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Illustrative Lesson On ParodiesSlide One

• “Identify and describe characteristics associated with parodies.”

• Break down the objective: Identify means to find and know, to tell what they are. Describe how to tell about a parody and say why it is a parody and not satire or irony, for example.

• There are three characteristics which are associated with parodies.

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ParodySlide Two

• Funny• Imitates Someone or Some

Situation• Familiar to Audience

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Three Characteristics Make A Parody

• The first thing that makes a parody a parody is that it is funny; if it is not funny, then it is not a parody.

• The second characteristic is that a parody imitates a person or a situation; for example, “Here’s my imitation of our ESL teacher when someone does not have their homework…”.

• The third requirement for a parody is that the audience must be familiar with the person or situation imitated; if they are not, then they will not see the humor in the parody. Slide Three

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Is this a parody?

• Little Ms. Muffet sat at her table, eating her oatmeal and milk. Along came a spider, and sat down beside her, and said “What’s in the bowl, Baby?”

• Slide Four

5

Is this a parody?

• Once upon a time, a long time ago, there lived an old man in the middle of a huge forest. There were no roads or paths to his little hut, and no one ever came to see him, yet he was not lonely.

• Slide Five

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Is this a parody?

• A boy from the school Eastway Middle• Failed ‘cause he studied so little,• He got a job washing dishes, • And while he washes he wishes• He’d studied instead of just piddled.• Slide Six

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Is this a parody?

Many people think earthworms are pretty gross creatures. Actually, they are very clean animals, and they are extremely important for good healthy soil. However, because they do not interact with humans in the way that dogs or cats do, worms do not make good pets.

Slide Seven

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Which one is the only parody?

• If you picked the first one, your got it right.• Now let’s generate some more parody ideas.

Work with one or two others, and write down some possible parodies. Here are some examples:

• A teacher patrolling the halls.• Your Mom or Dad talking to you about grades,

alcohol, drugs, the clothes you wear, cleaning up your room, or something else. Slide Eight

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Short Stories

• “Identify and describe the characteristics associated with short stories.”

• A short story is one that can be read in one or two sittings. Short stories are literature. Novels, drama, and poetry are also categories, or genres, of literature. But what makes a short story different is- - -are you ready?

• It’s short! Slide Nine

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What makes it short?

• There are three reasons:• There is a small number of characters.• There is a tight focus on a single plot, or a single main idea

of the story.• The climax (what happens and how the story turns out)

occurs at the end of the story.• Now we will look at three short stories: a model (done by

the teacher); the second one will be done together with student input. The third one will be independent practice, what you will do in our next class with short story number three.

• Slide Ten

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A Short Story Checklist• Characteristics:• A small number of characters; write down the names of

all the characters; how many are there?• A tight focus on a single plot; what is the main idea?• The climax occurs at the end of the story; what page

and what lines present the climax of the story?• Tomorrow in class you will read a short story and write

a paragraph telling why the short story for independent practice is classified as a short story.

• You may use your short story checklist while writing.Slide Eleven

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A Thesis Statement May Appear In Expository Writing

• A thesis statement, such as “Billy is the fastest runner in the class,” might be a good way to begin an expository paragraph. Some people might disagree with your statement, however, so you have to provide details that prove Billy is the fastest.

• An expository composition presents facts, examples, illustrations, descriptions ,and reasons to prove the statement is true. Readers of an expository composition will either accept the thesis statement based upon the proofs presented, or reject the statement as false because the details and proofs are not sufficient to support the thesis statement. OK, is there more? Slide Twelve

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Writing a paragraph to prove that “Bo’s Adventure” is a short story.

The first sentence of the first paragraph in an expository composition isusually, in essence, a thesis statement, such as: “ ‘Bo’s Adventure’ is a shortstory.” Pre-writing activities should include a checklist of characteristics ofshort stories. By comparing this checklist of accepted characteristics ofshort stories with details of “Bo’s Adventure,” the thesis statement canbe proven or disproven.

Pre-Writing Activities. Review characteristics of short stories using the list below against “Bo’s Adventure” to see if it is a short story or not.

Can be read in one or two sittings.Few characters appear in the story.There is a concentrated focus on a single plot.The climax comes at the end.

Let’s put all this into a good introductory paragraph now. Slide Thirteen

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Model Expository Paragraph

The story of “Bo’s Adventures” is a short story. It is eleven pages long, and can be read and enjoyed in one class period, or even during dinner if you don’t want to talk to your parents. There are only three characters in “Bo’s Adventure,” and the only plot is how Bo escapes from his kidnapper. The climax is at the end of the story.

Slide Fourteen

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Expository, The Second Paragraph

“The main character is a seventh grader named BoBo. He is the good guy. The bad guy is named Joe Rizzo. The story tells how Rizzo kidnapped BoBo , what happened, and how BoBo escaped with the help of a stranger. To find out what happened, you will have to read it right up to the last word. I enjoyed this short story very much.” Slide Fifteen

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Expository Writing Summary

Expository writing surrounds us; though appearing in different forms, it usually falls into one of five categories. To write a description is a good place to begin. Writing a list of items in a sequence may come next. Third, comparison-contrast describes the similarities and differences between two things, and they may be presented AAAA-BBBB, or AB, AB, AB, AB. Finally, there are cause-and-effect and problem-solution expository writing. These are the five main examples of expository writing. Slide Sixteen

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Expository vs. Argumentative WritingSlide Seventeen

Argumentative essays include expository characteristics, but successful argumentative writing exhibits one distinct purpose, viz., to lure the reader away from one set of beliefs and convince the reader to adopt a new set of beliefs to supplant the former. Therein lies the essence of writing called argumentative. The audience is the reader who proclaims different, superior, beliefs.

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Satire, Another Literary Term

• “Identify and describe the characteristics of satire.”• Characteristics of satire:• Satire is a bitter verbal attack that humiliates or portrays

as evil or foolish some person or issue that the author is opposed to.

• Satire is NOT funny; it is usually political or social. • Satire blends criticism with wit for the purpose of

changing someone or something to make it better.• As a rule, satire attacks an institution itself, not a single

individual. Slide Eighteen

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Review of Characteristics of Satire

• Bitter• Not meant to be funny• Usually attacks political or social issues• Blends criticism with wit • Purpose is to change some condition• Usually attacks the big picture, not an

individual, for example, the government, not the President. Slide nineteen

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Examples of TV Satire

• The Simpsons• South Park• Slide Twenty

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Irony, Another Literary Term

• “Identify characteristics associated with literary works containing irony.”

• Irony may surprise you in three ways:• What characters think is true turns out to be false.• What the reader thinks is going to happen does

not happen—something unexpected happens.• What a character means by his or her actions is

not interpreted that way by other characters. Slide Twenty-One

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“The Pearls,” An Example of Irony

• In this short story, a woman borrowed a string of pearls to wear to a ball. She lost the pearls. Rather than tell the owner of the pearl necklace that it had been lost, the woman made tremendous sacrifices to buy expensive and genuine pearls to replace the lost necklace, only to discover when she gave it to the owner that the pearl necklace she had borrowed and lost were fake pearls of no value to the owner. What the character thought was real turned out to be fake, and she had spent every penny she had. Slide Twenty-Two

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Poetry Is What Poets Write

• A poem is a composition in verse.• It does not have to rhyme, like “Hickory

Dickory Dock, The mouse ran up the clock.”• A poem may be long or short.• Poetry is the rhythmic creation of beauty in

words.• Poetry is the spontaneous overflow of

feelings. Slide Twenty-Three

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Write A Poem

I’m down in the dumps,I fell into a funk,If I don’t learn this English,I’m going to flunk.• Notice that the first word in each line is

capitalized. • When you read it aloud, you can feel the

rhythm of the lines. Slide Twenty-Four

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Beat and Rhyme

• Not every poem has beat and rhyme, but many of them do.

• Pick up your pencil and get ready to write a poem for three minutes about anything at all—school, class, your bus, your grades, your pets, your teacher—anything at all.

• Slide Twenty-five

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Does your poem meet the three criteria?

• Is your poem a composition with a beginning, a middle, and an end?

• Does it have distinct lines with the first word of each line capitalized?

• Pair and share each other’s poems. Talk about the poems, the definitions, and the characteristics.

• Get ready now for BALLADS, a kind of poem-story-song. Slide Twenty-Six

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What is a ballad?

• A ballad is always about a catastrophe, a terrible event.

• It is rhythmic.• It tells about something in the past.• It tells a story.• It is impersonally presented, like a newspaper

story, so that the reader, writer, or singer appears not to be involved.

• Let’s look at a ballad. Slide Twenty-Seven

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The Wreck of School Bus 740by Joe Riggs Slide Twenty-Eight

Through the North Carolina country drove the Charlotte school bus.

From Alexander School, up toward Cornelius,Sissy Farrington of Mooresville was called to sub

the bus,Bus Seven-Forty left that day, for home without

a fuss.

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Second Verse Slide Twenty-Nine

It was a Friday afternoon, on May the seventeen,

The sun it was a-shining, the countryside was green.

The students from the junior high were happy and carefree.

They were talking of the dance that night, a dance they’d never see.

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Third Verse Slide Thirty

Many people who knew Sissy, they said she was the best.

She studied hard and loved her job; she always passed the test.

She said safety was her goal, and kept it on her mind;

It would seem a better driver would be very hard to find.

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Fourth Verse Slide Thirty-One

When the bus came to the track that day, on board there were sixteen.

Going west on Bailey road, coming up on One-Fifteen,

The track was clear, no train in sight, and Seven-Forty rolled,

A moment later came the crash, the story has been told.

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Fifth Verse Slide Thirty-Two

Sissy pulled into Route One-Fifteen, no danger did she see.

A tractor dump-truck crushed the bus against a sad oak tree.

Three seventh-graders died at once, the other twelve hurt bad;

The people never saw a scene so terrible, so sad.

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Sixth Verse Slide Thirty-Three

It was the worst disaster that the people ever saw.

The parents, TV, medics came, the school and the law.

The papers wrote the story; we saw it on TV, Joey, Jeanne, and Leslie, gone forever are the

three.

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Seventh Verse Slide Thirty-Four

So parents, teachers, drivers, come close and hear me sing.

You never know from morn to night just what the day may bring.

Our children are on loan to us, each moment we may fall.

So love each other while you can, before the Master’s call.

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What makes this a ballad?

Does it tell a story?Is it rhythmic?Is it history?Is it catastrophic?Is it presented like a newspaper story?Slide Thirty-Five

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You Have To Hear The Beats Before You Write Poetry With Meter

• Before you can write poetry with meter, we have to be sure what a syllable is and how to count them. Slide Thirty-Six

• Once you have mastered syllables and know how to count them, you can generate poetry with meter.

• Syllables are the separated parts of words that you see when you look up a word in a dictionary. Let’s look at some examples.

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How many syllables?

• Word-1• Number-2• Syllables-3• Dictionary-4• How many syllables are in the name of your

school?• How many syllables are in your first and last

names? Slide Thirty-Seven

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Finding Particular Syllables

The air was a little colder in our city then. What is the fourth syllable in the sentence?

Report card grades are very important. What is the tenth syllable in the sentence?

Today is Friday, April seventh. What number is the syllable SEV in seventh?

After football practice, everyone was tired. What number is the syllable TIRED?

Slide Thirty-Eight

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Let’s Write Some Poetry With Meter!

• There was a teacher from Spain, (7)• Who always liked to complain. (7)• She gave us a test, (5)• And said, “Do your best,” (5)• Then promptly she went insane. (7)• The meter map for this poem is 7,7,5,5,7.• Now let’s look at the rhyme scheme. • Slide Thirty-Nine

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Which lines rhyme?

• There was a teacher from Spain, (A)• Who always liked to complain. (A)• She gave us a test, (B)• And said, “Do your best,” (B)• Then promptly she went insane. (A)• The rhyme scheme is AABBA.• Now you know how to construct a simple poem

and how to describe both the meter and the rhyme scheme. It’s your turn to write a poem! Slide Forty

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A List Of Some Archetypal CharactersSlide Forty-One

• The Child• The Hero• The Great Mother• The Wise Old Man or Wise Old Woman• The Trickster or Fox • The Devil or Satan• The Mentor• The One Who Has A Rebirth• Why are these important?

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Importance Of Archetypal CharactersSlide Forty-Two

• Knowledge of these generic character types allows someone to describe a certain piece of literature with respect to character development.

• For example, most TV shows and movies have a good guy (like The Hero) and a bad guy (like The Devil, Satan, or The Trickster).

• Good guys are generally called Protagonists. Bad guys can be called Antagonists. What about themes that occur over and over in literature?

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Themes of LiteratureSlide Forty-Three

• Maturation, also called Coming of Age, depicts the period of adolescence, when the child comes of age by having to make some adult-like decisions usually regarding right and wrong, or good and evil.

• Compare your personal experiences to the author’s meaning and the events in a given piece of literature to show how emotions and experiences are shared by many people across many cultures and historical times.

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The Author’s MeaningSlide Forty-Four

• Create an artistic, dramatic, or written product that hypothesizes or describes the author’s meaning in a given piece of literature. The product can be role-playing, a letter, or a visual piece of art work. Think of movie posters, movie reviews, book covers, and previews, or trailers.

• What else do we need to know about literature?

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The SettingSlide Forty-Five

• Setting, when it refers to literature, movies, and plays, refers to the time and place of the literary work. For example, the setting could be New York City in 1929 when the stock market crashed. This is important because it helps the audience understand what was going on in that period leading to the Great Depression. What is the setting in Little Red Riding Hood?

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Little Red Riding Hood DescriptorsSlide Forty

• Setting: A long time ago, in a big forest.• Archetypal characters: The Devil, big bad wolf, the bad guy, who wants

to catch and eat the little girl.The Child, who is the intended victim, who

cannot defend herself against the Wolf.The Hero, who arrives in time to save The Child.

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How Does The Setting Affect The Plot? Slide Forty-Seven

• It is important that every student know the plot (or meaning) of the piece of literature being studied.

• This is handily done by walking through some familiar pieces of literature and modeling for the class different ways the setting might affect the plot.

• Setting With Local Color comes up next.

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Setting With Local ColorSlide Forty-Eight

• Local Color is a term that describes using regional detail to add interest to a narrative story. Local color is generally not crucial to the plot or understanding the motivation of the characters.

• Local Color is concerned with the quaint, agreeably curious, strange or unusual, in a kind of picturesque way, and may be called “decoration” for the story. Check out the example on the next slide.

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Local Color Example In SpeechSlide Forty-Nine

• “Now, the key to this ear part about how the local folk talk is ratcheer. Alls ya’ll have to do hyah is to whip a few examples on the class an’ ney can catch on purdy quick what is it, this here thing called local color.”

• Besides the language, local color also includes such events as Pageland’s Watermelon Festival, Spivey Corner’s Hollerin’ Contest, Old Time Fiddlers’ Conventions, The Ramp Festival, Rock Hill’s Come See Me Festival, and the famous Pumpkin Rolling Contest around Halloween up in the high country. Tractor Pulls and Nascar Racing are also popular, as well as bass and catfish tournaments .

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Drama: Should I save it for my Mama?

• A drama is a play. It is performed with actors on a stage.

• It is performed in front of an audience who are present in person at the performance.

• What are three characteristics of drama?• Slide Fifty

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The Three Characteristics Of Drama

1. 1. In a drama, both the actors and the audience are in the same place at the same time.

2. The whole play, or drama, depends upon what the characters say to each other, so it is nearly all dialog.

3. There are usually distinct parts, or sections, called acts and scenes, like chapters and units in a textbook. Slide Fifty-One

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What Are The Three Characteristics Of Drama?

• Actors and audience in the same place at the same time.

• Nearly all dialogue—no car chases in San Francisco.

• Distinct parts (Act I, Scene 1; Act I Scene 2. . .)• Slide Fifty-Two

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Myths In Literature

• “Explain the role of mythology in literature.”• Role means the part that it plays and what

mythology has to do with literature.• Myths are fables, legends, fairy tales, or stories

that attempt to explain a natural occurrence, such as eruption of a volcano, a typhoon, or flood, for example. Myths can also address universal experiences of emotions: love, anger, jealousy, or death. Slide Fifty-Three

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A Sample Myth

• Let’s look at a myth that attempts to explain a hurricane, or typhoon. It might go like this:

• “The sun god is angry because the rain god made it rain for too many days, so the sun god is trying to dry out the earth. The sun god and the rain god argue too much, and finally the hurricane god makes a huge typhoon to shut them both up and restore peace to the universe.” Slide Fifty-Four

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Universal Experiences

• The purpose of mythology in literature is to unite people by creating a common explanation for shared experiences, emotions, natural phenomena, tragedies, and so on.

