Subject: English II Through ESOL - The School … · according to según daprè de acordo com ancient antiguo ansyen antiga camel camello chamo camelo compact consistencia, compacto

English I Through ESOL: The Rug Merchant Page 1

English I Through ESOL

Nonfiction: “The Rug Merchant" James Michener FCAT Reading/Writing Focus:

Literary Elements (See Appendices for FCAT Skill, Spool Writing & Strategies)

FCAT Support Skills: First Person Narration, Point Of View, Characterization Language Focus: Prepositions & Prepositional Phrases (See Appendix for Grammar

Point) Text: Prentice Hall Literature: Gold Level

English Spanish Haitian Creole Portuguese according to según daprè de acordo com ancient antiguo ansyen antiga camel camello chamo camelo compact consistencia, compacto konpak pequenos confessed confesó avwe confessou crook sinvergüenza, ladrón vòlè desonesto deal negocio, trato obèn negócio desert desierto dezè deserto earthen de arcilla pa simante de terra embassy embajada anbasad embaixada enchanting encantador, llamativo ekstrawòdinè encantadores flow flujo bann, seri fluxo, seqüência former antigua, anterior ansyen antiga gathered up recogió rasanble juntou handiwork trabajo alamen artesania honest honrado onèt honesto honored honrar onore aceitou e pagou impose imponer enpoze impor, ser um problema ingenious ingenioso pèsistans ingênuo insisted Insistió ensiste insistiu intricate intrincado konplike elaborada knots nudos ne nós laden cargado chaje carregado lodged hospedado sejoune se hospedou lose perder pèdi perder merchant mercader, comerciante machann mercador miraculous increíble ekstrawòdinè surpreendentes mosque mezquita moske mesquita patterns diseños, patrones chema padrões persistent persistente pèsistan persistente persuading persuadir konvenk persuadindo piled apiladas pil colocados em pilha rascal granuja, bribón koken, mefyan, vòlè malandro remarkable notable, extraordinario remakab extraordinário sahib señor mesye Senhor steady constante, continuo regilye firme, estável variety variedad varyete variedade weaving tejido tisaj tecelagem


English Summary

“The Rug Merchant" James Michener

The author, James Michener, tells about a trip he once made over the Dasht-i-Margot desert in Afghanistan. Michener lodged in a former mosque with earthen floors in the ancient city of Heart. A rug merchant brought twenty or thirty of the most enchanting Persian rugs to the writer’s room. Michener saw beautiful, miraculous colors, with intricate weaving and beautiful patterns in dark blues, reds, and yellows. The smiling merchant’s name was Muhammad Zaqir, and he was proud of his handiwork. Michener did not want to buy the rugs, but the merchant left the rugs anyway. The merchant led his camel away, laden with beautiful rugs rolled and piled high.

The rug merchant returned the following night, and every night trying to sell his rugs from Bukhara, Samarkand, and Meshed. The merchant called the writer Michener-sahib, which means Mr. Michener. The writer insisted he did not want to buy any rugs. Somehow, the merchant knew that he might buy smaller rugs, so he ran out to his camel to get seven or eight of the smaller rugs. Then the merchant gave the writer a lesson in rug making. Michener learned about the designs, the knots and the compact Chinese variety.

The rug merchant was a persistent rascal. By the third night, the merchant sat drinking tea and he explained how he could send the rugs to Michener’s home in Pennsylvania. The rugs would travel by camel to Karachi, by ship from Karachi to New York, and by train from New York to Pennsylvania. Finally, Michener told the merchant he had no money to buy the rugs, and his traveler’s checks were at the embassy in Kabul.

However, the writer confessed that he liked six of the rugs, so the merchant gathered up the rugs and placed them in the writer’s arms. The merchant said Michener was an honest man, and he trusted him to pay when he got back to Pennsylvania. Still, the writer did not want to impose on the merchant, and he explained that he could be a crook, or something might happen to him. In the end, the merchant offered to find a way to send four of the rugs to Pennsylvania. The next day, the merchant returned to make an offer of four hundred and fifty dollars. The writer did not want to lose such a good deal, so he drew a blank check on a piece of paper and gave it to the merchant.

Back in Pennsylvania, Michener received two different kinds of letters, perhaps fifteen of each. First, over a period of three years, he received a steady flow of letters that asked for a small amount of money to pay part of the shipping from places like Karachi, Istanbul, Trieste, and Marseilles. The writer always sent the money, and finally he received the rugs.

The second category of letters came from people who had seen Michener’s remarkable hand-drawn check. The letters came from the Italian ambassador, Indian merchants, French commercial travelers, English explorers, and anyone who might have found the little mosque in Herat. According to one of these letters, the rug merchant was using the check as an advertisement to sell many rugs, using Michener-sahib’s good name. Finally, Michener’s rugs arrived, nearly five years later. The check came to Michener’s bank, and the bank honored the check. Michener remembers the ingenious merchant who spent four days persuading him to buy the rugs.


Summary in Spanish

“El mercader de alfombras" de James Michener

El autor James Michener nos cuenta acerca de un viaje que hiciera una vez al desierto de Dasht-i-Margot en Afganistán, donde se hospedó en una antigua mezquita con pisos de arcilla en la antigua ciudad de Herāt. Un mercader de alfombras trajo veinte o treinta de las más llamativas alfombras persas al cuarto del escritor. Michener vio bellos e increíbles colores con un tejido intrincado y hermosos diseños en azules oscuros, rojos y amarillos. El nombre del sonriente vendedor era Mahoma Zaqir, quien estaba orgulloso de su artesanía. Michener no quería comprarle las alfombras, pero el vendedor se las dejó de todas maneras y se llevó su camello cargado con el resto de las lindas alfombras enrolladas y apiladas unas sobre otras.

El mercader de alfombras regresó a la noche siguiente y todas las que siguieron, tratando de vender sus alfombras de Bukhara, Samarcanda y Meshed. El vendedor llamaba al escritor “Michener-sahib”, que significa señor Michener. El escritor insistió en que no quería comprar ninguna alfombra, pero de algún modo Mahoma supo que podía comprarle alfombras pequeñas por lo que corrió hacia su camello para tomar siete u ocho de éstas. Después le dio una lección sobre cómo se hacían, y así Michener aprendió sobre los diseños, los nudos y la consistencia de la variedad china.

El mercader de alfombras era un granuja persistente. A la tercera noche, se sentó a tomar té con Michener y le explicó cómo podría enviarle las alfombras a su casa en Pensilvania; éstas viajarían en camello hasta Karachi, luego por barco a Nueva York y desde ahí por tren hasta Pensilvania. Finalmente, Michener le dijo al mercader que no tenía dinero para comprar las alfombras y que sus cheques de viajero estaban en la embajada en Kabul.

