GRADE 7 READING
WEEK 3
BENCHMARK I-D
STRAND I: READING AND LISTENING FOR COMPREHENSION
Content Standard I: Students will apply strategies and skills to comprehend information that is read
Benchmark I-D: Demonstrate competence in the skills and strategies of the reading process
Skill:
3 – Accurately identify author’s purpose and perspective
4 – Use knowledge of context and vocabulary to understand informational text
This is non-fiction writing. The author’s/speaker’s purpose is to provide information to the reader. He/she has three reasons to provide
this information: to inform, to entertain, and to persuade. Author’s tone tells the reader what the author thinks and helps to create
atmosphere. The ability to identify the writer’s tone means that text can be understood on a deeper level. The reader would need to look
at word choices – do they have positive, negative, or neutral associations. Analyze the phrasing used to describe events. Is the author
sarcastic? A sarcastic tone can change the meaning completely. Does the author use many metaphors, or lay out facts without opinion.
How is the information presented? In what order is the information presented? Is the author trying to persuade? What information is not
present, what has been ignored or omitted? This will tell the author’s intention and help give clues on tone. Tone creates emotions and
feelings. Author’s bias is a reflection of his/her experiences or background that may have led him/her to hold a position. What does
he/she hope to gain from taking this position? How does the author’s position stand up in comparison to other positions on the issue?
Knowing where the author is “coming from” can help you to more easily make meaning from a text. Intended audience means the people
the writer has in mind as the readers. The intended audience will be: a specific person, a group of people, the general public.
Strategy 1
SOAP/SOAPStone LESSON II. Strategy for teaching main ideas and supporting details A. Strategy I: SOAPS lesson plan 1. PowerPoint/notes to introduce SOAPS concept Teacher note: The PowerPoint is available on the flash drive. 2. Model: Read passage about stamping out polio and answer questions as a class. 3. Have students read “Uprising in Egypt” and complete SOAPS chart independently or in pairs. Teacher note: Any editorial or non‐fiction piece could be used with SOAPS. III. Strategy for teaching speaker's/author's purpose, tone, biases, and the message for the intended audience B. Strategy 2: SOAPStone lesson plan Teacher note: SOAPS provides a basic foundation for "unpacking" a document and provides a student with the knowledge of understanding who wrote the piece, why they wrote it, and what the basic message or purpose of the piece is. SOAPStone is the same basic concept, but you can add questions that delve deeper into the speaker and potential bias and questions that specifically deal with attitude (tone) of the speaker towards his/her subject. 1. SOAPSTone notes and discussion 2. Read "Bringing Fire” Suggested practice activities: • Give students the SOAPStone chart and complete as a class or in pairs as previously done with SOAPS. • Have students use highlighters to identify specific answers to questions. For example: 1. Students could highlight any bias they find in the article and could annotate what the bias is in the margin. Use SOAPS to “unpack” documents
S
O
A
P
S
Who is the speaker?
What is the occasion?
Who is the audience?
What is the purpose?
What is the subject?
Speaker
The term speaker can also be identified as the narrator, the author, or the writer.
„ Who is the speaker?
„ What is the speaker’s background?
Occasion
„
„
„
„
What is the time and place of the text?
What prompted the author to write this text?
What is going on in the nation or world that caused this piece to be written?
What event led to its publication or development?
Audience
„
„
„
„
„
„
Who is the audience? What do they mean to the writer/speaker?
How much do they already know about the subject?
What is their interest in the subject?
What do they need to know about the subject?
What prejudices or preconceptions might they have about the subject?
How does the speaker expect them to respond to the topic?
Purpose
1. Does the speaker write to inform or teach?
2. Does the speaker attempt to persuade or convince the audience in some way?
3. Is the speaker trying to entertain the reader?
Subject
„ What is the main idea of the article or document?
- Who or what did you just read about?
- What is the main point or points the speaker made
about this topic?
- What information does he give you to support this
main idea?