• It is interesting to compare two versions of one story, such as a volcanic eruption; often different cultures create quite different stories about the same event. Let’s look at a model for comparing two versions of a single event. Slide Fifty-Five

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Template For Comparing Two Stories, Or Comparing A Story Or Novel And Its Stage Play Or Film Version

For Faithfulness To Original Written Version

What is the theme summary of Version 1?What is the theme summary of Version 2? Who are the main characters in Version 1?Who are the main characters in Version 2?What is the plot in Version 1?What is the plot in Version 2?What are the settings?What are the conflicts? {Slide Fifty-Six}

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Template For Comparing Two Stories, Continued

• What are the main events leading to the resolution of the conflict in each version?

• What are the characters’ reactions to the resolution in each version?

• The same children’s fairy tales from different cultures easily lend themselves to such analyses; “Little Red Riding Hood” and “Caperucita Roja” are good models. Slide Fifty-Seven

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Drawing Conclusions And Author’s Meaning: Slide Fifty-Eight

• “Draw conclusions about an author’s meaning in both fiction and non-fiction.”

• You need to use your head and a little imagination to draw conclusions. 2 + 2 =? is not drawing conclusions.

• Drawing conclusions is what you do when you figure out all by yourself that your parents will be upset with you if you skip school and get caught.

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How Do You Do That?Slide Fifty-Nine

You figure it out based upon what you know about your past experiences with your parents and what they think about things that you do, what it means to them if you skip school, and what they have done in the past when you do something that they consider “wrong.” In literature, you try to figure out the message that he or she is trying to give you in the story.

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Examine The Actions Of The Characters In The Story

• When conclusions are drawn about the author’s meaning, your conclusions must reflect the personalities of the characters as they are developed in the story. Otherwise the actions and the meaning will be “out of character” for them. For example, if a character always lies, it will be out of character for that person to tell the truth later in the plot. Slide Sixty

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Drawing Conclusions

• The main thing to remember is that when you draw conclusions, you use only the facts from your reading to do one or more of these activities:

• Find an example or illustration• Note a contrast • Generalize• Recognize cause-and-effect relationships• Detect a mood• See an analogy• Identify time and place relationships• Make a comparison• Anticipate an outcome. Slide Sixty-One

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InferencesSlide Sixty-Two

• Let’s say you are in an airplane and you are coming in to land at the airport. As you get close enough to see cars and people on the street, you see that cars have their lights and windshield wipers on, and people walking have their umbrellas open and over their heads. What inference can you make about the weather?

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Archetypal (ark-uh-TYPE-al) ThemesSlide Sixty-Three

• An archetypal theme is something that occurs over and over in literature, and may become associated with a symbol, such as “The Grim Reaper” for death. Other archetypal themes may be opposing forces, such as good versus evil; in this case good might be represented by a lamb, a songbird, a butterfly, or any baby animal, while evil could be a snake, lion, cat, wasp, or dragon.

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Death and Rebirth, Beautiful and PlainSlide Sixty-Four

• Death-Rebirth refers to a character who does bad things for years of his or her life, then has some kind of spiritual experience which changes the person into a good man or woman.

• Beautiful and plain refer to one character who is beautiful and another character who is plain. However, the beautiful character is usually not nice to other people, has no friends, and is generally disliked. On the other hand, the plain character is nice to everyone, loved by others and has a happy life, while the beautiful one is miserable.

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Characters Round, Flat, and Secondary

• Round Character: A round character, also called the dynamic character, is one whom the author describes in great detail, and writes about more than anyone else in the story. A round character is complicated and not easy to figure out. The author tells you a lot about the round character, so much that the round character cannot be described with a single word or phrase. Slide Sixty-Five

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Flat Character is A Static, Unchanging Character

• A flat character is the round character’s opposite. A flat character is a pancake. A round character is a globe. The author does not spend much time describing a flat character, but usually one dominant trait is mentioned over and over, such as honesty or laziness. That way you know that a lazy flat character is not going to want to work, and an honest flat character is not going to steal any money. A flat character is a person that you meet, but never spend time with, and know very little about. You can describe a flat person with a few words. Slide Sixty-Six

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Secondary Character Slide Sixty-Seven

• A secondary character, also called a minor character, lies somewhere between a round character and a pancake. Think of secondary characters as a half-globe, a globe cut in the middle at the equator. Secondary characters support the main, or round, character, and we know enough about secondary characters to make some predictions about what they might do in some situations. Let’s check ourselves!

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Round, Flat, And Secondary Checkpoint Slide Sixty-Eight

• Look at the scrambled list of six words. There are three character types, and each of the types has another name. Put the nicknames of the three types together with their mates.

• Round • Static• Minor • Secondary• Flat• Dynamic

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Why doesn’t the author make every character a round character? Slide Sixty-Nine

• Wouldn’t it be nice to have all round characters?• Would that make the story longer or shorter?• Would that take more time or less time for the

author to write?• Would there be more pages or fewer pages?• Would it be harder to follow the plot or easier? • Would the plot move along faster or slower?• Is it necessary to have all round characters?

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Narrator? What’s a narrator?

• Tell me about your day yesterday. OK, as soon as you begin talking, you are the

narrator. It is a common technique in writing, as well.

The narrator describes the action and the characters, and may or may not be in the story himself or herself.

What is the point of view of the narrator? Slide Seventy

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Point of View of Narrator in FictionSeventy-One

• Point of view includes different things:• How is the narrator involved in the story?• Is the narrator an observer or a participant in the story?• Does the narrator advance the plot by certain

descriptions?• By posing certain questions?• In other ways? • In plain English, tell what the narrator has to do with

the story and how he or she fits in.

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Predicting: What do you think will happen in this story?

• Predict means to tell about something before it occurs, like the weatherman does on TV.

• Potential means able to happen or to occur, so this means something that might happen or it might not.

• “Predict potential story elements using prior knowledge and foreshadowing clues.”

• Think about what you know of all the characters, then make an educated guess about what will happen in the story.

• Slide Seventy-Two

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FORESHADOWINGSlide Seventy-Three

• Foreshadowing is a big word that means “a clue” or “a hint.”

• For example, a character might say something like, “You might not get everything you want.” This could be a clue or hint that something is going to happen in the future that will advance the plot in some way, and in doing so will interfere with another’s plans.

• Slide Twenty-Nine (example)

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Story Elements Slide Seventy-Four

• Story elements are pieces of the story that give it shape and direction and move the plot (story) along. All these below go together to make “the plot.”

• Some important story elements that make the plot are:1. Goals of the main character2. Sequence of events as the main character attempts to achieve those goals 3. Resolution of the story conflict 4. Main character’s reaction to the resolution of the conflict

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Let’s Look At The Story Elements One At A Time

• Goals of the main characterWhat is it that the main character wants to

accomplish? Using foreshadowing and prior knowledge of what

the main character does in a given situation, can you predict whether the main character will be successful in achieving the goals?

What questions will you need to ask yourself? Slide Seventy-Five

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Sequence of Events and Attempts to Achieve Goals

• What events happen in the story that move the character closer to the goals, or farther away from the goals he or she wants to achieve?

• Can you say why the attempts were successful or not successful?

• Can you predict what is going to happen yet?• Slide Seventy-Six

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Resolution Of The Story Conflict• Resolution means how something is resolved, or what

happens in the end.• Story conflict means all the events that happen which help

the main character achieve his or her goals versus all the events that happen which create obstacles for the main character.

• Obstacles could be nature, bad guys, circumstances, accidents, or even different sides of the main character’s own personality which create a conflict as the main character tries to achieve his or her goals. Slide Seventy-Seven

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How Does The Story End?

• The resolution of the story conflict is how it all turns out for the main character.

• Does he or she reach the goals?• Is he or she completely successful, partially

successful, or not at all successful?• What is the turning point in the story where

you know and can predict whether the goals will be reached? Slide Seventy-Eight

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How Does The Main Character React To The Resolution Of The Conflict?

• What does the main character do when the conflict is over and you know how the story will turn out?

• How does the main character feel?• Happy? Sad? Angry? Peaceful? Frustrated?

Suicidal? • Did you predict correctly? Slide Seventy-Nine

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Hypothesize Alternative Solutions And Resolutions To Problems And Conflicts

• Hypothesize Alternative Solutions means to think of other ways that the story could have ended.

• For example, in “Little Red Riding Hood,” the main character might have given the Big Bad Wolf a poison cookie in order to escape.

• Any such alternative ending should naturally follow the story’s character development for the actions of the characters. Rewriting the ending of a story from a certain point is a good exercise to promote thinking of how a story proceeds to its resolution. Slide Eighty

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Define And Identify Blank VerseSlide Eighty-One

• Blank verse is poetry that consists of lines with ten syllables in each line.

• Lines do not rhyme. • There are four beats per line.• These four beats fall on the second, fourth,

eighth, and tenth syllables• Let’s take a look at an example.

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Blank Verse Example

• The EAST-way JAG-uars have a TIP for YOU;• They CAN’T be BEAT-en by a PREP-py TEAM.

• You GOT it EAS-y in your BRAND new SCHOOL,• But WE got COUR-age we can BRAG a-BOUT.

• The SYLl-a-BLES must equal TEN per LINE,• Blank VERSE can’t RHYME or it is NOT blank VERSE.

• Practice writing some blank verse now. • Slide Eighty-Two

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Free Verse

• Free verse is poetry that has an irregular metrical pattern (beats per line); there is no pattern.

• Free verse may rhyme, but it does not have to.• In other words, free verse is free from

requirements for beats, syllables, rhyme, and anything else.

• Slide Eighty-Three

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Example of Free Verse

• We looked out in the field, • To nothing, • A dream we had.

Who can’t write free verse? Free verse should be emotional, at least, so write about something that has some importance to you.

Slide Eighty-Four

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Allusion, Foreshadowing Slide Eighty-Five

• An allusion is a slight reference to something, a small mention of something, but it always has a definite point to it,

• It is something said indirectly, not directly.• Our teacher said, “Be sure to study your notes

and the lessons on free and blank verse. You may be seeing that again tomorrow.” This is an allusion. She was alluding that tomorrow we will __________________________ .

86

Illusion Slide Eighty-Six

• Illusion is often used with “optical,” as in “optical illusion.”

• An optical illusion is seeing something that looks like something different from what it really is.

• An illusion can also be anything that a person thinks is true, but which is really false. For example, “His dreams of someday being president are just an illusion.”

• Don’t confuse allusion and illusion! Allusion is a literary term, closely related to foreshadowing.

87

Literary Symbols in Literature Slide Eighty-Seven

• Symbols in literature are things which stand for or represent something else, like a snake represents evil.

• Let’s use a simple example of snake = evil and hero = good. If the snake bites the hero in the story, that might mean that the hero was tempted by evil and gave in to it. If the hero dies because of the snake bite, then that could mean that the author believes evil wins over good.

88

Why Use Symbols? Slide Eighty-Eight

• Good wins over Evil, and Evil wins over Good, are archetypal themes in world literature.

• Because literature is a form of art, we use symbols as a higher level of communication.

• Remember that one purpose of art is to make the audience think more abstractly and less concretely. In short, symbols make you think about what you read and then reflect on the possible meanings. Find examples.

89

Pre-Writing Activities—Pre means BEFORE!

• To generate, focus, and organize ideas, there is nothing better than Pre-Writing Activities.

• Make an outline or use other graphic organizers or “thinking maps.”

• Search “pre-writing activities” and “graphic organizers” on the Internet for some ideas, pick one that suits you best, and use it every time you study and write.

• Brainstorm what you will write about to get ideas.• Select a topic that you are interested in and know a lot

about. Slide Eighty-Nine

90

Focus On Your TopicSlide Ninety

• To focus means to stay on topic and not to write about things not related to your topic.

• No matter how interesting it may be, if you go off-topic your writing will suffer. Do not write even one sentence about a different topic in your paragraph. Pick a topic, plan your writing using Pre-Writing Activities, and stick to that topic alone. Look at the example on the next slide and find the sentence that does not focus on the topic of the paragraph.

91

Which Sentence Does Not Belong?

My hobby is playing the drums. When I have some free time, I head for my room and start playing the drums. I never get tired of it. One of my friends plays the guitar, but he never practices; he plays ball instead. What I like to do best is put on my favorite music and play along with it. I can do that for hours. There is really nothing I like better than playing drums, and I am glad that Mom understands. Slide Ninety-One

92

Did You Find The Sentence?

• “One of my friends plays the guitar, but he never practices; he plays ball instead.”

You can see how this takes attention away from the topic of the paragraph.

No matter how interesting it is, leave it out.With good pre-writing activities, your writing will

be easy and fun.Check the next slide for a cookbook how-to. Slide

Ninety- Two

93

Writing SecretsSlide Ninety-Three

1. Pick a topic. Be sure that it is something you are interested in and know a lot about, or want to learn about, like fashion, for example.

2. Write a good topic sentence that leaves no doubt in anyone’s mind that you are writing about fashion, such as this: “I love to read about fashion and see pictures of the latest designs.”

3. Brainstorm and make some notes about why you like fashion so much and what activities you do with fashion, such as read books and magazines, draw your own new fashions, sew your own clothes, and whether you plan to make a career in fashion or not.

94

Indent Your First Word: Move It To The Right Five Spaces. Slide Ninety-Four

I love to read about fashion and see pictures of the latest designs. There are many fashion web sites available on the Internet, and, in addition, I subscribe to three modeling and design magazines. I have a sewing machine that Mom is using to teach me how to sew, and this week I designed and made a skirt all by myself. I hope to become a successful designer some day.

95

Paragraph Review, Now Write One!Slide Ninety-Five

• Remember the steps to take:• Pick your topic , something you like and know a lot about.• Do Pre-Writing With Brainstorming to get and organize your ideas; write it

all down.• Write a good, simple, topic sentence which tells the reader what you are

writing about.• Follow your pre-writing outline and write 3-6 sentences. • Write an ending sentence, one which is similar to your topic sentence, to

close your paragraph.

Write several paragraphs until the process of picking a topic, pre-writing, writing the topic sentence, following your pre-writing to write the body of your paragraph, and crafting an ending sentence is easy and natural for you.

96

Point-of-View WritingSlide Ninety-Six

• Now you will be developing a composition that addresses an issue, idea, or proposal.

• Point-of-View is what you think about the issue, idea, or proposal: are you for it, against it, or in the middle?

• Here’s an idea to get you started: The question is, “Should students be allowed to chew gum in school?”

97

Gum? Or no gum?

• Where do you stand on this question? If you are pro-gum, you will be writing down reasons why you think students should be allowed to chew gum. If you are anti-gum, you will be writing down reasons why students should not be allowed to chew gum. In this paragraph you are not trying to persuade people to agree with you; you are just expressing your opinion.

• Let’s look at an example.• Slide Ninety-Seven

98

Writing 1a. . .Slide Ninety-Eight

I like to chew gum in school. Gum chewing relaxes me, and makes my breath smell good. It makes me feel more alert and active in class, too. It doesn’t cost me a lot of money, and I like to try new brands of gum when I see them. Some people even say that chewing gum is good for your teeth because it keeps them clean. My whole family chews gum, and I guess I will always be a gum chewer.

99

Argumentative Or Persuasive Writing Slide Ninety-nine

• In Argumentative or Persuasive writing, you have an opinion and you want others who have a different opinion to come over and agree with you. Here are some other topics to get you started :

• Student Athletes Should Pay To Play Sports• Students Should Not Have A Curfew• Schools Should Have Dress Codes • Schools Should Provide Interpreters For Parents• Schools Should Not Begin Before 9:00 AM

100

Writing1a. . . Slide 100

• Pick a topic that you know something about and want to write about.

• Write a topic sentence stating your point of view. • Do pre-writing and brainstorming and write it all

down; this is your map to follow.• Write the body of the paragraph with 4-6 sentences

using your pre-writing to convince others to join you.• Write an ending sentence summarizing your

argument.

