*note: you must earn 80% or more on each unit and pass the ... · granite school district english...

GRANITE SCHOOL DISTRICT

English Language Arts 9 Quarter 1 Module

Credit Recovery

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Credit Recovery

INSTRUCTIONS

To earn .25 credits for 9th

grade Quarter 1 - English Language Arts,

you need to complete:

Pre-assessment

Unit 1: Word Analysis and Punctuation

Unit 2: Comparing and Contrasting

Unit 3: Comparing Literary Themes

Practice

You must also: Pass the final assessment

*NOTE: You must earn 80% or more on each unit and pass the

end-of-unit assessment at 60% or higher.

Instructions: General Instructions for All Units

1. Unless otherwise specified, pages listed are from these resources.

RESOURCES: Holt Elements of Language, Third Course, 2007 Holt Elements of

Literature - The Holt Reader, Third Course, 2007; Holt Elements of Literature – The

Holt Adapted Reader Third Course, 2007

2. Check off each assignment as you finish it. Keep the assignments – you must turn them in

to receive credit.

3. You will need internet access for some of the work.

a. If you are working from the module/packet as a PDF, web sites are linked directly to

the web page. Move the cursor over the web address and click. If the link does not

work, type in or copy and paste the web site into the address bar of your browser.

b. If you are working from paper, you will need to type the web site into the address

bar of your browser.

c. If you are sure you have typed in or linked correctly and the web site is unavailable,

see your instructor for solutions or suggestions.



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Pre-assessment

Take the 9th grade quarter 1 pre-assessment test.

If you score 80% or higher –

You do not have to complete the packet.

Your credit recovery teacher will verify your score and help arrange for credit.

If you score 79% or lower –

Complete the packet.

Turn in all work.

Pass the final assessment at 60% or higher.

GO TO NEXT PAGE



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UNIT 1: Word Analysis and Punctuation Lesson 1 – Roots

Assignment 1 – Roots Exercise 1

Name_____________________________________________ Date____________________

(9th Grade Quarter 1 – Roots Exercise 1)

Root:

o foundation of a word that carries the word’s core meaning; the part to which prefixes and suffixes are added.

o Words that are related in meaning are often related in spelling as well, despite changes in sound.

o When you learn one root, you learn ten words.

Example:

Root Meaning Examples

act Latin-“to do” react, action, activate, counteract, interact

The patient reacted with a scream when the dentist touched her

sore tooth.

Directions: Examine the following words and find the common root. Then complete the chart below by identifying the root making sure you know the root word meaning (see example above using “act”).

ROOT `MEANING EXAMPLES

Greek-

biography, biology, biochemistry, autobiography

Latin-

exclude, include, preclude, exclusive, conclude

Latin-

transfer, infer, refer, defer, ferry, conifer

Latin-

fracture, fraction, infraction

Greek-

telegram, grammar, hologram



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Name_____________________________________________ Date____________________


Part A

Because roots contain meaning, words with the same root are related in meaning. For each root below, write the word that best fits the definition. Then write a sentence using the word. The words you will use come from the example words in Exercise 1.

1. to act in response to another action 2. to act together or with others

act

3. to act in opposition to 4. to make active 5. The chemistry of living matter 6. the study of living things

bio

7. Writing about a person’s life 8. Writing about your own life



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Roots Exercise 2 – continued

Part B

Because roots contain meaning, words with the same root are related in meaning. For each root below, write the word that best fits the definition. Then write a sentence using the word. The words you will use come from the example words in Exercise 1.

1. to shut or keep out 2. shutting out all others from a part or share

clud

3. to bring to an end 4. to make impossible 5. cone-bearing trees and shrubs 6. to put off action, or delay

fer

7. to guess or judge from evidence 8. to carry from one place to another



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Name_____________________________________________ Date____________________


MODEL

Root: foundation of a word that carries the word’s core meaning;

the part to which prefixes and suffixes are added

-clud-: close Include: to enclose or contain as a whole does parts

Example: The package includes an iPod, charger, and gift card to iTunes.

DIRECTIONS: A. For each numbered clue, write the appropriate word that uses the root

indicated. B. Then, write a sentence using the word.

fract: break 1. the breaking of a bone or other solid surface

A. B.

2. the breaking of a rule; a violation A. B.

3. a part of the whole

A. B.

gram: writing 4. the study of the way sentences are constructed

A. B.

5. a message sent by telegraph A. B. 6. a three-dimensional image created A. B.



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Lesson 1 Quiz - Quiz: Look up and correct any you miss.