LA. Read, React to, and
Interpret Information •Respond to Informational texts by: Using a variety of
strategies for preparation, engagement, and reflection (7
points: 3 from MC, 4 from SA)
CLARIFICATION:
This item is dealing with informational text, which is non-fiction. This
might include historical documents, biographies, essays, articles on
political issues, articles giving statistical information requiring reading
of charts, graphs, and other representations of data. They might need
to read and interpret information from a table, chart or graph or
respond to aspects of a non- fiction narrative.
STRATEGY 1: SOAPS
s
0 A Who is the speacher?
What is the occasion? Who is the audience? P
What is the purpose?
S What is the subject? Occasion Speaker/Writer ■ Who is the writer/speaker?
What is LA. Read, React to,
and Interpret
Information ■ What is the time and place of the piece?
■ What prompted the author to write this
piece?
■ What is going on in the nation or world
that caused this piece to be written?
■ What event led to its publication or
development?
•Respond to Informational texts by: Using a variety of
strategies for preparation, engagement, and reflection (7
points: 3 from MC, 4 from SA)
CLARIFICATION:
This item is dealing with informational text, which is non-fiction. This
might include historical documents, biographies, essays, articles on
political issues, articles giving statistical information requiring reading
of charts, graphs, and other representations of data. They might
need to read and interpret information from a table, chart or graph
or respond to aspects of a non- fiction narrative
Audience ■ Who is the audience? What do they mean to
the writer/speaker?
■ How much do they already know about the
subject?
■ What is their interest in the subject?
■ What do they need to know about the
subject?
■ What prejudices or preconceptions might
they have about the subject?
■ How does the writer/speaker expect them to
respond to the topic?
Purpose For what purpose is the message? 1. Does the writer/speaker propose something?
2. Does the writer/speaker write to inform or teach?
3. Does the writer/speaker attempt to persuade or
convince the audience in some way?
4. Is the writer trying to entertain the reader?
SOAPS
Speaker
Who is writing this article or document
What do you know about him/her?
Occasion
What is the time and place of this article or document?
What prompted the speaer to write this article or document?
Audience
For whom did the author write this article or document?
What is the audience's interest in this article or document?
Purpose
What is the author's purpose in writing this article or document? Explain.
Subject
What is the main idea or main point of this article or document?
SOAPStone
Speaker
Who is the speaker or writer?
Does the author show bias towards the subject he/she is writing about?
Does the author seem knowledgeable or credible in his subject area?
Occasion
What is the time and place of the novel/article?
What prompted the author to write this article/novel?
Audience
Who is the intended audience for this novel/article?
Purpose
What is the writer's purpose for writing this article or document?
Subject
What is this article or document about (main idea)?
Tone
What is the speaker's overall attitude towards the subject he/she is writing about? How do
you know?
Stamping Out Polio
Microsoft billionaire Bill Gates has used his wealth over the years to help improve health and education worldwide. On
January 31, the philanthropist set a new goal: Wipe out polio.
In his 2011 annual letter, Gates writes that eliminating the disease is his top priority. He urged world leaders to help him
in the fight by continuing to contribute money to aid programs.
Polio was widespread 50 years ago, especially among children. It is a disease that attacks the spine and the brain. The
highly contagious virus can be carried in water and food. Most infected people only come down with flu-like symptoms.
But about one in every 200 cases ends in paralysis or even death.
A vaccine that prevents polio was invented in 1955. By 2003, health officials thought they were on the verge of
stamping out the illness. Polio did disappear from most developed nations. But it still exists in a few countries.
The Bill and Melinda Gates Foundation will boost its yearly donation to $302 million to fund vaccinations. British Prime
Minister David Cameron has pledged $62 million. Gates plans to meet with other world leaders about the campaign. "If
we don't finish the job, we will lose a lot of the ground we've gained," Gates writes.
An Uprising in Egypt
BY NELLIE GONZALEZ CUTLER WITH TIME REPORTING
After days of angry protests, Egypt's President says he will not run for reelection. What's next for the Middle
East country?
