OVERVIEW
LEVELS 9 & 10
Academic Workout
Tables of Contents
Reading
9th Level
10th Level
A. Reading Strategies
A. Reading Strategies
1. Previewing
1. Clarifying and Questioning
2. Activating Prior Knowledge
2. Responding to Text
3. Questioning
3. Paraphrasing Ideas
4. Making and Confirming Predictions
4. Summarizing Nonfiction
5. Connecting with the Text
5. Skimming and Scanning
6. Visualizing
6. Comparing and Contrasting Texts
7. Monitoring Comprehension
7. Evaluating Text
8. Summarizing Information
9. Reading Critically
10. Synthesizing
B. Comprehension Skills
B. Comprehension Skills
11. Stated and Implied Main Ideas
8. Determining the Main Idea
12. Analyzing Supporting Details
9. Interpreting Facts and Opinions
13. Differentiating Fact and Opinion
10. Drawing Inferences and Conclusions
14. Author’s Purpose and Perspective
11. Making Generalizations
15. Making and Supporting Inferences
12. Analyzing Paragraphs
16. Types of Text Structure
13. Bias and Emotional Appeals
17. Tone
14. Logical Fallacies
18. Annotating a Text
15. Annotating a Text
19. Context Clues
16. Reading Literary Criticism
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Tables of Contents
Academic Workout - Grade 10—CURRICULUM ASSOCIATES®, Inc.—www.curriculumassociates.com—800-366-1158
1
OVERVIEW
LEVELS 9 & 10
Vocabulary
9th Level
10th Level
20. Prefixes and Suffixes
17. Determining Word Meaning from Context
21. Word Roots and Word Families
18. Analyzing Word Parts
22. Denotations and Connotations
19. Multiple-meaning Words
23. Word Origins
20. Connotations and Shades of Meaning
24. Homophones and Homonyms
21. Interpreting Idioms
25. Figurative Meaning
Literature
9th Level
10th Level
A. Analyzing Fiction
A. Analyzing Fiction
26. Plot Development
22. Analyzing Plot and Conflict
27. Characters and Characterization
23. Character Motivation
28. Narrators and Points of View
24. Character Traits and Relationships
29. Setting and Mood
25. Analyzing Point of View
30. Interpreting Theme
26. Role of Setting
27. Theme and Theme Statements
B. Reading Nonfiction
B. Reading Nonfiction
31. Essays
28. Analyzing Text Structure
32. Biographical Writing
29. Inductive and Deductive Order
33. Autobiographical Writing
30. Author’s Purpose and Tone
34. Speeches
31. Interpreting Graphics
35. Workplace and Consumer Documents
32. Synthesizing Ideas
36. News Articles
33. Evaluating Argument
C. Focus on Poetry and Drama
C. Focus on Poetry and Drama
37. Forms of Poetry
34. Interpreting a Poem
38. Rhythm and Meter
35. Sounds of Poetry
39. Rhyme and Repetition
36. Reading Drama
40. Sound Devices
37. Shakespearean Language
41. Forms of Drama
42. Dramatic Conventions
D. Elements of Literature
D. Elements of Literature
43. Figurative Language and Imagery
38. Kinds of Irony
44. Foreshadowing and Suspense
39. Interpreting Figures of Speech
45. Dialogue and Dialect
40. Responding to Imagery and Mood
46. Symbolism and Allegory
41. Interpreting Allusions
47. Author’s Style
42. Flashbacks and Foreshadowing
43. Ambiguity and Paradox
2
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OVERVIEW
LEVELS 9 & 10
Writing
9th Level
10th Level
A. Writing Process and Strategies
A. Writing Process and Strategies
48. Choosing a Topic
44. Analyzing Audience and Purpose
49. Creating and Supporting a Thesis
45. Developing a Draft
50. Peer Review
46. Developing a Thesis Statement
51. Using Graphics and Visuals
47. Proofreading Strategies
48. Reflecting on Your Writing
B. Improving Sentences and Paragraphs
B. Improving Sentences and Paragraphs
52. Sentence Fluency
49. Varying Sentences
53. Formal and Informal Language
50. Combining Sentences
54. Personal Voice and Style
51. Using Parallel Structure
55. Elaboration and Paragraph Unity
52. Using Active and Passive Voice
56. Sentence Order and Transitions
