MONDAY LITERATURE
HOMEWORK
TUESDAY
READING
AND WRITING
WEDNESDAY
VOCABULARY
THURSDAY ASSESSMENTS:
VOCABULARY AND DEW
PREVIOUS
NEXT
Week 22 --- Week 25
Hearts
and Lace 22 -- Semana 25
Semana
cordón copas
English I / ESOL
English III – IV
February:
2-1
2-8
2-15
2-22
FRIDAY
ASSESSMENT DEAR
TABLE OF CONTENTS
Scaffold and
Spiraled
Lessons
andamio y en espiral
lecciones
Self- Edit
Uno mismo – edición,
Peer- Edit
par – edición,
Teacher Edit
maestro edición
TRANSLATE
TEKS AND
FOCUS
TABLE OF CONTENTS
MONDAY LITERATURE
HOMEWORK
TUESDAY
READING
AND WRITING
NEWSPAPER
PERIÓDICO
WEDNESDAY
VOCABULARY
THURSDAY ASSESSMENTS:
VOCABULARY AND DEW
PREVIOUS
NEXT
FRIDAY
ASSESSMENT DEAR
TABLE OF CONTENTS
Choices Magazine Online
www.scholastic.com/choices
1. Describe the cover page.
2. Choose one article.
3. Read it using the reading strategies.
4. Answer the questions or participate in the activity on the Scholastic Choices Magazine
site for that article: www.scholastic.com/choices
5. TURN THIS IN BY FRIDAY. YOU MAY USE THIS FOR WEDNESDAY THROUGH
FRIDAY:
“NEWSPAPER” ASSIGNMENTS
NEWSPAPER AND MAGAZINE
http://www.scholastic.com/scholastic_thanksgiving/?esp=SBC/ib/20151101////thanksgiving/TeacherContent/SiteWideTheme//
1.
2.
3.
4.
Describir la portada.
Elija un artículo.
Lea usando las estrategias de lectura.
Responda a las preguntas o participar en la actividad en el sitio Revista
opciones para ese artículo.
5. Assignment
Gire estoForenChoices
el viernes
de cada semana. Usted puede usar esto para una
Magazine
de las asignaciones de " diario".
MONDAY LITERATURE
HOMEWORK
TUESDAY
READING
AND WRITING
This week, use your newspaper
activity and add this step. Find
the grammar examples and : for
the week in the article you chose
to read.
Find 10 nouns, 10 verbs,
10 adjectives, and 10 adverbs; Write
unique words on the walls.
Newspaper
WEDNESDAY
VOCABULARY
THURSDAY ASSESSMENTS:
VOCABULARY AND DEW
PREVIOUS
NEXT
FRIDAY
ASSESSMENT DEAR
TABLE OF CONTENTS
Microsoft® Translator
Esta semana, utilice su actividad diario y
añadir este paso. Encontrar los ejemplos
de gramática y: para la semana en el
artículo que ha elegido leer.
Encuentra 10 nombres, 10 verbos , 10
adjetivos y adverbios ; 10 Escribe las
únicas en las paredes de palabras
http://bijleszaanstad.nl/oefen
blaadjes/taal/engels/texts/te
xt6e.pdf
https://www.google.com/searc
h?q=summarize&sa=X&biw=1
420&bih=758&tbm=isch&tbo=
u&source=univ&ved=0CD4Qs
ARqFQoTCMiDg6n7gMgCFQ
rOgAodJEIKTQ&dpr=0.9
MONDAY LITERATURE
HOMEWORK
TUESDAY
READING
AND WRITING
WEDNESDAY
VOCABULARY
THURSDAY ASSESSMENTS:
VOCABULARY AND DEW
PREVIOUS
NEXT
FRIDAY
ASSESSMENT DEAR
TABLE OF CONTENTS
ANALYZE THIS
If you do well on this assignment, you will not have the remainder of the
homework for the Newspaper.
1. TITLE: ________________________________
2. Using your strategies read
3. Using complete sentences, write three ideas that you noticed while reading.
Add your own “diction/voice/tone.” Do not copy the information.
Usando sus estrategias leen
El uso de oraciones completas , escribir tres ideas que usted notado durante la lectura.
Añada su propia " dicción / voz / tono. " No copie la información
4. Find three sentences in your reading that support the ideas above. “_______”
Encuentra tres frases en ____________ que apoyan las ideas anteriores . " _____"
_____________________________________________________________________
5. What did you think or feel about the passage?
¿Qué es lo que usted piensa o siente sobre el tema?
_____________________________________________________________________
MONDAY LITERATURE
HOMEWORK
TUESDAY
READING
AND WRITING
WEDNESDAY
VOCABULARY
THURSDAY ASSESSMENTS:
VOCABULARY AND DEW
PREVIOUS
NEXT
FRIDAY
ASSESSMENT DEAR
TABLE OF CONTENTS
ASIGNACIÓN
Si lo haces bien en esta tarea, que no tendrá el resto de la tarea para el periódico.
Utilizar el proceso de escritura para componer un ensayo argumentativo utilizando una
variedad de técnicas literarias.
Utilizar habilidades de hablantes eficaces para presentar su argumento de la clase o un
pequeño grupo.
Aplicaciones de aprendizaje: Análisis de literatura / lista de verificación:
1. Considerar la: finalidad y caracteres del autor:
punto de vista el tono tema imágenes de lenguaje figurado
2. Pre – escritura: (lluvia de ideas: escribir todas palabras usted puede pensar de la. Utilice las
categorías para pensar en palabras. )
La categorización (¿quién? ¿Qué? ¿Donde? ¿Cuando? ¿Por qué? ¿Cómo? ¿Sentidos?
¿Las emociones? ¿Otros? ) Escritura de la hoja burbuja
3. peer conferencias y uso el par Editar lista no escriba en papeles del autor intercambiar
papeles y analizar entre sí es escritura utilice la hoja de análisis: Análisis de lista de
verificación durante la revisión y edición.
4. Un creo que en voz alta:
•identificar y subrayar el ambiente de las técnicas literarias específicas.
• analizar los efectos en el poema.
5. mañana se le presente su argumento: aquí están algunas pautas: presentaciones
efectivas deben incluir:
• Contacto visual
• hablar tarifa (p. ej. pausas de efecto)
• volumen
• enunciación determinados gestos
• convenciones del lenguaje
MONDAY LITERATURE
HOMEWORK
TUESDAY
READING
AND WRITING
WEDNESDAY
VOCABULARY
THURSDAY ASSESSMENTS:
VOCABULARY AND DEW
PREVIOUS
NEXT
FRIDAY
ASSESSMENT DEAR
TABLE OF CONTENTS
MONDAY LITERATURE
HOMEWORK
TUESDAY
READING
AND WRITING
WEDNESDAY
VOCABULARY
THURSDAY ASSESSMENTS:
VOCABULARY AND DEW
PREVIOUS
NEXT
Retelling Strategies
FRIDAY
ASSESSMENT DEAR
TABLE OF CONTENTS
MONDAY LITERATURE
HOMEWORK
TUESDAY
READING
AND WRITING
WEDNESDAY
VOCABULARY
THURSDAY ASSESSMENTS:
VOCABULARY AND DEW
PREVIOUS
NEXT
Analyze ANALIZAR
ANALYZE (Level 4)
Differentiating, organizing, attributing
Discuss the pros and cons of __________.
How can you classify ________ according to
_________?
How can you compare the different parts of
_________?
How can you sort the parts of _________?
How is _________ connected to _________?
How would you explain _________?
What are the advantages and disadvantages
of _________?
What can you infer _________?
What can you point out about _________?
What evidence in the text can you find that
_________?
What explanation do you have for
_________?
What ideas support/validate_________?
What is the problem with _________?
What is your analysis of _________?
Why do you think _________?
FRIDAY
ASSESSMENT DEAR
TABLE OF CONTENTS
ANALIZAR (Nivel 4 ) Diferenciar ,
organización, atribuyendo
Discuta los pros y los contras de _________.
¿Cómo se puede clasificar de acuerdo a ___?
¿Cómo se puede comparar las diferentes
partes de _________ ?
¿Cómo se puede ordenar las partes de ____?
¿Cómo se conecta a _________ _________ ?
¿Cómo explicaría _________ ?
¿Cuáles son las ventajas y desventajas de _ ?
¿Qué se puede inferir _________ ?
¿Qué se puede señalar sobre _________ ?
¿Qué evidencia en el texto se puede encontrar
que _________ ?
¿Qué explicación le darías a _________ ?
¿Qué ideas apoyan / valídate _________ ?
¿Cuál es el problema con _________ ?
¿Cuál es su análisis de _________ ?
Por qué piensas _________?
MONDAY LITERATURE
HOMEWORK
TUESDAY
READING
AND WRITING
WEDNESDAY
VOCABULARY
THURSDAY ASSESSMENTS:
VOCABULARY AND DEW
PREVIOUS
NEXT
Evaluate
(Level 5) Checking and critiquing
Create a poem/riddle/song that
explains_?
Devise a way to_____?
How would you compile the facts
for__?
How would you elaborate on the
reason_?
How would you generate a plan to_?
How would you improve_________?
How would you portray_________?
Predict the outcome if _________?
What alternative would you suggest
for_?
What changes would you make to
revise__?
What could you invent_________?
What facts can you gather_____?
What would happen if _________?
FRIDAY
ASSESSMENT DEAR
TABLE OF CONTENTS
EVALUAR
¿ (Nivel 5 ) comprobación
Crear y criticar un poema / enigma /
canción explica ___ ?
¿ Idear Una forma to___ ?
¿Como se Compila el de __ de
Hechos?
¿Como elaborar en la razón ___ ?
¿Como generas to___ plan de la
ONU?
¿Como podría Usted mejorar ___ ?
¿Como podría Usted retratar ___ ?
¿Predecir el resultado m SI ___ ?
¿Que Alternativa le sugerimos para
__?
¿ Qué Cambios Haría Usted una
revisión _ ?
¿ Qué PUEDE inventar ___ ?
¿ Qué pueden Hechos Usted
reunir_?
MONDAY LITERATURE
HOMEWORK
TUESDAY
READING
AND WRITING
(Level 6) Generating, planning, producing
WEDNESDAY
VOCABULARY
THURSDAY ASSESSMENTS:
VOCABULARY AND DEW
PREVIOUS
NEXT
Create
Determine the value of _____.
