Master Packet

December Two - four Over the course of the next few days, you will be completing a variety of activities focused on Sean Covey’s The 7 Habits of Highly Effective Teens. The work will all be given to you today, and you will have the opportunity to work in the way that is best for you. The reading builds upon it, so completing it in the order below would be best; however, you may complete the activities in a different order if you choose. I expect you to use your class time effectively and efficiently. You do not need complete this as homework—the 7 Habit books should stay in the room. You may complete “Raymond’s Run” as homework as it can be found in your textbook.

Reviewing Text Structures _____ _____

1. Reread text structure handout; review what text structures are and the clue words found in texts that help identify what text structure is being used. 2. Complete “Identifying Text Structure Practice” worksheet and check answers with the teacher. If you miss any questions, make corrections and identify where the breech in knowledge was. Complete this activity on your own.

The 7 Habits of Highly Effective Teens _____ _____

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3. Read Chapter 2, “Paradigms and Principles.” You may read this individually, with your group, or with a partner from your group. As you read, complete the Cornell notes over Chapter 2. When you are finished reading and taking notes, summarize the chapter at the bottom of the Cornell note-taking worksheet. Notice that the notetaking system is set up based upon the headings and subheading of the chapter—these help break the text up into smaller chunks. The first half of the chapter has been completed for you modeling how to use this note-taking system. You do not need to write in complete sentences, but you do want to capture the main ideas of each section in the chapter. The last part of the Cornell Note-Taking System is to summarize the notes. I have also completed the first portion of this. With your partner, complete the summarizing portion, also. 4. You may complete this individually, with your group, or with a partner from your group. 5. You may complete this task as you read or once you are finished reading. Complete the text structure worksheet over Chapter 2. For this worksheet, you will find an example of each type of text structure used in the chapter and identify the purpose behind Covey using that particular text structure for that information. You may complete this individually, with your group, or with a partner from your group. 6. For Chapter 2, make an entry in your double-entry journal. Select at least one quote or section of the text that stood out to you for whatever reason and make connections with it on the right hand of the journal. Your journal should be at least 6-8 sentences long. 7. Read Chapter 3, “The Personal Bank Account,” and complete the Cornell notes over Chapter 3. You may complete this individually, with your group, or with a partner from your group. 8. For the summarizing portion of Chapter 3, your will create a visual summary on the back of the Cornell notes you took for this chapter. In order to mix things up a little, instead of simply writing a paragraph summary of the chapter, you are going to create a visual summary. You may go about this in a few different ways. You might draw a comic strip; you could draw a series of illustrations; you might make a wordle (either on the computer or by hand) capturing the main ideas and meaning of the chapter. Whatever you decide, your summary needs to not only have visual appeal, but it also needs to summarize and capture all the main ideas of the chapter. You should complete this activity individually. 9. For Chapter 3, make an entry in your double-entry journal. Select at least one quote or section of the text that stood out to you for whatever reason and make connections with it on the right hand of the journal. Your journal should be at least 6-8 sentences long.

Fiction Reading: “Raymond’s Run” _____ _____

10. Read the short story “Raymond’s Run” in your literature textbook. It is on page 32. 11. Answer the comprehension questions over the short story as well as the questions connecting the story to The 7 Habits of Highly Effective Teens.

Name__________________________________________Date________________________Hour____ Identifying Text Structures Practice Read each paragraph below. Identify the text structure being used for each paragraph. Highlight the clue words used in the paragraph to help you identify what text structures is being used. 1. All crocodilians are reptiles with long snouts, long tails, four short legs, tough skin, and sharp teeth. Members of the crocodilian family include alligators, crocodiles, caimans, and gavials. Crocodilians live in warm weather throughout the year and they spend part of their time in the water and part of their time on land. Almost all crocodilians grow to be very large, with the largest more than twenty feet long. There are two kinds of alligators, 14 kinds of crocodiles, eight kinds of caimans, and one kind of gavial. Text Structure _________________________________________________________________ 2. On the river banks of the Nile Rive, home to some crocodiles, there are many kinds of birds, sometimes called crocodile birds because they are always hopping around crocodiles. The big crocodiles and the birds are useful to each other for several reasons. The birds eat files and leeches that they find on the crocodiles’ skin and mouths. In this way, the birds get a good meal and the crocodiles get rid of the leeches and flies. Sometimes an enemy frightens the birds who scream and fly away. As a result of the noise, the birds give the crocodiles a warning of danger. Text Structure _________________________________________________________________ 3. Recently, scientists have gained an understanding of a crocodile’s reproductive activity. Crocodiles mate in the water where the buoyancy keeps them from crushing each other. Prior to mating, there are stylized postures, jumping, submerged bubble blowing, and snout contact. After mating, hardshelled eggs are laid in a nest, in a hole scooped in the sand. When it is time to hatch, the infant crocodiles begin a loud chirping sound that leads the female to the nest, which she excavates. Finally, when all the babies are accounted for, the mother crocodile transports them to the shallow water where they will remain under adult protection for weeks or months. Text Structure _________________________________________________________________ 4. In most parts of the world, there are not as many crocodiles as there used to be. This is a problem because crocodiles are necessary to the balance of nature. Many crocodiles have died because people dried up the swamps and marshes where the crocodiles live. Poachers have also contributed to the dilemma as crocodiles have been desired for their strong, smooth, leathery skins. In order to preserve these mighty creatures, people must take care of the crocodiles’ environment and help put a stop to the needless shooting of these animals. Text Structure _________________________________________________________________ 5. Alligators and crocodiles along with their relatives the caimans and the gavials are very much alike. These crocodilians are reptiles with long snouts, long tails, four short legs, tough skin, and sharp teeth. There are some differences, however. Gavials have the longest snout and the most teeth. Some people say that alligators and crocodiles differ in the shape of their snouts and the positioning of their teeth. Zookeepers say that crocodiles move father than alligators and have nastier dispositions. Text Structure _________________________________________________________________

Paradigms and Principles What You See is What You Get Opening (Two Different Lists)

So What’s a Paradigm?

