Weekly PowerPoint

Complete the three frame cartoon strip to convey your understanding of the first six chapters of the novel, A Wrinkle in Time. •Who are the main characters? •What have been the most important events throughout the chapter? •Remember, some events occurred before you began reading the book. Do you think that is significant? •Which events have had a tremendous impact on the plot line?

Event 1

Event 2

Event 3

ELACC7RL3: The student will analyze how particular elements of a story or drama interact (e.g., how settings shape the characters or plot).

How can I identity elements of a particular genre?  Read Chapter 7  Complete the

Comprehension Worksheet

ELACC7RL3: The student will analyze how particular elements of a story or drama interact (e.g., how settings shape the characters or plot).

Help me help you…  Complete the summary

task:  Complete the letter

template provided  Be honest:    

What do you need help with? What confuses you? What have you mastered? What do you understand the most? The least?

ELACC7RL3: The student will analyze how particular elements of a story or drama interact (e.g., how settings shape the characters or plot).

Fill in the blanks! A ______ is a word that replaces a noun or pronoun. The ___ is a word or phrase that is represented by another word.

ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Pronouns

ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

What is a pronoun? • A pronoun is a word that takes the place of a noun.

ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Pronouns PERSONAL

I, me, my You, your He, him, his She, her, her It, its We, us, our They, them, their INTERROGATIVE What Which Who, whom Whose INTERROGATIVE It There

DEMONSTRATIVE

This, these That, those INDEFINITE All Another Any, anybody, anything Both Each, either Every, everybody, everyone, everything Few, many, most, much Neither None No one, nobody Some, somebody, someone, something Such

RELATIVE

That What, whatever Which, whichever Who, whoever, whom, whomever Whose REFLEXIVE Myself Yourself, yourselves Himself, herself Itself Ourselves, themselves

Pronouns

Pronoun vs. Antecedent

ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Pronouns • Why do we have them? The train was late, the train had been delayed. (Sounds terrible, doesn’t it?)

ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Pronouns • Why do we have them? The train was late and it had been delayed. (Much better!)

ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Pronouns • Why do we have them? The train was late and it had been delayed. This is called the noun.

ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Pronouns • Why do we have them? The train was late and it had been delayed. This is called the pronoun.

ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Pronouns • Why do we have them? The train was late and it had been delayed. This is also called the antecedent of the pronoun.

ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Pronouns

When Big Dog snuck under the fence, he ran to the dumpster.

ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Pronouns

When Big Dog snuck under the fence, he ran to the dumpster. pronoun

ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Pronouns

When Big Dog snuck under the fence, he ran to the dumpster. antecedent

pronoun

ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Pronouns • Find the pronoun and it’s antecedent for the following sentences: 1. Everyone needs to take their dog to the vet regularly. 2. President Lincoln delivered his Gettysburg Address in 1863. 3. Jayden grabbed his toy to take on the airplane. ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Pronouns • Find the pronoun and it’s antecedent for the following sentences: 1. Everyone needs to take their dog to the vet regularly. 2. President Lincoln delivered his Gettysburg Address in 1863. 3. Jayden grabbed his toy to take on the airplane. ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Pronouns • The second most common mistake made in writing occurs when pronouns do not agree with the number of nouns they are supposed to reflect.

Incorrect: Each student must bring their own lunch. Correct: Each student must bring his or her own lunch. ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Pronouns • Make sure the pronoun fits the antecedent… One of the students must give their oral report tomorrow.

Do you notice what’s wrong?

ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Pronouns • Make sure the pronoun fits the antecedent… One of the students must give their oral report tomorrow.

Do you notice what’s wrong?

ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Pronouns • Make sure the pronoun fits the antecedent… One of the students must give their oral report tomorrow.

singular

plural

ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Pronouns • Make sure the pronoun fits the antecedent… One of the students must give his oral report tomorrow.

Either choose a gender…

ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Pronouns • Make sure the pronoun fits the antecedent… One of the students must give his or her oral report tomorrow.

…or choose both

ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Pronouns • More practice… 1. He or she who laughs loudest around the watercooler may not be who they say they are. 2. Do your child a favor; teach them grammar. 3. Our society has gotten to the point where each person does what’s right in their own eyes. 4. A motorcyclist has the right to decide if they want to wear a helmet. ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Pronouns • More practice… 1. He or she who laughs loudest around the watercooler may not be who they he or she says he or she is. 2. Do your child a favor; teach them him grammar. 3. Our society has gotten to the point where each person does what’s right in their her own eyes. 4. A motorcyclist has the right to decide if they he wants to wear a helmet.

