Graphic organizers for teaching english language and literature

Copyright TEACHING NOTES You can use the Comparison and Contrast Chart for prewriting activities related to the Writer’s Workshop assignments and other writing projects.. Presentation To

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

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

is open to more than one interpretation Then, describe two interpretations and why you think they are possible (The number of possible ambiguities will vary with each selection.)

1.

2.

3.

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Elements of Literature Sixth Course

A POSTROPHE

Title of Selection: Author:

Apostrophe is a form of direct address in which a speaker, character, or author addresses an inanimate object, an idea, or a person who is either dead or absent

as if that thing or person were present and capable of intelligent understanding.

Example from the selection:

What or whom does the speaker address in the apostrophe?

What seems to motivate the speaker?

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

What overall effect does the apostrophe have in the selection?

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Name: Date: Period: _

VocabularyWords to look up:

Literary Devices Identify the following:

Predict what will happen next? Why is this important?

This reminds me of…

This is confusing because… What just happened?

The author wants me to think… Who should I trust or distrust? Why do you like or dislike this?

VocabularyWords to look up:

Predict what will happen next?

Why is this important?

This is confusing because…

What just happened?

The author wants me to think…

Who should I trust or distrust?

Why do you like or dislike this?

Who is telling the story?

Predict what will happen next?

Why is this important?

This is confusing because…

What just happened?

The author wants me to think…

Who should I trust or distrust?

Why do you like or dislike this?

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Name: Date: Period: _

Concrete Detail and Commentary

Concrete Details (CD) are facts or quotes from the source

Commentary (CM) is your opinion or insight about that fact or quote Source:

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W RITER ’ S W ORKSHOP Analyzing a Character

Pupil’s Edition page 164Prewriting: Choose a Character

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

Look through your Writer’s Notebook to find two or three characters that you would like

to examine more closely.

Character #1 Character #2 How does the writer

indirectly reveal, or show,

NAME CLASS _ DATE _

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W RITER ’ S W ORKSHOP Analyzing a Character

Pupil’s Edition page 164Evaluating and Revising: Peer Editing

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

revise.

Does the analysis begin

with a thesis statement?

Does this statement

reflect the main idea

about the character?

Does the writer

sum-marize the character’s

most important traits?

Does the writer explain

the character’s position

within the story and

identify any significant

changes that the

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NAME CLASS _ DATE _

Writer’s Workshop Analyzing a Character

Pupil’s Edition page 164

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

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

Thesis Statement

◆ The analysis begins with an introductory paragraph that includes a

◆ The writer includes examples and details from the story to support

Spelling, Grammar, Usage, and Mechanics

◆ The analysis has few errors in spelling, grammar, usage, and

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Round characters are complex and

multidimensional, like real people.

Flat characters are one dimensional and

superficial; they can be described in a

single sentence.

Dynamic characters change in an

important way because of the story’s

action.

Static characters do not change much

or at all during a story.

Stock characters are predictable

stereotypes of people.

Motivation is the underlying force(s)

that causes a character to act a

certain way.

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Literary Elements

Elements of Literature Third Course

D ETERMINING M ETHODS OF C HARACTERIZATION

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

Indirect Characterization

The character is revealed through his

or her own speech.

The writer describes how the character

looks and dresses.

The character’s private thoughts are

revealed.

The writer reveals what other

characters in the story say or think

about the character.

The writer shows what the character

does—how he or she acts.

Direct Characterization

The writer directly states what kind of

person the character is: sneaky,

honest, evil, innocent, and so on.

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Name: _Date:

© Freeology.com

Characterization

Directions: One way in which an author develops characters is through what is said

about them As you read, consider what is said about the main character First, write his

or her name in the center Second, in one of the satellite bubbles write what that

character says about himself or herself Third, in the remaining bubbles, record what other characters say about the main character

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Copyright

TEACHING NOTES

You can use the Comparison and Contrast Chart

for prewriting activities related to the Writer’s

Workshop assignments and other writing projects

You can also use the chart to teach students to

compare and contrast literary selections or

charac-ters in selections

Presentation

To show students how to use the Comparison and

Contrast Chart with a prewriting activity, place the

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

stu-G RAPHIC O RGANIZER

C OMPARISON AND C ONTRAST C HART

Model Comparison and Contrast Chart

Topic / Item 1: Topic / Item 2:

Compact discs Audio tapes

Issues / Characteristics

Resistant to stretching distortion X

Summary statements: Compact discs and tapes both produce quality sound, can be

played on portable players, and are readily available Compact discs are more

expen-sive, but they are more durable than tapes.

