SUCCESS ACADEMY
Language Arts/Reading
10th GRADE
Student Packet
TUTORING SESSION 1
Focus Lesson: Word Meanings and
Main Idea
Mini-Lesson passage: “Kofi
Annan Wins Nobel Peace Prize”
Instructional Passage: The Lute
Name: ____________________________
Curriculum and Instruction
2010-2011
THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA
THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA
Perla Tabares Hantman, Chair
Solomon
C. Stinson,
Chair
Dr. Dr.
Lawrence
S. Feldman,
Vice
Chair
Perla
TabaresBendross-Mindingall
Hantman, Vice Chair
Dr. Dorothy
Agustin
Barrera
Carlos L.J.Curbelo
Renier Diaz
Diaz de
de la
la Portilla
Portilla
Renier
Dr.Wilbert
Lawrence
S. Feldman
Dr.
“Tee”
Holloway
Dr. Wilbert
“Tee”Karp
Holloway
Dr. Martin
Dr. Martin
Stewart
Dr. Marta
PérezKarp
Ana Rivas
Logan
Raquel
A. Regalado
Dr. Marta Pérez
Alexandra Garfinkle
Student
Advisor
Eboni Finley
Student Advisor
Alberto M. Carvalho
Superintendent
of Schools
Alberto M. Carvalho
Superintendent of Schools
Milagros R. Fornell
Associate
Superintendent
Milagros
R. Fornell
Curriculum
and
Instruction
Associate Superintendent
Curriculum and Instruction
Dr. Maria P. de Armas
Assistant
Dr. MariaSuperintendent
P. de Armas
Curriculum
and Instruction,
K-12 Core
Assistant
Superintendent
Curriculum and Instruction, K-12 Core
Karen Spigler
Administrative
Director
Karen Spigler
Division
of LanguageDirector
Arts/Reading
Administrative
Division of Language Arts/Reading
Curriculum and Instruction
2010-2011
Session 1
Review the following definition and examples with your teacher:
Context clues - words, phrases or sentences around an unfamiliar word that
provide clues to the word’s meaning.
Restatement Signal Words – words or phrases such as in other words and that is can
signal the meaning.
EXAMPLE: The umpire treated every player in an exacting manner; that is, he was stern
and uncompromising with them.
EXPLANATION: From the context, readers can tell that exacting means “stern and
uncompromising.” The phrase that is signals that the words stern and uncompromising
restate the meaning of the word.
Contrast Signal Words – words or phrases such as but, by contrast, or although indicate
that an unfamiliar word contrasts with another word in the passage.
EXAMPLE: Jose was disdainful of the new homework policy, but his friend found it
invigorating and inspiring.
EXPLANATION: From the context, readers can tell that disdainful means “scornful”,
“tedious” or “contemptuous.” The word but signals that disdainful contrasts with the
words invigorating and inspiring.
Definition/Explanation Clues – a sentence may actually define or explain an unfamiliar
word by using commas, hyphens, or parenthesis to signal the meaning of the word.
EXAMPLE: The ancient Egyptians used natron, a hydrated mineral, to dry the corpse
during the mummification process.
EXPLANATION: From the context, readers can tell that natron means “a hydrated
mineral” or salt. The commas signal the meaning of the word.
Student Practice
Work in pairs to determine word meaning and signal words.
1. Many types of fauna, for example the Burmese python, the Yellow anaconda,
and the boa constrictor have invaded Everglades National Park.
2. The police officer was judiciously protected by two fellow officers, but the suspect
was imprudently and unwisely alone.
3.
The king and his old guard were accused of rampant corruption and nepotism
(favoritism), when he appointed his nephew ambassador.
4. The newspaper’s incredulous advertisement stated that the new eco-friendly air
cooler would reduce electric bills by 96% and reduce carbon emissions by 78%.
5.
Bella is a typical belligerent character, that is, she is strong and quarrelsome.
Curriculum and Instruction
2010-2011
A main idea is a statement that expresses concisely, but completely, what the
passage is about. Supporting information includes details, examples and reasons.
Each piece of information is, by itself, not as important as the whole idea, or essential
message of the passage.
While reading ask yourself the question, “What is the author saying about these
ideas or details?”
Remember that sometimes the main idea is implied rather than stated directly; you may
have to infer what the main idea is.
Read the following sample passages with your teacher. Notice the position of the
sentence stating the main idea.