"Leave! Leave! Leave!" chanted the protesters. For the seventh straight day, Egyptians gathered in Cairo to demand the
resignation of President Hosni Mubarak. By some counts, a million people from all walks of life--teachers, students,
farmers, doctors and shopkeepers--took to the streets on February 1. It was the largest gathering in a week of
demonstrations. The crowds filled Midan Tahrir, or Liberation Square. Similar rallies broke out in Alexandria, Suez and
other Egyptian cities.
Angry demonstrators say that they are fed up with the Mubarak government. They complain that unemployment is
higher than ever and prices for food and other goods have skyrocketed. They believe that Mubarak is corrupt. "This is
the end for him," said one Cairo protester. "It's time for him to go."
Mubarak has ruled Egypt for the past 29 years (see "Key Events in Egypt's History"). Last week, in a televised speech,
he told Egyptians that he would not run for reelection in September. But for many, that concession may be too little too
late.
A Region's Unrest
On January 15, protesters forced the end of the 23-year rule of Tunisia's President. The success of that uprising inspired
Egyptians. Now, the crisis in Egypt is sparking more unrest throughout the region.
Protests in nearby Jordan (see map) forced King Abdullah II to fire his Prime Minister and Cabinet. He promised "to
ensure decent living for all Jordanians." Other Arab leaders have sought to calm citizens by cutting food and fuel prices.
The region's unease reflects a general unhappiness with the ruling governments. But there is no single figure leading the
protests in Egypt. In recent days, Mohamed ElBaradei has emerged as a figure people are turning to. ElBaradei worked
for the United Nations and won the Nobel Peace Prize in 2005. Still, no one knows who will lead Egypt when Mubarak
leaves.
The Protests Turn Violent
The United States has long considered Egypt--the most populous country in the Middle East--an important ally. Soon
after Mubarak's speech, President Barack Obama spoke with him. "He recognizes that a change must take place," said
Obama.
Mubarak told Egyptians that he wants a "peaceful transfer of power." But on Wednesday, his supporters clashed with
antigovernment protesters in Liberation Square. The attacks left hundreds of people injured. On Thursday, the fighting
continued.
The Egyptian army has said that it would not use force against fellow citizens. But it has done little to stop the violence.
As the battle for power continues, both sides are hoping that the army will be able to keep control.
To learn more about Egypt, go to timeforkids.com/egypt.
KEY EVENTS IN EGYPT'S HISTORY
3100-332 B.C.
Egypt is established when the Upper and Lower Kingdoms are united. Hieroglyphic writing is developed. The pyramids
and the Great Sphinx are built.
332 B.C.
Alexander the Great, of Macedonia, conquers Egypt. After he dies, in 323, his general Ptolemy begins a dynasty that
rules for 300 years.
30 B.C.
After romances with Romans Julius Caesar and Marc Antony, Queen Cleopatra commits suicide. Rome takes control of
Egypt.
642-1517 A.D.
In 642, Arab leader 'Amr ibn al-'As captures Alexandria, after which many convert to Islam.
1869
The Suez Canal opens, linking the Mediterranean Sea with the Red Sea. The canal cuts in half the distance that ships
travel between Europe and parts of Asia.
1914-1922
Britain gains control of Egypt. Seven years later, Egypt declares independence. Fu'ad I is named king.
1952-1956
The army seizes power. Later, Gamal Abdel Nasser becomes Prime Minister and then President.
1958-1961
Egypt and Syria form one country called the United Arab Republic. The union lasts until Syria withdraws.
1967-1973
Israel defeats Egypt, Jordan and Syria in the Six-Day War. In 1973, Egypt, Syria and Israel fight again.
1978-1981
Egypt's President Anwar Sadat signs a peace treaty with Israel. In 1981, he is assassinated. Hosni Mubarak becomes
President.
2005-2011
Mubarak is reelected for a fifth term. On January 25, 2011, protests begin. Three days later, Mubarak appoints a Vice
President and a new Cabinet. Protests continue.
A LOOK AT EGYPT
Capital: Cairo
Size: 386,662 square miles; about one and a half times the size of Texas
Population: 80,471,869
Language: Arabic
Religions: Muslim (90%); Christian (10%)
Bringing Fire
The following two folktales are about how fire was created; each is told in a different culture.
