I will post all student worksheets and information sheets that I have available in a format suitable for the computer below. They will be in order ending with the most recent one. Scroll down until you find the ones needed. If you do not see what you need, please contact me.
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SLEEPY HOLLOW PAGES ARE BELOW!!
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A CHRISTMAS CAROL
VOCABULARY
Directions: 1.Look up the vocabulary term in a thesaurus and write a synonym for it. 2.Then, use the bold faced word in a sentence and underline it to show you know the meaning (at the bottom). MEMORIZE THESE TERMS FOR THE TEST!
TERM SYNONYM
1. odious-hateful/
2. want-destitute, lacking necessities/
3. ignorance-lacking knowledge needed to make a living/
4. anonymous-without a name, unknown/
5. destitute-extremely poor, abandoned, lacking necessities/
6. homage-honor, respect/
7. dialogue-conversation between characters/
8. accost-to approach and speak unpleasantly to/
9. brusque-abrupt or blunt in speaking/
10. currency-money/
11. incoherent-confused/
12. infuriated-made very angry/
13. reverberates-echoes/
14. theme-author’s message, central idea/
15. stage directions-information given about characters’acting, setting, stage, etc./
SENTENCES:
1.
2.
3
4.
5.
6.
7.
8.
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15.
MEMORIZE THESE TERMS FOR THE TEST!!!!!
Academic Vocabulary
“A Christmas Carol”
Context Clues: the information that comes before and after the phrase or word
Prose: regular writing in sentences (not written in stanzas but in paragraphs)
Drama: a story meant to be performed, usually in parts
Dialogue: conversation between characters
Stage Directions: instructions for actors to follow on stage
Setting: when and where the story takes place
External Conflict: the struggle or problem a character faces with other characters or nature
Internal Conflict: the struggle or problem a character faces with feelings or decisions
Theme: the central message or author’s point (life lesson to be learned)
Fill in the blanks.
Story meant to be performed in parts_____________________.
Struggle or problem a character faces with feelings or decisions__________________.
When and where the story takes place_________________.
Writing that is not poetry, regular writing in paragraphs, not stanzas ____________________.
Struggle or problem a character faces with other characters or nature ____________________.
Instructions for actors to follow on stage__________________.
Conversation between characters_____________________.
Central message, author’s point, or life lesson of a story _______________________.
Information that comes before and after a word or phrase and determines meaning_____________.
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The Legend of Sleepy Hollow
by Washington Irving
Legend Vocab. #1
• Adjacent-adj. Near or close
• Stripling-n. Youth, young person
• Sabbath- n. Sunday, usual Christian day of rest and worship
• Sequestered glen- n. narrow secluded valley
• Rustic- adj. Of the country, rural, simple
• Gambols- n. Playful games, outdoor games
• Apparition- n. Ghost, phantom, or anything that appears unexpectedly
• Authentic- adj. Reliable, credible, real
• Superstition-n. Any belief that is not of the average or normal thought-belief in omens, ghosts, or supernatural
• Propensity-n. natural inclination or tendency
• Cognomen-n. Any name, or nickname
• Copybooks-n. Book used for penmanship
• Maxim-n. rule of conduct
• Urchin-n. Mischievous small child
• Chastisement-n. Harsh punishment or scolding
Legend Listening Questions #1
True/False
• Sleepy Hollow was a peaceful spot.
• The people of Sleepy Hollow are superstitious.
• Ichabod Crane had lived in Sleepy Hollow all of his life.
• Ichabod was a handsome fellow.
• Ichabod used a lot of discipline in his classroom.
Legend Written Questions #1
• Where was Tarry Town Located?
• Who settled there?
• Why was it known as “Tarry Town”rather than Greensburg?
• Give reasons for the name Sleepy Hollow.
Legend W.Q. #1 continued
• What apparition is most dominant in the area?
• Describe Ichabod Crane.
• Describe the schoolhouse.
• Explain “Spare the rod and spoil the child”
Legend Vocab. #2
• Onerous-adj. Burdensome, oppressive
• Swains-n. Country youth—boys
• Damsels-n. Young unmarried girls, maidens
• Epitaphs-n. Something engraved in remembrance of the deceased; as in a tombstone
• Gazette-n. Newspaper
Harbinger-n. Forerunner, before something
• Topsy Turvy-adj. Upside down, reverse conditions, disorder
• Specter-n. Ghost
• Perambulation-n. A walk
Legend Listening Questions #2
True/False
• Ichabod was liked by little children and women.
• Schoolmasters were usually thought to have a fairly easy life.