The main idea is in the first sentence followed by details:
Clara Barton, known as America’s first nurse, was a brave and devoted humanitarian.
While caring for others, she was shot at, got frost bitten fingers, had severe laryngitis
twice burned her hands, and almost lost her eyesight. Yet she continued to care for the
sick and injured until she died at the age of 91.
The main idea is in the middle of the paragraph with details on both sides:
The coral have created a reef where more than 200 kinds of birds and about 1,500 types
of fish live. In fact, Australia’s Great Barrier Reef provides a home for many interesting
animals. These include sea turtles, giant clams, crags, and crown-of-thorn fish.
The main idea is the last sentence summarizing the details that came before:
Each year Antarctica spends six months in darkness from mid-march to mid-September.
The continent is covered year-round by ice that causes sunlight to reflect off its surface. It
never really warms up. In fact, the coldest temperature ever recorded was in Antarctica.
Antarctica has one of the harshest environments in the world.
The main idea is not stated in the paragraph and must be inferred from the supporting
details (implicit):
The biggest sea horse ever found was over a foot (45 cm) long. Large sea horses live
along the coasts of New Zealand, Australia, and California. Smaller sea horses live off
the coast of Florida, in the Caribbean Sea, and in the Gulf of Mexico. The smallest adult
sea horse ever found was only one-half inch (1.3 cm) long.
In this example the implied main idea is that sea horses’ sizes vary based on where they
live.
Curriculum and Instruction
2010-2011
Student Practice
Read the following passage: “Kofi Annan Wins Nobel Peace Prize”, with
your teacher. After reading, reread and use the graphic to take notes on the
key points and supporting details you believe to be important in the
passage.
Supporting detail
Supporting detail
Main Idea
Supporting detail
Supporting detail
Source: Exploring Nonfiction-Social Studies- Secondary. (2003). Teacher Created materials & TIME
Learning Ventures.
Curriculum and Instruction
2010-2011
Curriculum and Instruction
2010-2011
HIGH SCHOOL QUESTION TASK CARDS
Design questions that require students toHIGH
find the
main idea
of the passage.
Support answers with details and information from
SCHOOL
QUESTION
TASK CARDS
the text.
Design questions that require students to find the main idea of the passage. Support answers with details and
information from the text.
(LA.910.1.7.3)
• What is the main idea of this article?
• What would be another good title for the(LA.910.1.7.3)
article?
• Based
on
all
the
information
given,
how
does
each piece contribute to the idea that_______________?
• What is the main idea of this article?
• Which
the good
best summary?
• Whatsentence
would begives
another
title for the article?
• Which
statement
describesgiven,
the lesson/moral
of this
story?
• Based
on all thebest
information
how does each
piece
contribute to the idea that_______________?
• What
is the
primarygives
topicthe
in the
• Which
sentence
bestarticle?
summary?
• What
is the
essentialbest
message
in the
• Which
statement
describes
thearticle/story?
lesson/moral of this story?
What
is the
central
ideatopic
of theinarticle?
• What
is the
primary
the article?
• What
is is
thethe
main
goal ofmessage
?
• What
essential
in the article/story?
What is the central idea of the article?
RELEVANT
SUPPORTING DETAILS
• What is the main goal of ____
?
• Which sentence best characterizes attitude toward ?
• How does support the idea that
?
RELEVANT
SUPPORTING DETAILS
• How
cansentence
the readerbest
prove
the idea that
is the main
idea
of this____?
text?
• Which
characterizes
_____’s
attitude
toward
• How does ______support the idea that ____ ?
• How can the reader prove the idea that is the main idea of this text?
Curriculum and Instruction
2010-2011
DIRECTIONS: Read the article “The Lute” and answer the questions in your Student Answer
Book.
The Lute
The term “lute” refers to any roughly pear-shaped musical instrument having four to six sets of
strings, each set producing a different pitch. The main parts of this instrument include the belly,
which the strings pass over, the back, which gives the instrument its characteristic shape, and the
arms on which the tuning pegs are located. The major variations use either skin or wood as the belly.
The animal skin variety dates back to prehistoric times (around
5000 B.C.), while the wood-belly type is more recent. In its
many forms, the lute is the most widely used instrument in the
world.
