English I Through ESOL - School District of Palm … I Through ESOL: Unit 1: Great Expectations: Lesson 4 Page 1 English I Through ESOL Lesson 4 ... Pip también aprendió mucho acerca

English I Through ESOL: Unit 1: Great Expectations: Lesson 4 Page 1

English I Through ESOL

Lesson 4: Great Expectations by Charles Dickens Chapters 7-8, “My Life in London” & “’My’ Convict Returns”

FCAT Reading/Writing Focus: Analyzing Validity/Reliability of Primary Sources FCAT Support Skills: Personal and Emotional Connections; Irony Language Focus: Past Perfect Tense Text: Pacemaker Classics: Great Expectations (Globe Fearon)

English Spanish Haitian Creole Portuguese baronet Baronet (dignidad

honoraria inglesa) bawonè baronete

befall suceder, ocurrir rive ocorrer blessing bendición benediksyon bênção boar jabalí, cerdo kochon sovaj javali brewery cervecería brasri fábrica de cerveja brute bruto kri bruto bully abusivo, intimidador brital, brit provocador chap un tipo, un hombre jenn gason fenda coarse aspero gwosye grosseiro debt deuda dèt débito eagerly con entusiasmo avèk angouman ansiosamente enemy enemigo enmi inimigo eye-opener señal de alerta lanjelis alerta forge (n) forjar fòje forja freezing congelando, helado jele congelado, congelando handkerchief pañuelo mouchwa lenço handsome apuesto, guapo botip bonito hateful odioso, rencoroso rayiman odioso heart in my throat con el corazón en la

garganta kè plen com o coração na

boca jealous celoso jalou ciumento junior partner segundo asociado jenn asosye segundo associado make a fuss actuar con disgusto eksite fazer um escândalo nasty desagradable dezagreyab detestável put on airs darse aires difize agir como se fosse o

melhor raise a glass brindar trenke vè fazer um brinde refuse rehusar refize recusar rowboat bote de remos kannòt, bwafouye barco a remo run out of quedarse sin kaba ficar sem scarred marcado, cicatrizado pè assustado shady deal negocio dudoso move afè negócio duvidoso shocked asustado choke chocado sneer desprecio, desdén rikane, moke, meprize sorriso sarcástico tale cuento, historieta rakonta, istwa conto toast brindar, brindis leve vè brinde treat someone like dirt tratar a alguien como

basura meprize, imilye tratar alguém como

lixo


English Summary

Lesson 4: Great Expectations, by Charles Dickens Chapters 7- 8: “My Life in London” & “’My’ Convict Returns”

When Pip was in London, he spent his money on new clothes and dinner for his new

friends. Pip bought a rowboat to use on the Thames River, because this is what a London gentleman did. Pip even paid an insurance company to make his friend Herbert a junior partner there. Soon Pip ran out of money and he had created a large debt.

Pip considered himself a gentleman now, and he was always thinking about Estella. One day, Joe came to London to bring Pip a message from Miss Havisham. Estella was back from school and wanted to see Pip. Pip left immediately for home. When he arrived, he found a nice room at the Blue Boar Inn, and went to see Estella immediately. Estella was the most beautiful woman Pip had ever seen. Miss Havisham advised Pip to love Estella with all of his heart. Finally, when Estella and Pip went for a walk in the garden, Pip confessed his love.

However, Estella said she had no love to give to anyone because of the way she had grown up. She told Pip he could visit her at her home near London. Consequently, after returning to London, Pip spent his time visiting Estella. Pip also learned a lot about the world from his friend Herbert Pocket.

After a time, Pip’s sister died, and he went home to the funeral. Pip also visited old Miss Havisham, who had little time to live. Estella had broken Miss Havisham’s heart too. Estella was not capable of giving her love to anyone.

After Pip returned to London, he found an old man with gray hair waiting to see him. When the man showed Pip a blacksmith’s file, Pip recognized him. The man was Abel Magwitch, the convict that Pip had helped when he was a boy. During the years that had passed, Magwitch had gone to Australia on a prison ship. Magwitch became a free man in Australia on the condition that he would never return to England. However, Magwitch explained that had returned to London to see Pip. During all of his years in prison, Magwitch had thought of Pip as his own son. Pip was shocked because he considered himself a gentleman now, not the son of a convict.

Magwitch told Pip the story of how he had become a convict. Magwitch was the half brother who had conspired with Miss Havisham’s fiancé to steal her money. When the police caught the two men, they went to prison. Magwitch received fourteen years and Compeyson, the other convict, got only seven. As Magwitch told the story, that day from Pip’s childhood returned to his memory, and he realized that the other convict was Miss Havisham’s fiancé! Pip was now twenty-one years old, and Magwitch had come to give him a fortune. Pip found out the truth. Magwitch had sent Jaggars to bring Pip to London. Magwitch also had provided the money for his allowance. Pip always thought that Miss Havisham was the person who had helped him. Magwitch also told Pip that he had a daughter. Jaggars had found a home for Magwitch’s daughter at Miss Havisham’s house.

As Pip listened to Magwitch, he began to realize that his only true father had been Joe Gargary, a kind and honest man. At this moment, Pip felt sorry that he had treated Joe badly all of these years. Pip decided to warn Magwitch that he had seen Magwitch’s enemy Compeyson lurking in the shadows one night. Because Magwitch had helped Pip become a gentleman, Pip offered to help his convict again. Pip made a plan to take Magwitch in the rowboat after dark out to the big ship going back to Australia. Pip refused to accept the money Magwitch offered. Pip knew now that he was just like Estella. Estella grew up without love. Pip grew up hating criminals.


Spanish Summary

Lección 4: Grandes Esperanzas de Charles Dickens Capítulos 7- 8: “Mi vida en Londres” y “’Mi recluso regresa”

Cuando Pip estaba en Londres, gastaba su dinero en ropa nueva y cenas para sus nuevos

amigos. Compró un bote de remos para usarlo en el río Támesis porque así lo hacían los caballeros de Londres; inclusive le pagó a una compañía de seguros para que convirtiera a su amigo Herbert en un segundo asociado de ésta. Muy pronto Pip se quedó sin dinero y había adquirido una gran deuda.

Ahora Pip se consideraba un caballero y siempre estaba pensando en Estella. Un día Joe vino a Londres para traerle un mensaje de la señorita Havisham. Estella había regresado de la escuela y quería ver a Pip, quien salió inmediatamente hacia la casa, encontró un cuarto agradable en el hotel Blue Boar y enseguida fue a ver a Estella. Ella era la mujer más bella que había visto y la señorita Havisham le aconsejó que amara a Estella con todo su corazón. Finalmente, cuando fueron a caminar juntos por el jardín, Pip le confesó su amor.

Sin embargo, Estella le dijo que no podía sentir amor por ninguna persona debido a la manera en que había sido criada, pero que podía visitarla en su casa cerca de Londres; por lo que, al regresar a la ciudad, pasaba su tiempo visitándola. Pip también aprendió mucho acerca del mundo a través de su amigo Herbert Pocket.

Después de transcurrido algún tiempo, la hermana de Pip murió y él regresó a su casa para el funeral. También visitó a la señorita Havisham a quien le quedaba poco tiempo de vida. Estella también le había destrozado el corazón a la señorita Havisham, pues no era capaz de demostrar amor por nadie.

Cuando Pip regresó a Londres, encontró a un hombre viejo de cabello gris quien esperaba para verlo y cuando le mostró la lima de herrero, Pip lo reconoció. El hombre era Abel Magwitch, el recluso a quien él había ayudado cuando era niño. Durante los años que habían transcurrido, Magwitch se había ido para Australia en un barco de prisioneros y fue liberado allá con la condición de que nunca regresara a Inglaterra. Sin embargo, Magwitch explicó que había regresado a Londres para ver a Pip. Durante todos sus años en prisión, Magwitch pensaba en Pip como si fuera su propio hijo, pero Pip estaba sorprendido porque ahora él se consideraba un caballero y no el hijo de un recluso.

Magwitch le contó a Pip la historia de cómo había llegado a ser un recluso. Magwitch era el medio hermano que había conspirado con el prometido de la señorita Havisham para robarle su dinero y cuando la policía los capturó los envió a prisión. Magwitch fue sentenciado a catorce años en prisión y Compeyson, el otro recluso, sólo a siete. Mientras Magwitch contaba la historia, Pip recordó aquel día de su niñez y se dió cuenta de que el otro recluso era el prometido de la señorita Havisham. Pip tenía ahora veintiún años y Magwitch había venido a darle una fortuna. Pip descubrió la verdad. Magwitch había enviado a Jaggars para que lo trajera a Londres, y era también Magwitch quien le proporcionaba el dinero de su mesada. Pip siempre creyó que la señorita Havisham era la persona que lo ayudaba. Magwitch también le contó que tenía una hija y que Jaggars le había encontrado un hogar en la casa de la señorita Havisham. Mientras Pip escuchaba a Magwitch, se empezó a dar cuenta que el único padre verdadero había sido Joe Gargary, un hombre amable y honesto. En ese momento, Pip sintió pena por haber tratado mal a Joe todos esos años y decidió advertirle a Magwitch que había visto a su enemigo Compeyson, merodeando en las sombras una noche. Como Magwitch había ayudado a Pip a ser un caballero, éste se ofreció a ayudar de nuevo al recluso. Al llegar la noche, Pip planeó llevarlo en el bote de remos hacia el gran barco que iría de regreso a Australia. Pip no quizo aceptar el dinero que Magwitch le ofreció, pues en ese momento se dio cuenta que él era igual a Estella. Ella había crecido sin amor y él odiando a los criminales. The Department of Multicultural Education Spanish Translation Team certifies that this is a true and faithful translation of the original document. (561) 434-8620 - Oct. 2005 – SY05 -1216


HAITIAN CREOLE SUMMARY

Lesson 4: Gwo Atant, dapre Charles Dickens

Chapters 7-8: “Vi m nan Lond” & “’Kondane m nan retounen ”

Lè Pip te Lond, li te konn depanse lajan li nan achte rad nèf ak bay nouvo zanmi li yo dine. Pip te achte yon ti bwa fouye pou li kab travèse rivyè Thames, paske se sa yon jènjan Londonyen sipoze fè. Pip te menm peye yon konpayi asirans pou fè zanmi li, Herbert, devni yon òmdafè nan blòk la. Avan lontan, Pip vin rete san lajan, chaje ak dèt.