• Ichabod was extremely shy and backward around women.
• The people of the area hated to see Ichabod visit.
• Ichabod disliked the ghost stories told constantly in the area.
Legend Written Questions #2
• Where did Ichabod live?
• What did Ichabod do to help pay his room and board?
• What did Ichabod do in his spare time?
• Why did the ladies like Ichabod?
• What was Ichabod most knowledgeable about?
• What sort of things scared him during his walks?
• What did Ichabod do when he was afraid?
Legend Vocab. #3
• Coquette-n. a flirtatious girl
• Paternal-adj. Fatherly, on the father’s side
• Pedagogue-n. a teacher
• Chanticleer-n. A rooster
• Resplendent-adj. Shining brightly, dazzling
• Festoons-n. Curved garland or arrangement of flowers or fruit
Legend Vocab. #3 continued
31. Knight-errant-n. Medieval knight looking for adventure
32. Adversaries-n. An opponent or foe
33. Labyrinth-n. Structure which is difficult to follow without losing one’s way: a maze
34. Squall-n. Harsh loud cry or scream
35. Rantipole-adj. Loud talking, boisterous
Legend Listening Questions #3
True/False
• Katrina was a coquette.
• The Van Tassels were a family of average wealth.
• Ichabod looked at all of the Van Tassel’s farm animals and thought of eating.
• Ichabod was not overly concerned with money.
• The Van Tassel’s home was plainly decorated.
Legend Written Questions #3
• Give two reasons that Ichabod wanted to court Katrina.
• Give two reasons why it was difficult to court Katrina.
• Who else wanted to court Katrina besides Ichabod?
• How was this other suitor viewed in the community?
5. What was meant by “sparking”?
Legend Vocab. #4
• Amours-n. love affairs
• Piazza-n. Veranda, porch
• Pinnacle-n. Highest point
• Preceptor-n. Teacher
• Eloquence-n. Fluency in speech or writing
• Boorish-adj. Rude or awkward
• Pensive-adj. Thoughtful or reflective
• Ferule-n. Metal ring put on the end of a tool for added strength
• Cavalier-n. Armed horseman, gallant gentleman
• Capricious-adj. Erratic, impulsive
•
Legend Listening Questions #4
True/False
• Katrina seemed to favor Brom Bones over Ichabod.
• Ichabod wanted to end the rivalry with a fight.
• Brom played practical jokes on Ichabod.
• Ichabod borrowed a broken down farm horse to ride to the Van Tassel’s.
• Ichabod and his horse made a funny looking sight as he rode to the Van Tassel’s.
Legend Written Questions #4
• Brom Bones scared other rivals from stopping at Katrina’s house. How did Ichabod get around him?
• What kind of practical jokes did Brom play on Ichabod?
• To what was Ichabod invited?
• How do we know Ichabod was excited about the event?
• Ichabod borrowed a horse named Gunpowder. Did the name suit the horse? Explain.
• Describe how Ichabod and his horse look together.
Legend Vocab. #5
• Parlor-n. Living room, formal
• Itinerant-adj. Traveling
• Knoll-n. Rounded hill, mound
• Countenance-n. Facial expression, referring to the face
• Tête a tête-n. Private conversation between two people, secret
•
Legend Listening Questions #5
True/False
• After entering the Van Tassel’s home, Ichabod went straight to the food table.
• Music for dancing was provided by one musician with a stringed instrument.
• Ichabod thought himself to be as good a dancer as he was a singer.
• Ichabod watched Katrina and Brom Bones dancing.
• Ichabod joined the older men while they sat around telling war stories.
Legend Written Questions #5
• Describe Brom Bone’s horse Daredevil.
• Describe the food table.
• What happened to make Ichabod leave Katrina’s earlier than he intended?
• How did Ichabod feel when he left the quilting frolic?
• What time of night was it? What sounds did he hear?
Legend Vocab. #6
• Bough-n. Main branch of a tree
• Peril-n. Exposure to harm or injury
• Cavernous-adj. Cave-like
• Lateral-adj. Toward the side
• Cranium-n. Skull
Legend Questions #6
True/False
• The tulip tree was known as the Van Tassel tree.
• Ichabod began to whistle as he approached the fearful tree.
• Ichabod approached a marshy swamp known as Wiley’s swamp.
• Ichabod didn’t fear the stream where Andre was captured.
• Ichabod was chased by the “Headless Horseman”.
PREDICTION
• Predict the outcome of the story.
• Think about: What happens to Ichabod? How does the town react? Do they find out who the “Headless Horseman” really is?
