Lord of the Flies

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Saddleback Educational Publ, Aug 1, 2006 - Language Arts & Disciplines - 42 pages
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Struggling readers frequently lack basic reading skills and are not equipped with the prior knowledge and reading strategies to thoroughly engage in the classroom literature experience. Give your students the background and support they need to understand and enjoy literature. With these reading guides, your students will practice reading comprehension skills, sharpen their vocabulary, and learn to identify literary elements. Paperback books range in reading level from 4 to 10. Reproducible. Contents Include: Teacher and student support materials, reproducible student activity sheets, an end-of-book test, and an answer key. Each reading guide divides the novel into six manageable units. Prepares all students for reading success through activating prior knowledge. Focuses reading with guiding "Questions to Think About". Build vocabulary with pre-reading and during-reading activities.
 

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Contents

Focus Your Knowledge
1
Focus Your Reading
2
Build Your Vocabulary
4
MULTIPLE CHOICE
5
SHORT ANSWER
6
Deepen Your Understanding
7
Focus Your Reading
8
Build Your Vocabulary
10
Build Your Vocabulary
22
MULITPILE CHOICE
23
SHORT ANSWER
24
Deepen Your Understanding
25
Focus Your Reading
26
Build Your Vocabulary
28
MULTIPLE CHOICE
29
SHORT ANSWER
30

MULTIPLE CHOICE
11
SHORT ANSWER
12
Deepen Your Understanding
13
Focus Your Reading
14
Build Your Vocabulary
16
MULTIPLE CHOICE
17
SHORT ANSWER
18
Deepen Your Understanding
19
Focus Your Reading
20
Deepen Your Understanding
31
Focus Your Reading
32
Build Your Vocabulary
34
MULITIPLE CHOICE
35
SHORT ANSWER
36
Deepen Your Understanding
37
EndofBook Test
38
Answer Key
40
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Page iv - CLASSROOM MANAGEMENT Focus on Reading is very flexible. It can be used by the whole class, by small groups, or by individuals. Each study guide divides the novel into 6 manageable units of study. This literature comprehension program is simple to use. Just photocopy the lessons and distribute them at the appropriate time as students read the novel. You may want to reproduce and discuss the Focus Your Knowledge page before distributing the paperbacks. This page develops and activates prior knowledge...
Page 15 - Here the breeze was fitful and allowed the strings of the parachute to tangle and festoon; and the figure sat, its helmeted head between its knees, held by a complication of lines. When the breeze blew, the lines would strain taut and some accident of this pull lifted the head and chest upright so that the figure seemed to peer across the brow of the mountain. Then, each time the wind dropped, the lines would slacken and the figure bow forward again, sinking its head between its knees. So as the...
Page 8 - DATE 1 1. CHAPTERS 3-4 BEFORE READ i NG Focus Your Reading The following questions will help you understand the meaning of what you read. You do not have to write out the answers to these questions. Instead, look at them before you begin reading, and think about them while you are reading.
Page 9 - Read the sentences below. On the line, write your definition of the word in bold type. Then, on another sheet of paper, use that word in a new sentence of your own. 1. "The tree trunks and the creepers that festooned them lost themselves in a green dusk thirty feet above him, and all about was the undergrowth." festooned: 2. "The silence of the forest was more oppressive than the heat, and at this hour of the day there was not even the whine of insects." oppressive: 3. "... and for a minute became...
Page 3 - I'll go, and Jack, and, and ..." He looked round the circle of eager faces. There was no lack of boys to choose from. "And Simon." The boys round Simon giggled, and he stood up, laughing a little. Now that the pallor of his faint was over, he was a skinny, vivid little boy, with a glance coming up from under a hut of straight hair that hung down, black and coarse.
Page 27 - Simon saw a humped thing suddenly sit up on the top and look down at him. He hid his face, and toiled on. The flies had found the figure too. The life-like movement would scare them off for a moment so that they made a dark cloud round the head. Then as the blue material of the parachute collapsed the corpulent figure would bow forward, sighing, and the flies settle once more.
Page 9 - ... length he let out his breath in a long sigh and opened his eyes. They were bright blue, eyes that in this frustration seemed bolting and nearly mad. He passed his tongue across dry lips and scanned the uncommunicative forest. Then again he stole forward and cast this way and that over the ground. The silence of the forest was more oppressive than the heat, and at this hour of the day there was not even the whine of insects.
Page 3 - You said you wanted a small fire and you been and built a pile like a hayrick. If I say anything," cried Piggy, with bitter realism, "you say shut up; but if Jack or Maurice or Simon — " He paused in the tumult, standing, looking beyond them and down the unfriendly side of the mountain to the great patch where they had found dead wood.
Page 15 - A thin wail out of the darkness chilled them and set them grabbing for each other. Then the wail rose, remote and unearthly, and turned to an inarticulate gibbering. Percival Wemys Madison, of the Vicarage, Harcourt St. Anthony, lying in the long grass, was living through circumstances in which the incantation of his address was powerless to help him.