Pip konsidere tèt li kòm yon jantiyòm kounye a, epi li te toujou ap panse ak Estella. Yon jou, Joe te vin Lond pou pote mesaj madmwazèl Havisham te voye bay Pip. Estella te soti lekòl epi li te vle wè Pip. Pip deplase tousuit pou ale lakay li. Lè li te rive, li te jwenn yon bèl ti chanm nan otèl Blue Boar, epi ale wè Estella imedyatman. Estella se te pi bèl fanm Pip te janm wè. Madmwazèl Havisham konseye Pip pou li renmen Estella ak tout kè li. Finalman, lè Estella ak Pip te al fè yon ti mache nan jaden an, Pip deklare li renmen li.

Sepandan, Estella di li pa gen lanmou pou pyès moun akoz fason li te leve. Li di Pip li te kab vizite li lakay li toupre Lond. Konsekamman, apre li retounen Lond, Pip te pran tout tan li pou vizite Estella. Herbert Pocket te aprann Pip yon bann bagay sou lemond.

Apre yon tan sè Pip te mouri, epi li te ale lakay pou antèman. Pip te vizite manmzèl Havisham ki pa t rete anpil tan pou viv. Estella te kase kè manmzèl Havisham tou. Estella pa t kab renmen okenn moun.

Apre Pip retounen Lond, li te jwenn yon vye granmoun cheve gri ap tann pou wè li. Lè vye granmoun nan te montre Pip yon yon katab “blacksmith”, Pip te rekonèt li. Nonm nan se te Magwitch, koupab Pip te ede lè li te jèn ti gason an. Pandan ane ki te pase yo, Magwitch te ale nan yon prizon bato an Australi. Sepandan, Magwitch eksplike li te retounen a Lond pou li te kab wè Pip. Pandan tout ane li te pase nan prizon, li t ap panse ak Pip kòm pwòp pitit gason li. Pip te choke paske li te konsidere tèt li kounye a kòm yon jantiyòm, pa kòm pitit yon koupab.

Magwitch te rakonte istwa kòman li te devni koupab. Magwitch se te frè ki te konplote ak mennaj manmzèl Havisham pou volè lajan li. Lè lapolis te kenbe de mesye yo, yo te ale nan prizon. Yo te bay Magwitch katòz an prizon, epi Compeyson, lòt koupab la, te gen sèt an sèlman. Kòm Magwitch te rakonte istwa a nan jou kote Pip te retounen nan anfantiyaj li, li te reyalize lòt koupab la se te mennaj manmzèl Havisham! Kounye a, Pip te gen venteyen an epi Pip te vin pou ba li yon fòtin. Pip reyalize se te vre. Magwitch te voye chèche Jaggars pou mennen Pip Lond. Magwitch te peye tout frè pou vwayaj la tou. Pip te toujou panse manmzèl Havisham se moun ki te ede li. Magwitch te konn di Pip li gen yon pitit fi tou. Jaggars te jwenn yon chanm pou pitit fi Magwitch la nan kay manmzèl Havisham nan.

Kòm Pip te tande Magwitch, li te vin reyalize sèl vrè papa li se te Joe Gargary, yon nonm saj ak onèt. Nan moman sa a, Pip te santi li regrèt li te konn trete Joe mal pandan tout ane sa yo. Pip te deside pou li di Magwitch li te wè ènmi li, Compeyson, kochte nan fèbren an yon jou swa. Paske Magwitch te ede Pip vin yon jantiyòm, Pip te ofri pou li ede koupab li a ankò. Pip te bati yon plan pou mete Magwitch nan yon ti kannòt lè li fè nwa pou transpòte li nan gwo bato ki ap mennen li tounen an Australi. Pip te refize aksepte lajan Magwitch te ofri li. Pip te konnen kounye a li menm jan ak Estella. Estella te grandi san lanmou. Pip grandi nan rayi kriminèl. Translated by the Creole Translation Team of the Multicultural Education Department School District of Palm Beach County – November

2006- SY051216- Phone (561) 434-8620


Portuguese Summary

Lição 4: As Grandes Esperanças, de Charles Dickens Capítulos 7 e 8: “Minha Vida em Londres” e “O ‘Meu’ Prisioneiro Retorna”

Quando estava em Londres, Pip gastou seu dinheiro com roupas novas e jantares para seus

novos amigos. Pip comprou um barco a remo para usar no Rio Tâmisa, porque isto era o que um cavalheiro londrino costumava fazer. Pip até pagou uma companhia de seguros para que seu amigo Herbert fosse o seu segundo associado. Logo Pip ficou sem dinheiro e contraiu uma enorme dívida.

Pip agora se considerava um cavalheiro e sempre pensava em Estella. Um dia, Joe foi a Londres para levar um recado da Senhorita Havisham a Pip. Estella havia voltado da escola e queria vê-lo. Pip partiu imediatamente para casa. Quando chegou, se hospedou em um ótimo quarto no Blue Boar Inn e foi ver Estella imediatamente. Estella era a mulher mais linda que Pip já conhecera. A Sehorita Havisham avisou-o para amar Estella com todo o seu coração. Finalmente, quando Estella e Pip foram dar uma caminhada pelo jardim, ele declarou o seu amor a ela.

No entanto, Estella disse que não tinha amor para dar a ninguém, por causa da maneira como havia crescido. Ela disse a Pip que ele poderia visitá-la em sua casa perto de Londres. Portanto, após retornar a Londres, Pip passava todo o tempo visitando Estella. Pip também aprendeu bastante sobre o mundo com seu amigo Herbert Pocket.

Após um certo tempo, a irmã de Pip faleceu e ele foi para casa, para o funeral. Pip visitou também a velha Senhorita Havisham, que tinha pouco tempo de vida. Estella havia magoado a Senhorita Havisham, também. Ela não era capaz de dar amor a ninguém.

Após retornar a Londres, Pip encontrou um senhor idoso de cabelos grisalhos que esperava por ele. Quando o homem mostrou uma lima de ferreiro a Pip, ele o reconheceu. O homem era Abel Magwitch, o prisioneiro que Pip ajudara quando era menino. Durante os anos que se passaram Magwitch teria ido para a Austrália, num navio de prisioneiros. Magwitch foi libertado na Austrália, com a condição de que nunca voltaria à Inglaterra. Todavia, ele explicou que havia voltado a Londres para ver Pip. Durante todos os anos que passou na prisão, Magwitch pensava em Pip como se fosse seu próprio filho. Pip ficou chocado, porque se considerava um cavalheiro, agora e não o filho de um prisioneiro.

Magwitch contou a Pip a história de como ele havia se tornado um prisioneiro. Magwitch era o irmão unilateral da Senhorita Havisham que havia conspirado com o noivo dela para roubar-lhe o dinheiro. Quando a polícia capturou os dois homens, eles foram para a prisão. Magwitch pegou quatorze anos de cadeia e Compeyson, o outro prisioneiro, pegou somente sete anos. Enquanto Magwitch contava a história a Pip, aquele dia de sua infância voltou à sua memória e ele então compreendeu que o outro prisioneiro era o noivo da Senhorita Havisham! Pip descobriu a verdade. Magwitch havia contratado Jaggars para buscar Pip e levá-lo para Londres. Magwitch havia também sido o provedor da pensão para Pip. Pip sempre pensou que a Senhorita Havisham era a pessoa que o havia ajudado. Magwitch também disse a Pip que tinha uma filha. Jaggars havia encontrado um lar para sua filha, na casa da Senhorita Havisham.

Ao ouvir Magwitch, Pip começou a compreender que seu verdadeiro pai tinha sido Joe Gargary, um homem gentil e honesto. Neste momento, Pip se sentiu mal por ter sido áspero com Joe por todos aqueles anos. Pip decidiu avisar a Magwitch que havia visto seu inimigo, Compeyson, espreitando na calada da noite. Pelo fato de Magwitch ter ajudado Pip a se tornar um cavalheiro, Pip se ofereceu para ajudar seu prisioneiro, mais uma vez. Pip fez planos de levar Magwitch no barco a remo, após anoitecer, para o grande navio que iria voltar à Austrália. Pip se recusou a aceitar o dinheiro que Magwitch o ofereceu. Pip agora sabia que era exatamente como Estella. Estella cresceu sem amor. Pip cresceu odiando criminosos. The Department of Multicultural Education Translation Team certifies that this is a true and faithful translation of the original document. December 2005 - (561) 434-8620 - SY 05-1216


Beginning Listening Activities

Minimal Pairs Objective: Auditory discrimination of confusing sounds in words Procedure: Write a word pair on the board. (Example: there-dare) Write #1 above the first, #2 above the second. The teacher models by pronouncing one of the words without indicating which. Teams guess which word they heard, #1, or #2. Pronounce both words in the pair. Teams guess the order they heard (1-2, 2-1). Call out the numbers 1 or 2. Teams respond with the word (Can be done with sentences). Use both words in the pair in otherwise identical sentences. (Example: The Constitution is the heart of US government. The contribution is the heart of US government.) Teams decide which sentence has meaning, and which is silly. (Award points for correct responses.) Great Expectations: Lesson 4: Minimal Pairs Activity: scarred/scared coarse/curse boar/bored raise/race

Bingo Objective: Auditory comprehension of vocabulary from the lesson Procedure: Choose vocabulary words or phrases from the lesson summary list or from students' classroom texts. Give each team a blank Bingo card. Each team writes vocabulary words/text phrases you provide on the board in the spaces of their choice. Randomly select sentences from the text and read them aloud. Teams mark their Bingo spaces when they hear the word or phrase.

Intermediate Listening Activities

Team Spelling Test Objective: Listen for lesson vocabulary words & collaborate with others to spell them correctly. Procedure: Place ten vocabulary words (or fewer depending on time) in a pocket chart or on a chalk tray. Teams get 3-5 minutes to study the words. Hide the words from view. Each team uses one pencil and one sheet of paper. (Team name at top; numbers 1-10 down the left margin) Read the spelling words as you would during a traditional spelling test. The first team member writes word number one with the team's help, and then passes the paper and pencil to the second team member who will write word number two, etc. Students on each team take turns. Teams exchange papers. Place the 10 words back in view. Teams check each other's tests. A team gets one point for each word spelled correctly. Options: Ask for additional information. For example, you may ask teams to write a sentence with the word in it. You might ask for a specific tense, plural form, opposite, etc. An alternative technique is to have each team member complete all spelling items on his/her own paper. Team members are allowed to help each other. On completion, collect the one paper of your choice. The grade on that paper will count for each team member. Great Expectations: Lesson 4 Spelling Activity: Use the following words for the test. eye-opener, brewery, scarred, baronet, shilling, handkerchief, jealous, debt, shocked


Follow Directions Objective: Listen for the purpose of following spoken directions. Procedure: With one piece of paper and one pencil, team members take turns writing on paper what the teacher directs to complete a task. 1. For example, there might be a list of dates. The teacher might say the following: Draw a

circle around 1492. Make a star in front of 1546. Connect 1322 and 1673 with a line. 2. The teacher might direct teams to make changes to a sentence. Example: He sailed to the

Americas in 1492. The teacher says, “Circle the verb. Put a box around the preposition”. 3. Another example: Change the verb to the present tense. Add 505 years to the date. Change

the subject to the third person plural. 4. The teacher might also direct teams to complete a drawing, or draw the route of an explorer

on a map. Teams that complete the exercise correctly get a point. Great Expectations Lesson 4 Follow Directions Activity: Provide teams with paper and pencil. Teams will follow directions to identify the subject, auxiliary verb and main verb in the sentences below.