How could you verify_________?
How would you determine which
facts__________?
How would you grade_________?
Rank the importance of ______.
Rate the _________. Explain your rating.
What choice would you have made_________?
Explain your reasoning.
What criteria would you use to
assess_________?
What data was used to evaluate_________?
What information would you use to
prioritize_________?
What is the most important_________? Tell
why.
What is your favorite_________? Why?
What would you suggest_________?
What choice would you have made_________?
Explain your reasoning.
What is your opinion of _________? Support
your response.
Microsoft® Translator
FRIDAY
ASSESSMENT DEAR
TABLE OF CONTENTS
(nivel 6) generación,
planificación,
producción
Determine el valor de ___.
¿Cómo podría usted verifica___?
¿Cómo se determina qué facas___?
¿Cómo podría usted grade___?
La importancia de la ___ de la fila.
Tarifa de la ___.
Explicar su voto.
¿Qué opción le tienen nade___?
Explique su razonamiento.
¿Qué criterios utilizas para ascesis___?
¿Qué datos se utilizaron para evalúate___?
¿Qué información se utiliza para prioritize___?
¿Qué es la importante___ más?
Dígale por qué.
¿Cuál es tu favorita___?
¿Por qué? ¿Qué le surges___?
¿Qué opción le tienen nade___?
Explique su razonamiento.
¿Cuál es tu opinión de ___?
Apoyar su respuesta.
MONDAY LITERATURE
HOMEWORK
TUESDAY
READING
AND WRITING
WEDNESDAY
VOCABULARY
THURSDAY ASSESSMENTS:
VOCABULARY AND DEW
PREVIOUS
NEXT
FRIDAY
ASSESSMENT DEAR
TABLE OF CONTENTS
Answer Recall Memoria
Recall
Note: Any question becomes a recall question if the answer has already been explicitly provided to the
student in class or in the text.
When did the Grandfather’s birthday take place?
List the verbs in the story “Sweet Clara’s Freedom Quilt.”
Define the term Poetry.
What is a Poem?
Who did Limericks?
Name your favorite poem.
Microsoft® Translator
Memoria
Nota: Cualquier pregunta se convierte en una cuestión de memoria si la respuesta ya ha sido
proporcionada explícitamente al estudiante en clase o en el texto.
¿Cuando se celebran cumpleaños del abuelo?
Lista de los verbos en el cuento "De Clara dulce libertad colcha." Definir el término poesía.
¿Qué es un poema?
¿Que hizo Limerick?
Nombre de su poema favorito.
Monday – 01-25-2016
TABLE OF CONTENTS
GET YOUR FOLDERS AND SPIRALS, OVERVIEW OF WEEK
DAILY WORK,
HOMEWORK:
•
LIBRARY BOOK: READING JOURNAL/ANSWER 1 EVALUATE
•
READING : NEWS PAPER/CHOICES MAGAZINE:
•
ANALYSE THIS
•
SETTING EFFECTS ON CHARACTERIZATION,
•
AUTHOR’S PURPOSE
WARM-UP 10 MIN FINISH ->
1.
2.
COMBINE AND CORRECT SENTENCES
FREQUENTLY USED WORDS – LOOK OVER your WORDS identify and use the subjunctive mood to express doubts, wishes, and possibilities.[17B]:
HTTP://WWW.REALLY-LEARN-ENGLISH.COM/SUBJUNCTIVE-MOOD.HTML
3. CONTEXT CLUES ->
http://www.entrepreneur.com/article/236497
http://www.amanet.org/training/articles/The-Three-Elements-of-Persuasion.aspx
30 MINUTES. TEST TAKING READING STRATEGIES:
EXIT TICKET: TEST STRATEGIES DEMONSTRATED
WITH READING QUESTIONS
CONSIGA SUS CARPETAS Y ESPIRALES, VISTA GENERAL DE LA SEMANA
TRABAJO DIARIO,
DEBERES:
LIBRO BIBLIOTECA: DIARIO DE LECTURA / RESPUESTA 1 EVALUAR
LECTURA: NOTICIAS DE PAPEL / REVISTA OPCIONES:
ANALIZAR EL
ESTABLECER LOS EFECTOS SOBRE LA CARACTERIZACIÓN,
EL PROPÓSITO DEL AUTOR
el
humor
humor, mood,
spirits, temper,
cheer, spirit
el
modo
mode, way,
manner, line,
kind, mood
el
talante
mood, will
la
disposición de
ánimo
mood
capricho
whim, caprice,
fancy, quirk,
freak, mood
CALENTAMIENTO 10 MIN ACABADO ->
COMBINAR Y SENTENCIAS CORRECTO
PALABRAS MÁS FRECUENTES USADO - MIRE SOBRE SU PALABRAS IDENTIFICAR Y UTILIZAR EL MODO SUBJUNTIVO PARA EXPRESAR DUDAS, DESEOS Y POSIBILIDADES [17B].:
HTTP://WWW.REALLY-LEARN-ENGLISH.COM/SUBJUNCTIVE-MOOD.HTML
3. CLAVES DE CONTEXTO ->
http://www. entrepreneur.com/article/236497
http://www. amanet.org/training/articles/The-Three-Elements-of-Persuasion.aspx
•
30 MINUTOS. PRUEBA ESTRATEGIAS TOMA DE LECTURA:
•
•
SALIDA DE ENTRADAS: ESTRATEGIAS DE PRUEBA DEMOSTRARON
CON PREGUNTAS DE LECTURA
el
Tuesday 1-26-2016 martes
GET YOUR FOLDERS AND SPIRALS, OVERVIEW OF
WEEK DAILY WORK,
HOMEWORK:
•
LIBRARY BOOK: READING JOURNAL/ANSWER 1 EVALUATE
•
READING : NEWS PAPER/CHOICES MAGAZINE:
•
ANALYSE THIS
•
SETTING EFFECTS ON CHARACTERIZATION,
•
AUTHOR’S PURPOSE
WARM-UP 10 MIN FINISH ->
1. DIRECTIONS TO COMBINE AND CORRECT SENTENCES
2. FREQUENTLY USED WORDS – LOOK OVER your WORDS
identify and use the subjunctive mood to express doubts, wishes,
and possibilities.[17B]: HTTP://WWW.REALLY-LEARNENGLISH.COM/SUBJUNCTIVE-MOOD.HTML
3. CONTEXT CLUES ->
http://www.entrepreneur.com/article/236497
http://www.amanet.org/training/articles/TheThree-Elements-of-Persuasion.aspx
CONSIGA SUS CARPETAS Y ESPIRALES, VISTA GENERAL DE LA
SEMANA DE TRABAJO DIARIO,
DEBERES:
LIBRO BIBLIOTECA: DIARIO DE LECTURA / RESPUESTA 1
EVALUAR
LECTURA: NOTICIAS DE PAPEL / REVISTA OPCIONES:
ANALIZAR EL
ESTABLECER LOS EFECTOS SOBRE LA CARACTERIZACIÓN,
EL PROPÓSITO DEL AUTOR
CALENTAMIENTO 10 MIN ACABADO ->
DIRECCIONES A: INFORMACIÓN PARA COMBINAR Y SENTENCIAS
CORRECTO
PALABRAS MÁS FRECUENTES USADO - MIRE SOBRE SU PALABRAS
IDENTIFICAR Y UTILIZAR EL MODO SUBJUNTIVO PARA EXPRESAR
DUDAS, DESEOS Y POSIBILIDADES [17B]:
HTTP://WWW.REALLY-LEARN-ENGLISH.COM/SUBJUNCTIVE-MOOD.HTML.
CLAVES DE CONTEXTO ->
HTTP://WWW.ENTREPRENEUR.COM/ARTICLE/236497
HTTP://WWW.AMANET.ORG/TRAINING/ARTICLES/THE-THREE-ELEMENTS-OF-PERSUASION.ASPX
WITH MRS. MOORE ->
YESTERDAY: READING STRATEGIES:
TODAY:
WRITING STRATEGIES
TOMORROW: VOCABULARY SKILLS
CON LA SRA. MOORE ->
30 MINUTES. TEST TAKING READING STRATEGIES:
30 MINUTOS. PRUEBA ESTRATEGIAS TOMA DE LECTURA:
EXIT TICKET:
SALIDA DE ENTRADAS: ESTRATEGIAS DE PRUEBA
DEMOSTRARON
ESTRATEGIAS DE LECTURA: AYER:
ESTRATEGIAS DE ESCRITURA: HOY
MAÑANA: VOCABULARIO
TEST STRATEGIES DEMONSTRATED
WITH READING QUESTIONS
CON PREGUNTAS DE LECTURA
TABLE OF CONTENTS
Wednesday 1-27-2016
TABLE OF CONTENTS
GET YOUR FOLDERS AND SPIRALS, OVERVIEW OF
CONSIGA SUS CARPETAS Y ESPIRALES, DESCRIPCIÓN DE
WEEK DAILY WORK,
HOMEWORK:
•
LIBRARY BOOK: READING JOURNAL/ANSWER 1 EVALUATE
•
READING : NEWS PAPER/CHOICES MAGAZINE:
•
ANALYSE THIS
•
SETTING EFFECTS ON CHARACTERIZATION,
•
AUTHOR’S PURPOSE
SEMANA DE TRABAJO DIARIO,
WARM-UP 10 MIN FINISH ->
1. DIRECTIONS TO COMBINE AND CORRECT SENTENCES
2. FREQUENTLY USED WORDS – LOOK OVER your WORDS
identify and use the subjunctive mood to express doubts, wishes,
and possibilities.[17B]: HTTP://WWW.REALLY-LEARNENGLISH.COM/SUBJUNCTIVE-MOOD.HTML
3. CONTEXT CLUES ->
http://www.entrepreneur.com/article/236497
http://www.amanet.org/training/articles/TheThree-Elements-of-Persuasion.aspx
WITH MRS. MOORE ->
YESTERDAY: WRITING STRATEGIES: PERSUASION
TODAY:
VOCABLARY BUILDING
TOMORROW: READING AND WRITING STRATEGIES
30 MINUTES. TEST TAKING READING STRATEGIES:
EXIT TICKET:
INCLUDED
TEST STRATEGIES VOCABULARY STATEGIES
DEBERES:
LIBRO BIBLIOTECA: DIARIO DE LECTURA / RESPUESTA 1 EVALUAR
LECTURA: NOTICIAS DE PAPEL / REVISTA OPCIONES:
ANALIZAR EL
ESTABLECER LOS EFECTOS SOBRE LA CARACTERIZACIÓN,
EL PROPÓSITO DEL AUTOR
CALENTAMIENTO 10 MIN ACABADO ->
DIRECCIONES DE COMBINAR Y FRASES CORRECTAS
PALABRAS MÁS FRECUENTES USADO - MIRE SOBRE SU PALABRAS
IDENTIFICAR Y UTILIZAR EL MODO SUBJUNTIVO PARA EXPRESAR
DUDAS, DESEOS Y POSIBILIDADES [17B]: HTTP://WWW.REALLYLEARN-ENGLISH.COM/SUBJUNCTIVE-MOOD.HTML.