Pronouns Can you believe Fortune 500 Companies have made simple grammatical mistakes? Can you find them? 1. “British Airways is encouraging any passenger who can say that their business class isn’t the most comfortable in the air to write and tell them why.” 2. “If the government thinks it has a role in health reform, we’ve got a message for them.” 3. “Anyone who thinks a Yonex Racquet has improved their game, please raise your hand.” 4. “Give someone a bottle of Irish Mist and you give them hills that roll forever…”

Pronouns Can you believe Fortune 500 Companies have made simple grammatical mistakes? Can you find them? 1. “British Airways is encouraging any passenger who can say that their its business class isn’t the most comfortable in the air to write and tell them why.” 2. “If the government thinks it has a role in health reform, we’ve got a message for them the government officials.” 3. “Anyone who thinks a Yonex Racquet has improved their his or her game, please raise your hand.” 4. “Give someone a bottle of Irish Mist and you give them him hills that roll forever…”

Pronoun-Antecedent Quiz 1. 2. 3. 4. 5. 6.

7. 8. 9. 10.

The cat has ___ own basket. Dawn or Sue will give you ___ notes. Each player has ___ own uniform. A student should keep ___ password a secret. Students have ___ own lockers. Personal computers are in the process of expanding ___ capabilities. Anyone who has e-mail probably corresponds with ___ friends often. Both Marissa and Tashina check ___ mailboxes everyday. One feature of an e-mail program is ___ ability to store messages. Each person with an email account usually has messages waiting for ___.

Pronoun-Antecedent Test 1. 2. 3. 4. 5. 6. 7.

8. 9. 10.

The cat has his/her/its own basket. Dawn or Sue will give you her notes. Each player has his/her own uniform. A student should keep his/her password a secret. Students have their own lockers. Personal computers are in the process of expanding its capabilities. Anyone who has e-mail probably corresponds with his/her friends often. Both Marissa and Tashina check their mailboxes everyday. One feature of an e-mail program is its ability to store messages. Each person with an email account usually has messages waiting for him/her.

Your Tasks: 1. Complete the Pronoun Antecedents activity, – *Study Island - Mrs. Lee Pronoun Antecedent Practice

2. Continue working on the Grammar Assignment from last week. ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Quiz Time • Select the BEST answer for each question!

• You may write on the quiz. • Did you put your name on your paper???

ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

How can characters and other elements of a text be used as a symbol? ELACC7SL1: The student will engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Symbols in Literature…  In your minds, what do these symbols stand for?

Chapter 8: Comparing the setting to our own world

Same

Different

How can characters and other elements of a text be used as a symbol?  Work with your partner

to complete today’s activity.  Choose a character.  Describe the character.  Identify what the

character may symbolize. ELACC7SL1: The student will engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

How can characters and other elements of a text be used as a symbol?  What do these characters

all have in common?

Meg

Charles Wallace

Calvin

 Do they symbolize the

same thing?  Why do science fiction

authors use symbols in their stories? ELACC7SL1: The student will engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.



Create a symbol using modeling clay.

› The symbol will be a reflection of how the you

see/value yourself.



After creating the symbol, write at least 3-4 sentences telling why you chose the symbol to represent yourself. › With a partner, edit your sentences.



Create the final product:

› Complete an index card to display with your symbol.

ELACC7W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

ELACC7W2: The student will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

 How

do your faults hold you back?

• My faults hold me back …  How

could these same faults help you?

• These same faults could also be considered

helpful because…

Identify the key events in the novel.

A Wrinkle in Time

 Watch

the next portion of the movie adaptation of the novel. • Note key events. • Note key characters. • Note symbols used to represent key issues.  Remember - - this novel was written around the time that the Space Race began. How did the people feel about the “unknown” or the idea of space exploration?

ELACC7RL3: The student will analyze how particular elements of a story or drama interact (e.g., how settings shape the characters or plot).

 Summary

Activity:

• What did you note that was the same as the

novel? • What did you note that was different from the

novel?

ELACC7RL3: The student will analyze how particular elements of a story or drama interact (e.g., how settings shape the characters or plot).