Directions: 1. Draw a circle around the subject. (Who did the action?) 2. Draw a triangle around the auxiliary or “helping” verb. (“had” for the past perfect) 3. Draw a triangle around the main verb/past participle (What is the action word?) 4. Underline one other important word or “key word” in the sentence.

Sentences: 1. Soon Pip ran out of money and he had created a large debt. 2. Estella had broken her heart too. 3. Magwitch had gone to Australia on a prison ship to become a free man. 4. During all of his years in prison, he had thought of Pip as his own son. 5. Magwitch also had provided the money for his allowance.


Dictation Objective: Listen to discriminate words in sentences and reproduce them in writing. Procedure: Dictate sentences from the lesson, saying each sentence only two times (once if listening skills allow) Team members take turns writing the sentences, assisting each other. (Teams can write sentences on the board to correct them in class, or collect as a quiz.) Option: An alternative technique is to have each team member complete all dictation items on his/her own paper. Team members are allowed to help each other. On completion, collect one paper of your choice. The grade on that paper will count for each team member. Option: Dictate a sentence with an important word left out. Offer four choices for teams to write. Example: Columbus landed in… a) Boston b) Haiti c) Argentina d) England Option for Dictating Dates or mathematical concepts/formulas: Can be written in number form or in word form (fourteen hundred and ninety-two) (All sides are equal in an equilateral triangle.) Dictate the question, so teams can write them down. Then each team answers the question in the group. (What kind of polygon has two parallel sides?) Great Expectations: Lesson 4 Dictation Activity:

a) Estella was not capable of giving her love to anyone, including Miss Havisham. b) Pip had treated Joe badly all of these years, and now he felt sorry. c) Magwitch told Pip that he had a daughter. d) Magwitch had gone to Australia on a prison ship to become a free man. e) Pip’s sister died, and Pip went home to the funeral.

Proficient Listening Activities

Interview Objective: Role play a verbal interaction in the form of an interview Procedure: You play the role of an informative person relative to the topic of the unit. Choose a representative from each team and distribute the questions among them. These students play the role of journalists. Provide students with these questions to interview you in your new role. Teams must coach their representative, and take notes of the answers for Writing Activity #1, Language Experience Story. Great Expectations: Lesson 4 Interview Activities: You play the role of Magwitch. Choose several students to play the role of Pip. Provide these students with the questions below. They take turns asking you questions. Students not asking questions must take notes of Magwitch’s answers. Students should save notes for Writing Activity #1, Language Experience Story.

a) How do you know Miss Havisham? What do you know about Estella? b) How did you become a convict? Why did you try to steal? c) Why didn’t you tell on me to the police? d) Why did you take a chance to return to England? e) Is Compeyson your enemy? Why? f) Where do you work? Does your job pay well?


Beginning Speaking Activities Intentional Intonation

Objective: Auditory discrimination and oral production of intonation/stress patterns in spoken English Procedure: Write the sentence on the board and then say it, stressing one word. Teams take turns explaining the special meaning the emphasis brings to the sentence. Repeat this process several times with the same sentence, each time emphasizing a different word. Example:

All for one and one for all! (not none) …..(not, “None for one and one for all!) All for one and one for all! (not from) …..(not, All from one and one for all!) All for one and one for all! (not three) …..(not, “All for three and one for all!) All for one and one for all! (not or) …..(not, “All for one or one for all!”) All for one and one for all! (not everyone) …..(not, “All for one and everyone for all!”) All for one and one for all! (not to)….. (not, “All for one and one to all”!) All for one and one for all! (not nobody) …..(not, “All for one and one for nobody!”)

Great Expectations: Lesson 4 Intentional Intonation Activities: Magwitch told Pip that he had a daughter. (not Jaggers) Magwitch told Pip that he had a daughter. (not showed) Magwitch told Pip that he had a daughter. (not Compeyson) Magwitch told Pip that he had a daughter. (not a son)

Backwards Build-up

Objective: Auditory discrimination and oral reproduction of rhythmic patterns of spoken English Procedure: Students practice the intonation, stress, and punctuation of sentences by repeating, by teams, the increasingly larger fragments of a sentence modeled by you. Repeat each line (as necessary) until teams can pronounce the segments well. Continue to build up to the complete sentence. Teams completing the exercise correctly get a point. Example:

…in fourteen hundred and ninety-two …blue in fourteen hundred and ninety-two …the ocean blue in fourteen hundred and ninety-two. …sailed the ocean blue in fourteen hundred and ninety-two Columbus sailed the ocean blue in fourteen hundred and ninety-two.

Great Expectations: Lesson 4 Backward Build-up Activity: a) Pip even paid an insurance company to make his friend Herbert a junior partner there. b) After returning to London, Pip spent his time visiting Estella and learning about the world

from Mr. Pocket. c) During all of his years in prison, he had thought of Pip as his own son. d) Pip thought Magwitch had done a good thing for him, so he offered to help his convict

again. e) Pip decided to take Magwitch in his rowboat after dark to the big ship going back to

Australia.


Intermediate Speaking Activities

Charades Objective: Oral production to determine word meaning and context of new lesson vocabulary Procedure: Team members guess who/what the teacher (or student) is silently role-playing. (Ex: famous person, geometric shape, scientific theory) The team guessing correctly gets point. Great Expectations: Lesson 4 Charades Activity: Suggestions:

freezing, jealous, heart in my throat, make a fuss, treat someone like dirt, put on airs, eagerly, beloved, be out of place, bully, refuse, sneer

Mixed-up Sentence Objective: Each team consults to give spoken directions to correct a “mixed-up” sentence. Procedure: Write a sentence on the board that contains lesson vocabulary and grammar, but scramble the order of the words and put a capital letter or two in the wrong places(s). Tell the class the way the sentence should read. Example sentence: A dicot seed has two parts. You might write on the board: “tWo a seed dicot hAs parts”. The person whose turn it is must verbally give directions to make a correction after consulting with the team. The teacher follows the exact directions given and, if correct, gives the team a point. Then s/he calls on next team. Example: “Move the A to the front”. You might decide to erase letter “a” in “part” and put it at the beginning of the sentence. Perhaps you erase an “a” and rewrite it on the wall somewhere in front of the classroom. In both cases, you were not given the detailed instructions necessary to complete the task, and you would move on to the next group without awarding a point. You are looking for a response something like, “Remove the first capital A and replace it with a lower case A.” Directions like these get teams points. Continue until the sentence is reorganized, with a capital at the beginning and a period at the end. Notes: This activity is very difficult and takes several weeks to master. Students will prefer to show you what to do, but do not let them. The idea is to tell you, not show you. The first time you use the activity do not spend more than five minutes. Stop and discuss the kinds of directions they need to give in the future. Do not give up on this activity, no matter how immature the students.

Proficient Speaking Activities

Twenty Questions Objective: Ask oral questions about a photo or picture to determine meaning of vocabulary words. Procedure: A student from one team selects a photo or picture without showing it to members of teams. Teams take turns asking YES/NO questions about the picture. The picture holder can only answer yes or no. If a team guesses correctly, it receives 20 points minus the number of questions that have been asked divided by two. Example: Is it from the fifteenth Century? Is it a boat? (etc.) Great Expectations: Lesson 4 Twenty Questions Activity: Photo or picture suggestions:

handkerchief, shilling, rowboat, boar, forge (n), junior partner, raise a glass, scarred, handsome, nasty, baronet


FCAT FOCUS READING SKILL: Analyzing the Validity and Reliability of Primary Sources

Teacher-Student Grammar Notes are provided as a teaching resource or student study notes. What to do and what to watch for: There are questions on the FCAT that require you to read maps, signs, pictures, diagrams, tables, graphs, and schedules. You will need to be able to understand and study the information. Then you need to decide if it is valid (correct, truthful and appropriate) and reliable (dependable, from a good source). These are important skills because there are many sources in today’s world that are not reliable and do not give valid information. Fact-checking. Be sure to read critically and check your facts from one source with the same facts in at least one other source. If your two sources give different facts that are in conflict, find a third source. The third source will probably agree with one of the other sources. If not, keep checking sources until you find two that agree. The more sources you find that give the same facts, the more reliable and valid your information. Example:

One medium apple has 70 calories (Source: Encyclopedia) One medium apple has 45 calories (Source: Supermarket calorie book) One medium apple has 70 calories (Source: Health textbook)

(In this example, you have found two reliable sources that agree that the apple has 70 calories, the encyclopedia and the health textbook.) Tables. In a table, you read information in columns and rows. Read the title, and read the column and row titles so that you know what you are reading about. Rows go left to right, and columns go up and down. Find the row you’re looking for, and then the appropriate column. Then draw imaginary lines down and across. Where the lines intersect or come together is the answer.

TITLE Column 1 Column 2 Column Row 1 Row 2 Row 3

FUNDRAISING FOR NEEDY CHILDREN

GRADE 9 GRADE 10 GRADE 11 Dollars $1,230. $1578. $2,042. Toys 557 310 129 Outfits 140 200 75

Which grade raised more money? Which grade raised more toys? Which grade raised more outfits?


Look closely at the details on maps.

a) Title. The title of the map tells what location you are viewing. Are you looking at a street map of a city? Is it a continent, country, region, or area? Is it a map that shows a place during a specific period of history?

DOWNTOWN FLORIDA VILLAGE

LEGEND; KEY Ocean & Beaches Directional Marker Hospital Donut Shop Day Care Center Military Base

¼ ½ l l l l l SCALE: 1 INCH=1/4 MILE

b) Legend/Key. The legend of a map is also called a key because it is the “key” to

unlocking the meaning of the symbols. You cannot unlock the mystery without reading and using the key or legend.

c) Directional Marker. The directional marker shows the orientation of the map. Most of

the time, North is at the top of the map. However, sometimes the orientation may be different. Be careful that you are reading the directions according to the directional marker on the map you are reading. North is not necessarily always “up”.

d) Distance Scale. The distance scale helps you to measure distances on the map, and the scale is unique to the map you are reading. Every map measures distance differently, so be sure you find and use the distance scale on the map you are reading.