101

Students Should Not Chew Gum In School: Argumentative-Persuasive Slide 101

There are several reasons that students should not chew gum in school. First, when you are called on to speak, the gum may keep you from speaking clearly and this could lower your grade. Second, when people want fresh gum, it is easy to just spit out the old gum on the sidewalks and in the halls, and that creates problems for individuals who step in it and for school personnel who have to clean it up. Third, chewing gum all day puts you at greater risk for tooth decay, and you could even choke on a big wad of gum. Finally, the gum wrappers are often discarded in halls and outside the school building and that makes the campus look trashy. Chewing gum generates trash; discarded gum is hard to clean up; gum often contributes to tooth decay and impedes clear enunciation; these facts justify the prohibition of gum in schools.

102

Expository, Thesis, Evidence, Examples, Illustrations, And Reasons

• Expository writing explains the nature of an idea, object, or theme.

• In order to write an expository composition, it is necessary to have an object, idea, or theme for a thesis statement.

• Slides 11-15 introduce expository composition, and we can now go a little deeper into the topic. Slide 102

103

Review of Expository Composition Slide 103

• A thesis is a statement, such as “Billy is the fastest runner in the class.” Some people might disagree with you, so you have to provide details that prove Billy is the fastest.

• An expository composition presents facts, examples, illustrations, and reasons that prove the statement to be true. Likewise, readers of an expository composition will either accept the thesis statement based upon the proofs presented, or reject the statement as false because the details and proofs are not sufficient to support the thesis statement. OK, now what?

104

Expository Composition And Hypothesis

• The first sentence of the first paragraph in an expository composition is usually the thesis statement, such as:

• “Students who do not chew gum make better grades than students who chew gum.”

• Is this an opinion? • No, it is a hypothesis, a statement proposed for

investigation to see if it is true or false. It is what is called an empirical question, one which can easily be answered by examining data. It may or may not have anything to do with opinions or argumentative-persuasive. Slide 104

105

Prove-Disprove Hypothesis Slide 105

• How will we prove or disprove the hypothesis?• Brainstorm responses, trying to elicit how to discover

who chews gum, and who has better grades, and then quantify those findings with the actual number of gum chewers and non-gum chewers, and the corresponding GPAs for all the students in the study. Then do the pre-writing, organize sentences containing the numbers, and a strong ending or conclusion sentence summarizing what you discovered about the hypothesis.

• Now let’s look at an example using made-up numbers.

106

To Chew Or Not To ChewSlide 106

I want to discover whether or not chewing gum helps studentsmake better grades; this is my hypothesis. People who chew gummake better grades than people who do not chew gum. To determine if myhypothesis is true or not, I completed these steps. First, I asked everyonein my class if they chewed gum on most days or not, and also asked themwhat their grade point average was. I then sorted all the people-with-their- GPAs into two columns, one for chewers and one for non-chewers.After that I computed the mean GPA for the chewing gum group, and themean GPA for the non-chewing gum group, to see which group hadhigher GPAs. The mean GPA for the non-chewers was 3.00; the meanGPA for the gum chewers was 4.00, a whole letter grade above theabstainers. My hypothesis that gum-chewers have higher GPAs wastherefore accepted as true, given the parameters of this study. Since I want tomake better grades, I will continue to chew gum in school.

107

Expository: Other Possible TopicsSlide 107

• Smoking is hazardous to your health• School lunches are healthful• Year-round schools lead to higher achievement• Vegans have fewer health problems than

omnivores• Even one alcoholic drink negatively affects your

driving ability • People who text while driving increase the risk of

having an accident

108

Practical Everyday Writing

Letter of requestLetter of complaintResponses on application formsWritten directionsMap directionsSlide 108

109

Writing Electronically Or Not Slide 109

• If you use your phone or computer for most written communication, the same or similar rules of etiquette, punctuation, spelling, grammar and form apply, although sometimes they will be in a different format with somewhat different requirements. For example, if you were to write a request for a clothing catalog, a proper letter of request would look somewhat like the next slide.

110

Letter of Request, Clothing Catalog Slide 110

Month Day, YearDear Representative:

Please send me one of your fall catalogs. I enjoy picking out my new clothes from your company for each season. Thank you. My name and address are:Nancy Dille 1234 Gully Wash Dr. Wabash, IL 62866

111

Electronic Request For Catalog Slide 111

• You will probably find a place to click for a catalog, then all you have to do is to type in your name and address and then hit SUBMIT or SEND.

• This is less personal than a letter, but “greener” than paper, envelope, and stamp; it is also faster.

112

Letter Of Complaint Slide 112

Month Day, YearDear General Manager:

Two days ago I came in for an oil change, and because the technician failed to reinstall the drain plug properly in the oil pan, the oil drained out and caused $2, 300 damage to the engine. I have enclosed a copy of the repairs and a copy of my receipt. Because the damage was a direct result of the technician’s actions, I think that your company should reimburse me the $2,300 I paid for the repairs. Please let me know when I can expect reimbursement. Thank you. Sincerely, D. Raine 12234 Big Parkway, Harmony, NC 28172 980-111-2300

113

Responses On Application FormsSlide 113

• Most schools, colleges, and universities have all their application materials online, and many no longer accept paper applications. However, the applicant is often asked to write about themselves or to address an issue, and it is done in a certain space on the application.

• You must be aware that the software used in these processes and others will often time out before you are finished, and I would suggest typing such text into a word processing program, then copying it to the clipboard, then pasting it in seconds onto the online application so that it will not time-out again.

114

Writing “How-To” Material Slide 114

• I am doing that right now, writing lessons for you on how to be successful in language arts classes.

• The key to writing How-To directions is to write in small steps, use common words, and never assume that the reader knows anything about the topic.

• The test of your success or failure in How-To writing is whether or not the reader can accomplish the task you are writing about.

115

Writing Map DirectionsSlide 115

• With the various map pages available on the Internet with driving directions, and the various navigational instruments that can guide a driver precisely and even talk to the driver with spoken instructions, there are not so many opportunities to tell another driver how to get somewhere. Nevertheless, if you are ever called upon to write down directions how to go somewhere, follow the instructions on the previous How-To, and be sure to reread what you wrote to be certain that you have not written right when it should be left, or vice-versa.

116

Revise Your WritingSlide 116

Someone once asked an author of many songs, which one the author thought was the best. He promptly said, “The ones that I wrote the most times.” Good writers write, reread, revise, reread, revise, and reread and revise some more.

Revise means to look over your writing again (and again) and make changes to improve it. See the next slide for some hints on bringing life and power to your writing.

117

Revising A Simple Sentence Slide 117

• We saw a sunflower.• This is a grammatical sentence with subject, verb, and object. Now I am

going to look at these questions then incorporate the information into the sentence. This is what revising is all about.

• Where did you see the sunflower?• What color was it?• How tall was it?• Why did you notice it so much?• When did you see it?• Who is the “We” in the sentence?

118

Put In The Details Slide 118

• Yesterday when Mom and I were taking a shortcut to Wal-Mart, we happened to see a beautiful yellow sunflower that must have been ten feet tall.

Now, that is a much better sentence with thenew details incorporated. Can it be made better?Yes! Using related forms of elaboration, such as similes,

metaphors, humanization, adjectives, and expanding the sentence structure, we can make it into a really memorable sentence. Take a look!

119

The Final Sentence Slide 119

• Shining golden as a miniature sun in the corner of a garden, a splendid sunflower rose to the sky; it seemed to invite the passing birds to come and share its nutritious black seeds.

120

How To Improve Your First Draft Slide 120

• Improve the organization of sentences• Use transitional expressions• Eliminate choppy sentences• Eliminate run-on Sentences• Modify passages to ensure appropriate and consistent

tone• Ensure consistent and appropriate audience awareness • Create a consistent mood• Let’s examine how to do this one step at a time, but first

we need to understand what a first draft is.

121

What Is A First Draft? Slide 121

• Your “first draft” is another way of saying that you have not yet edited nor rewritten your composition. You wrote it; you know there are mistakes; you know you can go back and edit (make changes to) your writing to make it better. That’s what a first draft is before you improve it. Now we will move on and begin editing by making sure our composition is organized the best it can be.

122

Improve the Organization of Sentences Slide 122

• Organization of ideas and sentences.• This means putting the ideas into the best logical

order to make the composition go smoothly from one point to the next. The next slide will model a paragraph that needs to be organized better. Ask yourself: Does my story move smoothly and logically from one point to the next? Are the events in chronological order? Does everything make sense as I read it? Do I jump around from time to time or place to place? Try to edit the paragraph on the next slide.

123

Fix This Paragraph! Slide 123

• My First Day at School by Belina Chu• Today I went to school, but I ate breakfast before

the bus came at 7:30. Lunch today was not too good. But breakfast was delicious. We went out to play ball about 10:00 AM, then at 3:00 we got on the bus to come home. I liked my first day in school. In social studies class the teacher called on me, and I did a problem on the board and got it right. That was in math class. My bus number is 625.

124

Revise Writing Using Transition Words Slide 124

• Here are some transition words you can use to make a smooth transition between ideas, words, and sentences: In addition, Also, In contrast, However, Therefore, On the other hand, Likewise, In a similar way, First, Second, Third, Finally, But, Besides, Later, Then. Add these all to your active vocabulary list to make your writing more interesting and unified.

125

Transition Words Help On A Trip To The Zoo Slide 125

• Today we went on a field trip to the zoo. After we ate breakfast at school, we got ready to leave on the bus at 9:00 o’clock. We all got on buses as soon as they arrived, and then left for the zoo. We sang some songs on the way to the zoo. The first song was “Old Macdonald,” and then we sang “Turkey In The Straw.” When we got to the zoo, we got off the bus and lined up to go through the gate. (Continued on the next slide)

126

Zoo Trip, Continued Slide 126

• As soon as we entered the zoo, we saw the monkey house and began walking to it. First we had to stop and read the rules and talk about them. After we left the monkeys, we went to the snake house. The first one we saw was a huge python, and next to it, in contrast, was a tiny garter snake. Then there was a rattle snake in the sand, and a cottonmouth in the water. After leaving the reptile house, we

127

Zoo Trip, Continued Slide 127

• moved on to the outdoor animals. In the first big field, we saw tall giraffes eating leaves off the trees. In contrast, there was a water hole with a big turtle in it. We saw camels, elephants, bears, rhinos, and in the bird house we saw beautiful birds and butterflies. The trip to the zoo was really wonderful! I learned about many things, and was tired as I got on the bus. We were even too tired to sing on the way back to the school. Finally we got back to school, unloaded the buses, and returned to the classroom to get ready for the ride home. I will always remember our zoo trip.

128

Choppy Sentences, Sentence Fragments, And Run-On Sentences To Eliminate. Slide 128

• Choppy Sentences:• The dog is big. The dog is black. The dog eats a

lot. The dog barks.• Let’s put all of this information into a single

sentence:• “The big black dog barks and eats a lot.”• Let’s look at the opposite of Choppy

Sentences, Run-On sentences.

129

Run-On Sentence: Fix It! Slide 129

• I hate to get up and go to school in the morning because I am always tired from watching TV or videos, and then it is time to get up and I have to get my stuff ready, and eat breakfast, and go wait for the bus, and then I get to school and have to go wait in the commons area or go in and eat breakfast there, if I didn’t eat at home, and then I never have enough time to go to my locker, talk to my friends, and see everyone I want to see before it is time for my first class to start, and it is really ridiculous to think we can get from the gym to science class in three minutes, and that is why I hate school!

130

Fixing a Run-On Sentence Slide130

I hate to get up and go to school in the morning. I am always tired from watching TV or videos, and I have to get my stuff ready. Then I eat breakfast, and go wait for the bus. When I get to school , we have to go wait in the commons area if we don’t eat breakfast. I never have enough time to go to my locker or talk to my friends. I want to see everyone before it is time for my first class to start. And, by the way, it is really ridiculous to think we can get from the gym to science class in three minutes. That is why I hate school!

131

Using The Right PronounsSlide 131

• Two kinds of pronouns are nominative and objective.

• Nominative pronouns are:• I, You, He, She, It, We, They, Who. These

pronouns can all be used for subjects of a sentence.

• Objective pronouns are:• Me, You, Him, Her, It, Us, Them, Whom. They can

all be used as objects in a sentence.

132

Nominative Pronoun Examples As Subjects Of A Sentence: Slide 132

• I go to school.• We go to school.• He goes to school.• She goes to school.• We go to school.• It goes to school.• They go to school. • Who goes to school? (See Objective Pronouns Next)

133

Objective Pronouns Slide 133

• me• you• him• her• it• us• whom

134

I, You, He, She, It, We, They As Subjects Of Sentences. Slide 134

• These nominative pronouns are used in place of a noun (person, place, or thing).

• Often they are the subjects of the verbs in sentences, which means the pronouns are doing the action represented by the verb.

• Example in a sentence with THROW as the action verb; ask the question, “Who throws the ball?”

• She throws the ball. Can the nominative pronouns above do something else in a sentence, or are they always the subjects?

135

Predicate Nominative Slide 135

• A “predicate nominative”? What is that?• It is a word that means the same as the subject,

usually connected by a form of the verb To Be. Examples are these:

• The teacher is she. The champion is he.• The winners are they. If you are not sure whether it

should be she or her, he or him, they or them, do this: Start the sentence with the nominative pronoun and go backwards, like this: She is the teacher (you would never say Her is the teacher).

136

More Predicate Nominatives Slide 136

• Let’s say someone knocks on your door. You call out, “Who is it?” The other person answers, “It is I.” (This is correct.)

• You ask who called your house; the other person says, “It was she,” pointing to a girl in a red dress. (This is correct.)

• “The students who broke the window are they,” pointing to a group of boys.

137

Objective Pronouns In Sentences: How Are They Used? Slide 137

• Objective pronouns are these:• You see me.• I see you.• We see him.• They see her.• I see it.• They see us.• You see whom? • These are all direct objects in the sentences above. Read

on for more!

138

Direct Objects Slide 138

• A direct object is a noun or pronoun that receives the action of the verb, as in this sentence: Bill pushed her.

• Pushed is the verb. Who pushed her? Bill. Bill is the subject. Bill pushed whom? Her. The action of the verb, pushed, went to the girl, or her.

• Her is the direct object of the sentence, the person who was pushed by Bill.

139

More Direct Object Practice: What is the direct object in each sentence? Slide 139

• Did you see me?• I called you.• We invited him.• They like her.• The bird sees it.• They scared us.• You helped whom? OR Whom did you help?

140

What Else Can Objective Pronouns Do In A Sentence Besides Direct Object?

• Direct Object• Indirect Object• Object Of A Preposition

• Let’s learn about Indirect Objects.• Slide 140

141

Indirect Objects Slide 141

• Indirect Objects in a sentence answer the questions “To Whom” and “For Whom.”

• Example: I sent you a text.• What did you send? A text. Text is the direct object. It tells

what you sent.• To whom did you send a text? “To You.” You is the indirect

object. It tells to whom you sent the text.• I gave him a dollar. • What did you give him? A dollar. Dollar is the direct object.

To whom did you give a dollar? “To him.” Him is the indirect object.

142

More Indirect Object Practice Slide 143

• We bought her a new CD. What did you buy? A CD. CD is the direct object. Whom did you buy the CD for? Her. Her is the indirect object.

• We sent them a phone. What did you send them? A phone. Phone is the direct object. To whom did you send the phone? To them. Them is the indirect object.

143

More Objective Pronoun Use: Object of a Preposition. Slide 143

• OK, what is a preposition? • Pre- means before. Prepositions are words

that come before a noun or pronoun. They show a relationship between the object of a preposition and the rest of the sentence.

• Some common prepositions are these:• About, Above, Against, Among, Around. . .• See some examples on the next slide.

144

Objective Pronouns As Objects of Prepositions. Slide 144

1. We read about her in social studies. About is a preposition; now ask the question,About What or About Whom? About Her. Her isthe object of the preposition about.

2. The teacher was sitting among them.Among is a preposition. Among what or whom?Among them. Them is the object of the

preposition among.