• Provide supporting details for you conclusion.
• Should be at least 2 paragraphs.
Legend Questions # 6
• Where does Ichabod think the Horseman will vanish when he gets there?
• What two items were found at the sight that Ichabod disappeared?
• Do you think Brom Bones is the horseman? Why or Why not?
• What were the rumors given for Ichabod’s leaving.
• What were some of the things that happened to the town after Ichabod’s disappearance?
• Name three things Ichabod supposedly became.
THE LEGEND OF SLEEPY HOLLOW RECAP
1. Which state is Sleepy Hollow located?
2. Ichabod Crane’s scholars were__.
3. Where did Ichabod live?
4. Besides being a school master, Ichabod Crane was the _______.
5. The Headless Horseman was called the _______ of the Hollow.
6. A _____ causes more perplexity to a mortal man than ghosts, goblins, or witches.
7. What was Baltus Van Tassel’s occupation?
8. Brom Bones was famed for great knowledge and skill in _______.
9. What is another word for courting in Sleepy Hollow?
10. Why did Brom Bones play practical jokes on Ichabod Crane?
11. Ichabod felt safe from his pursuer if he reached the _________.
12. Why was school turned loose an hour before the usual time?
13. What was the name of the plough-horse Ichabod borrowed?
14. Ichabod was compared to Saint Vitus, the blessed patron of ________.
15. Where was the Headless Horseman most frequently encountered?
16. The fearful tulip tree was known by the name of ________.
17. Where was the Headless Horseman’s head carried?
18. A _________ was found near Ichabod’s hat.
19. According to an old farmer, what was the last thing Ichabod had done?
20. What happened to Brom Bones?
LITERARY TERMS UNIT 1
analyze-break down into smaller parts and examine closely.
plot-the events that take place in the story
conflict-the problem they are struggling to deal with in the story
setting- when and where the story takes place
genre-the different types of literature
external conflict-when the problem comes from a source outside the character
internal conflict-when the problem is inside the character’s mind (personal problem)
flashback-an event mentioned that took place before the start of the story.
foreshadowing-hints that something is not right and something is about to take place
sequence-the order in which the events take place.
cause and effect-a relationship between events in which one makes the other happen
prefix-something added added to the beginning of a word that changes its meaning (ex. non)
suffix-something added to the end of a word that changes its meaning. (ex. ed)
root word- the basic word with nothing added to it
plot diagram- 5 part schematic that shows the parts of the plot:
exposition, rising action, climax, falling action , and resolution
exposition-introduces characters and setting
rising action-plot thickens, events build suspense
climax-high point in action, turning point of story
falling action-things become clear start to come together
resolution-loose ends are all tied up. may not be what is expected.
major character-a character that plays a main part in the story
minor character-a character that is mentioned, but doesn’t really affect the story outcome
personification-when something not human acts like a human animals talk, leaves dance, etc.
fact-something real that can be proven
antagonist-the problem in the story-“the bad guy”
protagonist-the hero of the story-“the good guy”
infer-to look at the information you have and draw a conclusion based on what you know.
evaluate-be able to tell the good from the bad; judge it
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website to print Personification-Fact Worksheet
http://edsitement.neh.gov/lesson_images/lesson584/Personification.pdf
website to print honors animal facts research and story character worksheet
http://edsitement.neh.gov/lesson_images/lesson585/Footsteps.pdf
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Syllabus
7th Grade Reading
Mrs. Rowe (2009-2010)
Be Prompt, Prepared, Polite, and Positive!
Objectives: To improve reading skills (must pass CRT test at 8th grade level for driver’s license!)
To broaden your understanding of and sample a variety of genres of literature
To enjoy what is read
Supplies Needed Each Day:
1. paper, 2. pencil or blue/black pen, 3. spiral notebook to organize work, 4. reading material (preferably AR book) *Classroom texts are available for checkout in hardback or cd format.
Library: Instruction will be given on conventional library use and computer technology. Students are encouraged to use library sources whenever possible! Students will be able to access both the school and classroom libraries daily as they finish a book.
Homework: Most work assigned in reading will be completed during class. This will allow time for free reading (Student is required to bring library book each day for SSR (sustained silent reading practice). Students will begin each reading class with SSR, and will also read when assignments are finished. AR tests and library visits may be taken during this time.
Following Rules = Good Habits! All students are required to know and obey the MNMS handbook. 3 pink slips= 2 hour detention (Please note: constantly forgetting work/supplies will use up your hall passes quickly, and once you’re out, you will use pink slips to leave class.) Use your passing time WISELY!