Think about the meaning of pictures and symbols. Some symbols or pictures show ideas that are easy to recognize. When you see a picture or symbol you do not recognize, study it carefully and try to figure out what it means by its location or other information that is nearby. Sometimes symbols or pictures are used instead of written words to communicate ideas.

What is the possible meaning and location of each of the symbols or signs above? Could

any of the signs be used in more than one location for a different purpose?

M A B INTERNATIONAL STREET I A N R 1ST R Y S BEACH AVENUE T. SU

RFE

R S

TREE

T

NO PARKING

FIRST AID

ONE-WAY ONLY

NO


Read signs for information.

a) Public Information. Signs are used to communicate important information to the public. A sign can be a poster, flyer, notice, traffic sign, or advertisement. Signs help to warn us of danger, find public services and facilities, get news about events, and know the rules we must follow in public places.

b) Rules, Regulations, Policies, Laws. Reading signs is important so that we do not get into trouble by breaking the laws or rules.

Diagrams. Diagrams label objects so that you know how to use them. A diagram is an illustration. Each part of the diagram is labeled. Read the labels and study the parts of the diagram carefully before answering questions. Try to see what the real object or location is like in your mind. Schedules. Reading a schedule is like reading a table. The schedule, however, shows time. Remember to draw an imaginary line down the column and across the row. Where the lines intersect or meet is your answer.

SCHEDULE OF ARRIVALS: L. A. INTERNATIONAL

9:00am 10:00am 11:00am 12:00pm 1:00pm New York #1024 #567 #320 #748 #351 Chicago #203 #497 #1098 #438 #1653 Miami #42 #1033 #520 #637 #121

When does the first afternoon flight arrive? What time does the last flight arrive from Chicago? What flight would I take from New York to arrive before lunch?

SUPER-SATURDAY SALE ONE DAY ONLY JULY 17 2-6 PM

EVERYTHING IS 75% OFF Members only. Under 21 must be accompanied by parent. Credit only. All sales are final. No returns.

Public Loitering Prohibited Under FL ST3478.731

$ 500.00 Fine Possible Imprisonment

BATHROOM FLOOR PLAN

2. Bathtub 6.Toilet

4. Vanity &Mirror

5.Seat

3. Sink

8. Linen Closet

1. Doorway

9. Towel Racks

7. Heater 1. What bathroom fixture

is located inside fixture #8?

2. What is the location of Fixture #2?

3. Behind fixture #6, what fixture is against the wall?


Graphs. Graphs come in several shapes and sizes: circle, bar, and line graphs. Graphs show you what the numbers mean in a visual or picture form. Be sure to read vertical and horizontal titles.

a) Bar Graphs. The size of a bar shows how numbers increase, decrease or stay the same. Example:

How many students received a grade of “D” first semester? How many “A’s” did students receive both semesters? What is the largest number of students to receive a grade of “B”? Which grade stayed at the same number both semesters?

b) Line graphs. The data is shown with dots that are connected by a line. The shows

how numbers increase, decrease, or stay the same. Example:

What is the total number of points possible each 9 Weeks? What is the overall trend of class points earned? In which marking period did students make the greatest gain?

Class Grades

0

50

100

150

A's B's C's D'sNum

ber o

f Stu

dent

s

Semester 1Semester 2

CLASS POINTS EARNED

523 620859 933

0200400600800

1000

1st 9 Wks 2nd 9 Wks 3rd 9 Wks 4th 9 Wks

Num

ber

of P

oint

s


c) Circle graphs. The circle graph looks just like a pie. The pie graph is used to show

what proportion each number is to the whole. Each piece of the pie shows a percentage or fraction of the whole. Remember that the whole =100%. Example:

What grade did the largest percentage of students receive? What is the combined percentage of students receiving A or B? How many students received a below average grade?

Class Grades

GRADE OF A

17%

GRADE OF B

40%

GRADE OF C

33%

GRADE OF D

10%


Beginning Reading Activities

Pre Reading Objective: Listen to a short series of oral sentences in order to answer simple questions. Procedure: Use the short summary paragraph below (5-10 sentences). Read the paragraph to the class two times. Then read the paragraph a 3rd time, stopping at the end of each sentence to ask questions. Ask several questions for each sentence, and ask a variety of types of questions (i.e. yes/no, either/or, and “wh-“). Ask the questions at a quick pace, and if the group cannot answer quickly enough, move on to the next group. Example: Columbus sailed to America in 1492. Sample Questions: Did Columbus sail to America? Did Columbus sail to Europe? Did Columbus sail to Europe or America? Where did he sail? Did King Ferdinand sail to America? Did Columbus or King Ferdinand sail to America? Who sailed to America? Did he sail in 1942? Did he sail in 1492 or 1942? When did he sail? Option: Read the paragraph a 4th time. Ask questions again. End the activity by dictating the paragraph to the teams. Allow collaboration within the team. Collect/grade one dictation from each team. Each student on the team receives the same grade. Great Expectations: Lesson 4 Pre Reading Activity:

Pip helped his new friends in London. When Estella returned from school, Pip confessed his love. Estella said she had no love to give to anyone because of the way she had grown up. Pip’s convict Magwitch returned to give him a fortune. Magwitch had conspired with the other convict Compeyson to steal from Miss Havisham. The other convict was Miss Havisham’s fiancé! Magwitch had provided Pip’s allowance, and was always grateful for Pip’s help. Magwitch told Pip that Estella was his daughter. Miss Havisham had adopted her. Pip refused the money and decided to help his convict again.

Intermediate-Proficient Reading Activities

Total Recall Objective: Read a text in order to ask and answer short questions. Procedure: Teams prepare 3 (or more) questions and their answers from the text. Teams are allowed to write notes about the text. Teams take turns asking each other their questions, and challenging incorrect responses. Responding teams are not allowed to raise hands. The team asking the question chooses which team answers. The same question cannot be asked twice. If a team does not answer correctly, it loses a point and the team asking the question gets a point. When a team does not agree with the answer that the questioner deems correct, it can challenge that team. The challenging team must prove that it is also correct or that the questioning team is incorrect. It does not need to prove both. All teams can join a challenge on either side (questioner's side or respondent's side), but they must do so immediately. (Teams may wait to see how many teams are joining each side, which is unfair.). Once the teams have taken sides on a challenge, they look up the answer in the book. All teams siding with the correct answer get 2 points, and losers lose 2 points.


Story Grammars

Objective: Identify a common organizational pattern or “grammar” of a reading text. Procedure: Introduce story grammars by using the Language Experience Approach. The second time, have each group prepare one. Once groups have mastered story grammars, individuals can prepare their own, but include incentives for the group to help individual members. For example, you might want to give a team a point for each member who receives a grade of B or higher. Example: Setting:___, Characters:___, ___,Problem:___, Goal:___, Events Leading to goal (list in order):___, ___, ___,Resolution: ___(Three possibilities include: character solves problem, character learns to live with problem, problem defeats character) Note: Story grammars help students understand that most stories have a common organization, and they help students to write reports, evaluate the quality of stories, and write their own stories.

Judgment Objective: Read a text for the purpose of identifying facts and opinions. Procedure: On five separate strips of paper, each team writes (or copies) 5 sentences from the text that show facts and opinions. Teams write their team name on the backs of the 5 strips, and swap their sentences. Teams read the sentence strips they have, and place them in either a fact basket or opinion basket in front of the room. The teacher reads each sentence strip from the two baskets. For each, the teams decide if the sentence was correctly placed. If correct, the team with its name on the strip gets a point. If not correct, that team loses a point. (This encourages effective writing.) Option: This activity may be adapted to focus on cause/effect, reality/fantasy or inferred/explicit.

True or False Objective: Read a text passage for the purpose of making true and false statements about it. Procedure: Teams make a “T” chart (2 columns with titles--one side is for true, the other side is for false). Teams make three true or false statements about the text. A representative from the first team reads one statement aloud. The other teams listen and place their token on the appropriate side of their True/False chart. The questioning team decides which choices are correct. Each correct answer earns a team a point. In a disagreement, follow the challenge rules of Total Recall.


Scan

Objective: Scan a text for the purpose of asking and answering simple questions. Procedure: 1. Teams write 3 questions about an assigned text. Next to each question, they write page

number and paragraph number where the answer is located. 2. A representative from each team asks the team’s questions. The other teams get 60

seconds for each question to scan the text, find the answer, page and paragraph numbers, and write them on a sheet of paper. Any team not getting the answer within that time loses a point.

3. Any time a responding team loses a point, the questioning team gets a point. The responding teams take turns reading out their page and paragraph numbers. Then the questioning team reads its page and paragraph numbers.

4. Team respondents who have the same answer as the questioner get an automatic point. Respondents who do not have the same answer as the questioner are not automatically wrong. Both the questioner and respondent read aloud their chosen paragraph. The questioner then decides if the respondent is also correct (Many times the answer to a question can be found in more than one place in a text). If the respondent is also correct, the respondent gets a point.

5. If the questioner says that the respondent is incorrect, the respondent may challenge (as in Total Recall). The responding team must prove that it is also correct or that the questioner is incorrect. It does not need to prove both. Other teams may join one side or the other. The teacher then decides who wins. Winning teams get 2 points and losers lose 2 points.


Beginning- Writing Activities

Language Experience Story Objective: Use student-created writing as a text as a model for individual student writings, for rereading or other written activities, including Story Grammars, RAFT, and Spool Writing. Procedure: Language Experience instruction involves asking students to talk about some item of relevance to the class. You may use information from Listening Activity “Interview” or information learned in other unit activities. Individual team members and teams take turns offering sentences to be added to the text. You write individual contributions on the board, including non-standard forms or word order. Then ask teams to correct or change the text to standard English grammar and syntax and to decide on an organizational format. Assist teams in making necessary adjustments. After the text is corrected, students copy it in their notebooks, or you can type and distribute it.

Indirect Speech Objective: Write a familiar dialog in paragraph form, using indirect or reported speech. Procedure: Use the dialog in this lesson written for Presenting Activity “Dialog”. After teams have completed presenting their dialogs (see Presenting Activities), have each group write the dialog in a paragraph format using indirect speech. Example: COLUMBUS: “I need money to buy ships to sail west.” Columbus asked the queen for some money to sail to the west. Teams use one piece of paper and one pencil only. Each member takes a turn writing a line of the dialog. Other team members can offer help, but they cannot write it for the individual whose turn it is to write. Collect and grade. Each member of the team gets the same grade. Great Expectations: Lesson 4 Indirect Speech Activity: Use the dialog in this lesson written for Presenting Activity “Dialog”.

