences.

EXERCISE 2 As students go through the exercise, remind them to check whether a noun names something that cannot be seen, heard, touched, smelled, or tasted.

Concrete and Abstract Nouns

1.3

A concrete noun names a thing that can be experienced by the five senses. Most nouns are concrete nouns. bridge pilot Japan

Read from a piece of writing that the class is currently reading. Emphasize the concrete and abstract nouns.

flower octopus Mount Everest

bus movie Dr. Seuss

An abstract noun names something that cannot be experienced by the five senses. It expresses an idea, an emotion, a quality, or a condition. freedom

joy

strength

safety

EXERCISE 1 Identify the nouns in each sentence. Tell whether each noun is concrete or abstract.

TEACH

1. Martin Luther King Jr. earned the admiration of many Americans. 2. He was a leader of the movement to ensure basic rights for African

Have students read the definition of concrete noun and the examples that follow. Ask which examples name people, places, and things. Encourage students to give more examples of each type of concrete noun. Have students read the definition of abstract noun and the examples that follow. Ask for more examples of abstract nouns. You might group the nouns under headings such as ideas (freedom), emotions (joy), qualities (strength), and conditions (safety). You may wish to ask volunteers to list the abstract nouns from the Warm-Up under the correct headings.

Americans.

3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

King experienced criticism because of his beliefs. He and his followers marched against segregation in Birmingham. Watchers were shocked at the hatred directed against the marchers. King was arrested, but his determination remained strong. King spoke about his hopes for better lives for his children. He focused attention on the difficulties of people who were poor. He worked to change circumstances for people who struggled to gain social and economic freedom. Future generations were often the focus of his speeches. King sought to ensure that the children would have brighter futures. He inspired many people to take up his important cause. His honesty and intelligence make him an example to follow. People who believe in justice continue to look up to King.

Memorial to Dr. Martin Luther King Jr., on August 20, 2012, in Washington, DC

6 • Section 1.3

EXERCISE 3 For the first six words, invite volunteers to dictate original sentences for you to write on the board. Then have students work independently to complete the exercise. Remind students to check a dictionary if they are unsure of any word meanings.

PRACTICE

•

Section 1.3

EXERCISE 5 Remind students that abstract nouns often name ideas, emotions, qualities, or conditions. Have volunteers read aloud their sentences.

ASSESS

APPLY

WRITING CONNECTION

APPLY IT NOW Invite volunteers to share their paragraphs with the class. Ask a volunteer to keep a tally of concrete and abstract nouns as paragraphs are read aloud. If time allows, brainstorm opposites for abstract nouns. Students should demonstrate the ability to identify and use concrete and abstract nouns.

TEACHING OPTIONS

Note which students had difficulty identifying concrete and abstract nouns. Assign Practice Book page 7 for further practice.

Use pages 214–215 of the Writing portion of the book.

Extra Support On the board write several sentences that contain abstract nouns, such as the following:

We admired the beauty of the handmade quilt.

Because he had practiced every day, Enrique had confidence in his piano skills.

If goldfish are left in darkness, they may turn white. Perseverance helped Shawn win the science competition. It was Carmen’s idea to put the lobster in her mother’s bathtub.

The doctor used humor to relax the patient.

Dion loses his patience when the bus is late. Mrs. Cantrell’s knowledge of giraffes amazed the zookeepers. A fear of water kept the puppy away from the flooded river.

Call on a volunteer to read each sentence and circle the words that name things that cannot be seen, heard, touched, smelled, or tasted. Then have students compose and share new sentences using the abstract nouns.

The aviator Amelia Earhart possessed great courage. Seth was in the garden when he noticed a strange smell. Keisha’s ambition is to be the best soccer player in the city.

EXERCISE 3 Use each of the following abstract nouns in a sentence.

1. 2. 3. 4.

love democracy independence charity

5. 6. 7. 8.

strength truth cleanliness enthusiasm

9. 10. 11. 12.

humility cheerfulness confidence vitality

Meeting Individual Needs

EXERCISE 4 Many abstract nouns can be formed from other words by adding the suffixes -hood, -ion, -ity, -ment, -ness, -ship, -ty, or -y. Make an abstract noun from each word by adding the proper suffix. Then use each noun in a sentence.

1. 2. 3. 4.

friend subtract moral able

5. 6. 7. 8.

kind honest leader child

EXERCISE 5 Tell whether each noun is abstract or concrete. Then use each noun in a sentence.

1. 2. 3. 4. 5. 6.

food nutrition privacy committee carelessness skeleton

7. 8. 9. 10. 11. 12.

leader hope gratitude pride wisdom crew

Write the headings Concrete and Abstract on the board. Have students tell the characteristics of concrete and abstract nouns. Write student’s answers in the appropriate columns. Then have students work in groups. Give each group a set of note cards with one noun written on each card. Have the groups decide whether each noun is concrete or abstract and tape it in the correct column on the board. Discuss whether the nouns are classified correctly. If opinions differ, have students justify their reasoning based on the characteristics listed.

Meeting Individual Needs

EXERCISE 2 Identify the abstract noun in each sentence.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Reteach

9. 10. 11. 12.

Challenge Have each student choose five abstract nouns and write definitions that give concrete examples of the concepts, such as the following:

bright celebrate major safe

Patriotism is saluting a country’s flag.

APPLY IT NOW What are the traits and characteristics of one of

Happiness is sailing on a sunny day.

your good friends? Write five sentences explaining your

Common Core Standards

answers. Use at least two concrete nouns and three

CCSS.ELA.L.6.1 CCSS.ELA.W.6.2 CCSS.ELA.W.6.10

abstract nouns. Nouns

•

www.voyagesinenglish.com • Nouns • 7

1.4

Nouns as Subjects and Subject Complements

OBJECTIVE • To identify nouns used as subjects and as subject complements

DAILY MAINTENANCE Assign Practice Book page 3, Section 1.4. After students finish, 1. Give immediate feedback. 2. Review concepts as needed. 3. Model the correct answer. Pages 4–5 of the Answer Key contain tips for Daily Maintenance.

WARM-UP Write the following sentence on the board:

Ask Who was George Washington? Write students’ answers on the board. (George Washington was the first president of the United States. George Washington was a general during the Revolutionary War.) Have volunteers underline the subject of each sentence on the board and circle the subject complement.

EXERCISE 2 Write the first sentence on the board. Then invite a volunteer to rewrite the sentence, reversing the position of the subject and the subject complement. (A steely blue stone is the Hope Diamond.) Point out that stone and Hope Diamond are the same thing. Then have students complete the exercise.

PRACTICE

EXERCISE 3 Before students complete the exercise, have volunteers identify the linking verb in each sentence. Extend the activity by having students rewrite the sentences, reversing the subjects and subject complements.

EXERCISE 1 Remind students that they can identify the subject by asking who or what before the verb. (Who purchased a large diamond?)

is a good .

Give an example such as Mrs. Nguyen is a good teacher.

Ask volunteers to fill in the blanks of the sentence on the board.

A noun can be the subject of a verb. The subject tells what a sentence is about. In this sentence Hope Diamond is the subject.

Read from a piece of writing that the class is currently reading. Emphasize the nouns as subjects and subject complements.

The Hope Diamond was originally from India.

A noun can be a subject complement. A noun used as a subject complement refers to the same person, place, or thing as the subject. It renames the subject. A subject complement follows a linking verb such as the verb be and its various forms: am, is, are, was, were, and so on. In this sentence gem is the subject complement.

TEACH

The Hope Diamond is a beautiful gem. (Hope Diamond = gem)

Have students read the section about nouns used as subjects. Remind students that they can find the subject by asking who or what before the verb: What was originally from India? Ask volunteers to dictate sentences for you to write on the board. Have other students identify the subjects. Explain that a subject and a verb sometimes need another word to complete the meaning of a sentence. Point out that if this word follows a linking verb, it is called a complement. Have students read the section about nouns used as subject complements.

EXERCISE 1 Identify the subject of each sentence.

1. 2. 3. 4. 5. 6. 7. 8. 9.

A merchant purchased a large diamond in the 1600s. King Louis XIV of France bought this magnificent stone in 1668. Jewelers cut the rare diamond with great care. The diamond disappeared in 1797, during the French Revolution. Henry Philip Hope acquired the beautiful stone in the 1800s. An affluent woman bought the Hope Diamond in 1911. Mrs. Evalyn Walsh McLean owned it until 1947. The precious stone changed hands in 1949. Harry Winston, a New York diamond merchant, bought the gem.

10. The merchant displayed the diamond in a tour of jewels around the United States.

11. The Canadian National Exhibition also exhibited the jewel for a time.

12. The Hope Diamond was donated to the Smithsonian Institution in 1958.

13. The Smithsonian still features the blue-colored gem. 14. Many tourists view the diamond each year.

8 • Section 1.4

Nouns as Subjects and Subject Complements

1.4

•

Section 1.4

Hope Diamond

APPLY

ASSESS

APPLY IT NOW After students have completed the activity, have them rewrite each sentence, reversing the subject and subject complement. Explain that if the new sentence does not make sense, students may need to double-check that they really used the words as subject complements. Students should demonstrate the ability to identify and use nouns as subjects and as subject complements.

Note which students had difficulty identifying nouns used as subjects and subject complements. Assign Practice Book pages 8–9 for further practice.

TEACHING OPTIONS

WRITING CONNECTION

Use pages 216–217 of the Writing portion of the book.

Subject = Subject Complement Then write a sentence that has a subject complement:

Jason is a fast runner.

Jason = runner Continue with other sentences.

Meeting Individual Needs Challenge Give each student a paragraph from a magazine or newspaper article. Challenge students to find and circle the subject of each sentence in the paragraph. Have students raise hands if they find a sentence with a subject complement and have them share it with the class.

EXERCISE 2 Identify the subject complement in each sentence. The Hope Diamond is a steely-blue stone. India is the location where the diamond was original mined. The jewel was the stolen eye of a Hindu idol sculpture. Jean Baptiste Tavernier was the first known European to possess it.

Cooperative Learning

The gem was later the possession of King George IV of England. Many people were owners of the diamond throughout its history.

Write on the board a list of common linking verbs. Have students work with partners. Distribute note cards and direct students to write a noun plus an appropriate linking verb on one side of each card. Have partners exchange cards. Students can challenge each other to think of a subject complement that could be used to make a sentence with each noun and verb. Have them write the sentence on the back of the card. Encourage partners to share the sentences they wrote.

The Hope family was keeper of the stone for nearly a century. A diamond merchant named Harry Winston owned it for nine years. The bottom facet is the surface that Winston had cut to increase the stone’s brilliance.

10. The Smithsonian Institution is a famous museum. 11. This museum is now the home of the Hope Diamond. 12. In 2005 the stone was officially declared part of the stolen French Blue crown jewel.

EXERCISE 3 Identify the subject and the subject complement in each sentence.

1. 2. 3. 4. 5. 6.

On the board draw an equation frame similar to the one below.

Ask a volunteer to fill in the equation by writing the subject and the subject complement.

You may wish to recommend specific science sites for kids.

1. 2. 3. 4. 5. 6. 7. 8. 9.

Reteach

The Crown Jewels of England are the most famous gems in the world. The jewels are symbols of the British monarchy’s power. The Crown Jewels are the property of the monarch and the nation. The ancient St. Edward’s Crown is the headpiece for royal coronations. Edward was an English king during the Middle Ages. The Great Star of Africa, in the monarch’s scepter, is a diamond over 530 carats.

Common Core Standards

7. The Armills are gold bracelets said to symbolize sincerity

CCSS.ELA.L.6.1 CCSS.ELA.SL.6.1 CCSS.ELA.W.6.10

and wisdom.

8. The long-time home of the Crown Jewels has been the Tower of London.

9. The Tower Guard is a unit of British soldiers that secure the Tower.

10. Shatterproof glass that is two inches

Write four sentences using the following nouns as subject

thick also serves as protection.

▲

With an adult, find facts online about sunken treasure.

APPLY IT NOW complements. jewels thief pirates treasure Nouns

•

www.voyagesinenglish.com • Nouns • 9

1.5

Nouns as Objects

OBJECTIVES • To identify and use nouns as direct objects of verbs • To identify and use nouns as indirect objects of verbs • To identify and use nouns as objects of prepositions

DAILY MAINTENANCE Assign Practice Book page 3, Section 1.5. After students finish, 1. Give immediate feedback. 2. Review concepts as needed. 3. Model the correct answer. Pages 4–5 of the Answer Key contain tips for Daily Maintenance.

WARM-UP As a class, brainstorm a list of nouns. Construct a sentence using the first three nouns. Then assign three nouns to each pair of students and give them a few minutes to construct one sentence using all three nouns. Have students share their sentences with the class. Point out that nouns are not always used as subjects.

a preposition and asking whom or what after it.

PRACTICE EXERCISE 1 For each sentence, have students first identify the subject and the verb. Remind students to ask whom or what after the subject and verb to find the direct object in the sentence. EXERCISE 2 Remind students that the indirect object will appear after the verb and before the direct object in the sentence. Ask a volunteer to read aloud the first sentence and

1.5

Nouns as Objects

Many pirates sailed ships during the 1500s and 1600s.

In this sentence the direct object is cargoes. It answers the question What did pirates steal? Pirates stole cargoes from ships.

A noun can be used as the indirect object of a verb. The indirect object tells to whom or to what, or for whom or for what the action is done. In this sentence the indirect object is members. It answers the question To whom did the captains give a share of stolen cargoes? Captains gave crew members a share of stolen cargoes.

A noun can be the object of a preposition. To find the object of a preposition such as at, by, for, from, in, of, on, or to, ask whom or what after the preposition. In this sentence the object of the preposition for is flags. It answers the question For what is the Jolly Roger the traditional name?

TEACH

10 • Section 1.5

EXERCISE 3 Tell students that they will first need to identify the preposition in each sentence. Ask volunteers to name prepositions as you write them on the board. Make sure that all the prepositions in the exercise (in, by, to, with, from, along, of, after) are included so that students can refer to the list as they work.

A noun can be used as the direct object of a verb. The direct object answers the question whom or what after an action verb. In this sentence the direct object is ships. It answers the question What did the pirates sail?

Read from a piece of writing that the class is currently reading. Emphasize the nouns as direct objects, indirect objects, and objects of prepositions.

Have a volunteer read aloud the information about direct objects. Ask volunteers for other examples of direct objects. Read aloud the information about indirect objects. Explain that an indirect object always appears after the verb (gave) and before the direct object (share). Have a volunteer read aloud the information about objects of prepositions. Then ask students to use that information to create sentences of their own by choosing

identify the verb and the direct object. Ask another volunteer to identify the indirect object and then read aloud the sentence. Have students complete the exercise independently.

The Jolly Roger is the traditional name for pirates’ flags.

EXERCISE 1 Identify the direct object in each sentence.

1. 2. 3. 4. 5.

Irish history tells the story of Grace O’Malley, or Granuaile. The female pirate earned the nickname the “Sea Queen of Connaught.” As a young girl, Granuaile loved the sea. She joined her seafaring father on an expedition to Spain. Later the Irish noblewoman commanded an army of pirates in the 1500s.

6. She and her crew raided ships off the coast of Ireland. 7. Ship captains paid money to Granuaile for safe passage along the coast. 8. People wrote poems and songs about Granuaile. Home of Grace O’Malley, or Granuaile

•

Section 1.5

EXERCISE 4 Remind students of the questions they should ask themselves as they decide what type of object is underlined.

APPLY APPLY IT NOW Encourage students to use the prepositions and their objects to write a paragraph. Invite students to work with partners if they prefer. Students should demonstrate the ability to identify and use nouns as objects of prepositions.

ASSESS

TEACHING OPTIONS

Note which students had difficulty identifying direct objects, indirect objects, and objects of prepositions. Assign Practice Book pages 10–11 for further practice.

WRITING CONNECTION

Reluctantly captains of ships gave pirates their valuable cargoes. Rulers offered these sea robbers ransom for captured individuals.

The divers gave the museum the artifacts from the sunken ship.

Nations sent their colonies ships for protection against pirates. But the ships often could not grant the colonists safe passage. Pirate lore leaves generations many tall tales. Artifacts tell historians a more accurate account of a pirate’s life.

Read aloud the sentence. Then guide students to do the following: 1. F ind the subject of the sentence: who or what (divers). 2. F ind the verb: did what (gave). 3. F ind the direct object: ask whom or what after the verb (artifacts). 4. L ook for the indirect object after the verb and before the direct object: gave artifacts to whom or to what (museum). 5. I dentify the preposition in the sentence (from). 6. Identify the object of the preposition: ask from what (ship).

Edward Teach, or Blackbeard

EXERCISE 3 Identify the object(s) of the preposition in each sentence. Edward Teach was born in Bristol, England. However, Teach was seldom called by this name. The name Blackbeard was given to this merciless pirate. He had a long, black beard tied with black ribbons. The flag that flew from Blackbeard’s vessel featured the devil holding an hourglass and a spear.

6. Blackbeard raided colonies along the North American coast. 7. A fleet of British ships eventually captured Blackbeard. 8. He died of serious injuries after a duel. EXERCISE 4 Identify the underlined noun as a direct object (DO), indirect object (IO), or object of a preposition (OP).

1. John Rackham was a famous pirate during the 18th century. 2. He wore colorful calico clothing. 3. This clothing gave Rackham his nickname

APPLY IT NOW

“Calico Jack.” and two crossed swords.

5. This flag remains the symbol of pirates to this day.

6. His actions earned Rackham a place in pirate

Keisha / read / a book about pirates / to / her brother.

Extra Support Write on the board a sentence such as the following:

Current films often show audiences a romantic picture of pirate life.

4. He is famous for his black flag, with its skull

Cut apart the strips in this way.

Meeting Individual Needs

pirates.

history.

Keisha read a book about pirates to her brother.

Arrange the pieces in the correct order. Ask a volunteer to identify the subject, verb, and direct object. Then have the volunteer create an indirect object by reordering the words. Remind students that the indirect object comes after the verb and before the direct object. Be sure students note that the preposition to has been removed. Repeat the activity with other sentences.

1. Writers of the time left future generations amazing stories about

1. 2. 3. 4. 5.

Use the sentences created in the Warm-Up or write on sentence strips sentences such as the following:

Use pages 218–219 of the Writing portion of the book.

EXERCISE 2 Identify the indirect object in each sentence.

2. 3. 4. 5. 6. 7. 8.

Reteach

Write sentences using each of the following prepositions and objects of prepositions. in the globe about across

his letter many pirates

of by

kings and queens the ocean Nouns

•

Diagram It! To practice these concepts in the context of diagramming, turn to Sections 8.2 and 8.6.

Common Core Standards CCSS.ELA.L.6.1

www.voyagesinenglish.com • Nouns • 11

1.6

More Nouns as Objects

OBJECTIVES • To identify and use nouns as direct objects of verbs • To identify and use nouns as indirect objects of verbs • To identify and use nouns as objects of prepositions

DAILY MAINTENANCE Assign Practice Book page 3, Section 1.6. After students finish, 1. Give immediate feedback. 2. Review concepts as needed. 3. Model the correct answer. Pages 4–5 of the Answer Key contain tips for Daily Maintenance.

PRACTICE

identify the indirect object and then read aloud the sentence. Have students complete the exercise independently.

EXERCISE 1 For each sentence in the exercise, have students first identify the subject and the verb. Remind students to ask whom or what after the subject and verb to come up with a direct object for the sentence.

EXERCISE 3 Tell students to refer to the prepositions on page 10 to use in this exercise. EXERCISE 4 Encourage students to make their sentences interesting by including words that portray vivid images. For example, instead of Birds fly over the rainbow, students could write, A large flock of geese flew over the rainbow toward warmer weather.

EXERCISE 2 Remind students that the indirect object will appear after the verb and before the direct object in the sentence. Ask a volunteer to read aloud the first sentence and identify the verb and the direct object. Ask another volunteer to

WARM-UP Have pairs of students take a classroom object, such as a book or an eraser, and together do some action with it. Have each student in the pair narrate his or her actions in a different way. Give an example such as “I am giving this book to Gustavo” and “I am giving Gustavo this book.”

1.6

A noun can be used as the direct object of a verb. The direct object answers the question whom or what after an action verb. A noun can be used as the indirect object of a verb. The indirect object tells to whom or to what, or for whom or for what the action is done. A noun can be the object of a preposition. To find the object of a preposition such as about, above, along, into, over, under, or with, ask whom or what after the preposition.

Read from a piece of writing that the class is currently reading. Emphasize the nouns as direct objects, indirect objects, and objects of prepositions.

EXERCISE 1 Complete each sentence with a direct object. Then underline the verb.

1. 2. 3. 4. 5. 6. 7.

TEACH Have a volunteer read aloud the information about direct objects. Ask volunteers for other examples of direct objects. Read aloud the information about indirect objects. Explain that an indirect object always appears after the verb and before the direct object. Have a volunteer read aloud the information about objects of prepositions. Then ask students to use that information to create sentences of their own by choosing a preposition and asking whom or what after it. 12 • Section 1.6

More Nouns as Objects

8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

•

Divers gather unusual

from the ocean floor.

Mr. Soon’s art class made Kyle baked

for Fire Safety Week.

for the first time.

The crowd anxiously watched the Nora lost her favorite

in the darkening sky. on the way to school.

Our class might visit the

tomorrow.

A group of motorboats carry every month. Miguel read

to the island

to his baby sister.

I covered the

with a large, colorful quilt.

Teagan wrote a

about the dangers of smoking.

Joe dropped the squirming Sometimes you can find Maren mails I cut the

into a huge bucket of water. in your own backyard.

to her pen pal in Denmark. in half with the rusty scissors.

Kerry crafted Wester slowly turned his

out of wood. toward the noise.

At the Chinese restaurant, we ate spicy Teresa twirled a Michaela moved the

from the windowsill.