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G RAPHIC O RGANIZER

C OMPARISON AND C ONTRAST C HART

Topic / Item 1: Topic / Item 2: Issues / Characteristics _ _

Summary statements: _

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TEACHING NOTES

You can use the Drawing Conclusions from

Information Chart when you assign an informative

essay or a research report You can also use the

transparency to help students learn to analyze

logi-cal argument in persuasive nonfiction selections

Presentation

To give students practice in drawing conclusions

from information, place the transparency on the

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

D RAWING C ONCLUSIONS FROM I NFORMATION C HART

Model Drawing Conclusions from Information Chart

Slaves were not Slaves were not Slaves were not Slaves lived in

paid for their work protected by laws allowed to attend fear for their lives.

school.

Conclusion

Slaves were deprived of basic human rights.

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D RAWING C ONCLUSIONS FROM I NFORMATION C HART

Conclusion

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Copyright

TEACHING NOTES

You can use the Cluster Diagram transparency for

prewriting activities related to any of the Writer’s

Workshop assignments in the Pupil’s Edition You

may also use the transparency to provide practice

in identifying details in literary selections

Presentation

To show students how to use the Cluster Diagram

to organize their ideas, place the transparency on

the overhead projector Ask students to suggest several topics about which they would like towrite, and let them vote to select the most popular topic Write the topic in the center bubble

Next, have students suggest three or four mainideas related to the topic, as well as several detailsfor each idea, and write them in the appropriatebubbles

echoing (night)

tlot-tlot ringing

highwayman

horse hooves redcoats

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C LUSTER D IAGRAM

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Elements of Literature Second Course

T HE E LEMENTS OF N ONFICTION

1 What is the writer’s purpose? Who is

the audience?

2 Is the subject important or not?

interesting or not?

3 What facts does the writer include

about the subject? What sources

are used?

4 What are the writer’s opinions about

the subject? What evidence is used

to support the writer’s opinions?

5 What is the writer’s tone, or attitude,

toward the subject?

6 Is every part of the essay necessary?

How are the ideas presented?

7 Are the writer’s ideas clearly

presented? Is the diction clear? Does

the writing contain jargon or other

difficult kinds of words? any imagery?

8 What type of nonfiction piece is the

selection? Is it autobiography or

biography?

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Selection Title

Evaluation Chart

Figures of Speech (originality,

power)

Believability of Plot

Believability of Characters

Clarity of Writing

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TEACHING NOTES

You can use the Evaluation Chart transparency to

provide an opportunity for students to learn the

critical-thinking steps necessary to make evaluative

judgements Students need to be able to use

evalua-tion when making judgments about literary

selec-tions and when writing essays of evaluation

Presentation

To show students how to use the Evaluation Chart,

place the transparency on the overhead projector

E VALUATION C HART

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

sub-Model Evaluation Chart

Subject: Amusement park

Type: Theme park for adults and children

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E VALUATION C HART

Subject: Type:

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G O 1 - 5 b

Expressing

an Opinion Facts:

Rewritten with an opinion:

Headline:

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Graphic Organizers and Generic Patterns

T-Chart

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

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Attribute Analysis: T-Chart

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Venn Diagram

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Comparison Matrix

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Sequence Chain for

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Series of Events Chain

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Step by Step

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Fishbone Map

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Web Chart

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Web Chart

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Ef fects Sunburst: Consequences or Results

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Causes Sunburst: Input and Contributing Factors

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Spider Map

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Continuum Scale

High Low

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Clarification or Point-of-View Writing

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

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Stor yboard Guide For Filmstrip

Trailer (5 Frames)

Leader

(5 Frames)

Start

End

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Filmstrip Stor yboard

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Graphic Organizer for a 5-Paragraph Paper

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

Detail paragraph 1

Give the first reason and write

ideas you will use to explain.

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