Name_____________________________________________ Date____________________

(9th Grade Quarter 1 – Roots Quiz)

DIRECTIONS:

A. Based on your knowledge of roots, choose the correct answer for the following:

1. Select the group of words that contains the root that means to close.

a. React, action, activate, counteract, interact

b. Biography, biology, biochemistry, autobiography c. Exclude, include, preclude, exclusive, conclude

d. Transfer, infer, refer, defer, ferry, conifer

2. Select the group of words that contains the root that means to carry. a. telegram, grammar, hologram, monogram

b. transfer, infer, refer, defer, ferry, conifer

c. fracture, fraction, infraction, refract d. exclude, include, preclude, exclusive, conclude

3. Select the group of words that contains the root that means to write

a. Telegram, grammar, hologram, monogram b. Transfer, infer, refer, defer, ferry, conifer

c. Fracture, fraction, infraction, refract

d. Biography, biology, biochemistry, autobiography

4. Select the group of words that contains the root that means life

a. Telegram, grammar, hologram, monogram b. Transfer, infer, refer, defer, ferry, conifer

c. Fracture, fraction, infraction, refract

d. Biography, biology, biochemistry, autobiography

B. Based on your knowledge of prefixes, suffixes, word bases, and roots, select the

correct definition for each of the following words:

5. counteract

a. to frustrate by contrary action

b. to begin a new action c. to act upon one another

d. to act in response to an influence

6. infraction a. to break a rule

b. to break a bone

c. to break into parts d. to break or distort light



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UNIT 1: Word Analysis and Punctuation Lesson 2– Commonly Confused Words

Assignment 4 – Commonly Confused Words Exercise 1

Name_____________________________________________ Date____________________

(9th Grade Quarter 1 – Commonly Confused Words Exercise 1)

accept/except

These two words, while sounding similar, have very different meanings.

Accept is a verb that means to receive willingly.

Except is a preposition that means "but" or "with the exception of."

If you offer me Godiva chocolates I will gladly accept them—except for the candied violet

ones.

! Just remember that the “X” in “except” excludes things—they tend to stand out, be

different. . And be careful; when typing “except” it often comes out “expect.”

! In contrast, just look at those two cozy “C’s” snuggling up together. Very accepting

Read the statements below and write in the correct word. Remember the differences between the words

1. Please (accept, except) our invitation to attend the banquet.

2. Everybody (accept, except) Peter, Mary and Joseph was late for church.

3. Laurie could not (accept, except) James' declaration that he wanted to end their long romance.

4. My cousin hopes to be (accepted, excepted) to UCLA for the fall.

5. (Accept, Except) for Wednesdays, I am free every day to study after class.

6. The word "accept" is which part of speech? Hint: Read the above directions again.

7. The word "except" is which part of speech? Hint: Read the above directions again.

8. After hours of arguing, the couple realized that harmony would be restored only if they (accepted,

excepted) each other's differences.

9. Every one of my classes (accept, except) swimming requires a lot or reading and writing.

10. Julie willingly (accepts, excepts) her grandmother's advice because Grandma knows Julie so well.



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Name_____________________________________________ Date____________________


advise/advice

These two words, while sounding similar, have very different meanings advise is a verb that means to give someone counsel or suggestions on

how he or she should behave. Because it is a verb, you can add –ed, -ing, or say “to” advise.

The “s” is pronounced “z” in this word.

advice is a noun. It is what you get from the suggestions or counsel. The “c” is pronounced “s” in this word.

When your school counselor advises people, she gives them advice. My advice would be to choose a profession you love. She advised him to break up with his girlfriend. Take my advice.

Read the statements below and write in the correct word. Remember the differences between

the words.

1. Please (advice, advise) me concerning what I should bring to the party.

2. My (advice, advise) is that you should go to the concert.

3. Suzanne could not give good (advice, advise) because she didn’t know enough about the

matter.

4. He (advised, adviced) me to avoid the traffic jam on the way to the game.

5. The best (advice, advise) is not always easily received .

6. The word "advice" is which part of speech? Hint: Read the above directions again.

7. The word "advise" is which part of speech? Hint: Read the above directions again.

8. After hours of arguing, the couple realized that they should have followed their

counselor’s (advice, advise).

9. My teacher gave me good (advice, advise) in how to revise my writing.

10. The school newspaper has a regular column that gives students

(advice, advise) about dating and relationships.



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Name_____________________________________________ Date____________________


than/then These two words, while sounding similar, have very different meanings.

Than is used when comparing one thing with another.

Then is used when talking about time sequence, or doing things in order

When comparing one thing with another you may find that one is more appealing “than” another. “Than” is the word you want when doing comparisons.

I like ice cream more than oatmeal.

The brown puppy was bigger than the white one. But if you are talking about time, choose “then“:

First you separate the eggs; then you beat the whites. Every day I go to school, then hurry to football practice

Read the statements below and write in the correct word. Remember the differences between the words.