Sin embargo, el escritor confesó que le gustaban seis de las alfombras por lo que el vendedor las recogió del suelo y las colocó en los brazos de Michener diciéndole que lo consideraba un hombre honrado y confiaba en que le iba a pagar cuando regresara a Pensilvania. Aún así, el escritor no quería abusar del mercader y le explicó que él podría ser un sinvergüenza o que algo le podía pasar. Al final, Mahoma ofreció buscar una manera de enviarle cuatro de las alfombras a Pensilvania. Al día siguiente, éste regresó para hacerle una oferta de cuatrocientos cincuenta dólares. El escritor no quería perder tan buen negocio por lo que dibujó un cheque en blanco en un pedazo de papel y se lo dio al mercader.

De regreso en Pensilvania, Michener recibió dos diferentes tipos de cartas, quizás quince de cada una. El primer tipo de cartas las recibió constantemente durante un período de tres años, en las que le pedían una pequeña cantidad de dinero para pagar parte del embarque desde lugares como Karachi, Estambul, Trieste y Marsella. El escritor siempre envió el dinero y finalmente recibió las alfombras.

El segundo tipo de cartas provenían de gente como el embajador de Italia, mercaderes de la India, viajantes de comercio franceses, exploradores de ingleses y cualquier otra persona que podía haber encontrado la pequeña mezquita en Harāt, y que había visto el magnífico cheque dibujado a mano por Michener. Según una de estas cartas, el mercader estaba utilizando el cheque como propaganda para vender muchas alfombras empleando el buen nombre de “Michener-sahib”. Finalmente, las alfombras de Michener llegaron después de casi cinco años y el cheque dibujado fue recibido y pagado por su banco. Michener aún recuerda al ingenioso mercader que pasó cuatro días persuadiéndolo para que comprara las alfombras.

The Department of Multicultural Education Spanish Translation Team certifies that this is a true and faithful translation of the original document – (561) 434-8620 November 2005- SY05-1229


Haitian Creole Summary

“Machann Tapi a" James Michener

Ekriven, James Michener, rakonte istwa yon vwayaj li te fè yon fwa nan dezè Dasht-i-Margot nan peyi Afghanistan. Michener te sejoune nan yon ansyen moske kote atè yo pa simante nan ansyèn vil Heart. Yon machann tapi te pote ven oswa trant nan pi bèl tapi zòn Pès yo nan chanm ekriven an. Michener te wè bèl, koulè ekstrawòdinè, ak tresaj konplike ak bèl chema an ble fonse, wouj, ak jòn. Non machan souriyan an se te Muhammad Zaqir, epi l te fyè de bèl reyalizasyon manyèl li a. Michener pa t vle achte tapi yo, men machann nan te kite yo kanmèm. Machann nan te deplase ak chamo li, chaje ak bèl tapi woule fè pil byen wo.

Machann tapi a te retounen nan demen swa, epi chak swa l t ap eseye vann tapi l yo ki soti Bukhara, Samarkand, ak Meshed. Machann nan te rele ekriven an Michener-sahib, ki vle di mesye Michener. Ekriven an te ensiste li pa t vle achte okenn tapi. Sou yon fòm ou lòt, machann nan te santi li ta kab achte tapi ki pi piti, konsa li kouri ale sou chamo li pou pran sèt oswa uit tapi ki pi piti. Aprè sa, machann nan te bay ekriven an yon leson sou jan yo fè tapi. Michener te aprann sou enpresyon, ne ak varyete konpak chinwa.

Machann tapi a te yon manipilatè pèsistan. Sou twazyèm sware a, machann nan te chita bwè te ak li t ap eksplike kòman ta kab voye tapi lakay Michener nan Pennsilvani. Tapi yo ta pwale sou chamo nan Karachi, de Karachi nan bato pou Nouyòk, epi de Nouyòk nan tren pou Pennsilvani. Finalman, Michener te di machann nan li pa t gen lajan pou achte tapi yo, epi chèk de vwayaj li yo te nan anbasad Kaboul la.

Sepandan, ekriven an avwe li te renmen sis nan tapi yo, konsa machann nan rasanble tapi yo epi l depoze yo sou bra ekriven an. Machann nan te di Michener te yon nonm onèt, epi l te konfye l pou l peye lè l retounen Pennsilvani. Kwaksa, ekriven an pa t vle enpoze l sou machann nan, epi l te eksplike l li te kab yon vòlè, oswa yon bagay kapab rive li. Anfenn kont, machann nan te ofri pou jwenn yon fason pou voye kat nan tapi yo Pennsilvani. Nan demen, machann nan te retounen pou ofri katsansenkann dola. Ekriven an pa t vle pèdi yon bòn obèn konsa, konsa li te trase yon chèk sou yon moso papye epi l te lonje l bay machann nan.

Retounen Pennsilvani, Michener te resevwa de diferan lèt, petèt kenz nan chak. Premyèman, nan yon peryòd twa zan, li te resevwa yon bann lèt regilyèman ki te mande yon ti pòsyon nan lajan an pou peye yon pati nan frè transpò ki te soti nan plas tankou Karachi, Istanbul, Trieste, ak Masèy. Ekriven an te toujou voye lajan yo, epi finalman li te resevwa tapi yo.

Dezyèm kategori lèt yo te soti nan men moun ki te wè eskis chèk remakab Michener te fè alamen an. Lèt yo te soti nanmen anbasadè italyen an, komèsan endyen yo, òmdafè fransè eksploratè anglè, ak nenpòt moun ki ta kapab jwenn ti moske nan Herat la. Daprè youn nan lèt sa yo, machann tapi a te itilize chèk la kòm yon reklam pou vann tapi yo, sèvi ak bon non Michener-sahi. Finalman, tapi Michener yo te rive, prèske senk ane pita. Chèk la te vini nan bank Michener a, epi bank la te onore chèk la. Michener sonje pèsistans machann ki te pase kat jou pou konvenk li achte tapi yo.

Translated by the Creole Translation Team of the Multicultural Education Department School District of Palm Beach County – November 2006-

SY051229- Phone (561) 434-8620


Portuguese Summary

“O Mercador de Tapetes" James Michener

O autor, James Michener, conta sobre uma viagem que fez certa vez ao deserto de Dasht-i-Margot, no Afeganistão. Michener se hospedou numa antiga mesquita com chão de terra, na antiga cidade de Herãt. Um mercador de tapetes trouxe vinte ou trinta tapetes persas, dos mais encantadores, ao quarto do escritor. Michener contemplou as cores lindas e surpreendentes dos tapetes, cuja tecelagem era elaborada, com lindos padrões em azul escuro, vermelho e amarelo. O nome do sorridente mercador era Muhammad Zaqir e ele se sentia orgulhoso de sua artesania. Michener não queria comprar os tapetes mas o mercador os deixou com ele, de qualquer maneira. O mercador se foi, conduzindo o seu camelo, carregado de belos tapetes enrolados e colocados um em cima do outro, numa pilha alta.