Example: Magwitch: Then quickly, take this money. I must go. Pip: No, I can’t take your money. Pip told Magwitch that he couldn’t take his money.


Intermediate-Proficient Writing Activities Language Experience Story

Objective: Create a collaborative writing text to use as a model for re-reading, individual student writing or other written activities (including Story Grammars, RAFT, and Spool Writing) Procedure: Language Experience Story instruction involves asking students to talk about some item of relevance to the class. (You may use information from Listening Activity 6, the Interview, or information learned in other unit activities.) Teams take turns, through individual members, offering sentences to be added to the text. You write their contributions on the board, including non-standard forms and word order. Ask groups to change the text to standard English grammatical and lexical forms and to decide on an acceptable organizational format. Help the groups when they cannot make all of the necessary adjustments. After the text is corrected, students copy it in their notebooks, or you can type and distribute it.

Framed Paragraphs Objective: Use a “frame” (outline or template) for writing a paragraph that contains a main idea (topic sentence), supporting details, and a summary statement (conclusion). Note: Framed paragraphs make very good exam preparation questions. Procedure: Introduce framed paragraphs to the class by creating a story collectively using the language experience approach. The second time you assign framed paragraphs, have each group prepare one. Once the groups have mastered framed paragraphs, each student prepares his/her own. Include incentives for the group to help individual team members. For example, give a team one point for each member who receives a grade of B or higher. After constructing a model paragraph with the class, groups, pairs, or individuals find examples in text. Social Studies Example: There are many cultures of people living in Florida. First.... Second.... Third.... These groups and others.... Language Arts Example: ..., a character in the novel... by... is.... An example of this behavior is... Another example is.... Finally.... Therefore, this character is... Science Example: OBSERVATION: After observing... HYPOTHESIS: I think... MATERIALS: 1…2…3…PROCEDURE: 1…2…3… DATA: 1…2…3… ANALYSIS: The results show.... This was caused by.... Therefore, my hypothesis was/was not correct because....

Great Expectations: Lesson 4 Framed Paragraphs Activities: Sample #1: (Personal and Emotional Connections) In Chapter 8 of Charles Dickens’ Great Expectations, the reader connects on an emotional level with the main character, Pip. First, the reader can identify with Pip when _____ (he meets his convict again). Pip feels _____ because _____ (detail #1). When Pip learns_____ (the truth about Estella’s father), the reader understands what Pip is experiencing because _____ and _____ (detail #2). Then Pip learns that _____ (the second convict Compeyson is Miss Havisham’s fiancé). The feelings that Pip expresses, like_____ and _____ are understandable. This is because _____ (detail #3). When Pip decides to _____ (help his convict Magwitch again), it makes the reader think about _____. Everyone can imagine why at the end of the chapter, Pip _____ and _____ (Conclusion).


Great Expectations: Lesson 4 Framed Paragraphs Activities: Sample #2: (Literary Devices: Irony) Use the following examples of irony in Ch 8:

a) Pip’s convict had thought of Pip as his own son. Yet he was a stranger who threatened to kill Pip and young Pip feared him.

b) Pip always thought that it was Miss Havisham who had helped him. When it turns out that it was the convict, we are surprised.

c) Estella turns out to be the daughter of a convict instead of a lady born to wealth. Yet Pip wanted to be a gentleman to be worthy of her.

d) The second convict turns out to be Miss Havisham’s fiancé. The reader would never have guessed this.

In Chapter 8 of Great Expectations, Charles Dickens fools our sense of reality and our expectations by creating unexpected events that are ironic. Three examples of irony in this chapter are _____, _____ and _____ (topic sentence). It is ironic that _____because _____ (detail #1). A second example of irony is _____because_____ (detail #2). A third example or irony in the chapter is _____. This is ironic because_____ (detail #3). What appears to be true and what is true surprises the reader in Chapter 8 of the story. Our new reality is _____, _____ and _____ (restate briefly-conclusion).

Opinion/Proof Objective: Organize ideas/information to find supporting evidence for an opinion. (pre-writing) Procedure: Introduce the concept by having students read a selection from which opinions can be formed. Draw a “T” chart on the board. On the left side of the “T”, write OPINION and on the right, PROOF. Under OPINION, write the students’ opinion(s) of the selection. For each opinion, students must find factual statements from the text that support the opinion. Example: OPINION: Napoleon was a great leader. PROOF: He ended the revolution. He drew up a new constitution. He made taxation fair. He chose government workers for their ability. Option: Opinion/Proof may be used for several written activities described in this document, including Story Grammars, RAFT, and Spool Writing. It can also be used by students as a format for note taking from books, videos, and lectures. Option: Teams can write their opinions and support with proof. (think/pair/share activity). Great Expectations: Lesson 4 Opinion/Proof Activity: Opinion/Proof may be used for several written activities described in this document, including Story Grammars, RAFT, and Spool Writing. Students can also use it as a format for note taking from books, videos, and lectures. Allow teams to write their own opinion to support with proof if they are at a proficient level. This can be used as a think/pair/share activity. Use the following as a starter for less proficient students:

Opinion Pip made a bad decision to help his convict again. Proof The convict broke the law by returning to England. Pip was taking a chance of getting into trouble with the law. Pip was a scared child when he helped him the first time. He’s an adult now and should know better. Pip is a gentleman and shouldn’t get involved with a convict. Pip wasn’t taking any money, but he could still go to prison. If he gets in trouble, he could hurt Estella and lose her. If Estella finds out who her father is she will be devastated.


Spool Writing

Objective: Write a “spool” (5-paragraph essay with an introduction, 3-paragraph body of supporting arguments with evidence, and a concluding paragraph. Procedure: Use graphic organizers, the summary, modeled writing, and guided writing to plan prewriting activities for developing a “spool”. A spool is a five-paragraph essay in which the first paragraph is an introduction (controlling idea, or thesis). The next three paragraphs make up the body of the essay. Each of these paragraphs begins with an argument sentence to support the thesis and has three supporting sentences for the argument sentence. The weakest argument should be presented in the first paragraph of the body, and the strongest argument in the last paragraph of the body. The final (5th) paragraph is the concluding paragraph, which begins with a restatement of the thesis sentence, and is followed by a restatement of the three argument statements of the body. Introduce the spool essay by creating a story collectively using the Language Experience Approach. The second time you use spool writing, each group prepares one. Once the groups have mastered the spool essay, each student prepares his/her own, but include incentives for the team to help individual members. For example, you might want to give a team one point for each member who receives a grade of B or higher.

SAMPLE FORMAT FOR ANALYZING VALIDITY/RELIABILITY OF PRIMARY SOURCES

In reviewing the information I found on my topic_____, I discovered whether my information is valid and reliable (Topic sentence). I reviewed information from three dependable sources, _____, _____ and _____ (Name your 3 sources here - map, sign, picture, diagram, table, graph, schedule, book, encyclopedia, dictionary, almanac, yearbook, atlas, telephone directory, newspaper, card catalog, computer catalog, website, reference book, Reader’s Guide, etc). I identified three pieces of information that my sources all had in common, _____, _____ and _____ (state three facts to check). Then I drew conclusions about the validity and reliability of the information, which is explained below.

My first fact is _____. I found information in the _____, _____ and _____. (Indicate Sources #1, #2 and #3). When I compared the three to check my facts, I discovered that _____ (all three agreed, 2 of 3 agreed, none agreed). I drew the conclusion that my information was _____ (reliable, unreliable) because I need at least two of my three sources with the same fact to be reliable. I need (do not need) to find another source to verify that my information is correct.

My second fact for fact checking is _____. I found information in the _____, _____ and _____. (Indicate Sources #1, #2 and #3). When I compared the three to check my facts, I discovered that _____ (all three agreed, 2 of 3 agreed, none agreed). I drew the conclusion that my information was _____ (reliable, unreliable) because I need at least two of my three sources with the same fact to be reliable. I need (do not need) to find another source to verify that my information is correct.

The third fact I found that I checked is _____. I found information in the _____, _____ and _____. (Indicate Sources #1, #2 and #3). When I compared the three to check my facts, I discovered that _____ (all three agreed, 2 of 3 agreed, none agreed). I drew the conclusion that my information was _____ (reliable, unreliable) because I need at least two of my three sources with the same fact to be reliable. I need (do not need) to find another source to verify that my information is correct.

My review of primary source information on my topic _____ (restate your topic) proved to be useful to determine how reliable my information is. The three sources I used were _____; _____ and _____ (restate your sources). I checked three facts, including _____; _____ and _____ (restate your facts). At this point in my investigation, I determined that _____ (I have all the information I need, I need to find other sources, I need to look for other information I can verify.)


Great Expectations: Lesson 3 Spool Writing Activities: Sample Format for Analyzing Validity/Reliability of Primary Sources Suggested Topic(s):

The Life of Charles Dickens Modern Life in London Life in England in the 1860’s Average Sentences in the US for Convicted Thieves Adoption (or adoption rates) in the United States Steamships in the 1800’s Prisons in the 1800’s (US, England or Australia) Monetary Exchanges US and Britain

RAFT Objective: Write on a topic in a specific format, understanding role as a writer and audience. R-A-F-T is a system for making sure students understand their role as a writer (R), their audience (A), the format of their work (F), and the topic of the content (T). Examples: persuade a soldier to spare your life, demand equal pay for equal work, or plead for a halt to coal mining in our valley.

• (R): For role (R), of the writer, the writer considers who s/he is (Examples-a soldier, Abraham Lincoln, a slave, a blood cell, or a mathematical operation).

• (A): For audience (A), the writer considers to whom s/he is writing (Examples-to a mother, to Congress, to a child.)

• (F): Format (F) determines what form the communication will take. (Examples-letter, speech, obituary, conversation, memo, recipe or journal)

• (T): The topic (T) consists of a strong verb as well as the focus. Procedure: Introduce RAFT by creating a story collectively using the Language Experience Approach. The second time you assign RAFT, have each group prepare one. Model for students, explaining that all writers must consider their role as a writer, their audience, the format, and the topic These four components are critical in every written assignment. Assist teams to brainstorm ideas about a topic. Work with teams to list possible roles, audiences, formats, and strong verbs that are appropriate for each topic. Once the groups have mastered RAFT, have each student prepare his/her own, but include incentives for the group to help individual members. For example, you might want to give a team a point for each member who receives a grade of B or higher. Great Expectations: Lesson 4 RAFT Activity: Students write according to role, audience, format, & topic.