145

Don’t I have to know what words are prepositions, so I can use the right pronoun? Yes, here are some common ones. Slide 145

about aboveacross after against amongaroundatbeforebehindbelowbeneathbeside between

bydownduringexceptforfrominintoinsidein front ofin back oflikeofonon top of

outoutsideout ofsincethroughtowardtillunderunderneathuntilupwithwithinwithout

146

Here are examples of these 43 prepositions and their objects in sentences. Slide 146

• I know about the homework.• The bird flew above the tree.• Do not go across the street.• Let’s go after lunch.• The table is against the wall.• I lived among the Sdieng people.• Go around the block.• Dad is at the mall now.• I ate before you.• I made a garden behind the house.

147

Find the objects of the prepositions. Slide 147

• The dog went beneath the house.• I live beside my friend.• Sit between your mom and dad.• Stand by me.• We went down the hill too fast.• Don’t talk during the movie.• I did all my homework except English.• The teachers had a lot of work for us today.• We are from Vietnam.• I put the cookies in the refrigerator.

148

More objects of the preposition. Slide 148

• We went into the house.• The car is inside the garage.• The flowers are all in front of the house.• The chickens are in back of the house.• That sounded like thunder.• The top of the tree is broken.• I have to work on the roof.• The book you want is on top of the bookcase.• He ran out the door screaming.• Please wait outside the office.

149

More objects of the preposition. Slide 149

• He ran out of the house as fast as he could.• I haven’t seen you since last year.• Go through the kitchen.• She was walking toward the library.• I won’t see you till next week.• He lay under the weeping willow tree.• The skunks were born underneath our house.• You have to stay here and work until lunch.• Climb up the ladder.• Go with your brother to the store. • Within every house is a smoke detector. • Without more money, the job will never be finished.

150

To Whom Or What Does the Pronoun Refer? Slide 150

• You know that pronouns take the place of nouns, but if you are not careful with your pronouns when you speak or write, you may confuse your audience. You know what or whom your pronoun refers to, but your reader or listener may not be able to tell. For example, “Susan and Ellie met for lunch; she said that they had not seen each other for a long time.” To whom does “she” refer?

151

The person or thing that the pronoun refers to is called the “referent.” Slide 151

• To avoid confusion in the sentence, “Susan and Ellie met for lunch; she said that they had not seen each other for a long time.” Is the referent for “she” Ellie, or is it Susan?

• There is a rule which says the referent will be the person closer to the pronoun, Ellie, but not everyone follows that rule. Better to rewrite the sentence so something like this: “Susan and Ellie met for lunch; Ellie said they had not seen each other for a long time.” Fix the problems with pronoun referents on the next slide.

152

Where’s The Referent? Fix These! Slide 152

• After putting the antique vase in the cabinet, Suzie sold it.

• The administrators told the teachers that they would get a big bonus.

• Jessica told Abigail that her picture was perfect.

• When Heidi discovered that Stacy had lost her car keys, she was upset.

153

Parallel Sentence Structures (Or Not)Slide 153

• Parallel Structure describes sentences which go together in a particular way. All sentence elements that are equal in importance are expressed in the same way. The elements are grammatically parallel, and the ideas are logically coordinated. Here’s an example:

• We loved to go swimming, to lie in the sun, and to dream of days gone by. (Parallel)

• We loved to go swimming, lying in the sun, and have dreams. (Not Parallel)

154

Some More Parallels (And Not) Slide 154

• To ride bikes, to see movies, to play video games—that was what he lived for in summer.(Parallel)

• Riding bikes, to see movies, having played the video games—that was what he lived for in summer. (Not Parallel)

• The main things we hope to accomplish this year are the completion of the new building, the hiring of a new manager, and the purchase of a new computer system. (Parallel)

• The main things we hope to accomplish this year are to complete the new building, hire a new manager, and buying a new computer system. (Not Parallel)

155

Edit for Varied and Correct Sentence Structure. Slide 155

• “Varied” means changing from one style to another and back again.“Sentence structure” means how you construct your sentences: long sentences, short sentences, reverse word order using verbals such as “To read,” or “Reading;” {To read was what Shari liked best. Reading was what Shari did best.}

• You can also introduce a sentence with a phrase like this: {Having read the paper, Dad kicked back in the La-Z-Boy and closed his eyes.} Just be sure that the word which comes after the comma is who or what did the action in the phrase. This is a good way to illustrate two separate actions: First, Dad read the paper. Then he kicked back and went to sleep. Let’s look now at some more sentence types.

156

Sentence Types. Slide 156

• A sentence in “active voice:” The robin eats worms. The same sentence in “passive voice:” Worms are eaten by the robin.

• Start with a “participle:” Liking worms, the robin is an expert in finding them.”

• Connect two short thoughts with a semi-colon (;). The robin likes worms; she feeds them to her babies.

157

Participle Problems. Slide 157

• Eating his tacos, Pedro was very happy.• Who was eating tacos? Pedro. • Riding her bike too fast, Lupe had an accident.• Who was riding her bike? Lupe.• Coming around the corner, the building came into

view. • What was coming around the corner? The

building! This one should read, “Coming around the corner, I saw the building.”

158

Edit for Standard Capitalization, Punctuation. Slide 158

• Correct use of capitalization, punctuation, and spelling are sometimes called “Mechanics” in writing.

• We will study and memorize some rules and spellings that will help you avoid errors in your writing, but first we will examine capitalization, then punctuation, and end up with spelling.

• Each slide for the next six slides will contain 5 rules and 5 corresponding examples of capitalization. Let’s get started!

159

Capitalization. Slide 159

• The first word of a sentence. Example: The boss is here.

• People’s names. Example: I saw Elena.• The word “I.” She asked where I was going.• Days of the week. Today is Wednesday.• Pet names. My dog Rover chased our cat

Mimi.

160

Capitalization. Slide 160

• Months of the year. The test is usually in February.• School names. The closest school is Charlotte Prep

School.• Street and road names. Southpark Mall is on Sharon

Road.• Holidays. My favorite holiday is Thanksgiving. • Book titles. The Old Man And The Boy is my favorite

book.

161

Capitalization. Slide 161• City and town names: I moved from Chicago to Charlotte.• Family titles: I asked Mother if she and Father could call Uncle

Bill and Aunt Lila.• Greetings of letters, every word. Dear Grandmother, Dear

Friend, Dear Sir: My Dear Sweet Sister, Dear Teacher: and so on.

• Report titles. “Magnetism In Our Daily Lives” • Closing of a letter, first word only. Yours truly, Kindest regards,

Your friend, See you soon, Sincerely yours, and so on.

162

Capitalization. Slide 162

• Team and club names. I like the Yankees.• Titles before names. Dr. Waxman, General

Chu, Professor Gradman.• State names. North Carolina, Indiana. • People’s initials. She signed her name K.D.

Lang.• Poem titles. “Mary Had A Little Lamb.”

163

Capitalization. Slide 163• Country names. Zaire, Switzerland, USA.• Rivers, oceans, and lakes. Lake Norman, Atlantic Ocean, Red

Sea.• Gods, prophets, and other religious names. Allah, God, Jesus,

Blessed Savior.• Nationalities, special groups of people, and the languages

they speak. Chinese, Cheyenne, Romanian, Khmer, Hmong, and so on.

• Abbreviations of words that are capitalized. Feb., Wed., N.C.

164

Capitalization. Slide 164• Quotations. “Mark Twain said, “First God made idiots; this was

for practice.”• Song titles. My favorite song is “Down On The Corner,” by CCR.• Mountain names. Mt. Rushmore, Mt. Fuji, Morrow Mountain,

Black Mountain.• Names of buildings and other man-made or natural places.

Grand Canyon, Empire State Building, Pentagon, and the White House.

• Poetry, the first word in each line. Mary had a little lamb, Its fleece was white as snow. Everywhere that Mary went, The lamb was sure to go. (We will now go to Punctuation.)

165

Punctuation, (.), (?). Slide 165

• Use a period (.) after a person’s initials. A. G. Smith, O.K. Mills, J. Paul Getty, Jim P. Brown.

• Use a period (.) after a sentence that tells you something. It is cold today.

• Use a period after the numbers or letters of a list, such as: 1. Period 2. Comma 3. Exclamation Mark.

• Use a question mark (?) after a sentence that asks you a question. Are you going to the movies tonight?

166

Punctuation, Commas. Slide 166• Use a comma after the closing of a letter, right before you

sign your name. Yours truly, Sincerely yours, All my love, and so on.

• Use a comma to separate coordinate adjectives, such as “That was a wonderful, powerful movie.”

• Use a comma between the city and the state. Charlotte, NC; Chicago, IL; New York, New York; Guadalajara, Jalisco; Oaxaca, Oaxaca.

• Use a comma to separate items in a series of three or more things. We ate pizza, potatoes, and cake. We saw birds, turtles, and snakes.

167

Punctuation, Commas, Ellipsis. . . Slide 167

• Use a comma for quotations, such as: The teacher said, “Sit down and work!”

• Use a comma after the last name of a person if the last name comes first. Brown, Jane; Washington, George.

• Use a comma (,) after the greeting of a friendly letter. A friendly letter is one that you write to a person you call by their first name. Dear Mary, Dear Joe, Dear Abigail, Dear John, and so on.

• Use an ellipsis when some words are left out, such as part of a larger quote, The manager said that something “. . .will cause you some big problems.”

168

Punctuation, Commas

• Use a comma with quotation marks to show exact words someone said or wrote:

Mother said, “Please do your homework before 6:00 o’clock.”

“Please do your homework,” Mother said, “before 6:00 o’clock.”

“Please do your homework before 6:00 o’clock,” Mother said. Slide 168

169

Punctuation, Commas. Slide 169

• Use a comma between the day of the month and the year, or just the month and the year. April 25, 2011. May 30, 2010. June 10, 2009. December, 1977. August, 2006, and so on. Notice the two commas in this sentence: She arrived in December, 2009, but she did not begin school until January, 2010. Comma before and after the year.

• Use commas to set off an unnecessary phrase, such as in this sentence: “John, my brother, is coming for a visit.” The unnecessary phrase is “my brother,” and so it is set apart by commas.

170

Punctuation, Underlining, Or Italics Slide 170

• For titles of books and movies, there are two ways to show them: 1. Underline the titles; 2. Print the titles in italics. If you are working on a computer, you may select ITALICS from the menu. If you put the titles in italics, do not underline them.

• We read Swiss Family Robinson in class.• We read Swiss Family Robinson in class.

171

Punctuation, Colon (:)

• Use a colon after the greeting of a business letter. If you would not call the person by the first name, then your letter should take the form of a business letter and you should use a colon rather than a comma after the greeting.

• Dear Mayor Robinson:• Dear President:• Dear Teacher: Slide 171

172

Punctuation: Colons:• Colons are also used to separate hours from minutes in writing

times, such as 9:00 AM.12:00 noon, lunch time, is 12 PM. 12:00 midnight is 12 AM.

• Colons are also used before a list of four or more things.For the birthday party, we need to buy these items: Paper plates, drinks, ice cream, cake, and napkins. A colon is also used before a series of longer phrases, and in that case we use semi-colons instead of commas to separate the phrases, like this: On the list of things to do were these: Go to the hardware store and get paint; call the doctor and make an appointment; pick up some bread and milk. Slide 172

173

Exclamation Mark (!) and Semi-Colon(;) Slide 173

• Use an exclamation mark (!) after a sentence that shows strong feeling. Watch out! Anything that you scream will also have one of these exclamation marks. Help!

• Use a semi-colon(;) just like you would use the word AND to connect two complete, short sentences that are related.

• Examples: • It was raining; we went out and splashed each other.• I didn’t study; I got a bad grade on the test.• Yesterday I was sick; I stayed home and rested.

174

Three Uses For Apostrophe (’) Slide 174

• The three uses for apostrophe are these:1. To show possession, as in That is John’s paper.(That paper belongs to John. Add an apostrophe and an “s.”2. Closely related to the first example, compare this one: This is Dr. Briggs’ office. (Briggs is the doctor’s last name, and it

already has an “s” at the end, so we only need to add an apostrophe after the “s;” do not add another “s.”

3. Use an apostrophe to show that some letters are missing in a contraction. Here are some examples of contractions. Don’t, Doesn’t, Didn’t, Isn’t, Aren’t, Won’t (from will not), Shouldn’t , Couldn’t , Wouldn’t, I’m, They’re, You’re, We’re, Could’ve (could have), Should’ve, Would’ve, I’ve, You’ve, and so on.

175

Hyphen-- or Dash (-) Slide 175

• Use a hyphen to divide a word at the end of a line; be aware that words of more than one syllable can only be divided according to the guidelines in a dictionary. Look up a word in a dictionary and it will be divided correctly into syllables for you.

• Hyphens are also used in spelling out numbers from twenty-one to ninety-nine and beyond.

176

“Quotation Marks” Slide 176

• Use quotation marks before and after the exact words that someone else said or wrote.

• Note that commas are essential when quoting spoken words, as in the sentence below.

• Mother said, “What do you want for lunch today?” Sometimes where you put the commas and quotation marks can change the meaning of the sentences, as on the next slide.

177

Be Careful With Quotation Marks And Commas!

• The teacher said Maria is very smart.• The teacher said, “Maria is very smart.”• “The teacher,” said Maria, “is very smart.”• Sometimes there occurs a quote within a

quote, and then you show it like this:• “Now,” said the professor, “let’s talk about

‘poesia dadaista’ and its origins and characteristics.” Slide 177

178

Passive Voice, Regular Verbs Slide 178

• Passive voice, present tense, regular verbs. • Remember that regular verbs are verbs that add “-ed” to the end of the verb to

make it past time (yesterday). USE REGULAR VERBS ONLY for these sentences. • Example 1.• Kim washes the dishes. > The dishes are washed by Kim. • Formula: • 1. Change washes to washed. }____________ washed ___________. • 2. Put the end of the sentence first.} The dishes ___________ washed

___________. • 3. Put the beginning of the sentence last.} The dishes ___________ washed

______ Kim.• 4. Put ARE in front of WASHED. } The dishes are washed____Kim. • 5. Put BY in front of Kim. }The dishes are washed by Kim. • Those are the steps to follow to make passive voice.

179

Passive Voice Slide 179

• Example 2: • Uyen washes the clothes. > The clothes are washed by Uyen. • Formula:• 1. Change washes to washed.} *****washed*****• 2. Put the end of the sentence first.} The clothes *****

washed***** .• 3. Put the beginning of the sentence last.} The

clothes*****washed*****Uyen .• 4. Put ARE in front of WASHED. } The clothes are washed

***** Uyen. • 5. Put BY in front of Uyen. The clothes are washed by Uyen.

180

Passive Voice Slide 180

• Example 3: • Mom cleans my room. > My room is cleaned by Mom. • Formula: • 1. Change cleans to cleaned.*****cleaned*****• 2. Put the end of the sentence first. My room*****cleaned *****.• 3. Put the beginning of the sentence last. My room *****

cleaned*****Mom.• 4. Put IS in front of CLEANED (you can’t put ARE, because ROOM is

the new subject, and it is singular). • My room is cleaned*****Mom.• 5. Put BY in front of Mom. My room is cleaned by Mom.

181

Passive Voice, Your Turn Slide 181

Now try these: Look back at the formulas and examples if you need to. Be sure you use IS for a singular subject and ARE for a plural subject.

• 1. The school needs a new bus.• 2. Truong always asks a question. • 3. The math teacher works the problems. • 4. The principal uses the intercom. • 5. A mechanic fixes our cars.

182

Passive voice, present tense, regular verbs + pronoun subjects and plural objects

Slide 182

• Example 1: I wash the dishes. >The dishes are washed by me.

• Example 2: He washes the dishes. > The dishes are washed by him.

• Example 3: She washes the dishes. > The dishes are washed by her.

• Example 4: It washes the dishes. > The dishes are washed by it.

183

Passive Voice Pronouns Slide 183

• Example 5: We wash the dishes. >The dishes are washed by us.

• Example 6: You wash the dishes. > The dishes are washed by you. (No change for “you.”)

• Example 7: They wash the dishes. >The dishes are washed by them.

184

Passive Voice, Objective Pronouns Slide 184

• Now try these. Be sure to change the subject pronoun to object pronoun (except for it and you; they stay the same).

• 1. He mails the letters. • 2. She works the problems. • 3. We call the teachers. • 4. They start the cars. • 5. I clean the folding chairs. • 6. It moves the sticks. • 7. You type the sentences.

185

Passive Voice With Irregular Verbs Slide 185

Passive voice, present tense, irregular verbs, both singular and plural subjects, and objects.