1. First put on your socks, (than, then) your shoes.

2. I go to school, come home, do my homework (than, then) go to bed.

3. I decided that I liked the orange sweater more (than, then) the red one.

4. I go to my science class (than, then) my Spanish class.

5. There are more boys (than, then) girls in my choir class.

6. First, measure and sift the flour, (than, then) add the sugar and butter mixture.

7. His hair is darker (than, then) his brother’s.

8. William Shakespeare is considered a greater writer (than, then) Shel Silverstein.

9. It is much warmer in Saint George (than, then) in Salt Lake City.

10. I hate spinach even more (than, then) broccoli.



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Name_____________________________________________ Date____________________


DIRECTIONS: A Draw a simple picture or diagram for each word in the three pairs to

show the difference in meaning between them. B. Then, write a sentence using each word correctly

Accept Except

Advise Advice

Than Then



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Commonly Confused Words Quiz – Pass at 80% - Retake until you can pass at 80%

Name_____________________________________________ Date____________________

(9th Grade Quarter 1 – Commonly Confused Words Quiz)

DIRECTIONS:

Read the questions and choose the correct answer.

1. What change needs to be made to one of the underlined words in the box?

The counselor gave advice, than left it up to her patient to decide if they would accept it.

a. The word advice should be changed to advise.

b. The word than should be changed to then.

c. The word accept should be changed to except.

d. The word counselor should be changed to councilor.

2. Which sentence uses the words than or then correctly?

a. We will go to first period, than to the assembly.

b. This new principal is more relaxed then the last one.

c. If the store would only follow its return policy, than we would feel more willing to

purchase our equipment there.

d. How can you criticize your best friend and then expect her to still

like you?

3. Which sentence uses the words in bold correctly?

a. Everyone accepted the invitation to the reception accept the few who were out of town.

b. Everyone excepted the invitation to the reception accept the few

who were out of town.

c. Everyone excepted the invitation to the reception except the few who were out of town.

d. Everyone accepted the invitation to the reception except the few

who were out of town.

4. Which sentence uses the words in bold correctly?

a. His parents advised him to attend college; he followed their advice.

b. His parents adviced him to attend college; he followed their advice.

c. His parents advised him to attend college; he followed their advise.

d. His parents adviced him to attend college; he followed their advise.



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Commonly Confused Words Quiz - continued

5. Demonstrate your understanding of the commonly confused words by writing a paragraph that uses

all six of the commonly confused words correctly.

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UNIT 1: Word Analysis and Punctuation Lesson 3– Colons and Parentheses

Assignment 8 – Colons and Parentheses

A. Read about colons on pages 675-676 in Elements of Language.

B. Read about colons in the article below by Grammar Girl, Mignon Fogarty

Grammar Girl, Mignon Fogerty, says the following about

Colons:

The Colon: I Can’t Wait to Read What Comes Next

One of my favorite language books, Punctuate it Right, has a wonderful name for the colon: the author

calls it the mark of expectation or addition. That’s because the colon signals that what comes next is

directly related to the previous sentence.

Colons in Sentences

Colons can be used in a variety of situations, such as in titles, ratios, and writing out the time. But when

you are using colons in sentences, the most important thing to remember is that colons are only used

after statements that are complete sentences. Never use a colon

after a sentence fragment. For example, it’s correct to say that

Squiggly has two favorite Thanksgiving dishes: stuffing and green- bean casserole. That’s correct

because Squiggly has two favorite Thanksgiving dishes is a complete sentence all by itself.

Notice how the items after the colon expand on or clarify what came before the colon. I referred to

Squiggly’s favorite dishes before the colon and then specifically named them after the colon. A quick

and dirty tip for deciding whether a colon is acceptable is to test whether you can replace it with the

word namely. For example, you could say Squiggly has two favorite Thanksgiving dishes, namely,

stuffing and green-bean casserole.

It would be wrong to say Squiggly’s favorite Thanksgiving dishes are: rolls and cranberry sauce

because Squiggly’s favorite Thanksgiving dishes are is not a complete sentence by itself.

(Fogarty, Mignon. Grammar Girl’s Quick and Dirty Tips for Better Writing. Holt paperback. New York, 2008, pp. 92-94)



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Assignment 9 – Colons and Parentheses Exercise 1 (23e )



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Assignment 10 - Colons and Parentheses Exercise 2 (23f )



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Assignment 11 - Colons and Parentheses Exercise 3 (Using Colons )



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Assignment 12 - Parentheses

A. Read about parentheses on page 720 in Elements of Language.

B. Read about parentheses in the article below by Grammar Girl, Mignon Fogarty.

(Found below.)

Grammar Girl, Mignon Fogerty, says the following about

Parentheses: Parentheses

Asides

Parentheses are beautiful. I think of them as bookends for fun little statements. The words inside of

parentheses are called parenthetical elements, and they often act as asides. They are things you don’t

need to say, but want to say anyway. They can clarify, direct, or give a sense of the writer’s frame of

mind. Everyone loved Sigler’s new book (Ancestor).

Also see the section on commas (pp. 100-8) and dashes (pp. 95-

96).

I’m fantasizing (just fantasizing, mind you) about skipping town and taking a job as a juggler.