CLAVES DE CONTEXTO ->
HTTP://WWW.ENTREPRENEUR.COM/ARTICLE/236497
HTTP://WWW.AMANET.ORG/TRAINING/ARTICLES/THE-THREEELEMENTS-OF-PERSUASION.ASPX
CON LA SRA. MOORE ->
AYER: ESTRATEGIAS DE ESCRITURA: PERSUASIÓN
HOY: VOCABLARY EDIFICIO
MAÑANA: LECTURA Y ESCRITURA ESTRATEGIAS
30 MINUTOS. PRUEBA ESTRATEGIAS TOMA DE LECTURA:
BILLETE DE SALIDA: PRUEBA ESTRATEGIAS DE VOCABULARIO
INCLUIDOS
Thursday 1-28-2016
LOOK AT THE CABINET. WHAT ARE WE
DOING TODAY?
TABLE OF CONTENTS
Mira el gabinete. ¿Que estamos haciendo hoy?
Consiga sus carpetas y espirales, vista general de la
semana de trabajo diario,
Deberes:
GET YOUR FOLDERS AND SPIRALS, OVERVIEW OF WEEK
DAILY WORK,
HOMEWORK:
LIBRO BIBLIOTECA: Diario de Lectura / RESPUESTA 1
•
LIBRARY BOOK: READING JOURNAL/ANSWER 1 EVALUATE Evaluar
•
READING : NEWS PAPER/CHOICES MAGAZINE:
LECTURA: NOTICIAS DE PAPEL / revista Opciones:
•
ANALYSE THIS
ANALIZAR EL
•
SETTING EFFECTS ON CHARACTERIZATION,
establecer los efectos sobre la caracterización,
•
AUTHOR’S PURPOSE
el propósito del autor
WARM-UP 10 MIN FINISH ->
1.
2.
3.
4.
DIRECTIONS TO: INFORMATION TO FINISH THE GRAPH,
GRAPH, MOOD
COMBINE AND CORRECT SENTENCES
FREQUENTLY USED WORDS – LOOK OVER your WORDS identify
and use the subjunctive mood to express doubts, wishes, and
possibilities.[17B]: HTTP://WWW.REALLY-LEARNENGLISH.COM/SUBJUNCTIVE-MOOD.HTML
CONTEXT CLUES ->
http://www.entrepreneur.com/article/236497
http://www.amanet.org/training/articles/TheThree-Elements-of-Persuasion.aspx
(HTTP://WWW.KENTON.KYSCHOOLS.US/USERFILES/12499/FRY%20WORDS/FRY%201000%20INSTANT%
20WORDS%20LINKS%20INFO%20AND%20WEBSITE.PDF)
******* ******* ******* ******* *******
WORK WITH MRS. MOORE :
YESTERDAY: VOCABLARY BUILDING
TODAY : READING AND WRITING STRATEGIES
TOMORROW: ASSESSMENT
Calentamiento 10 MIN ACABADO ->
1. direcciones a: información para terminar el gráfico,
gráfica, el estado de ánimo
2. COMBINAR Y SENTENCIAS CORRECTO
3. PALABRAS MÁS FRECUENTES USADO - Mire sobre su
PALABRAS identificar y utilizar el modo subjuntivo para
expresar dudas, deseos y posibilidades [17B]:
http://www.really-learn-english.com/subjunctive-mood.html.
4. claves de contexto ->
http://www.entrepreneur.com/article/236497
http://www.amanet.org/training/articles/The-Three-Elements-of-Persuasion.aspx
(http://www.kenton.kyschools.us/userfiles/12499/Fry%20Words/Fr
y%201000%20Instant%20Words%20links%20info%20and%20websi
te.pdf)
******* ******* ******* ******* *******
Trabajar con la señora Moore:
Ayer: VOCABLARY EDIFICIO
Hoy: leer y escribir ESTRATEGIAS
Mañana: EVALUACIÓN
TRANSLATE
FRIDAY 1-29-2016
TABLE OF CONTENTS
LOOK AT THE CABINET. WHAT ARE WE DOING
TODAY?
MIRA EL GABINETE. ¿QUE ESTAMOS HACIENDO
HOY? CONSIGA SUS CARPETAS Y ESPIRALES, VISTA
GENERAL DE LA SEMANA DE TRABAJO DIARIO,
DEBERES:
•
LIBRO BIBLIOTECA: DIARIO DE LECTURA /
RESPUESTA 1 EVALUAR
•
LECTURA: NOTICIAS DE PAPEL / REVISTA
OPCIONES:
•
ANALIZAR EL
•
ESTABLECER LOS EFECTOS SOBRE LA
CARACTERIZACIÓN,
•
EL PROPÓSITO DEL AUTOR
WARM-UP 10 MIN FINISH ->
CALENTAMIENTO 10 MIN ACABADO ->
1. COMBINAR Y SENTENCIAS CORRECTO
2. PALABRAS MÁS FRECUENTES USADO - MIRE SOBRE SU
PALABRAS IDENTIFICAR Y UTILIZAR EL MODO
SUBJUNTIVO PARA EXPRESAR DUDAS, DESEOS Y
POSIBILIDADES [17B]: HTTP://WWW.REALLY-LEARN-
GET YOUR FOLDERS AND SPIRALS, OVERVIEW OF WEEK
DAILY WORK,
HOMEWORK:
•
LIBRARY BOOK: READING JOURNAL/ANSWER 1
EVALUATE
•
READING : NEWS PAPER/CHOICES MAGAZINE:
•
ANALYSE THIS
•
SETTING EFFECTS ON CHARACTERIZATION,
•
AUTHOR’S PURPOSE
1. COMBINE AND CORRECT SENTENCES
2. FREQUENTLY USED WORDS – LOOK OVER your WORDS
identify and use the subjunctive mood to express doubts, wishes,
and possibilities.[17B]: HTTP://WWW.REALLY-LEARNENGLISH.COM/SUBJUNCTIVE-MOOD.HTML
3. CONTEXT CLUES ->
http://www.entrepreneur.com/article/236497
http://www.amanet.org/training/articles/The-ThreeElements-of-Persuasion.aspx
ENGLISH.COM/SUBJUNCTIVE-MOOD.HTML.
3. CLAVES DE CONTEXTO ->
HTTP://WWW.ENTREPRENEUR.COM/ARTICLE/236497
HTTP://WWW.AMANET.ORG/TRAINING/ARTICLES/THE-THREE-ELEMENTS-OFPERSUASION.ASPX
(HTTP://WWW.KENTON.KYSCHOOLS.US/USERFILES/12499/FRY%20WORDS/FRY (HTTP://WWW.KENTON.KYSCHOOLS.US/USERFILES/12499/FRY%20WORDS/FRY
%201000%20INSTANT%20WORDS%20LINKS%20INFO%20AND%20WEBSITE.PDF) %201000%20INSTANT%20WORDS%20LINKS%20INFO%20AND%20WEBSITE.PDF)
******* ******* ******* ******* **** ******* ******* ******* ******* ****
WORK WITH MRS. MOORE :
YESTERDAY: READING AND WRITING STRATEGIES
TODAY : ASSESSMENT
MONDAY: READING STRATEGIES
TRABAJAR CON LA SEÑORA MOORE:
AYER: LECTURA Y ESCRITURA ESTRATEGIAS
HOY: EVALUACIÓN
LUNES: ESTRATEGIAS DE LECTURA
MONDAY LITERATURE
HOMEWORK
TUESDAY
READING
AND WRITING
MONDAY
WEDNESDAY
VOCABULARY
THURSDAY ASSESSMENTS:
VOCABULARY AND DEW
PREVIOUS
NEXT
FRIDAY
ASSESSMENT DEAR
TABLE OF CONTENTS
READING PASSAGES
• TEST TAKING STRATEGIES
– READING STRATEGIES PRACTICE
READING HEARING THE SWEETEST SONG
MONDAY LITERATURE
HOMEWORK
TUESDAY
READING
AND WRITING
WEDNESDAY
VOCABULARY
THURSDAY ASSESSMENTS:
VOCABULARY AND DEW
PREVIOUS
NEXT
END ZONE TO END ZONE
Reading Strategies to help you comprehend
what you’re reading.
Highlight and read the:
title,
subtitle,
words you do not know and
any captions under any pictures.
highlight the question and circle any key words.
Look up words you don’t recognize.
ZONEthrough once.
ReadEND
the passage
Write down what it is about?
What is the author’s purpose?
Read the passage again, and go “END zone to
END zone” after each paragraph. Write a note
next to the paragraph about what it means and
anything else you notice.
Combine small paragraphs together into a
summary.
Look at your questions and read.
Eliminate two wrong answers.
Chose the answer that works the best.
FRIDAY
ASSESSMENT DEAR
TABLE OF CONTENTS
END ZONE TO END ZONE
Estrategias de lectura para ayudarle a
comprender lo que lees.
Resalte y leer el :
título,
subtitular,
palabras que no conoces y
cualquier subtítulos bajo imágenes.
poner de relieve la cuestión y
rodear cualquier palabra clave.
Busquen palabras que no reconoce.
Buscar palabras que no reconoce.
Lea el pasaje a través de una vez.
¿Escribir lo que se trata?
Lea el pasaje otra vez y van "en la zona a en la
zona" después de cada párrafo.
Escribir una nota al lado del párrafo sobre lo que
significa y cualquier cosa aviso.
Combinar juntos los párrafos pequeños en un
resumen.