Prerequisite: You have to know the three principal parts of all the irregular verbs, like GO WENT GONE.

You will be using the third one (GONE), the participle, for passive voice. See pages 209-217 for a list of irregular verbs and memorize all of them.

186

Passive Voice And Irregular Verbs Slide 186

• Example 1: • She rings the bell. > The bell is rung by her. • Example 2: • She brings the paper. > The paper is brought by her. • Example 3: • We cut the cakes. > The cakes are cut by us. • When you change the subject, check to see if it is singular. If it

is, use IS; if the new subject is plural, use ARE. • There are five sentences with IS and five sentences with ARE. • Use the third form of the irregular verbs. Check your irregular

verb list if you get mixed up. Go to the next page.

187

Passive Voice And Irregular Verbs Slide 187

• Now try these. • 1. They lose the key.(lose lost LOST) • 2. We meet the teachers. (meet met MET)• 3. We do the work. (do did DONE)• 4. They shut the doors. (shut shut SHUT)• 5. He hides the marbles. Hide hid HIDDEN)

188

Passive Voice And Irregular Verbs Slide 188

• 6. She rides the horses. (Ride rode RIDDEN)• 7. Mom freezes the juice. (freeze froze

FROZEN)• 8. Dad eats the cookies. (eat ate eaten)• 9. The dog bites everyone. (bite bit bitten)• 10. The children choose chocolate candy.• (choose chose CHOSEN)• See the list on slides 209-217!

189

Passive Voice, Past Tense, Irregular Verbs

• Passive voice, past tense, irregular verbs, both singular and plural subjects, and objects with pronouns.

• Example 1.• Tim rang the bell. > The bell was rung by Tim. • Example 2.• She brought the paper. > The paper was brought by her. • Example 3.• We cut the cakes. > The cakes were cut by us. • Example 4. The teachers met the parents. > The parents were

met by the teachers. Slide 189

190

Passive Voice, Past Tense, Irregular Verbs. Slide 190

• Formula: • To make past tense, passive voice, do like you did before, but use WAS

instead of IS for singular subjects, and WERE instead of ARE for plural subjects.

• 1. They lost the key. • 2. We met the teacher. • 3. We did the work. • 4. They shut the doors. • 5. He hid the marbles. • 6. She rode the horses. • 7. Mom froze the juice. • 8. Dad ate the cookies. • 9. The dog bit everyone. • 10. The children chose chocolate candy.

191

Take Control Of Your Sentences Slide 191

• Is the sentence in present tense or past tense?• Is the new subject singular or plural? If it is

singular, use {is} for present tense, {was} for past tense.

• If the new subject is plural, use {are} for present tense or {were} for past tense.

• Remember to use the third form of the verb, the participle, such as see/saw/SEEN.

192

Passive Voice Final Check Slide 192

Change these to passive voice. Some are present, some past. Some are regular, some irregular.

1. He eats my lunch. 2. She writes the answers. 3. Tung needs the book. 4. Yuliya uses the telephone. 5. The new student speaks Korean. 6. The principal sees the class. 7. The driver cleaned the bus. 8. She lost the key. 9. They meet the teachers. 10. The teachers choose the new books. 11. They hid the keys. 12. The students rode the bicycles. 13. The students handed in the tests. 14. The dogs chase the cats. 15. They ate the ice-cream cake.

193

Sentence Combining Slide 193

• Combine these two sentences.Amin is here.Ann is here.• Amin is here and so is Ann. • ( That’s one way to do it. Here is a second way

to do it.)• Amin is here and Ann is, too.

194

Take Control Of Your Sentences Slide 194

• Let’s fix another pair of choppy sentences.• John is in sixth grade. Sara is in sixth grade.• Formula:• 1. Write the whole first sentence just as it is,

no matter which way you want to fix it. • 2. Put AND after the first sentence: John is in

sixth grade, AND so is Sara. OR, John is in sixth grade, and Sara is too.

195

Take Control Of Your Sentences Slide 195

• Combine these in two ways.Basil rides a bike.Sara rides a bike. Basil rides a bike AND<

Johnny loves pizza.Billy loves pizza.Johnny loves pizza AND<

I go to a good school.You go to a good school.I go to a good school AND<

196

Take Control Of Your Sentences:Here is Another Way To Combine Them

Basil rides a bike.Sara rides a bike. Both Basil and Sara ride a bike.

Johnny loves pizza.Billy loves pizza.Both Johnny and Billy love pizza.

I go to a good school.You go to a good school.Both you and I go to a good school. Slide 196

197

Take Control Of Your Sentences By Combining Them. Slide 197

• Fran eats hot dogs.• Evelyn eats hot dogs.• Cindi eats hot dogs.1. Fran eats hot dogs, and so do Evelyn and Cindi.2. Fran eats hot dogs, and Evelyn and Cindi do, too.3. Cindi eats hot dogs, and both Evelyn and Fran do, too.4. Both Cindi and Evelyn eat hot dogs, and so does Fran.5.Cindi, Evelyn, and Fran all eat hot dogs. (Active Voice)6. Hot dogs are eaten by Cindi, Evelyn, and Fran. (Passive Voice)

198

Verbals: Another Way To Take Control Of Your Sentences. Slide 198

• Verbals are words that start out as verbs, but morph into other parts of speech: nouns, adjectives, or adverbs. There are four classes of verbals, Present Participles, Past Participles, Gerunds, and Infinitives.

• Participles: Participles morph only into adjectives, which are words that tell about nouns or pronouns. There are two kinds, a present participle, ending in –ing, such as sitting. {Sitting in his favorite chair, Dad went to sleep.} The second kind is a past participle, which is the third form of verbs such as GONE, in GO, WENT, GONE, but it still functions as an adjective. {Gone to the back yard to work, Dad did not hear the doorbell.} Learning to use verbals in your writing is extremely important to add interest and flavor.

199

Take Control Of Your Sentences With More Verbals. Slide 199

• Gerunds always end in –ing. But let’s look at a verbal ending in –ing that is not a verb, and neither is it a present participle. Let’s see how a Gerund goes from verb to a noun.

• Mom is writing a note to the teacher. “Writing” in this sentence is part of the verb of the sentence. But in the next sentence writing is a noun, the direct object of the sentence:

• Most people enjoy reading, but they do not like writing.• Both reading and writing are nouns; they are Gerunds used as

Direct Objects in this sentence.

200

Friendly Letter Format Slide 200

1234 Wabash RoadBone Gap, IN 47888April 26, 2011

Dear Doris, First Paragraph Second ParagraphYour friend,Joanne

201

Business Letter Format Slide 201

1234 Wabash RoadBone Gap, IN 47888April 26, 2011

Ms. Amelia JonesCEO, Slick Bearing Company5678 White River RoadIndianapolis, IN 46578

Dear Ms. Jones:First ParagraphSecond ParagraphThird Paragraph

Sincerely,

Ellen Rodriguez

202

Compare Regular Verbs and Irregular Verbs. Slide 202

• Whether a verb is regular or irregular depends upon how the past and the past participle are formed.

• What does that mean? Let’s take a look. Every verb has a form for present time, or present tense, and also past tense, and also present perfect and past perfect tenses. A regular verb forms its past tense and participle forms by adding –ed to the present tense. Irregular verbs do not.

203

Regular Verbs And Irregular Verbs Slide 203

• Regular verb examples. Irregular verb examples.• Present, Past, Participle Present, Past, Participle

• Study, studied, studied Go, went, gone• Walk, walked, walked Do, did, done• Talk, talked, talked See, saw, seen• Clean, cleaned, cleaned Read, read, read• Work, worked, worked Write,wrote,written• Kiss, kissed, kissed Drive, drove, driven

204

Regular (Top) And Irregular (Bottom) Slide 204

• She always talks to her Mom.• Yesterday she talked to her Mom.• She has talked to her Mom every day.

• She always reads a letter.• Yesterday she read a letter.• She has read a letter every day.

205

Regular (Top) And Irregular (Bottom) Slide 205

• We always wash dishes.• Yesterday we washed dishes.• We have washed dishes every day.

• We always buy paper.• Yesterday we bought paper.• We have bought paper every day.

206

Regular (Top) And Irregular (Bottom) Slide 206

• They always play ball.• Yesterday they played ball.• They have played ball every day.

• You always fight.• Yesterday you fought.• You have fought every day.

207

Regular (Top) And Irregular (Bottom) Slide 207

• Dad always helps me with math.• Yesterday Dad helped me with math.• Dad has helped me with math every day.

• Mom always drinks coffee.• Yesterday Mom drank coffee.• Mom has drunk coffee every day.

208

Regular (Top) And Irregular (Bottom) Slide 208

• They always call me.• Yesterday they called me.• They have called me every day.

• We always stand at the bus stop.• Yesterday we stood at the bus stop.• We have stood at the bus stop every day.

209

Regular (Top) And Irregular (Bottom) Slide 209

• Her hair always looks perfect.• Yesterday her hair looked perfect.• Her hair has looked perfect every day.

• I always catch catfish.• Yesterday I caught catfish.• I have caught catfish every day.

210

Irregular Verbs Slide 210

• Become became become• Begin began begun• Bet bet bet• Bite bit bitten• Blow blew blown• Break broke broken• Bring brought brought • Build built built • Buy bought bought • Catch caught caught

211

Irregular Verbs Slide 211

• Choose chose chosen• Come came come• Cost cost cost• Cut cut cut• Do did done• Draw drew drawn• Drink drank drunk • Drive drove driven • Eat ate eaten • Fall fell fallen

212

Irregular Verbs, List Slide 212

• Feed fed fed• Feel felt felt• Fight fought fought• Find found found• Fly flew flown• Forget forgot forgotten• Freeze froze frozen • Get got gotten• Give gave given • Go went gone

213

Irregular Verbs Slide 213

• Grow grew grown• Hang hung hung• Have had had• Hear heard heard• Hide hid hidden• Hit hit hit• Hold held held • Hurt hurt hurt • Keep kept kept • Know knew known

214

Irregular Verbs Slide 214

• Lay laid laid• Lead led led• Leave left left• Lend lent lent• Let let let• Lie down, Lay down, Lain down• Lost lost lost • Make made made• Meet met met• Pay paid paid

215

Irregular Verbs Slide 215

• Put put put• Quit quit quit• Read read read• Ride rode ridden• Ring rang rung• Run ran run• Say said said • See saw seen • Sell sold sold • Send sent sent

216

Irregular Verbs Slide 216

• Set set set• Shake shook shaken• Shoot shot shot• Show showed shown• Shut shut shut• Sing sang sung• Sink sank sunk • Sit sat sat • Sleep slept slept• Speak spoke spoken

217

Irregular Verbs Slide 217

• Spend spent spent• Stand stood stood • Steal stole stolen• Swim swam swum• Take took taken• Teach taught taught• Tear tore torn • Tell told told • Think thought thought • Throw threw thrown

218

Irregular Verbs Slide 218

• Wear wore worn• Win won won • Write wrote written• Make ten new sentences each day following the

format previously demonstrated of ALWAYS in the first sentence present tense; YESTERDAY in the second sentence past tense; HAS or HAVE + EVERY DAY in the third sentence, present perfect. (Could also use HAD + the verb for past perfect tense.)

219

Sentence Types To Master Slide 219

• Simple sentence = a sentence with a subject and a verb and which expresses a complete thought. Both subjects and verbs, however, may be compound.

• Compound sentence = two independent clauses joined by a coordinator (conjunction) such as for, and, nor, but, or, yet, so.

• Complex sentence = a sentence with an independent clause and at least one dependent clause joined by a subordinator, such as because, since, after, although, when, or a relative pronoun such as that, who, or which.

220

Sentence Types To Master Slide 220

• A compound-complex sentence is made from two independent clauses and one or more dependent clauses.

• Example: Although I love to fish, I haven't had much time to go, and I don’t have any fishing friends around here.

221

Moods In Verbs Slide 221

• Declarative or Indicative : I go to sleep at 9:00PM. (Tells something.)

• Imperative: Go to sleep. (Command) • Interrogative: What time do you get up? (Question) • Conditional: I would go to bed earlier if we did not

eat so late. (It could happen. . .)• Subjunctive: If I were on the moon, I would be

much lighter. (Condition contrary to fact, never going to happen)

222

Find the Verb First Slide 222

• The secret to finding the subject of the sentence is to find the verb first, then say WHO or WHAT + the verb?

• The answer to that question will be the subject of the sentence. Here we go:

• He goes with me. What is the verb? Goes.• Who goes? He goes. He is the subject. Now

that you know the secret, let’s practice.

223

Find the Verb First, And You Can Find The Subject With Who Or What

• Riding on the bus, I saw a wreck. What is the verb? Saw. Who saw? I saw. I is the subject.

• The seat on my bike is broken. What is the verb? Is (broken). What is broken? The seat. Seat is the subject.

• There are some mean dogs in my neighborhood. What is the verb? Are. What are (in my neighborhood)? Dogs.

• Slide 223

224

Find the Verb First, And You Can Find The Subject With Who Or What

• Under the tree sat a big dog. What is the verb? Sat. Who or what sat? Dog. Dog is the subject.

• Around the corner came my bus. What is the verb? Came. What came?

• The captain of the team was Ramona. Who was captain? What was Ramona? Captain.

• Captain is the subject. Slide 224

225

Find the Verb First, And You Can Find The Subject With Who Or What

• Some of the teachers sing at night. Who sings at night? Some. Some is the subject, not teachers. Why not teachers? Look at the preposition, of. Of what? Of the teachers. Teachers is object of the preposition, and cannot, therefore, be the subject.

• Of all my teachers here, she is my favorite.• What is the verb? Is. Who is? She. She is the

subject. Slide 225

226

Find the Verb First, And You Can Find The Subject With Who Or What

• Around the base of the tree ran the biggest of the squirrels. What is the verb? Ran. Now find the prepositions in the sentence, and underline the prepositions and their objects, like this.

• Around the base of the tree ran the biggest of the squirrels. The only thing left for the subject is “biggest,” and that is the subject. All other nouns are objects of the prepositions and cannot, therefore, be the subject. Slide 226

227

Find the Verb First, And You Can Find The Subject With Who Or What

• At the top of the list there appeared my name.• What is the verb? Appeared. Are there any

prepositions and their objects? Yes, At the topand Of the list. OK, Appeared is the verb. What

appeared? (My) Name. Name is the subject. • What about there? It is not object of any

preposition. That is right, but there can never be a subject because it is not a noun or a pronoun. Slide 227

228

Find the Verb First, And You Can Find The Subject With Who Or What

• Each of the many students received an award.• What is the verb? Received. Are there

prepositions? Yes, of the many students. • Who received? EACH. The subject is EACH, so

the main idea of the sentence is, “Each received an award.” Of the many students is not necessary for the meaning of the sentence. Slide 228

229

Find the Verb First, And You Can Find The Subject With Who Or What

• What is the name of the boy playing in the street?

• Verb = “is.” Subject is the pronoun “What.”• Why are the clouds in different shapes today?• Verb = “are.” Ask the question: What are in

different shapes today? The answer is, the clouds. “Clouds” is the subject. Sometimes it helps to put the question (interrogative mood) into a statement (indicative mood). Slide 229

230

Find the Verb First, And You Can Find The Subject With Who Or What

• How do you plan to do your work watching TV? Sometimes it helps to put questions like this into a

statement. For example, the question (interrogative mood) above can be transformed into this statement (indicative mood).

• “You do plan to do your work watching TV.”• The verb is easier to see now; the verb is “do

plan.” Who is doing the planning? You. “You” is the subject. Slide 230

231

Find the Verb First, And You Can Find The Subject With Who Or What

• When will the first of the tests be given to us?• OK, let’s put this question (interrogative mood) into a

statement (indicative mood). • “The first of the tests will be given to us.” • Now, before we shout out the subject, let’s eliminate

the prepositions and their objects by underlining them. • “The first of the tests will be given to us.” • Now you can see that the subject is “first.” • Slide 231

232

Find the Verb First, And You Can Find The Subject With Who Or What

• Am I supposed to study all this?• Change the question (interrogative mood) to a

statement (indicative mood).• “I am supposed to study all this.” What is the

verb? Am. Who am? I. “I” is the subject.• Slide 232

233

Find the Verb First, And You Can Find The Subject With Who Or What

Do the three boys from Peru speak English?What is the verb? Do speak. Who speaks? The three boys. “Boys” is the

subject.The sentence below is also not in the usual order of subject > verb. Through the West Virginia mountains came the early morning mail.Although this is not a question, if you put the sentence into its normal order

you will see the subject more easily: “The early morning mail came through the West Virginia mountains.”“Came” is the verb. What came? The early morning mail. “Mail” is the

subject. “West Virginia mountains” is object of the preposition “through.” By now you should feel more comfortable finding verbs and subjects, but

we also need to review Direct Objects before we study some sentence structures. Slide 233

234

Find Direct Objects: Find The Verb First, Then The Subject, Then the D.O.