A construction worker pushed an enormous

Section 1.6

in the parade. .

APPLY

ASSESS

APPLY IT NOW Invite students to work with partners to construct their sentence. Have a volunteer read aloud the sentences. To provide practice identifying prepositions, have students keep a tally and determine which sentence used the greatest number of prepositions. Students should demonstrate the ability to use objects of prepositions.

Note which students had difficulty identifying direct objects, indirect objects, and objects of prepositions. Assign Practice Book page 12 for further practice.

TEACHING OPTIONS

WRITING CONNECTION

Use pages 220–221 of the Writing portion of the book.

Help students get started by first identifying the prepositions in the excerpt. Objects of prepositions are box, closet, pouch, days, back, race.

Andrew writes Give

letters in code. the grasshopper before it escapes!

Pablo will buy

a newspaper at the corner.

A seismologist gave Richter scale.

5. Maya sent

English-Language Learners

an explanation of the an invitation to her birthday

Distribute pictures from magazines or art books. Have students use prepositions to describe the location of objects in the pictures. Example:

party.

6. 7. 8. 9. 10.

Who taught

that card trick?

Mrs. Patel tells

unbelievable stories about aliens!

I am happy to lend First, read

my telescope. the directions on the box.

Mason handed

I parked my bike near the library.

a book of poetry by Robert Frost.

EXERCISE 3 Complete each sentence with a preposition and an object.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Mrs. Jankowski took a trip

The Arabian colts were

? .

Luis found a large snake Some pigeons wobbled

. .

Most sixth graders like books

Without looking, Kaitlin ran Nana sang an Irish song

. .

, a herd of antelopes grazed.

EXERCISE 4 Write sentences using each of the following prepositions and objects of prepositions.

1. 2. 3. 4.

The ball rolled under a tree.

, Sadie received a present. Have you ever seen a collection

over the rainbow beside the flamingos onto a horse up the stairs

APPLY IT NOW Complete the sentence below using as many different prepositions as you can while

To help students use prepositions to describe time, distribute calendars with slots for hourly appointments. Tell students that a year, a month, and a week are all spaces and would require the use of the preposition in. The actual date is a line in that week or month and requires the use of on. The hour is a point on the day line and requires the use of at. Give an example such as My birthday party is in the third week of September, on the 16th at 3:00 p.m. Have them repeat with other events, using in, on, and at.

still making sense. Some prepositions can’t be used

Common Core Standards

correctly with this sentence. List the objects of prepositions in the p. 210 excerpt.

Remind students that indirect objects can be rephrased as objects of prepositions without changing the meaning of the sentences. As a class, look at Exercise 2. Have volunteers read aloud each sentence, then rewrite it on the board, replacing indirect objects with prepositional phrases. Have students identify the direct object and the object of a preposition. Consider writing on the board or providing a handout with the following prepositions:

about, behind, from, on, toward, above, below, in, on top of, under, across, beneath, in front of, onto, underneath, after, beside, inside, until, against, between, outside, up, along, by, into, over, upon, among, down, like, past, with, around, during, near, since, within, at, except, of, through, without, before, for, off, to

EXERCISE 2 Complete each sentence with an indirect object. Then underline the direct object.

1. 2. 3. 4.

Reteach

The cat leaped . . . Nouns

•

CCSS.ELA.L.6.1

www.voyagesinenglish.com • Nouns • 13

1.7

Possessive Nouns

OBJECTIVES • To identify and use possessive nouns • To form singular and plural possessive nouns

DAILY MAINTENANCE Assign Practice Book page 3, Section 1.7. After students finish, 1. Give immediate feedback. 2. Review concepts as needed. 3. Model the correct answer. Pages 4–5 of the Answer Key contain tips for Daily Maintenance.

WARM-UP As a class, brainstorm a list of 20 classroom objects students can see from their desks. Ask the question “Whose is it?” about each object and write the answer on the board. As an example, begin with eraser and the teacher’s eraser. If students use possessive pronouns such as our soccer field, have them rewrite the possessive pronouns as possessive nouns, such as the students’ soccer field. Then repeat the activity, switching the singular nouns to plural and the plural nouns to singular.

noun. Leave the chart on the board to use with Exercise 2.

PRACTICE EXERCISES 1 & 4 As students identify possessive nouns, have them tell whether the noun is singular possessive or plural possessive. Have students explain how they know. EXERCISE 2 Have volunteers add the words in the exercise to the chart on the board. Remind students that certain words, such as sheep, are spelled the same in the singular and the plural form, and so the

1.7

Possessive Nouns

The big pyramid was actually a ruler’s tomb.

To form the singular possessive, add -’s to the singular form of the noun. My friend’s report was on ancient Egypt.

To form the possessive of plural nouns ending in s, add an apostrophe only. The kings’ tombs held their mummies. Archaeologists’ work has uncovered the secrets of ancient Egypt.

To form the possessive of plural nouns that do not end in s, add -’s. Women’s influence on ancient Egyptian government was often great.

The possessive of proper nouns ending in s is usually formed by adding -’s. Alexandria Parsons’s book on ancient Egypt has fun activities for kids.

The possessive of compound nouns is formed by adding -’s to the end of the word. My brother-in-law’s vacation to Egypt was full of adventures. My brothers-in-law’s vacations were two months apart.

TEACH

14 • Section 1.7

EXERCISE 3 As students work, help them determine whether each noun should be singular possessive or plural possessive. Then have them use the rewritten phrase in a sentence. Invite volunteers to share some of their sentences.

A possessive noun expresses possession or ownership. In this sentence the tomb belonged to a ruler. The word ruler’s is a possessive noun.

Read from a piece of writing that the class is currently reading. Emphasize the possessive nouns.

Read aloud the definition of a possessive noun and the example. Begin a chart on the board with the headings Singular, Singular Possessive, Plural, and Plural Possessive. Have volunteers read aloud the rules for writing the possessive forms of nouns. After each rule is read, have a volunteer use the examples to fill in the chart on the board. Point out that the plural of a noun must be formed before an apostrophe is added to make a plural possessive

singular and plural possessive forms will be spelled the same. Also remind students that words such as woman and child have irregular plural forms. Have students check a dictionary if they are unsure of the plural form of a word. Leave the chart on the board to use during the Cooperative Learning Teaching Option.

EXERCISE 1 Identify the possessive noun in each sentence.

1. King Tut’s tomb was discovered in 1922. 2. Howard Carter’s discovery was one of the most important archaeological finds ever made.

3. 4. 5. 6. 7. 8. 9. 10.

The archaeologist’s labors paid off after seven years. Lord Carnarvon’s funding allowed the excavation to continue. The Egyptian laborers’ patience also helped uncover the tomb. Surprisingly, the ruler’s tomb and mummy were intact. Tomb robbers’ attempts to take major objects had failed. The amazing discovery captured people’s imagination. The world’s attention was focused on the tomb. Historians’ views of the find revealed their complete awe.

Mask of Tutankhamen

•

Section 1.7

APPLY

ASSESS

APPLY IT NOW Have students refer to the definitions of possessive nouns to see whether these nouns are singular or plural and how to make them possessive. Give students the option to work in pairs, and encourage them to use their imaginations to write their list. Students should demonstrate the ability to identify and use singular and plural possessive nouns.

Note which students had difficulty distinguishing between singular and plural possessive nouns. Assign Practice Book pages 13–14 for further practice.

TEACHING OPTIONS

WRITING CONNECTION

Use pages 222–223 of the Writing portion of the book.

Reteach Give each student a note card. Arrange the class into two groups. Ask Group 1 to write on the card a singular or plural noun that names a thing. Ask Group 2 to write on the card the name of a person or an animal. Have a volunteer from Group 2 read his or her card and place it on the chalkboard ledge. Have a volunteer from Group 1 place his or her card to the right of that card. Then have students determine how to make the first word possessive. Ask a volunteer to write the word on the board.

English-Language Learners English-language learners may have difficulty with possessive nouns. Write on the board two or three prepositional phrases that show ownership. Next to each phrase, write the possessive noun form. Use these examples:

EXERCISE 2 Write the singular possessive and the plural possessive form of each noun.

1. 2. 3. 4.

baby sparrow wife astronaut

5. 6. 7. 8.

9. 10. 11. 12.

classmate woman witness captain

sister-in-law coach goose

the father of Marta Marta’s father

nurse

EXERCISE 3 Rewrite each phrase using a possessive noun.

1. 2. 3. 4. 5.

mummies of pharaohs tools of the workers mask of Tutankhamen beliefs of the Egyptians sides of the pyramid

6. 7. 8. 9. 10.

the tent of the explorer the explorer’s tent

wrappings of the mummy location of the tomb headdress of the queen

Write several more prepositional phrases and have students write the possessive noun form for each.

work of the artists beauty of the objects

EXERCISE 4 Identify the possessive noun in each sentence. Tell the thing owned or possessed.

1. 2. 3. 4. 5. 6. 7. 8.

Cooperative Learning

Many rulers’ tombs are in the Valley of the Kings. For example, King Tut’s mummy was buried there. Some of a ruler’s possessions were buried with him. One of the ancient builders’ goals was to hide the tombs from robbers. The workers’ task was to cut the tombs into the rock of the valley. In ancient times, tomb police’s job was to guard the tombs. Over time, all the tombs suffered from thieves’ plundering. Ancient tourists’ graffiti show interest in the valley even many centuries ago.

Wall painting of Horemheb and Horus

Giza pyramids

APPLY IT NOW

Have small groups of students write paragraphs using at least five possessive nouns. Encourage students to use both singular and plural possessive forms. Invite volunteers to read aloud their group’s paragraph. Ask students to identify the possessive nouns.

You have discovered a buried treasure chest of objects belonging to the following people: a 90-year-old woman, a war veteran, twin boys, your grandparents, your mother’s three sisters-in-law, a baby, and a rock star. List what was

Common Core Standards CCSS.ELA.L.6.1 CCSS.ELA.L.6.2 CCSS.ELA.SL.6.1

in the treasure chest, using possessive nouns. Nouns

•

www.voyagesinenglish.com • Nouns • 15

1.8

Nouns Showing Separate and Joint Possession

OBJECTIVE • To identify and use nouns that show separate and joint possession

DAILY MAINTENANCE Assign Practice Book page 4, Section 1.8. After students finish, 1. Give immediate feedback. 2. Review concepts as needed. 3. Model the correct answer. Pages 4–5 of the Answer Key contain tips for Daily Maintenance.

WARM-UP Ask pairs of students to choose two objects. Have students construct two phrases using this model: Jim and Sandy’s book Jim’s and Sandy’s books

PRACTICE EXERCISE 1 Before students begin the exercise, remind them that if there is an ’s after each noun, the sentence shows separate possession and that if there is an ’s after the last noun only, the sentence shows joint possession. EXERCISE 2 Have students read the sentences. Ask students which word in each sentence is the possession, or the thing possessed. Explain that usually if the thing possessed is singular, there is joint possession,

To show separate possession, use -’s after each noun. In this sentence Ann and Peter each own a boat. Ann’s and Peter’s boats are in the marina.

To show joint possession, use -’s after the last noun only. In this sentence Tom and Gloria own a boat together. Tom and Gloria’s boat is painted bright blue.

EXERCISE 1 Read each sentence. Tell whether it shows separate or joint possession.

1. 2. 3. 4. 5. 6. 7. 8.

TEACH

16 • Section 1.8

EXERCISE 4 Ask students what clues in the sentences help them determine the correct possessive forms of the nouns. (Does it make sense that they share the thing possessed? Is the verb form singular or plural?)

Separate possession occurs when two or more people own things independently of one another. Joint possession occurs when two or more people own something together.

Read from a piece of writing that the class is currently reading. Emphasize the nouns showing separate and joint possession.

Read aloud the first paragraph about separate and joint possession. Have students read the rule for showing separate possession. Ask them to look around the room to find similar objects owned by two people and write on the board a sentence about them. (Adam’s and Becky’s jackets are blue.) Have students read the rule for showing joint possession. Ask a volunteer to think of an object he or she owns with someone and to write a sentence about it on the board. (Sara and Tyrone’s puppy is six months old.)

EXERCISE 3 After students have finished the exercise, have volunteers read aloud the sentences and explain how they determined separate or joint possession.

Nouns Showing Separate and Joint Possession

1.8

As you do this, have students each hold a book or together hold one book. After each phrase, ask students to whom the object belongs.

and if the possession is plural, there is generally separate possession.

Ana and Carlos’s party was a lot of fun. Marisha and Laura’s lemonade was delicious. We all liked Carl’s and Peter’s cookies. Todd and Amy’s dance was really graceful. Kim’s and Anita’s jokes were funny. We clapped for Frank and Mandy’s singing. Later we played Brian’s and Tom’s new CDs. Sara and Chelsea’s magic trick left us speechless.

EXERCISE 2 Rewrite each sentence, changing the spelling and punctuation to indicate separate or joint possession.

1. 2. 3. 4. 5. 6.

•

Ivan and Jaime ideas about music are very different. Jason and Nicole song was performed very well. Fred Martino and Wayne Faber sisters enjoy rock music. Ed and Sam sister prefers country western music. Margaret and Claudia band played for the dance. Floyd and Javier musical talents are outstanding.

Section 1.8

APPLY

ASSESS

APPLY IT NOW Have volunteers read aloud their sentences. To have students indicate an understanding of nouns showing possession, discuss whether each sentence shows separate or joint possession. If time allows, have students change the sentence to show the other type of possession. Students should demonstrate the ability to identify and use nouns that show separate and joint possession.

Note which students had difficulty using nouns that show separate and joint possession. Assign Practice Book pages 15–16 for further practice.

TEACHING OPTIONS

WRITING CONNECTION

Use pages 224–225 of the Writing portion of the book.

Reteach On the board write a sentence, such as the following, that shows separate possession:

Diego’s and Jenna’s backpacks are new. Ask a volunteer to read aloud the sentence, tell whether it shows separate or joint possession, and underline the clues that tell why. Than ask a volunteer to rewrite the sentence to show joint possession. Repeat with a sentence, such as the following, that shows joint possession:

Harry and Alex’s house is on Blanchard Road.

Meeting Individual Needs Visual Provide students with newspapers and magazines, and two different-colored highlighters. Challenge students to use one color to highlight all the sentences they can find that show separate possession and the other color to highlight sentences that show joint possession.

EXERCISE 3 Read each pair of sentences. Write a new sentence that shows separate or joint possession. Example

The president and secretary worked together. They made an interesting presentation. The president and secretary’s presentation was interesting.

1. Raphael and Titian each painted pictures. Their pictures are considered masterpieces.

2. Rodgers and Hammerstein wrote Oklahoma! together. Oklahoma! is a famous musical.

Cooperative Learning

3. Lewis and Clark made a journey of discovery together. The trip went as far as the Pacific Ocean.

Have students work in pairs. Have each student make a chart on a sheet of paper with the headings Separate and Joint. Then have each student use another sheet of paper to write several sentences that show separate and joint possession. Direct pairs to exchange the sentences they have written and identify each sentence as showing separate or joint possession. Tell students to list the words that show possession under the correct heading on their charts. Have pairs then check each other’s answers. If students disagree, encourage them to work together to figure out the correct answer.

4. Elijah Wood and Ian McKellen each had roles in The Lord of the Rings. The roles were difficult to play.

5. Lennon and McCartney wrote songs together. The songs were extremely popular.

6. Mozart and Beethoven each composed symphonies.

Mozart

The symphonies are music lovers’ favorites.

7. James Watson and Francis Crick did scientific experiments together. Their experiments led to the discovery of DNA’s structure.

8. Strunk and White wrote a book together. Their book tells people how to write well.

9. Green Bay and Kansas City each have a football team. The teams played in the first Super Bowl.

10. Tom Sawyer and Huckleberry Finn live in the same town. Their town is called St. Petersburg.

EXERCISE 4 Rewrite each sentence with the correct possessive forms of the nouns. Not all sentences have errors.

1. 2. 3. 4.

Da Vinci and Picasso’s paintings hang in museums.

Beethoven

Cela and James’s mother lives in a small town. Mark and Anne’s bicycles are both up for sale. Emerson’s and Thoreau’s writings are important contributions to American literature.

5. We are celebrating Jim and Jo’s anniversary. 6. Keats and Tennyson’s poems are wonderful.

APPLY IT NOW Write five sentences about your hometown and your family. Use possessive nouns to show separate or joint possession in each sentence. Nouns

•

Common Core Standards CCSS.ELA.L.6.1 CCSS.ELA.L.6.2b CCSS.ELA.W.6.10

www.voyagesinenglish.com • Nouns • 17

1.9

Appositives

OBJECTIVES • To identify and use appositives and appositive phrases • To distinguish between restrictive and nonrestrictive appositives

DAILY MAINTENANCE Assign Practice Book page 4, Section 1.9. After students finish, 1. Give immediate feedback. 2. Review concepts as needed. 3. Model the correct answer. Pages 4–5 of the Answer Key contain tips for Daily Maintenance.

Luke’s brother Micah likes to skateboard.

Underline Micah and tell students that it is an appositive because it tells who Luke’s brother is. Explain that if Luke has more than one brother, the word Micah is necessary to know which brother is being talked about, so the appositive is restrictive and no commas are needed. Explain that if Luke has only one brother, naming him is not necessary, so Micah is nonrestrictive and commas are needed.

WARM-UP

PRACTICE EXERCISE 1 Ask volunteers to tell what information each appositive provides, whether it is restrictive (necessary) or nonrestrictive (not necessary) and how they know. EXERCISE 2 After students have completed the exercise, you may wish to have them identify the appositive phrases. EXERCISE 3 Direct students to read each sentence, leaving out the appositive. Suggest that they ask

Before you begin, write the following model on the board: Who is Clark? My brother’s best friend

1.9

Ask students to think of a person, place, or thing in their home or school. Take turns as each student says his or her noun aloud. Ask students the question

Appositives An appositive is a word that follows a noun and explains its meaning. An appositive names the same person, place, or thing as the noun it explains. An appositive phrase is an appositive and its modifiers. In this sentence the noun site explains Sistine Chapel. It is an appositive. The Sistine Chapel, a famous site in the Vatican, was once called the Palatine Chapel.

Who is ? or What is ?

The appositive phrase a famous site in the Vatican is set off from the rest of the sentence by commas because the phrase is nonrestrictive. A nonrestrictive appositive or appositive phrase is not essential to the meaning of the sentence; it merely adds information. The appositive phrase above is not necessary in order to know which church was called the Palatine Chapel.

Point out that students have explained or modified the noun they chose. Read from a piece of writing that the class is currently reading. Emphasize appositives and appositive phrases.

Saint Peter’s Basilica

18 • Section 1.9

The apostle Peter is believed to be buried in the Vatican.

The appositive Peter is not set off by commas because it is restrictive. The name is necessary in order to know which apostle is buried in the Vatican.

TEACH Have students read silently the information on page 18. Point out that an appositive provides more information about a noun or pronoun. Explain that sometimes this information is necessary for understanding the sentence, and sometimes it just provides extra detail. Use the following sentence to show students how to determine whether to use commas with an appositive:

In this sentence the noun Peter explains apostle.

Read each sentence. Tell if the appositive is restrictive or nonrestrictive. Explain your answer in terms of meaning. Saint Peter’s Basilica, a huge church in Rome, is a popular tourist destination. The dome is the work of the Italian artist Michelangelo.

You are correct if you said that the appositive in the first sentence is nonrestrictive. The appositive gives more information about Saint Peter’s Basilica, but it is not necessary in order to understand the sentence. You are correct if you said that the appositive in the second sentence is restrictive. Without it, you would not know which Italian artist worked on the dome.

The dome of Saint Peter’s Basilica

•

Section 1.9

themselves Is the sentence clear without the appositive? Tell them that if it is, commas are needed. Explain that if it is not clear, the appositive is restrictive and no commas are needed.

APPLY APPLY IT NOW Have students exchange movie reviews with partners. Direct partners to underline the appositives in each other’s reviews. Then have students discuss whether commas were used correctly. Students should demonstrate the ability to identify and use appositives.

You may wish to direct students to specific, family-friendly film review sites.

Reteach Write several sentences such as the following on sentence strips and display them on the chalkboard ledge:

ASSESS Note which students had difficulty identifying appositives or distinguishing between restrictive and nonrestrictive appositives. Assign Practice Book page 17 for further practice.

WRITING CONNECTION

Use pages 226–227 of the Writing portion of the book.

EXERCISE 1 The appositive in each sentence is underlined. Name the noun it explains. Then tell whether it is restrictive or nonrestrictive.

1. 2. 3. 4.

TEACHING OPTIONS

Italy, Michelangelo’s birthplace, was the site of great cultural change. The Sistine Chapel was commissioned by the pope Sixtus IV.

Italy, Michelangelo’s birthplace

Pope Julius II, the nephew of Pope Sixtus IV, had Michelangelo paint the ceiling of the Sistine Chapel.

5. The vault, the ceiling of the chapel, took the artist four years to complete. 6. The Last Judgment, Michelangelo’s painting, depicts the souls of humanity

Ask volunteers to identify the appositive, cut it out of the sentence strip, and put the rest of the sentence together on the chalkboard ledge. Ask students whether each sentence is clear and understandable. Have volunteers identify sentences that are not clear and place the appositive back in. Make sure students notice that the appositives that are necessary to understanding a sentence do not have commas around them.

Mrs. Santos, the school , helped me find a good book.

EXERCISE 2 Identify the appositive and the noun it explains.

1. Michelangelo used a scaffold, a flat wooden platform on brackets, to paint the ceiling.

2. The Hebrew prophets, figures from the Old Testament, are depicted. 3. Sibyls, ancient Greek prophets, are also in the paintings. 4. Michelangelo’s Creation of Adam, the image of God giving life to Adam, is one of the most famous paintings in history.