O mercador de tapetes retornou, na noite seguinte e todas as noites, tentando vender tapetes de Bukhara, Samarkand e Meshed. O mercador chamou o escritor de Michener-sahib, o que significa Senhor Michener. O escritor insistiu que não queria comprar nenhum tapete. Por algum motivo o mercador sabia que ele possivelmente compraria tapetes menores, então correu até o camelo para pegar sete ou oito tapetes menores. Aí ele deu uma aula ao escritor sobre como confeccionar tapetes. Michener aprendeu sobre os desenhos, os nós e a variedade de tapetes chineses pequenos.

O mercador de tapetes era um malandro persistente. Na terceira noite, ele se sentou para tomar chá e explicou como poderia mandar os tapetes até a casa de Michener, na Pensilvânia. Os tapetes seriam enviados de camelo para Karachi, de navio, de Karachi a Nova York e de trem, de Nova York à Pensilvânia. Finalmente, Michener disse ao mercador que não tinha dinheiro para comprar os tapetes e que seus cheques de viagem estavam na embaixada, em Kabul.

O escritor confessou, no entanto, que gostou de seis tapetes, o que fez com que o mercador os juntasse e os colocasse nos braços do escritor. O mercador disse a Michener que ele era um homem honesto e que acreditava que o pagaria quando voltasse à Pensilvânia. Ainda assim o escritor não queria ser um problema para o mercador e explicou que isto o tornaria desonesto ou que algo poderia acontecer a ele. No final, o mercador se ofereceu para achar uma maneira de mandar quatro tapetes à Pensilvânia e no dia seguinte voltou para fazer uma oferta de quatrocentos e cinqüenta dólares. O escritor não queria perder um negócio tão bom e então desenhou um cheque em branco numa folha de papel e entregou-o ao mercador.

De volta à Pensilvânia, Michener começou a receber dois tipos diferentes de cartas, cerca de quinze de cada. Primeiro, ele recebeu uma seqüência de cartas por um período de três anos, que pediam por uma pequena quantia de dinheiro para pagar uma parte do custo de envio de mercadorias de lugares como Karachi, Istanbul, Trieste, e Marseilles. O escritor sempre mandava o dinheiro e finalmente recebeu os tapetes.

A segunda categoria de cartas veio de pessoas que haviam visto o extraordinário cheque de Michener, feito a mão. As cartas eram do embaixador da Itália, de mercadores indianos, vendedores ambulantes da França, exploradores ingleses e qualquer pessoa que viesse a encontrar a pequena mesquita de Herãt. Segundo uma destas cartas, o mercador de tapetes estava usando o cheque, ou seja, o bom nome de Michener-sahib, para fazer propaganda e vender muitos tapetes. Finalmente, os tapetes de Michener chegaram, aproximadamente cinco anos mais tarde. O cheque chegou ao banco de Michener, que o aceitou e pagou. Michener se lembra então do mercador ingênuo que passou quatro dias persuadindo-o para comprar tapetes. The Department of Multicultural Education Translation Team certifies that this is a true and faithful translation of the original document. February 2006 - (561) 434-8620 - SY 05-1229


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.) The Rug Merchant: Minimal Pairs Activity: flow/fro crooks/crux deal/teal lose/loose mosque/musk pile/bile knot/gnat ship/chip steady/study rug/lug

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. The Rug Merchant: Team Spelling Activity: Use the following words for the test. The teacher provides the present tense form of each verb. Teams write the past tense form. enchant, gather up, persuade, pile, honor, insist, confess, impose, lodge


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. a) 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. b) 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”. c) Another example: Change the verb to the present tense. Add 505 years to the date. Change

the subject to the third person plural. d) 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. The Rug Merchant: Follow Directions Activity: Provide teams with a pencil and the shapes below. Students listen and follow directions to identify shapes and create designs that might be found in a Persian rug.

Directions:

a) Find the diamond. Draw a circle around the diamond. b) Find the heart. Draw a heart inside the heart. c) Find the circle cut into fourths. Write the numbers 1 to 4 inside each fourth of the circle. d) Find the isosceles triangle. Draw a line on top of the isosceles triangle. e) Find the parallelogram. Draw a rectangle around the parallelogram. f) Find the circle. Draw a small heart inside the circle. g) Find the octagon. Draw a smaller octagon inside the octagon. h) Find the square. Make a star inside the square. i) Find the star. Draw a larger star outside the star. j) Find the circle with a circle inside. Draw a square inside the smaller circle. k) Find the right triangle. Draw a small circle inside the right triangle. l) Find the rectangle. Divide the rectangle into 8 equal parts.


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?) The Rug Merchant: Dictation Activity: a) The smiling merchant’s name was Muhammad Zaqir, and he was proud of his handiwork. b) Michener did not want to buy the rugs, but the merchant left the rugs anyway. c) The merchant led his camel away, laden with beautiful rugs rolled and piled high. d) The rug merchant was a persistent rascal. e) The writer did not want to lose a good deal, so he drew a blank check on a piece of paper.

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. The Rug Merchant: Interview Activities: You play the role of James Michener. Choose several students to play the role of the rug merchant. Provide these students with the questions below. They take turns asking you questions. Students not asking questions must take notes of Michener’s answers. Students should save notes for Writing Activity #1, Language Experience Story.

a) Have you ever seen lovelier rugs? b) Michener, sahib, German perhaps…Where do you come from? c) Three, four, maybe five of your rugs would look great in Pennsylvania, would they not? d) Do you like the big white and gold one? e) Will you take it for six hundred dollars? f) Why can’t you take the rugs with you, sahib? g) Can you give me American dollars? h) I take traveler’s checks. When can you pay me? i) Do you have American Express? j) You are an honest man. Do you like those six rugs? k) You look honest. Don’t I look honest? l) If you had the money, what rugs would you take with you?


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!”) The Rug Merchant: Intentional Intonation Activities:

The writer always sent the shipping money, and finally he received the rugs. (not merchant) The writer always sent the shipping money, and finally he received the rugs. (not never) The writer always sent the shipping money, and finally he received the rugs. (not received) The writer always sent the shipping money, and finally he received the rugs. (not traveling) The writer always sent the shipping money, and finally he received the rugs. (packages) The writer always sent the shipping money, and finally he received the rugs. (not firstly) The writer always sent the shipping money, and finally he received the rugs. (not sent) The writer always sent the shipping money, and finally he received the rugs. (not camels)

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. The Rug Merchant: Backward Build-up Activity:

a) Michener saw beautiful, miraculous colors, with intricate weaving and beautiful patterns in dark blues, reds, and yellows.

b) The rug merchant returned the following night, and every night trying to sell his rugs from Bukhara, Samarkand, and Meshed.

c) Somehow, the merchant knew that he might buy smaller rugs, so he ran out to his camel to get seven or eight of the smaller rugs.

d) Then the merchant gave the writer a lesson in rug making. Michener learned about the designs, the knots and the compact Chinese variety.

e) By the third night, the merchant sat drinking tea and explained how he could send the rugs to Michener’s home in Pennsylvania.


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. The Rug Merchant: Charades Activity: Suggestions: rascal, laden, ingenious, honored, gathered up, persuading, piled, steady, intricate

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. Ex: Is it from the fifteenth Century? Is it a boat? The Rug Merchant: Twenty Questions Activity: Photo or picture suggestions: ancient, camel, desert, earthen, knots, merchant, mosque, patterns, embassy, compact


FCAT FOCUS READING SKILL: Using Literary Elements

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

Using Literary Elements What to do and what to watch for:There are specific elements to look for in passages from literature that will help you to understand, appreciate, and analyze it.

Setting The setting of a story tells the time (when) and the place (where) the story takes place. It provides the background for the characters, events, and plot. Sometimes the setting of the story is specific, detailed and the most important information in understanding the story. The setting can help you understand a character, the theme, and plot. The setting sometimes defines the tone or mood of the story.

a) When. The time of the story can be a time in history, a time of the year, or a time of the day. The time of the story includes everything in the story, from beginning to end.

b) Where. The place of the story can be a country, region, city, town, or even a building, like a courthouse or a home.

Examples: a) A story that takes place during a time of war, rebellion, prosperity, or social conflict will

have an effect on the mood, events and characters. b) A story that takes place over a short period of time and in a more limited location like a

house will be intense and focus more on the characters and their feelings.

SETTING WHEN: TIME WHERE: PLACE

Characters Characters: The characters in a story are the people or animals.

a) Character Trait. Each character is unique and has an individual personality with certain qualities, traits, or characteristics that describe him/her. A character’s words and actions will show his character traits. Examples: Julia is slim, reserved, and serious in her mannerisms. Julia ate slowly and without raising her head or speaking a word.

b) Motivation. A feeling, thought, goal, or reason that causes or makes a character act in a certain way. Consider the motivation of a character when describing him.

c) Characterization. This is a collection of characteristics or details about a character. A characterization shows a complete picture of a character from the beginning of the story to the end. Use a graphic organizer like the one below to collect information about a character.

Character’s Name____________________ Words & Thoughts Actions Goals Motivation

FCAT FOCUS READING SKILL: Using Literary Elements Continued Next page


FCAT FOCUS READING SKILL: Using Literary Elements Continued from previous page

CHARACTER TRAITS

Theme

Theme: The theme of the reading is the message or main idea. This is what the reader ends up with at the end of the story. Everything works together to create the theme or message of the reading.

Plot Plot. The series of events that makes up a story is the plot.

Exposition. The beginning of the plot that tells the characters and the setting is called the exposition. Conflict. Struggles, problems, or conflicts develop in the story to make it interesting. Conflicts occur between characters, between a character and nature, circumstances or outside forces. These are called external conflicts. Conflicts can also occur in the mind of the character as he struggles to make a decision. These are called internal conflicts. Rising Action. After conflict begins, the tension in the story begins to increase. Things are happening, and the reader does not know what will happen next. This is called rising action. Climax. When the rising action reaches a high point, or climax, the reader is at the highest point of interest in the story. At the climax, the reader really wants to know what will happen next. Resolution. Near the end of the story, the conflicts or problems are finally resolved. The reader finds out what happened or the resolution.

FCAT FOCUS READING SKILL: Using Literary Elements Continued Next page

Goals 1______________ _______________ 2______________ _______________ 3______________ _______________

CHARACTER’S

NAME

Motivation 1____________________________________________ 2____________________________________________ 3____________________________________________

Actions

1______________ _______________ 2______________ _______________ 3______________ _______________

Words & Thoughts 1_____________________________________________ 2_____________________________________________ 3_____________________________________________


FCAT FOCUS READING SKILL: Using Literary Elements Continued from previous page

STORY PLOT: TITLE_______________________________________

Exposition/Beginning Conflict: External /Internal Rising Action Climax Resolution/End

Personal and Emotional Connections Personal and Emotional Connections-The most important part of reading is the personal and emotional connection we make as we read. These connections are how and why we enjoy and appreciate what we read. Pay attention to these connections. Personal and emotional connections can help you to use your prior knowledge to understand characters, draw conclusions, make generalizations and inferences, understand cause, and effect relationships in the reading.

Ask yourself some questions that will engage you on a personal level and keep you reading actively.

Do I identify with any of the characters or circumstances? Why, why not? How does this character or event make me feel? What would I do in the same situation? How would I feel under these circumstances? Why did the character take a certain action? If an event hadn’t happened, how would the story have ended? How do I want the story to end?


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. The Rug Merchant: Pre Reading Activity: The author James Michener meets a rug merchant in a hotel in Herat, Afghanistan. The hotel was in an old mosque with dirt floors. The rug merchant brought beautiful rugs to sell on the back of his camel. The merchant wore an irresistible smile, and he persisted for four days. The author insisted he had no money to buy the rugs. The merchant made a deal to send four rugs to Michener’s home in Pennsylvania, and Michener would pay him later. Michener drew a blank check on a piece of paper as a payment. Five years later, the rugs arrive. The merchant had sold many, many rugs by using the check and the author’s good name to customers around the world.

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. The Rug Merchant: Indirect Speech Activity: Use the dialog in this lesson written for Presenting Activity “Dialog”. Example: Use the dialog in this lesson written for Presenting Activity “Dialog”. Example: James Michener to Rug Merchant: I have no money to buy rugs. James Michener told the Rug Merchant that he had no money to buy rugs.

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 are most useful in preparing students for exam questions. In fact, framed paragraphs make very good exam 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 of the experiment show.... This was caused by.... Therefore, my hypothesis was/was not correct because....

The Rug Merchant: Framed Paragraphs Activities: Sample #1: First Person Narration: Suggested Topics: Use this as a starter for First Person Narration: The author James Michener is the narrator, and we learn a lot about him.

a) We learn that the writer is honest and trustworthy. He didn’t have to tell the merchant he might be a crook. He could have taken the rugs with him and never paid the merchant.

b) We learn that the writer is patient. He waited 5 years for his rugs, and still paid a shipping bill every time one came in the mail.

c) We learn that the writer is curious and interested in people and places. d) We learn that the writer learned something from his experience and that he appreciated it.

First person narration is used in the _____ (story, poem, drama, etc.) by _____. The character (or writer) _____ narrates the _____ (story, poem, drama, etc.). When the _____ (story, poem, drama etc.) is told in _____’s (this person’s) own words, _____ (the reader connects more personally, the story is more real, the readers identifies with his/her point of view, the reader learns more about the person etc.) One example is _____. Another example is _____. Also, _____. Finally, we learn that _____ because the story is told in the words of _____ (an important character, the writer) Sample #2: Point Of View:

_____, the author of _____, writes from _____’s (the character’s, his/her own) point of view. _____ uses the first person, “I” to show the story through the eyes of _____ (himself, herself, a character’s name, etc.) The writer speaks through _____’s (a character’s his/her own) eyes. This point of view in the story is evident in _____. For example, _____. Another example is _____. Another example is _____. _____’s (a character’s his/her own) point of view is subjective because _____. In conclusion, the author uses _____’s (the character’s, his/her own point of view to show _____. The Rug Merchant: Framed Paragraphs Activities: (Continued on next page)


The Rug Merchant: Framed Paragraphs Activities (Continued from previous page):

Sample #3: Characterization: Use these ideas as starters for characterization: 1. James Michener: Characteristics: patient, thoughtful, trusting, trustworthy, honest

Words, Thoughts, Actions, Goals & Motivation: He didn’t have to tell the merchant he might be a crook. He could have taken the rugs with him and never paid the merchant. He waited 5 years for his rugs, and still paid a shipping bill every time one came in the mail. The writer is curious and interested in people and places. The writer learned something from his experience and he appreciated it.

2. Rug merchant: Characteristics: trusting, smart, trustworthy, honest, irresistible smile, hard-working, good salesman, persistent

Words, Thoughts, Actions, Goals & Motivation: He trusted the writer to make good on his made-up check. He was persistent in trying to sell his rugs. The merchant was friendly, always smiled, and knew a lot about things in the world. His goal was to make the sale, not to charge too much or take advantage of his customer.

The _____ (story, play, poem, essay), by _____, provides important information that characterizes _____. (Topic Sentence) First, we learn from _____’s words and thoughts that _____. This is evidenced by _____ and _____. (Detail #1) Second, because of the _____’s actions we learn that _____ and _____. An example of this is _____. (Detail #2) Third, _____ has an important goal, which is _____. An example of _____’s real motivation is _____ (Detail #3). By the end, we learn a great deal about the character, _____. We learn that he/she _____ and _____. (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). The Rug Merchant: 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 The rug merchant and the author were both honest men. Proof The merchant trusted the author to pay for the rugs. The merchant shipped the rugs to the United States without payment. The merchant used the author’s good name for advertisement, but this caused no harm. The merchant left the rugs in the author’s room. The merchant told the author that he was an honest man. The merchant was in no hurry to send the check to the bank to collect his money. The author trusted the merchant to send the rugs. The author drew a blank check on a piece of paper. The author agreed with the merchant that he was an honest man. The author paid for the rugs even after five years. The bank honored his check.


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.

The Rug Merchant: Spool Writing Activities The Rug Merchant: Spool Writing Activities: (Use the sample formats provided below for Setting, Characters, Theme, Plot, Personal and Emotional Connections). Spool Writing Suggestion(s): Use these ideas as starters to identify Literary Elements

a) Plot (Identify the theme, main events, the characters, the problem and the solution) b) Characterizations of the rug merchant and/or the writer (character traits, actions, words,

thoughts, goals, motivation) c) Setting (time and place) Personal & emotional connections

LITERARY ELEMENTS: SAMPLE FORMAT FOR SETTING

In the chapter/passage/story/piece/poem _____, by _____, the setting of the story is one of the most important elements. The story is set _____ (time) and _____ (place). Three reasons that come to mind are _____, _____ and _____ (state 3 reasons briefly: help us understand a character, set a mood, provide background for the plot, events, etc).

First, the setting is important because _____ (Topic sentence - Reason #1). One example is _____ (detail #1). Another point to make is _____ (detail #2). Another point is_____ (detail #3).

Second, the time and location of the story provide the reader with important information about _____ (Topic sentence – Reason #2). This is key to understanding _____ and _____ (details #2 and #3). The author gives many details about _____ (detail #3), like _____ that make the story interesting and enjoyable.

Finally, because of the setting, the reader is able to understand better _____ (Topic sentence – Reason #3). One example is _____ (detail #1). Also, _____ (detail #2). Furthermore, without detailed information on _____ (detail #3), the story would not _____.

In conclusion, the setting of the story in _____ during _____ (restate elements of setting) provides the reader with ______ and _____ (restate reasons #1 and #2). Another key reason is _____ (briefly restate reason #3). I appreciate the details of the setting in this reading because _____. The Rug Merchant: Spool Writing Activities Continued on next page:


The Rug Merchant: Spool Writing Activities Continued from previous page: LITERARY ELEMENTS: SAMPLE FORMAT FOR CHARACTERS

In the chapter/passage/story/piece/poem _____, by _____, the character _____ is one

of the most important elements. Three important aspects of the character to look at are his/her qualities (seen in his/her words and thoughts), his/her actions, and his/her goals and motivation.

First, (the character) _____’s basic qualities are evident in his/her thoughts and actions (Topic sentence - Aspect #1). One example is _____ (detail #1). Another point to make is _____ (detail #2). Another point is_____ (detail #3). These qualities make this character important because _____.

Second, (the character) _____’s actions reveal information important to the story (Topic sentence – Aspect #2). When he/she _____ (detail #1), we see that _____. Another important action taken by the character is _____ (detail #2). This is key to understanding _____. Finally, the character did _____ (detail #3). These actions help the reader to analyze (figure out, understand, appreciate) _____.

Finally, the goals and motivation of the character _____ are important in understanding him/her (Topic sentence – Aspect #3). One goal (motivation) of the character is _____. This is understood when _____ (detail #1). Another possible motivation (goal) may be _____. This is because _____ (detail #2). Finally, I think the character _____ (goal, motivation – detail #3).

In conclusion, _____ (name the character) is a very important element of the story for several reasons. This includes his/her qualities of _____. Also, his/her actions taken to _____ and _____ are necessary to the plot of the story. Finally, his/her motivation (goals) of _____ and _____ are important in the story (restate elements of character’s qualities, actions, goals /motivation. The author develops this character in an interesting and thoughtful way. This makes the story interesting and fun.

LITERARY ELEMENTS: SAMPLE FORMAT FOR THEME

In the chapter/passage/story/piece/poem _____, by _____, the author makes everything work together to send the reader a message. The theme or message of the reading is _____. Three main elements of the story help to create this theme. They are _____, _____ and _____ (briefly state key points: plot, characters, setting, or personal/emotional connections).

First, the _____ (Key point #1 - plot, characters, setting, or personal/emotional connections) help to send the author’s message. This is evident because _____ (detail #1). Another element of _____ (point chosen) that supports the theme of the reading is _____ (detail #2). A third thing is _____ (detail #3).

Second, _____ (Key point #2 - plot, characters, setting, or personal/emotional connections) works toward the author’s message. This is because _____ (detail #1). Also, the _____ ties into the theme. An additional factor is _____ (detail #3).

The _____ (Key point #3 - plot, characters, setting, or personal/emotional connections) work together with everything in the story to support the author’s message. Examples of this are _____ and _____ (details #1 and #2). Furthermore, _____ (detail #3).

The author’s theme or message is clear. It is _____ (restate theme here). The elements of _____, _____ and _____ (restate key points here) work together in the end to make the reader understand that message.

The Rug Merchant: Spool Writing Activities Continued on next page:


The Rug Merchant: Spool Writing Activities Continued from previous page: LITERARY ELEMENTS: SAMPLE FORMAT FOR PLOT

In summarizing the story/chapter/passage/poem _____, by _____, it is important to identify each element of the plot (Topic sentence /introduction). These elements consist of the exposition or beginning, conflicts, rising action, the climax and the resolution. All of these elements make up a compelling and interesting reading.

First, at the beginning of the selection, the author introduces the setting and main characters (Topic sentence). The setting is _____. (Explain) _____ (detail #1) The main characters include _____ and _____. (Elaborate here - _____ detail #2). Later in the plot, other characters are introduced, including _____, _____ and _____. (Describe them briefly here – detail #3) _____

As the plot progresses, a series of events reveal the conflicts (internal/external) in the story (Topic sentence). First, _____ (detail #1) Then, _____ (detail #2) After that, _____ and _____ (detail #3) (Describe main conflicts in the story here.)

The rising action and the climax of the story occur when _____ (Topic sentence). Some details include _____, _____ and _____ (details #1, #2, and #3).

At the end of the story, there is some resolution to the conflicts (Topic sentence). The final resolution is _____ (detail #1). This includes _____ (detail #2). An additional outcome of the conflict and events is _____ (detail #3).

In summary, the key elements of the plot in this story can be identified (Topic sentence/conclusion). They include _____, _____, _____ and _____ (restate key elements from introduction). These elements are all essential to the author creating an interesting story.

LITERARY ELEMENTS: SAMPLE FORMAT FOR PERSONAL & EMOTIONAL CONNECTIONS

In the chapter/passage/story/piece/poem _____, by _____, I made personal and emotional connections to the story. The author carefully creates details in the characters, events, and setting that really allowed me to connect on a personal level.

Several personal and emotional connections to the characters occurred while I read. One example is _____. My own experience is similar because _____. I also connected with_____ because_____. One other connection I made can only be explained by _____. I really understood _____ because _____.

My own personal and emotional connections to the setting helped me to understand and appreciate the story/poem. The time/place of the story/poem reminded me of _____ (personal experience or memory). In addition, _____ Finally, I felt that _____ was something I could understand because _____.

I also had personal and emotional connections to specific events in the story/poem. One event I can really understand is _____ because _____. Something else that got me thinking is _____. My own experience is _____. At the end of the story/poem, I also connected emotionally/personally _____. This made me feel _____.

In conclusion, I appreciated and enjoyed this reading on a personal level. I was able to remember my own experiences as I read, so felt a part of the story/poem. I connected personally with the setting _____. I identified closely with the characters _____. I also was caught up in the events _____ because _____. I really enjoyed this story/poem for these reasons. The Rug Merchant: Spool Writing Activities Continued on next page:


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 students to practice 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. The Rug Merchant: RAFT Activity: Students write according to role, audience, format, & topic.

R: Your role as writer is the French ambassador. A: Your audience is James Michener. F: The format of your writing is a letter. T: Your topic is to write to explain your experience with the rug merchant.

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. The Rug Merchant: FCAT Writing Activity: (Persuasive Prompt)

Writing Situation Everyone can be a good salesperson if he/she is motivated and persuasive enough. Directions for Writing You need to sell your family on the idea of buying something very special for you. First, identify the family member you need to persuade. Then, before you write, think about something that you want to buy that is very special and important to you-A car? A new home? A trip to another country? A dress? A basketball? Why is it important to you? What makes it so special? What will you do when you get it? What can you do in return for the person you want to persuade? Now, write to persuade your family member to buy you what you want.


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. The Rug Merchant: Dialog Activity: Rug Merchant: Have you ever seen lovelier rugs? James Michener: Yes, but I do not want to buy your rugs, thank you. Rug Merchant: Why can’t you take the rugs with you, sahib? James Michener: I have no money to buy rugs. Rug Merchant: I take traveler’s checks. Do you have American Express? James Michener: I have nothing. Everything is at the American embassy in Karachi. Rug Merchant: If you had the money, what rugs would you like me to send to you?


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 The Rug Merchant: Making the News Activities:

Rug Merchant Becomes Famous 3 Steps to Buy a Rug The Real Afghanistan

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. The Rug Merchant: Concentration Activity: Match vocabulary words with their meanings:

impose intrude, disturb ancient very old, antique persistent constant, continual ingenious clever, creative, original remarkable extraordinary, outstanding rascal scoundrel, crook laden loaded, weighted down intricate complicated, elaborate compact small, dense, packed in patterns designs, motifs


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. The Rug Merchant: Jeopardy Activity:

Question Answer

a) Another name for work done by hand handiwork a) What carries the merchant’s rugs camel a) Where Michener found lodging mosque b) What was the name of the merchant Zaqir b) When the writer received his rugs 5 years later b) Why the writer bought the rugs a good deal c) What kind of floor was in the hotel earthen c) A synonym for Mr. in Afghanistan sahib c) What was the desert called Dasht-i-Margot

Wrong Word Grades 9-12 SSS Language Arts Benchmarks: LA.A.1.4.2, LA.A.1.4.3, LA.A.2.4.1, LA.A.2.4.7, LA.B.1.4.2, LA.C.1.4.3, LA.C.3.4.4, LA.D.1.4 Objective: Identify, analyze, and correct errors in vocabulary usage. Procedure: Teams find the word that is “wrong” and correct it. Teams get a point for each correction. Read a sentence with a wrong word in it. Examples: 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) When teams get good at this activity, embed an incorrect sentence among other correct sentences. Teams can make sentences with incorrect words for other teams to correct. The Rug Merchant: Wrong Word Activity:

a) I ate two camels after dinner with my tea. (caramels) b) Do you want to loose a friend? (lose) c) My favorite part of the meal is the desert. (dessert) d) Your new friend is very earthen. (earthy) e) The river flew through the woods and down the mountain. (flowed)


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.

PREPOSITIONS AND PREPOSITIONAL PHRASES A preposition helps to show how words are related in a sentence. A prepositional phrase consists of a preposition and its object. The object is either a noun or a pronoun. Prepositional phrases add important information to a sentence, like telling the time or place. Examples: The students walked down the hall. We ate popcorn during the movie.

I received a letter from my sister. We went to the park.

Common Prepositions about before concerning of toward(s) above behind down off under across below during on underneath after beneath for out until against beside from over up along besides in since upon among between into through with around beyond like throughout within at by near to without

In most sentences, the prepositional phrase that tells “place” comes before phrases for “time”.

We went to the park in the morning. The children played on swings during recess.

When the prepositional phrase comes at the beginning of a sentence, a comma follows.

Like his brother, Guillermo liked basketball. Between the clouds, the sun was shining brightly.

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. The Rug Merchant: Modified Single Slot Substitution: (a) Finally, (b) Michener’s (c) rugs (d) arrived. Possibilities:

a) nearly five years later, long after the trip to Afghanistan, As soon as he arrived in the US b) the writer’s, the merchant’s, the Persian c) souvenirs, traveler’s checks, hand drawn check d) got there, were returned, got lost in shipping


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.

The Rug Merchant: Sentence Builders: a) The merchant said. (Michener was an honest man)

The merchant said Michener was an honest man. (and he trusted him) The merchant said Michener was an honest man, and he trusted him. (to pay) The merchant said Michener was an honest man, and he trusted him to pay. (when he got back) The merchant said Michener was an honest man, and he trusted him to pay when he got back. (to Pennsylvania) The merchant said Michener was an honest man, and he trusted him to pay when he got back to Pennsylvania.

Continue with the following: b) The writer did not want to impose. (Still) (on the merchant) (and he explained) (that he

could be a crook) (or something) (might happen to him) c) The writer did not want to lose. (such a deal) (good) (so he drew a check) (blank) (on a

piece of paper) (and gave it) (to the merchant) d) Letters came. (The second category of) (from people) (who had seen Michener’s check

(remarkable) (hand-drawn) e) The merchant knew. (Somehow) (that he might buy) (smaller rugs) (so he ran out) (to his

camel) (to get seven or eight) (of the smaller rugs)

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. The Rug Merchant: Multiple Slot Substitution Activities: (a) Back in Pennsylvania, (b) Michener received (c) two different kinds of letters. Possibilities: perhaps fifteen of each, he found, the author got, in Afghanistan, he got, back in the US, many letters, a lot of news from Heart, the writer received, an education, on his trip,


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? The Rug Merchant: Flesh it Out Activities:

a) Michener/lodge/former/mosque/earthen/floor/ancient/city/Heart (past) b) Smile/merchant/name/be/Muhammad/Zaqir/he/be/proud/handiwork (past) c) Michener/not/want/buy/rug/but/merchant/leave/rug/anyway (past) d) Merchant/lead/camel/away/laden/beautiful/rug/rolled/piled/high (past) e) Merchant/call/writer/Michener/sahib/mean/Mr./Michener (past)

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. The Rug Merchant: Transformation Exercises: Students respond by identifying the appropriate preposition for each blank. Example: The second group _____ letters came _____ people who had seen the check.

The second group of letters came from people who had seen the check.

a) The rug merchant tried to sell rugs __________ Bukhara, Samarkand, and Meshed. b) Michener learned __________ the intricate designs, knots and patterns. c) The merchant’s camel was laden __________ beautiful rugs rolled and piled high. d) A rug merchant brought 20 __________ the best rugs __________ the room. e) He saw colors, __________ intricate weaving __________ blues, reds, and yellows.


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. The Rug Merchant: Who, What, When, Where, How, Why Activities: a) The merchant said Michener was an honest man, and he trusted him to pay when he got

back to Pennsylvania. (who, what, where, when) b) Still, the writer did not want to impose on the merchant, and he explained that he could be a

crook, or something might happen to him. (who, what, why, how) c) The writer did not want to lose such a good deal, so he drew a blank check on a piece of

paper and gave it to the merchant. (who, what, where, when, why, how) d) The second category of letters came from people who had seen Michener’s remarkable

hand-drawn check. (who, what, where, why) e) Somehow, the merchant knew that he might buy smaller rugs, so he ran out to his camel to

get seven or eight of the smaller rugs. (who, what, 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. The Rug Merchant: Sentence Stretcher: Begin with the sentence: He received letters. He received letters. Over a period of years, he received letters. Over a period of three years, he received letters. First, over a period of three years, he received letters. First, over a period of three years, he received a flow of letters. First, over a period of three years, he received a steady flow of letters. First, over a period of three years, he received a steady flow of letters that asked for money. First, over a period of three years, he received a steady flow of letters that asked for a small amount of money. First, over a period of three years, he received a steady flow of letters that asked for a small amount of money to pay part of the shipping. First, over a period of three years, he received a steady flow of letters that asked for a small amount of money to pay part of the shipping from places like Karachi. First, over a period of three years, he received a steady flow of letters that asked for a small amount of money to pay part of the shipping from places like Karachi and Marseilles. First, over a period of three years, he received a steady flow of letters that asked for a small amount of money to pay part of the shipping from places like Karachi, Istanbul, and Marseilles. First, over a period of three years, he received a steady flow of letters that asked for a small amount of money to pay part of the shipping from places like Karachi, Istanbul, Trieste, and Marseilles.


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. The Rug Merchant: Look it Up: Teams locate examples of Prepositions & Prepositional Phrases in the text and in the 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.) The Rug Merchant: Rewrite the Paragraph Activity: Teams will rewrite the paragraph changing the nouns to pronouns wherever possible. The author, James Michener meets a rug merchant in a hotel in Herat, Afghanistan. The hotel was in an old mosque with dirt floors. The rug merchant brought beautiful rugs to sell on the back of his camel. The merchant wore an irresistible smile, and he persisted for four days. The author insisted he had no money to buy the rugs. The merchant made a deal to send four rugs to Michener’s home in Pennsylvania, and Michener would pay him later. Michener drew a blank check on a piece of paper as a payment. Five years later, the rugs arrive. The merchant had sold many, many rugs by using the check and the author’s good name to customers around the world.


Name _____________________________________ Date _____________ The Rug Merchant: Exercise 1 Fill in the blanks with the correct word.

payment

insisted

check

irresistible

camel

merchant

deal

mosque

good

persisted

The author, James Michener meets a rug __________ in a hotel in Herat,

Afghanistan. The hotel was in an old __________ with dirt floors. The rug merchant

brought beautiful rugs to sell on the back of his __________. The merchant wore an

__________ smile, and he __________ for four days. The author __________ he had

no money to buy the rugs. The merchant made a __________ to send four rugs to

Michener’s home in Pennsylvania, and Michener would pay him later. Michener drew a

blank __________ on a piece of paper as a __________. Five years later, the rugs

arrive. The merchant had sold many, many rugs by using the check and the author’s

__________ name to customers around the world.


Name ________________________________ Date _____________ The Rug Merchant: 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. Michener lodged in a former museum with earthen floors in the ancient city of Heart.

______________________________________________________________________

2. The smiling merchant’s name was Muhammad Zaqir, and he was proud of his

handiwork.

______________________________________________________________________

3. Michener did not want to buy the rugs, but the merchant left the rugs anyway.

______________________________________________________________________

4. The merchant led his donkey away, laden with beautiful rugs rolled and piled high.

______________________________________________________________________

5. The merchant called the writer Michener-sahib, which means Dr. Michener.

______________________________________________________________________

6. The writer insisted he did not want to buy any rugs.

______________________________________________________________________

7. The writer was a persistent rascal.

______________________________________________________________________

8. In the end, the merchant offered to find a way to send four of the rugs to

Pennsylvania.

______________________________________________________________________

9. The next day, the merchant returned to make an offer of four hundred and fifty

dollars.

______________________________________________________________________

10. Back in Pennsylvania, Michener received six different kinds of letters, perhaps ten of

each.

______________________________________________________________________


Name ____________________________ Date __________ The Rug Merchant: Exercise 3 (FCAT Practice/Reading Comprehension) The series of events that make up a story are the plot. Use your text and the summary of the essay, “The Rug Merchant”, by James Michener.

STORY PLOT TITLE: “The Highwayman,” by Alfred Noyes

Exposition/Beginning: _______________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Conflict: External /Internal: ___________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Rising Action: _____________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Climax: __________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Resolution/End: ____________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________


Name ____________________________ Date __________ The Rug Merchant: Exercise 4 (FCAT Practice/Reading Comprehension) A characterization is a collection of characteristics or details about a character that shows a complete picture of a character from the beginning of the essay to the end. Complete the organizer below for the main character in the essay, “The Rug Merchant”, by James Michener.

Character’s Name: The Rug Merchant Muhammad Zaqir

Words & Thoughts Actions Goals Motivation 1.

2.

3.

4.

5.

Complete the chart below to identify one example of each of the elements of suspense in the story.

Suspense Mystery (You want an explanation for something unusual) Surprise (Sudden new twist or turn in the story) Dilemma (Hero or heroine chooses between two unpleasant choices)


Name ______________________ Date __________ The Rug Merchant: Exercise 5 Fill in the blanks.

The author, James Michener, __________ about a trip he __________ made over the

Dasht-i-Margot __________ in Afghanistan. Michener lodged __________ a former mosque

with __________ floors in the ancient __________ of Heart. A rug __________ brought twenty

or thirty __________ the most enchanting Persian __________ to the writer’s room.

__________ saw beautiful, miraculous colors, __________ intricate weaving and beautiful

__________ in dark blues, reds, __________ yellows. The smiling merchant’s __________ was

Muhammad Zaqir, and __________ was proud of his __________. Michener did not want

__________ buy the rugs, but __________ merchant left the rugs __________. The merchant

led his __________ away, laden with beautiful __________ rolled and piled high.

__________ rug merchant returned the __________ night, and every night __________

to sell his rugs __________ Bukhara, Samarkand, and Meshed. __________ merchant called

the writer __________ -sahib, which means Mr. __________. The writer insisted he

__________ not want to buy __________ rugs. Somehow, the merchant __________ that he

might buy __________ rugs, so he ran __________ to his camel to __________ seven or eight

of __________ smaller rugs. Then the __________ gave the writer a __________ in rug

making. Michener __________ about the designs, the __________ and the compact Chinese

__________.

The rug merchant was __________ persistent rascal. By the __________ night, the

merchant sat __________ tea and he explained __________ he could send the __________ to

Michener’s home in __________. The rugs would travel __________ camel to Karachi, by

__________ from Karachi to New __________, and by train from __________ York to

Pennsylvania. Finally, __________ told the merchant he __________ no money to buy

__________ rugs, and his traveler’s __________ were at the embassy __________ Kabul.


However, the writer __________ that he liked six __________ the rugs, so the

__________ gathered up the rugs __________ placed them in the __________ arms. The

merchant said __________ was an honest man, __________ he trusted him to __________

when he got back __________ Pennsylvania. Still, the writer __________ not want to impose

__________ the merchant, and he __________ that he could be __________ crook, or

something might __________ to him. In the __________, the merchant offered to __________

a way to send __________ of the rugs to __________. The next day, the __________ returned

to make an __________ of four hundred and __________ dollars. The writer did __________

want to lose such __________ good deal, so he __________ a blank check on __________

piece of paper and __________ it to the merchant.

__________ in Pennsylvania, Michener received __________ different kinds of letters,

__________ fifteen of each. First, __________ a period of three __________, he received a

steady __________ of letters that asked __________ a small amount of __________ to pay

part of __________ shipping from places like __________, Istanbul, Trieste, and Marseilles.

__________ writer always sent the __________, and finally he received __________ rugs.

The second category __________ letters came from people __________ had seen

Michener’s remarkable __________ check. The letters came __________ the Italian

ambassador, Indian __________, French commercial travelers, English __________, and

anyone who might __________ found the little mosque __________ Herat. According to one

__________ these letters, the rug __________ was using the check __________ an

advertisement to sell __________ rugs, using Michener-sahib’s __________ name. Finally,

Michener’s rugs __________, nearly five years later. __________ check came to Michener’s

__________, and the bank honored __________ check. Michener remembers the __________

merchant who spent four __________ persuading him to buy __________ rugs.


Name ____________________________ Date __________ The Rug Merchant: Exercise 6 Identify the preposition from the list that fits the meaning of each sentence, and write it in the blank.

with from from about by in like over for at 1. The author tells __________ a trip he made __________ the desert.

2. Michener lodged __________ a mosque __________ earthen floors.

3. The rugs would travel __________ ship __________ Karachi.

4. Michener left his traveler’s checks __________ the embassy in Kabul.

5. The writer received bills __________ shipping __________ places __________

Istanbul.

Identify the subject, verb and prepositional phrase in each sentence. Write S for the subject, V for the verb and PP for prepositional phrases.

Example: I ____ walked _____ around the courtyard _____. I __S__ walked __V___ around the courtyard __PP___.

1. James Michener _____ tells _____ about his Afghanistan trip_____.

2. Michener _____ lodged _____ in a former mosque_____.

3. The mosque was in the ancient city of Heart.

4. The rugs _____ traveled _____ by camel_____.

5. The camel was loaded with beautiful rugs.

6. By the third night_____, the merchant _____ drank _____ tea comfortably.

7. Michener_____ learned _____ about the designs, knots and patterns_____.

8. Back in Pennsylvania_____, Michener _____ waited_____.

9. The letters _____ came _____ from the Italian ambassador_____.

10. According to the letters _____, the rug merchant _____ was advertising_____.

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Subject: English II Through ESOL - The School … · according to según daprè de acordo com ancient antiguo ansyen antiga camel camello chamo camelo compact consistencia, compacto