Introduction to Character Foils
During this lesson, students will view video clips and read texts that have character foils examples. Students will complete a graphic organizer with evidence that supports their identification of foil characters. Once complete, students will use the information from the graphic organizer to discuss character foils.
Metacognitive Approaches to Student-based Learning
In this lesson, students will learn how to make complex inferences and draw conclusions about a work of literary fiction using a combination of text evidence and background knowledge. Using a graphic organizer and a short story, students will record both text evidence and their prior knowledge, and combine these elements to make an inference about the character.
2 Texas Middle School Fluency Assessment: Administering and Interpreting Results
This binder details how to score and interpret the results of the Texas Middle School Fluency Assessment (TMSFA). This course is Unit 4 of the Texas Adolescent Literacy Academy (TALA). These materials are available for view only; no credit or certificate is provided.
The Write Way
Students will use a graphic organizer to draft the introduction paragraph of their expository essays.
Analyzing and Using Organizational Patterns
Students used organizational patterns (compare and contrast, argumentative, cause and effect, problem and solution, chronological) to create anchor charts. Students then worked in groups to analyze text and plan a composition, using the anchor charts to complete the tasks. Ultimately, students created a plan from a self-generated topic to demonstrate an understanding of the use of organizational patterns.
Which Organizational Pattern Is It?
Students will read a text, identify its organizational pattern, highlight signal words, create a visual representation/graphic organizer, and present to the class.
Students during Task
Sparking Curiosity and Wonder: Making Complex Inferences
Students will learn how to activate their curiosity and use questioning strategies to make complex inferences and connections across texts.
Texas Middle School Fluency Assessment (TMSFA)
Texas Education Code (TEC) §28.006(c-1) requires that students who do not meet the passing standard on the Grade 6 State of Texas Assessment of Academic Readiness (STAAR) reading test must be administered a reading assessment at the beginning of grade 7. The Texas Middle School Fluency Assessment (TMSFA) was developed with Texas students to be a valid and reliable instrument for determining students’ areas of instructional need.
The TMSFA is based on valid and reliable scientific research, thoroughly measures each domain of development, and is user-friendly. The following three domains of development are assessed using the TMSFA.
- Text Comprehension (Reading)
- Word Analysis
- Fluency
Themes in Hamlet
Students will make inferences about themes from the play, use textual evidence from the play to support their inferences using the CASE model, and will make a praise and criticism for peer answers.
Crime Scene Inferences
In learning stations, students use textual evidence and personal schema to generate inferences, make generalizations, and draw conclusions to support understanding about expository text.
Inferring: It’s a Beast!
Using a digital forum, seventh-grade students will collaboratively generate authentic inferences about character motivation. Students will utilize textual evidence and draw from personal schema in order to make logical connections across multiple genres.
How Authors Develop Complex Yet Believable Characters in Drama by Contrasting Characters
The students will identify characteristics of characters from Shakespeare's Romeo and Juliet, explain why the characters are foils to each other, and use text evidence to support their understanding.
Remembering Leaders
Students will read expository text, categorize findings, and reformulate the text into an obituary.
Teacher poised for modeling
Are You Speaking Greek?
Students will be able to determine the meaning of words using Greek, Latin, or other linguistic roots and affixes.
Can You Summarize?
Students will work with partners, as well as independently, to create and evaluate summaries of expository text.
Denotation and Connotation (English I Reading)
You will be able to distinguish between the denotative (dictionary) meaning of a word and its connotative (emotions or associations that are implied rather than literal) meaning.
Linguistic Roots and Affixes (English 8 Reading)
You will be able to recognize linguistic roots and affixes to use in determining the meanings of academic English words and in other content areas.
The Golden Touch
Students will practice using a protocol to create a summary of an expository text.
Inferring Through Imagery and Figurative Language
Students rotate to four posters which contain a single stanza from a common poem (“Digging” by Seamus Heaney), marking key literary elements (imagery, diction, figurative language) before rotating to explain the connotation of the words and phrases selected by the previous group. After text marking, students regroup to discuss the inferential connections between literary terms and their connotative meaning to theorize thematic meaning within the poem.
Making an Inference
The class will review previous learning about how authors describe characters using speech, thoughts, effects on others, actions, and looks (STEAL). Students will make annotations on an excerpt using the STEAL strategy. We will talk them through making a guided inference. Students will complete a short-answer response on chart paper with evidence and inference for the focus question