53. Eliminating Wordiness
57. Introductions and Conclusions
54. Adding Details
58. Narrative Writing
55. Unifying Paragraphs
56. Improving Paragraph Coherence
57. Using Precise Language
58. Using Formal and Informal Diction
C. Modes of Writing
59. Descriptive Writing
60. Expository Writing
61. Persuasive Writing
800 225 0248
D. Forms of Writing
C. Forms of Writing
62. Short Story
59. Autobiographical Narrative
63. Poem
60. Character Description
64. Literary Response
61. Expository Essay
65. Business Letter
62. Literary Analysis
66. Technical Writing
63. Persuasive Essay
67. Research Report
64. Review
Tables of Contents
Academic Workout - Grade 10—CURRICULUM ASSOCIATES®, Inc.—www.curriculumassociates.com
3
OVERVIEW
LEVELS 9 & 10
Grammar, Usage, and Mechanics
9th Level
10th Level
A. Basic Grammar
68. Parts of Speech
69. Phrases
70. Clauses
71. Sentence Structure
72. Fragments and Run-ons
B. Grammar and Usage Problems
A. Grammar and Usage Problems
73. Subject-Verb Agreement
65. Correcting Fragments and Run-ons
74. Verb Forms and Tenses
66. Subject Verb Agreement I
75. Pronoun Forms
67. Subject Verb Agreement II
76. Pronoun-Antecedent Agreement
68. Shifts in Tense
77. Problems With Modifiers
69. Possessive and Plural Nouns
78. Parallel Structure
70. Pronoun Agreement
79. Commonly Confused Words
71. Pronoun Reference
72. Pronoun Case
73. Comparing with Adjectives and Adverbs
74. Misplaced and Dangling Modifiers
75. Awkward and Illogical Sentences
76. Frequently Confused Words and Phrases
C. Punctuation and Mechanics
B. Punctuation and Mechanics
80. Proofreading Basics
77. Rules of Capitalization
81. Using Commas Well
78. Comma Usage I
82. Semicolons and Colons
79. Comma Usage II
83. Apostrophes
80. Using Semicolons
84. Quotation Marks and Ellipses
81. Punctuating Quotations
85. Outlining
82. Writing Titles and Numbers
86. Taking Notes
Academic and Study Skills
9th Level
10th Level
88. MLA Documentation
83. Using Graphic Organizers
89. Types of Test Questions
84. Research Topics and Questions
90. Test-taking Strategies
85. Primary and Secondary Sources
86. Avoiding Plagiarism
87. Taking Objective Tests
88. Expository Essay Tests
89. Persuasive Essay Tests
90. Test-taking Language
4
Academic Workout
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87. Evaluating Sources
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LITERATURE
LEVEL 10
24.
TEACHER’S GUIDE LESSON
Character Traits and Relationships
Literature
• Analyze relationships between characters
• Distinguish between dynamic and
static characters
• Identify techniques of characterization
Standards
1 Introduce
Reading
• Make inferences
• Invite students to list one of their favorite television comedies or dramas.
A S K : Who are some of your favorite and least favorite characters? How do the
writers of the show give you information about each character? How do the
characters get along with each other? Discuss students’ responses.
• Point out that viewers (or readers) get to know characters by their actions, their
thoughts, or what other characters say about them. Explain that they will learn more
about how an author uses traits to develop a character in this lesson.
2 Teach
• Work through the bullet points as a class.
A S K : When you meet new people, do they give you a summary of their
personality? If not, how do you learn what they are like? Elicit that they’ll often
learn about a person’s personality from how he or she acts.
• Explain that, similarly, an author doesn’t always state a character’s personality.
Students will often need to infer it from the character’s behavior.
• As you discuss static and dynamic characters, provide students with examples from
books they have read in class.
LITER ATURE
Character Traits and Relationships
24.