Aboriginal Tale
Long ago, when the birds and animals lived together in the bush, a traveler came to them looking for a place to rest. The traveler told the
tribe about all the things he had seen. Most importantly, he told them how the cockatoo bird Mar kept the fire, which made the sun, under
his crest. Every morning Mar pulled the fire out from under his feathers and used it to light the sky. This was of great interest to the birds
and animals in the bush. They were very cold during the winter and had often wondered how they could use some of the sun’s fire to
keep themselves warm on Earth.
Tatkanna, a robin, volunteered to go to Mar’s mountain home and steal fire—he was little, but fast, so they all agreed that he should try
to take fire from the cockatoo. He set out on his long journey and arrived at Mar’s home just before sunrise. He watched as Mar took
some fire from beneath his crest and used it to ignite a stick that shone
light on the world. Tatkanna decided to act boldly. He grabbed a stick, raced toward Mar, and touched his stick to the fire. When the
flames took hold, he turned and began to race down the mountain, with a furious Mar swiftly pursuing him.
Mar could not catch small, swift Tatkanna, who arrived in the bush triumphant with his fire.
Now everyone had fire for warmth, light, and cooking. As for Tatkanna, the flames had singed his
chest, so it was a bright red. Now, all robins wear bright red feathers to remind everyone of how
they brought fire to the rest of the world.
Native American Tale
When winter came to Earth, the animals were able to keep warm under their fur coats, but Coyote felt sorry for poor Man, who had no
such covering. Coyote gathered together the forest creatures, and they made a plan to go to the mountains of the Fire Beings. Together
they would bring back some fire for Man; otherwise, he would surely freeze to death.
The next day, Coyote climbed to the camp of the Fire Beings. When the Fire Beings turned their backs for a brief second, he leapt
forward, grabbed a piece of fire and began to race down the mountain. Just as one of the Fire Beings got close to him, Coyote threw the
piece of fire away, singeing his tail in the process, which is why all coyotes have a white tip on their tails.
Meanwhile, as planned, Squirrel caught the fire and continued the trek down the mountain. The fire was so hot that it burned Squirrel’s
tail, curling it up her back, but still she did not drop it. Now, because of that burn, all squirrels have curled tails. Squirrel, in turn, tossed
the fire to Chipmunk, who quickly scampered away from the hot pursuit of the Fire Beings. Still, one of them managed to reach out and
claw at Chipmunk’s back, leaving the three black stripes we still see on chipmunks today. Fortunately, Chipmunk had already passed the
fire to Frog, who broke
off his tail as he hopped down the hill carrying the fire, which is why all frogs are without tails. Finally, Wood caught the fire and held it;
he wouldn’t let go, no matter how the Fire Beings clawed and grabbed. When the Fire Beings gave up and left, Coyote brought Man to
Wood and showed him how he could draw fire out by rubbing two pieces of wood together until they sparked. Thanks to Coyote and the
forest creatures, Man survived the winter and has been able to use fire ever since.
Author's Grab Bag
This strategy helps students identify an author's purpose. An author's purpose may be to entertain, inform,
persuade or describe.
STRATEGY 2
1.
2.
3.
The teacher collects various writing samples from a number of sources (newspaper articles, captions
with photo, comics, advertisements, etc.) and laminates them. There should be many examples of
each type of author's purpose.
The laminated writing samples are placed in a grab bag.
The students take turns pulling writing samples out of the bag and identifying the author's purpose.
The students should be able to explain their answer.
STRATEGY 3
Author's Purpose
This strategy teaches students how to identify the author's purpose or point of view.
1.
2.
The teacher introduces the four main purposes an author may use. Give plenty of examples
of each type, and practice identifying which ones belong under which heading.
The teacher places students into cooperative groups of four. Give each group a copy of the
daily newspaper. Have students search through and cut out articles, advertisements, etc., and
identify the author's purpose. Follow-up with a class discussion where articles are shared and
the justification of an author's purpose is explained.
STRATEGY 4 What's the Purpose
This activity helps students to identify the different purposes of television programs. The students
will categorize various programs as to whether they inform, persuade or entertain. The students
brainstorm programs that can be found on the television.