If the parenthetical element is a complete sentence, the terminal punctuation goes inside the

parentheses. If the parenthetical element is not a complete sentence, but comes at the end of a

sentence, the terminal punctuation goes outside the parenthesis. Squiggly had many allergy symptoms. (He was itching, sneezing, and coughing.)

Squiggly had many allergy symptoms (itching, sneezing, and coughing).

(Fogarty, Mignon. Grammar Girl’s Quick and Dirty Tips for Better Writing. Holt paperback. New York,

2008, pp. 123-124)



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Assi

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13 -

Par

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Exe

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(Par

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and

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Assignment 14 - Parentheses Exercise 2 (26e)



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UNIT 2: Comparing and Contrasting Informational Text

Lesson 1 – Reading Workshop

Assignment 1 - Reading Workshop - Journal Warm-up



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Assignment 2 - Reading Workshop - Building Background

A. Read pages 87-88 in Elements of Language.

B. Complete the reading guide. Make sure you understand how to identify the explicit main idea of an

article and recognize compare/contrast structures since you will be using that understanding throughout

this lesson.

Exploring Similarities and Differences

READING GUIDE: PAGES 87-88

1. What two questions would you ask when comparing and contrasting?

a.

b.

2. When you compare and contrast, you them into groups.

3. Brainstorm about times you have used or might use comparison and contrast. Think about when you

have asked yourself how two things were alike or how they were different. Create a list of these times.

a.

b.

c.

4. Where will you usually find the main idea of an article?

5. How are details related to the main idea?

6. Describe the difference between the block method and the point-by-point method of organization.

Block Method Point-by-Point Method



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Assignment 3 - Reading Workshop - “Time Out”

A. Read “Time Out” on pages 89-90 in Elements of Language.

B. Analyze how the author constructed this compare/contrast article by completing the Active

Reading chart below while you read.



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Assignment 4 - Reading Workshop – Comparison/Contrast Structure A. Read Pages 91-95 in Elements of Language. Make sure you understand main ideas and

supporting details since you will be using these ideas throughout the lesson.

B. Complete the Comparison-Contrast Structure table on page 95 of Elements of Languages about

the article “Time Out! Is Baseball Finnished?” on pages 89-90 in Elements of Language. Recreate

the chart on your own paper identifying it clearly to be turned in with the rest of the packet.

C. Complete Explicit Main Idea and Supporting Details worksheet below:



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Assignment 5 - Reading Workshop - Comparison-Contrast Context Clues

A. Read page 96 in Elements of Language. Make sure you understand the concept of context clues used

within sentences to help understand vocabulary.

B. Complete the “Comparison-Contrast Context Clues” worksheet below:



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Lesson 2 – Writing Workshop

Writing Workshop - Writing Prompt Suggestions – For this lesson you will

be writing a comparison/contrast essay. The first thing to do is to choose a topic.

Look at the following possibilities (prompts). *Literature and Film Comparison – This is a MYAccess! prompt. If you choose this as your topic,

you will write with and get revision feedback from this web-based computer program.

Think about a novel or play you have read that was also developed into a movie. Write a multi-

paragraph essay comparing and contrasting the book and the movie. Be sure to consider differences and

similarities in characters, setting, and plot. Include specific examples and details from the text and the

film to support your response.

The following are not on the MYAccess! program.

Choose one of the previous topics or one of your own for your compare-contrast essay. Remember there

must be two items for a comparison.

MY TOPIC:



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Assignment 6 - Writing Workshop - Prewriting

A. Keeping the topic you have chosen in mind, read pages 98-102 in Elements of Language.

B. As you read, use the information to fill in the “Prewriting: Organizing Ideas” worksheet about

your own topic. If at any point you find that your topic won’t work, changes the topic, then fill in

the worksheet for your new topic. This prewriting worksheet needs to be filled in before you can

successfully go to assignment 8.



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Assignment 7 - Writing Workshop - Practice Analysis and Drafting a Comparison-Contrast

Essay

A. Read the “Writer’s Model” page 107 and “A Student’s Model” page 108 of Holt Elements of

Language. Fill out the Analyzing a Comparison- Contrast Essay form about one of the models.

B. Fill in the same form answering similar questions about how you will create your comparison-

contrast essay using the topic of your choice.

A. Analyzing a Comparison-Contrast Essay

Directions: Complete the following form by answering questions about either

“Differences in Body Language” or “CDs and Cassettes, Not so Similar.”

Introduction How did the author capture your (the reader’s) attention?

What background information did the author provide?

What is the thesis?

Body How did the author organize the information – point-by-point or block?

Conclusion How did the supporting information lead to (prove) the thesis?

How did the author bring the essay to a close?



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B. Drafting a Comparison-Contrast Essay

Directions: Complete one of the following form answering questions about how you

will organize your own comparison-contrast essay using the topic you have chosen.

This will provide you with an outline that will help you draft your own essay. Be

complete and detailed. The more you do here, the easier the next step will be.