R-Your role as a writer is Pip. A-Your audience is Joe. F-The format of your writing is a personal letter. T-Your topic is to write a letter expressing your appreciation and gratitude to Joe for raising you, showing you kindness and teaching you honesty.

FCAT Writing FCAT Writing: Lesson Topic: (Persuasive or Expository Prompt) Distribute the planning sheets and writing folders containing the prompts to the students. Provide students with the writing situation and directions for writing. Remind the students to budget their time: approximately ten minutes on brainstorming and prewriting, twenty-five minutes on drafting, ten minutes on editing. Record the time and give students the command to begin. After 45 minutes, ask the students to stop writing and place their planning sheets inside their folders.


Great Expectations: Lesson 4 FCAT Writing Activity (Persuasive Prompt): Writing Situation: Your friends have just found out that you are the child of one of the wealthiest and most famous families in the world. You are concerned that this may influence your relationships with them, and you don’t want that to happen. Directions for Writing Think about how this information about your identity might affect you and your friends. How might your friends see you differently? How will you convince your friends that you are still the same person? How will you convince them that nothing in your relationships is different? Now write to persuade your friends that nothing has changed, that you are the same person you have always been and that you don’t want your friendships to change.


Beginning Presenting Activities

Dialog Objective: Write a short dialog of 4-6 lines between two familiar characters. Procedure: A dialog can be between 2 historical characters, 2 fictional characters in a story, novel, play, etc. or between 2 imaginary characters such as a germ and a white blood cell. The topic of the dialog should be related to the subject being studied, and the grammar and vocabulary used in the dialog should reflect the grammar and vocabulary focus of the unit. Model each line of the dialog, having the entire class repeat after you. Then, say each line and call on whole teams to repeat the line. Then say each line and call on individual students to repeat the line. Practice dialog lines using the whole class, a whole team, and individuals until students can know the lines of the dialog. Example:

Character A: These items are expensive. We are not selling very many. Character B: We need to sell more of them. Character A: But, then the price will decrease! Character B: But, we will still get more money because the volume will increase. Character A: We do not have enough money to make more than we do now. Character B: Then we will borrow some money by issuing bonds.

Option 1: You take the part of A and the class takes the part of B. Then you take part B and the class takes A. Then work with whole teams and you, then individuals and you, then groups and groups, then individuals and individuals. Move back and forth among these combinations until you think the majority have adequate intonation, stress, and pronunciation. Option 2: Erase two words at random from each line during repetition. Then erase two more, two more, and so on until there are no words left on the board. Option 3: Each group chooses a member to represent them by presenting the dialog with a member from another group in front of the class. If the representative can say his/her lines correctly then the group gets a point. Option 4: Have each group rewrite the dialog from memory. Groups are to use one piece of paper and one pencil or pen only. Each member takes a turn writing a line of the dialog. Other team members can offer help but they cannot write it for the individual whose turn it is to write. Collect the paper and grade it. Each member of the team gets the same grade. Great Expectations: Lesson 4 Dialog Activity:

Pip: You must get out of England right away. You are in danger. Magwitch: From whom? I told you no one remembers. Pip: There is one man. Compeyson. I saw him hanging around outside when I

came in. Magwitch: Then quickly, take this money. I must go. Pip: No, I can’t take your money. You’ve done enough for me. But I will get

you safely out of the country.


Intermediate Presenting Activities

Show and Tell Objective: Present orally on a familiar topic and respond to questions on the topic. Procedure: A student brings something to class related to the subject at hand and, within 3 minutes, makes an oral presentation about it. Teams take turns asking the student questions about it. For each question the presenter can answer, his/her team gets a point. For each question he/she cannot answer, the team loses a point.

Proficient Presenting Activities

Making the News Objective: Present orally to a group on a familiar academic topic in a news format. Procedure: Teams take turns developing a 3-4 four-minute news broadcast about the subject being studied. There may be several related stories. There must be one story (no matter how short) for each member of the group. The reporting group may refer to notes but not to the text. Other teams can refer to their texts, and have the opportunity to each ask two questions of the reporting team. The reporting team members take turns answering questions, but other team members may help them. The questioning group gets two points for each question the reporting group cannot answer. The reporting group gets a point for each question it can answer. Follow the rules for Total Recall when there is a challenge. Examples: Columbus gets the jewels from the Queen of Spain, the long voyage, Hispaniola landing Great Expectations: Lesson 4 Making the News Activities:

Convict Takes a Chance Havisham Family Secret

Intermediate-Proficient Viewing Activities

Total Recall, True or False, Judgment Objective: View a video or speech for the purpose of asking and answering simple questions, making true and false statements, and distinguish facts from opinions. Procedure: Modify reading activities, such as Total Recall, True or False, and Judgment to use when viewing a video or speech. The effectiveness of a challenge is not as high as with a written text.


Beginning Vocabulary Activities

Line of Fortune Objective: Identify and recreate words and word parts from spelling clues. Procedure: (This activity is very similar to Hangman, but involves more complex team decision-making.) Choose a word from the lesson’s vocabulary and write the appropriate number of dashes to represent the letters of the word. For example, for the word dicot you would draw five dashes. A team member guesses a letter. If the letter is not found in the word, write the letter under the dashes and move on to the next team. If their letter is found in the word, then write the letter on the appropriate dash. When a team guesses correctly, they have the option to guess the word. If they choose not to guess the word, call on the next team. If they choose to guess and successfully guess the word, then they receive ten points minus the number of letters written under the dashes from incorrect previous guesses, and the game is over. If they choose to guess and do not guess the word, then they lose points equal to the number of letters written under the dashes, and you call on the next team. If no team can guess the word before ten incorrect letters are written under the dashes then all teams lose points equal to the number of teams in the class.

Concentration Objective: Identify vocabulary words and their meanings. Preparation: On twenty 8” x 5” index cards, write the numbers 1-20, one number per card. Place these cards in order, 3 per line in a pocket chart. On another 20 index cards, write, one word per card, 10 vocabulary items from the lesson 2 times each. Shuffle these cards and place them behind the numbered cards. Procedure: Teams will match the vocabulary words with their meanings. Choose one team to go first. A member of that team picks two numbers. Remove those cards from the chart, leaving the words behind them visible to the class. The student reads the words, with the team’s assistance if needed. If the words match, leave them showing and give the team a point. If they do not match, replace the numbers and call on the next team. Option: Instead of writing each noun 2 times, write it once in the singular and once in the plural. When working with verbs, write one in the present tense and one in the past. Matching variations such as these helps the students understand that, despite certain differences in the visible spelling of two words, they are still semantically related at a deeper level. Great Expectations: Lesson 4 Concentration: Match vocabulary words with their meanings:

a British gentleman or lord baronet raise a glass to celebrate toast British monetary unit shilling treat someone very badly treat someone like dirt good fortune or godsend blessing having blemished or marks, marred scarred a person who you love beloved rough or vulgar coarse exaggerate or overstate social position put on airs


Intermediate Vocabulary Activities

Jeopardy Objective: Use clues to identify vocabulary words, characters’ names, places, etc. in the story. Preparation: Place 3 cards across the top of a pocket chart, the first with the letter A printed on it, the second with B, and the third with C. Down the left side of the chart (one per line), place three cards with the numbers 2, 3, and 4 respectively. Place three easier vocabulary items (not visible to the class) next to the number 1 card, and below each of the letter cards, place 3 more difficult words on line 2 in the same manner, place three of the most difficult words on line three. Procedure: Choose one team to go first. A member of that team picks the word s/he wants to guess (“2-C” for example). Give the student a definition of clue for the word (This animal barks.) The student, with the help of his team, responds with the word presented in question format (What is a dog?). If the answer is correct, that team gets 2, 3, or 4 points, depending on the word’s level of difficulty. If the answer is incorrect, the next team tries for the same word but for one point less than the previous team. For example, if the first team guessed incorrectly for a word worth 3 points, the next team to try would get 2 points if it answered correctly. If it too guessed incorrectly, the next team would get one point if it answered correctly. If no team can answer correctly before the points are reduced to zero, then all teams lose 1 point. Great Expectations: Lesson 4 Jeopardy Activity:

Question Answer a) Who is Estella’s father Abel Magwitch a) What is something shocking eye-opener a) Where beer is made brewery b) Who is Miss Havisham’s fiancé convict Compeyson b) How Pip felt about Estella heart in his throat b) How Pip helped Herbert Pocket paid for a junior partner job c) What is a synonym for bully brute c) What is questionable business deal shady deal c) What is another word for wild pig boar

Wrong Word Objective: Identify, analyze, and correct errors in vocabulary usage. Procedure: Read a sentence with a wrong word in it. Teams find the word that is “wrong” and correct it, receiving a point for each correction. Ex: The contribution tells us how the government will operate. (should be Constitution) Many people have moved to Florida for the arctic climate. (should be tropical) At a more Proficient level, embed an incorrect sentence among other correct sentences. Teams can make sentences with incorrect words for other teams to correct. Great Expectations: Lesson 4 Wrong Word Activity:


Classification Objective: Classify vocabulary into two or three groups. Procedure: Model the activity, beginning with several words for teams to classify into groups. Ask students to identify an appropriate label for the groups they create. Discuss other words that could go into each group. Each team gets out one pencil and one sheet of paper. The captain writes team name and divides the paper into the appropriate number of columns (groups). The captain labels columns for classifications and sets timer for 5 minutes. Team members take turns writing words in appropriate columns (as in the Team Spelling Test). Note that words do not have to come from the lesson vocabulary. When the timer rings, collect papers. Teams get one point for each word they place correctly. Spelling should not count.


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

PAST PERFECT TENSE Understanding time relationships can change the meaning of ideas. The past perfect expresses an activity that was completed before another activity or time in the past. Both actions happened in the past, but one had happened farther back in the past than the other. In other words, one happened first, the other second. The first is the past perfect “had” and the second is the simple past.

TIMELINE: I had eaten when Bob came. I ate at noon. Bob came at 3:00. I ate my meal before Bob came. I ate first; Bob came second.

←PAST PERFECT← ←SIMPLE PAST← ↓PRESENT↓ →FUTURE→ FIRST SECOND

I had eaten (12:00 noon) Bob came (3:00 pm) Other Examples: The robber just walked right in. Someone had forgotten to lock the door. He told the same story his grandfather had told him. It was 2,000, and twenty years had passed since 1980. Review of Simple Past and Irregular Past: The Simple Past is used to talk about an action that began and ended in the past (yesterday, last night, two weeks age, in 1776). It is formed by adding –ed to a verb (walked, stayed, arrived). Some verbs have irregular past forms (ate, took, heard, went, etc.)