The lute began as a crude, single-stringed instrument of
communication around 4000 - 5000 B.C. in the Middle East
and
Africa. As its popularity grew, it began to evolve into a musical
instrument. One of the first cultures to use the lute for what it is
today was Egypt. Egyptians modified the primitive form
consisting of only one string and created the first multiple
stringed wood-bellied lutes for use in ceremonies and festivals.
These lutes were similar to the present day Japanese
instruments, the shamisen and biwa. Throughout the Middle
East the lute evolved into many different forms, the most famous being the Egyptian ’ud, created
during the third century A.D.
When the Europeans traveled to the Middle East and Asia during the Crusades, they found the lute in
wide use as a musical instrument. They liked its rich sound and took the instrument back with them
to Europe, simplifying the Arabic name, “al’ud,” to “lute.” They fashioned and adapted the Middle
Eastern skin and wooden instruments to fit the purposes of their culture and created the best-known
version of the instrument, the European wood-bellied lute. This lute was immortalized when
Medieval and Renaissance minstrels used it as instrumental accompaniment for their stories and
songs.
Later, during the Baroque period, the European lute surpassed even the harpsichord in popularity,
and many composers, including J.S. Bach, wrote musical selections for the instrument. During this
time many extravagant types of lutes were created, some having as many as 12 sets of strings—24 in
all! Today, we know that simple wood-bellied lute in America as the guitar, and the skin-bellied one
as the banjo. If it is hard to recognize a five-thousand-year-old instrument in the humble banjo, it
should be easy to see how very adaptable this instrument is and how easily it has been molded by
diverse cultures. If the Middle Eastern and Asian cultures contributed to its initial design, and
Europeans helped it spread beyond its original home. Nearly every culture has made the instrument
its own through unique design, as in the triangular Russian Balalaika, or exotic materials, as in the
armadillo shell instruments of the Charango of South America.
Curriculum and Instruction
2010-2011
DIRECTIONS: Read the article “The Lute” and answer questions 1 – 6.
1. Read the sentence below:
Later, during the Baroque period, the European lute surpassed even the harpsichord in popularity,
and many composers, including J. S. Bach, wrote musical selections for the instrument.
What is the meaning of the word surpassed?
A. exceeded
B. resembled
C. eliminated
D. supplemented
2. Which statement BEST states the main idea of this article?
F. The lute has been traced to prehistoric times.
G. The lute was immortalized by singing minstrels.
H. The lute has evolved into a widely used instrument.
J. The lute was originally a single-stringed instrument.
3. What is the author’s purpose for writing the article?
A. to encourage the reader to play the lute
B. to tell the reader of the value of the lute
C. to show the reader the functions of the lute
D. to inform the reader of the history of the lute
4. How would you identify the origins of an antique lute? Use details and information from the
article to support your answer.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________
5. You are helping a researcher who is trying to document the evolution of the pen. Using the
ideas from the article about lutes, what steps would you use to identify the stages of a pen’s
evolution? Support your answer using details and information from the article.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
____________________________________________________________________________
Curriculum and Instruction
2010-2011
6. What point does the author make by saying, “In its many forms, the lute is the most widely
used instrument in the world”? Use details and information from the article to support
your answer.
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Curriculum and Instruction
2010-2011
ANTI-DISCRIMINATION POLICY
Federal and State Laws
The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in
employment and educational programs/activities and strives affirmatively to provide equal
opportunity for all as required by law:
Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color,
religion, or national origin.
Title VII of the Civil Rights Act of 1964, as amended - prohibits discrimination in employment on
the basis of race, color, religion, gender, or national origin.
Title IX of the Educational Amendments of 1972 - prohibits discrimination on the basis of
gender.
Age Discrimination in Employment Act of 1967 (ADEA), as amended - prohibits discrimination
on the basis of age with respect to individuals who are at least 40.
The Equal Pay Act of 1963, as amended - prohibits gender discrimination in payment of wages to
women and men performing substantially equal work in the same establishment.
Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.
Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with
disabilities in employment, public service, public accommodations and telecommunications.
The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up
to 12 weeks of unpaid, job-protected leave to “eligible” employees for certain family and medical
reasons.
The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis
of pregnancy, childbirth, or related medical conditions.
Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender,
national origin, marital status, or handicap against a student or employee.
Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from
discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status.
Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and
Section295.07 (Florida Statutes), which stipulates categorical preferences for employment.
Revised 9/2008
Curriculum and Instruction
2010-2011