Mirar tus preguntas y leer.
MONDAY LITERATURE
BEFORE READING:
TABLE OF CONTENTS
EE
Before reading it is good to find out about the characters. Use the Character
worksheets.
DURING READING:
While reading, you need to track the characters and fill in information about
them. Stop after each act or chapter and fill in the new information you have
learned.
AFTER READING:
After reading compare the completed work with a classmate, record an
information you may have missed. This will be your study guide.
ADD A PRESENTATION:
Attach this to an in-depth explanation of an element throughout
the story and present it.
PREVIOUS
NEXT
TABLE OF CONTENTS
AUTHOR’S PURPOSE ADD THE Whipped Cream WITH THE CHERRY ON TOP.
Persuade – to convince
PERSUADE
readers to see the
author’s point of view
(I, you, he)
Inform –
Teach
“How to”
Entertain –
provide suspense
PERSUADE
AUTHOR’S PURPOSE ADD THE Whipped Cream to the Pie.
INFORM
ENTERTAIN
so that
the
reader
continues
to
read
MONDAY LITERATURE
HOMEWORK
TUESDAY
READING
AND WRITING
WEDNESDAY
VOCABULARY
THURSDAY ASSESSMENTS:
VOCABULARY AND DEW
PREVIOUS
NEXT
Activity:
Looking at the different
types of characters
Romeo
and
which would you consider
for the following roles:
Protagonist:
Antagonist:
Mentor:
Foil:
Confidante:
CHARACTER TYPES
FRIDAY
ASSESSMENT DEAR
TABLE OF CONTENTS
Actividad:
Mirando los diferentes
tipos de personajes que
Juliet
consideraría para los
siguientes roles:
protagonista:
antagonista:
Mentor:
hoja:
confidente:
In your Reading Journal draw the following with a ruler. Neatness counts.
TABLE OF CONTENTS
Find the list of characters and make one for each.
CHARACTER TRAITS FORM
En su Diario de Lectura llamar la siguiendo con una regla. Pulcritud conteos . Encuentra
la lista de los personajes y hacer uno para cada uno.
TUESDAY
READING
AND
WRITING
Rise and Fall Story Map
ACT
THE EXPOSITION
SETTING:
CHARACTERS:
CONFLICT:
RISING ACTION
THE CLIMAX
FALLING ACTION
DENOUMENT OR RESOLUTION
ACTO
LA EXPOSICIÓN AJUSTE:
CARACTERES:
CONFLICTO:
AUMENTO DE LA ACCIÓN
EL CLÍMAX
ACCIÓN QUE CAE
DESENLACE O RESOLUCIÓN
PREVIOUS
NEXT
TABLE OF CONTENTS
1.
2.
4
3.
A. MAKE CONNECTIONS
BETWEEN THE WORLD,
THE BOOK AND YOU.
6.
7.
5.____________________
B. BACKGOUND KNOWLEDGE WHAT YOU HAVE LEARNED
SINCE YOU WERE BORN
C. HOLD ON TO IT
8.
D. ASK QUESTIONS
E. WHAT IS IMPORTANT?
F. USE YOUR IMAGINATION AND
MAKE A MOVIE IN YOUR MIND
G. SCHEMA
9.
H. SYNTHESIZE
I. USE INFERENCING
SKILLS TO READ THE
CLUES BETWEEN THE
LINES
J. SCHEMA
K. CHANGE YOUR THINKING 11.
TABLE OF CONTENTS
10.
Respond to Prompt
TABLE OF CONTENTS
Bubble it out
TABLE OF CONTENTS
MONDAY LITERATURE
HOMEWORK
TUESDAY
READING
AND WRITING
WEDNESDAY
VOCABULARY
THURSDAY ASSESSMENTS:
VOCABULARY AND DEW
PREVIOUS
NEXT
TUESDAY
• RESPOND TO READING
FRIDAY
ASSESSMENT DEAR
TABLE OF CONTENTS
READING HEARING THE SWEETEST SONG
WRITING LONGER LUNCH, PLEASE!
Examine Prompts
Narrative/Expository Writing: 30 minutes
a. Use your pre-writing strategies. Brainstorm
TABLE OF CONTENTS
b. Categorize: Who? What? Where? When? Why? How? Senses, Emotions, other? Where did it happen? – Specific place
(Florence High School in Room 18)
c. Decide the Introduction of the Prompt. When did it happen? Specific Time (9:00) in the morning.
d. Main Event – What were you doing? _________________. Why?
e. Sensory Details – What do you see, hear, smell, feel, or taste?
f. Emotions, Feeling, and Reactions – How are you feeling about your writing?
g. Conclusion – Tying up everything listed above.
h. Count your ideas in each bubble (paragraph.) Do you have good solid ideas? Can you connect them to the prompt?
Persuade your parents to let you get a pet.
Persuade your parents to give you a week
off from your chores.
Categorize
Bubble
It
Out
Discuss a public health concern that you believe is serious
enough to warrant immediate attention.
Discuss how a person achieves fame and fortune and how
it changes the individual’s life.
Parts of an Introduction in an Argumentative-Persuasive and Expository Essays
TABLE OF CONTENTS
Persuasive
Expository Essay
Is a type of writing that is used to explain, describe,
give information, or inform. The text is organized
around one topic and developed according to a pattern
or combination of patterns.
Structure
Start With a Hook
Include Background
Structure: is composed of five
paragraphs.
•
Introductory paragraph contains
the thesis or main idea.
•
The next three paragraphs, or body
of the essay, Ideas, are to be
shared provide details in support of
the thesis.
•
The concluding paragraph restates
the main idea and ties together the
major points of essay.
State Your Thesis
EFFECT
Cause
EFFECT
EFFECT
http://www.time4writing.com/writingresources/expository-essay/
identify and use the subjunctive mood to
express doubts, wishes, and possibilities
9th Compare and Contrast
Tragic Stories, Songs, Plays, Real Life
• Grace
TABLE OF CONTENTS
• Real News
Author’s purpose
Author’s purpose
• Song
• *Advertisement
Abraham Lincoln’s Life
Author’s purpose
• Author’s purpose
identificar y usar el subjuntivo
el estado de ánimo de expresar
dudas, deseos, y posibilidades
ESOL: Compare y contraste
trágicas historias, canciones, juegos,
TABLE OF CONTENTS
• Drama: Grace
• auténtico Noticias
El propósito del
autor
El propósito del
autor
• Canción
El propósito del
autor
• Anuncio
Abraham Lincoln’s Life
http://www.biografiasyvid
as.com/biografia/l/lincoln
.htm
El propósito del
autor
MONDAY LITERATURE
HOMEWORK
TUESDAY
READING
AND WRITING
WEDNESDAY
VOCABULARY
THURSDAY ASSESSMENTS:
VOCABULARY AND DEW
PREVIOUS
NEXT
FRIDAY
ASSESSMENT DEAR
TABLE OF CONTENTS
Wednesday IDIOMS
Directions: Read each idiom and determine the meaning.
1. The mystery novelist decided at the last minute to include an ex-convict, who would later prove to be innocent, as a suspect
in her story; she was using this new character as a red herring.
What is the meaning of this idiom? _____________________________________________________________
__________________________________________________________________________________________
2. I don’t like the new font that you used on the website, but there is no need to throw the baby out with the bathwater: just
change the font back to the original and I’ll approve the design.
What is the meaning of this idiom? _____________________________________________________________
__________________________________________________________________________________________
3. If Frank hears that Mandy is going to the dance with Curt, Frank is going to do something regrettable, so let’s just keep it
under wraps for now.
What is the meaning of this idiom? _____________________________________________________________
__________________________________________________________________________________________
4. Many times the great inventor’s wife would beckon him to return to his room for sleep, but he had a fire in his belly.
What is the meaning of this idiom? _____________________________________________________________
__________________________________________________________________________________________
5. Even though the advertised prices at Bork’s Motor-Works were very low, the salesmen will attempt to nickel and dime you
as you attempt to checkout.
What is the meaning of this idiom?
IDIOMS
6. When I become a rich and famous rapper, all of the people who made fun of me and said that I couldn’t rap, dance, or match my
clothing are going to eat their hearts out.
What is the meaning of this idiom? _____________________________________________________________
7. Ever since John missed a week of school due to illness, his grades have been slipping and he has felt behind the eight ball.
What is the meaning of this idiom? _____________________________________________________________
8. Candy really left me holding the bag when she didn’t do her part of the project and was absent on the day of the presentation.
What is the meaning of this idiom? _____________________________________________________________
9. After losing another match, Kiki asked Douglass if she was getting any better at the video game that they were playing and Douglass
just sort of nodded and bit his tongue.
What is the meaning of this idiom? _____________________________________________________________
10. After 40 years of working at the post office and living frugally, Mr. Luther had built up quite a nice nest egg for his retirement.
What is the meaning of this idiom? _____________________________________________________________
11. If the new kid crosses Big Buck during the train car robbery, the kid is going to be pushing up daisies.
What is the meaning of this idiom? _____________________________________________________________
12. Mr. Walker didn’t trust his daughter’s new boyfriend because he wore suits and used ten dollar words.
What is the meaning of this idiom? _____________________________________________________________
13. Ever since her dog Pookie went missing, Janine has been a real basket case.
What is the meaning of this idiom? _____________________________________________________________
14. In the last issue of the school paper, Jamie wrote an article uncovering the practice of serving horse meat in the cafeteria, and now
the principal is trying to bring her before a school council kangaroo court to have her removed from the journalism club.
What is the meaning of this idiom? _____________________________________________________________
15. As the teacher reprimanded Eric, we all expected that he would reply with something smart or witty, but it seemed as if the cat had
gotten his tongue. What is the meaning of this idiom? _____________________________________________________________
WRITING LONGER LUNCH, PLEASE!
Make a Great Introduction for an Essay
by Bonnie Denmark, Demand Media
Structure:
–
–
–
–
–
Fact Opener
Quotation Opener
Question Opener
Narrative Opener
Definition Opener
www.brainyquote.com and www.thinkexist.com .
Caution to Writers: What Not to Do
1. Do not write, “This essay is about…” or “In this essay, I will discuss…” Just
launch directly into the topic.
2. Do not write a brilliant introduction on the wrong topic. A bang-up
introduction does no good if the essay is off-topic, so make sure you have a
clear understanding of what you are supposed to be writing about before
putting pen to paper.