FORM B1:

Introduction How will you capture your reader’s attention?

What background information will you provide?

What is your thesis?

Body How will you organize the information – point-by-point or block? Outline your

information here. Refer to page 104 in Elements of Language. Use more paper if

needed.

Conclusion How will the supporting information lead to (prove) the thesis?

How will you bring the essay to a close?



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FORM B2:

1. N a r r o w Y o u r S u b j e c t s

H o w w i l l I c o m p a r e o r c o n t r a s t m y s u b j e c t s i n a w a y t h a t w i l l b r i n g a n e w

s u b j e c t t o l i g h t o r s h e d l i g h t o n a f a m i l i a r o n e ?

2 . P u r p o s e , A u d i e n c e , a n d T o n e

W h o a r e m y r e a d e r s ?

W h a t d o m y r e a d e r s a l r e a d y k n o w a b o u t t h e s u b j e c t s I a m c o m p a r i n g o r

c o n t r a s t i n g ?

W h a t i n f o r m a t i o n m i g h t h e l p m y r e a d e r s b e t t e r u n d e r s t a n d t h e s i m i l a r i t i e s

o r d i f f e r e n c e s b e t w e e n m y s u b j e c t s ?

3 . G a t h e r M o r e I n f o r m a t i o n A b o u t Y o u r S u b j e c t s If Needed

Subject 1 Similarities Subject 2



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6. Experiment with organization.

Point-by-Point Block

4 . W r i t e Y o u r T h e s i s

What specifically are you comparing?

Clearly state the main idea.

Final thesis statement (one sentence only)

*Transition words used in comparing/contrasting:

Although, however, in comparison, in contrast, likewise, nevertheless,

on the other hand, similarly, whereas, yet

5. Find Relevant Features

List features that support the thesis statement

1,

2.

3.

4.

Etc.



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Assignment 8 - Writing Workshop - Writing Using your pre-writing ideas and the Drafting a Comparison-

Contrast Essay form, write your own compare-contrast essay. Try to imitate techniques

and structures found in the models you have just evaluated. Essay should be at least 500

words, but do not limit yourself be word count. Do as much as it takes to write a well

written essay.

If you chose to write to the MYAccess! topic, see your administrator.for your logon

information and any help you need getting started. This program allows you unlimited

submissions and help in revision. After logging in, write the first draft of your essay

doing the best you can, paying attention to organization and details. Then submit.

Or

Use paper or Word (or another word processing program) to write your first draft of this

paper. Do the best you can, paying attention to organization and details.

Assignment 9 - Writing Workshop - Revising

A. Read Pages 109-110 in Elements of Language.

B. If you are using MyAccess!, read the feedback from the program. Ask for help if you do not

understand any of the information given. Revise your draft as many times as you desire to get a

good score. After adding as much details as you can, remember to use the editor, thesaurus, spell

check, and all other tools available to you. You may want to also use the “Revising: Comparison-

Contrast Essay” worksheet on the next page.

Or

If using paper or Word, evaluate and revise your essay using the “Revision Worksheets” on the

next page. Revise by making changes as you work through the analysis. Rewrite, implementing

your changes.

C. Optional – If you would like more feedback before writing your final draft, find someone to

read your essay and fill in the “Revising: Evaluate Comparison-Contrast Essays” worksheet on page

35. When you feel you have done what you can, or don’t seem to be raising your score with new

submissions go to Assignment 11.

*When you feel you have revised as much as you can, go to Assignment 11.



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Assignment 10 - Writing Workshop - Final Analysis

Analyze your own writing using the following Analytic Scale. Be honest with yourself. How

well did you do? If you wish to revise one more time before tuning in your paper, do so. Then

reanalyze the new draft.



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Lesson 3 – Analyzing Text Features

Assignment 11 - Analyzing Text Features – Analyze a Brochure A: Go to http://tinyurl.com/5m3m41 . Click on “Healthy American Flu Prevention” (If the tiny url does not

work, try http://www.uen.org/utahlink/activities/view_activity.cgi?activity_id=22078)

B. Using the “Text Analysis Chart," analyze the “Healthy Americans Flu Prevention” brochure.

http://tinyurl.com/5m3m41

http://www.uen.org/utahlink/activities/view_activity.cgi?activity_id=22078



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Assignment 12 - Analyzing Text Features A. Go to http://tinyurl.com/5m3m41 or http://www.uen.org/utahlink/activities/view_activity.cgi?activity_id=22078

B. Choose two brochures and investigate them, drawing conclusions about the characteristics of

brochures and how those characteristics are responses to the intended audiences and purposes. Answer

the following questions for each. Use your own paper marking each sheet carefully to be recorded

correctly when handed in.

Brochure Investigation

List the name of the 1st

brochure you reviewed:

1. What is/are the purpose(s) of brochure?

2. What is the tone? What word choices and phrasings contribute to the tone?

3. What audience would this brochure appeal to? What characteristics do they have?

4. What is the focus of the brochure? What do they want people to know?

• How does the content fit with the purpose of the brochure?

