• Central Idea
• Universal Themes
• Figurative Language
• Powerful Punctuation
• Author's Tone
• Author's Attitude
• Symbolism
• Point of View
• Foreshadowing
• Text Structure
• Text Features
• Character Traits
• Rising Action
• Vocabulary
• Monitor Meaning Questions

Packet Questions

• Review the questions and answers from Acts I & II

Character Identification / Who am I?

• Steve
• Charlie
• Tommy
• Figure One
• Mrs. Brand
• Pete Van Horn
• Les Goodman
• Narrator

Character Traits / One Word to Describe Me

• (Use names above)

Plot

• What is the plot of Monsters Are Due On Maple Street?

Conflict

• What are some major conflicts that arise throughout the play?

Themes/Central Idea

• What is the theme and central theme of MADOMS?
• What are some examples in the play to backup your answer?

Vocabulary

• Assent
• Revelation
• Fluster
• Mob
• Scapegoat
• Transfixed
• Metamorphosis
• Transfixed
• Idiosyncrasy
• Incriminate

Poem Synthesis

• Emily Dickenson's Poem #435
• Review the Do-Now notes

Setting

• What is the setting of the play?

Mood

• What is the overall mood of the play for Act I? Act II?

Symbolism

• Comprehension Question for Act II - #11

For "A Bird's Eye View," the Achieve3000 PARCC Challenge lesson, analyze the questions that relate to your weakest skill by explaining the correct answer in detail in a RASI, and if needed, elaborate on the open-ended.

Supporting Evidence Group - m.c. Q # 2 and add to 1st open-ended

Author's Purpose / Central Idea Group - m.c. Q #3 and 5 and add to 2nd open-ended

Word Meaning Group - m.c. Q #4 and 3rd open-ended

Monitor Meaning

• Be able to differentiate between an effective monitor meaning question and answer and an ineffective one.
• Be able to formulate questions, know which strategy to use to answer those questions, and find the answers to the questions.

Visualizing

• Be able to formulate questions about how you could visualize the scene and “fill in the blanks” about the setting when certain parts of it are not described.

Inferring

• Be able to make effective inferences and support those inferences with quotes from the text.
• Be able to identify the components of an effective inference

Central Idea & Synthesizing

• Be able to identify the central idea in a text and compare it and contrast it with a similar central idea in another text.
• Be able to know how certain parts of a text help develop the central idea.
• Be able to analyze the universal themes of authority and power in your novels and how the government keeps control of its citizens.

Suggested breakdown of work for The Giver:

Tues - Read ch. 9 and complete a part of the chart.

Wed - Read ch. 10 and complete another part of the chart.

Fri - Read ch. 11 and complete another part of the chart.

Tues - Read ch. 12 and complete any remaining parts of the chart.

Suggested breakdown of work for The City of Ember:

Tues - Read ch. 6 and complete a part of the chart.

Wed - Read ch. 7 and complete another part of the chart.

Fri - Read ch. 8 and complete another part of the chart.

Tues - Read ch. 9 and complete any remaining parts of the chart.

Suggested Breakdown of work for The Giver: 

Ch 2 - Read Monday and complete one section of chart.

Ch. 3 - Read Wednesday and complete two sections of chart.

Ch. 4 - Read Friday and complete two sections of chart.

Suggested breakdown of work for The City of Ember:

Monday - Finish reading ch. 1.
Tuesday - Complete half of the sections on the chart.
Wednesday - Begin reading ch. 2 and complete one section of the chart.
Thursday - Finish reading ch. 2 and complete another section.
Friday - Complete any sections you didn't yet.

Test Topics List

Character Identification

Character Traits

Juxtaposition

Conk & Afro Analysis (Ch. 7/8 Metaphor Analysis)

Stereotypes

Symbolism

Dynamic Characters (Character Change Map)

Coming of Age Tale

Themes & Universal Themes

Author’s Purpose

Tone

Packet Questions

Packet Vocabulary

Important Quotes:

"Man they got crackers and rednecks up here that ain't never seen no Negroes before. If they caught your *** out here like this they'd hang you now, then eat you later."

"...they’re a laugh a minute down there. Let’s see, where was that ‘Coloreds Only’ bathroom downtown?”

"Leave it to Daddy Cool to kill a bird, then give it a funeral"?

"The air up this high didn't seem right either. It made you feel like something bad was going to happen."

"We'd seen pictures of a bunch of really mad white people with their twisted-up faces screaming and giving dirty finger signs to some little Negro kids..."

"He didn't look like he was related to Winnie-the-Pooh at all, he was big and gray with hard square-looking fingers. Where he should have had a face there was nothing but dark gray."