3. Do not use the same opening strategy all the time. Beginning every essay
with a quotation or definition gets old. Mix it up.
4. Do not get hung up on employing the introduction openers recommended
here. They are meant to help, not hinder. Getting in a panic over trying to
force one of these techniques may result in writer’s block. The best writing
happens when the writer finds a personal connection with the topic and lets
the words flow.
Make a Great Introduction for an Essay
by Bonnie Denmark, Demand Media
Structure:
The introduction should be a full paragraph that contains several sentences, beginning with a strong
opening statement that hooks the reader from the outset. A few more sentences continue to draw in the reader and
work toward the main point. The introduction then concludes with a clear thesis statement, which encapsulates the
purpose of the essay. We can think of an introduction as an inverted triangle, starting with broad information at the top,
then working toward more focused information and ending with the thesis statement.
Fact Opener:
Introductions can grab the reader's attention by starting off with a surprising statement, unusual fact
or startling statistic. An essay on anti-smoking legislation may begin: “Cigarette smoke has been called ‘a lethal cocktail’
of paint stripper, toilet bowl cleaner, lighter fluid, mothball chemicals, death chamber poison and rocket fuel.” An essay
about living with asthma may open with “Asthma is the most prevalent chronic disease among youth. According to the
Asthma and Allergy Foundation of America website (www.aafa.org ), this potentially deadly disease affects close to nine
million young people and is responsible for close to 15 million doctor visits, two million emergency room visits and half a
million hospitalizations every year.” Note: Writers must always credit the sources of their statistics to avoid plagiarism
and to maintain credibility.
Quotation Opener:
Starting an introduction with an insightful quotation relieves the writer of some of the pressure
to be clever. Well-chosen quotations pack a punch, relate clearly to the topic and generally do not exceed two sentences.
One successful college essay on gender differences opened with a line from Katherine Hepburn: “Sometimes I wonder if
men and women really suit each other. Perhaps they should live next door and just visit now and then.” Good sources of
quotes on a variety of subjects include www.brainyquote.com and www.thinkexist.com.
Question Opener:
A thought-provoking question can be a good introduction lead-in because it addresses readers
directly and entices them to stay tuned for the answer. One high school student wrote, “Most teens have money to spend
thanks to an allowance or after-school job, but do they have the money management skills to go along with that income?”
Narrative Opener:
Vivid descriptions and powerful anecdotes can be especially compelling. An essay on courage
might begin with a recounting of the events of 9/11. An essay on disaster preparedness could begin with a description of
the aftermath of Hurricane Katrina and end with a thesis statement that reads, “Until a disaster catches a community
off-guard, most people never stop to think about what they would need to survive away from the comforts of home.”
When writers open up and share some of themselves, the reader wants to go on the ride with them. As an example, one
college freshman began a persuasive essay on euthanasia with a poignant description of his uncle’s last days in a cancer
ward.
Definition Opener:
Writers often start their introductions with a definition. Definitions can work well as essay
openers, especially for controversial or ambiguous terms. However, straight dictionary definitions can come off as
uninspired, so writers should try to put a more analytical or interpretative spin on the definition of a term.
Essay Variations
Essay writing is a huge part of a education today. Most students must learn to write various
kinds of essays during their academic careers, including different types of expository essay
writing:
Definition essays explain the meaning of a word, term, or concept. The topic can be a
concrete subject such as an animal or tree, or it can be an abstract term, such as freedom
or love. This type of essay should discuss the word’s denotation (literal or dictionary
definition), as well as its connotation or the associations that a word usually brings to mind.
Classification essays break down a broad subject or idea into categories and groups. The
writer organizes the essay by starting with the most general category and then defines and
gives examples of each specific classification.
Compare and contrast essays describe the similarities and differences between two or
more people, places, or things. Comparison tells how things are alike and contrast shows
how they are different.
Cause and effect essays explain how things affect each other and depend on each other.
The writer identifies a clear relationship between two subjects, focusing on why things
happen (causes) and/or what happens as a result (effects).
“How to” essays, sometimes called process essays, explain a procedure, step-by-step
process, or how to do something with the goal of instructing the reader.
http://goteenwriters.blogspot.com/2014/12/how-to-show-your-story-in-first-sentence.html
Parts of an Introduction in an Argumentative Essay
•
http://www.ltn.lv/~markir/essaywriting/intro.htm
The introduction of an argumentative essay sets the stage
for your entire piece. You must grab your reader from the
first moments, and this is especially important in an
argumentative essay. Your introduction should be concise,
informative and engaging. Pay attention to the key elements
and choose your words with precision.
Structure
Start With a Hook
Include Background
State Your Thesis
Leave Out
Introduction Details
Structure: In the structure of your essay, start from the general and work to the
specific. Start with a hook that grabs the reader’s attention. Depending on your
topic, you may need to include background information related to your argument.
Preview your main points so the reader has a map to your essay; this also serves to
transition the reader to your specific point. The final sentence of your introduction
is the thesis statement.
Start With a Hook: Start your introduction with a sentence that gets the reader
interested in the topic, hook or attention grabber. One option is to pose a puzzle
that you resolve in the body of the essay.
–
–
–
–
–
Other options include a quotation that relates to your argument,
A Personal story
A provocative rhetorical question or a
A surprising statistic
Startling statement.
Start work first on the body of your essay; a hook may present itself as you’re
writing.
Include Background: Providing readers with background on the topic allows them to
better understand the issue being presented. This information provides context and
history that can be crucial to explaining and arguing your point.
Introduction Details
State Your Thesis: In a single, clear sentence, it sums up what point you are trying to make. A
particular issue -- that a reader can argue against. Therefore, the thesis cannot be a fact. For
an argumentative essay, your thesis statement will be one of three types of claims.
– In a claim of definition, you challenge the accepted truth of a fact.
– A cause-and-effect claim proposes that one action or event caused another.
– Another option is to propose a solution to a problem.
Your thesis statement may evolve as you're writing, so check during the revision process to
ensure it still relates to your arguments.
What to Leave Out: A good introduction should not describe arguments or provide
analysis that belong in the body paragraphs. Your introduction should introduce and
set up your point, rather than lay out evidence to support it. Your intro is a road map
for the rest of the essay, you shouldn't announce what and how you will be arguing:
"I am going to prove to you that ..." This type of set up does not add any information.
It only serves as filler. Start by using persuasive techniques in the introduction:
– Provide your credibility. (Mention your research from the beginning, shows your
knowledge on the topic.)
– Include your readers in a community to which they want to belong, “sensible
people”/“compassionate people
– Consider what type of audience would be most likely to agree with you.
– Appeal to readers’ emotions with a related anecdote, pointed quote or even an
appropriate joke.
Starting your essay with credibility and setting the stage with the appropriate
emotion will increase the likelihood that readers will be receptive to your
arguments.
Tips
on
Writing
an
Expository
Essay
The purpose
is to explain
of the expository essay
a topic in a logical and straightforward
manner. It presents a fair and balanced analysis of a subject based on facts—with no
references to the writer’s opinions or emotions.
A typical expository writing prompt will use the words: “explain” or “define,”
The Five-Step Writing Process for Expository Essays
Expository writing is a life skill. More than any other type of writing, it is a daily
requirement of most careers. Understanding and following the proven steps of the writing
process helps all writers master the expository essay.
Expository Essay Structure
Usually, the expository essay is composed of five paragraphs. The introductory paragraph
contains the thesis or main idea. The next three paragraphs, or body of the essay, provide
details in support of the thesis. The concluding paragraph restates the main idea and ties
together the major points of essay.
Writing Process:
1.
2.
3.
4.
5.
Prewriting
Drafting
Revising
Editing
Publishing
EFFECT
Cause
EFFECT
EFFECT
FINAL
PRODUCT
Expository Essay Structure And Process
Usually, the expository essay is composed of five paragraphs. The introductory paragraph contains the
thesis or main idea. The next three paragraphs, or body of the essay, provide details in support of the
thesis. The concluding paragraph restates the main idea and ties together the major points of essay.
Here are expository essay tips for each part of the essay structure and writing process:
1. Prewriting for the Expository Essay:
In the prewriting phase of writing an expository
essay, students should take time to brainstorm about the topic and main idea. Next, do research and
take notes. Categorize your information. Bubble it out showing the information organized in a logical
sequence.
Each of the three body paragraphs should cover a separate point that develops the essay’s thesis.
The sentences of each paragraph should offer facts and examples in support of the paragraph’s topic.
Introduction
Peanut
butter and
jelly
sandwiches
are easy to
make.
Idea, details
Get the ingredients , knife and milk
Idea, details
Spread peanut butter on the bread
Ideas, details
Spread jelly on bread
2. Drafting the Expository Essay:
Conclusion
Didn’t I tell you it was
easy to make?
The concluding paragraph should reinforce
the thesis and the main supporting ideas.
Do not introduce new material in the
conclusion.
The topic sentence, introduction, which states the thesis or
main idea of the essay, is the most important. The thesis should be clearly stated without giving an opinion
or taking a position.
An expository essay discusses an event, situation, or the views of others, and not a personal
experience, you should write in the 3rd person (“he,” “she,” or “it”), and avoid “I” (1st person) or
“you” (2nd person) sentences. Spiral Teaching: Point of View
3. Revising the Expository Essay
Review, modify, and reorganize with the goal of making it the best it can be.
Keep these considerations in mind:
Does the essay give an unbiased analysis that unfolds logically, using relevant
facts and examples?
Has the information been clearly and effectively communicated to the reader?
Watch out for “paragraph sprawl,” which occurs when the writer loses focus
and veers from the topic by introducing unnecessary details.
Is the sentence structure varied? Is the word choice precise?
Do the transitions between sentences and paragraphs help the reader’s
understanding?
Does the concluding paragraph communicate the value and meaning of the
thesis and key supporting ideas?
If the essay is still missing the mark, take another look at the topic sentence.
A solid thesis statement leads to a solid essay. Once the thesis works, the rest
of the essay falls into place more easily.
4. Editing the Expository Essay
Next, proofread and correct errors in grammar and mechanics, and edit to
improve style and clarity. While an expository essay should be clear and
concise, it can also be lively and engaging. Having a friend read the essay helps
writers edit with a fresh perspective.