Yesterday we rode our bikes.Verb? RodeSubject? WeDirect Object? We rode what? Bikes. Bikes is the

Direct Object.Slide 234

235

Find Direct Objects: Find The Verb First, Then The Subject, Then the D.O.

I learned the spelling words.Verb? learnedSubject? IDirect Object? I learned what? The spelling

words. Words is the direct object.Slide 235

236

Find Direct Objects: Find The Verb First, Then The Subject, Then the D.O.

Who broke the pencil sharpener?

Verb? brokeSubject? WhoDirect Object? Who broke what? The pencil

sharpener. Pencil sharpener is the D.O.Slide 236

237

Find Direct Objects: Find The Verb First, Then The Subject, Then the D.O.

My Mom makes delicious chicken soup.

Verb? makesSubject? MomDirect Object? Mom makes delicious chicken

soup. Soup is the D.O.Slide 237

238

Find Direct Objects: Find The Verb First, Then The Subject, Then the D.O.

The teacher will give us the test at 9:00 A.M. Slide 238

Verb? Will giveSubject? TeacherDirect Object? Is it US or is it TEST? Think of it

this way: “teacher gives test.” D.O. is TEST. US is an indirect object, to who or for whom.

239

Find Direct Objects: Find The Verb First, Then The Subject, Then the D.O.

Can you work this problem?Verb? Can workSubject? YouDirect Object? You can work what? Problem. The

D.O. is Problem.Slide 239

240

Find Direct Objects: Find The Verb First, Then The Subject, Then the D.O.

I am eating peanut butter.Verb? Am eating (There is action in “eating,” so

there can be a direct object.)Subject? IDirect Object? I am eating what? Peanut butter. Peanut butter is the direct object.Slide 240

241

Find Direct Objects: Find The Verb First, Then The Subject, Then the D.O.

My bus is here.Verb? isSubject? My bus.Direct Object? NONE! There is NO direct object in this

sentence because the verb is not an action verb. There is no action to pass to a direct object. There will never be direct objects in any sentences where the only verb is {am, is, are, was were, has been, have been}, and so on, unless those verbs are part of another verb which shows action. Slide 241

242

Two-Word Verbs Slide 242

• Two-word-verbs have, well, they have two words. Here are some common examples. Sometimes you can separate the two words of the verbs (You can pay me back), and sometimes separating them would be unusual (I finally had to give going to school up.)

• Look up (a word in the dictionary)• Turn on (the TV)• Turn off (the TV)

243

Two-Word-Verbs Slide 243

• Check out (a DVD, CD, or book from a library)• Check on (a situation)• Fill out (a form)• Turn up (the TV)• Turn down (the TV)• Bring back (the library book)• Cheer (me) up• Cross (it) out• Drop (it) off• Hand (it) in• Pick out (a new dress)• Take off (your new coat)• Try on (this pair of shoes)

244

Two-Word-Verbs Slide 244

• Call off (a game, date, or other activity)• Hang up (your clothes, your phone)• Put (your clothes) away• Take over (someone’s work or job)• Think up (to think of something new)• Throw (your F papers) away• Turn in (your work) • Turn down (an opportunity, a chance)• Start up (the car, the bus, a program)• Call (me) back• Cross (your name) off • Do (something) over• Figure (a problem) out

245

Two-Word-Verbs Slide 245

• Look (something) over• Put on (your new shoes)• Think (something) over• Ask for (an ice cream cone)• Give up (means to stop trying)• Pay (me) back• Save up (your money for something)• Talk over (a problem or an issue)• Try (something) out

246

Modal Verbs

• Can, Could, May, Might, Must, Shall, Should, Ought to, Will, Would.The verbs above are usually found along with an action verb, such as “I could go if I had the money.” Could go is the verb in this sentence.

Modals may also be called auxiliary /awg ZIL ye ree/ verbs.

Slide 246

247

Modals In Sentences Slide 247

• Can: Can you help me do this? (Are you able to?)• Could (Past tense of CAN): Yesterday I could not get out of

bed. • May: They may call you tomorrow (maybe yes, maybe no).• Might (Past tense of MAY): They might call you tomorrow.

(But probably they will not.)• Must: (1)You must mail your taxes on or before the deadline.

(You have to do something or suffer consequences.)• (2) I must have left my lunch on the bus. (It might be

somewhere else, but it is probably on the bus.)

248

Modals In Sentences Slide 240

• Shall: Shall we dance? Shall we stop to get something to eat? Shall I use your car or mine? In a question, it is asking politely for the opinion of the other person.

• It can also be used to denote determination, as in these: You shall pay the rent on time! You shall not drive faster than the speed limit. He shall not accept that job.

249

Modals In Sentences Slide 249

• Should: (Past tense of shall.) You really should go to the doctor. You ought to go to the doctor. You need to go to the doctor. I should have finished yesterday, but I did not. I should go now. I should have enough money for the trip this weekend. Should we make reservations? He should be there by now. They should have asked me to help them.

250

Modals In Sentences Slide 250

• Will: I will be there at 8:00 AM tomorrow. Will you go with me to the mall? It will be OK, don’t worry. It will probably rain when we go on the picnic. I will be in high school soon. Will you help me move this table? Will I be able to see you tomorrow? What will happen to my bike? Will the party be this weekend? You will be the winner of the contest.

251

Modals In Sentences Slide 251

• Would: I would love to go to Indiana. Would you please help me? We would have gone to the movies with you, but Mother was sick. It would be better for me if we go on Wednesday. If you wanted to go now, there would be plenty of time. If I had the money, I would gladly lend it to you. Would you have time to help me with this? Where would she have gone?

252

Spelling Rules Slide 252

• Short a may be spelled a, hat.• Short e may be spelled e, pet.• Short I may be spelled I, bit.• Short o may be spelled o, hot.• Sound in /cost, frost/ may also be spelled o.• Short u may be spelled u, cut.• Long vowel sounds may be followed by a consonant

(not another vowel), then a final e, such as in /made, Pete, wife, home, cute/.

253

Spelling Rules Slide 253

• Long a may be spelled ai or ay, as in /chain, tray/. Neighbor and Weigh = long-a foolers.

• Long e may be spelled ee or ea, as in /seem, each/.

• Long o may be spelled o, oa, or ow, as in /sold, coach, snow/. Though = a long-o fooler.

• Some consonant clusters are spelled with three letters: /str, scr, spr, thr/.

254

Spelling Rules Slide 254

• Long i may be spelled i, ie, or igh, as in /hi, die, bright/.

• Sound in /town, found/ may be spelled ow or ou.• Sound in /draw, walk/ may be spelled aw or just a

if it comes before L.• The sound of wr is sometimes just one

consonant, r, as in /wrap/. Likewise, kn is sometimes just the sound of n, as in /knot/. Tch is the sound like ch, as in /scratch/.

255

Spelling Rules Slide 255

• Vowel + r as in /farm/ may be spelled with ar. However, some words like /heart/ have the same sound but are spelled differently.

• Vowel sounds like in /corn/ may be spelled or. /Work/ is a fooler, because it has the or spelling, but a slightly different sound.

• Vowel + r sounds like in /near/ may be spelled ear, but don’t forget that /heart/ sounds like /farm/.

256

Spelling Rules Slide 256

• These words all have the same vowel sound: /clerk, dirt, burn, work, nerve, thirsty, nurse, hurt, serve, shirt, herd, church, bird, turkey/. Watch out for this sound; it may be spelled er, ir, ur, or.

• The sound in /joy,oil/ may be spelled oy, oi.• The /dg/ sound in /jeans, page, judge/ may be

spelled j, g, dg.

257

Spelling Rules Slide 257

• The final sound in /camp, stamp/ is spelled mp.• The /kw/ sound in /quit, squeeze/ may be spelled

qu.• Vowel sounds in /chair, care/ may be spelled /air,

are/.• When two words have the same sound with

different spellings, such as /be, bee), those two words are called homophones ( homo = same, phon = sounds).

258

Spelling Rules Slide 258

• When a base word ends with e, such as come or make, take out the e before adding ing: /coming, making/.

• The sound you hear in /too, blew, glue/ may be spelled oo, ew, ue.

• When a base word ends with a consonant + y, like /cry/, then change the y to I before adding es, ed, such as in cry>cries, try>tried.

259

Spelling Rules Slide 259

• When a word with two syllables ends in an L sound, like /pickle, nickel, normal/, pay attention to the end spelling; it might be el, le, al!

• The sound of s at the beginning of a word, such as in /cents, sense/, may be either /c, s/.

• In many words with /ie, ei/ spelling, remember this jingle: “ Put i before e, except after c.”

260

Spelling Rules Slide 260

• The sound of s before short e, as in /scent, descend/ is often spelled sc.

• Finally, the last rule is that some words, a lot of them, really, must be memorized unless you want to look them up every time you use them.

• Next is a list of about 260 words that are often misspelled, and often do not match any of the

261

Spelling Words Slide 261

a lot are argue asked aunt author awful babies bear beautiful been believe beyond blue both bother bought boxing bread break breakfast breath breathe broke brother brought bruise build business busy buy by calendar can’t cannot careful catch caught ceiling certain chief children choice choose chose color comb come cough could country

262

Spelling Words Slide 262

daily daughter decide divide do does doesn’t dollar don’t done door double early electric enough every exact except excite expect eye falling February feet finally forty fought fourth Friday friend from front ghost give glove goes going gone grammar great guard guess guide half have haven’t head heard heart heavy height helpful here hers hole hoping

263

Spelling Words Slide 263

• hour I island it’s its January judge July June key large laugh let’s libraries listen live loose lose love lying many message minute money move muscle neighbor nickel ninety ninety-nine ninth no one noise none nothing o’clock of often once other ought pear people pink pretty principal quiet quit quite really rebuild receive rhythm right roar rolling rough rule said Saturday school sew some son

264

Spelling Words Slide 264

spread straight stretch sure surely taught tear teeth their theirs there they they’re they’ve think those though thought through tied tired to toe too touch traveling tried tries trouble truly trying unknown until unusual voice want warm was wash wasn’t watch we’ll we’re we’ve wear weather Wednesday weigh weird weren’t what where which who whole witch woman won won’t wonderful word work worried wouldn’t write writing written

265

Spelling Suggestions Slide 265

• Review five spelling rules daily, and 20 spelling words from the list.

• Make one sentence with each of the 20 daily spelling words.

• Line up for a spelldown every day, beginning with the words of that day and going backwards for review. Miss a word, sit down. When the last person spells, everyone should “reset” to standing in the line again.

266

Gerunds Slide 266

• Facts: • Gerunds come from action verbs.• Gerunds are always nouns, so they can be

subjects and objects in a sentence. • Gerunds always end in –ing. • Example of a Gerund-as-Subject:Doing my homework helps me learn. Doing, a

gerund, is the subject of the sentence.

267

Review Gerunds Slide 267

• A gerund is a verbal ending in -ing that is used as a noun.

• A gerund phrase consists of a gerund plus modifier(s), object(s), and/or complement(s).

• Gerunds and gerund phrases virtually never require punctuation.

268

Gerunds Slide 268

• Gerunds as Direct Objects:I love eating pizza.

• Eating is the direct object of the verb love; pizza is the “object” of the verbal eating.

• Fishing is a peaceful way to enjoy nature without spending a lot of money.

• What are the two gerunds in this sentence?• See the next slide.

269

Gerunds Slide 269

• Fishing is a gerund, and it is the subject of the sentence.

• Spending is also a gerund. Do you know what its function is in this sentence? Hint: What is without?

• My teacher, having an accident, was late to school. What is having? It is not a noun in this sentence; it is an adjective describing teacher. This is a different verbal, a present participle. They are always adjectives. See more on the next slide.

270

Present Participles Slide 270

• Present participles, like gerunds, come from verbs and end in –ing. The difference is that gerunds are nouns, and participles are always adjectives.

• They are useful for combining sentences for interest and variety.

• Billy was riding his bike. He was very happy.Riding his bike, Billy was very happy.• Maria was swimming yesterday. She saw a big snake.Swimming in the lake yesterday, Maria saw a big snake.

Remember that participles are always adjectives. Now let’s look at past participles.

271

Past Participles Slide 271

• Past participles are the third form of the verb, such as do, did, DONE. Done is the past participle, and like the present participle ending in –ing, past participles can also morph only into adjectives. Here’s an example:

• Broken from overuse, the copy machine had to be replaced. • Seen from the helicopter, the city looked tiny.• Written in English, the letter was discarded.• Taken from school, the dictionary was useful at home. • Bitten by the man, the dog ran away.• Brought from home, the small knife caused the student to be

suspended.

272

Infinitives Slide 272

• Infinitives are two words, usually; TO + the simple form of the verb, as in TO READ, TO GO, TO SLEEP. Infinitives are one class of verbals, like gerunds, present participles, and past participles. However, unlike gerunds which are always nouns and participles which are only adjectives, the versatile infinitive can morph into a noun, an adjective, or an adverb.

• Let’s look at some examples.

273

Examples of Infinitives as Nouns, Adjectives, and Adverbs. Slide 273

• To win the game is his only wish. (Noun, Subject)• She wanted to eat as soon as possible. (Noun,

Direct Object)• The teacher always brings a book to peruse

during the teachers’ meeting. (Adjective modifying book)

• I needed some money to contribute to the homeless shelter. (Adverb telling why)

274

Prefixes And Suffixes: Just For Familiarization Now, Not For Meaning. Slide 274

ambi-ambidextrous contra-contradictant-antagonist dis-disappearauto-automobile ex-exitbi-bicycle im-impossiblecent-century in-insidecircum-circumference inter-interstateco-cooperate intra-intrastatecom-companion ir-irresponsible

275

Prefixes Slide 275

con-contents kilo-kilogrammanu-manufacture quad-quadranglemid-midnight re-rewritemilli-millimeter semi-semiglossmon-monarchy sub-substituteop-opposite tele-telephoneper-perforatetrans-transportpre-prefix tri-tricycle pro-proceed uni-unitedpost-postpone ultra-ultrasound

276

Suffixes Slide 276

able-Usable dom-freedomage-marriageee-employeeal-denial en-softenance-assistance ence-confidencear-popular er-washerard-coward ess-actressary-customary ful-powerfulate-affectionate graph-autographcide-homicide hood-neighborhood cle- particle ian-musician

277

Suffixes Slide 277

• ic-heroic ive-active• ice-service ize-legalize• ie-doggie less-harmless• ier-cashier let-booklet• ish-greenish ment-development• ism-communism meter-speedometer• ist-machinist ness-wilderness• itis-tonsilitis ogy-biology • ity-superiority or-conductor

278

Suffixes Slide 278

ory-depository ous-poisonousship-friendship ster-gangstertion- action tory-laboratoryule- capsule ure-failurewise-clockwise y-cloudy

Now that we know about prefixes and suffixes,in general, we shall learn the meanings of some of the more common ones.