• How does the content fit with the audience of the brochure?

5. How is the text organized in the brochure?

• How do these aspects of organization fit with the purpose of the brochure?

• How do they fit with the audience?

6. What aspects of formatting do you notice? (See pages 806-818 of Holt Elements of Language

for examples of the types of formatting that may be used in document design. Use the back of

this form if necessary)

• How do these connect to the purpose and audience characteristics?

Assignment 13 - Analyzing Text Features – Comparing Brochures Compare the three brochures. Answer the following.

A. Which brochure did you find most effective and why?

B. What did you learn from your evaluation of the brochures that you could apply as you create your

own brochure?

Use your own paper marking carefully to be recorded correctly when handed in.

Assignment 14 - Analyzing Text Features -

Because brochures often use lists to consolidate information, it is important to understand parallel

structure.

A. Read the “Get It Write” website mini-lesson on parallel structure

http://www.getitwriteonline.com/archive/101202Parallel.htm

B. Take the “Test Yourself” quiz at the end of the information. Correct your own paper with the

answer key at the bottom of the page.

http://tinyurl.com/5m3m41

http://www.uen.org/utahlink/activities/view_activity.cgi?activity_id=22078





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Assignment 15 - Analyzing Text Features – Creating a Brochure The final project for Unit 2 is to create a brochure based on the compare-contrast research you did earlier in Lesson 2. Reexamine the brochure you liked best. Answer the following about the structure and appeal of this brochure in preparation for creating your own. Use your own paper marking carefully to be recorded correctly when handed in.

Evaluating Brochures

1. Spread the brochure out and look at it overall from a visual perspective (or examine it electronically

if on the web.

o What works with the layout design?

o What doesn’t seem to work—or what do you have a question about in terms of layout?

o Are the main topics or questions arranged in the most logical order—in the order a reader

might want to know the information? If not, make suggestions for moving them.

o Is there a place where the main idea isn’t clear or accessible? o Is it too crowded or is there too much empty space? o Are there illustrations? o If so, do they fit the content? Are they appropriate? Are they placed

most effectively or can you suggest other options for the layout?

2. Now, look at each topic or question one at a time. For each one, answer the following questions:

a. Topic:

1. Is the format (paragraph, list, graph, map, etc.) the best for this type of information?

Why or why not?

2. Is the content informative? List two specific details you didn’t know before reading

this passage.

3. Are the ideas in each passage arranged in the best order? Draw arrows from the idea to

another place that it might be better if you see such a place.

4. If the passage is a paragraph, circle the main idea in the topic sentence and then all the

words or phrases that repeat or rename the idea (synonyms) in the rest of the

paragraph. Could the paragraph be tighter?

5. If the passage is a list, underline the first word of each item in the list.

6. Check for parallel structure; give suggestions if it could be improved.

7. How would you describe the overall tone?

8. Are there any errors in conventions you can help with?



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Assignment 16 - Analyzing Text Features – Creating a Brochure

A. Create a brochure using the information from your compare-contrast essay (or another topic of

your choosing). You may create your own template or use the template at he ReadWriteThink

Printing Press (Brochures) at

http://interactives.mped.org/view_interactive.aspx?id=110&title B. Print your brochure for evaluation and to turn in with your packet. Assignment 17 - Analyzing Text Features – Evaluating your Brochure Self-evaluate your brochure using the ”Evaluative Reading” worksheet. Make any revisions and

submit your brochure in final draft form. Your brochure will be graded according to the rubric in the

Brochure Assignment.

Use your own paper marking carefully to be recorded correctly when handed in.

Self-Evaluation of Brochure

1. Spread the brochure out and look at it overall from a visual perspective (or examine it electronically

if on the web.

o What works with the layout design?

o What doesn’t seem to work—or what do you have a question about in terms of layout?

o Are the main topics or questions arranged in the most logical order—in the order a reader

might want to know the information? If not, make suggestions for moving them.

o Is there a place where the main idea isn’t clear or accessible? o Is it too crowded or is there too much empty space? o Are there illustrations? o If so, do they fit the content? Are they appropriate? Are they placed

most effectively or can you suggest other options for the layout?

2. Now, look at each topic or question one at a time. For each one, answer the following questions:

a. Topic:

1. Is the format (paragraph, list, graph, map, etc.) the best for this type of information?

Why or why not?

2. Is the content informative? List two specific details you didn’t know before reading

this passage.

3. Are the ideas in each passage arranged in the best order? Draw arrows from the idea to

another place that it might be better if you see such a place.

4. If the passage is a paragraph, circle the main idea in the topic sentence and then all the

words or phrases that repeat or rename the idea (synonyms) in the rest of the

paragraph. Could the paragraph be tighter?