• Sometimes writers tell you directly what a character is like. Other
© First Choice Education Group. All rights reserved.
times, they reveal hints about character traits. You will need to make
inferences based on what a character says, does, and thinks.
•
Pay special attention to how characters interact with one another.
Writers provide clues to a character’s personality and behavior by
revealing what others think or say about him or her.
• A dynamic character is one whose personality traits, ideas, opinions,
and relationships change as the plot unfolds. A static character, in
contrast, remains mostly unchanged from beginning to end.
Model
Inference about Character What does
Sister Zoe think about Yolanda?
Our first year in New York
we rented a small apartment
with a Catholic school nearby,
taught by the Sisters of
Charity, hefty women in long
black gowns and bonnets
• Have a volunteer read aloud the Model. Then write Yolanda and Sister Zoe on the board.
Have students use the passage to identify character traits based on what each character
says, does, or thinks. Then have students look for clues about how they interact.
A S K : Why do you think Yolanda likes Sister Zoe? What can you infer about Sister
Zoe’s reasons for her actions? As students respond, have them provide support
for their ideas from the passage.
that made them look peculiar, like dolls in mourning. I liked them a
lot, especially my grandmotherly fourth grade teacher, Sister Zoe. I had
Key Details
a lovely name, she said, and she had me teach the whole class how to
pronounce it. Yo-lan-da. As the only immigrant in my class, I was put in
a special seat in the first row by the window, apart from the other
children so that Sister Zoe could tutor me without disturbing them.
Source: from How the García Girls Lost Their Accents by Julia Alvarez
OH
Did you mention... that a trait is any distinguishing feature of a person? Discuss how a
dynamic character may change either physical and/or personality traits during a story.
Overhead Transparency
VIEWING, MEDIA, AND TECHNOLOGY EX TENSION
Standard: Analyze relationships, ideas, and cultures as
represented in various media
Provide students with opportunities to make inferences about
characters and their relationships.
1. Direct students’ attention to a “reality” television show such as
American Idol, Amazing Race, or Survivor.
2. Invite students to suggest relationships between two or more
characters in the selected show. Characters should be people
with whom all students are familiar.
12
A S K : What is the relationship between these people? As
students respond, they should explain how they reached their
conclusions and give examples to support them.
3. Give students a fictitious scenario… “What would character X
do if character Y…?” Have students discuss their responses in
small groups, using the characters’ previous words or actions
to support their ideas.
4. As a class, discuss times when students have been surprised at
how characters interacted.
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3 Practice
Less-Proficient Readers and English Learners
After reviewing the Key Points, give examples of each Academic Vocabulary term.
Read the instructions for Part A and have students underline character clues as
you read the passage aloud. Discuss the answer to the question in Part A with the
group. Have students skim Part B and explain any difficult words. Then have students
complete Part B on their own as you circulate to monitor understanding.
Name:
LITERATURE
Character Traits and Relationships
24.
Academic Vocabulary
character traits
attitudes, values, and
qualities of a character
dynamic character
character who
changes over the
course of a story
Key Points
• A writer may directly reveal character traits through description, or you may
have to make inferences based on a character’s words, actions, and thoughts.
• Focus on the interaction among characters. Sometimes writers will reveal clues
about a character’s personality through the words and actions of others.
• The personality, opinions, and relationships of a dynamic character develop as
the plot progresses. A static character, on the other hand, remains mostly
unchanged throughout the story.
inferences
reasonable guesses
or predictions
static character
character who does
not change during
a story
A
Analyze Character Relationships
In the passage below, the narrator, Annie John, describes an incident with
her mother. As you read it, think about both characters’ personalities and their
relationship.
On the Sunday before the Monday I started at my new school,
my mother became cross over the way I had made my bed. In
the center of my bedspread, my mother had embroidered a bowl
overflowing with flowers and two lovebirds on either side of the
bowl. I had placed the bedspread on my bed in a lopsided way so
that the embroidery was not in the center of my bed, the way it
should have been. My mother made a fuss about it, and I could
see that she was right and I regretted very much not doing that
one little thing that would have pleased her. I had lately become
(10)
careless, she said, and I could only silently agree with her.