1.
2.
The teacher introduces or reviews the terms; inform, persuade, and entertain.
The teacher makes a table or chart using these terms as headings on the board or chart
paper.
3. As a class, categorize the TV programs brainstormed earlier under these headings.
Students should be able to justify and explain their answers. Use this article for any strategies you need.
Our nation’s capital was burned in the War of 1812. Read the excerpt below to find out
what happened before and during that day in Washington, D.C. Then answer the questions
that follow.
The Burning of Washington
Early in the war, the United States enjoyed success at sea, but suffered bitter defeats
on land. The initial sea battles were fought off the New England coast and in the Great
Lakes. The splendid American frigate Constitution opened the fighting by sinking a
mighty British warship. Later the Constitution earned the nickname Old Ironsides because British
cannonballs thudded harmlessly off her copper-sheathed sides. On land, however, American attacks on
Canada were driven back. One American army unit captured Toronto (then called York), but was quickly
driven out of the city. Before they retreated, American troops set fire to a few of Toronto’s public
buildings. Because the Americans had left portions of Toronto in flames, the British army sought
revenge.
The war took a new direction in 1814 when Napoleon was defeated in Europe.
This enabled Great Britain to move powerful armies to the New World. One of those
armies, fresh from Europe, defeated the Americans at Bladensburg and now stood poised
to march into Washington.
In Washington the mood shifted from one of confidence to panic. Streams of civilians
and defeated militiamen choked the streets. One Washingtonian wrote a letter describing
the frenzy in the capital: “The distress here and in Georgetown is beyond any description.
Women and children running in every direction. . . . If the force of the enemy is as large as stated this city
will fall. . . . All is confusion as you may easily imagine. . . . Stages, hacks, carts, or wagons cannot be
procured for love or money. They are all pressed for the military. I have just returned from taking a load
of children eight miles out of town, and the whole distance the road was filled with women and children.
Indeed I never saw so much distress in my life as today. . . . I am fearful that by twelve o’clock tomorrow
this city will not be ours.”
At the White House, Dolley Madison waited anxiously for her husband, the president,
to return. He had ridden off early in the morning to visit the fighting front. To ease
t he tension of her wait, Mrs. Madison wrote a letter to her sister: “Will you believe it, we have had a
battle near Bladensburg, and I am still here within the sound of the cannon! Mr. Madison comes not. May
God protect him.”
While the president’s wife wrote, two dust-covered messengers galloped up to the
White House and banged on the front door. One of the messengers cried, “Clear out,
clear out! The general has ordered a retreat.”
A lesser person, fearing capture by the enemy, would have fled in panic. But Mrs.
Madison was a cool, confident woman. She intended to evacuate Washington, but she
would leave with dignity and only when she was certain that her house was in order.
First, many of Mr. Madison’s government papers had to be taken with her. It would
be embarrassing for the president’s documents to fall into the hands of the British.
And, most important of all, she was determined to protect what she believed to be
the prized possession in the White House—the marvelous portrait of George Washington
that hung in the large drawing room.
The portrait showed the first president standing proudly with his sword at his side.
It had been painted by Gilbert Stuart, one of America’s most accomplished artists. Dolley
Madison told her servants to take the painting down, box it up, and put it in the wagon
waiting to take her to safety. The servants discovered that the frame was bolted to
the wall. So Mrs. Madison ordered them to break the frame. Just before she fled the
White House, the First Lady finished her letter: “[I placed] the precious portrait in
the hands of some gentlemen from New York for safekeeping. And now, dear sister,
I must leave this house, or the army will make me a prisoner in it. . . . When I shall
again write you or where I shall be tomorrow, I cannot tell!!”
A half hour after Mrs. Madison’s wagon carried her away, the president and Attorney
General Richard Rush rode up to the White House. They rested for an hour, then decided
they, too, must leave Washington. No doubt the president’s spirits were devastated upon
leaving his capital to the enemy. But with the British at the city’s gates he was as powerless to defend the
capital as any other citizen. According to one witness, Mr. Madison “cooly mounted his horse” and rode
off with his party to the Potomac River crossing.