279

Meanings of Prefixes Slide 279

• milli-1/1000 kilo-1000 super-above• re-again anti-against contra-against• op-against fore-before pre-before• inter-between un-not mon-one• uni-one ex-out pro-forward• quad-four mid-half homo-same• cent-100 en-inside il-not• im-not in-not ir-not

280

Meanings of Prefixes Slide 280

• un-not intra-within mon-one• uni-one per-throughout ex-out• ac-toward homo-same ad-toward• iso-same bi-two auto-self• auto-self sub-under ultra-

absolute• dis-opposite

281

Meanings of Suffixes Slide 281

• ish-a little bit able-capable of ful-full of• ly-like wise-like cide-killing• graph-writing kin-little let-little• ade-made of meter-measure ee-one who• eer-one who ent-one who er- -one who • ess -one who ian -one who ier -one who • ist -one who ard -one who ary-relating to• ary-place for ory-place for ic-relating to• ie-small ette-small it is-soreness of ment-state of

age-state of ance-state of

282

Meanings of Suffixes Slide 282

• dom-state of ence-state of hood-state of• ship-state of tion-state of ism-state of• ness -state of gram-writing logy-study of• ive-tending to ous-tending to ate-to have or

be• ify-to make ize-to make ure-state of• en-to make

283

Some Common Synonyms Slide 283

Daily HW: Write one sentence with each word of each pair. When given either word from a pair, student can write the other word or definition from the same pair.

absorb-soak up absurd-ridiculousadmire-to like adroit-skillfuladvisable-wise altercation-fightambitious-eager amorous-lovingapprehend-catch aptitude-natural ability aroma-good smell audacious-daringavarice-greed biannual-twice a year autobiography-life story of

the person writing it

284

Some Common Synonyms Slide 284

• blunder-stupid mistake boycott-refuse it• brilliant-very bright brutal-cruel• circumvent-go aroundcombat-battle• compel-force compress-squeeze• congregate-get together contradict-say opposite• coy-shy deadline-time limit• defunct-dead business delta-sand in river• demented-mentally illdense-crowded• descendant-offspring dismal-gloomy

285

Some Common Synonyms Slide 285

• drastic-extreme duplicate-copy• eloquent-fine speaking emancipate-set free• embrace-hug enjoyable-pleasant• exhausted-tired exorbitant-excessive• expand-make bigger explicit-clear• fade-to get dimmer fortitude-strength• fragile-delicate grief-sorrow• hypochondriac-always sick negligent-careless• hypocrite-pretends virtue obsolete-outmoded

286

Some Common Synonyms Slide 286

• idle-lazy metropolitan-city area• idyllic-naturally pleasant illusion-false idea• indigenous-native to nebulous-unclear• industrious=likes working inebriated-drunk• inseparable-never apart motto- a saying• intensify-make strongerjovial-full of fun• legible-able to be read loyal-devoted • penalty-punishment minimize-reduce

287

Some Common Synonyms Slide 287

• omnipotent=powerful opaque-not transparent• opinion-belief overcome-defeat• pervade-permeate petrify-turn into stone phobia-great

fear pliable-easily shaped• portable-can be carried priority-it comes first • premonition-presentiment procrastinate-delay• pugnacious-fond of fighting recall-remember• receptacle-container reimburse- pay back• repulsive-very unpleasant resume-to continue• retrieve-to get back salary-$ paid 4 work

288

Some Common Synonyms Slide 288

• scandalous-disgraceful solution-answer• task-job terse-curt• transpose-interchange unavoidable-

inevitable• utilize-to use valiant-brave• vanity-pride veto-to reject, rejection• volume = L x W x H yield-to surrender• tributary-smaller river that flows into bigger river

289

Antonyms = Opposites Slide 289

• abundance-shortage advance-retreat• ample-insufficient angel-devil• anxious-calm aroma-odor• attractive-ugly audible-silent• cling to-release combine-separate• courage-cowardice cruel-kind• cruelty-kindness decrease-increase• dense-sparse descendant-ancestor• rural-urban unusual-normal • unruly=well-behaved metropolis-small town • outstanding<average weary-energetic

290

Antonyms = Opposites Slide 290

• dilate-contract dim-bright• discourage-encourage dismal-bright• dissuade-persuade excavate-bury• explicit-confusing flexible-rigid• forbidden-permitted fragile-strong• fragrant-smelly gale-breeze• greedy-generous grief-joy• hostile-friendly ignite-extinguish • improbable-likely infuriate-pacify• intensify-weaken lazy-industrious

291

Antonyms = Opposites Slide 291

• luxury-necessity midnight-noon• minimize-maximize opinion-fact• penalty-prize progress-regress• punish-reward reject-accept

recall-forget rude-courteous• rigid-flexible simplify-complicate• sharp-dull summit-valley• stern-lax translucent-opaque• tiny-large utility-uselessness• vanish-appear vivid-fuzzy

292

Multiple Meaning Words: Use Double-Entry Method To Verify Meaning

When you find many meanings for a word, and you are not sure which meaning is the correct one for understanding the text, pick a definition and try each one in the sentence until you get the correct one.

Fall1. Fall is the season between summer and winter. Fall is my favorite time of the year. 2. Fall also means to drop from a higher place to a lower place {fall, fell fallen}. He fell from the roof of

his house.

Drive1. Drive means to operate a bus or other motor vehicle. Can you drive a bus? {drive, drove, driven}2. Drive also means a ride in a car, usually for no particular purpose. We went for a drive in the

country yesterday.

Slide 292

293

Multiple Meaning Words. Slide 293

Work 1. To spend your time and energy doing something,

usually for money. {Regular verb}2. A job. What kind of work does your Mother do?Swallow1. To pass something from your mouth to your

stomach. The frog swallowed the fly. {Regular verb}2. A small graceful bird with a forked tail. There are

hundreds of swallows in our barn.

294

Multiple Meaning Words. Slide 294

Revolution1. The overthrow or attempted overthrow of an existing

government. In 1910, there was a revolution in Mexico.2. One turn of something. Earth turns one revolution in 24

hours.Grave1. Grave is the place in the ground where people are

buried. We left flowers on his grave.2. Grave also means very serious. Fighting at school will

result in grave consequences.

295

Multiple Meaning Words. Slide 295

Shock1. What you feel when electricity touches you. If you touch

the bare wire, you will receive a shock.2. What you feel when you get some really bad news. I

was shocked to hear about her death. Break 1. To tear something up. The teacher broke the chair when

she sat down. {break, broke, broken} 2. A short rest from working or studying. Let’s take a break

and have some milk and cookies.

296

Multiple Meaning Words. Slide 296

Spring1. A season before summer and after winter. In the

spring she plants a big vegetable garden.2. A coil or strip of metal that can be squeezed or

bent and then returns to its original shape. I wound up the toy car too much and broke the spring.

3. To jump suddenly. The cat sprang upon the robin. {spring, sprang, sprung}

297

Multiple Meaning Words. Slide 297

Fish1. A creature that lives in the water. I caught three

fish. 2. The act of fishing. Do you fish in the river?Punch1. To hit with a sharp blow. Before I knew what was

happening, the big boy punched me in the face. 2. A fruity drink. We had cupcakes and punch today.

298

Multiple Meaning Words. Slide 298Mount1. To get on a horse. He tried to mount on the right side, and

the horse ran away.2. A short form of mountain, usually found in names of towns

and abbreviate Mt. (Mt. Carmel, IL), or Rocky Mount, NC. We went through Rocky Mount Sunday.

Bank 1. The place where you put your money. What bank do you go

to?2. The land along the side of a river or lake. We fished from the

bank because we do not have a boat.

299

Multiple Meaning Words. Slide 299

Change1. to make different, such as to change your clothes. The

teacher ripped his pants and had to go home and change.

2. Coin money. The boy jingled the change in his pocket.Bill1. A paper that says how much money you owe for

something. I got a bill for the books I lost last year. 2. Paper money. The cashier gave me back two dollar bills

and some change.

300

Multiple Meaning Words. Slide 300

Racket1. The bat used to play tennis. I had to get a new tennis racket. A crooked (illegal) scheme to get money from people. Madoff

made millions with his Ponzi racket. Fine 1. Very good. I am feeling fine today; how about you? 2.

Money that you have to pay if you keep library materials too long, or that you may have to pay for doing something illegal. Also a verb, viz., “The judge fined me $250 for speeding.”

301

Multiple Meaning Words. Slide 301Fire1. What you see when something is burning. Be very careful if

you start a fire.2. To have to leave your job because your boss will not let you

work there any more. The principal fired the teacher for sleeping in class.

Club 1. An organization or group of people who meet and have

something in common. Our soccer club came in last this year. 2. A big stick to hit someone with. The boy chased the teacher

with a club.

302

Multiple Meaning Words. Slide 302

Beat1. To hit repeatedly. The big boy beat me up.

{beat, beat, beaten} 2. The rhythm notes you hear in music. I like the

fast beat of the music.3. To do better than someone else. I beat you on

the test!

303

Multiple Meaning Words. Slide 303

Right1. Correct. I got all mine right on the test.2. Opposite of left. I write with my right hand.{write, wrote, written}Left1. Went away. He left school on the bus at 3:05 PM. 2. 2. Opposite of right. I play a left handed

autoharp.

304

Multiple Meaning Words. Slide 304

Draw1. To make a picture with a pen or pencil. I can draw a good

horse. {draw, drew, drawn}2. To reach in and take something out. Draw a word from

our Word Box and make a sentence with that word. Plate 1. A round, flat dish that you eat from. These are beautiful

plates! 2. To cover one metal with another. This is not a solid gold

ring; it is gold plated.

305

Multiple Meaning Words. Slide 305

Vice1. A bad or immoral habit. His gambling vice

caused him to lose his home.2. In place of another. The vice president came

to our school.3. Dad clamped the pipe in the vice (also vise) so

he could saw it off.

306

Multiple Meaning Words. Slide 306

Stick1. To put into. Stick this change in your pocket.2. A piece of a tree limb. He chased me with a a stick. Corn1. A grain, usually yellow or white, that grows on a corn

plant. Sweet corn is very popular in the summer. 2. A hard place on your foot from wearing shoes that do

not fit properly. Sometimes a corn is so painful a doctor must remove it.

307

Multiple Meaning Words. Slide 307

Match1. A stick of wood or paper that can make a fire

by rubbing it on a rough surface. The little girl was playing with matches when she burned her house down.

2. To pick out something that goes with something else. Her earrings always match her dress.

308

Multiple Meaning Words. Slide 308

Can1. The metal container you buy food in. I opened a can

of white corn for supper. 2. To be able to do something. I can run faster than you.Seat1. A place to sit. “Take your seats,” said the teacher. 2. To be assigned a particular place to sit. The driver will

seat you when you get on the bus. 3. The area of your body or clothes that you sit on.

309

Paragraph, Topic Sentence, Body. Slide 309

A paragraph is a group of sentences that focus on a single topic. The two parts of a paragraph are the topic sentence and the body. The topic of a paragraph should be explicitly expressed in the first sentence, and that sentence is called the topic sentence. The rest of the sentences in the paragraph present details of the topic; there is no fixed number of sentences that defines a paragraph. Write only what is needed, then stop.

310

Transition Words Connect Thoughts In A Paragraph. Slide 310

In some kinds of paragraphs, it is useful to organize your thoughts in a particular order. For example, in the body, you could use “First,…” in your first sentence of some kind of list. Other similar sentences might begin with “Second,. . .Third,…” and so on. The last sentence in your list could begin with the word “Finally,. . .”. These transition words may be useful in some kinds of paragraphs.

311

Writing Topic Sentences Slide 311

What makes a good topic sentence? The most important thing is to make it general; just write what you are going to write about, with no details. Good topic sentences give no details nor examples. For example, let’s say you are going to write about snakes. Here is what your topic sentence might* look like: “The snake is the most amazing reptile.” Anyone who reads this will know that you are going to write about snakes, but that will come next, in the body of the paragraph. *Hedge word!

312

Writing Topic Sentences Slide 312

Here are some possible topics for practice. Look at each one, and then write a good, general, topic sentence to go with each topic.

My Teacher My Favorite TV ShowMy Favorite Lunch My Hobby My Principal

My Best Friend My Teacher Last YearMy Favorite Holiday

The Worst Teacher I Ever Had

313

Writing Topic Sentences To Go With A Paragraph. Slide 313

Write a topic sentence for this paragraph.

______________________________He is white and fluffy and has blue eyes. His name is Caesar. He likes to eat canned salmon in the morning and dry food in the evening. He likes to go outside, but he always comes inside to sleep. He is a quiet cat.

314

Writing Topic Sentences To Go With A Paragraph. Slide 314

Write a topic sentence for this paragraph.

______________________________She is brown and white. Her name is Guinea. Celery is her favorite food, but she also likes carrots and rabbit food. In the summer she drinks a lot of water. She is friendly and loves to have a shampoo; she is a very nice animal friend.

315

Writing Topic Sentences To Go With A Paragraph. Slide 315

Write a topic sentence for this paragraph.______________________________

It is a special left-handed model. It has only ten bars and plays in four keys: D, C, A, and G. Most autoharps have thirty-six strings, but mine has thirty-seven. I play it backwards and upside down. The man who made it for me, George Orthey, laughs when he sees how I play, but he loves my music. It is the only autoharp I can play.

316

Writing Topic Sentences To Go With A Paragraph. Slide 316

Write a topic sentence for this paragraph.______________________________

First, find a quiet and comfortable place with good lighting. You should turn off the TV, radio, and telephone. Second, study at the same time each night in order to develop good habits. Third, remember that you do not have to study more than an hour and a half, then you can play and do other things. Finally, always try to do the hardest thing first, and work your way to the easiest. You will feel much better when you have a good study routine, and your grades will certainly be better.

317

Matching A Topic Sentence To A Paragraph Body. Slide 317

• What makes a good paragraph body? • The sentences in the body all talk about one

thing. • The sentences have transition words. • The sentences give you specific details and

examples about the topic.• The sentences read smoothly and logically.

318

Match The Topic Sentence To the Right Paragraph Body, A,B, or C. Slide 318

Topic Sentence: Pen pals can teach you things you never dreamed of.

Paragraph A. Is this it?If you want to know about a foreign country, you can go to a library and see videos about it. Our library has wonderful videos about foreign countries. You might also go to the countries personally and see all the places you want if you have the time and money. The library is really the best, though. Another possibility is to get a pen pal.

319

Match The Topic Sentence To the Right Paragraph Body. Slide 319

Topic Sentence: Pen pals can teach you things you never dreamed of.

Paragraph B. Is this it?Lots of people write letters. You probably writeto your best friend, or maybe to a grandfather,grandmother, or cousin. I really hate writing,myself, but I do like to write to my pen pal. Once Iwrote to my cousin in Texas, too. It is fun being apen pal.

320

Match The Topic Sentence To the Right Paragraph Body. Slide 320

Topic Sentence: Pen pals can teach you things you never dreamed of.

Paragraph C. Is this it?You can learn about Africa or South America. You canread about Europe or Australia. You can meet new peopleand learn about how they live and about their languages.You can be a pen pal, someone who writes letters to a faraway friend. Sometimes they never meet each other, butpen pals can learn many things from each other abouttheir languages and cultures just by having a pen pal.

321

Write A Paragraph For Homework. Slide 321

Write one paragraph with a clear topic sentence as the first sentence. Write at least four sentences in the body of the paragraph. You can write about anything at all. You will get 100% if your paragraph has these three things: A good topic sentence, a good paragraph body, and good transition words to hold it all together.

322

Analyzing Events And Dialogue. Slide 322

• Excerpt taken from “Eleven,” by Sandra Cisneros*Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Tell how something provokes a decision.

• Rachel, main character. Mrs. Price, secondary.• It is Rachel’s eleventh birthday, and she is in school. Someone left a ratty old red sweater in

the coatroom. Mrs. Price asks several times whose it is. Sylvia S. says it belongs to R., but it doesn’t. When Mrs. Price plops the ratty sweater on R’s desk, R is so mortified that she cannot adequately refute the claim that it is hers. She is made to put on the sweater and wear it. Then, just before they go to lunch, “That stupid Phyllis Lopez, who is even dumber than Sylvia S., says she remembers that the red sweater is hers! I take off the sweater right away and give it to her, only Mrs. Price pretends like everything’s okay.” Rachel’s feelings about herself and her frustration at not being able to deflect the image of the ratty red sweater and all the focus on herself effectively wreck any joy she may have felt about that day’s being her birthday. She knows that the family will all have cake and sing happy birthday to her this evening, but “. . .only it’s too late.” Her birthday has been ruined, and she just wants the day to be erased from memory and be forever gone. These actions and dialogue illustrate the fragility of Rachel, her feelings of inadequacy, and her innermost reflections.

323

Figurative Language And Analogies. Slide 323

• Use of a figure of speech, or an expression using words in an unusual or non-literal sense to give beauty or vividness of style. The most common ones are simile and metaphor.

• Similes always use “like, as, or than:” He walks like a duck. As big as a horse, Hotter than a firecracker, Quiet as a mouse, Old as the hills are all examples of similes.

• Metaphors never use “like.” He is a duck in the water. HY po ca TAS ta SIS is even more direct, as when you yell “Idiot!” or @#$% at someone.