5. Publishing the Expository Essay
Sharing an expository essay with the rest of the class can be both exciting and
intimidating. Remember, there isn’t a writer on earth who isn’t sensitive about
his or her own work. The important thing is to learn from the experience and
use the feedback to make the next essay better.
Writing Workshop
Name of Piece and Type Mon
ACTION:
New Piece
Brainstorm
Pre-Write
Draft
Editing Conference
Revision Conference
Publish
Writer’s Notebook
NP
B
PW
D
EC
RC
P
WN
Tue Wed Thurs Fri
Action and Conference Notes
Vocabulary Building Old Sailor and child at the sea.
TABLE OF CONTENTS
Who
What
Where
Quién
qué
donde
bRAINSTORM
When
Why
How
Senses
Emotions
cuando
porqué
cómo
percibe
las
emociones
Other
TABLE OF CONTENTS
Introduction
Bubbl Sheet
2.
transition
2.
1.
4. transition
3.
Conclusion
MONDAY LITERATURE
HOMEWORK
TUESDAY
READING
AND WRITING
WEDNESDAY
VOCABULARY
GAMES
PREVIOUS
THURSDAY ASSESSMENTS:
VOCABULARY AND DEW
NEXT
FRIDAY
ASSESSMENT DEAR
TABLE OF CONTENTS
SENTENCE COMBINATION January 25, 2016 - (2-12-2016)
Combine the sets of sentences into 1. Microsoft® Translator
CcOMBINACIÓN de la frase en su papel se combinan las oraciones siguientes en una frase.
2-1-16
It rains outside.
It snows outside.
It is very inhospitible outside.
2-1-2016
Llueve afuera.
Nieva exterior.
Es muy inhospitible exterior.
The rabbit jumped softly to the ground.
The rabbit landed softly on the leaves.
The rabbit is very happy on the leaves.
El conejo saltó suavemente al suelo.
El conejo aterrizó suavemente sobre las hojas.
El conejo es muy feliz en las hojas.
The waves are gently hitting the beach.
The people are hitting the sand on the beach.
The people are wearing bathing suits on the beach.
Las olas están golpeando suavemente la playa.
Las personas que están golpeando la arena de la playa.
Las personas que están usando trajes de baño en la playa.
2-8-2016
The horse eats grass.
The cow eats grass.
The goat eats grass.
2-8-2016
El caballo come hierba.
La vaca come hierba.
La cabra come hierba.
The desk is unsteady.
The desk is craking.
The desk is broken.
El escritorio es inestable.
La recepción está craking.
La recepción está roto.
The pencil wobbled.
The pencil cracked.
The pencil broke.
El lápiz se tambaleó.
El lápiz roto.
El lápiz se rompió.
Lower Level Editing Checklist
MONDAY LITERATURE
HOMEWORK
TUESDAY
READING
AND WRITING
WEDNESDAY
VOCABULARY
GAMES
PREVIOUS
THURSDAY ASSESSMENTS:
VOCABULARY AND DEW
NEXT
FRIDAY
ASSESSMENT DEAR
TABLE OF CONTENTS
Peer Editing Steps
1.
Compliment the author:
What are a few things that
you liked about the author’s writing?
Peer Edición Pasos
1. ¿Cuáles son algunas cosas que te ha
gustado sobre la escritura del autor?
2. Make specific suggestions regarding
the author’s
• Word choice
• Use of details
• Organization
• Sentence length
• Topic
2. hacer sugerencias específicas acerca del
autor
palabra opción
uso de datos
organización
sentencia longitud
tema
3. Mark corrections on a separate
piece of paper
• Look for spelling, grammar, and
punctuation mistakes.
In addition, remember to:
• Stay positive!
• Be specific!
3. Correcciones de la marca en un pedazo
separado de papel
buscan errores de puntuación, ortografía y
gramática.
Además, recuerde:
estancia positiva!
Ser específico.
MONDAY LITERATURE
HOMEWORK
TUESDAY
READING
AND WRITING
WEDNESDAY
VOCABULARY
GAMES
PREVIOUS
THURSDAY ASSESSMENTS:
VOCABULARY AND DEW
NEXT
Writing Strategy Steps for Teacher and content self-editing
Read it out loud to yourself and a peer.
•
Check Pre-Writing (Brainstorm and Bubble out your story.)
•
Scan for paragraphs (structure)
•
Check:
– Spelling
• How do I know if it is spelled correctly?
– Capitals
• What needs to be capitalized?
• Are the capitals where they need to be?
• Are there capitals in the middle of the sentence?
• Do they need to be there?
– Grammar
– Tense-Subject Verb Agreement – present, past, future;
» Do the subjects and verbs agree?
» Am I using the correct form of the verb?
– Word Choice
– Transitions• Do you have transitions?
• Is there a smooth flow between the paragraphs?
•
Proof: Read it from the bottom up. Do the sentences, alone, sound strong?
•
Make the changes you agree with.
– Repeat if Necessary
FRIDAY
ASSESSMENT DEAR
TABLE OF CONTENTS
MONDAY LITERATURE
TUESDAY
READING
AND WRITING
HOMEWORK
WEDNESDAY
VOCABULARY
GAMES
PREVIOUS
THURSDAY ASSESSMENTS:
VOCABULARY AND DEW
NEXT
Microsoft® Translator
Writing Strategy Steps for Teacher and content self-editing
• Leer en voz alta a usted y su compañero de la ONU.
• Verificación de pre - escritura
• Lluvia de ideas y la burbuja de la historia
• Análisis en los párrafos ( Estructura ) Revisados
–
–
•
Capital
–
–
–
–
•
Vocabulario
¿Cómo puedo saber si la ortografía está bien escrita
¿ qué debe ser capitalizado ?
Donde se están capital que tienen ?
¿ Hay capital en medio de la oración?
¿Necesitan estar allí ?
gramática
–
–
–
Acuerdo de tiempo entre tema verbo gramática - pasado, presente y futuro.
¿Los sujetos y verbos acuerdo?
Estoy usando la forma correcta del verbo ?
• de palabras Opción
• Transiciones –
–
–
¿El Transiciones Hall?
¿Hay un flujo uniforme entre los párrafos ?
• Prueba:
–
–
–
–
Lea de abajo hacia arriba párr.
Haz Peñas , solo, suena fuerte?
Realice cambios en el Acuerdo.
Repita según sea necesario
FRIDAY
ASSESSMENT DEAR
TABLE OF CONTENTS
https://www.pint
erest.com/pin/22
5186853913739
5/
TO USE IN PLACE OF “SAID”
INTERACTIVE JOURNAL
MONDAY LITERATURE
HOMEWORK
TUESDAY
READING
AND WRITING
Pre – Writing Skills
Prompt:
FRASE DE ESCRITURA:
WEDNESDAY
VOCABULARY
THURSDAY ASSESSMENTS:
VOCABULARY AND DEW
PREVIOUS
NEXT
FRIDAY
ASSESSMENT DEAR
TABLE OF CONTENTS
Brainstorm words to fit your main idea.
Ideas sobre palabras para caber su idea principal.
Make categories for your Words.
Hacer categorías para tus palabras
Bubble it out
Burbuja fuera
How to write the first line.
Transition Words
What’s your thesis?
¿Cuál es su tesis?
INTRODUCCIÓN
4 DETALLES
CONCLUSIÓN
MONDAY LITERATURE
HOMEWORK
TUESDAY
READING
AND WRITING
WEDNESDAY
VOCABULARY
THURSDAY ASSESSMENTS:
VOCABULARY AND DEW
PREVIOUS
NEXT
FRIDAY
ASSESSMENT DEAR
TABLE OF CONTENTS
THURSDAY
LOOK AT THE CABINET. WHAT ARE WE DOING TODAY?
GET YOUR FOLDERS AND SPIRALS, OVERVIEW OF WEEK DAILY WORK,
WARM-UP FINISH ->
CATCH UP ON ALL OF YOUR WORK DAY
ASSESSMENT:
VOCABULARY
GRAMMAR/PUNCTUATION / CAPITALIZATION
PROMPT RESPONSE
IF TIME:
ORAL READING PASSAGE HANDOUT (PLAY)
GAMES
REVIEW:
FOLDER GAMES
DAILY WORK ASSIGNMENT SHEET
NEWSPAPER ANALYSIS
CHOICES MAGAZINE ONLINE ASSIGNMENT
Writing/ Escritura
Analogy/Limerick
Editing
Grammar
Punctuation Practice
Correct Sentence
Combine Sentence
EVALUACIÓN:
VOCABULARIO
GRAMÁTICA / PUNTUACIÓN /
CAPITALIZACIÓN
RESPUESTA RÁPIDA
SI EL TIEMPO:
ORAL PASAJE DE LECTURA FOLLETO
(PLAY)
JUEGOS
REVISIÓN:
JUEGOS CARPETA
TRABAJO DIARIO HOJA DE
ASIGNACIÓN
ANÁLISIS PERIÓDICO
ELECCIONES ASIGNACIÓN REVISTA
ONLINE
REDACCIÓN / ESCRITURA? ANALOGÍA
/ LIMERICK? EDICIÓN DE??? CORRIGE
PUNTUACIÓN PRÁCTICA GRAMÁTICA?
COMBINE SENTENCIA
MONDAY LITERATURE
HOMEWORK
TUESDAY
READING
AND WRITING
WEDNESDAY
VOCABULARY
THURSDAY ASSESSMENTS:
VOCABULARY AND DEW
PREVIOUS
NEXT
How to write the first line.
Transition Words
PREWRITING
FRIDAY
ASSESSMENT DEAR
TABLE OF CONTENTS
READING HEARING THE SWEETEST SONG
MONDAY LITERATURE
HOMEWORK
TUESDAY
READING
AND WRITING
WEDNESDAY
VOCABULARY
THURSDAY ASSESSMENTS:
VOCABULARY AND DEW
PREVIOUS
NEXT
FRIDAY
ASSESSMENT DEAR
TABLE OF CONTENTS
SPIRAL: two words put together for form a new word can not = CONTRACTIONS
can't
dos palabras juntar para forma una palabra nueva no puede = can't CONTRACCIONES
Foreign Words: Write multiple entries that demonstrate knowledge of THESE words, their
meanings, and origins. Copy the words into the Vocabulary Notebook with a
synonym/definition.