List One: Top 10 All-Time Stupid Quotes List Two: List of (Stupid) Thing Said by Teens Covey uses these two lists to show that the things teens often think or say are just as outrageous as the obviously stupid quotes from famous people during history. Paradigm: another word for perception—the way you see something, your point of view, frame of reference, or belief False paradigms can create limitations because if you believe something is true (even if it is not true) you will make decisions that support that false paradigm Wrong paradigms is like wearing glasses with the wrong prescription—they both effect everything we look at in a negative way

Paradigms of Self

Question: Are my paradigms helping or hurting me? Negative paradigms of yourself can bring about low self-esteem Paradigm shift—suddenly see things in a new way Positive paradigms can help put positive spins on everything

Paradigms of Others

How to shift paradigms: • Spend time with people who believe in you and build you up • Lean on people for help; get advice from others This is how we view other people—this can often be way off base. We often judge people without having all of the facts. •

Paradigms of Life

Our paradigms of others are often incomplete, wrong, or totally messed up • be slower to judge people because we often don’t know their entire story • be willing to change our point of view of others • most problems with others are because of messed up paradigms These are the driving forces of life—the centers of life They can be good, but if you center on just one of these, it can mess you up

Friend-Centered

Stuff-Centered

Boyfriend/GirlfriendCentered

School-Centered

Parent-Centered

Other Possible Centers

Principle-Centered—The Real Thing

Principles Never Fail

Summary Paradigms are the way we see or view something. Paradigms can be both negative and positive, but whatever paradigm we have influences us and the decisions we make. Negative paradigms can lead to low self-esteem or bad relationships while positive paradigms can help bring a positive spin to different things. We can have paradigms for many things including ourselves, other people, and the way we view the world. The way we view the world is often based upon what we place at the center of our lives—friends, stuff, boy/girlfriends, school, parents, or other things.

The 7 HABITS of Highly Effective Teens Chapter 2: Paradigms and Principles What you see is what you get Identify at least one example of each type of text structure Covey uses in Chapter 2. A text structure could be used in an individual paragraph, or an entire section of the text might be organized using a specific text structure. There may even be multiple text structures overlapping themselves in the text. Where is the text structure used? Describe the section and list page numbers.

Description

Sequential

Compare/ Contrast

Cause/ Effect

Problem/ Solution

Why use this text structure here? What is the author’s purpose for using this specific structure? Use complete sentences for this column.

The 7 HABITS of Highly Effective Teens “We first make our habits—then our habits make us.”

Chapter 2 and Chapter 3 Double-Entry Journal Page

Quotes

Comments

Personal bank account Starting with the Man in the Mirror Section of Reading Opening

Inside Out

The Personal Bank Account

Keep Promises to Yourself

Do Small Acts of Kindness

Be Gentle with Yourself

Be Honest

Renew Yourself

Tap into your Talents

Key Ideas and Words

Visual Summary

Name_________________________________Date___________________________Hour_____

Raymond’s Run Answer the questions below over the short story “Raymond’s Run.” Note that many questions have multiple parts; make sure to answer all questions asked. Use complete sentences. 1. _______ Hyperbole

A. “He looks around the park for Gretchen like a periscope in a submarine movie” B. Squeaky’s grandfather calls the city a “concrete jungle.”

2. _______ Onomatopoeia 3. _______ Metaphor 4. _______ Simile

C. “Here comes Gretchen…huffing and puffing with her hands on her hips” D. “Or like last week when she won the spelling bee for the millionth time”

5. At the beginning of the story, Squeaky says her brother is “not quite right.” What specific inference can you make about her brother?

6. What point of view is used in “Raymond’s Run”? Give two examples of how this point of view impacts the telling of the story.

7. “I’m so burnt” is an idiom Squeaky uses to describe herself. What does she really want her listener to understand about her?

8. What do you think is the most important conflict in this story? Why? Try answering in this form: The conflict between . . . and . . . about . . . is important because . . .

9. Mr. Pearson said, “Well, Hazel Elizabeth Deborah Parker, going to give someone else a break this year?” I squint at him real hard to see if he is seriously thinking I should lose the race on purpose just to give someone else a break. What event or decision does this conversation foreshadow later in the story?

10. Would you have called this story “Raymond’s Run”? Defend Bambara’s choice, or invent a new title and explain why you think it’s better.

Connecting to The 7 Habits of Highly Effective Teens 1. At the beginning of the short story, how would you describe Squeaky’s paradigm (point of view or belief) of herself? What did Squeaky center her life on?

2. Pick one other character from the story and describe Squeaky’s paradigm of that person.

3. Do you think Squeaky’s view of that person was accurate? Why or Why not?

4. How do Squeaky’s paradigms of people change in the course of the story? Use this chart to organize your thoughts. What Squeaky thinks of Gretchen Raymond Herself

Beginning

End

5. At the end of the story, Squeaky has a public victory. She also achieves a private victory. What is Squeaky’s private victory and which victory do you think is more important? Why?

6. Describe two deposits Squeaky makes into her PBA during the course of the story and how she makes each deposit.