5. If the passage is a list, underline the first word of each item in the list.

6. Check for parallel structure; give suggestions if it could be improved.

7. How would you describe the overall tone?

8. Are there any errors in conventions you can help with?

http://interactives.mped.org/view_interactive.aspx?id=110&title

http://interactives.mped.org/view_interactive.aspx?id=110&title



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Assignment 18 - Analyzing Text Features - Reflection Complete Questions for Reflection: Brochures. Use your own paper answering in detail. Mark it

clearly for proper credit when turned in.

Questions for Reflection: Brochures

1. The topic for the brochure was the same one as for your comparison-contrast paper. What did you

have to do differently with the topic to write about it for the brochure?

2. How might your adaptations be useful to you in other writing situations?

3. For this assignment, you were provided with a number of handouts that asked questions or prompted

your thinking in ways that would be helpful in completing the brochure effectively. In what ways were

those handouts helpful strategies to you?

4. In what ways were they not?

5. How might you use what was helpful as a strategy for yourself in other writing situations?

6. What strategies besides those you’ve already mentioned were helpful to you in writing the

brochure?

7. How might they be useful to you in other writing situations?

Questions taken from Deborah Dean’s Strategic Writing: The Writing Process and

Beyond in the Secondary English Classroom (NCTE, 2006).

Go to Unit 3 on next page.



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UNIT 3: Comparing Literary Themes Lesson 1: Understanding Theme

Assignment 1 - Understanding Theme – Defining and Understanding Theme

Search Pioneer Library for a video, article or PowerPoint on theme. Spend only a reasonable amount

of time. Make sure you understand the definition of theme before proceeding.

Assignment 2 - Understanding Theme – Practice

A. Read pages 107-120 in The Holt Reader.

B. Complete all exercises and answer all questions as you read these pages. Use your own paper

marking carefully to be recorded correctly when handed in. Recreate any charts.

UNIT 3: Comparing Literary Themes Lesson 2: Practice


Read pages 121-134 in The Holt Reader.


A. Using your own paper, recreate and fill in the comparison theme chart “The Moustache/Fifteen”

on page 135 in the Holt Reader.

B. Do the Test Practice “The Moustache/Fifteen” on page 136.in The Holt Reader. Use your own

paper marking it clearly to be turned in.


Choose one of the readings from pages 107-137 of The Holt Reader that you have already read. Fill

in the theme map on the next page for your selection:



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PRACTICE: Preparing for the Final Assessment (study and review anything you miss until you feel ready to take the final test)

UNIT 1: Practice Quiz

A. Take the 9-1 Unit 1 Practice Quiz on “Word Analysis and Punctuation:”

B. Research the answers to any that you miss. Make sure you understand the concepts in unit 1 before taking the final assessment. Review any needed item from the unit. Any information may be used on the final assessment.

Name: ___________________________________________ Date: __________

Matching: Match the roots to their meaning a. clud b. gram c. fract d. act e. fer f. bio

_____1. life _____2. to carry _____3. to close

_____4. to break _____5. to do _____6. writings

Choose: Read the statements and choose the correct answer.

7. I go to school, come home, do my homework (than, then) go to bed.

8. Please (accept, except) our invitation to attend the party.

9. My (advice, advise) is that you should go to the concert.

CORRECTING SENTENCES BY ADDING COLONS Insert colons where they are needed in the

following sentences. Put parentheses around the colons you add. If a sentence does not need a colon,

write C on the line provided.

Example: Taking the podium, Dr. Chu had this to say (:) People of Huntsville, on this day our

community faces a unique challenge.

10. The following morning the mayor made a public statement "Ladies and gentlemen, today is a sad day for

me. Due to a serious illness in my family, I must regrettably resign as your mayor."

11. Emily was proud of her sculpture She displayed it on the mantel for all to see.

12. If you are going to the supermarket, please look for canned chickpeas, romaine lettuce, and fresh garlic.

13. The order of speakers will be as follows Mr. Theodore Huston, Mrs. Yolando Moore, and Mr. Bill

Jennings.

14. At the assembly Principal Hunt welcomed the freshmen and other new students "To those of you who are

new here this year, let me say I believe in the potential of each one of you and wish you great success here at

Spring Grove High.



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15. Aunt Lydia reminded me of these words by Benjamin E. Mays "The tragedy of life does not lie in not

reaching your goal. The tragedy lies in having no goal to reach

USING COLONS IN CONVENTIONAL SITUATIONS On the line provided, rewrite each of the

following items, inserting colons where they are needed.

Example:. beginning at 5 15 P.M.

beginning at 5(:)15 P.M.

16. James 3 7–11

17. Dear Ms. Fernandez

18. the 9 15 train

19. Friendly Islands A History of Tonga

USING COLONS CORRECTLY IN SENTENCES. Insert a colon to punctuate the following sentence

correctly. Draw parentheses around the colon so it is easily seen. Example: ( : )

20. During the first part of our trip, we drove through these cities Hartford, Connecticut; Providence, Rhode

Island; and Lowell, Massachusetts.

USING PARENTHESES CORRECTLY IN SENTENCES Insert parentheses to punctuate the following

sentences correctly. Place your Parentheses clearly and carefully for correction purposes. Example Dr. Joel Whitehead ( an ex Marine medic ) was the speaker at the banquet.

21. Barbara Jordan 1936–1996 was the first African American to give the keynote address at a Democratic

national convention.

22. The dining room it’s very dimly lit is not the best room for reading or for sewing.

23. Gloria Estefan one of Callie’s favorite singers is appearing on a TV special Saturday night.

Multiple Choice: Identify the letter of the choice that best completes the statement or answers the question.

24. Based on your knowledge of prefixes, suffixes, word bases, and roots, select the correct definition for the word interact

a. to become active c. to act together with another

b. to act in response to a prompting d. to oppose or act opposite of another 25. Select the group of words that means to close.

a. transfer, infer, refer, ferry, conifer c. react, action, interact, activate

b. exclude, include, preclude, exclusive d. biography, biology, biochemistry, autobiography



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UNIT 2: Practice Quiz

A. Take the following quiz on “ Comparing and Contrasting:”

B. Research the answers to any that you miss. Make sure you understand the concepts in unit 2 before

taking the final assessment. Review any needed item from the unit. Any information may be used on the final

assessment.



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Unit 3: Practice - Review

A. Review your work from Unit 3: “Comparing Literary Themes:.”

B. Research any answers that you missed or concepts that you still do not understand. Make sure you

understand the concepts in unit 3 before taking the final assessment.

STOP!

CHECKLIST - Gather and turn in all of the following for credit. Attach

this check off sheet to the front of your work: Pre-assessment

Unit 1: Word analysis and Punctuation Lesson 1 – Roots _____Assignment 1: Roots Exercise 1 _____Assignment 2: Roots Exercise 2 _____Assignment 3: Roots Exercise 3 _____Roots Quiz passed at 80% Lesson 2 – Commonly Confused Words _____Assignment 4: Commonly Confused Words Exercise 1 _____Assignment 5: Commonly Confused Words Exercise 2 _____Assignment 6: Commonly Confused Words Exercise 3 _____Assignment 7: Commonly Confused Words Exercise 4 _____Commonly Confused Words Quiz passed at 80% Lesson 3 – Colons and Parentheses _____Assignment 8: (Sign that you read the material.) ___________________ _____Assignment 9: Colons Exercise 23e _____Assignment 10: Colons Exercise 23f _____Assignment 11: “Using Colons” Exercise _____Assignment 12: (Sign that you read the material.) _____Assignment 13: Parentheses, Dashes, and Brackets Exercise _____Assignment 14; Parentheses Exercise 26e Unit 2: Comparing and Contrasting informational Text Lesson 1 – Reading Workshop _____Assignment 1: Journal Warm-up _____Assignment 2: Building Background – Reading Guide _____Assignment 3: “Time Out” - Reading Guide _____Assignment 4: P. 95 Structure Table _____ Explicit Main Idea WS _____Assignment 5: Context Clues WS



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Lesson 2 – Writing Workshop _____Assignment 6: Prewriting: Organizing Ideas Worksheet _____Assignment 7: Practice Analysis _____ Drafting/Outline of Comparison-Contrast Essay *NOTE: If using MYAccess! Assignments 9, 10, and 11 are in your electronic portfolio and already turned in. _____Assignment 8: First Draft of comparison-Contrast Essay _____Assignment 9: Revision Worksheet _____ Essay Rewrite _____ Peer Feedback (optional) _____Assignment 10: Self-Analysis of Essay and Rewrite if appropriate _____ Final Draft of Essay Lesson 3 – Analyzing Text Features _____Assignment 11: Text Analysis Chart of “Healthy Americans Flu …” _____Assignment 12: 2 Brochure Investigation Worksheets _____Assignment 13: Comparing Brochures Response _____Assignment 14: Parallel Structure Quiz _____Assignment 15: Brochure Evaluation _____Assignment 16: Final Copy of your Brochure _____Assignment 17: Brochure Evaluation _____Assignment 18: Reflection Unit 3 – Comparing Literary Themes Lesson 1 – Understanding Theme _____Assignment 1: (Sign that you read the material.) _____Assignment 2: Pages 107-120 Exercises _____Assignment 3: (Sign that you read the material.) _____Assignment 4: Moustache/Fifteen Comparison Chart _____ Moustache/Fifteen Practice Test Lesson 2: Practice _____Assignment 5: Theme Map on reading of your choice. Practice for Final _____Unit 1: Practice Quiz _____Unit 2: Practice _____Unit 3: Review (Sign that you reviewed needed material.)

You must also:

Pass the final assessment

*NOTE: You must earn 80% or more on each unit and pass the

end-of-unit assessment at 60% or higher.

*note: you must earn 80% or more on each unit and pass the ... · granite school district english...

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