Contraction
could not
did not
is not
I will
you are
he has
he had
FOREIGN
tete a tete
déjà vu
quid pro quo
a la carte
a la mode
faux
fiancé(e)
you had
she is
it is
you will
I will
you all
cliché
a propos
carte blanche
bon appetite
liaison
faux pas
amateur
tableau
carpe diem
clique
lingerie
femme fatale
Much
Before
TABLE OF CONTENTS
just
Old
Line
alone
Any
Good
Came
Sentence
Small
Set
put
End
Does
Another
Think
Well
Large
Must
Big
Even
Such
Say
Because
Turn
Here
Why
Asked
Went
great
Men
Read
Need
Lend
Different
Home
Means
Us
Move
Try
Kind
Hand
Picture
Help
Again
Change
Off
Play
Spell
Air
Away
Animals
House
Point
Page
Letters
Matter
Answer
Found
Study
Still
Learn
should
world
America
High
Every
Near
Odd
Food
Between
Own
Below
Country
Plants
Last
School
Father
Keep
Trees
Never
Started
City
Earth
Eyes
Light
Thought
Head
Under
Story
Saw
Left
Don’t
Few
Which
Along
Might
Close
Something
Seemed
Next
Hard
Open
Example
Beginning
Life
Always
Those
Both
Paper
Together
Got
Group
Tell
Boy
Following
Because
Frequency
words
Want
Show
Around
Farm
Tell
Three
Often
run
Important
Until
Children
Side
feet
car
Miles
Night
Walked
White
Sea
Grow
Took
Boo
Hear
Stop
Without
Second
Later
Miss
Idea
Enough
Eat
Face
Watch
For
Indians
Really
Almost
Let
Above
Girl
Sometimes
Mountains
Cut
Young
Talk
Soon
List
Song
Being
Leave
Family
It’s
Body
Music
Color
Stand
Run
Questions
Fish
Area
Mark
Dog
Horse
Birds
Problem
Complete
Room
Since
Ever
Piece
Told
Usually
Didn’t
Friends
Easy
Heard
Order
Red
Door
Sure
Become
Tap
Ship
ACROSS
Today
During
Short
Better
Best
However
Low
Hours
Black
Products
Happened
Whole
Measure
Remember
Early
Worse
Reached
Listen
Wind
Rock
Space
Covered
Fast
Several
Hold
Himself
Toward
Five
Step
Morning
Passed
Vowel
True
Hundred
Against
Pattern
Numeral
Table
North
Slowly
Money
map
TABLE OF CONTENTS
River
Four
carry
State
Frequency
words
Began
Once
TABLE OF CONTENTS
Busy
pulled
Drew
Voice
Seen
Cold
Plan
Notice
South
Sing
War
Ground
Cried
King
Town
I’ll
Unit
Figure
Certain
Fell
Travel
Wood
Fire
Upon
Done
English
Field
Halt
Ten
Fly
Gone
Bar
Finally
Read
Correct
On
Quickly
Person
Became
Shown
Wait
Strong
Verb
Stars
Front
Feel
Fact
Minutes
Street
Decided
Contain
Course
Surface
Produce
Inches
Ocean
Class
Note
NOTHING
REST
carefully
Building
Inside
Wheels
Stay
Green
Known
Island
Scientists
Les
machine
Boss
Ago
Stood
Plan
Wee
Behind
ran
Round
Boat
Game
Force
System
understand
WARM
COMMON
BRING
Explain
Dry
BROUGHT
Language
Shape
Deep
Thousands
Yes
Clear
Though
Yet
Government
Filled
Heat
Full
Hot
Equation
Object
Bread
Rule
Among
Noun
Power
check
Able
Six
SIZE
Dark
Ball
Material
Cannot
Heavy
Fine
Pair
Circle
Include
built
Special
Impressive Word Choice
limp
pithy
pulpy
satiny
silken
coarse
stiff
strong
firm
sharp
barbed
horned
itch
throb
grainy
needlelike
vibe
tingles
spiked
serrated
Splintery
thorny
pointy
glassy
mirror like
flush
even
uniform
frictionless
porous
rubbery
springy
elastic
supple
wobbly
stimulating
electrifying
arousing
energizing
hair raising
furry
hairy
fleshy
formless
burning
curious
eerie
prickling
stinging
strange
tingling
spongy
gritty
jagged
soft
hard
slick
prickly
bristly
fluffy
stiff
silky
feathery
blazing
sizzling
hot
warm
cold
dusty
rough
abrasive
crumbly
lumpy
powdery
sandy
scratchy
tufted
woolly
unruly
malleable
intolerant
sweltering
scorching
blistering
broiling
burning
feverish
fiery
flaming
parching
roasting
scalding
stuffy
stale
humid
fetid
muggy
stagnant
airy
breezy
suffocating
arctic
cool
freezing
calm
frosty
glacial
nippy
delicate
creamy
elastic
flexible
mushy
pliable
supple
thin
velvety
cottony
rumpled
cushiony
doughy
gelatinous
flabby
fluid
MONDAY LITERATURE
HOMEWORK
TUESDAY
READING
AND WRITING
Quiz Transitional words
and phrases
1. Summary:
2. Add support for your
ideas:
WEDNESDAY
VOCABULARY
THURSDAY ASSESSMENTS:
VOCABULARY AND DEW
PREVIOUS
NEXT
FRIDAY
ASSESSMENT DEAR
TABLE OF CONTENTS
a. after, afterward, at last, at the same time, at once, as soon as
possible, at that very moment, before, before long, currently,
during, earlier, immediately, in chorus, instantaneously, later, later
on, later that same day, meanwhile, not a moment too soon, now,
recently, shortly after that, simultaneously, soon, subsequently,
then, without delay, eventually, while this was happening
3. Cause and Effect:
b. but, however, in contrast, in spite of, on the one hand on the
other hand, nevertheless, nonetheless, notwithstanding, , on the
contrary, still, yet
4. Position (Preposition)
c. adjacent, above, below, behind, beside, beyond, here, in between,
in front, in back, nearby, there, up
5. To Emphasize:
d. even, for example, for instance, indeed, in addition, in fact, in
particular, of course, particularly, truly, specifically
6. Time:
e. to retell, on the whole, précis, abridge, recap, recapitulate,
review, condense, encapsulate, digest
7. For Example:
f. for example, for instance, namely, specifically, to illustrate
8. Alike:
g. additionally, also, as a matter of fact, as well as,
furthermore, even so, even if, equally important in addition,
consequently, even though however, so therefore, on the other hand
9. Compare/Contrast
h. also, in the same way, just as … so too, likewise, similarly
MONDAY LITERATURE
HOMEWORK
TUESDAY
READING
AND WRITING
WEDNESDAY
VOCABULARY
THURSDAY ASSESSMENTS:
VOCABULARY AND DEW
PREVIOUS
NEXT
FRIDAY
ASSESSMENT DEAR
TABLE OF CONTENTS
VOCABULARY ALLUSIONS FIGURATIVE LANGUAGE: LENGUAJE FIGURADO:
A paradox is a statement or phrase
SUSU Activity
that contradicts itself, yet reveals a
SEE IT
USE IT
truth. An oxymoron is a pair of words
SAY IT
UNDERSTAND IT
that contradict one another (such as
An allusion is a figure of speech that makes
jumbo shrimp). Both are contradictory,
a reference to a place, person, or
but a paradox professes a deeper
something that happened. This can be real
meaning and the contradiction may not
or imaginary and may refer to anything,
always be clearly stated.
including paintings, opera, folklore, mythical
1. Identify the paradox in your book.
figures, or religious manuscripts. The
2. Explain the meaning of the
reference can be direct or may be inferred,
paradox. What truth does it reveal?
and can broaden the reader’s understanding.
3. Find a second paradox n your book.
1. What is the allusion in your book?
Identify it and explain its meaning.
2. Is it a literary, biblical, or mythological
WORD CONNOTATION: ___________
allusion?
1.
Find a word in your book.
3. How does this allusion relate to the main
character, protagonist?
2. Look up the definition of “_____.”
4. Why do you think the author chose this
3. Record it here:
moment to use the allusion?
4. Why would “_____” be viewed as
negative in your book.
Based on the author’s view point of the
world, how do you think he or she would
view synonyms and antonyms for the word?
MONDAY LITERATURE
HOMEWORK
TUESDAY
READING
AND WRITING
WEDNESDAY
VOCABULARY
THURSDAY ASSESSMENTS:
VOCABULARY AND DEW
PREVIOUS
NEXT
FRIDAY
ASSESSMENT DEAR
TABLE OF CONTENTS
VOCABULARY ALLUSIONS FIGURATIVE LANGUAGE: LENGUAJE FIGURADO:
MUDE Actividad
1. identificar la paradoja en su libro.
2. explicar el significado de la paradoja.
MÍRALO
¿Qué verdad revela?
USARLO
3. encontrar un segundo n paradoja su
DILO
libro. Identificar y explicar su
ENTENDIDO
significado.
Una alusión es una figura retórica que hace
referencia a un lugar , persona, o algo que
CONNOTACIÓN DE LA PALABRA: ___
sucedió. Esto puede ser real o imaginario y
1. Buscar una palabra en su libro. Ver
puede referirse a cualquier cosa, incluyendo
la definición de "___". Registrar aquí:
pinturas , ópera , folklore , figuras míticas, o
por qué "___" verse como negativa en su
manuscritos religiosos. La referencia puede ser
libro.
Basado en el punto de vista del
directa o puede inferirse , y puede ampliar la
autor del mundo, ¿Cómo crees que se ve
comprensión del lector.
el sinónimos y antónimos de la palabra?
1. ¿Qué es la alusión en su libro?
2. ¿es una alusión literaria, bíblica o mitológica?
3. ¿Cómo relaciona esta alusión al personaje
principal, protagonista?
4. ¿por qué crees que el autor eligió este momento
para utilizar la alusión?
Una paradoja es una afirmación o frase que se
contradice, sin embargo, revela una verdad. Un
oxímoron es un par de palabras que se contradicen
unos a otros (como el gambón). Ambos son
contradictorios, pero una paradoja profesa un
profundo significado y la contradicción pueden no
siempre ser claramente indicados.
1.
3.
2.
4.
