graphic organizers for teaching english language and literature

Name Date

Selection TitleC

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Literal Meaning:

Symbolic Meaning:

Lesson:

Allegory Chart

An allegory is a story in which events, objects, or characters have a hidden or symbolic

meaning—that is, they mean both what they seem to and something else. Allegories are

often written to teach a lesson. In the top box of the chart below, fill in the literal meaning

of the selection you just read. In the next box, describe its symbolic meaning. In the bottom

box, tell the lesson of the story.

Name Date

Selection TitleC

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Ambiguity Chart

Writers often use ambiguity when they want to suggest more than one possible meaning.

They may leave the meaning of a situation, the motivation of a character, or the outcome of

a story unclear. In the chart below, list any aspect of the selection you just read that you think

is open to more than one interpretation. Then, describe two interpretations and why you

think they are possible. (The number of possible ambiguities will vary with each selection.)

Ambiguity Interpretation 1 Interpretation 2

1.

2.

3.

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Literary Elements 59

Literary Elements

Collection 9 The Quest for Beauty Transparency 20Elements of Literature Sixth Course

APOSTROPHETitle of Selection: __________________________________________________________

Author: ____________________________________________________________________

Apostrophe is a form of direct address in which a speaker, character, or authoraddresses an inanimate object, an idea, or a person who is either dead or absent as if that thing or person were present and capable of intelligent understanding.

Example from the selection:

What or whom does the speaker address in the apostrophe?

What seems to motivate the speaker?

If the apostrophe is directed to a thing or abstract idea, is this object otherwise personified in the selection?

What overall effect does the apostrophe have in the selection?

Name: ________________________________________ Date: ________________ Period: _____

© Freeology.com

Vocabulary Words to look up: __________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

Literary Devices Identify the following:

1. Characterization 2. Climax 3. Conflict 4. Diction 5. Foreshadowing 6. Imagery 7. Mood 8. Motif 9. Setting 10. Situational Irony 11. Symbol 12. Theme 13. Tone 14. Verbal Irony

Reading Questions Who is telling the story? Predict what will happen next? Why is this important? This reminds me of… This is confusing because… What just happened? The author wants me to think… Who should I trust or distrust? Why do you like or dislike this?


__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________





__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________




Name: ________________________________________ Date: ________________ Period: _____

© Freeology.com

Concrete Detail and Commentary Concrete Details (CD) are facts or quotes from the source. Commentary (CM) is your opinion or insight about that fact or quote. Source: ____________________________________________________________________

CD

CM

CM

CD

CM

CM

WRITER’S WORKSHOP Analyzing a CharacterPupil’s Edition page 164

Prewriting: Choose a Character

You may want to use this diagram to help you choose a character for your essay.

Look through your Writer’s Notebook to find two or three characters that you would liketo examine more closely.

Character #1 Character #2

How does the writer indirectly reveal, or show,the characters?

Character’s Appearance

Character’s Speech

Character’s Thoughts and Actions

How do the other characters respond to that person? C

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106 Portfolio Management System

NAME __________________________________ CLASS ___________________ DATE _______________C

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Collection 2 107

WRITER’S WORKSHOP Analyzing a CharacterPupil’s Edition page 164

Evaluating and Revising: Peer Editing

DIRECTIONS: Use the following questions to evaluate a classmate’s expository analysis of acharacter. Then, share your responses with the author of the paper to help him or herrevise.

Does the analysis begin with a thesis statement? Does this statement reflect the main idea about the character?

Does the writer sum-marize the character’s most important traits?

Does the writer explain the character’s position within the story and identify any significant changes that the character undergoes?

Does the analysis seem complete?

NAME __________________________________ CLASS ___________________ DATE _______________C

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108 Portfolio Management System

NAME __________________________________ CLASS ___________________ DATE _______________

Writer’s Workshop Analyzing a CharacterPupil’s Edition page 164

Evaluation Scale: 1 = Not at all 2 = To some extent 3 = Successfully

DIRECTIONS: Circle 1, 2, or 3 below to indicate the evaluation of each item.

Thesis Statement

◆ The analysis begins with an introductory paragraph that includes a complete, clear thesis statement. 1 2 3

Character Analysis

◆ The writer creates a clear analysis of a character. 1 2 3

Organization

◆ The writer organizes the analysis in a way that makes sense. 1 2 3

Support

◆ The writer includes examples and details from the story to support his or her analysis. 1 2 3

Spelling, Grammar, Usage, and Mechanics

◆ The analysis has few errors in spelling, grammar, usage, and mechanics. 1 2 3

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CHARACTER: THE ACTORS IN A STORYTitle of Selection: __________________________________________________________

Author: ____________________________________________________________________

Types of Characters Examples from the Selection

Round characters are complex andmultidimensional, like real people.

Flat characters are one dimensional and superficial; they can be described in a single sentence.

Dynamic characters change in an important way because of the story’s action.

Static characters do not change much or at all during a story.

Stock characters are predictable stereotypes of people.

Motivation of Round Characters Examples from the Selection

Motivation is the underlying force(s) that causes a character to act a certain way.

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Literary Elements 5

Literary Elements

Collection 2 The Human Spirit Transparency 2Elements of Literature Third Course

DETERMINING METHODS OF CHARACTERIZATIONTitle of Selection: __________________________________________________________

Author: ____________________________________________________________________

Examples from the Selection and What Methods of Characterization They Reveal About the Characters

Indirect Characterization

The character is revealed through his or her own speech.

The writer describes how the character looks and dresses.

The character’s private thoughts are revealed.

The writer reveals what other characters in the story say or think about the character.

The writer shows what the character does—how he or she acts.

Direct Characterization

The writer directly states what kind of person the character is: sneaky, honest, evil, innocent, and so on.

Name: _____________________________________________Date: ________________

© Freeology.com

Characterization Directions: One way in which an author develops characters is through what is said about them. As you read, consider what is said about the main character. First, write his or her name in the center. Second, in one of the satellite bubbles write what that character says about himself or herself. Third, in the remaining bubbles, record what other characters say about the main character.

Name: _____________________________________________Date: ________________

© Freeology.com

Characterization

This chart shows five ways in which we learn about the main character. Next to each of the five ways in which character is revealed, give a specific example to illustrate. In the third column, explain what you learned about the character from this example.

Ways character is revealed Example

What you learned about the character from this

example Character’s speech

Character’s appearance

Character’s private thoughts

How other characters feel about the character and react to him/her

Character’s actions

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Name Date

Selection Title

Character Analysis

Character Passages

Words

Actions

Appearance

Thoughts

Effects on Other People

Direct Characterization

Analysis of Character

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Elements of Literature TRANSPARENCY 6

TEACHING NOTESYou can use the Comparison and Contrast Chart for prewriting activities related to the Writer’sWorkshop assignments and other writing projects.You can also use the chart to teach students tocompare and contrast literary selections or charac-ters in selections.

PresentationTo show students how to use the Comparison andContrast Chart with a prewriting activity, place the

transparency on the overhead projector. Ask stu-dents to suggest two kinds of people, objects, orstories that share characteristics but that are differ-ent. After the class agrees on the topics or items,have students identify similarities and differences asyou write them on the transparency.

GRAPHIC ORGANIZER

COMPARISON AND CONTRAST CHART

Model Comparison and Contrast Chart

Topic / Item 1: Topic / Item 2:Compact discs Audio tapes

Issues / Characteristics

Produce quality sound of music X X

Readily available X X

Relatively inexpensive X

Can be played on portable players X X

Can be reused for recording X

Resistant to heat X

Resistant to stretching distortion X

Summary statements: Compact discs and tapes both produce quality sound, can beplayed on portable players, and are readily available. Compact discs are more expen-sive, but they are more durable than tapes.

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Elements of Literature TRANSPARENCY 6GRAPHIC ORGANIZER

COMPARISON AND CONTRAST CHART

Topic / Item 1: Topic / Item 2:

Issues / Characteristics _________________ _________________

Summary statements: _____________________________________________________________________

Copyright © by Holt, Rinehart and Winston. All rights reserved.

THE ELEMENTS OF DRAMA

Characters: Crisis:

Climax:Resolution:

Conflict(s):

Complication(s):

Title of Play: ____________________________________________________________________________________________________

Author: ________________________________________________________________________________________________________

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TEACHING NOTESYou can use the Drawing Conclusions fromInformation Chart when you assign an informativeessay or a research report. You can also use thetransparency to help students learn to analyze logi-cal argument in persuasive nonfiction selections.

PresentationTo give students practice in drawing conclusionsfrom information, place the transparency on the

overhead projector. Ask students to provide factsabout a familiar topic, and to draw a conclusionfrom those facts. You may want to extend the activ-ity by having students write paragraphs based onthe information on the transparency.

GRAPHIC ORGANIZER

DRAWING CONCLUSIONS FROM INFORMATION CHART

Model Drawing Conclusions from Information Chart

Fact Fact Fact Fact

Slaves were not Slaves were not Slaves were not Slaves lived inpaid for their work. protected by laws. allowed to attend fear for their lives.

school.

Conclusion

Slaves were deprived of basic human rights.

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DRAWING CONCLUSIONS FROM INFORMATION CHART

Fact Fact Fact Fact

Conclusion

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TEACHING NOTESYou can use the Cluster Diagram transparency forprewriting activities related to any of the Writer’sWorkshop assignments in the Pupil’s Edition. Youmay also use the transparency to provide practicein identifying details in literary selections.

PresentationTo show students how to use the Cluster Diagramto organize their ideas, place the transparency on

the overhead projector. Ask students to suggest several topics about which they would like towrite, and let them vote to select the most popular topic. Write the topic in the center bubble.Next, have students suggest three or four mainideas related to the topic, as well as several detailsfor each idea, and write them in the appropriatebubbles.