5. Tourists, admirers of Michelangelo’s work, visit the Sistine Chapel by the thousands.

6. Many purchase souvenirs, keepsakes to remind them of their visit. EXERCISE 3 Rewrite each sentence, adding commas where necessary.

1. Michelangelo a well-known sculptor and architect was not primarily

Michelangelo

interested in painting.

Extra Support Write several sentences such as the following on paper and make a photocopy for each student:

Eric, my , plays guitar.

rising and descending to their fates.

2. The Pietà a marble sculpture is located in Saint Peter’s Basilica. 3. Michelangelo’s statue of David the Old Testament hero is the symbol of

Peter’s the main church in the Vatican.

5. His peers especially admired Michelangelo’s

APPLY IT NOW Write a five-sentence review of a movie you have seen. Use at least five appositives to

▲

explain any nouns you use. Nouns

Direct students to read each sentence, leaving out the words between the commas. Then have students fill in each blank with a word or words that tell more about the noun that comes before the comma. Have students circle the appositive and draw an arrow from it to the noun it explains. Tell students to read the sentence again and explain how the appositive makes the sentence more informative.

Diagram It!

Florence, Italy.

4. Michelangelo’s finest achievement as an architect was the dome of Saint

With an adult, post your movie review online.

Michelangelo’s statue Pietà was once on exhibit in New York.

Meeting Individual Needs

Michelangelo, an artist of many talents, lived during the Renaissance.

terribilità a sense of awe-inspiring grandeur.

Rome, the capital of Italy, has many museums.

•

To practice these concepts in the context of diagramming, turn to Section 8.4.

Common Core Standards CCSS.ELA.L.6.2a CCSS.ELA.W.6.1

www.voyagesinenglish.com • Nouns • 19

1.10

Words Used as Nouns and Verbs

OBJECTIVE • To identify and use words that can be used as nouns and verbs

DAILY MAINTENANCE Assign Practice Book page 4, Section 1.10. After students finish, 1. Give immediate feedback. 2. Review concepts as needed. 3. Model the correct answer. Pages 4–5 of the Answer Key contain tips for Daily Maintenance.

WARM-UP Assign pairs of students a word that can be used as a noun and as a verb. Some examples are light, wonder, hug, phone, cradle, cup, cook, fish, dance, and claw. Ask students to use the word in a sentence. Have students share their sentences with the class. Ask if the word is used as an action (verb) or is the name of a person, place, or thing (noun).

PRACTICE EXERCISE 1 Have volunteers read aloud the sentences and identify the italicized words as nouns or verbs. Then have students write sentences using each of these words first as a verb and then as a noun: study, reward, play, handle. Ask volunteers to read aloud their sentences. EXERCISE 2 Read aloud each sentence and call on a volunteer to tell whether the italicized word is a noun or a verb. If students have difficulty deciding, ask them whether the word names a thing or shows

an action. Have students write a sentence using the word as the other part of speech. Ask volunteers to share their sentences. EXERCISE 3 Have students work with partners. Have one partner write a sentence using each word as a noun and the other partner write a sentence using it as a verb. Then have the partners compare their work. Suggest that they alternate so that both partners write sentences using the words as nouns and as verbs.

Words Used as Nouns and Verbs

1.10

A noun is a naming word. A verb expresses action or state of being. Many words can be used as nouns or verbs. In this sentence photograph is a noun because it names a thing.

Read from a piece of writing that the class is currently reading. Emphasize the words that can be used as nouns and verbs.

I took a photograph of the Cathedral of Notre Dame.

In this sentence photograph is a verb because it expresses an action. Many tourists photograph the Cathedral of Notre Dame.

Tell whether the word in red is a noun or a verb. The light of the sun shone beautifully on the altar. They light the candles each evening.

TEACH Have students read silently the information on page 20. Tell them that the word paint can be used as a noun or as a verb. Ask volunteers to use paint as a noun in a sentence and as a verb in another sentence. Have students think of other words that can be used as nouns and verbs and use them in sentences. Ask volunteers to identify the sentence in which the word is being used as a noun and the sentence in which it is being used as a verb.

You are correct if you said that the word light is a noun in the first sentence. Light names a thing in the first sentence. The word light is a verb in the second sentence. Light shows an action in the second sentence.

Cathedral of Notre Dame

EXERCISE 1 Tell whether each underlined word is a noun or a verb.

1. Many tourists visit the beautiful beaches of Rio de Janeiro. 2. Some people say the best time for a visit is February, summertime in Rio.

3. 4. 5. 6. 7. 8. 9.

During carnival time the city is filled with music and dance. People dance in the streets. Many people swim in the ocean off Rio’s beaches. A swim can be fun, although some beaches can be crowded. Some adventurous people surf off the beaches. The surf off Rio is suitable for this sport. The sun is quite bright, so I have to shade my eyes with sunglasses.

10. I love to sit on the beautiful beach, under the shade of a palm tree.

11. Tourist brochures highlight the major attractions of Rio. 12. A major highlight is Sugarloaf Mountain.

20 • Section 1.10

•

Section 1.10

APPLY

Allow students to use a dictionary for assistance. Possible answers are laugh, watch, check, swim, sun tan, play, read, snuggle, toast, tell, catch, talk, try, turn.

APPLY IT NOW Before students begin, have them brainstorm words that can be used as both nouns and verbs. Point out that their descriptions do not have to be realistic. Help them get started with I see fish swim by and point out that both fish and swim are words that can be used as nouns and verbs. Students should demonstrate the ability to identify and use words that can be used as nouns and verbs.

ASSESS Note which students had difficulty identifying words that can be used as nouns and verbs. Assign Practice Book page 18 for further practice.

WRITING CONNECTION

Suggest that students first identify and list all the verbs and then decide which of them can be used as nouns.

Write paint, ship, park, and offer on the board. Then write sentences using each word as either a noun or a verb. Ask students to identify how each word is used. Then challenge students to write a sentence below yours, using the word as a noun if you used it as a verb or as a verb if you used it as a noun.

Extra Support Remind students that nouns are words that name people, places, or things and that verbs are words that show action or state of being. On the board write a pair of sentences that use the same word as a noun and then as a verb. Use these examples:

I wish that I could take art lessons. Make a wish and blow out the candles.

Let’s drive to the state park today.

Cover the food before we go swimming.

Draw a line under the word that appears in both sentences (wish). Have a volunteer write noun or verb next to each sentence. Ask students if they agree, and if they do not, ask them why not. Repeat the activity with additional pairs of sentences. You might challenge volunteers to write a pair of sentences on the board for the class.

A long swim will cool us off. I’ll race you to the raft! Don’t cut yourself on the rocks. Sit in the shade to avoid the heat of the sun. Follow the tracks of the turtles into the water. Be careful not to step on a jellyfish! The taste of the lemonade was refreshing. It felt good to have a cold drink. After lunch we’ll hike up the dunes. We’ll view the entire beach from there. I let out a scream as I ran down the dunes! We’ll all be sleepy on the ride home.

Cooperative Learning

EXERCISE 3 Write sentences using each word as a noun and as a verb.

1. 2. 3. 4.

Reteach

Meeting Individual Needs

Use pages 228–229 of the Writing portion of the book.

EXERCISE 2 Write whether each italicized word is a noun or a verb. If the word in italics is a verb, write a new sentence using it as a noun. If the word in italics is a noun, write a new sentence using it as a verb.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

TEACHING OPTIONS

form ring reach view

5. 6. 7. 8.

surprise cause pull dance

9. 10. 11. 12.

pilot latch raid surf

APPLY IT NOW Imagine you are at the bottom of the sea. Do you see the stones and shells? How do the schools of fish look as they swim past you? What does the seaweed look like? Write a short paragraph about your imaginary picture. Use at Find four verbs that can also be nouns on p. 211.

least four words as both nouns and verbs. Nouns

•

Have partners take turns describing things they like to do. As one partner talks, direct the other to listen for words that can be used as either nouns or verbs and to list them on a sheet of paper. As each word is listed, have partners determine whether it was used as a noun or a verb and write N or V next to the word.

Common Core Standards CCSS.ELA.L.6.1 CCSS.ELA.L.6.4a CCSS.ELA.W.6.2

www.voyagesinenglish.com • Nouns • 21

1.11

Words Used as Nouns and Adjectives

OBJECTIVE • To identify and use words that can be used as nouns and adjectives

DAILY MAINTENANCE Assign Practice Book page 4, Section 1.11. After students finish, 1. Give immediate feedback. 2. Review concepts as needed. 3. Model the correct answer. Pages 4–5 of the Answer Key contain tips for Daily Maintenance.

WARM-UP Have each student choose an object from his or her desk. This could be a pencil, a sheet of paper, or a book. Give them five minutes to experiment with the object and list three uses for that object. A sheet of paper, for example, could be used for writing on, as an airplane, or as a fan. Have volunteers share their lists. Tell students that like these objects, words also have different uses and that we as speakers and writers get to choose what we want words to do.

PRACTICE EXERCISE 1 After students complete the exercise, ask volunteers to use each of the following words in sentences as a noun and then as an adjective (metal, fur, country, beach, light). EXERCISE 2 Read aloud each sentence and ask the class to identify the italicized word as a noun or an adjective. If students have difficulty deciding, ask them if the word names a person, place, or thing, or if it describes a person, place, or thing.

Words Used as Nouns and Adjectives

1.11

A noun names a person, place, or thing. An adjective describes a noun. Many words can be used as nouns or adjectives. In this sentence the word constellation is a noun because it names a thing. Ancient people mapped each constellation.

In this sentence the word constellation is an adjective because it describes the noun map. The constellation map made in China was different from the map of the stars made in the West.

Read from a piece of writing that the class is currently reading. Emphasize the words that can be used as nouns and adjectives.

Tell if each word in red in these sentences is a noun or an adjective. Astronomers’ research helps us learn about the stars. Research scientists help us understand the universe.

Orion

You are correct if you said that the word research is a noun in the first sentence. It names a thing. The word research is an adjective in the second sentence. It describes the noun scientists.

TEACH

EXERCISE 1 Tell whether each italicized word is a noun or an adjective.

1. 2. 3. 4. 5.

Have volunteers read aloud the information on the page. Then ask students if the word orange is a noun or an adjective. Explain that it can be both and that its part of speech depends on how it is used in a sentence. Ask volunteers to use orange in a sentence as a noun and then as an adjective.

In ancient times Aristotle made a model of the solar system. His model solar system had the earth in the center. The night sky was an object of study for Ptolemy. He studied the sky at night and charted stars during the first century A.D. Copernicus’s theory of the sun as the center of the universe went against the popular belief system of the times.

6. In the 1500s people’s belief was that the earth was the center of the universe.

7. Copernicus was a true revolutionary.

8. His revolutionary ideas changed astronomy forever. Monument of Copernicus

22 • Section 1.11

EXERCISE 3 Direct students to write an N after a sentence if they used the word as a noun and an A if they used the word as an adjective. After students complete the exercise, have them exchange papers and check each other’s work.

•

Section 1.11

APPLY

ASSESS

APPLY IT NOW Remind students that adjectives describe nouns and that nouns name people, places, or things. While the words we are focusing on can function as either nouns or adjectives, remind students that they are identifying parts of speech only as they function in this particular sentence. As a class, identify the adjectives and nouns in the sentence. Students should demonstrate the ability to identify adjectives and nouns.

Note which students had difficulty identifying words that can be used as nouns and adjectives. Assign Practice Book page 19 for further practice.

TEACHING OPTIONS

WRITING CONNECTION

Use pages 230–231 of the Writing portion of the book.

the skies.

4. Communication networks are dependent on satellites. 5. The astronomers looked at the top of the picture and found a cluster of stars they had never seen before.

6. We looked at an enlarged picture of the surface of Mars in brilliant color. Mars’s surface has features much like the earth and our moon. Will there be an immigrant colony on Mars in this century? Scientists are constantly searching for life beyond our planet.

Mars

Currently, robots transmit weather reports from Mars. The reports state that climate changes on Mars might someday allow for life to flourish.

EXERCISE 3 Write sentences using these words as nouns and as adjectives. winter night plant

5. 6. 7. 8.

9. 10. 11. 12.

phone stop top picture

Telescope

We made finger puppets with the kindergarten class. Underline the word finger in each sentence. Ask a volunteer to tell whether finger is a noun or an adjective in the first sentence and to explain why. Write noun (names a thing, finger) after the sentence. Repeat with the second sentence and write adjective (describes the noun puppets). Direct students to write a pair of original sentences and label them as you labeled those on the board. Invite volunteers to share their sentences, identifying the noun or the adjective in each.

Cooperative Learning

I wonder if we will ever encounter alien life from other planets.

sound

I cut my finger on a sheet of paper.

Visual Distribute magazine or newspaper articles. Challenge students to circle as many adjectives as they can find. Have students decide which of those adjectives can be used as nouns and write them on the board. Keep this list on the board for students to refer to in the Cooperative Learning Teaching Option.

1. A satellite can give astronomers information about the planetary system. 2. It is an important source of information for space exploration. 3. In the 1960s and 1970s, radio telescopes were used to observe

1. 2. 3. 4.

Write the following sentences on the board:

Meeting Individual Needs

EXERCISE 2 Tell whether each italicized word is a noun or an adjective. If the word in italics is a noun, write a sentence using it as an adjective. If the word is an adjective, use it as a noun.

7. 8. 9. 10. 11. 12.

Reteach

country paper summer water

APPLY IT NOW Identify the adjectives in the following sentence. Then create a new sentence, using

Have pairs of students work together. Direct one student to write four sentences using four different nouns that can also be used as adjectives. Direct the other student to write four sentences using four different adjectives that can also be used as nouns. Tell students to underline the four words. When they have finished, have them exchange papers and write four sentences using the underlined words as adjectives if they were used as nouns and as nouns if they were used as adjectives.

the adjectives as nouns.

Antique solar system model

William and Evan peer at the evening stars through an antique telescope. Nouns

•

Common Core Standards 23

CCSS.ELA.L.6.1

www.voyagesinenglish.com • Nouns • 23

Noun Review

ASSESS Use the Noun Review as homework, as a practice test, or as an informal assessment. Following are some options for use.

Homework

Practice Test

You may wish to assign one group the odd items and another group the even items. When you next meet, review the correct answers as a group. Be sure to model how to arrive at the correct answer.

Use the Noun Review as a diagnostic tool. Assign the entire review or just specific sections. After students have finished, identify which concepts require more attention. Reteach concepts as necessary.

Noun Review 1.1 Write the correct plural form of each noun. 1. man, woman 2. city, office 3. mouse, moose

4. child, task 5. duty, hero 1.2 Complete each sentence with the correct singular or plural form of the noun in parentheses. 6. The (boy) always plan

good

(party).

7. Last year they celebrated the (victory) of their two favorite sports (team).

8. Music blasted from a (stereo) they had put on the (roof) of the garage.

9. Citronella away the

(torch) kept (mosquito).

10. It was one of the best (event) of our

(life).

Identify the nouns in each sentence. Tell whether each noun is concrete or abstract. 11. The lunch at school is a 1.3

variety of delicious foods.

12. The cafeteria is a lively environment.

13. The aroma has all the students lining up.

14. Each class gets to choose the music for one week. 24

24 • Noun Review

•

Noun Review

1.4 Identify nouns used as subjects and nouns used as subject complements. 15. Is the story of Johnny

Appleseed true?

16. The story may be a tall tale. 17. John Chapman, known as Johnny Appleseed, was a real person.

18. Chapman was a mediator between the pioneers and the Native Americans.

19. Chapman was also instrumental in planting apple orchards across the Midwest. 1.5 Identify nouns used as direct objects (DO), as indirect objects (IO), and as objects of prepositions (OP). 20. In the Middle Ages, not many

children went to school.

21. Priests living at the castle taught rich children reading and writing.

22. They also taught children lessons in Latin.

23. Most people learned history from storytellers. 1.6 Identify nouns used as direct objects (DO), as indirect objects (IO), and as objects of prepositions (OP). 24. Our teacher showed Sophia a

new step at dance class.

25. The clerk gave the customer two dollars in change.

Informal Assessment

WRITING CONNECTION

Use pages 232–233 of the Writing portion of the book.

Use the review as preparation for the formal assessment. Count the review as a portion of the grade. Have students work to find the correct answers and use their corrected review as a study guide for the formal assessment.

TEACHING OPTIONS Reteach Review that a noun is a word that names a person, place, or thing. Remind students that we use nouns in different ways in sentences. Write these uses on the board:

subjects objects appositives to show possession separate and joint possession as verbs as adjectives

26. The camper watched the antics of the raccoon.

27. Dan asks his brother questions constantly.

28. We will build a giant sandwich with plenty of onions. 1.7 Add punctuation to the possessive nouns. 29. My sisters-in-laws puppies 30. Both pets toys 31. The Great Danes bowl

32. Ms. Joness little pug 1.8 Write whether the nouns show separate possession or joint possession. 33. Mom and Dad’s present

34. Bob’s and Alison’s reactions 35. Aunt Bea and Uncle Al’s CDs 36. Lilly’s and Brandon’s paintings 1.9

Identify the appositives.

37. The Statue of Liberty, the symbol of America, stands on a small island in Upper New York Harbor.

38. The statue was created by French sculptor Auguste Bartholdi.

39. He was born in Alsace, a

Hand out the following passage and ask students to circle nouns as the class calls them out. Have volunteers read aloud the passage and ask students to tell how each noun is used and how they know.

40. Liberty’s crown, a circle with

Sebastian, a very hungry fox, discovered a bunch of grapes hanging from a vine up a tree. He longed to get the vine’s fruit and could not. “Eating is fun but not worth the effort,” he said. He left the grape cluster hanging there and walked away from the tree muttering, “They’re sour grapes anyway.”

seven spikes, represents the seven continents and the seven seas. 1.10 Write whether each underlined word is used as a noun or a verb. 41. The idea was to have young

children experiment with different art forms.

42. The experiment worked. 43. Each child used a camera to photograph his or her surroundings.

Have pairs of students find a passage in a classroom book or magazine and repeat the activity with their own passage.

44. The work of developing the film excited the children.

45. Teachers and parents came to the studio for a visit. 1.11 Write whether each underlined word is used as a noun or an adjective.

Common Core Standards

46. We can never keep track of

CCSS.ELA.L.6.1 CCSS.ELA.SL.6.1

the phone book.

47. Last night, I wanted the number of Joe’s Pizza.

48. I looked on the glass table, but I found only a dirty glass.

49. I ran over to the summer house.

50. I found it near the paint cans.

region of France, and studied art in Paris.

Go to www.voyagesinenglish.com for more activities. Nouns

•

Encourage students to further review nouns, using the additional practice and games at www.voyagesinenglish.com.

www.voyagesinenglish.com • Nouns • 25

Noun Challenge

ASSESS Encourage students to read the paragraph carefully before answering the questions. If they have difficulty with any question, have students refer to the section that teaches the skill. This activity can be completed individually, in small groups, or as a whole class.

After you have reviewed nouns, administer the Section 1 Assessment on pages 1–4 in the Assessment Book, or create a customized test with the optional Loyola Press Online Assessment System.

WRITING CONNECTION

Use pages 234–235 of the Writing portion of the book. Students can complete a personal narrative using the Writer’s Workshop on pages 236–247.

Noun Challenge Read the selection and then answer the questions. 1. Would you rather watch a television program or listen to the radio? 2. To some people, news on the radio is dull. 3. They prefer to get a television reporter’s on-the-spot remarks. 4. To many people, watching music videos on television is the better way to listen to the latest music. 5. Some people prefer to listen to music on the radio in order to concentrate on the sound. 6. Both television and radio have advantages and disadvantages. 7. Television presents pictures to its audience. 8. Radio, the earlier invention, gives listeners only sound. 9. A radio is a more portable item, however. 10. You can be doing chores or traveling and still listen to the radio. 11. An MP3 player, a hybrid of television and radio, gives you even more entertainment options.

1. Which noun in sentence 1 is the object of a preposition? 2. Name two nouns in sentence 2 that are used as objects. Are they direct objects or objects of prepositions?

3. Name a possessive noun in sentence 3. 4. Name two plural nouns in sentence 4. 5. Name the subject of sentence 5. 6. Name four nouns in sentence 6. Which are subjects, and which are objects?

7. What is the direct object in sentence 7? 8. Which noun in sentence 7 is the object of a preposition?

9. Name the appositive in sentence 8. 10. What are the two objects in sentence 8? What type of object is each?

11. Name the subject complement in sentence 9. 12. Which noun in sentence 1 can also be used as a verb? Which verb in sentence 1 can also be used as a noun?

13. Name the verb in sentence 5 that can be used as a noun. 14. Name the appositive in sentence 11.

26 • Noun Challenge

•

Noun Challenge

PART

WRITTEN AND ORAL COMMUNICATION

Chapters 1

Personal Narratives

How-to Articles

Descriptions 286

Persuasive Writing

Expository Writing 362

Business Letters

Creative Writing: Trickster Tales

Research Reports 476

210

248

324

400 438

209

Personal Narratives CHAPTER FOCUS LESSON 1: What Makes a Good Personal Narrative? LESSON 2: Introductions and Conclusions • GRAMMAR: Nouns • STUDY SKILLS: Dictionary • WRITING SKILLS: Revising Sentences • WORD STUDY: Exact Words • SPEAKING AND LISTENING SKILLS: Oral Personal Narratives • WRITER’S WORKSHOP: Personal Narratives

WHAT IS A PERSONAL NARRATIVE? Personal narratives are written to share significant events in writers’ lives. The writer of a good personal narrative knows how to let his or her personality shine through by the use of humor, phrasing, dialogue, or a combination of these. In addition the writer always keeps the audience in mind and adjusts the tone of the narrative accordingly. Good personal narratives use natural language that does not seem stiff or contrived. A good personal narrative includes the following:

■■ A topic relating to a real event in the writer’s life ■■ A first-person point of view ■■ A structure that includes an engaging introduction, a cohesive body, and a satisfying conclusion

■■ A coherent organization that uses chronological order, SUPPORT MATERIALS Practice Book Writing, pages 132–136 Assessment Book Chapter 1 Writing Skills, pages 39–40 Personal Narrative Writing Prompt, pages 41–42 Rubrics Student, page 247y Teacher, page 247z

flows logically, and excludes unnecessary details

■■ A tone appropriate for the intended audience ■■ A voice that allows the narrator’s personality to come through ■■ Prose that includes exact words and avoids run-on and rambling sentences Use the following titles to offer your students examples of well-crafted persuasive writing:

Childtimes: A Three-Generation Memoir by Eloise Greenfield and Lessie Jones Little Thank You, Mr. Falker by Patricia Polacco Knots in My Yo-yo String: The Autobiography of a Kid by Jerry Spinelli

Loyola Press Online Assessment System Grammar Section 1, pages 1–26 Customizable Lesson Plans www.voyagesinenglish.com

“

Everyone is necessarily the hero of his own life story.