MONDAY LITERATURE
HOMEWORK
TUESDAY
READING
AND WRITING
Vocabulary 8 parts of speech
Subject, Noun
Asunto , Sustantivo ,
WEDNESDAY
VOCABULARY
THURSDAY ASSESSMENTS:
VOCABULARY AND DEW
PREVIOUS
NEXT
FRIDAY
ASSESSMENT DEAR
TABLE OF CONTENTS
Vocabulario 8 partes de la oración
Action, Verb
Acción Verbo
Direct Object, Noun
directa de objetos, Sustantivoa
Make sentences by sorting the words below into the three headings above.
Hacer oraciones por clasificar las palabras por debajo en las tres partidas anteriores.
part of speech function or "job"
example words
example sentences
Verb
action or state
(to) be, have, do, like, work,
sing, can, must
EnglishClub is a web site. I like EnglishClub.
Noun
thing or person
pen, dog, work, music, town,
London, teacher, John
This is my dog. He lives in my house. We live in
London.
Adjective
describes a noun
good, big, red, well, interesting My dogs are big. I like big dogs.
Determiner limits or "determines" a noun
a/an, the, 2, some, many
I have two dogs and some rabbits.
Adverb
describes a verb, adjective or
adverb
quickly, silently, well, badly,
very, really
My dog eats quickly. When he is very hungry,
he eats really quickly.
Pronoun
replaces a noun
I, you, he, she, some
Tara is Indian. She is beautiful.
Preposition links a noun to another word
Conjunction joins clauses or sentences or
words
to, at, after, on, but
and, but, when
We went to school on Monday.
I like dogs and I like cats. I like cats and dogs. I
like dogs but I don't like cats.
Interjection short exclamation, sometimes oh!, ouch!, hi!, well
inserted into a sentence
Ouch! That hurts! Hi! How are you? Well, I
don't know.
MONDAY LITERATURE
HOMEWORK
TUESDAY
READING
AND WRITING
WEDNESDAY
VOCABULARY
THURSDAY ASSESSMENTS:
VOCABULARY AND DEW
PREVIOUS
NEXT
FRIDAY
ASSESSMENT DEAR
TABLE OF CONTENTS
FRIDAY READING LECTURA
Games
TABLE OF CONTENTS
https://www.ixl.com/ela/grade-9
Semicolons, colons, and commas
review
Ninth grade
C.1Use semicolons and commas to
Sentence types
Here is a list of all of the skills
separate clauses
I.1Is the sentence declarative,
students learn in ninth grade!
C.2Use semicolons, colons, and commas interrogative, imperative, or
These skills are organized into
with lists
exclamatory?
categories, and you can move your
Sentences, fragments, and run-ons
mouse over any skill name to view C.3Semicolons, colons, and commas
review
J.1Identify sentence fragments
a sample question. To start
Apostrophes
J.2Identify run-on sentences
practicing, just click on any link. IXL
D.1Identify and correct errors with plural J.3Choose punctuation to avoid
will track your score, and the
and possessive nouns
fragments and run-ons
questions will automatically
D.2Identify and correct errors with
Phrases and clauses
increase in difficulty as you
compound and joint possession
K.1Is it a phrase or a clause?
improve!
Hyphens and dashes
K.2Identify prepositional phrases
Commas
E.1Use hyphens in compound adjectives K.3Identify appositives and appositive
A.1Commas with direct addresses,
E.2Use dashes
phrases
introductory words, interjections,
Quotations
K.4Combine sentences using relative
interrupters, and antithetical phrases
F.1Formatting quotations and dialogue clauses
A.2Commas with series, dates, and
F.2Decide whether ellipses are used
Verbals
places
appropriately
L.1Identify participles and what they
A.3Commas with compound and
Capitalization
modify
complex sentences
L.2Identify gerunds and their functions
A.4Commas with coordinate adjectives G.1Correct capitalization errors
Titles
L.3Identify infinitives and infinitive
A.5Commas: review
phrases
Restrictive and nonrestrictive elements H.1Capitalizing titles
B.1What does the punctuation suggest? H.2Formatting titles
B.2Commas with nonrestrictive elements H.3Formatting and capitalizing titles:
GAMES
P.3Pronouns after "than" and "as"
P.4Identify and correct pronoun errors with
"who"
P.5Use relative pronouns: who and whom
P.6Use relative pronouns: who, whom,
whose, which, and that
P.7Identify vague pronoun references
P.8Identify all of the possible antecedents
P.9Correct inappropriate shifts in pronoun
number and person
S.3Good, better, best, bad, worse, and worst
S.4Form and use comparative and
superlative adverbs
S.5Well, better, best, badly, worse, and
worst
Writing clear and concise sentences
Simple, compound, complex, and
T.1Transitions with conjunctive adverbs
compound-complex sentences
T.2Avoid double, illogical, and unclear
M.1Identify dependent and independent
comparisons
clauses
T.3Use the correct pair of correlative
M.2Is the sentence simple, compound,
conjunctions
complex, or compound-complex?
T.4Identify sentences with parallel structure
Verbs
T.5Use parallel structure
Subject-verb agreement
Q.1Form the progressive verb tenses
T.6Remove redundant words or phrases
N.1Identify and correct errors with subject- Q.2Form the perfect verb tenses
verb agreement
Q.3Identify transitive and intransitive verbs T.7Misplaced modifiers with pictures
N.2Identify and correct errors with
T.8Select the misplaced or dangling modifier
Q.4Identify linking verbs, predicate
indefinite pronoun-verb agreement
adjectives, and predicate nouns
T.9Are the modifiers used correctly?
N.3Identify and correct verb agreement with Q.5Identify and correct inappropriate shifts
compound subjects
in verb tense
Nouns
O.1Form and use plurals: review
O.2Form and use plurals of compound
nouns
Pronouns
P.1Identify and correct errors with subject
and object pronouns
P.2Subject and object pronouns review
Active and passive voice
R.1Identify active and passive voice
R.2Rewrite the sentence in active voice
Adjectives and adverbs
S.1Choose between adjectives and adverbs
S.2Form and use comparative and
superlative adjectives
GAMES
contractions
Prefixes
V.6Use the correct homophone
AA.1Words with preV.7Identify and correct errors with AA.2Words with rehomophones
AA.3Words with subV.8Correct errors with commonly AA.4Words with mismisspelled words
AA.5Words with un-, dis-, in-, im-,
Context
clues
and nonWord choice and usage
W.1Use
context
to
identify
the
Suffixes
U.1Choose the word whose
meaning
of
a
word
connotation and denotation best
BB.1Words with -ful
W.2Determine
the
meaning
of
match the sentence
words using synonyms in context BB.2Words with -less
U.2Use words accurately and
BB.3Words with -able and -ible
W.3Determine the meaning of
precisely
Greek and Latin roots
U.3Replace words using a thesaurus words using antonyms in context CC.1Sort words by shared Greek or
Etymologies and foreign expressions
U.4Use dictionary entries to
X.1Use etymologies to determine Latin roots
determine correct usage
CC.2Use Greek and Latin roots as
the meanings of words
U.5Explore words with new or
clues to the meanings of words
X.2Use context as a clue to the
contested usages
CC.3Use words as clues to the
meanings of foreign expressions
Commonly misused words
meanings of Greek and Latin roots
the correct foreign
V.1Correct errors in everyday use X.3Use
CC.4Determine the meanings of
expression
V.2Correct errors with signs
Greek and Latin roots
Analogies
V.3Use the correct frequently
CC.5Determine the meanings of
Y.1Analogies
confused word
words with Greek and Latin roots
Y.2Analogies:
challenge
V.4Identify and correct errors with
Word patterns
frequently confused words
V.5Identify and correct errors with Z.1Word pattern analogies
frequently confused pronouns and Z.2Word pattern sentences
GAMES
FF.2Identify thesis statements
subjective and objective tone
FF.3Organize information by main HH.4Which text is most formal?
idea
HH.5Identify appeals to ethos,
FF.4Choose the topic sentence
pathos, and logos in
that best captures the main idea advertisements
Writing arguments
HH.6Use appeals to ethos,
GG.1Identify supporting evidence pathos, and logos in persuasive
Figurative language
writing
in a text
DD.1Use personification
GG.2Choose evidence to support Research writing
DD.2Interpret the meaning of
a claim
II.1Identify plagiarism
allusions
GG.3Choose the most appropriate II.2Recognize the parts of a Works
DD.3Identify the source of
counterclaim for a given claim
Cited entry
allusions
GG.4Choose the analysis that
II.3Understand a Works Cited
DD.4Interpret figures of speech logically connects the evidence to entry
DD.5Classify figures of speech:
the claim
II.4Use in-text citations with MLA
euphemism, hyperbole,
GG.5Transition logically between formatting
oxymoron, paradox
claims, evidence, analysis, and
Reference skills
DD.6Classify figures of speech:
counterclaims
JJ.1Use dictionary entries
review
GG.6Distinguish facts from
JJ.2Use dictionary definitions
Point of view
opinions
JJ.3Use thesaurus entries
EE.1Identify the narrative point of Audience, purpose, and tone
view
HH.1Identify audience and
Planning and organizing writing purpose
FF.1Order topics from broadest to HH.2Compare passages for tone
narrowest
HH.3Compare passages for
TABLE OF CONTENTS
© 2004 by Education World®. Education World grants users permission to reproduce
this work sheet for educational purposes only.
•
•
•
•
•
•
•
•
Analogy:
“SoftSchools.”Analogies Quizzes And Worksheets Web 2 October 2015.
http://www.softschools.com/language_arts/analogies/
“English on the Internet~Test Quizzes.” Language Shop Web 2 October 2015. <
http://www.aj.cz/testquiz/soutez113.htm>
http://examples.yourdictionary.com/analogy-examples-for-kids.htm
MLA Style
"Analogy Examples for Kids." YourDictionary, n.d. Web. 2 October 2015.
<http://examples.yourdictionary.com/analogy-examples-for-kids.html>
Read more at http://examples.yourdictionary.com/analogy-examples-forkids.html#wmqRx5VOr1XZAcvG.99
<a href="http://examples.yourdictionary.com/analogy-examples-for-kids.html">Analogy Examples for
Kids</a>
•
•
Limericks:
“Limericks.” Brownielocks and the three Bears. Web.2 October 2015.
http://www.brownielocks.com/Limericks.html
•
Everyday Edit: