Reading Final Exam is on Wednesday, June 15th
Module 1: Myths: Just Not Long Ago
Module Focus: Becoming a close reader and writing to learn
Book (s) read for the Module: The Lightning Thief
Description: Students studied the purposes and elements of mythology. The students read Rick Riordan’s The Lightning Thief with a focus on the archetypal hero’s journey and close reading of the many mythical allusions. They also read complex informational texts about the elements of mythology.
Vocabulary: All definitions can be found in the Reading Vocabulary Notebook
gist, prophecy, dread, fate, stunning, hallucinate, delinquents, inference, irritable, evidence, conjugate, solstice, dyslexic, resent, stalk, broad, deceit, immortal, solemnity, reflect
**Please make sure that you have done the required reading and any articles in your reading folder. Bring your reading folder and books for this Module with you for the Exam.
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Module 2: Voices of Adversity
Module Focus: Working with Evidence (Drama)
Book(s) read for the Module: Good Masters! Sweet Ladies! Voices from a Medieval Village
Description: Students explored the idea of adversity of people across time and place, and through multiple modes of writing. The students began the module with a research-based unit on the Middle Ages. Students then read literature: Good Masters! Sweet Ladies! Voices from a Medieval Village, in order to identify the various adversities faced by this cast of characters and to examine the author’s craft. As a whole class, students closely read several articles about the Middle Ages, and then worked in small groups to conduct their own research on the Middle Ages.
Vocabulary: All definitions can be found in the Reading Vocabulary Notebook
adversity, manor, lords, peasants, livestock, famine, plague, crusade, martyred, atone, perished, serf, landholding, fief, allegiance, alliance, feudal, peddler, descendants, tithe, scarce, gruel, self-sufficient, jousts, vestments
**Please make sure that you have done the required reading and any articles in your reading folder. Bring your reading folder and books for this Module with you for the Exam.
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Module 3: Sustaining the Oceans
Module Focus: Understanding perspectives
Book (s) read for the Module: World Without Fish and Flush
Description: In this module, students studied how an author develops point of view and how an author’s perspective, based on his or her geographic location, is evident in his or her writing. Students looked at point of view as they learned about ocean conservation and the impact of human activities on life in the oceans. Through close reading, students will learn multiple strategies for acquiring and using academic vocabulary. The students read Mark Kurlansky’s World without Fish, a literary nonfiction text about fish depletion in the world’s oceans. They analyzed how point of view and perspective is conveyed in excerpts of the text and trace the idea of fish depletion in both the main text and the graphic novel at the end of each chapter to describe how the idea is introduced, illustrated, and elaborated on in the text. The students also read Carl Hiaasen’s Flush, a novel about a casino boat that is polluting the ocean and the effort of a family to stop it.
Vocabulary: All definitions can be found in the Reading Vocabulary Notebook
generation, considerate, evolution, unforeseen, elaborate, extinct, reproduce, unprecedented, decline, culprits, trawler, exposition, krill, grave, cataclysm, lucrative, misconception, myth, aquatic species, ecosystem
**Please make sure that you have done the required reading and any articles in your reading folder. Bring your reading folder and books for this Module with you for the Exam.
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Module 4: Insecticides: Costs vs. Benefits
Module Focus: Reading for research and writing an argument
Book(s) read for the Module: Frightful’s Mountain
Description: In Module 4, the students explored the benefits and harmful consequences of the use of the controversial pesticide DDT. They began reading the novel Frightful’s Mountain by Jean Craighead George. Close reading was used in order to practice the skills of citing evidence and drawing inferences from the text as they thought about the interactions between people and the natural world. They also read some informational texts and watched videos to gather evidence and trace arguments about the uses, benefits, and harmful consequences of DDT, its effects on the environment, and its use in the battle against malaria.
Vocabulary: All definitions can be found in the Reading Vocabulary Notebook
sequel, talons, perch, prey, jesses, predators, tiercel, interdependence, annotate, pesticide, DDT, brooded, preen, malaria, claim, residue, leukemia, parasites, toxic, tolerate, vaccine, plasmodium, pollution, conservation, synthetic
**Please make sure that you have done the required reading and any articles in your reading folder. Bring your reading folder and books for this Module with you for the Exam.