210a • Chapter 1

”

—John Barth

CHAPTER PLANNER

Personal Narratives

WRITER’S WORKSHOP TIPS

SCORING RUBRIC

Follow these ideas and tips to help you and your class get the most out of the Writer’s Workshop:

Personal Narrative

• Review the traits of good writing. Use the chart on the inside back cover of the student and teacher editions. • Encourage students to look back at family photo albums for ideas for personal narratives. • Fill your classroom library with autobiographies. • Watch and discuss TV shows and movies that tell a story from a young person’s perspective, such as The Wonder Years and To Kill a Mockingbird. • Create bulletin-board displays with pictures that tell a story. • Have students create a time line of their narratives. • Invite parents, grandparents, local heroes, or other significant adults in students’ lives to visit class and tell personal narratives. • Find or have students find songs that tell a story, using first-person point of view. • Invite students to bring in an item that evokes a significant moment in their lives and share the story in small groups.

Point Values 0 = not evident 1 = minimal evidence of mastery 2 = evidence of development toward mastery 3 = strong evidence of mastery 4 = outstanding evidence of mastery

Ideas

POINTS

a clear focus on one topic a focus on an important event

Organization attention-grabbing introduction chronological order a sense of resolution in conclusion

Voice writer’s personality appropriate for intended audience

Word Choice exact words that clearly express ideas and feelings natural language

Sentence Fluency

CONNECT WITH GRAMMAR

varied sentence types

Throughout the Writer’s Workshop, look for opportunities to integrate nouns with writing personal narratives.

transition words, phrases, and clauses

■■ During freewriting, have students make lists of nouns that are important to the event they will chronicle.

■■ Have students put their name in the center of a word web and nouns related to their topic in the connecting ovals. Then have students create prepositional phrases that show the relationships among the nouns in the word web.

■■ Have students identify concrete and abstract nouns in the main idea of their personal narratives.

no rambling and run-on sentences

Conventions correct grammar and usage correct spelling correct punctuation and capitalization

Presentation neatness consistent spacing and margins

Additional Items

Total Full-sized, reproducible rubrics can be found at the end of this chapter.

www.voyagesinenglish.com • Personal Narratives • 210b

Personal Narratives

INTRODUCING THE GENRE

Explain to students that they will be learning about a kind of writing called a personal narrative. Ask them to share what they know about personal narratives. Discuss students’ understanding of the genre and clarify any misconceptions. First, ask students to define narrative. Then, ask what might make a narrative personal. Point out that personal in this case does not mean “private” but rather “coming from a particular person.”

Knots in My Yo-yo String The excerpts in Chapter 1 introduce students to a published example of a personal narrative. Knots in My Yo-yo String is a strong example of a personal narrative because it has the following: • First-person narration

Elaborate on the following characteristics of a personal narrative.

• The author uses the first person

(I or we) to describe the events of the narrative. • The events are true and are related in vivid sensory language and in time order to help draw the reader into the story. • There is a sense of closure in the conclusion of the narrative. Often the conclusion restates the theme or central idea.

READING THE LITERATURE EXCERPT Have a volunteer read aloud page 210. Ask students to point out reasons that this piece would be considered a good example of a personal narrative. Ask students to name other personal narratives they have read.

Personal Narratives LiNK

• Vivid sensory language that draws the reader in

Knots in My Yo-yo String The Autobiography of a Kid by Jerry Spinelli

In a green metal box in a bedroom closet, tucked into a fuzzy gray cotton pouch, lies the most cherished memento of my grade-school days. It is a gold-plated medal no bigger than a postage stamp. Inscribed on the back are the words “50-YARD DASH—CHAMPION.” The medal came from the only official race I ever participated in. There were many (continued on page 213) unofficial ones . . .

• True events The excerpts also provide an opportunity to point out the use of different types of nouns. For example, in this excerpt from Knots in My Yo-yo String, point out the use of stamp as a noun and lies as a verb.

> Knots in My Yo-yo String is the memoir of Jerry Spinelli, a Newbery Medalist. It has all the characteristics of a good personal narrative. It is written from the ﬁrst-person point of view, it has an introduction that grabs the audience’s attention, and it uses exact words to help readers visualize the events as they happen.

210

210 • Chapter 1

READING THE STUDENT MODEL Tell students that they are going to read a personal narrative written by a student. You may want to have volunteers read it aloud. Review the characteristics of a personal narrative and have students tell where these characteristics appear in the student model. Remind students

that first-person narration includes the first-person plural pronoun we. Tell students to pay particular attention to how the conclusion gives a sense of closure and actually brings the reader back to the first sentence.

TEACHING OPTIONS Scavenger Hunt Challenge students to find examples of personal narratives in the classroom or the school library. Remind students that a personal narrative is an account of something that really happened to the writer. Encourage them to look in magazines, newspaper editorials, and books, or on the Internet.

For Tomorrow

t the Beach amily Cabin a

Our F

oherty

By Hannah D

CHAPTER

and ve it’s summer can make belie I , es ey y m over e I clos waves rolling Sometimes, if I can see the h. ac be e th at d laugh at r family cabin een my toes, an I’m back at ou uishing in betw sq nd sa e th n watch el nd, fe rocks so he ca the squishy sa rnacle-covered ba up s ck pi r tle brothe the way my lit . nt and uncle, s scurry away e beach. My au the sand crab together at th e tim r mmer. ou s d enjoy the su e family enjoy stay with us an Everyone in th to es m co y od everyb ploring to look a and grandpa, . Then we go ex in t gh ou br cousins, grandm e , e what the tid the afternoons we check to se d sun tan. In ng an ni im or m sw y we er Ev ys night During the da n and read. At s on the beach. lie out in the su st ju for special rock we es and im n. Somet pfire while Dad all or badminto s over the cam low al m we play volleyb sh ar and toast m in our blankets we snuggle up scary stories. several of us go Grandpa tell e big boat and th t ou ts ge Dad h cod and for me is when Mostly we catc The most fun t I don’t mind. bu , rly ea s even ly al ed one that wa ve to get up re salmon. I hook fishing. We ha nd ou -p 20 a ught once my dad ca flounder, but d got away. an e lin broke my ve ever been bigger, but it don’t think I’ at the cabin. I do to n fu the only ng somethi it special. It’s There’s always ily that makes m fa y m th wi ing ink it’s just be bored. But I th together. l al e say our that we’r s to leave. We time each year ne of us want no e us ca be e to go our car d when it’s tim drives away. As It’s always sa Then everyone d. ha we n erything fu the y to look at ev talk about all ck window. I tr ba e good-byes. We th t ou ory k turn to loo keep the mem e driveway, I y eyes so I can m e os cl I pulls out of th en about it. Th ber everything so I can remem . again next year we come back with me until

Have students look through newspapers and magazines for examples of short personal narratives to bring to class. Tell students to be ready to read aloud their selections and to tell why the selections are personal narratives. You may want to review the characteristics of a personal narrative with the class. Be sure to bring in your own example and be ready to point out the characteristics of the genre in your own example.

Common Core Standards CCSS.ELA.SL.6.1

211

www.voyagesinenglish.com • Personal Narratives • 211

1.1

What Makes a Good Personal Narrative?

OBJECTIVES • To understand the characteristics of a personal narrative • To understand the importance of logical order in a personal narrative • To identify the introduction, body, and conclusion • To distinguish between necessary and unnecessary details

and clauses help readers to follow the sequence of events. Discuss the characteristics of a personal narrative and have students explain how the writer of the student model on page 211 used each characteristic. Draw students’ attention to the sensory details in the excerpt. Ask students what these details tell about the writer’s attitude toward running. Suggest that students integrate similar details into their own personal narratives.

WARM-UP READ, LISTEN, SPEAK Read aloud your example from yesterday’s For Tomorrow homework. Point out the characteristics of a personal narrative in your piece. Then have small groups discuss the narratives they found. Encourage students to explain how they know that what they are reading is a personal narrative. Ask students to discuss what makes some personal narratives more interesting than others.

LESSON

ACTIVITY A Remind students that events in a personal narrative should be in chronological, or time, order and include transition words, phrases, and clauses that indicate the order of events and shifts in time. Ask students to complete the activity independently. When students have finished, invite a volunteer to read aloud his or her rewritten paragraph. Ask the class to critique the order of sentences and the transitions used. Have students defend their decisions.

Personal Narratives

What Makes a Good Personal Narrative? Most of the short stories and novels that you read are narratives. A narrative is a story that often tells events in time order. A personal narrative is the account of a true incident that the writer experienced. Here are some things to remember when writing a personal narrative.

GRAMMAR CONNECTION

Take this opportunity to talk about singular and plural nouns. You may wish to have students point out singular and plural nouns in their Read, Listen, Speak examples.

Audience Before you begin to write, consider your audience, the people who will read your narrative. What are their ages? What do they know about your topic? How interested are they in it? What are you trying to express to them? The tone of your narrative depends on your audience. Set the tone and then keep that same tone throughout.

Introduction In the introduction to your narrative, it is important to introduce the narrator and to catch your audience’s attention. Say something that will make them want to continue reading. Set the stage for the body of your story. Reread the first paragraph of “Our Family Cabin at the Beach.” Who is the narrator? What makes you want to read on?

TEACH Ask a volunteer to read aloud the first paragraph. Have other volunteers read the sections Audience, Introduction, Body, Conclusion, and Point of View. Refer to page 258 and discuss how transition words, phrases,

Body The body of your writing contains all the relevant facts or details. It might be one paragraph, or it might be many. Make notes before you write and review them step-by-step to be sure you haven’t omitted anything. Be sure you don’t include events that are not important to your story. Put the events in the order they actually occurred. Use transition words that give readers clues to the order of events and that signal shifts from one time frame to another. What are some interesting details from “Our Family Cabin at the Beach”? What words does Hannah use to signal a shift to an earlier time?

212

212 • Chapter 1

PRACTICE

•

Chapter 1

APPLY

ASSESS

TEACHING OPTIONS

Writer’s Corner

Note which students had difficulty understanding the characteristics of a personal narrative. Use the Reteach option with those students who need additional reinforcement.

Reteach

Have a volunteer read aloud the activity. Encourage students to focus on capturing ideas when they brainstorm so that they will have plenty of topics to choose from when they begin writing. Then allow time for students to complete the activity. When they have finished, ask volunteers to share their ideas. Discuss which ideas would make strong personal narratives and ask students to defend their choices. Students should demonstrate an understanding of the characteristics of a personal narrative.

Remind students that a personal narrative is a retelling of a single event that really happened to the writer. Then write the topics listed below on strips of paper and place them in a box:

The day I got my special pet Pets of all kinds My most embarrassing moment John’s funniest moment Tips for playing soccer When my little sister was born Traditional songs My favorite playlist

Conclusion End your narrative in a way that makes your audience know it is complete. Don’t introduce new information in the conclusion. You might want to summarize your main points briefly or relate a lesson that you learned from your experience. Reread your introduction and tie in your ending with what you stated at the beginning. Share your thoughts and personal feelings about the outcome. How does the writer of “Our Family Cabin at the Beach” conclude her personal narrative?

Knots in My Yo-yo String

LiNK

(continued from page 210)

. . . Some days I pulled my sneaker laces extra tight and went down to the railroad tracks. The cinders there had the feel of a running track. I measured off fifty or a hundred yards and sprinted the distance, timing myself with my father’s stopwatch. . . . (continued on page 223)

Point of View The point of view in a personal narrative is yours. You are relating your own experience. This point of view is called the first-person point of view, so you will use words like I and me. ACTIVITY A The following sentences are from the body of a personal narrative about a day that the writer had been dreading. Their order has been scrambled. Look for transition words that give clues about the order in which events actually occurred. Write the sentences in logical order. To my surprise, I felt relaxed as I faced the class and began to speak. I barely had time for breakfast before I had to run for the bus. Everyone congratulated me and took time to look at the pictures and diagrams that I made of the pyramids. I awoke at the sound of the alarm with a feeling of dread at what the day would bring. All my practicing paid off as I gave a nearly flawless presentation. Morning classes passed uneventfully, but I had difficulty concentrating and participating in discussions. Before I knew it, the time for my presentation had arrived.

Writer’s Corner

Think about events that might make good personal narratives. Did something

Have a volunteer choose a strip and read it aloud. Ask students to decide whether the topic is appropriate for a personal narrative and to explain their reasoning. Mention the use of the pronouns I and my in the topics and ask students how these words can serve as clues.

For Tomorrow Have each student write three sentences about going to the dentist. Ask students to use a different tone each time to convey a different feeling to the reader, such as serious, funny, or worried. Tell students to be prepared to share their sentences during the next class. Be sure to write your own three sentences.

Common Core Standards CCSS.ELA.W.6.3c CCSS.ELA.L.6.1 CCSS.ELA.W.6.10

strange or funny happen to you? Did you receive good news or praise? Did you experience something sad? Brainstorm things to write about. List topics that would make good personal narratives. Save your notes. Personal Narratives

•

213

www.voyagesinenglish.com • Personal Narratives • 213

1.1

What Makes a Good Personal Narrative?

WARM-UP

TEACH

READ, LISTEN, SPEAK Explain that the tone a writer uses conveys the writer’s feelings about a subject. Share the three sentences you wrote from yesterday’s For Tomorrow homework as an example. Have students discuss in small groups the sentences they wrote. Invite groups to describe the tone used in each sentence. Have students decide which words and punctuation the writer used to convey that tone.

Refer to page 211 and discuss how the introduction, body, and conclusion function within a personal narrative.

ACTIVITY C If students need prompts to get started writing their sentences, suggest that they write about getting a new sibling, making a friend, going on a family vacation, meeting their best friend, or trying a new hobby.

PRACTICE

ACTIVITY D Remind students that the body of a personal narrative describes the details of the event and that it is important to make sure that these details are relevant. When students have finished the activity, have them share their word webs.

ACTIVITY B After students have completed the activity, invite volunteers to share their answers. Then discuss how students decided which sentences belong in the introduction, body, and conclusion.

GRAMMAR CONNECTION Take this opportunity to talk about concrete and abstract nouns. You may wish to have students point out concrete and abstract nouns in their Read, Listen, Speak examples.

ACTIVITY B Each group of sentences comes from a different personal narrative. Decide which sentence would be part of the introduction, which would be part of the body, and which would be the concluding statement of the narrative.

1. • I couldn’t believe it when my dad pointed to our box seats behind the dugout on the third-base side.

• A stop at our favorite pizza restaurant on the way home was the perfect ending to my perfect day.

• It had started out being an ordinary Saturday, when all I wanted to do was sleep in.

2. • The butterflies are quiet, I’ve already made some new friends, and I know this will be the best school year ever.

• It was the night before my first day at middle school, and the butterflies in my stomach were in a flutter.

• I smiled as a friend from my last school sat down next to me. 3. • After three stories and two glasses of water, she finally gave in and took a nap.

• With a crying toddler, milk spilled on the floor, and the doorbell ringing, I wondered if I would make it as a babysitter.

• An exhausted but proud first-time babysitter, I beamed and said, “Everything’s fine!” when the parents returned.

4. • Weavers learned how to twist its fibers into cloth, and shoemakers made shoes from its bark.

• It’s no wonder with all these uses that the Egyptians valued papyrus so highly!

• The whole life of ancient Egypt seemed to depend on the papyrus plant.

ACTIVITY C Think about an interesting event from your own life. Write a sentence that could be part of the introduction about that event, a sentence that could be in the body, and a sentence that could be part of the conclusion. Keep in mind the things you read about personal narratives on pages 212 and 213. Egyptian papyrus

214

214 • Chapter 1

•

Chapter 1

APPLY Writer’s Corner

Before students begin, write the words who, what, when, where, and how on the board to help students list details. Encourage students to think of as many relevant details as they can. Students should understand the importance of details and be able to distinguish between necessary and unnecessary details. Have students save their notes to use as part of their homework assignment.

You may wish to have students list their circled nouns as people, places, or things.

ASSESS Note which students had difficulty distinguishing between necessary and unnecessary details. Use the Reteach option with those students who need additional reinforcement. Practice Book page 132 provides additional practice with personal narratives.

knights’ battle armor from Middle Ages

Armor

medieval tapestries VISIT TO A MUSEUM

paintings from around the world

marble sculptures

• Carolyn swam in the ocean. • Jasmine made a sandcastle. • Wyatt walked around the mall. • Nikki found a conch shell. 2. How to Make the Best of a Rainy Day • Organize photos into an album or a scrapbook.

English-Language Learners

Have students take home the lists of details they created in the Writer’s Corner and look at the lists more closely. Have students decide which details are important enough to expand upon. Tell students to be prepared to explain their analysis during the next class. Be prepared to share your own lists and analysis as well.

Common Core Standards

1. A Day at the Beach • We played volleyball. • I checked out a book.

To reinforce the importance of including only relevant details, have students listen carefully as you read aloud excerpts of personal narratives from magazines or newspapers. As you read, insert extraneous details. Ask students to raise their hands when they hear a detail that does not relate to the piece. Have students explain their reasoning.

For Tomorrow

Fossils

mummies and artifacts from ancient Egypt

Reteach

Invite English-language learners to do the brainstorming activity in their primary language so that they can focus their energy on generating ideas instead of choosing words and spelling words correctly. When students have finished, ask them to translate their ideas into English.

ACTIVITY D Whenever you write, it is important to keep on the topic. Select two items in each set that probably don’t relate to the topic. Use a word web like the one below to link the related items.

dinosaur bones and fossils

TEACHING OPTIONS

Writer’s Corner Take a look at the topics

CCSS.ELA.W.6.3a CCSS.ELA.W.6.10 CCSS.ELA.L.6.1

you listed for the previous Writer’s Corner. Choose two topics and list details you would include in narratives

• Teach your dog a new trick.

about those topics. Include

• Plant flowers in your backyard. • Practice the piano.

details such as who was

• Read a book. • Shoot hoops at the local park.

took place, and what the end

involved, where the event

result was. Try to remember as much as possible. Save

Circle the singular & plural nouns in your list.

your notes for later. Personal Narratives

•

215

www.voyagesinenglish.com • Personal Narratives • 215

1.2

Introductions and Conclusions

OBJECTIVE • To recognize and compose effective introductions and conclusions

WARM-UP READ, LISTEN, SPEAK Share your lists of details and analysis from yesterday’s For Tomorrow homework with the class and discuss which details are important and why. Have small groups discuss their analysis of the lists of details they brainstormed for the Writer’s Corner activity on page 215. Encourage students to discuss how they decided which details were important.

GRAMMAR CONNECTION

Take this opportunity to talk about nouns as subjects and subject complements. You may wish to have students point out nouns as subjects and subject complements in their Read, Listen, Speak examples.

PRACTICE ACTIVITY A Remind students that an introduction should introduce the narrator, give the specific idea of the narrative, arouse the reader’s curiosity, and make the reader want to read more. After completing the activity, have students give reasons for choosing the sentences they did. ACTIVITY B Have students complete the activity independently. When they have finished, ask volunteers to share their opening sentences.

LESSON

Encourage the class to point out features that made the opening sentences effective. ACTIVITY C After students have completed the activity, encourage them to check that they have included details that add interest. Then invite volunteers to share their paragraphs with the class.

Personal Narratives

Introductions and Conclusions The introduction is your first chance to entice people to read your personal narrative. Interesting sentence structure and sensory images can catch the reader’s attention. Use your opening sentences to preview what you will discuss in the body of your personal narrative. Your narrative’s conclusion should help the reader remember what is most important. You can summarize what you have said, share your final feelings, or tie everything together. The conclusion is your last chance to leave your reader satisfied.

TEACH Ask a volunteer to read aloud the two paragraphs. Then have students look back at the personal narrative on page 211. Ask students how the introduction and conclusion in the model follow the suggestions given on page 216.

ACTIVITY A Read each pair of sentences. Which sentence would grab the reader’s attention and be a better introduction to a personal narrative?

1. a. My mouth watered in anticipation of the sundae that awaited me after our family bike ride. b. Our family always goes for a bike ride after dinner, and then we stop for

ice cream.

2. a. I found out this morning that my dog, Ginger, had puppies last night. b. Mom woke me up early to see the tiny bundles of fur huddled close

to my dog, Ginger.

3. a. A crash of thunder, a bolt of lightning, and then suddenly total blackness—I was scared! b. There was a storm last night that caused our electricity to

go out.

4. a. How many famous people would greet me on my journey through the halls of the wax museum? b. The day finally arrived for our trip to the

wax museum.

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APPLY

ASSESS

TEACHING OPTIONS

Writer’s Corner

Note which students had difficulty writing good introductory sentences. Use the Reteach option with those students who need additional reinforcement.

Reteach

Encourage students to choose two ideas and write introductions for them. Suggest that students review Activity A on page 216 if they need models. When students have finished, ask volunteers to share their introductions. Students should demonstrate the ability to recognize and compose effective introductions.

Write these introductory sentences on the board:

After seeing the half-eaten birthday cake, we decided that next time we’ll keep a closer eye on our cat. The day started off sunny, so who could have predicted the storm that would change our lives? Have students work in groups to consider each sentence and decide what they would expect to read about in each personal narrative. Then have groups discuss their thoughts with the class. Challenge groups to work together to write an engaging opening sentence and to explain what the narrative it introduces might be about.

A Powerful Question

ACTIVITY B For each topic below, write an opening sentence that will convince people to continue reading. You might use colorful descriptions, unusual sentence structures, elements of surprise, or opening questions.

1. 2. 3. 4. 5. 6. 7. 8.

Have students rewrite one of their introductory sentences in the form of a question. Ask the class if the change would pique the audience’s curiosity more effectively. Discuss how using a question changes the sentence’s tone.

your first experience at any sport a party you attended buying something at the store riding with your family on a long car trip a funny story about you and a friend a time you received some really useful advice

For Tomorrow

a holiday that was especially memorable

Ask students to find or write an engaging introductory sentence for a personal narrative. Tell students to be prepared to share the introductory sentence and to discuss why they think it is effective. Bring in your own introductory sentence.

an experience with a friend’s or your family’s pet

ACTIVITY C Read the example of an effective introductory paragraph and think about what makes the paragraph work. Then write an introductory paragraph about four of the topics that follow. I heard the noise just after I pulled up the covers and opened my book. What could it be? The noise sounded like it was coming from my closet. Did something fall? Did I dare look?

1. 2. 3. 4. 5. 6. 7. 8.

a time you were frightened a time you did something kind for someone

Common Core Standards

an event you dreaded that turned out to be fun an outdoor activity ruined by bad weather a time you were late for something an ordinary chore that became an adventure helping cook a meal with your family a time you accomplished a difficult task

Writer’s Corner

CCSS.ELA.W.6.3a CCSS.ELA.W.6.3b CCSS.ELA.W.6.10

Look at the notes you saved from the previous Writer’s Corner. Write introductions for the two topics that you think would make interesting personal narratives. Keep these introductions to use again later. Personal Narratives

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1.2

Introductions and Conclusions

WARM-UP

PRACTICE

READ, LISTEN, SPEAK Have students form small groups and share the introductory sentences they found or wrote for yesterday’s For Tomorrow homework. Read aloud your introductory sentence and have students decide if it is engaging and why. Encourage students to discuss why they think their sentences are engaging and effective. Invite students to speculate what the topic of the personal narrative that each sentence introduces might be.

ACTIVITY D Have students work in pairs to complete this activity. When they have finished, ask volunteers to explain their answers to the class. Point out that the sentences that were not chosen are not incorrect, but they offer less information or are less interesting.

ACTIVITY E After students have completed the activity, encourage them to make sure the details in each introduction have been discussed by the time they reach the conclusion. Remind students to focus their conclusions on telling how the writer thinks or feels, stating what the writer may have learned, or drawing together the details of the narrative.

GRAMMAR CONNECTION

Take this opportunity to talk about nouns as objects. You may wish to have students point out nouns as objects in their Read, Listen, Speak examples. ACTIVITY D Choose the sentence in each pair that would be the better conclusion to the personal narrative topic. Remember that an effective conclusion will summarize what has been said previously, tell how the experience affected the writer, or tie everything together.

TEACH Have students recall the characteristics of a good conclusion. Explain that a good way to focus a conclusion is to answer these questions:

1. joining the swim team a. I’m glad I joined the neighborhood swim team. b. Joining the neighborhood swim team

was a great idea because I improved my skills and met many new friends.

2. going to a magic show

• What is the significance? • Why does it matter? • What is the meaning?

a. The magician’s fast-paced finale of tricks left

me wide-eyed with amazement. b. The magician performed several fun tricks

for his finale.

3. my memorable scuba dive a. Even though it was a bit scary, I truly enjoyed

going scuba diving. b. As my mom draped a towel around me, I recalled

the wonders I saw beneath the sea and how I could not wait to try scuba diving again.

4. my photo diary of Ireland a. My photo diary was a great success because now

I can revisit Ireland anytime I want. b. Sometimes a picture is worth a thousand words.

5. the kitchen disaster a. I had to clean up all the mess I made. b. It will be a long time before Dad asks me to help with dinner again.

6. holiday shopping a. We got home tired but happy. b. I felt lit up inside like a string of lights because I had found

the perfect gift.

7. winning the championship game a. As the buzzer sounded, I closed my eyes and smiled,

savoring the victory. b. I couldn’t believe we won!

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APPLY

ASSESS

TEACHING OPTIONS

Writer’s Corner

Note which students had difficulty writing conclusions. Use the Reteach option with those students who need reinforcement. Practice Book page 133 provides additional practice with introductions and conclusions.

Reteach

Remind students that the body of their narrative should be where they tell the story in time order, including all necessary details and sensory descriptions to bring the narrative alive for the reader. Students should demonstrate an understanding of the parts of a narrative and how the body is distinct from the introduction and conclusion.

Provide a variety of magazines and ask students to find articles that have an obvious concluding sentence. Ask students to read their articles silently two or more times. Discuss the concluding sentences. Use the following questions: • Was the story summarized? • Did the author share his or her fina feelings? • How well was everything tied together?

Conclusion Challenge Write the following sentences on the board:

After that experience, I’ll be sure to wear plenty of sunscreen. It’s no wonder that my parents still think I need a babysitter.

ACTIVITY E Write a good concluding paragraph for each of these personal narratives. Pay attention to details in the introduction and body so that you tie everything together.

Invite students to select one sentence and write a paragraph that might reasonably end with that sentence. Encourage volunteers to read their paragraphs to the class.

1. Harder Than It Looks! I awoke before my alarm clock, anticipating my first swing dance class. Would I be able to keep up with the music and with my friends? I wasn’t a beginning dancer, but I wanted to try something different. We lined up for class, and I took my place in the back row, where I thought I’d be more comfortable. Ms. Joanne, the teacher, welcomed me warmly. She assured me that while I might feel lost at first, the dances would eventually become second nature. We followed warm-up exercises with swinging music and lively dance routines.

For Tomorrow Have students write or find a concluding sentence for a personal narrative that states the writer’s final thoughts or feelings. Write or find your own example of a concluding sentence for a personal narrative.

2. The Good-Bad Day I dreaded getting out of bed last Friday. I had argued with Keilani, my best friend, the day before. I didn’t feel prepared for a huge math test. And, to top it all off, my parents said if my room wasn’t cleaned by the end of the day, there would be no TV for two weeks. I forced myself to get up a little earlier than usual, determined to make the best of a bad situation. I had a quick breakfast while doing a final math review, and then I was off to school. As soon as I got there, I found Keilani and apologized. He felt bad too, and we settled our disagreement with a handshake. Math class followed and my early morning review paid off because I got a very good grade.

Common Core Standards CCSS.ELA.W.6.3e CCSS.ELA.W.6.10 CCSS.ELA.SL.6.1

Writer’s Corner Look at the introductions that you wrote for the previous Writer’s Corner. Write a conclusion that ties in to each introduction. Personal Narratives

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1.3

STUDY SKILLS Dictionary

OBJECTIVES • To recognize parts of a dictionary • To use a print or online dictionary when writing

WARM-UP READ, LISTEN, SPEAK Share your concluding sentence from yesterday’s For Tomorrow homework and discuss how it sums up the writer’s thoughts or feelings. Have small groups share concluding sentences that state the writer’s final thoughts or feelings. Encourage students to discuss what makes their selections effective.

GRAMMAR CONNECTION

Take this opportunity to talk more about nouns as objects. You may wish to have students point out nouns as objects in their Read, Listen, Speak examples.

PRACTICE ACTIVITY A You may wish to have students complete this activity in small groups. When students have finished, encourage each group to read one alphabetized list. Make sure the class agrees that each list is correct.

go to their corner. Ask each group to identify the words from the activity that fall on their page. Then encourage students to think of three more words that would fall on their group’s page. Have groups share their new words with the class.

ACTIVITY B When students have completed the activity, have them form three groups. Assign each group one of the following: before page 200, on page 200, after page 200. Designate a corner of the room for each group and have students

ACTIVITY C Ask students to imagine that they are writing their own dictionaries as they complete this activity. When students have finished, discuss why they chose the words they did.

LESSON

Dictionary A dictionary—print or online—is a tool that writers use frequently. A print dictionary lists words in alphabetical order. It gives definitions for the thousands of words it contains. Each dictionary entry also shows how to pronounce the word and what part of speech it is. An online dictionary searches for the word you type and displays the dictionary entry for that word. If you can’t remember exactly how a word is spelled, you can use a dictionary to find the correct spelling.

TEACH Have volunteers read aloud the first paragraph and the section Entry Words. Invite students to look at print dictionaries and identify the entry words. Discuss why a dictionary is an important tool for a writer. Ask a volunteer to read aloud the section Guide Words. Point out that online dictionaries do not need guide words because users type in the word and the program displays the entry for that word. Have students look at the sample dictionary page on page 221. Write the words small and snail on the board. Challenge students to list at least 20 words that would fall between these two guide words.

Entry Words When you open a print dictionary, you usually see two columns printed on each page. Listed along the left side of the columns are words in dark type. These are the entry words, the words that you want to find definitions for.

Guide Words The two words printed at the top of every dictionary page are called guide words. They help you locate words quickly. The first guide word is the first entry word on that page, and the second guide word is the last entry word on the page. If a word comes between the two guide words alphabetically, it should be on that page. ACTIVITY A Alphabetize the words in each set.

1. by first letter

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Study Skills

•

2. by second letter

3. by third letter

honorable

persevere

devotion

suite

profile

decline

windmill

pagoda

determine

criticism

piccolo

defraud

venture

pyramid

deposit

Chapter 1

Provide students links to several online dictionaries. Explain that many online dictionaries allow users to view words that come before and after the word looked up. Help students to locate this feature on the websites.

APPLY Writer’s Corner

After students have finished their sentences, have them share their work in small groups. Challenge students to use the new word aloud in a sentence before the next student reads his or her sentence. Students should demonstrate the ability to use a dictionary.

ASSESS Note which students had difficulty using the dictionary. Use the Reteach option with those students who need additional reinforcement.

TEACHING OPTIONS Reteach Some students may need practice alphabetizing words past the second letter. Have students start by alphabetizing words beginning with fe (fear, feet, fell, fence, fender). Then have students repeat this process with words beginning with pi (pick, pie, pilot, pipe). Next, have students alphabetize words beginning with san (sand, sandal, sandy, sane, sang) and then with pla (place, plain, plate, platter, play). Have students check their lists using a dictionary.

Dictionary Illustration Have students choose one of the words they looked up in this lesson and illustrate the dictionary entry. For example, if the word is hoedown, students could create a rebus, such as an illustration of a garden tool plus an illustration of a person lying down, for the pronunciation. They could draw a picture of people dancing for the definition. When students have completed their illustrations, encourage volunteers to share their work with the class.

ACTIVITY B Here is a sample dictionary page with its guide words. Use the guide words shown on the dictionary page below to indicate whether each of the following words would be located before page 200, on page 200, or after page 200.

For Tomorrow occupy

oddball

ocean

Oklahoma

obtain

occasion

onion

octopus

ocelot

ACTIVITY C Use opossum and orchestra as guide words. Write two words that would appear in a dictionary right before this page, four words that would appear on this page, and two words that would appear after this page. Do the activity again with genealogy and gerbil as guide words.

Writer’s Corner Open a print dictionary to any page and look at the guide words. Look at the

Have students choose three words that begin with the same first letter as their last name. Instruct students to use a print or online dictionary to jot down brief definitions for each word and to write why they chose those words. Tell students to be prepared to share their words during the next class. Be prepared to share your own words with students.

entries for these guide words. Browse through the other entries on the page. Find a few interesting words or words you’ve never seen before. Write five sentences

Common Core Standards CCSS.ELA.L.6.4c CCSS.ELA.W.6.10 CCSS.ELA.SL.6.1a

about one of them. Define the Genealogy (family tree)

word. Tell why it appealed to you. Tell how and when you

▲

With an adult, use an online dictionary.

might use it. Personal Narratives

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1.3

STUDY SKILLS Dictionary

WARM-UP READ, LISTEN, SPEAK Share the words you found from yesterday’s For Tomorrow homework. Tell why you were curious about those words and what you learned about them. Have small groups share the words they chose as homework. Then instruct the groups to work together to alphabetize all the words they brought in.

GRAMMAR CONNECTION

ACTIVITY E Have pairs of students share their answers. Ask students to note whether they used the words in different ways. Encourage pairs to discuss the multiple meanings and parts of speech they used.

ACTIVITY G After students have finished this activity, ask volunteers to share the correct spelling of each word. Then encourage students to start a list to show the correct spelling of commonly misspelled words. Point out how the writer keeps the reader’s interest by building suspense. Ask students to choose three words from the excerpt, look them up in a dictionary, and tell what they found.

ACTIVITY F When students have finished their word lists and written their sentences, ask pairs to present what they have written to the class.

Take this opportunity to talk about possessive nouns. You may wish to have students point out possessive nouns in their Read, Listen, Speak examples.

TEACH Have a volunteer read aloud the section A Dictionary Entry. Ask students to look carefully at the sample dictionary entry. Read aloud items A–F to the right of the entry, pausing after each one. Ask a volunteer to read aloud the part of the sample entry that corresponds to each item. Tell students to think of a dictionary as a tool, not a crutch. Explain that they will always be adding to their vocabulary and that there will be many occasions when a dictionary can help.

A Dictionary Entry Knowing all the parts of a dictionary entry can help you discover important information about a word. The following sample shows what is included in most dictionary entries.

A B C D hug•ger-mug•ger (hug´er-mug´er) n. 1. Confusion. E The spy escaped in the hugger-mugger of the air raid. 2. Secrecy. adj. 1. Disorderly. 2. Secretive. There was a hugger-mugger mood in the locker room before the game. F v. -ered, -ger•ing, -gers To act in a secretive manner.

pronunciation

C. part of speech D. definition E. sample phrase or sentence F. spellings of endings in different forms of the word

The thief hugger-muggered around the back door. ACTIVITY D Refer to the sample dictionary entry above to respond to the following.

PRACTICE

1. 2. 3. 4.

ACTIVITY D Have small groups complete this activity. When students have finished, invite each group to share one answer or one sentence with the class.

What parts of speech are listed for hugger-mugger in the entry? How many pronunciations are listed for hugger-mugger? How many meanings does hugger-mugger have as an adjective? Write three sentences using hugger-mugger. Each sentence should demonstrate hugger-mugger as a different part of speech.

ACTIVITY E Look up each of these words in a print or online dictionary. Write two different meanings for each word.

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A. division into syllables B. dictionary respelling for

•

fast

rest

run

concrete

utter

grant

safe

point

strike

lame

ram

heel

roast

display

bowl

blossom

paw

fool

Chapter 1

APPLY Writer’s Corner

Have students work on this activity independently. After they have finished, have them share their findings in small groups. Encourage them to answer questions such as Did the word have an unfamiliar meaning? Can the word be used as more than one part of speech? After groups have discussed the words, ask students to choose one word and have everyone in the group use the word in a sentence. Ask students to discuss the ways the word was used. Students should demonstrate the ability to recognize and use parts of a dictionary.

Ask students to choose two other words on the same page to define.

ASSESS Note which students had difficulty understanding the parts of a dictionary entry. Use the Reteach option with those students who need additional reinforcement. Practice Book page 134 provides additional practice with using a dictionary.

ACTIVITY F Look in a dictionary for five other words that have multiple meanings. Write the words and their meanings. Trade your word list with a classmate. Have a race to see which of you is the first to finish writing sentences for two different meanings of each word.

Use Your Dictionary ACTIVITY G A dictionary can help you find the correct spelling for words when you aren’t sure of the exact spelling. Find the correct spelling for the following misspelled words in dark type.

Knots in My Yo-yo String

LiNK

(continued from page 213)

. . . It was during that year that I won my medal. I represented Hartranft in the fifty-yard dash at the annual track-and-field meet for the Norristown grade schools . . . Favored to win the race was Laverne Dixon of Gotwals Elementary. . . . [He] had won the fifty-yard dash the year before as a mere fifth grader. Surely he would win again. My goal was to place second. . . . (continued on page 226)

TEACHING OPTIONS Reteach Assign each student a different part of a dictionary entry (division into syllables, pronunciation, accent, part of speech, definition, and sample phrase or sentence). Then write the following words on the board:

parrot needle justice currency Have students look up each word to find the part of a dictionary entry for which they are responsible. Choose volunteers to build the dictionary entry step by step. First, have a volunteer assigned division into syllables write the divided word on the board as it is in the dictionary. Then have a volunteer assigned pronunciation add the pronunciation. Continue until all the parts of a dictionary entry have been included.

Recognizing Language Differences Share bilingual dictionaries with the class. If you have students who are familiar with using a bilingual dictionary, ask them to point out interesting features of the dictionary and have them explain how to use the dictionary. Invite proficient English speakers to use the bilingual dictionaries to locate translations of English words.

malases

sweet brown syrup made from sugar cane

For Tomorrow

furlow

time off from official duties

markey

movie theater sign

personell

people employed in a business

vaccum

a space that contains no solid, liquid, or gas

Look at the introductory

restaraunt

a business that prepares meals

and concluding sentences

refridgerator

an appliance that keeps food cold

that you wrote in previous

convienent

suited to personal comfort or a situation

Writer’s Corners. Choose at

Have students choose two unfamiliar words from a print or online dictionary and write the pronunciation and a short definition for each word. Choose two unfamiliar words to share and let students know that there are many words that are unfamiliar to you as well. Try to convey the fun of finding a new word to add to your vocabulary.

seperate

to set aside or keep apart

them up in a print or online

occurrance

something that occurs

dictionary. For each word,

naybour

one living or located near another

find and write its definition,

jewlery

rings, necklaces, bracelets

Writer’s Corner

least three words and look

dictionary respelling, and part of speech. Then use the

Use a print or online dictionary to find out what cinders means in the p. 213 excerpt.

word in a sentence. Personal Narratives

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Common Core Standards CCSS.ELA.L.6.4c CCSS.ELA.W.6.10 CCSS.ELA.SL.6.1

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1.4

WRITING SKILLS Revising Sentences

OBJECTIVES • To revise rambling and run-on sentences • To write with clarity

WARM-UP READ, LISTEN, SPEAK Share the words you looked up for yesterday’s For Tomorrow homework. Tell students what you learned about the words. Pronounce the words and model how to give a brief definition. Have small groups share only the pronunciation of the words they chose for homework. Challenge the group to identify the word, the correct spelling, and the definition based on clues from the student presenting the word. Then have students find the correct spelling and definition in a print or online dictionary and use the word correctly in a sentence.

TEACH Have a volunteer read aloud the first paragraph of the section Rambling Sentences. Explain that using a variety of sentence patterns means using a mix of simple, compound, and complex sentences so each sentence is not structured the same. Ask students to discuss why using shorter sentences of varying patterns might improve their writing. Have a volunteer read aloud the next paragraph and example A. Discuss what is wrong with the example. (The paragraph is one long sentence.) Have a volunteer

LESSON

read aloud example B and the last paragraph. Discuss why the second example is more effective.

PRACTICE ACTIVITY A Have students complete this activity in small groups. As groups begin the activity, remind them that one approach to fixing a rambling sentence is to separate ideas. When groups have finished, ask volunteers to share one of their revised sentences with the class.

Writing Skills

Revising Sentences Rambling Sentences

GRAMMAR CONNECTION

Good writers use sentences of different lengths and patterns to make their writing more interesting. They know that using too many short sentences sounds choppy. They also know that repeating the same sentence pattern makes the writing dull. If a writer crams too many ideas into one sentence, however, readers can become confused. Read these two examples. Notice how they are alike and how they are different. Which one makes more sense to you?

Take this opportunity to talk about nouns showing separate and joint possession. You may wish to have students point out nouns showing separate and joint possession in their Read, Listen, Speak examples.

A This was my best summer ever because my family spent the entire month of August in Wisconsin, where we rented a cabin on a lake and we could swim, row our boat, dive off a raft, windsurf, or just lie in the sun on the sandy shore. B This was my best summer ever! My family spent the entire month of August in Wisconsin, where we rented a cabin. We were on a lake where we could enjoy all kinds of water activities. We went swimming and dove off the raft. We rowed our boat and even tried windsurfing. When we wanted to rest, we just lay in the sun on the sandy shore.

Both examples include the same fun summer activities. In example A, one very long sentence contains too many ideas. In example B, that same sentence was divided into shorter sentences of varying patterns. The shorter sentences are clearer, and the variety of sentence length and patterns makes the narrative more interesting.

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APPLY

ASSESS

TEACHING OPTIONS

Writer’s Corner

Note which students had difficulty revising rambling sentences. Use the Reteach option with those students who need additional reinforcement.

Reteach

Encourage students not to edit their lists themselves. Suggest that students consider this freewriting. Students should demonstrate the ability to revise rambling sentences.

To help students separate ideas in a rambling sentence, write the following sentence on the board:

The shades are drawn tight in the old house on Oak Street and strange rattling noises come from it as you walk by and it was even scarier yesterday because the front door was open but I didn’t see inside because I ran past it.

Search for a free site for starting blogs and wikis and establish one for the class.

Have students write four simple sentences from the rambling sentence. Tell students to use the words shades, noises, yesterday, and inside as clues to help identify ideas. Challenge students to use correct capitalization and punctuation when writing.

Literature Link Choose a clearly written paragraph from a novel or short story that provides a good example of varied sentence lengths. After reading the excerpt to the class, lead students in a brief discussion of why variety in sentence lengths makes a paragraph more interesting. Emphasize the importance of not putting too many ideas in one sentence.

ACTIVITY A Improve these rambling sentences. You may add or change words to make your improved sentences read smoothly.

1. The forests of the world are one of our most valuable resources, but they are disappearing so we should do what we can to protect them because it would take many years to replace trees when they are all cut down.

2. The nib, or point, on a quill pen got flat quickly and had to be sharpened over and over, which meant quill pens didn’t last long, but it wasn’t until 1884 that a man named Lewis Waterman invented a fountain pen with a steel nib that could be used a long time.

3. Copper is a strong, tough metal that carries heat and electricity well and has many important uses including the manufacture of wires of all kinds, such as telephone wires, television cable, and power lines.

4. We live near the airport, and when planes fly directly overhead, the noise is so loud that we can hardly hear one another speak, and so we asked the mayor to help us get the flight patterns changed.

For Tomorrow

5. Books are better than movies for many reasons like the fact that you get to imagine what the characters and setting look like in a book and because movies are over much more quickly than books, which you can enjoy for a long time.

Writer’s Corner

6. At night I like to lie quietly in my bed and listen to the sounds outside because it is so relaxing to hear the crickets chirping and the rustle of leaves or my mom’s wind chime when the nighttime breeze is really strong, but I especially like to listen to the crackle and boom of thunder during a storm.

Think of everything that you did yesterday from the time you got home from school until you went to sleep. Using complete sentences,

Have students transcribe dialogue from conversations they hear on their way home from school, at home, or on the radio or TV. Tell students to create intentionally three run-on sentences from the dialogue. Transcribe your own three run-on sentences to bring in tomorrow.

write everything you can remember as quickly as you

Books are better than movies . . .

can. Afterward, exchange lists with a partner. Look for rambling sentences in each other’s paper. If you find any,

Common Core Standards CCSS.ELA.L.6.3a CCSS.ELA.W.6.10 CCSS.ELA.SL.6.2

rewrite them into shorter, understandable sentences of

▲

Post work on a classroom blog or wiki for peer editing.

varying patterns. Personal Narratives

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1.4

WRITING SKILLS Revising Sentences

WARM-UP READ, LISTEN, SPEAK On the board write your dialogue with run-on sentences from yesterday’s For Tomorrow homework. As a class, correct the sentences to clarify their meaning. Have partners rewrite the run-on sentences in the dialogues they brought in for homework. Then have partners share their dialogue with the group with and without the run-on sentences corrected. Have students discuss how the meaning is clarified when the run-on sentences are corrected.

Have volunteers read aloud the two examples. Challenge the class to identify the problem in each sentence. Discuss how to differentiate between run-on sentences and rambling sentences. Ask students to tell how Spinelli effectively puts the reader into his running shoes and in position to start the race. Suggest that students keep this in mind when they are writing their own personal narratives. Ask students to point out two places in the excerpt that could be broken into smaller sentences. Then ask students to decide which is more effective.

PRACTICE ACTIVITY B Have students form two teams and tell them that they are about to play The Run-on Race. Read aloud each sentence from Activity B as one contestant from each team writes the sentence on the board. Then challenge contestants to correct the sentence. Tell students that the first contestant to complete a correct revision scores five points. Invite new contestants from each team to do the same until all the sentences have been revised. The team with the most points wins.

GRAMMAR CONNECTION

Take this opportunity to talk about appositives. You may wish to have students point out appositives in their Read, Listen, Speak examples.

Run-on Sentences Run-on sentences can be just as confusing as rambling sentences. A run-on sentence is actually two or more sentences that have been put together without the proper punctuation to show where one sentence ends and the next one begins. There are several ways to correct run-on sentences. Look carefully at the following examples:

TEACH Invite volunteers to read aloud the first paragraph of the section Runon Sentences and examples A and B. Have students discuss what is wrong with the examples. Ask volunteers to read aloud the rest of the page. Remind students that conjunctions are words such as and, but, yet, and or. Ask volunteers to write the corrected example sentences on the board. Write the following on the board: 1. I watched my dog walk from the couch to the chair and then back to the couch as she tried to find a place to bury her bone but nothing seemed to make her happy so finally she gave up trying to bury the bone and just ate it. 2. The picnic is canceled for today it will be rescheduled for next Monday.

A Underground, some people in the Sahara find water and shelter from storms it is also cool there on hot days. B These people build their homes below the ground, they dig 25 feet deep.

Each of the above sentences is a run-on sentence because each one contains two separate ideas written as one sentence. Sentence A has no punctuation between the ideas, and sentence B has the wrong punctuation mark—a comma. The ideas in sentence A are very closely related. They both tell what the people find underground. This sentence could be fixed by adding a comma and a conjunction. Underground, some people in the Sahara find water and shelter from storms, and it is also cool there on hot days.

Knots in My Yo-yo String

LiNK

(continued from page 223)

. . . When the starter barked, “Ready!” I got into position: one knee and ten fingertips on the cinder track . . . I glanced to my left and right and saw nothing but shins—everyone else was standing. I could not have known it then, but the race was already mine. . . . (continued on page 232)

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Chapter 1

The ideas in sentence B are related but not as closely as those in sentence A. Sentence B could be fixed in one of two ways: with a period and a capital letter or with a semicolon. These people build their homes below the ground. They dig 25 feet deep. These people build their homes below the ground; they dig 25 feet deep.

If you use a conjunction to fix a run-on sentence, be sure you don’t create a rambling sentence. If the ideas are not closely related, it’s better to make two separate sentences.

APPLY

ASSESS

TEACHING OPTIONS

Writer’s Corner

Note which students had difficulty fixing run-on sentences and writing with clarity. Use the Reteach option with those students who need additional reinforcement. Practice Book page 135 provides additional practice with run-on sentences.

Reteach

Encourage students to keep in mind the suggestions for correcting runon sentences as they work. After students have finished, ask them to tell how they corrected the run-on sentences. Students should demonstrate the ability to identify and correct run-on sentences.

Have each student write two runon sentences and one long, correct sentence on separate strips of paper. Have pairs of students trade their sentence strips. Challenge students to identify which is the correct sentence and which two are the runon sentences. Then have students revise the two incorrect sentences on a separate sheet of paper. For extra practice, have students pair up with new partners and repeat the activity.

Sharing the News Have students pretend that they are reporters for a TV news program and that they have just been assigned a breaking news story. (“In the Winner’s Circle” and “What Jack Built” are possible headlines.) Invite students to write a number of run-on sentences describing the events of the story. Then have students exchange stories with a partner. Tell students to edit their partner’s run-on sentences. Give students time to read aloud their partner’s story. Have the original writer say whether the meaning was retained after editing.

ACTIVITY B Correct each of the following run-on sentences. Use a period and a capital letter, a semicolon, or a comma and a conjunction.

1. A camel is a large desert animal it can travel long distances. 2. The camel’s hump is like a storage tank it stores fat. 3. Camels can survive with little food or water, they draw on their reserve in their storage tanks for energy.

4. Some camels have one hump and some have two it depends on what type of camel they are.

5. Some Middle Eastern camels called dromedaries are used for riding and racing, they can travel about 10 miles an hour and up to 100 miles a day.

6. The dromedary has one hump the Bactrian camel has two humps. 7. Camels are well adapted for desert life, their feet are padded for walking

For Tomorrow

on hot sand.

8. Camels have long eyelashes and are able to pinch their nostrils closed,

Have students write a paragraph that includes several run-on sentences. Tell students to bring their paragraphs to the next class. Be sure to write your own paragraph with run-on sentences.

these are important adaptations to combat sandstorms.

9. Camels can survive extreme heat and cold, they can go without water for up to a week.

10. A camel’s milk is used for drinking and for making cheese it is so thick that it forms lumps in thinner liquids.

11. The hair of the Bactrian camel can be woven, blankets, tents, and clothing are made from this hair.

12. Camels are useful animals they are a source of transportation, milk,

Common Core Standards

meat, wool, and hides.

Writer’s Corner Trade the paper that you

CCSS.ELA.L.6.2 CCSS.ELA.L.6.3a CCSS.ELA.L.6.4

wrote for the previous Writer’s Corner with that of a different partner. Look for run-on sentences. If you find any, rewrite each one into separate, complete sentences. Discuss each other’s changes. Personal Narratives

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1.5

WORD STUDY Exact Words

OBJECTIVE • To use exact words to make writing more precise

WARM-UP READ, LISTEN, SPEAK Use your paragraph from yesterday’s For Tomorrow homework and correct the run-on sentences on the board. Then have pairs of students trade paragraphs and correct the run-on sentences. When students have finished, have them compare the revisions to the originals.

PRACTICE ACTIVITY A Review the purpose of a thesaurus. Then have students complete the activity. When they have finished, encourage volunteers to share their synonyms with the class. Suggest that they ask questions about the word, such as How was the storm bad? Or, What kind of trip was it? ACTIVITY B Have students complete the activity independently. Then ask volunteers to share their responses. Discuss with students

how their word choices evoke more specific thoughts or images. ACTIVITY C Ask students to visualize an arrow as they complete this activity independently. Point out that they are narrowing the meaning from big, or general, to small, or specific. When students have finished, encourage volunteers to share their responses with the class. Challenge students to explain how they reached their conclusions.

GRAMMAR CONNECTION

Take this opportunity to talk about words used as nouns and verbs. You may wish to have students point out words used as nouns and verbs in their Read, Listen, Speak examples.

LESSON

Exact Words In a personal narrative, you want your audience to picture the incident that you are retelling. Using exact words can help your readers visualize the events as they happened. Using fresh language will hold your readers’ interest and make them want to continue reading. When you revise your writing, look for words that are dull and overused. Try to think of words that will create vivid pictures in your reader’s mind. Think about how you felt during the experience. When you were angry, were you upset, irritated, enraged, or incensed? When you placed the book on the table, did you lay it, toss it, throw it, or slam it down? If you were irritated, you probably tossed it down; if you were enraged, you probably slammed it down. Picture each of these sentences in your mind. Which one paints a more vivid picture for a reader? • I was awakened by a loud noise. • I was startled from my sleep by a shrill scream.

TEACH Ask volunteers to read aloud the first two paragraphs. Explain that using exact words is another way to breathe life into writing. Write the following sentences on the board: 1. My older sister is nice. 2. Today is a nice day. 3. It would be nice if you could come to my party.

ACTIVITY A For each italicized word below, think of two other words that are more exact or that express the idea more precisely. Use a print or online thesaurus for help.

Explain to students that nice is an overused word. Encourage them to suggest more vivid and precise words for each sentence. Ask a volunteer to read aloud the next paragraph and the examples. Have students discuss how the second example conveys a more precise meaning. (It uses words such as startled and shrill, which more accurately describe events.) Tell students that writers choose words carefully to be sure their message is clear.

1. 2. 3. 4. 5.

a bad storm a pretty painting my aim in life a brave knight to hold a life preserver

Misty Arctic Glacier

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Word Study

•

Chapter 1

6. 7. 8. 9. 10.

a big glacier a fast antelope a trip down the Mississippi an interesting dream the increasing popularity of soccer

APPLY

ASSESS

TEACHING OPTIONS

Writer’s Corner

Note which students had difficulty identifying exact words. Use the Reteach option with those students who need additional reinforcement.

Reteach

Suggest that students use a print or online thesaurus to find synonyms. After students have created their word webs, have volunteers share their more exact words. Allow small groups to compare word webs. Students should demonstrate the ability to use word webs to help them choose exact words.

On the board write a word such as walk, run, or laugh. Ask students to suggest synonyms for the word and to use these synonyms in sentences. Then invite students to illustrate each synonym. Discuss the slight differences in meaning between the synonyms students chose for the word you wrote. Challenge students to suggest a new word and repeat the activity.

English-Language Learners The ability to detect nuances in meaning between synonyms generally comes after significant practice in speaking and reading a language. You can help English-language learners recognize the importance of using exact words by having the class pantomime different words for move. Point out that the word move does not describe the movement as well as a more exact word, such as jump or dance.

ACTIVITY B Write a sentence for each of the following images. Replace the italicized word with one that is more descriptive. Use a print or online thesaurus for help.

1. a crying baby 2. a snake moving 3. two cats fighting

4. the splash of a waterfall 5. an angry crowd in the street

ACTIVITY C Look at the word in dark type in each row. Arrange the other words in the row according to how exactly they describe the word in dark type. The first one is in the correct order. Pants are a type of clothes, shorts are a type of pants, and bermudas are a type of shorts.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

clothes

pants

move

sprint

hurry

run

color

crimson

hue

red

shorts

bermudas

utensil

pan

cookware skillet

male

son

youth

boy

food

hamburger

beef

meat

sport

race

hurdles

track

meal

eggs

omelet

breakfast

creature fish

shark

hammerhead

music

punk

rock

popular

For Tomorrow

Hammerhead shark

Writer’s Corner Word webs can help you choose exact words. Look at a recent piece of your writing and choose an

lope

dash

Common Core Standards CCSS.ELA.W.6.3d CCSS.ELA.L.6.4d CCSS.ELA.L.6.5c

synonym word web with the

RUN trot

overused word. Create a

Ask students to jot down a common phrase or sentence such as Tomorrow’s forecast is for nice weather. Tell them to be ready to replace a word to make the phrase or sentence more interesting. Be sure to bring in your own phrase or sentence to provide an example.

sprint

overused word in the center and synonyms branching out. If you often overuse a particular word in different pieces of writing, consider making a synonym word web to save for future use. Personal Narratives

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1.5

WORD STUDY Exact Words

WARM-UP READ, LISTEN, SPEAK Write on the board your phrase from yesterday’s For Tomorrow homework. As a class, replace a word with a more exact word and discuss how this improves the phrase or sentence. Ask small groups to share their common phrases and sentences. Challenge students to demonstrate how replacing one word with a more exact word makes the phrase or sentence more interesting.

GRAMMAR CONNECTION

Take this opportunity to talk about words used as nouns and adjectives. You may wish to have students point out words used as nouns and adjectives in their Read, Listen, Speak examples.

ACTIVITY E When students have finished, ask volunteers to read aloud their sentences. Discuss how word choices affected the sentences. Point out that the words in a thesaurus should be chosen carefully and that though they may be more unusual, they aren’t always a better choice to convey your intended meaning. ACTIVITY F Have students work in small groups to find synonyms for the verbs in the activity. Tell students to exhaust their own ideas before consulting a thesaurus.

ACTIVITY H Remind students to use a print or online thesaurus for this activity. When they have finished revising the sentences, have students discuss the images the new words create.

ACTIVITY D Write one or two adjectives you could use in place of old if you were writing about each of these things.

TEACH

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Remind students that a sentence in which words are selected deliberately is more powerful. Point out that short sentences can also create strong, vivid images when the writer takes time to choose words carefully. Write the following sentence on the board and ask students to rewrite the sentence using more specific, colorful words:

a grandfather clock a style of clothing a book a friend an Egyptian pyramid a tree a bike Grandfather clock

a house shoes a myth

ACTIVITY E Replace each italicized adjective with a more precise descriptive word or group of words. You may use a print or online thesaurus.

1. 2. 3. 4. 5. 6.

The brave firefighter ran into the burning building.

Give volunteers a chance to share their work.

We had a nice time at the surprise party. Trying to appear very brave, he entered the deserted house. The apple in my lunch tasted good. When we finished working on the car, we were dirty. The principal thought our class play was great. With the loud noise outside, it was hard to concentrate.

ACTIVITY F The following are overused verbs. They express action, but there are more vivid or precise words that can give a reader a clearer picture of what is happening. How many colorful words can you list for each verb below?

PRACTICE ACTIVITY D Encourage students to use a print or online thesaurus to make a list of synonyms for the word old. When they have finished the activity, have volunteers share their responses. Discuss how students’ chosen responses subtly convey different meanings. 230

230 • Chapter 1

ACTIVITY G Have students work in small groups for this activity. When students have finished, have the groups present their work to the class. Ask volunteers to choose one sentence to write on the board. Have students suggest additional endings for each sentence.

•

Chapter 1

say

walk

laugh

look

eat

carry

throw

hold

To make this activity more meaningful, encourage students to use an online thesaurus to look up words that they personally overuse in writing or in everyday speech.

APPLY Writer’s Corner

Encourage students to use a thesaurus for this activity. Remind them that they can create a word web as an option. When students have completed their revisions, ask volunteers to read aloud their new sentences. Discuss how students’ word choices affect the meaning of the sentences. Students should demonstrate the ability to replace overused words with more exact words.

ASSESS Note which students had difficulty understanding how to use exact words to improve their writing. Use the Reteach option with those students who need additional reinforcement. Practice Book page 136 provides additional practice with choosing exact words.

ACTIVITY G Think of a more exact word to replace the verb moved in each of the items below. Then add an ending to complete each sentence.

1. 2. 3. 4. 5. 6.

The spacecraft moved . . . An old car moved . . . The supersonic jet moved . . .

Reteach Distribute colorful magazines or fine-art reproductions. Have students brainstorm a list of vivid adjectives and verbs to describe the images. Then ask students to write one or two sentences describing the images, using the list of vivid words that students generated. Discuss how well the sentences describe the images. Ask students what meanings were created by the use of particular words.

Selling Synonyms Have students redesign an advertisement or product slogan using synonyms. (“Good to the last drop” becomes “Quality to the final globule.”) Encourage students to illustrate their advertisements to fit their new slogans. Invite volunteers to share their work and have the class guess what the original slogan was and what product it was advertising. Have students decide which slogan is more effective.

The injured dog moved . . . The lion moved . . .

For Tomorrow

The marathon runner moved . . .

Have students write a brief description of a room at school. Encourage them to use precise and colorful language to convey a clear picture of the room. Write your own description of a room at school to share with students as a model.

ACTIVITY H Rewrite each of these sentences. Change and add words in each sentence to make it a more vivid picture.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

TEACHING OPTIONS

The small dog ran into the field. Red leaves fell from the tall trees. When I saw the funny picture, I laughed. The mean stepmother made Cinderella work hard. The fire burned in the empty barn. As the storm came closer, dark clouds appeared. The coach yelled at the boys for being too loud. My old bike can go really fast.

Common Core Standards

The smell in the alley was very unpleasant. The little girl was bothering all the guests. The cheerleader ran to the middle of the stadium.

12. Waves lapped against the old boat. 13. One lightbulb hung from the basement ceiling. 14. There were shells all over the beach.

Writer’s Corner Reread aloud with a partner

CCSS.ELA.W.6.3d CCSS.ELA.L.6.4c CCSS.ELA.L.6.5c

the sentences that you wrote for previous Writer’s Corner activities. Work as a team to look for overused or dull words that wouldn’t help your reader visualize your ideas. Together, replace each other’s words with vivid, precise words that will

▲

With an adult, use a synonym website to find exact words.

engage your reader. Personal Narratives

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1.6

SPEAKING AND LISTENING SKILLS Oral Personal Narratives

OBJECTIVES • To present an oral personal narrative effectively • To understand how to be an effective listener

WARM-UP READ, LISTEN, SPEAK Share your description of a room from yesterday’s For Tomorrow. Have students point out the words that make the description vivid and effective. Have small groups share their descriptions of rooms at school. Encourage students to discuss the language they used to convey images.

the tone of each reading. Then ask students to recite the verse, offering their own examples of tone. Explain that even though the words make no sense, an emotion was conveyed in each reading. Read aloud the excerpt in a flat voice with no emotion. Then ask a volunteer to read it again with feeling. As a class, discuss the possibilities for using gestures and varying pitch and stress for emphasis. Ask another volunteer to read the excerpt with emotion and gestures.

PRACTICE ACTIVITY A When they have finished, have students share their ideas in small groups. Encourage them to discuss how preparing an oral personal narrative is similar to writing one. ACTIVITY B Tell students to listen carefully and note how the speaker used voice and gestures to make the story sound funny or suspenseful. Have students compare their observations with other listeners in the class.

GRAMMAR CONNECTION

Take this opportunity to review nouns. You may wish to have students point out nouns in their Read, Listen, Speak examples.

LESSON

TEACH Have volunteers take turns reading aloud the sections Audience, Introduction, Body, and Conclusion. Reassure students that preparing an oral personal narrative is similar to preparing a written narrative. Explain that pitch means “raising or lowering of the voice.” Ask volunteers to read aloud the first sentence on page 210, varying the pitch each time. Explain that when stress is used, different words are emphasized. Have volunteers read aloud the first sentence of the Voice section, adding stress to different words with each reading. Explain that tone refers to the emotional quality of a speaker’s voice. Write this excerpt from “Jabberwocky” by Lewis Caroll on the board: ’Twas brillig, and the slithy toves / Did gyre and gimble in the wabe. Read the excerpt first in an angry tone, then in a nervous tone. Ask students to describe 232 • Chapter 1

Speaking and Listening Skills

Oral Personal Narratives Every day you probably tell your friends or family about a personal experience. You know that they will be interested in what you have to say because they like you. There will be times when you have to speak to audiences in less familiar situations. When you do, you must keep in mind the same things that you do when you are writing a personal narrative.

Knots in My Yo-yo String

Audience LiNK

(continued from page 226)

. . . My memory of those fifty yards has nothing to do with sprinting but rather with two sensations. The first was surprise that I could not see any other runners. This led to a startling conclusion: I must be ahead! Which led to the second sensation: an anxious expectation, a waiting to be overtaken. I never was. I won. . . . [A]s I slowed down . . . I knew only of the wonder of seven astounding seconds when no one was ahead of me. Jerry Spinelli

232

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Think about the ages and experiences of the people you are talking to. You speak differently to friends than you do to strangers. You speak differently to small children than you do to your parents. Match your language to your audience.

Introduction You want your opening to grab your audience’s attention just as you do in your writing. Body language, tone of voice, and facial expressions can help spark your listeners’ interest.

Body Relate all the parts of your experience in time order. When you put events out of order in an oral presentation, listeners are more likely to become confused because they can’t go back to reread as they can in a written narrative. If a listener has to interrupt you for an explanation, you lose momentum. Finally, just as you do with a written narrative, leave out unnecessary details.

Remind students that gestures and facial expressions will not come across in a podcast and that they must use their voice to convey their tone, or attitude, toward their subject.

APPLY Speaker’s Corner

After students have finished the activity, encourage them to discuss their speaking experiences. Ask students what they did well and what they might need to work on. Students should demonstrate the ability to listen effectively.

ASSESS Note which students had difficulty understanding pitch, stress, and tone. Use the Reteach option with those students who need additional reinforcement.

TEACHING OPTIONS Reteach Choose a poem from Where the Sidewalk Ends or A Light in the Attic by Shel Silverstein. Write the first line on chart paper, placing words with relatively high pitch higher and those with low pitch lower. Write words that should receive greater stress in heavier script or in capital letters. Write the poem in a color that might correspond with the poem’s tone, such as yellow for happy. Have students read aloud the lines as they follow this visual model. Then ask volunteers to extend the model with additional lines.

Cooperative Learning Have small groups list situations in which people communicate with others, such as talking with friends, ordering food at a restaurant, or speaking to a teacher. Then have each group role-play such situations for the class. Encourage students to discuss how their manner of speech differs from situation to situation.

Conclusion Conclude your story so that your audience knows that you have finished. If it’s a funny experience, end on an amusing note. If you want your audience to share your feelings, tell how the experience affected you.

For Tomorrow

Voice

Have students select or write a brief passage that clearly expresses emotion. Tell them to be prepared to share the excerpt with the class. Find or write a good example of a passage that conveys emotion to provide a model for students.

Let your personality show as you speak. Be yourself and try to relax. If you are stiff and nervous, your audience will recognize it. Often they will respond by losing interest in your presentation. Vary your pitch to show emotion and meaning. Use stress and tone for emphasis. ACTIVITY A Think of a day that you recently enjoyed at school. Maybe it was Career Day, a book fair, or a special assembly. Jot down some notes for a good opener to get people interested in hearing about the day. Make notes on how you would describe in a closing remark your good feeling at the end of the day. ACTIVITY B Read the paragraph below with a partner. Retell the story to each other in two different ways: a silly, humorous way and a suspenseful, dramatic way. Discuss the differences with each other and suggest ways that each of you could improve your delivery. The path was slick from the rain. As I fled, my foot slipped out from under me. I dropped my sculpture for art class, and as I landed on my elbow I thought, What was that loud CRACK?

Common Core Standards Speaker’s Corner Work in pairs or small groups and use your notes

CCSS.ELA.SL.6.2 CCSS.ELA.SL.6.6 CCSS.ELA.W.6.3e

from Activity A to tell your classmates about your special day. Take turns listening to one another’s narratives. Then give feedback about what you liked and what you want to hear more about. Ask questions. Use the suggestions to prepare a speech to

▲

Record a podcast of your personal narrative for review.

present to the class. Personal Narratives

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1.6

SPEAKING AND LISTENING SKILLS Oral Personal Narratives

WARM-UP

PRACTICE

READ, LISTEN, SPEAK Read aloud your passage from yesterday’s For Tomorrow homework, stressing certain words, changing your pitch, and using pauses and gestures to express emotion. Have students tell what emotion is conveyed in the piece. Have students read aloud their passages in small groups. Ask each reader to convey emotion by voice as he or she reads. Encourage the rest of the group to identify the emotion.

ACTIVITY C Before students complete this activity, remind them to keep in mind the brainstorming and freewriting techniques they have learned. Then allow students time to complete the activity independently. When they have finished, have small groups share their completed work.

ACTIVITY D Ask students to give examples of positive feedback. (I like the way you . . . ; I noticed you did a good job of . . . ; The way you . . . was very effective.) Have students complete the activity in pairs. Encourage listeners to use sentences similar to those you wrote on the board when giving feedback.

TEACH Have volunteers read aloud the Practice section. Ask students to keep in mind the advice they just read as they discuss the questions in the bulleted list. Then ask students to discuss other ways they might improve an oral presentation. Ask volunteers to read aloud the Listening Tips section. Tell the class that you will demonstrate two ways a listener might respond. Choose a volunteer to present a short personal narrative orally. Ask the class to watch you carefully as the volunteer relates his or her story twice. During the first presentation, yawn, fidget, and fail to ask questions or to give positive feedback. For the second reading, demonstrate the listening tips that are listed on this page. Ask students what they noticed during the two readings. Encourage students to discuss additional ways to demonstrate good listening skills (maintaining eye contact or nodding the head).

Practice Many people don’t like to give speeches. They get nervous and forget what they want to say. The best way to overcome this nervousness is to practice. The better you know your material, the less nervous you will be. This is true if you are telling a one-minute joke or giving an eight-minute book report. First, practice aloud by yourself. Make note cards with keywords. Practice glancing at your notes to jog your memory, but don’t rely on them so much that you forget to look at your audience. Imagine that you have an audience when you practice. Move your eyes around the room as though you are talking to people in the back row as well as in the front seats. When you feel confident that you can present your narrative, ask a family member or friend to be a practice audience. Ask for suggestions on how you can improve your presentation. • • • •

Did my introduction grab your attention? Did I tell my experiences in a way that you could follow my story? Were my voice and body language effective? Did I finish my speech in a way that you knew it was over?

Listening Tips Think about how you listened when you took turns practicing with your partner. Did you listen to your partner the way you wanted your partner to listen to you? Here are some suggestions for good listening. • • • • •

Look at the speaker so that he or she will know you are paying attention. Picture in your mind the experiences being described. Watch the speaker’s facial expressions and body language. Listen carefully to the speaker’s tone of voice, stress or emphasis on words, and volume for hints about meanings and emotions. When the speaker has finished, ask questions politely and give the speaker some positive feedback about the presentation.

An audience of good listeners can actually improve the speaker’s delivery by helping him or her relax. The result is a speech that is clearer and more enjoyable for everyone.

234

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•

Chapter 1

APPLY

ASSESS

TEACHING OPTIONS

Speaker’s Corner

Note which students had difficulty presenting an oral narrative and using good listening skills. Use the Reteach option with those students who need additional reinforcement. After you have reviewed Lessons 3–5, administer the Writing Skills Assessment on pages 39–40 in the Assessment Book. This test is also available on the optional Loyola Press Online Assessment System.

Reteach

Encourage the class to listen carefully and interact with the speaker by offering positive feedback and asking questions. Then have speakers present their narratives. Invite the class to discuss the skills they noticed the speakers using as they delivered their presentations. Students should demonstrate the ability to present an oral personal narrative.

Have students work with partners. Explain that each will have a turn speaking and listening. Invite speakers to tell a brief personal narrative such as about a funny, scary, or nervous moment. Remind listeners to practice good listening skills and to be prepared to retell their partner’s story to the class. Have partners switch roles as speaker and listener. Then ask students to share their partner’s story with the class.

Peer Plays Have pairs of students write a two-character play about friends discussing an interesting party one of them attended. Explain that the characters should demonstrate good speaking and listening skills. Have students use stage directions to indicate the speaker’s gestures and facial expressions, as well as the listener’s responses. Make sure that each pair has clearly indicated what the characters will say and what actions will be performed. When students have finished writing, encourage them to discuss their stage-direction choices.

ACTIVITY C Choose one of the topics below or think of one of your own and plan to share it with the class. As you prepare, reread the suggestions on pages 232 and 233. Your audience will be your classmates, so plan to talk the way you would with your friends. Think of a clever way to get their attention and jot it down. List the details of the experience in time order. Remember the highlight of this experience—the reason you chose the topic. Be sure this is part of your conclusion.

• my stroke of good luck • a special holiday tradition in my family • starting a band with my friends • putting on a play • a funny time with my pet ACTIVITY D Work with a partner. Take time to read over your notes from Activity C and think about how your voice and body language can help you tell your story. What will you stress with your voice and gestures? What will be your mood? Take turns sharing your personal experiences with each other. When it’s your turn to be the listener, pay close attention so you can give your partner positive feedback after he or she finishes.

Common Core Standards CCSS.ELA.SL.6.2 CCSS.ELA.SL.6.6 CCSS.ELA.W.6.3b

Speaker’s Corner Share your narrative from the previous Speaker’s Corner with the class. Consider using the suggestions and questions from your partners. Remember to listen actively as classmates tell their stories. Note what speakers do to draw you into their narratives. Remember to look at your audience when speaking—and don’t rush! Personal Narratives

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WRITER’S WORKSHOP Personal Narratives

OBJECTIVE • To select a topic, freewrite, and organize ideas for a personal narrative

PREWRITING AND DRAFTING Have students turn to the inside back cover of their books. Review the traits of good writing. Refer to this chart as needed. The chart is also printed on the inside back cover of your edition. Read aloud the opening paragraph. Discuss what students have learned in this chapter that will help them develop a complete personal narrative (choosing a topic, freewriting details, using a dictionary, and writing introductions and conclusions). Refer students to page 210 to review the characteristics of a good personal narrative.

Prewriting Have a volunteer read aloud this section. Explain that the prewriting stage is a time to decide upon and develop the ideas and details students want to include in their first draft. Discuss why writers would use brainstorming and freewriting techniques when preparing to write a personal narrative.

Writer’s Tip Remind students that brainstorming is the time to write without editing all ideas that come to mind. Be sure students understand that freewriting is choosing one of those ideas and recording details about it. Choosing a Topic Ask a volunteer to read aloud the section. Encourage students to refer to their notes and the Writer’s Corner activities throughout the chapter if they need help remembering how to generate ideas. 236 • Chapter 1

Have a volunteer read aloud the first paragraph. Remind students that there are many kinds of events (learning to dance, acing a test, earning money to buy something special). Allow time for students to brainstorm a list of ideas. Invite a volunteer to read aloud the numbered list. Discuss things to consider when choosing a topic. Some questions students might ask themselves are What meaning does each event have in my life? What did I learn from this event? Will my audience find the topic interesting? Can my audience learn something from what happened to me or what

I did? Have students consider their list of ideas and decide what they would like to write about.

Freewriting Have volunteers read aloud this section. Explain that Matt wrote many more details than he needed. He used phrases, not complete sentences, and wrote everything that came to mind. Ask students why it is helpful for Matt to have a long list of ideas from which to choose. (The more ideas Matt has, the more likely it is that he will have all the information he needs to write an interesting personal narrative.)

Writer’s Workshop Prewriting and Drafting It’s time to use the skills that you developed in this chapter as you go through the writing process to produce a personal narrative about one of your life experiences. Today you will begin to write a personal narrative. Your classmates will be your audience.

Prewriting Prewriting is a time to choose a writing topic and freewrite to explore ideas. It is also a time to develop a plan for how you will organize and structure your writing. In a personal narrative, you should think about time order while prewriting.

Writer’s Tip Brainstorming is quickly listing all the ideas that come to mind. Freewriting is generating more information about your brainstorming ideas.

Choosing a Topic Before writing a personal narrative, writers give a lot of thought to what they’re going to write about. A personal narrative should be about an event that matters to the writer.

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Your Turn Brainstorm events in your life that stand out in your memory and had some effect on your feelings. Follow these steps: 1. Think about things that made you feel pleased or angry, happy or sad. How did the experience affect you? Did you learn anything from it? 2. Jot down all your ideas. 3. Choose the one idea that most appeals to you. This is your topic.

Freewriting After choosing a topic, many writers use freewriting to explore and expand their ideas about the subject or event. The more ideas they have, the more material there will be to choose from when they write their narrative. Last year Matt was chosen to be the piano accompanist for the fifth-grade Spring Sing. Now, as a sixth grader, he considers this one of his proudest achievements. He wants to use his experience as the subject of a personal narrative. Here are his freewriting notes about attaining his goal.

Ask a volunteer to read aloud the paragraph. Tell students that this is a time to capture ideas. Encourage them to jot down whatever comes to mind. Allow about 10 minutes for freewriting.

Tell

TEACHING OPTIONS

Organization students

that organization is the structure that connects details to the central idea. Ask a volunteer to read aloud this section. Discuss the steps students can take to “break down” organization so they aren’t overwhelmed (grouping ideas by days, months, or years; carefully reading major and minor details and deciding what works and what doesn’t; expanding and adding details in correct time order). Give students some time to organize their ideas and add new details.

Focus on Organization Have a volunteer read aloud this section. Then have students look at Matt’s revised list of details. Ask students how the list is organized (in time order). Invite students to discuss why it is important to follow time order in a personal narrative. Then ask students if they can determine which details Matt added.

started at Lincoln School

1st Grade

Prewriting

got to play at Spring Sing last year

• aunts and uncles, grandparents, started piano lessons

2nd Grade

• everybody clapped and I did an encore

wanted to quit, but Mom said I had to try for a year

• wanted to learn to play when I saw the

saw Spring Sing and wanted to learn piano

• glad I never gave up my lessons • almost did in second grade, but Mom • By third grade I knew some good songs • Mrs. Egan let me play for my class sometimes • I’m going to keep taking piano lessons

got lecture from Mom

4th Grade 5th Grade

Think about your experience. What happened at the beginning? How did events progress from there? Where and when did it take place? Write everything that you can remember about it. Let your ideas flow. If you add details that aren’t important, you can take them out later. If you forget important details, you can add them later.

• Conclusions that provide closure and often restate the central theme or idea

Common Core Standards CCSS.ELA.W.6.3a CCSS.ELA.W.6.3b CCSS.ELA.SL.6.1

was asked to play for Spring Sing friends and family came

Proofreading

Your Turn

• Time order

Copyediting

sometimes played for my class

• grandparents like me to play at holidays

• Vivid, sensory details to draw readers into the experience

Revising

played good songs for grandparents at holidays

3rd Grade

• First-person narration, meaning I and we

Content Editing

music program in second grade

• moved here in first grade

made me go one more year

Drafting

Mom and Dad came

Some students may benefit from rereading the body of the personal narrative on page 211. Use the model to review the parts of a personal narrative with students. Point out that personal narratives are true stories that include the following:

Ask students to identify these characteristics as they review the personal narrative.

Personal Narratives • knew piano lessons paid off when I

Teaching Tip

Publishing

played an encore proud to reach my goal 6th Grade

will keep taking lessons

Focus on Organization Organization helps the reader follow the story and stay interested. In a personal narrative, ideas are usually put in time order. Time order helps events to unfold Organization naturally and logically. Matt organized his ideas using a time line. What did Matt use as his guide?

Your Turn • • • • •

Look at your freewriting notes. Create a time line. Put your notes in time order. Cross out unimportant details. Add any new relevant details you remember.

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WRITER’S WORKSHOP Personal Narratives

OBJECTIVE • To use prewriting notes to write a first draft

Drafting Have volunteers read aloud this section. Ask students why Matt thought listing all his family members was unnecessary. (Knowing every person that came is not as important as Matt’s achievement and doesn’t make the story more interesting.) Reinforce to students that they do not have to include every detail that they listed in their freewriting. Then have students read Matt’s first draft silently. After students have finished reading, encourage them to discuss Matt’s draft. Ask students to turn back to his list of ideas on page 237. Challenge volunteers to point to ideas in the list that Matt expanded upon in his draft. Then discuss what students thought Matt did well and what they think he might improve. Some questions to spark discussion include the following:

Ask students to pretend that they are helping Matt with his personal narrative. Have them think of ways that he might improve his draft. Encourage students to jot down their ideas so that they can compare their comments with those a friend suggests to Matt later in the Writer’s Workshop.

they should feel free to make changes without rewriting the entire draft from the beginning.

Writer’s Tip Point out that by double spacing, a writer leaves room to add and delete and make notes to himself or herself, while still being able to read the draft.

Have volunteers read aloud this section. As students are working on their drafts, remind them to use the writing skills they have learned throughout the chapter. Suggest that they refer to notes they have taken about specific skills. Remind students that when writing a draft,

Drafting A draft is your first chance to develop and organize your prewriting notes into a coherent narrative, including an introduction and a conclusion. Matt got rid of a few of his notes that didn’t relate to the main idea. As he began

his first draft, he realized that mentioning every family member who came to the recital was unnecessary, so he didn’t list them separately. Be aware that, like Matt, you can adjust your plan when writing. Here is the draft that Matt wrote.

Achieving My Personal Goal

• Are the introduction and conclusion effective?

This is the story of how I achieved my personal goal of playing the piano for the

• Are all the details in the

Spring Sing program. Accompanying my class chorus was the most exciting thing

body necessary and in the correct order? • Is there anything else a reader might want to know about this experience?

in my life. We moved here when I was in the first grade. At first I didn’t like Lincoln, but then I made friends. I started piano lessons in the second grade. I wasn’t always a good learner. I didn’t like to practice. My mother told me that if I still hated the lessons after a year, I could quit but before a year was up, I was hooked because I went to my first Spring Sing and I was so impressed with the piano player that I decided that by fifth grade, I would be the one playing the piano. So I kept taking lessons and by third grade I could play some good songs. I played at holidays, and my grandparents liked it. Mrs. Egan let me play for her music class. She encouraged me even when I goofed up. Now we’re at forth grade. One time I didn’t want to go to my lesson so I hid behind the drapes. My Mom found me though and after a lecture, I decided not to try that again. Now we’re at fifth grade. Mrs. Egan asked me in February to be the fifth-grade accompanist for Spring Sing. I couldn’t believe it I said “Me?” She said that I was good enough and I said I would try. It was my goal and I had reached it.

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Focus on Voice Have a volunteer read aloud this section. Tell students that when writers use a voice that sounds and feels natural, their writing becomes more interesting. Challenge students to discuss how writers use their voices to bring life and emotion to a personal narrative. Encourage students to practice reading aloud their drafts at home. Explain that when reading aloud, students might hear places that sound dull or awkward. Tell students that using the technique of reading aloud can help them identify and fix places that need rewriting.

Tell students

TEACHING OPTIONS

Voice that choosing a

meaningful topic will help their voice, or personality, come through more clearly. Explain that students should maintain consistency in voice throughout the narrative.

Guidelines for Writing Drafts Write the following guidelines on the board for students to refer to as they begin their drafts:

1. Write quickly. 2. K eep your prewriting notes in front of you. 3. D on’t be afraid to add things to your draft that are not in your notes. 4. R emember that a draft isn’t meant to be perfect. You will have plenty of time later to revise and polish your draft.

Common Core Standards

Personal Narratives Prewriting

My whole family came to the Spring Sing. I played a short solo at the end. Some people shouted. “Encore!” I knew they wanted me to play some more. Mrs. Egan gave

Drafting

me a nod, so I did. And I’m going to keep playing the piano.

CCSS.ELA.W.6.3a CCSS.ELA.W.6.3b CCSS.ELA.W.6.3d

Proofreading Publishing

You learned how to speak before you learned how to write. How can you tell if your writing “voice” really sounds like you? Voice Try reading aloud what you have written. Does it feel and sound natural? If your writing seems dull, add some vivid and precise words to let your readers visualize your experience. Vary your sentence length and include strong verbs and descriptive images. Remember that your voice should reflect you from the introduction through the conclusion. Let your readers get a sense of your personality when they read your words.

Copyediting

• Review your notes and write your first draft. Keep in mind that you will probably rewrite your narrative more than once. • Keep your audience—your classmates— in mind as you write. • Continue to eliminate information that isn’t necessary. • Include new details that you think will add interest and will develop experiences and events. • Be sure that your introduction and conclusion are strong. Use sensory language to let your audience know how you feel.

Revising

Focus on Voice

Content Editing

Your Turn

Writer’s Tip Double-space your writing when you type or write so you will have room to edit and make changes.

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EDITOR’S WORKSHOP Personal Narratives

OBJECTIVE • To edit a first draft for content

CONTENT EDITING Invite a volunteer to read aloud the first three paragraphs. Discuss why the content-editing step is important.

Writer’s Tip Assure students that they don’t need to be experts in writing, grammar, or spelling to help someone else with his or her writing. Explain that students just need to read it carefully and tell if it flows, makes sense, and conveys the writer’s voice. Remind students to consider their partner’s feelings during the peer conference. Discuss with students why it is important to ask questions and make suggestions about how to improve their partner’s writing. Help students come up with questions and statements they might use to communicate in a positive way. (Your beginning is great. It really grabs my attention. Or Your first sentence isn’t very exciting. Why not try using a question or an exclamation instead?) Read the next paragraph and Andrea’s comments one by one and discuss them with the class. Then have volunteers read aloud the Content Editor’s Checklist. Tell students that they should check their drafts several times, focusing on one or two items from the checklist with each pass. Have volunteers read aloud the rest of the page. Encourage students to discuss the following:

• Why is it a good idea to use a checklist?

• Why might you use a colored

pencil when editing? • Why is it helpful to ask a classmate to read your work? Have students copy the checklist so they can refer to it easily as they 240 • Chapter 1

edit their own and other students’ papers. You might also write the checklist on the board or on a large poster so everyone can see it. Have students compare Andrea’s suggestions with the Content Editor’s Checklist. Ask a volunteer to identify which item on the checklist Andrea forgot to do. (Does the writer use exact words to help the reader more clearly share the experience?) Challenge students to identify words in Matt’s draft that might be replaced with more exact words. Ask students whether they agree with what Andrea said. Encourage volunteers to share comments they might have made that were similar to Andrea’s. Then

discuss other suggestions students might give Matt. Invite volunteers to read aloud this section. Have students read their own papers and answer the questions on the Content Editor’s Checklist. Give students time to make any necessary changes. Then model the conference procedure for the class. Choose a volunteer and demonstrate how to start the conference by saying positive things about the writing. Show students how to state suggestions so they are constructive and not hurtful or embarrassing. Then have pairs of students edit each other’s work.

Editor’s Workshop Content Editing A draft is a work in progress. Good writers edit and revise, sometimes many times, when they are writing a personal narrative. A content editor checks to make certain that all the necessary information is included and that the writing is clear, ordered, and logical. Many editors use a checklist to make sure they review everything. Below is a checklist for editing your narrative.

• The introduction states your goal, but it

Writer’s Tip Good writers read their own work several times before they’re finished. In many cases, however, they don’t see what might be confusing to others. That’s why writers often have someone else read their work to see what might have been missed.

• Maybe you could tell what you learned from

Matt knew that a classmate could be a big help editing his narrative. His friend Andrea was always a careful worker, and Matt knew that Andrea would suggest good changes. The two teamed up to edit each other’s narratives. Andrea read Matt’s narrative all the way through once. Then she read it two more times, looking carefully at the Content Editor’s Checklist. She made notes for herself so she would remember her ideas. When Andrea finished, the two had a conference. Andrea told Matt that she liked how he organized the narrative by school year and used transition words to help the reader follow the time order. Then Andrea made her suggestions.

doesn’t really make me want to keep reading.

• It isn’t important that people know when you moved here and how you felt about Lincoln at first.

• Details of what happens at the Spring Sing might be helpful to people who are unfamiliar with it. this experience. Just saying that you’re going to continue playing doesn’t seem like enough.

Content Editor’s Checklist Does the introduction make the reader want to continue reading? Are the details told clearly and in time order? Does the writer use transition words, phrases, and clauses to convey time order and signal shifts in time? Does the body tell only the relevant details? Does the body tell all the relevant details? Does the writer use exact words and description to help the reader more clearly share the experience? Does the conclusion tie everything together?

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Remind students that their partners are making suggestions, not necessarily corrections. Let students know that as writers, they should make their own choices about their writing.

Writer’s Tip Personal narratives make peer review particularly sensitive as the topic and writing are personal. Ask students to consider how they would like suggestions and comments spoken to them. Remind them to be kind but thorough.

Focus on Ideas Convey to students Ideas that their ideas are the building blocks of their narrative. Explain that the clearer their ideas are, the more powerful their message will be.

Point out that ideas include the main idea and supporting details. Remind students to include details but not obvious or unnecessary ones. Explain that their details should directly relate to their main idea.

TEACHING OPTIONS Reteach Remind students that drafting and revision are like practicing a sport or an instrument. Explain that the more you practice, the more refined your writing will be. Point out that even professional athletes and musicians practice daily to improve their skills. Have students list three improvements they can make to their draft and share these lists with a group or the whole class. Tell students to take notes as others read their lists to get ideas about how to improve their own work.

English-Language Learners Personal Narratives

Revising Copyediting

When evaluating your draft, check that you have expressed your ideas in a clear and complete manner. It is important that your Ideas work have a sharp, distinct focus and contain relevant details. Make sure that your writing is really saying what you want to say. Having someone read your draft is a good way to determine whether it needs more details or if it has details that are unnecessary.

Content Editing

Common Core Standards CCSS.ELA.W.6.3b CCSS.ELA.W.6.3c CCSS.ELA.W.6.3e

Proofreading Publishing

Reread your first draft, looking at the Content Editor’s Checklist as you do so. Read through your writing several times, looking for only one or two types of problems each time. Ask yourself: • Is your introduction engaging? • Are your details in order? • Did you include all the important details? • Does your conclusion satisfy you and the reader? Work with a partner and read each other’s narratives. Take notes and confer with each other, making positive suggestions for improvement. Be sure you both use the Content Editor’s Checklist.

Focus on Ideas

Drafting

Your Turn

Writer’s Tip When it is your turn to share your comments about your partner’s work, remember to start with the things you liked. You’ve both worked hard, and there are many good things about your writing.

Prewriting

Matt respected Andrea’s opinions. Although Matt didn’t agree with all of Andrea’s suggestions, he liked most of them, and he knew that his narrative would be better because of Andrea’s help.

Some English-language learners may feel more comfortable with their speaking ability than with their writing ability. You may want to let small groups of students who share the same primary language or the same language level work together to provide one another help and support during the prewriting and drafting steps.

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WRITER’S WORKSHOP Personal Narratives

OBJECTIVE • To revise a personal narrative

REVISING Explain that revising is the time when writers choose which changes they want to incorporate. Emphasize that this can include the changes the writer wants to make as well as those that an editor has suggested. Have students look at Matt’s revision of his narrative. Ask volunteers to share what they notice Matt has done. (He used a colored pencil to mark his revisions, and he double-spaced his draft.) Encourage students to ask questions about anything that looks unfamiliar. Then have students read Matt’s revised narrative silently.

Invite students to recall Andrea’s suggestions and encourage them to answer the questions in the bulleted list.

• He replaced the first sentence

with a more vivid introduction.

• Answers will vary. • It sounded negative and wasn’t important to the story.

• It was unnecessary information. • He summed up the experience, what he learned from the experience, and what it led to.

Focus on Word Choice Discuss how Matt revised his draft using more exact words. Ask students to recall which words they discussed replacing with more exact words and whether they agree with Matt’s revisions and why. Challenge students to find other ways in which Matt revised his draft. Then have students discuss how Matt’s revisions are effective. Point out that even though Matt has revised his original draft, he is still looking for ways to improve it. Ask volunteers to share other ways that Matt could improve

Writer’s Workshop Revising This is how Matt revised his narrative based on his own and his partner’s suggestions.

need new title

Achieving My Personal Goal It was the night of the Spring Sing and all eyes were on the piano player—me! This is the story of how I achieved my personal goal of playing the piano for the

Spring Sing program. Accompanying my class chorus was the most exciting thing It was a goal I set for myself in second grade.. in my life. We moved here when I was in the first grade. At first I didn’t like Lincoln, but then I made friends. I started piano lessons in the second grade. I wasn’t always especially when I heard other kids playing ball a good learner. I didn’t like to practice. My mother told me that if I still hated the lessons after a year, I could quit but before a year was up, I was hooked because I went to my first Spring Sing and I was so impressed with the piano player that I decided that by fifth grade, I would be the one playing the piano. familiar So I kept taking lessons and by third grade I could play some good songs. I were delighted played at holidays, and my grandparents liked it. Mrs. Egan let me play for her

music class. She encouraged me even when I goofed up.

One day when I was in the forth grade,

Now we’re at forth grade. One time I didn’t want to go to my lesson so I hid

behind the drapes. My Mom found me though and after a lecture, I decided not to try that again. Mrs. Egan surprised me last February and asked if I would be Now we’re at fifth grade. Mrs. Egan asked me in February to be the fifth-grade accompanist for Spring Sing. I couldn’t believe it I said “Me?” She said that I was Boy, am I glad I did! good enough and I said I would try. It was my goal and I had reached it. 242

242 • Chapter 1

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Chapter 1

his conclusion (summarize what has been said previously, tie the conclusion and introduction together). If anyone notices that there are spelling and capitalization errors in Matt’s draft, explain that he can correct them at the copyediting and proofreading steps of the writing process. Point out that

Word Choice using exact

words in his draft breathes new life into Matt’s personal narrative.

Writer’s Tip Point out that exclamation points should be used sparingly and should never be a substitute for word choice. Read aloud this section. Tell students to keep the Content Editor’s Checklist nearby to help them focus on the task as they work on their revisions. Encourage students to mark sections they want to improve.

Personal Narratives Prewriting

My whole family came to the Spring Sing. I played a short solo at the end. Some people shouted. “Encore!” I knew they wanted me to play some more. Mrs. Egan gave

Drafting

me a nod, so I did. And I’m going to keep playing the piano. That experience taught me what hard work can accomplish. Here I come Carnegie Hall!

• He took Andrea’s suggestion and changed

and decided to come up with a better one. What do you think would make a good title for Matt’s personal narrative? felt about his new school?

• He decided not to include an explanation about the Spring Sing. Why? two paragraphs)? What did he add to show more emotion?

Use any new ideas you have and the ideas you got from your partner conference to revise your narrative. When you have finished, go over the Content Editor’s Checklist again. See if you can answer yes to each question.

Publishing

• How did Matt improve his conclusion (the last

Your Turn

Proofreading

• Why did Matt leave out the part about how he

Copyediting

• Matt realized he wasn’t happy with the title

Writer’s Tip Don’t overuse exclamation points. Your readers will understand your excitement for a topic through your word choice and imagery.

Revising

the introduction to make the reader want to know what’s coming next. How did Matt accomplish this?

Mrs. Egan surprised me instead of Mrs. Egan asked me, and my grandparents were delighted instead of my grandparents liked it.

Content Editing

Look at some of the things that Matt did to improve his personal narrative.

TEACHING OPTIONS Reteach Remind students that revise means “to see again.” Point out that they are looking anew at their drafts to make them more effective and specific. Tell students that they are trying to see how well their drafts achieve their purpose. Have students ask themselves and their partners, “What should the reader take away from this personal narrative?” Have students exchange drafts and underline 10 words in each other’s personal narrative. Then have students work together to brainstorm more specific or exact choices for the underlined words. Encourage students to use a thesaurus, but make sure they understand that the more obscure or complicated word choice isn’t always better. Have them determine the most precise word to evoke their intended meaning.

Working on Computers If students are working on computers, encourage them to revise first on paper or use the track-changes function in their word-processing program so as not to lose work they may want to retrieve. Once students have made all their revisions, they can go back and make them final on the computer.

Common Core Standards CCSS.ELA.L.6.2 CCSS.ELA.W.6.4 CCSS.ELA.W.6.5

Focus on Word Choice As Matt looked at his paper again, he saw something else that he wanted to change. He knew he had been much more excited than the paper made him sound. Word Choice He tried to add some exact words that more precisely expressed his emotions about the experience such as

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EDITOR’S WORKSHOP Personal Narratives

OBJECTIVE • To copyedit and proofread a personal narrative

COPYEDITING AND PROOFREADING Copyediting Discuss what students think copyediting is. Explain that copyediting deals with how well sentences flow, whether the words convey the meaning the writer intended, and whether the sentence structure is logical. Then invite volunteers to read aloud the section Copyediting. Ask a volunteer to find the rambling sentence in Matt’s draft and write it correctly on the board. Discuss other ways students might correct the sentence. Point out that when there are various ways to correct or revise a sentence, how a writer chooses to revise is an expression of his or her voice. Tell students

entence that they may S Fluency wish to vary

their sentence length and structure to create a more engaging, natural rhythm.

Have volunteers read aloud the Copyeditor’s Checklist. If students need clarification about any of the points on the checklist, encourage them to turn to the lessons in Chapter 1 and to use any notes that they have taken.

Have students identify the runon sentence in Matt’s draft. (My mother told me . . . playing the piano.) Review the remedies for run-on sentences on page 226. (Answers will vary.) Discuss ways in which they would revise the runon sentence. Tell students to keep these in mind when copyediting their own work.

Proofreading Invite a volunteer to read aloud this section. Then ask students to follow along while you read aloud the Proofreader’s Checklist. Review points that may need elaboration,

Be sure

Conventions students

understand that conventions— grammar, punctuation, spelling, and usage—are not hoops to jump through but tools to help them express themselves clearly and precisely. Discuss why the proofreading step is important. Tell students that a common editing mistake is to make corrections and then not

Editor’s Workshop Copyediting and Proofreading Copyediting When you copyedit, you should look for accurate word meaning, word choice, and sentence structure. Matt realized that his narrative was greatly improved after making his own changes and following Andrea’s suggestions. But since he had made extensive changes to his draft, Matt wanted to make Sentence Fluency certain that his sentences flowed well. He decided that one of his sentences rambled. Can you find it? Matt then used the rest of the Copyeditor’s Checklist to finish editing his personal narrative.

Copyeditor’s Checklist Are there rambling sentences? Are there run-on sentences?

Ask a volunteer to read aloud this section. Invite students to discuss the bulleted points. Encourage students to make a list of the things they should look for when copyediting their draft.

Is there variety in sentence length? Are exact words used that help the reader visualize the events? Are transition words, phrases, and clauses used that help the reader follow the time order? Is there variety in word choice? Is the structure of sentences logical and grammatically correct?

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such as where to check that punctuation is used correctly, where students might look for correct spellings, and how to identify rambling or run-on sentences.

•

Chapter 1

Find the run-on sentence in Matt’s personal narrative. How could you fix it?

Your Turn • Look over your revised draft. • Use the Copyeditor’s Checklist to edit your narrative. • Vary your sentences. • Read aloud your story or ask someone else to read it while you listen.

Proofreading Before writing the final copy of a narrative, a good writer proofreads to check for spelling, punctuation, capitalization, and grammar. A proofreader’s checklist can help. Andrea was happy to proofread Matt’s narrative. She found one spelling error, two punctuation errors, and Conventions one capitalization error. Can you find them? Use a dictionary if you aren’t sure of a spelling.

proofread the work to be sure that no new errors were introduced. Explain that the proofreading step helps limit the number of errors in the finished work. Also, emphasize the importance of having someone else proofread their piece. Then have students try to find the spelling and capitalization errors that Charlotte found in Matt’s draft (Spelling: forth; Capitalization: My Mom).

Writer’s Tip Encourage students to jot down questions to help clarify the writer’s intent.

Have a volunteer read aloud this section. Tell students that the proofreading tips are appropriate for any kind of writing. Then direct students’ attention to the box of common proofreading marks. Briefly explain what each symbol represents. Refer students to Matt’s revision on pages 242 and 243 as a model. Challenge students to use the Proofreader’s Checklist and proofreading marks to proofread their papers. Invite pairs of students to trade papers. Remind students to use a different pencil color to proofread the draft than the writer used.

Personal Narratives

Are the paragraphs indented?

Prewriting

Writer’s Tip Good writers ask others to proofread their work because a proofreader can give the piece a fresh look. He or she will probably spot errors that the writer missed.

Proofreader’s Checklist

Drafting

Have any words been misspelled? Is the grammar accurate?

Symbol

Meaning

Example over. Begin a new

close up space

close u p space

insert

students think

delete, omit

that the the book

make lowercase

Mathematics

reverse letters

revesre letters

capitalize

washington

add quotation marks

I am, I said.

add period

Marta drank tea

Personal Narratives

Common Core Standards CCSS.ELA.W.6.3c CCSS.ELA.W.6.4 CCSS.ELA.L.6.3b

Publishing

begin new paragraph

Point out that after the corrections have been made and a clean copy produced, it is a good idea to proofread a piece again. Tell students to check first to make sure they incorporated all the corrections. Then have them read over the piece again to make sure they did not miss something the first time through.

Proofreading

COMMON PROOFREADING MARKS

Proofreading Again

Copyediting

• Read your paper carefully, using the Proofreader’s Checklist. • Have a dictionary handy. • Look for only one kind of error at a time. • Use the proofreading marks in the box below to mark changes on your paper. • When you have finished the Proofreader’s Checklist, trade papers with a partner.

Consider setting up brief one-on-one teacher conferences or small student group meetings. Focus on finding ways to help each student improve his or her narrative. Stress to students that, as in the conferences, the writers are under no obligation to take all your suggestions.

Revising

Were new errors introduced during the editing process?

Your Turn

Getting Advice

Content Editing

Are capitalization and punctuation correct?

TEACHING OPTIONS

•

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www.voyagesinenglish.com • Personal Narratives • 245

WRITER’S WORKSHOP Personal Narratives

OBJECTIVE • To publish a personal narrative

PUBLISHING Read aloud the introductory section at the top of the page. Then ask volunteers to read Matt’s completed personal narrative to the class. Encourage students to look back at Matt’s drafts to see what changes he made as a result of the editing step. Challenge students to discuss specific ways that Matt improved his personal narrative.

Explain to students that the moment in which they share their work is the moment in which they publish. Discuss ways that students might publish their work at school. Then discuss why the moment that a writer publishes a finished work is exciting. When

Presentation students

have finished their final copies, explain that a classroom book would be a way of showcasing

their publishing talents. Challenge students to work out who will do what and how the class will get the project done. Here are some points for students to discuss:

• Should we have typed or

handwritten personal narratives? • What should we call the book? • How should we decide on a design for the cover, and who should do it?

Writer’s Workshop Publishing Publishing is the moment when you decide to share your finished work. Matt was pleased

that he would have a chance to share his personal narrative with his classmates.

Continue On! The lights dimmed. The audience was hushed. Their eyes all focused on the piano player—me! Accompanying my fifth-grade class for our part of the Spring Sing was the most exciting thing that has happened to me in my life. It was a goal that I set for myself in second grade. I began taking piano lessons in the second grade, and I admit that I wasn’t always enthusiastic. I didn’t always want to practice, especially when I heard other kids playing ball. My mother told me that if I still hated my lessons after a year, I could quit. But I was hooked on piano before a year was up. I had gone to my first Spring Sing, and I was so impressed by the piano player that I decided that by fifth grade, I would be the one playing the piano. It was a pretty ambitious goal for a second grader. By the time I was in third grade, I could already play some familiar songs. I played at holidays, and my grandparents were delighted. Mrs. Egan let me play for her music class. She encouraged me even when I goofed up. One day when I was in the fourth grade, I hid behind the drapes. I was hoping Mom wouldn’t find me to take me to my piano lesson because I hadn’t practiced. She found me, though, and after a lecture, I decided not to try that again. Mrs. Egan surprised me last February when she asked if I would be the fifth-grade accompanist for the Spring Sing. It made me so nervous to think of performing in front of my schoolmates and all the parents that I just gulped and said, “Me?” When she assured me that I could do it, I said that I would try. Boy, am I ever glad I did! It was the greatest. My whole family came to listen to me play. As the program ended with my short piano solo, I heard some people call out, “Encore! Continue on.” Mrs. Egan gave me a nod, so I did. Not only did I continue on to play an encore, but I also plan to continue with my piano lessons. This experience taught me what hard work can accomplish. Here I come, Carnegie Hall!

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246 • Chapter 1

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Chapter 1

Invite volunteers to read aloud the information and the bulleted list. Encourage students to keep these points in mind as they begin work on their final copy. Challenge students to name reasons why it is important that a writer’s work be in its best form before it is presented to an audience. Tell students to doublecheck margins, spacing, and indents.

ASSESS

TEACHING OPTIONS

Have students assess their finished personal narrative using the reproducible Student Self-Assessment on page 247y. A separate Personal Narrative Scoring Rubric can be found on page 247z for you to use to evaluate their work. Plan to spend tomorrow doing formal assessment. Administer the Personal Narrative Writing Prompt on Assessment Book pages 41–42.

Portfolio Opportunity

Content Editing

• Can you think of another way to organize your ideas? • What was one interesting thing you learned in this chapter?

Proofreading

Post it to a website that publishes student writing. Work with an adult to find an appropriate site.

Publishing

Personal Narratives

•

Discuss students’ experiences during the Writer’s Workshop. Encourage students to share what they found effective about the process and what they might improve upon in the future. Ask questions such as the following:

Copyediting

Make a classroom newsletter. Use a digital camera to add photos of your classmates.

Reviewing the Process

Revising

Have your class book on hand for Parents’ Night. You might wish to present it as a slide show or a video.

Make certain that your work is in its best form before you present it. To publish your work, follow these steps: • Use your neatest handwriting or a computer to make a final copy of your personal narrative. • Proofread your copy one more time for correct spelling, capitalization, and punctuation. If you can, use your computer’s spell checker.

Drafting

Create a classroom book. Include classmates’ photographs, illustrations, or other souvenirs of their experience.

Your Turn

Prewriting

Whenever you publish your work, your goal is to share your thoughts and experiences with other people. There are many ways you can publish your personal narrative.

Journal Jottings Encourage students to keep notes in a writing journal about ideas for further personal narratives. Explain that professional writers keep writing journals in which they jot down ideas, good sentences that they think of, and details about topics they are interested in. Explain that writers refer to the ideas in their journals when ready to write a new piece.

Personal Narratives Presentation

Instruct students to begin keeping a portfolio of their finished copies from the Writer’s Workshops. Point out that keeping a portfolio will help students keep track of the progress they are making with their writing. Allow students to decorate their portfolio folders as they choose.

Encourage students to give a variety of responses.

Common Core Standards CCSS.ELA.W.6.4 CCSS.ELA.W.6.5 CCSS.ELA.W.6.6

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www.voyagesinenglish.com • Personal Narratives • 247

STUDENT SELF-ASSESSMENT

Name Date

Personal Narrative Ideas Do I maintain a clear focus?

YES

Do I express the event’s importance? Organization Does my introduction grab the reader’s attention? Do I use chronological, or time, order? Do I give a sense of resolution in the conclusion? Voice Does my piece show my personality? Do I use an appropriate tone for my intended audience? Word Choice Do I use exact words that clearly express ideas and feelings? Do I use natural language? Sentence Fluency Do I use a variety of sentence types? Do I avoid run-on and rambling sentences? Do I use transition words, phrases, and clauses? Conventions Do I use correct grammar? Do I use correct spelling? Do I use correct punctuation and capitalization? Presentation Does my paper look neat? Do I use consistent spacing and margins? Additional Items

Voyages in English Grade 6

247y • Chapter 1

www.voyagesinenglish.com

TEACHER’S SCORING RUBRIC POINT VALUES

Name

0 1 2 3 4

Date Score

= = = = =

not evident minimal evidence of mastery evidence of development toward mastery strong evidence of mastery outstanding evidence of mastery

Personal Narrative Ideas a clear focus on one topic

POINTS

a focus on an important event Organization attention-grabbing introduction chronological order a sense of resolution in conclusion Voice writer’s personality appropriate for intended audience Word Choice exact words that clearly express ideas and feelings natural language Sentence Fluency varied sentence types no rambling and run-on sentences transition words, phrases, and clauses Conventions correct grammar and usage correct spelling correct punctuation and capitalization Presentation neatness consistent spacing and margins Additional Items

Total

Voyages in English Grade 6