I came home from church, and my mother still seemed to hold
the bedspread against me, so I kept out of her way.
Source: from Annie John by Jamaica Kincaid
© First Choice Education Group. All rights reserved.
(5)
How would you describe the relationship between Annie John and her mother?
Why?
74
Academic Workout Student Practice
SP
Advanced Learners
After students complete the Student Practice pages, invite them to suggest what might
happen next in the story based on what they’ve already read.
pp. 74
74–75
Student Practice pp
75
4 Assess
RL IETAEDRI ANTGU R E
Name:
Quiz
24.
On-Level Learners
Tell students to review the Key Points and then complete the Student Practice pages
individually. After checking their answers, discuss how they were able to rule out the
other choices in the multiple-choice questions in Part B.
Quick Assess
Use the Quick Assess and Student Practice to check students’ understanding of
character traits and relationships. Remind students to respond to the Self-Check
on Student Practice page 75.
Date:
CHAR AC TER TR AITS AND REL ATIONSHIPS
In the passage below, the characters are at a costume party. As you read it, think about the characters’ personalities
and their relationships. Then answer the questions.
Brenda came to the party wearing her bright purple dress and dragging her black and brown
ASK:
dog, a collie by the name of Gorko, behind her. Gorko looked terribly embarrassed, for Brenda had
dressed him in a four-legged dog suit, complete with bowtie, that matched her dress.
“You’ve gotta be kidding me,” Shawn said as Brenda approached.
“What? ” Brenda said, clearly not caring that she was one of the few people dressed up. “The
❏ What are some ways you can learn about a character? (make inferences based on
what a character does, says, or thinks, or how the character interacts with others)
invitation said ‘costume party.’ Why aren’t you dressed up? ”
Shawn laughed. “Because,” Shawn said, “I don’t like to make a fool of myself.”
“I dressed in the spirit of the party,” Brenda said. “Just because everyone else is afraid to be
original doesn’t mean I have to be afraid, too.”
“Brenda!” Cordelia exclaimed. She was wearing a pure green tuxedo, green eye-liner, and
a green wig. Shawn thought the hostess looked like some sort of giant insect. “I’m so glad you
dressed up! It’s like no one read the invitation!”
Brenda smiled at Shawn.
Gorko barked.
2. What might you infer about Brenda based on her smile at the end of the passage?
A She is an unusual person who likes to show off.
B She thinks that Cordelia looks ridiculous.
C She feels proud of her choices and feels that she proved Shawn wrong.
3. On the lines below, explain why you chose your answer in question 2.
72
© First Choice Education Group. All rights reserved.
1. How are Brenda and Shawn different?
As students answer the questions, have them give examples, or explain their thinking.
Then assign the Quiz on page 72 in the Assessment Book.
Academic Workout Assessment Book
AB
❏ What is the difference between a static and dynamic character? (a dynamic
character changes throughout the plot while a static character remains mostly
the same)
Assessment Book p. 72
USING OTHER LITER ATURE
USING OTHER LESSONS
Invite students to select a
story with several characters,
such as The Wizard of Earthsea
by Ursula LeGuin. As students
read the story, have them
select two characters that
interact with one another.
Students should list traits they
learn about each character
from the author’s description,
things the character does,
thinks, or says, and the way the
characters interact.
Use Overhead 11 to show students how to draw conclusions about characters. Overhead 26 shows
how to compare characters in literature. With Overhead 61, have students practice writing their
own character description.
800 225 0248
Character Traits and Relationships
Reading
Overhead 11:
Drawing Conclusions
Literature
Overhead 26:
Comparing Characters
Writing
Overhead 61:
Character Description
Student Practice pp. 24–25
Student Practice pp. 72–73
Student Practice pp. 174–175
Teacher’s Guide
Academic Workout - Grade 10—CURRICULUM ASSOCIATES®, Inc.—www.curriculumassociates.com
13
LEVEL 10
STUDENT PRACTICE LESSON
Name:
LITERATURE
Character Traits and Relationships
24.