Examples: We drank a cup of coffee before breakfast. I spoke to Jenny’s last week. I cooked chicken and rice, and served a delicious dessert.

Simple form: form that you find in the dictionary. It is the base form with no endings on it. Simple past form: ends in –ed for regular verbs. Most verbs are regular, but common verbs have irregular forms. Past participle: ends in –ed or –en for regular verbs. Some verbs are irregular. It is used in the perfect tenses, including the past perfect in this lesson.

Principal Parts of Verbs:

Verbs have 3 principal “parts”. SIMPLE FORM

SIMPLE PAST

PAST PARTICIPLE

work worked worked eat ate eaten

*See chart for more irregular forms


Principal Parts Of Irregular Verbs: Alphabetical Reference/Study Sheet

Verb Simple

Past Past

Participle Verb Simple

Past Past

Participle Verb Simple

Past Past

Participle be was/were been give gave given run ran run beat beat beaten/beat go went gone say said said begin began begun grow grew grown see saw seen bite bit bitten hang hung hung sell sold sold bring brought brought have had had send sent sent build built built hear heard heard shoot shot shot buy bought bought hide hid hidden sing sang sung catch caught caught hold held held sit sat sat choose chose chosen keep kept kept sleep slept slept come came come know knew known speak spoke spoken cost cost cost lay laid laid spend spent spent creep crept crept lead led led stand stood stood cut cut cut leave left left steal stole stolen dig dug dug let let let swear swore sworn do did done lie lay lain swim swam swum draw drew drawn light lit/lighted lit/lighted take took taken eat ate eaten lose lost lost teach taught taught fall fell fallen make made made tell told told feel felt felt mean meant meant think thought thought fight fought fought meet met met throw threw thrown find found found mistake mistook mistaken understand understood understood flee fled fled pay paid paid wake woke/waked woken/waked fly flew flown put put put weep wept wept forget forgot forgotten read read read win won won forgive forgave forgiven ride rode ridden withdraw withdrew withdrawn freeze froze frozen ring rang rung write wrote written get got gotten rise rose risen

Word Order Cards Objective: Identify and use appropriate word order in sentences. Procedure: Choose some of the more complex sentences of the summary to cut up for this exercise. After writing a sentence on a sentence strip, cut up the sentence into individual words. Shuffle the words. With the team's support, one member rearranges the words to reform the sentence. The team gets a point if the cards are rearranged correctly.


Modified Single Slot Substitution Drill Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar sentence in a single slot. Procedure: The teacher writes a sentence on the board and underlines one word. Teams take turns replacing the underlined word with a new word. When students can no longer think of substitutes, the teacher underlines a different word, and the activity continues. Example: The soldiers who surrendered were killed. Possible substitutions for killed: butchered, kissed, hugged, spared The soldiers who surrendered were butchered. Possible substitutions for surrendered: spared, killed, ran, slept The soldiers who surrendered were spared. Possible substitutions for soldiers: people, police, robbers, children Notes: • Sometimes, changing one word necessitates changing another word as well. The queen was dancing when the soldiers arrived. (Substitute king and queen) The king and queen were dancing when the soldiers arrived. • It is not necessary for the sentences to be historically correct, sensible, or even possible. It is

important for the correct part of speech to be used. Great Expectations: Lesson 4 Modified Single Slot Substitution:

(a) Magwitch (b) had come (c) to give (d) Pip (e) a fortune. Possibilities: (a) Jaggers, Herbert Pocket, Mr. Pocket (b) had tried, had wanted, had cared enough (c) to find, to show, to tell, to teach (d) Estella, Pip, his young friend, Magwitch (e) a home, friendship, about the world


Intermediate Grammar Activities Sentence Builders

Objective: Expand sentences by adding new words in the appropriate order in a sentence. Procedure: The teacher says a sentence, and, after a pause, an additional word or words. Teams must make a new sentence that adds the new word(s) in the correct place in the teacher's original sentence. Give a point for each correct answer. Example:

Teacher: Fish is a food. (healthy) Team Response: Fish is a healthy food. Teacher: Fish is a healthy food. (fresh) Team Response: Fresh fish is a healthy food.

Great Expectations: Lesson 4 Sentence Builders: a) Pip bought new clothes. (in London)

In London, Pip bought new clothes. (and dinner) In London, Pip bought new clothes and dinner. (for his new friends) In London, Pip bought new clothes and dinner for his new friends.

Continue with the following: b) Pip paid. (an insurance company) (to help his friend) (become a junior partner) (there) c) Pip ran out of money. (soon) (and he had created a debt) (large). d) Pip walked in the garden. (Estella and) (and Pip confessed) (his love) (for her) e) Estella was not capable. (of giving) (her love) (to anyone) (including Miss Havisham)

Multiple Slot Substitution Drills

Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar sentence in a multiple slots. Procedure: This drill is often taught together with or right after the single slot substitution drill. Its organization is similar to single slot substitution, but more that one part of the sentence changes. Give a point for each correct answer. Example: Columbus sailed in 1492. (Pizarro) Pizarro sailed in 1492. (1524) Pizarro sailed in 1524. (arrived) Pizarro arrived 1n 1524. Great Expectations: Lesson 4 Multiple Slot Substitution Activities: (a) Pip (b) refused to accept (c) the money. Possibilities: Herbert, eagerly took, Compeyson, the large fortune, was shocked about, the generous offer, Mr. Pocket, the pounds, decided to think about


Flesh it Out

Objective: Use key words in the appropriate order in a grammatically correct sentence. Procedure: The teacher gives the key words of a sentence and teams puts them into a grammatically correct sentence. Give points for correct answers in the oral format. Give grades in the written format. Key words: he/sail/america/1492. Answer: He sailed to America in 1492. Key words: he/sail/america/? (past)(yes/no) Answer: Did he sail to America? Great Expectations: Lesson 4 Flesh it Out Activities:

a) Pip/know (past)/that/he/be (past)/like/Estella. b) Magwitch/tell (past)/Pip/that/he/have (past)/daughter. c) other/convict/be (past)/Miss Havisham/fiancé! d) Magwitch/also/provide (past perfect)/money/for/allowance. e) Pip/think (past)/Magwitch/do (past perfect)/good/thing/him.

Transformation Exercises

Objective: Change the form or format of a sentence according to the situation. Procedure: Students change the format of a sentence based on teacher directions or prompts. Give points for correct answers in the oral format. Give grades in the written format. Examples: 1. Is it raining? (Answer the question, yes.) Yes, it is raining. 2. It is raining. (Ask a yes/no question.) Is it raining? 3. Many Indians died from disease. Many Indians died from starvation. (Combine 2 sentences into one sentence.) Many Indians died from disease and starvation. Great Expectations Lesson 4 Transformation Exercises: Students respond by restating the sentence starting with the expression, “Before that”, and changing the verb to the past perfect tense using “had.” Example:

Pip treats Joe badly. Before that, Pip had treated Joe badly. a) Magwitch sends Jaggars to bring Pip to London. b) Pip sees Compeyson, Magwitch’s enemy. c) Pip creates a large debt. d) Magwitch goes to Australia on a prison ship. e) Abel conspires with her fiancé to steal money f) Magwitch thinks of Pip as his own son.


Who What, When, Where, How, Why Objective: Listen to a sentence and respond to “Wh" questions in writing. Procedure: Read a sentence and then ask the “wh" questions about it. Teams write a short answer on a numbered sheet of paper. Example: Teacher: The heart constantly pumps blood to the body 24 hours a day to keep the body alive. What…? (Teams write heart.) Where…? (Teams write to the body) How...? (Teams write constantly) Why…? (Teams write to keep the body alive) When…? (Teams write 24 hours a day). Team members take turns writing answers on the board (for class discussion) or on a team/individual paper (for a grade). An alternative technique is to have each team member complete all items on his/her own paper. Team members are allowed to help each other. On completion of the activity, collect the one paper of your choice. The grade on that paper will count for each team member. Great Expectations: Lesson 4: Who, What, When, Where, How, Why Activities:

a) Pip bought a rowboat to use on the Thames River, since this is what gentlemen did. (who, what, where, why, how)

b) Magwitch had gone to Australia on a prison ship to become a free man. (who, what, where, why, how)

c) Pip found out that it was Magwitch who had sent Jaggars to bring Pip to London. (who, what, where, why, how)

d) Pip decided to take Magwitch in his rowboat after dark to the big ship going back to Australia. (who, what, when, where, how)

e) After returning to London, Pip spent his time visiting Estella and learning about the world from Mr. Pocket. (who, what, when, where, why, how)

Sentence Stretchers Objective: Expand grammatically correct sentences by adding new words in appropriate order Procedure: One team begins by making a sentence orally that contains the language or content focus of the lesson. (Make the starter sentence as short as possible.) For example, in a lesson focusing on weather and on adjectives, the first team might say, The cloud is floating. The first team gets a point. Other teams take turns expanding the sentence, getting a point each time something is added successfully or until teams run out of expansions. The white cloud is floating. The fluffy white cloud is floating in the sky. The fluffy white cloud that looks like a boat is floating in the sky. Etc. Great Expectations: Lesson 4 Sentence Stretcher: Begin with the sentence: The man was Abel.

The man was Abel Magwitch. The man was Abel Magwitch, the convict. The man was Abel Magwitch, the convict that Pip had helped. The man was Abel Magwitch, the convict that Pip had helped when he was a boy. The strange man was Abel Magwitch, the convict that Pip had helped when he was a boy. The strange man was Abel Magwitch, the convict that Pip had helped when he was a little boy. The strange man was Abel Magwitch, the convict that Pip had helped when he was a little boy living with his sister.