At 6:00 P.M. on August 24, 1814, the British entered Washington, D.C. They found
the city streets deserted. Those Washingtonians who had not escaped huddled in their homes.
Naval admiral Sir George Cockburn served as overall commander of the British
troops. Witnesses said he took a fiendish delight in igniting some of the capital’s most
important buildings. The British government later claimed it was justified in setting
the fires because Americans had burned several government buildings in Toronto two
years earlier. But at least one British officer thought the burning of Washington was
a barbaric act.
4 – Use knowledge of context and vocabulary to understand informational text
The Magic of Harry
1 Harry
Houdini was a man who astonished and enthralled many people during his life. Whether he
was escaping from a padlocked box or making things disappear and reappear, he definitely was
entertaining. People thought that he must truly have some supernatural powers, but in fact, what
Harry really had was drive.
2 Harry
was born in Budapest, Hungary, in 1874. His real name was Ehrich Weiss and he was the third
of five children. His family moved to Wisconsin not long after he was born and by the time he
was nine, he was tying ropes all over his backyard and learning amazing trapeze tricks to show
his friends and neighbors. He visited the local locksmith, and when he had reached his teens he
could pick almost any lock that was made. He also learned how to do card tricks. He and his
brother, Theo, would often entertain at local parties and clubs for extra money.
3 When
Ehrich was 16, he came across a book that would literally change his life: the biography of
France’s greatest magician, Jean Eugene Robert-Houdin. It showed Ehrich that his hobby of
magic and tricks could also be a career. Immediately, he changed his name to Harry Houdini. He
and Theo headed out to make a living as magicians.
4 In
1893, they were at the Chicago World’s Fair, and after that they traveled around giving magic
shows for anyone willing to listen and pay. Theo grew restless, however, as the jobs became
scarce, so he left. His timing was perfect since Harry had just fallen in love with a lovely woman
named Bess who was just the right size for slipping in and out of the trunk they used in their
magic tricks. They married immediately and then off they went, traveling with circuses and
other road shows. Harry learned more and more tricks and spent much of his time reading and
studying all kinds of locks, especially handcuffs. However, no matter what tricks they did or
how hard they tried, Bess and Harry were not doing well. They tried to sell their shows for seven
years and finally, in desperation, they went to Europe.
5 It
was the right move. Harry’s persistence and constant practice were about to pay off. To get
people’s attention, he walked into police stations and offered to be handcuffed by all the
policemen. They were shocked when he was loose only seconds later. Soon, everyone in Europe
was talking about Houdini’s astounding feats. He was in high demand and found himself doing
more and more dangerous acts. He escaped from a straitjacket hanging upside down over the
street; he escaped from locked boxes of all kinds; and, of course, he got out of any kind of
handcuffs put on him.
6 After
several years in Europe, Bess and Harry returned to the United States in triumph. Harry was doing such amazing
tricks that people felt he must have special powers. However, few realized how much time he spent practicing and
studying. He would do special exercises to keep his body strong, and he would do tricks with his fingers to keep them
nimble and flexible. He would spend large amounts of time tying and untying knots—with his toes! For his underwater
tricks, he would get in the bathtub and practice holding his breath for longer and longer times. Since many of his tricks
involved being plunged into icy water, he would pour buckets of ice in the tub to get accustomed to working in the
cold.
7 The reason that Harry Houdini was such a success was that he practiced and prepared for whatever
might happen. When a college student punched him in the abdomen in 1926, however, he wasn’t
prepared. The punch did internal damage that not even this magician could get out of. Harry died
in 1926 at 52 years of age—a master of his trade and a true legend.
17 Read this sentence from the passage.
Harry Houdini was a man who astonished and enthralled many people during his life.
You can tell from the sentence that enthralled means
A apart
.B vanished.
C convinced.
D fascinated
Read this sentence from the passage.
Harry’s persistence and constant practice were about to pay off.
You can tell from the sentence that persistence means
A desperation.
B long journey.
C refusal to quit.
D education