Key Points
Academic Vocabulary
character traits
attitudes, values, and
qualities of a character
dynamic character
character who
changes over the
course of a story
• A writer may directly reveal character traits through description, or you may
have to make inferences based on a character’s words, actions, and thoughts.
• Focus on the interaction among characters. Sometimes writers will reveal clues
about a character’s personality through the words and actions of others.
• The personality, opinions, and relationships of a dynamic character develop as
the plot progresses. A static character, on the other hand, remains mostly
unchanged throughout the story.
inferences
reasonable guesses
or predictions
static character
character who does
not change during
a story
A
Analyze Character Relationships
In the passage below, the narrator, Annie John, describes an incident with
her mother. As you read it, think about both characters’ personalities and their
relationship.
On the Sunday before the Monday I started at my new school, my
mother became cross over the way I had made my bed. In the center
of my bedspread, my mother had embroidered a bowl overflowing
with flowers and two lovebirds on either side of the bowl. I had
placed the bedspread on my bed in a lopsided way so that the
embroidery was not in the center of my bed, the way it should have
been. My mother made a fuss about it, and I could see that she was
right and I regretted very much not doing that one little thing that
would have pleased her. I had lately become careless, she said, and I
(10)
could only silently agree with her.
I came home from church, and my mother still seemed to hold
the bedspread against me, so I kept out of her way.
Source: from Annie John by Jamaica Kincaid
© First Choice Education Group. All rights reserved.
(5)
How would you describe the relationship between Annie John and her mother?
Why?
14
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Name:
B
Answer the Questions
Circle the best answer for each question.
1. The information in lines 5–9 reveals that Annie is
A. unruly and obnoxious.
C. sad and insecure.
B. strong and independent.
D. overemotional.
2. Based on her reaction to the way the bedspread was made
Annie’s mother can best be described as
A. a despondent woman who
feels bitterness.
C. a confident woman who trusts
herself.
B. an exacting woman who
expects perfection.
D. a depressed woman who cares
for nothing.
© First Choice Education Group. All rights reserved.
3. Annie’s thoughts after her mother’s reaction to the lopsided
bedspread suggest that
A. she desperately wants to
please her mother.
C. she thinks her mother acted
unfairly.
B. she feels no remorse.
D. she meant to upset her mother.
4. Based on the description of this incident, the relationship between
Annie and her mother can be best described as
A. demanding, yet carefree.
C. tense.
B. deceptive.
D. trusting and supportive.
5. Annie’s behavior at the end of the passage reveals that she
A. believes her mother is
acting unreasonably.
C. wants to confront her mother.
B. does not wish to upset her
mother more.
D. takes pleasure in acting
rebelliously.
Self-Check
recognize character traits
800 225 0248
analyze character relationships
Student Practice
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15
LITER ATURE
24.
Character Traits and Relationships
© First Choice Education Group. All rights reserved.
• Sometimes writers tell you directly what a character is like. Other
times, they reveal hints about character traits. You will need to make
inferences based on what a character says, does, and thinks.
• Pay special attention to how characters interact with one another. Writers
provide clues to a character’s personality and behavior by revealing what
others think or say about him or her.
• A dynamic character is one whose personality traits, ideas, opinions,
and relationships change as the plot unfolds. A static character, in
contrast, remains mostly unchanged from beginning to end.
Model
Inference about Character What does
Sister Zoe think about Yolanda?
Our first year in New York
we rented a small apartment
with a Catholic school nearby,
taught by the Sisters of
Charity, hefty women in long
black gowns and bonnets
that made them look peculiar, like dolls in mourning. I liked them a
lot, especially my grandmotherly fourth grade teacher, Sister Zoe. I had
Key Details
a lovely name, she said, and she had me teach the whole class how to
pronounce it. Yo-lan-da. As the only immigrant in my class, I was put in
a special seat in the first row by the window, apart from the other
children so that Sister Zoe could tutor me without disturbing them.
Source: from How the García Girls Lost Their Accents by Julia Alvarez
Academic Workout - Grade 10—CURRICULUM ASSOCIATES®, Inc.—www.curriculumassociates.com—800-366-1158