GRAPHIC ORGANIZER

CLUSTER DIAGRAM

Model Cluster Diagram

Sound words in“The Highwayman”

objects

gusty(trees)

shattered(musket)

creaked(wicket)

echoing(night)

marchingsniggering

shot

tapped

clatteredclashed

whistled

galloped

shrieking

tlot-tlot ringing

highwayman

horse hooves

redcoats

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CLUSTER DIAGRAM


Lite

rary

Ele

men

ts

11

THE ELEMENTS OF DRAMA

Characters:

Exposition:

Climax:

Resolution:

Conflict(s):

Complication(s):

Protagonist(s): Antagonist(s):

Elements of Literature First Course

Transparency 4Collection Four We Rookies Have to Stick Together

Literary Elements

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Literary Elements

Collection Eight We Shall Overcome Transparency 10Elements of Literature Second Course

THE ELEMENTS OF NONFICTIONTitle of Selection: __________________________________________________________

Author: ____________________________________________________________________

1. What is the writer’s purpose? Who is the audience?

2. Is the subject important or not? interesting or not?

3. What facts does the writer include about the subject? What sources are used?

4. What are the writer’s opinions about the subject? What evidence is used to support the writer’s opinions?

5. What is the writer’s tone, or attitude, toward the subject?

6. Is every part of the essay necessary? How are the ideas presented?

7. Are the writer’s ideas clearly presented? Is the diction clear? Doesthe writing contain jargon or other difficult kinds of words? any imagery?

8. What type of nonfiction piece is theselection? Is it autobiography orbiography?

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Name Date

Selection Title

Evaluation Chart

Response Support from Text

Figures of Speech (originality,power)

Believability of Plot

Believability of Characters

Clarity of Writing

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TEACHING NOTESYou can use the Evaluation Chart transparency toprovide an opportunity for students to learn thecritical-thinking steps necessary to make evaluativejudgements. Students need to be able to use evalua-tion when making judgments about literary selec-tions and when writing essays of evaluation.

PresentationTo show students how to use the Evaluation Chart,place the transparency on the overhead projector.

GRAPHIC ORGANIZER

EVALUATION CHARTWrite the name of an amusement park on the sub-ject line. Have students suggest several evaluativecriteria for judging the quality of an amusementpark, and rank them in order of importance. Writetheir suggestions on the transparency. Have theclass rate the amusement park based on each ofthe criteria, and make a mark under the appropri-ate heading. Ask students to give reasons for theirevaluations.

Model Evaluation Chart

Subject: Amusement park____________________________________________________________________

Type: Theme park for adults and children____________________________________________________________________

CriteriaIn Order of Importance Poor Fair Average Good Excellent

1. Cost x

2. Location x

3. Rides x

4. Types of customers x

5. Hours of operation x

6. Food x

Final judgment: It is a good amusement park to visit._____________________________________________________________

____________________________________________________________________________

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EVALUATION CHART

Subject: __________________________________________________________________

Type: ____________________________________________________________________

CriteriaIn Order of Importance Poor Fair Average Good Excellent

1.

2.

3.

4.

5.

6.

7.

8.

Final judgment: ____________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

60 THE WRITE S ITE UNIT 1 LESSON 5

Name ooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo Date ooooooooooooooooooooooooooooooooo

Gra

phic

Organizer

GO 1-5b

Expressing an Opinion

Facts:

Rewritten with an opinion:

Headline:

626633-WS-HO-U01 9/12/97 15:58 Page 60 (1,1)

Graphic Organizers and Generic Patterns© North Carolina State University

Name Date

T-Chart

G R A P H I C O R G A N I Z E R S A N D G E N E R I C P A T T E R N S


Name Date

Attribute Analysis: T-Chart



Name Date

Venn Diagram



Name Date

Comparison Matrix



Name Date

Sequence Chain for



Name Date

Series of Events Chain


Initiating Event

Event 2

Event 3

Event 4

Final Outcome


Name Date

Cycle


3. 1.

2.

4.


Name Date

Step by Step



Name Date

Decision-Making Frame


Question Box

Important Information

Box

Decision Box


Name Date

Decision-Making Model


Decision (s) Reason (s)

Alternatives Pros and Cons

Problem Goal(s)


Name Date

Problem-Solution Frame


What is the problem?

Why is it a problem?

Who has the problem?

Solutions

Problem Box

Solution Box

End Result Box

Results


Name Date

Fishbone Map



Name Date

Web Chart



Name Date

Effects Sunburst: Consequences or Results



Name Date

Causes Sunburst: Input and Contributing Factors



Name Date

Spider Map



Name Date

Continuum Scale


HighLow


Name Date

Inductive Reasoning


Details

Main Ideas

Plus


Name Date

Clarification or Point-of-View Writing


Introduction (first paragraph): Write your position or statement in a way to interest the reader.

Conclusion (fifth paragraph): Restate your reasons. Create a dynamic ending!

Reason #1 (second paragraph)

Supporting Details (3–4)

Reason #2 (third paragraph)


Reason #3 (fourth paragraph)



Name Date

Storyboard Guide For Filmstrip


Trailer (5 Frames)

Leader (5 Frames)

Start

End


Name Date

Filmstrip Storyboard


Frame 1

Frame 2

Frame 3

Frame 4

Frame 5

Frame 6

Frame 7

Frame 8

Frame 9

Frame 10

Frame 11

Frame 12

Frame 13

Frame 14

FILMSTRIP STORYBOARD


Name Date

Passport


United States of A

merica

TypePA

SSPORT

NO

.

Surname

Given N

ames

Nationality

Date of Birth

SexPlace of Birth

Date of Issue

Authority

P<USA

<

<<<<<<<<<<<<<<<<<<<<

NO

T V

ALID

UN

TIL SIG

NED

The Secretary of State

of the United States of A

merica

hereby requests all whom

it may concern to

permit the citizen/national of the U

nited States

named herein to pass w

ithout delay or hindrance

and in case of need to give all lawful aid and protection.

SIGN

AT

UR

E OF B

EAR

ER

PASSPORT United States

of America

PHO

TO


Name Date

Grid


AB

CD

EF

GH

IJ

1 2 3 4 5 6 7 8 9 10


Name Date

Climagraph


JAN

DEGREES INCHES 100

90

80

70

60

50

40

30

20

10

0

–10

–20

–30

–40

–50

–60

32

30

28

26

24

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20

18

16

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12

10

8

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2

0FEB MAR APRIL MAY JUNE JULY AUG SEPT OCT NOV DEC

Climagraph


Name Date

Graphic Organizer for a 5-Paragraph Paper


Introduction Restate the prompt—Use an interesting opening statement

Conclusion The three reasons are briefly stated. Close with an interesting statement.

Detail paragraph 1 Give the first reason and write ideas you will use to explain.

Detail paragraph 2 Give the second reason and write

ideas you will use to explain.

Detail paragraph 3 Give the thirdreason and write

ideas you will use to explain.


Name Date

Triarama


How To Make a Triarama1. Fold the right corner of

8.5-inch by 11-inch sheet ofconstruction paper down toleft-hand side of paper (asshown) forming a square. Trim off the excess paper fromthe 11-inch side.

2. Open the folded paper square;then fold the left corner down.Square paper should now havea folded “X” line giving a cen-ter point on the square.

3. With paper reopened, cutalong one folded line to thecenter of the square. Illustratethe uncut triangular portion ofthe square as the triarama’sbackground.

4. Overlap the two cut trianglesto form the triarama’s base.

5. Glue the triarama. Using paperscraps, art supplies, and foundart items draw, cut out, andform 3-D illustrations with atab at the bottom. Fold eachtab and glue the 3-D illustra-tion to the triarama’s base sothe feature is upright.

1 2

3 4

5

CUT

CUT

ILLUSTRATE

BRING EDGE TO FOLD


Name Date

Diorama


Fold

Fold

Fold Fold

Fold Fold


Name Date

Country Cube



Name Date

Prism



Name Date

Pyramid


Tab

Tab

Tab


Name Date

Pyramid


Glue

Glue


Name Date

Pentagon Pyramid



Name Date

Rhombus



Name Date

Dodecahedron



Name Date

Envelope


5. Glue Here

4.Glue

Here

2. Fold

and Creas

e

3. Fold and Crease

1.FoldandCrease


Name Date

Striped/Gore


Equ

ator

BA YO

UA

RE

HER

E

AB D

ED

CC

E


Name Date

Dymaxion World


Directions1. Color.2. Cut out.3. Fold tabs and each triangular section.4. Match tabs by letter and glue or tape.


Name Date

Making a Question Catcher


This folded-paper popper has been around for gener-ations. Use the directions below and the piece ofpaper your teacher will give you to make your own.Then use your question catcher to play the geographygame “The World At Your Fingertips.”

How To Make a Question Catcher1. Fold the square of paper in half from top to bot-

tom (see A). Unfold; then fold again from side toside. Unfold again. Both folds will form a cross(see B).

2. Take the top two corners and pull them togethertoward the center to create a roof shape (see C).Crease the folds.

3. Repeat step 2 with the bottom half of the paperto form a smaller square (see D).

4. Flip the square and repeat steps 1–3. This willform an even smaller square (see E).

5. Notice that the paper is now divided into eighttriangles (see E). Pick any eight numbers between1 and 15. Writes one of these numbers on eachtriangle (see F).

6. Pull up each flap. Notice that there are two trian-gles on the underside of the flap. Write the nameof a different country on each of these triangles(see G).

7. Close all the flaps so that only the numbers show.Turn the square over. Notice the four smallsquares. Write the name of a different color oneach of these squares (see H).

8. Now it’s time to turn this paper into a game. Foldthe square in half so that the numbers are on theinside of the fold. Slip the thumb and forefingerof your right hand under the color flaps on theright side of th folded paper. Slip the thumb andforefinger of your left hand under the color flapson the right side of the paper. In order to makethe top, outer corners meet in the middle, placeyour chin in the center of the fold and pinch thecorners around it.

9. Practice moving the points of your questioncatcher—opening and closing the two halves sothat you can see the numbers inside.

A B

E F

G H

C D

4

5

2

8 3

12

1

7

RED BLUE

YELLOW GREEN

PERUIR

AN

2

8 3

12

1

7


Name Date

Question Catcher Pattern


word symbolsymbol

question answer

word

symbol

question question word

answer

answer question

answer symbol

word

question answeranswer

word symbol

symbol

word

answer answer symbol

question

symbol word

question word

question


Name Date

Country or Fact Wheel (part 1)


16

27

38

49

510

10

12

3

45

67

8

9


Name Date

Country or Fact Wheel (part 2)


space

Directions1. Cut out the wheel from Part 1 and glue it to a piece of tagboard; then cut out Part 2.2. In the outer, smaller section labeled 1, write research question number 1.3. In the pie shaped section that is numbered 1, write the answer to question 1.4. Continue writing questions and answers in this manner until the entire wheel is complete. 5. Part 2 is the cover for your wheel. 6. Decorate the cover with the name of your country or topic, your name, and small illustrations. 7. Place the cover on top of your wheel so that the centers are aligned. Use a straight pin to poke

a hole in the center of the cover and wheel. 8. Push a brad through the pinholes to attach the cover to the wheel. 9. When you align the arrow with a question, its answer will be revealed in the space.

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Selection Title

Plot Outline

Com

plic

atio

ns

Climax

Resolution

Event 6*

Event 5

Event 4

Event 3

Basic Situation and Conflict

*Number of events will vary.

Event 1

Event 2

Freeology.com - Free Teaching Resources

Name Date Period

Poetry Terms

Poetry TopicPersonification

Alliteration Rhyme

OnomatopoeiaSimile

Metaphor

Directions: Practice these poetic devices while writing about the topic in the middle.

© Freeology.com

Name: ________________________________________ Date: _________________ Period: _____

Pre-Reading

Title:

Author:

Read the title. What do you think the book will be about?

After flipping through the pages, what can you learn about the setting?

After flipping through the pages, what can you learn about the characters?

After flipping through the pages, what can you learn about the plot or conflict?

Explain what you think of when you scan this book. Does it remind you of another book you have read? Are you excited to read this book? What questions do you hope get answered?

© Freeology.com

Name: ________________________________________ Date: _________________ Period: _____

Reading Response

Title of Book:

Author:

Pages Read:

Summary:

Literary Device Used:

How is it used?

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Literary Elements

Collection 10 The Ways We Are Transparency 13Elements of Literature Third Course

RHYME: CHIMING SOUNDSTitle of Poem: ______________________________________________________________

Author: ____________________________________________________________________

Rhyme Rhyme Scheme Exact RhymeThe repetition of stressed The regular pattern of The repetition of the exact vowel sounds in words rhyme vowel sound and all the close together sounds following it

Approximate Rhyme Internal Rhyme End RhymeThe repetition of some The repetition of sounds The repetition of sounds sounds within words, but occurring within lines that occur at the ends of not an exact rhyme lines

1. How many stanzas are in this poem?

2. How many lines in each stanza rhyme?

3. What kinds of rhyme appear within the poem?

4. List all the rhyming words in the first stanza.

5. Are these rhyming words approximate or exact?

6. What effect does rhyme create in the poem?

___________________________________________

___________________________________________

___________________________________________

___________________________________________

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Literary Elements

Collection 9 Can This Be Love? Transparency 17Elements of Literature Fourth Course

THE SOUNDS OF POETRY: RHYTHM AND METERTitle of Poem: ______________________________________________________________

Author: ____________________________________________________________________

Meter is the regular pattern of stressed and unstressed syllables in poetry. A metrical foot consists of one stressed ( ) syllable

and one or more unstressed ( ) syllables.

Metrical Feet and Examples

iamb ( ), as in hello anapest ( ), as in introduce

trochee ( ), as in counter dactyl ( ), as in cheeseburger

The designation of a poem’s meter includes the type of metrical foot and the number of feet in each line: Dimeter means two feet per line; trimeter, three;tetrameter, four; and pentameter, five. Thus, a poem’s meter may be trochaictetrameter.

Scan three lines from the poem:

What is the poem’s meter? __________________________________________________

How does the meter affect the poem’s pace? __________________________________

In what ways does the meter contribute to the emotions and meaning that the poem conveys?

˘´

˘´´ ˘

˘ ´˘˘˘´

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TEACHING NOTESYou can use the Sensory Details Chart for pre-writing activities related to the Writer’s Workshopassignments and other writing projects. You canalso use the transparency to teach students to iden-tify sensory details in literary selections.

PresentationTo show students how to use the Sensory DetailsChart, place the transparency on the overhead pro-jector. Ask students to suggest a topic and severalsensory details related to the topic as you writethem in the appropriate blanks.

GRAPHIC ORGANIZER

SENSORY DETAILS CHART

Model Sensory Details Chart

Event a day at the beach

Visual details children playing in the sand

people lying on the beach and swimming in the water

sparkling sand with white-speckled shells

water meeting the blue sky at the horizon

lifeguard stand and hot dog stand

Sounds chatter and laughter of children

parents and children talking

the lifeguard’s warning whistle

the lapping of the surf against the sand

the splashing of swimmers

Smells ocean air

slight fishy smell

whiff of roasting hot dogs

scent of suntan lotion

Tastes salt water

hot dogs

Feelings / Textures heat of sun on back

sweat, cool water, and towel on skin

sand between toes

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SENSORY DETAILS CHART

Event

Visual details

Sounds

Smells

Tastes

Feelings / Textures

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TEACHING NOTESYou can use the Sequence Chart transparency tohelp students organize events for writing assign-ments, especially when the assignment calls for nar-ration. You can also use the chart to allow studentsto practice indentifying the sequence of events inshort stories.

PresentationTo show students how to use the Sequence Chartfor writing assignments, place the transparency on

GRAPHIC ORGANIZER

SEQUENCE CHARTthe overhead projector. Ask students to suggestpossible topics involving a process or a series ofevents. After the class agrees on a topic, have students identify the steps in the process or theorder of events as you write their ideas on thetransparency.

Model Sequence Chart

Title / Topic: Decision-making process

Set a goal Identify obstacles Generate alternatives

Analyze alternatives Rank alternatives Make the decision

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Literary Elements 8

Literary Elements

Collection 2 The Human Spirit Transparency 3Elements of Literature Third Course

ANALYZING SETTING IN A STORYTitle of Selection: __________________________________________________________

Author: ____________________________________________________________________

Questions to Ask About Setting Responses from the Story

1. What is the setting? Historical period? Country or locale? Season of the year? Weather? Time of day? What are the sights? Sounds? Tastes? Smells? What other details establish a sense of place?

2. Are the characters in conflict with the setting? What do the characters want? Does the setting keep them from getting what they want?

3. What does the setting tell us about the characters? What feelings or attitudes do the characters reveal toward the setting? Fear? Pleasure? Challenge? Dislike? Respect? Other feelings or attitudes?

4. How would you describe the atmosphere or mood created by the setting? Is it gloomy? Cheerful? Mysterious? Threatening? Other descriptions?

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ANALYZING SETTING IN A STORYTitle of Selection: __________________________________________________________

Author: ____________________________________________________________________

Questions to Ask About Setting Responses from the Story

1. What is the setting? Historical period? Country or locale? Season of the year? Weather? Time of day? What are the sights? Sounds? Tastes? Smells? What other details establish a sense of place?

2. Are the characters in conflict with the setting? What do the characters want? Does the setting keep them from getting what they want?

3. What does the setting tell us about the characters? What feelings or attitudes do the characters reveal toward the setting? Fear? Pleasure? Challenge? Dislike? Respect? Other feelings or attitudes?

4. How would you describe the atmosphere or mood created by the setting? Is it gloomy? Cheerful? Mysterious? Threatening? Other descriptions?

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Literary Elements

Collection Seven The American Hero: Myth and Reality Transparency 9Elements of Literature Second Course

IDENTIFYING SOUND DEVICES IN A POEMTitle of Poem: ______________________________________________________________

Author: ____________________________________________________________________

Sound Device Definition Examples from Poem

Rhythm A musical quality produced by the repetition of stressed and unstressed syllables, or by the repetition of certain other sound patterns.(Example: ”If we shadows have offended, / Think but this, and all is mended”)

Rhyme The repetition of accented vowel sounds and all sounds following them, in words that are close together.(Example: “Back into the chamber turning, all my soul within me burning.”)

Onomatopoeia The use of a word whose sound imitates or suggests its meaning.(Examples: hiss, buzz)

Alliteration The repetition of consonant sounds in words that are close together in a poem.(Example: “Masses and moving shapesof shade . . .”)

Assonance The repetition of similar vowel sounds in words that are close together.(Example: “Thou foster child of silenceand slow time . . .”)

Refrain The repetition of a sound, word, phrase, or group of lines.(Example: Oh boy! Illinois! That’s theplace to go. / Oh boy! Illinois!Be sure to take your hoe.)

´˘ ˘˘ ˘´ ´ ´

´´´´ ˘

˘ ˘ ˘


Lite

rary

Ele

men

ts

50

THE SHAKESPEAREAN THEATER STAGE

1. The inner yard 3. The inner stage

2. The tiring house 4. The stage

1

2

3

4

Elements of Literature Third Course

Transparency 17Collection 13 The Destruction of Innocence

Literary Elements

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51 Literary Elements

TEACHING NOTESThis material is designed to be used with TheTragedy of Romeo and Juliet (Pupil’s Edition, page 735) and Shakespeare and His Theater: APerfect Match (Pupil’s Edition, page 728). In thislesson, students will identify the parts of theShakespearean theater stage, write stage directions,and stage scenes from the play.

Presentation1. After you have introduced Romeo and Juliet,

place The Shakespearean Theater Stage trans-parency on the overhead projector. Give stu-dents copies of the transparency, and havethem describe the different parts of the Shake-spearean theater. The inner yard (1) was thecourtyard where the poorer members of theaudience stood to watch the performance. Theraised stage (4) platform extended into thisyard. The tiring house (2) was directly behindand attached to the stage. Most of the tiringhouse, unseen from the stage area, consisted ofrooms used for dressing, storing set pieces andprops, and performing administrative functions.There was a structure above the third floorcalled “heaven,” which probably containedwinches with which to lower gods fromheaven. A fifth level of the tiring house wascalled “hell,” an area beneath the raised stagethat could be reached through a trapdoor. Theinner stage (3) was the back part of the stage,and it was sometimes separated by a curtain.

2. After students have read Act I, have pairs of stu-dents decide how to stage the fight scene begin-ning in Act I, Scene 1. When students havefinished, lead a class discussion of the variousways to stage the scene, letting students decidewhich way (or ways) is most effective.