Make-up Work: A calendar of assignments is available in class. Students are to copy the assignment, gather any worksheets, and check out texts necessary to do work (if needed). You have the same number of days to complete make-up work as the number of days missed. Work turned in after make-up time has passed will be counted late unless prior arrangements are made with teacher.
*It is the student’s responsibility to get missing assignments and hand them in when he or she returns from an absence (as per the handbook)! Be responsible!
Novels: During the year, we will be reading novels together as a class. At least one novel will be read each nine weeks. Some novels we read are: Number the Stars, A Christmas Carol,The Legend of Sleepy Hollow, and The Outsiders. We will read additional novels
as time allows. Students will take AR tests over these novels.
Grading: 10% AR goal
15% AR Test Scores
75% Literature/Daily Work
Contact Information:
phone number- 324-2236 (Will post new extension as soon as phone is updated.)
email is the best way to reach me. If you would like me to call, email a request.
email- rowec@mustangps.org
web site address- http://www.quia.com/pages/crowe/page9
AR/STAR TESTING
STAR-Standardized Test for Assessment of Reading. is a computer program used in conjunction with AR (Accelerated Reader). Results given show a reading level which helps to determine students’ AR goals.
Students who maintain the same level or improve on STAR will not automatically have their goal increased but will work with Mrs. Rowe to set a realistic goal. This encourages students to rise to the challenge of becoming better readers. Students who purposefully fail will not lower their goals. More reading will be required to improve their skills!
AR (Accelerated Reader)- This is a computerized reading program designed to allow each student to practice reading with material at an appropriate level that is of interest to them. After testing with STAR to determine equivalent, the student has an individual goal set. This goal is a specific number of points to be met by reading in class during sustained silent reading, after finishing work, and at home. Books have been assigned a point value based on difficulty of reading. To receive the points the student takes a 10-20 question multiple choice test on the computer to evaluate whether their comprehension. Students will log all books read and tests taken on their AR reading log. A book log will be kept for each book read. Students must have a teacher or parent signature to verify a book was read in order to test. A grade will be given for the reading log at the end of the nine weeks. Students will be required to have parents sign the AR log weekly. NonAR books can be read toward goal with teacher approval and the completion of a book review and writing a test for the book. Points earned must be agreed upon with teacher prior to reading book.
*Grading for AR is 25% of the total reading grade- 10% for % of goal and 15% for test average.
*Bonus is given for students reading over their goals
*At this point students are encouraged to exceed goals and choose to become SUPER, ADVANCED, STAR, and CLASSIC readers. Rewards are given each 9 weeks for attaining different levels of success.
*Students may also write book reviews for bonus. (Can’t copy book cover!)
*Books on Tape: Students may read along with books on tape with permission from Mrs.Rowe. Student must alternate with non-tape books!
AR Testing Options: If you choose to read a non-AR book, you may write your own test. as well as a short review. This must first be approved by Mrs Rowe and points to be earned agreed upon and logged in your notebook. Then following the same format as computer tests, write 10 multiple choice questions with 4 choices for each. Vary your questions as far as content (not 6 questions about main characters and 4 about the plot). Also, questions must be sequential and taken from throughout the entire book. Answers must be included at the end of the test. When finished, give test and book to Mrs.Rowe so level/points can be verified. NOTE: Students must alternate with computer tests!
*Individual requirements and AR details will be sent home later in the nine weeks when the library opens and we are able to STAR test and begin the program.
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EXTRA CREDIT
DUE AT AR DEADLINE!
Dear Parents,
Often parents ask, “How can I help my child in reading?”
Participating in this project is one way. Also, take time to help your child in reading by doing the following:
Be a reader yourself.
Read with your child.
Take time to listen to your child.
Make reading fun.
Take your child to the library.
Be interested in your child’s work and what they’re reading.
To receive extra credit in reading, listen to your child read aloud (AR book, magazine, newspaper, text) then initial this record sheet. Not only can they receive bonus points at the end of the nine weeks, but it can be a real sharing time!
READ ORALLY TO A PARENT FOR 15 MINUTES.
DATE
PARENT INITIAL
DATE
PARENT INITIAL
DATE
PARENT INITIAL
READING IS THE MAGIC KEY...
TO TAKE YOU WHERE YOU WANT TO BE...
Reading practice is fundamental for:
...communication skills )
...language skills
...research skills
Our goal is to MAKE READING A LIFETIME HABIT!
STUDENT SIGNATURE:__________________________
PARENT SIGNATURE:____________________________
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