Look it Up Objective: Identify specific grammatical structures and change them according to the situation. Procedure: Teams look up sentences in their text that have a specific grammatical structure. As an oral practice, teams get a point for a correct answer. As a written exercise, it can be graded. Version One: Discuss the grammar point with the students then have them find example sentences in their texts. You might want to limit the pages they are to search. Version Two: Write sample sentences on the board in a tense not usually used in the text. Ask students to find similar sentences in the text and to determine the difference between the text sentences and the sentences on the board. In history books, for example, most sentences are in the past tense, so the sentences you write on the board would be in the present tense. During a discussion of the difference between the text sentences and your sentences, you would help the class discover why the text uses past tense sentences so often. Version Three - Students locate sentences in the text with a specific grammatical structure and then restate or rewrite the sentence in a new form specified by you. Example: change statements into questions, affirmative to negative, past to present, or passive voice to active. Great Expectations: Lesson 4 Look it Up: Teams locate examples of the past perfect tense in the text and summary

Rewrite the Paragraph Objective: Identify specific grammatical structures and change them according to the situation. Procedure: Use a paragraph based on the text, and language focus structures of the lesson. Teams read and discuss necessary changes. Members work together to rewrite a grammatically correct paragraph with the changes. Collect one paper from each team for a grade. (Examples: Change one verb tense to another, nouns to pronouns, adverbs to adjectives, etc.) Great Expectations: Lesson 4 Rewrite the Paragraph Activity: Teams will rewrite the paragraph changing the verbs to the present tense. Pip helped his new friends in London. When Estella returned from school, Pip confessed his love. Estella said she had no love to give to anyone because of the way she had grown up. Pip’s convict Magwitch returned to give him a fortune. Magwitch had conspired with the other convict Compeyson to steal from Miss Havisham. The other convict was Miss Havisham’s fiancé! Magwitch had provided Pip’s allowance, and was always grateful for Pip’s help. Magwitch told Pip that Estella was his daughter. Miss Havisham had adopted her. Pip refused the money and decided to help his convict again.


Name _____________________________________ Date _____________ Great Expectations: Lesson 4: Exercise 1 Fill in the blanks with the correct word.

allowance

fiancé

confessed

London

had conspired

had grown up

refused

steal

fortune

grateful

had adopted

Pip helped his new friends in __________. When Estella returned from school,

Pip __________ his love. Estella said she had no love to give to anyone because of the

way she __________. Pip’s convict Magwitch returned to give him a __________.

Magwitch __________ with the other convict Compeyson to __________ from Miss

Havisham. The other convict was Miss Havisham’s __________! Magwitch had

provided Pip’s __________, and was always __________ for Pip’s help. Magwitch told

Pip that Estella was his daughter. Miss Havisham __________her. Pip __________ the

money and decided to help his convict again.


Name _____________________________________ Date _____________ Great Expectations: Lesson 4: Exercise 2 Read each sentence and decide if it is true or false. If it is true, write the word “true” on the line. If the sentence is false, rewrite the sentence to make it a true. 1. In London, Pip’s friends bought him new clothes and dinner.

______________________________________________________________________

2. Estella and Pip walked in the garden, and Estella confessed her love for him.

______________________________________________________________________

3. Magwitch had come to London to give Pip a fortune.

______________________________________________________________________

4. It was Compeyson who had sent Jaggars to bring Pip to London.

______________________________________________________________________

5. Magwitch had provided the money for Pip to become a gentleman.

______________________________________________________________________

6. Magwitch had conspired with her fiancé to steal money from Miss Havisham.

______________________________________________________________________

7. Pip decided to take Magwitch in his rowboat to the big ship going back to Australia.

______________________________________________________________________

8. Pip warned Magwitch that he had seen Jaggers, Magwitch’s enemy.

______________________________________________________________________

9. Pip bought a rowboat to use on the Thames River, since this is what gentlemen did.

______________________________________________________________________

10. Compeyson got fourteen years and Magwitch, the other convict, got only seven.

______________________________________________________________________


Name ____________________________ Date __________ Great Expectations: Lesson 4: Exercise 3 (FCAT Practice/Reading Comprehension) Read the summary from Ch 8 of Great Expectations, by Charles Dickens. Complete the information charts below explaining the relationships between the characters.

When the man showed Pip a blacksmith’s file, Pip recognized him. The man was Abel Magwitch, the convict that Pip had helped when he was a boy. Magwitch told Pip how he had become a convict. He had conspired with her fiancé to steal money from Miss Havisham. They were caught. Magwitch got fourteen years and Compeyson, the other convict, got only seven. That day from Pip’s childhood returned to his memory. The other convict was Miss Havisham’s fiancé! Magwitch had come to give him a fortune. Pip found out that it was Magwitch who had sent Jaggars to bring Pip to London. Magwitch also had provided the money for his allowance. Pip always thought that it was Miss Havisham who had helped him. Magwitch told Pip that he had a daughter. Jaggars had found a home for her at Miss Havisham’s. Pip warned Magwitch that he had seen Compeyson, Magwitch’s enemy.

Relationship to Miss Havisham

Compeyson

Estella

Jaggers

Relationship to Magwitch

Pip

Estella

Compeyson

Miss Havisham

Jaggers


Name ____________________________ Date __________ Great Expectations: Lesson 4: Exercise 4 (FCAT Practice/Reading Comprehension) Read the summary paragraph. Then read the sentences that follow. Write the sentences in the timeline in the order in which they occurred in time.

Pip helped his new friends in London. When Estella returned from school, Pip confessed his love. Estella said she had no love to give to anyone because of the way she had grown up. Pip’s convict Magwitch returned to give him a fortune. Magwitch had conspired with the other convict Compeyson to steal from Miss Havisham. The other convict was Miss Havisham’s fiancé! Magwitch had provided Pip’s allowance, and was always grateful for Pip’s help. Magwitch told Pip that Estella was his daughter. Miss Havisham had adopted her. Pip refused the money and decided to help his convict again.

a) Magwitch offers Pip money. b) Pip decides to help Magwitch a second time. c) Magwitch tells Pip that Estella is his daughter. d) Pip confesses his love. e) Magwitch returns. f) Estella returns from Paris. g) Pip enjoys London. h) Magwitch gives money to send Pip to London. i) Magwitch conspires with Compeyson to steal. j) Miss Havisham adopts Estella. k) Pip refuses to accept Magwitch’s money.

1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th


Name ____________________________ Date __________ Great Expectations: Lesson 4: Exercise 5 Fill in the blanks.

When Pip was in __________, he spent his money __________ new clothes and

dinner __________ his new friends. Pip __________ a rowboat to use __________ the

Thames River, because __________ is what a London __________ did. Pip even paid

__________ insurance company to make __________ friend Herbert a junior

__________ there. Soon Pip ran __________ of money and he __________ created a

large debt.

__________ considered himself a gentleman __________, and he was always

__________ about Estella. One day, __________ came to London to __________ Pip

a message from __________ Havisham. Estella was back __________ school and

wanted to __________ Pip. Pip left immediately __________ home. When he arrived,

__________ found a nice room __________ the Blue Boar Inn, __________ went to

see Estella __________. Estella was the most __________ woman Pip had ever

__________. Miss Havisham advised Pip __________ love Estella with all __________

his heart. Finally, when __________ and Pip went for __________ walk in the garden,

__________ confessed his love.

However, __________ said she had no __________ to give to anyone

__________ of the way she __________ grown up. She told __________ he could visit

her __________ her home near London. __________, after returning to London,

__________ spent his time visiting __________. Pip also learned a __________ about

the world from __________ friend Herbert Pocket.


After __________ time, Pip’s sister died, __________ he went home to

__________ funeral. Pip also visited __________ Miss Havisham, who had

__________ time to live. Estella __________ broken Miss Havisham’s heart

__________. Estella was not capable __________ giving her love to __________.

After Pip returned to __________, he found an old __________ with gray hair

waiting __________ see him. When the __________ showed Pip a blacksmith’s

__________, Pip recognized him. The __________ was Abel Magwitch, the

__________ that Pip had helped __________ he was a boy. __________ the years that

had __________, Magwitch had gone to __________ on a prison ship. __________

became a free man __________ Australia on the condition __________ he would never

return __________ England. However, Magwitch explained __________ had returned

to London __________ see Pip. During all __________ his years in prison, __________

had thought of Pip __________ his own son. Pip __________ shocked because he

considered __________ a gentleman now, not __________ son of a convict.

__________ told Pip the story __________ how he had become __________

convict. Magwitch was the __________ brother who had conspired __________ Miss

Havisham’s fiancé to __________ her money. When the __________ caught the two

men, __________ went to prison. Magwitch __________ fourteen years and

Compeyson, __________ other convict, got only __________. As Magwitch told the

__________, that day from Pip’s __________ returned to his memory, __________ he

realized that the __________ convict was Miss Havisham’s __________! Pip was now

twenty-one __________ old, and Magwitch had __________ to give him a __________.

Pip found out the __________. Magwitch had sent Jaggars __________ bring Pip to


London. __________ also had provided the __________ for his allowance. Pip

__________ thought that Miss Havisham __________ the person who had __________

him. Magwitch also told __________ that he had a __________. Jaggars had found a

__________ for Magwitch’s daughter at __________ Havisham’s house.

As Pip __________ to Magwitch, he began __________ realize that his only

__________ father had been Joe __________, a kind and honest __________. At this

moment, Pip __________ sorry that he had __________ Joe badly all of __________

years. Pip decided to __________ Magwitch that he had __________ Magwitch’s

enemy Compeyson lurking __________ the shadows one night. __________ Magwitch

had helped Pip __________ a gentleman, Pip offered __________ help his convict

again. __________ made a plan to __________ Magwitch in the rowboat __________

dark out to the __________ ship going back to __________. Pip refused to accept

__________ money Magwitch offered. Pip __________ now that he was __________

like Estella. Estella grew __________ without love. Pip grew __________ hating

criminals.


Name ____________________________ Date __________

Great Expectations: Lesson 4: Exercise 6

Read each sentence below. Then identify which action took place first, and which action took place second. Write FIRST or SECOND in the blanks after the underlined verb. 1. Magwitch told __________Pip how he had become __________a convict.

2. Pip always thought __________Miss Havisham had helped __________him.

3. Pip thought Magwitch had done a good thing for him,

4. After Pip had returned __________to London, he visited __________Estella.

5. Estella blamed __________her feelings on the way she had grown up__________. Complete the sentences below with the simple past and the past perfect. Pay attention to which action took place first and second.

Example: After I_____ (take) my medicine, I _____ (feel) much better After I had taken my medicine, I felt much better.

1. He_______________ (study) medicine a long time before he_______________

(decide) to become a doctor.

2. When I _______________ (arrive) to class late, the teacher _______________

(give) the test and the test was over.

3. I _______________ (bake) a pie after I_______________ (buy) the ingredients at

the store.

4. Before I _______________ (wreck) the car, I _______________ (purchase)

excellent insurance.

5. My mother_______________ (prepare) a great dinner before my friend

_______________ (arrive) for the dinner party.

6. I _______________ (do) all of my work before I _______________ (receive) an “A”

on my report card.

7. When I _______________ (finish) the job, I _______________ (report) to my boss.

8. I _______________ (wash) the dishes after we _______________ (finish) the

dinner.

9. Someone _______________ (close) the door after the test _______________

(begin).

10. Before she _______________ (buy) the red coat, she _______________ (look) in

every store in the mall.

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