3. Many modern plays have three acts, three orfewer sets (settings), and very long scenes.Identify the various settings in Act III of Romeoand Juliet. Ask students if they think Romeoand Juliet is more similar to a modern play or to a movie, and have them explain theiranswers. Then, ask students how the fact thatShakespeare needed very little scenery to per-form his plays might have helped him in writingthem. The various settings (sets) in Act III are

a public place in Verona, Capulet’s house,Friar Laurence’s cell, and Capulet’s orchard.Romeo and Juliet is similar to a modern play because it depends primarily on words to describe scenes; it is similar to a moviebecause it frequently shifts from place to placeand often has short scenes. Using very littlescenery probably allowed frequent scenechanges with little or no change to the set.

4. Explain to students that a prompt book is a copyof a play marked with the director’s final instruc-tions about lighting, cues, curtain calls, charactermovements, and other aspects of stage direction.It consists of brief, typed sections of the playplaced in the middle of larger pages of blankpaper. Have students divide into small groupsand create prompt books for Scene 3 of Act IIIor a shorter scene of your choosing. Studentsmay create their books by printing or typing sec-tions of the play and then cutting and pastingthese sections onto blank construction paper.When students have finished making theirbooks, ask for volunteers to perform part of thescene for the rest of the class.

Alternative Uses of the TransparencyYou can use the transparency when studying anyother Shakespearean play.

Further PracticeFor further practice on the Shakespearean theaterstage in The Tragedy of Romeo and Juliet, give stu-dents the worksheet on page 52.

TRANSPARENCY ANSWER KEY1. The inner yard was the cheap area, which

cost a penny to enter. The audience, referred to as “groundlings,” stood here to watch theperformance.

2. This was used for all of the activity necessaryfor putting on a performance: dressing, storingprops, and carrying on administrative duties.

3. This was used as part of the stage, but it couldbe separated by a curtain.

4. This was the main performance area wheremost of the action took place.

THE SHAKESPEAREAN THEATER STAGE THE TRAGEDY OF ROMEO AND JULIET

Literary Elements

Collection 13 The Destruction of Innocence Teaching Notes 17Elements of Literature Third Course

THE TRAGEDY OF ROMEO AND JULIET, Pupil’s Edition page 734William Shakespeare

NAME ________________________________ CLASS ______________ DATE __________________

Discovering the Shakespearean Theater StageShakespeare wrote for an outdoor theater. It was circular, with the audience on threesides of the main stage area. Unlike a movie set, a Shakespearean theater stage could nothave many props, special effects, changes in lighting, or fancy scenery. Instead, the set-ting depended on the actors’ movements and words to create a mood.

Understanding the Shakespearean Theater StageAnswer the following items about the Shakespearean theater stage. If additional space isneeded, continue your response on a separate sheet of paper.

1. What part of modern theaters is comparable to the Shakespearean “inner yard”?

__________________________________________________________________________

2. During a play, the activities in the “tiring house” may have been very different fromactivities on stage. Explain.

__________________________________________________________________________

3. In what ways would it be easier to stage Romeo and Juliet on the Shakespearean theater stage than on a movie set?

__________________________________________________________________________

4. What part of the stage might have been used to give the performance area addeddepth when needed?

__________________________________________________________________________

Applying Skills5. How might an audience in England in Shakespeare’s day have imagined, during a per-

formance of Romeo and Juliet, that they were in Italy? What aspects of the perfor-mance helped the audience suspend disbelief? Write your response on a separate sheetof paper.

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Elements of Literature Third Course Literary Elements

Collection 13 The Destruction of Innocence Worksheet 17

Fifteen, page 43

Understanding Conflict 1. The narrator is thinking about his desire for the

motorcycle.2. The narrator is actually contemplating stealing

the motorcycle.3. The narrator is torn between his temptation and

his sense of what is right.4. The narrator sees the owner in trouble and

knows he should help him.

Applying Skills(Responses will vary. A sample response follows.)5. The poem would have been smug and superior

sounding. It would not have been nearly asinteresting, and we would not have had theglimmer of insight that we get from watchingthe narrator contemplate his internal conflict.Everyone is subject to temptation. The narrator’smoment of temptation creates the tension, andthus the effects and impact of the poem.

The Puppy, page 46

Understanding Tone 1. disapproving; there’s no need to put something

as tough as “shackles” on something as soft andgentle as “a ball of fluff”

2. appetizing; the chicken bones are comforting, asis the speaker toward the dog

3. sympathetic, pitying; the speaker feelscompassion toward the dog

4. appreciative of dog’s joy; the speaker comparesthe dog to a wild creature to show its delight

Applying Skills(Responses will vary. A sample response follows.)5. The light, fablelike tone of the poem helps to

express not only the joy of being free but alsothe simplicity of this basic passion. A dog freedfrom a chain is not unlike a person freed fromoppression, for freedom is fundamental tohappiness.

The Miracle Worker, page 49

Understanding the Elements of Drama1. character: antagonist2. conflict: antagonist3. conflict4. climax

Applying Skills(Responses will vary. A sample response follows.)5. Helen is transformed, most obviously, into a

functioning human being who understands howto behave and how to communicate. Annie istransformed from a lonely, haunted, poverty-stricken girl to a self-possessed, successfulwoman who has personal bonds with Helen andHelen’s family. Both of them achieve thesetransformations by battling the Keller family’soverprotectiveness, which holds both of themback.

The Tragedy of Romeo andJuliet, page 52

Understanding the Shakespearean Theater Stage(Responses will vary. Sample responses follow.)1. Standing room, places where viewers can watch

the play without paying the full price of a seat2. The tiring house was probably busy, even

chaotic at times, as actors changed costumes andstagehands moved props around. It did not havethe polished performances of the stage.

3. It would not require the elaborate props andscenery since the Shakespearean stage dependslargely on words and actions to create theatmosphere.

4. The inner stage

Applying Skills(Responses will vary. A sample response follows.)5. The actors could dress in Italian style and put on

accents if they wished. Mainly, however, theydepended on the power of the unfolding dramato transport the audience imaginatively.

56 Literary Elements

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From “The Puppy” from Stories and Prose Poems by Alexander Solzhenitsyn, translated by Michael Glenny. Translation copy-right © 1971 by Michael Glenny. Reprinted by permission of Farrar, Straus & Giroux, Inc. Appears in electronic format bypermission of Editions YMCA.

Freeology.com - Free Teaching Resources

Name Date Period

Story Plot GraphDirections: List the events of the story in the correct boxes.

Denouement

Falling Action

Climax

Rising Action

Introduction

Name: ________________________________________ Date: ________________ Period: _____

© Freeology.com

Story Plot Terms

As the story progresses,

complications and problems arise

for the main character. These

difficulties create suspense.

This is the highest point of interest or

drama in the story. The suspense is at its

peak, but the outcome is still unclear.

The tension has been

relieved. The conflict is

resolved and

characters’ lives return

to normal. Note that the

terms Falling Action and

Denouement are often

combined. In this case,

all events after the

Climax fall under

Denouement.

Also called the exposition, the

reader is introduced to the

characters, setting, and background

information.

Also called the resolution, the

denouement is the final resolution

of the main complication. The term

denouement applies only to stories

with happy endings. Tragic endings

are termed catastrophe.

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Literary Elements

Collection 7 An Appetite for Experience Transparency 15Elements of Literature Sixth Course

STYLE: A PERSONAL MARKTitle of Selection: __________________________________________________________

Author: ____________________________________________________________________

Style is an author’s individual way of writing.

Element of Style Description and Example(s) from the Selection Effect

Punctuation

Grammar(Verb forms, pronouns)

Word choice and diction (Long or short words, Latin-based or col-loquial words)

Conciseness(Relative number of words used to express ideas)

Structure(Paragraphs, sentences, parallelism)

Figurative language

Imagery

Name Date

Selection Title

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pyr

igh

t ©

by

Ho

lt, R

ineh

art

and

Win

sto

n. A

ll ri

gh

ts r

eser

ved

.

Symbol

Symbol Chart

A symbol is an object, person, or event that stands for something more than itself. Think

about a symbol in the story you just read. Write the symbol at the center of the chart below.

In the surrounding lines, describe the different possible meanings of the symbol. (The

number of meanings will vary with the selection.)

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Literary Elements

Collection 3 Exiles, Castaways, and Strangers Transparency 6Elements of Literature Fourth Course

THEME: THE STORY’S MEANING AND ROOTSTitle of Selection: __________________________________________________________

Author: ____________________________________________________________________

The theme of a story is its main idea or insight into life.

Analysis Questions Responses

1. What is the significance of the title?

2. Does the main character change over the course of the selection? Does the main character come to a new real-ization about something? Explain.

3. What general statements about life or people do any of the characters or the narrator make?

4. Is the primary theme directly stated? If so, where?

5. What is the selection’s primary theme?

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TEACHING NOTESYou can use the Venn Diagram transparency forprewriting activities related to comparison/contrastwriting assignments. You can also use the trans-parency for comparing literary selections or charac-ters in the selections.

PresentationTo show students how to use the Venn Diagram forcomparison and contrast, place the transparency on

the overhead projector. Have students suggest twoobjects, groups of people, literary selections, orother items. Then have students indentify appropri-ate items for each area of the diagram as you writetheir suggestions on the transparency.


VENN DIAGRAM

Model Venn Diagram

WestmorelandMacArthurLeeBradleyRidgwayPowellShermanSchwarzkopf

ClintonJeffersonLincolnCarterKennedyGarfieldBushTruman

GrantJacksonWashingtonEisenhower

Group 1Famous Generals

Group 2U.S. Presidents

Overlap

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Literary Elements

Collection 6 The Sting of Satire Transparency 14Elements of Literature Sixth Course

WIT: NE’ER SO WELL EXPRESSEDTitle of Selection: __________________________________________________________

Author: ____________________________________________________________________

Wit refers to a quality of writing that combines cleverness and symbolic imagerywith polished language and a cool, controlled tone. Writers with wit present

familiar human experiences and perceptions in exciting and memorable ways.

Characteristics of Wit Examples from the Selection

Expression of intellectual brilliance

Elegant expression of a truth about human nature

Clever, polished, exact language

Use of imagery and figures of speech to make connections

Cool, controlled tone or manner

graphic organizers for teaching english language and literature

Documents