324

Analogy and Figurative LanguageMore Examples. Slide 324

When you describe one thing in terms of another thing, that is usually an analogy. For example, eats like a pig, tall as a tree, skinny as a rail, face like an angel, and so on. The most common forms of analogies are similes, which always use LIKE, as in eats like a horse, and metaphors, which never use like, but rather another word, as in, “She was a tornado cleaning the house.”

325

Connotative Language. Slide 325

To connote means to have certain associations with a word or term, such as “pig.” The word pig denotes an animal, but also connotes the sense of dirty, greedy, or a sloppy eater. An “affair of the heart” has nothing to do with a person’s health, but rather with feelings of love for someone. It would be unusual for someone to say, “I love you with all my brain,” but common to say, “I love you with all my heart.” Use of heart, therefore, connotes love.

326

Sentence Structure Variations: Powerful Diction Makes Good Fiction. Slide 326

Excerpt from Town, by Chuck Hogan. “Doug passed behind Gate D, the red-shirted gate girl sitting out on the sidewalk, drinking from a bottle of water with her back to him. He passed a broad souvenir booth locked up like an old newspaper stand, eyeing the open red door beyond it. A sign on the inside face said, ‘Employees Only.’ Doug passed it with a long, careful glance, seeing a short hallway inside, leading to a second door with a square, one-way window. This was the money room.”

Discussion next slide.

327

Sentence Variations And Methodology Questions To Answer For Analysis. Slide 327

• How many sentences are on the preceding slide’s excerpt? How many words are in the first two sentences? What is the average sentence length of the first two sentences? What is the sentence length of the third sentence? The fourth and the fifth? How many verbals? How many prepositions? How many metaphors? How many similes? These are elements that need to be mastered.

328

Sentence Structure Variations: Powerful Diction Makes Good Fiction. Slide 328

First Sentence: “Doug passed behind Gate D, the red-shirted gate girl sitting out on the sidewalk, drinking from a bottle of water with her back to him.” How many words? How many present participles? How many past participles? How many prepositions? What contributes to your mental picture of the scene?

329

Sentence Structure Variations: Powerful Diction Makes Good Fiction. Slide 329

• Second sentence: “He passed a broad souvenir booth locked up like an old newspaper stand, eyeing the open red door beyond it.” How many present participles? How many past participles? How many prepositions? How many similes? Why use “eyeing” instead of “looking at, studying, or scrutinizing”?

330

Sentence Structure Variations: Powerful Diction Makes Good Fiction. Slide 330

Sentence Three: “A sign on the inside face said, ‘Employees Only.’”

How many words? What does “the inside face” refer to? What is the sentence length pattern so far in the first three sentences? Is it long, long, short? What function does this sentence have? How important is it to the advancement of the plot?

331

Sentence Structure Variations: Powerful Diction Makes Good Fiction. Slide 331

Fourth Sentence: “Doug passed it with a long, careful glance, seeing a short hallway inside, leading to a second door with a square, one-way window.” How many words? The third word is “it;” to what does that pronoun refer? How many present participles? How many past participles? About what percent of the sentence consists of adjectives? To whom or what does “seeing a short hallway inside” refer? To whom or what does “leading to a second door with a square, one-way window” refer?

332

Sentence Structure Variations: Powerful Diction Makes Good Fiction. Slide 332

Last Sentence: “This was the money room.” How many words? What does “this” refer to? What is there in the five sentences of the text that might tell Doug the location of “the money room”? How does he infer which room it is? Diction means the choice of your words in speaking and writing. How would you describe Hogan’s writing with respect to varying sentence length, using vivid adjectives, adding more flavor to descriptions with participial phrases?

333

Text Structure Types Slide 333

Description: There are several important holidays in the USA. . .Problem/Solution: Counting Saturdays and Sundays, how many days total will you

get off during the year?Time/Order: Using a calendar, list the major holidays and the dates, in order,

beginning in January.Comparison/Contrast: Christmas and Easter have some similarities and some

differences. . .Cause/Effect: For years Washington’s Birthday, February 22, was celebrated on

that date, no matter what day of the week it fell on. Now it is always on the third Monday in February. . .

Directions: Writing a good paragraph requires some thought. Before you begin writing the first word, do some prewriting activity to guide your thoughts and organization. A simple and effective activity is to draw a

circle in the middle of a sheet of paper with four . . .

334

Compare and Contrast Two Text Structures, This And The Next Two. Slide 334

Name common plants and plant parts that are useful as a source of food.

Plants are important to you. Many foods come from plants. Fruits and vegetables come from plants. Grains, such as wheat, oats, and corn also come from plants. Grains are seeds. Lettuce is leaves. Potatoes are stems, although many people think they are roots. Apples are fruits. Carrots are roots.

Which answer is the best list of common plants that give us food? A. Wheat, lettuce, potatoes, corn, carrots. B. Oats, grass, hay, sunflowers, raisins. C. French fries, potato chips, chocolate, gum. D. Coffee, tea, pickles, mashed potatoes, fruit juice. See next slide for different text structure, 327

335

Compare and Contrast Two Text Structures. Slide 335

If you buy five pounds of rice, and you give half of the rice to Riggs, and Riggs gives eight ounces to Mr. Franceschini, and Mr. Franceschini gives half of his rice to Ms. Swobodzinski, how much rice does Riggs have left?

336

Compare and Contrast Two Text Structures. Slide 336

The two preceding slides have some similarities and some differences. For example, both of them ask a question, and both appear to be test items. In the one about plants, possible answers are given to choose from, but in the one about quantities of rice, there are no choices. Also, in plants, the text has a headline and bold print, whereas in the rice question the text is plain. The plants text is purely descriptive structure, but in the rice text the reader is asked to solve a problem involving calculations. These are some similarities and differences between the two texts.

337

Conflicting Information Same Subject Slide 337

What do you do when two separate articles report very different results on the same subject? There are some important criteria you need to explore before deciding which article to believe.

Go to Slide 339 for more.

338

Context Clues: What’s That? Look at Surrounding Words. Figure It Out! Slide 338

“He had snagged her a Poland Spring, which she thanked him for, uncapping it and sipping a little before setting the bottle down on the table beside them, next to an empty Diet Coke.” Question: What is a “Poland Spring?”

Look at the neighboring words: uncapping it (so it was something with a cap), sipping a little (so it is something to drink), setting the bottle down (so it came in a bottle). A spring is a natural source of water, and many bottled water companies use the word “spring” in their names. It is a bottle of water. Excerpted from Chuck Hogan’s novel, Town.

339

Evaluating Conflicting Information. Slide 339

• Who are the authors? When was the research done? How large were the samples they used to draw their conclusions? What was the research design of each study? How much detail did the articles contain about the study? What were the statistical methods used? Were the data collected analyzed correctly to support the conclusions of the authors? What connection exists between the researchers and the issue investigated?

340

Whom should I believe? Slide 340

What connection exists between the researchers and the issue investigated?

Believe it or not, many companies hire investigators to conduct research with the expectation that the results of the study will be favorable to the company.

341

Whom should I believe? Slide 341

Were data analyzed correctly to support the conclusions of the authors?

Some researchers report a result that cannot be correctly obtained from the data analysis that was done. Without knowing the complete research design, the reader cannot make a sound decision about the truth of the study.For example, “Nine out of ten doctors say they would recommend Joe’s Vitamins.” How many doctors were asked? Only ten, maybe. Does that claim say that the doctors recommend Joe’s Vitamins? No, they only say that they would recommend them. Studies and claims should be carefully examined and mistrusted, because results are almost always presented in a misleading way.

342

Whom should I believe? Slide 342

What were the statistical methods used?Well, there is no end to what allegedly can be done with statistical operations. The more complex the statistical operations, the less credibility the study may have.

The two excerpts that follow may be discussed and used for practice, or researched in depth for argumentative purposes.

343

Conflicting Information Same Subject Slide 343

I want to discover whether or not chewing gum helps studentsmake better grades; this is my hypothesis. People who chew gummake better grades than people who do not chew gum. To determine if myhypothesis is true or not, I completed these steps. First, I asked everyonein my class if they chewed gum on most days or not, and also asked themwhat their grade point average was. I then sorted all the people-with-their- GPAs into two columns, one for chewers and one for non-chewers.After that I computed the mean GPA for the chewing gum group, and themean GPA for the non-chewing gum group, to see which group hadhigher GPAs. The mean GPA for the non-chewers was 3.00; the meanGPA for the gum chewers was 4.00, a whole letter grade above theabstainers. My hypothesis that gum-chewers have higher GPAs wastherefore accepted as true, given the parameters of this study. Since I wantto have really good grades, I am going to keep chewing gum.

344

Conflicting Information Same Subject. Slide 344

There are several reasons that students should not chew gum in school. First, when you are called on to speak, the gum may keep you from speaking clearly and this could lower your grade. Second, when people want fresh gum, it is easy to just spit out the old gum on the sidewalks and in the halls, and that creates problems for individuals who step in it and for school personnel who have to clean it up. Third, chewing gum all day puts you at greater risk for tooth decay, and you could even choke on a big wad of gum. Finally, the gum wrappers are often discarded in halls and outside the school building and that makes the campus look trashy. Chewing gum generates trash; discarded gum is hard to clean up; gum often contributes to tooth decay and impedes clear enunciation; these facts justify the prohibition of gum in schools. There is no reason for anyone to chew gum in school.

345

Shifting Voice, Time, Mood, Person, And Number. Slide 345

• Recognize and correct inappropriate shifts in verb voice.

(Incorrect ) I was reading this morning when I remembered my appointment, so I drove like crazy to get there and IT WAS LEARNED that the offices were closed due to a death in the family.

(Correct) I was reading this morning when I remembered my appointment, so I drove like crazy to get there ONLY TO LEARN that the offices were closed due to a death in the family.

346

Shifting Voice, Time, Mood, Person, And Number. Slide 346

• Recognize and correct inappropriate shifts in verb time, or tense.

(Incorrect) Last year I was absent more days than I AM for the previous 5 years put together.

(Correct) Last year I was absent more days than I HAD BEEN for the previous 5 years put together.

347

Shifting Voice, Time, Mood, Person, And Number. Slide 347

• Recognize and correct inappropriate shifts in mood.

• (Incorrect) IF I WAS the principal, I would change some things around here.

• (Correct) IF I WERE the principal, I would change some things around here.

348

Shifting Voice, Time, Mood, Person, And Number. Slide 348

• Recognize and correct inappropriate shifts in person. In a narrative, there are three “persons,” as we say: the speaker, the person spoken to, and the person spoken about. We can shorten this to 1st person, 2nd person, and 3rd person.

(Incorrect) I used to be fat, but when YOU learn how being fat hurts YOU, YOU naturally want to lose weight.

(Correct) I used to be fat, but when I LEARNED how being fat could hurt ME, I naturally WANTED to lose weight.

349

Shifting Voice, Time, Mood, Person, And Number. Slide 349

• Recognize and correct inappropriate shifts in number.

(Incorrect) Each of the students received THEIR diploma from THEIR principal.

“Each” means one; it is singular. “Their” is plural, and it refers to more than one.

(Correct) All of the students received their diplomas from their principals.

350

Comprehension&Collaboration6 Slide 350

Adapt speech to a variety of contexts and tasks.Linguists sometimes call these different contexts and

tasks “registers.” When we are telling our friends what we did over the weekend, we seldom use the same diction (word choice) that we use when talking with our teachers. We all have some registers that we can draw upon to suit any occasion, but be aware that ESL students will not have these registers until they are very, very fluent in English, 5-7 years in most cases.

351

Comprehension&Collaboration5 Slide 351`

Integrate multimedia and visual displays intopresentations, such as can be found in DiscoveryEducation resources.The raison d’etre for MM presentations is that they

present important points in graphics, audio, and video so that comprehension is facilitated for learners whose primary mode of learning is other than print. Time must be budgeted for research and practice with the MM equipment. Remember the five P’s: Prior Planning Prevents Poor Performance.

352

Comprehension&Collaboration4: Oral Report Follows Same Format as Writing. Slide 352

Present claims. Present findings. Cite relevant evidence. Emphasize salient points. Use solid, valid reasoning.Pick details carefully. Use appropriate eye contact.Speak so that the audience can hear you.Pronounce your words clearly and distinctly.

353

Comprehension&Collaboration4, Presenting Oral Report. Slide 353

Processes for both written and oral reporting is the same.Present claims. Example: “What we eat , or don’t , maydetermine how healthy we are.” This is a claim; notice theuse of the hedging word, MAY.Present findings. Example: “In a study of the diets of 5,000

men aged 35-65, men who had never had a heart attack ate fish three or more times each week. Men who had heart attacks and survived reported eating pork or beef five or more times a week; they also reported eating fish fewer than one time a week.” These are examples of “findings.”

354

Presenting Oral Reports. Slide 354

Cite relevant evidence. To cite means to say where theinformation came from, and who wrote it. Relevantmeans that the information is important to your topic,such as the “findings” examples on the previous slide.Here is another example:“The Mayor Research Laboratory also reports that theirresearch over a ten-year period is conclusive, and theyare recommending a diet which includes fish at least fivetimes a week and only two servings or fewer of pork orbeef.”

355

Comprehension&Collaboration4, Presenting Oral Report. Slide 355

Emphasize salient points. Salient points are facts that stand out and whichare very important to support your topic. Here isan example of a salient point:“Eskimos and others who eschew (avoid) pork andbeef and consume large quantities of wild fish andgame have low incidences of cardiovasculardisease.”

356

Comprehension&Collaboration4, Presenting Oral Report. Slide 356

Use solid, valid reasoning. Let’s say that another researcher claims thatgenetics rather than an omega 3-rich diet is responsible for the good cardiovascular health ofthe indigenous people. How can this claim beaddressed?Pick details carefully. The details of your report must convince theaudience that your claims are the correct ones.

357

Comprehension&Collaboration4, Presenting Oral Report. Slide 357

Use appropriate eye contact. Look at all of your audience; keep your eyes moving. Look over the heads of the audience if you do not feel comfortable with direct eye contact.

Speak so that the audience can hear you, andpronounce your words clearly and distinctly.Nothing is as bad as not being able to hear a speaker. It is

OK to ask if people in the back can hear you. Endings of words should be loud and crisp; pay attention to your speed, and stay in the formal register.

358

Comprehension&Collaboration3 Slide 358

• Delineate a speaker’s argument. Outline the argument in words.

• Delineate specific claims. Research the claims made to verify accuracy.

• Evaluate the soundness of the evidence. What makes the evidence strong or weak?

• Identify when irrelevant evidence is introduced. Check each point of evidence for face validity and importance to the topic.

359

Comprehension&Collaboration2 Slide 359

• Analyze the purpose of information presented in multimedia (MM) and diverse format.

What does a photograph add to the information? Why use a picture? What does a video clip show that cannot be described in words?

• Evaluate the motives behind its presentation. Were motives social? Commercial? Political? Why did the speaker use the MM formats? Which of the MM formats got your attention? Why?

360

Literary6 Slide 360

• “Analyze the extent to which a filmed or live production of a story or drama stays faithful to, or departs from, the script or text, and then evaluate the choices made by the director or actors.”

• This is a very high-level standard requiring, first, the study of a written text (such as a novel) by the students, which has subsequently been presented and studied as a drama (play) or a movie; the second requirement is to compare and contrast the drama or movie with the original text to determine the degree of authenticity of the drama or movie to the text. As an alternative exercise, studying the text and then writing how a movie or drama might portray the characters and advance the plot would be closely allied with this standard.

361

Literary2 Slide 361

1. Determine a theme or central idea of a text.2. Analyze the development of the theme or

central idea over the course of the text, including the relationship of the theme or central idea to:

a. Characters b. Setting c. Plot

Finally, provide an objective summary of the text.

362

Literary10 Slide 362

• By the end of the year:• Read and comprehend literature independently and

proficiently, • Including stories, dramas, and poems, • At the high end of grades 6-8 text complexity Lexile

Band, viz., 6=665L-1000L, 7=735L-1065L, 8= 805L-1100L.

• This requires an ongoing thrust the entire year to consciously build vocabulary using all strategies and appropriate materials at your disposal.

363

Multimedia Presentations Advantages. Slide 363

1. Enhancement of Text Only Messages, adding interesting sounds and compelling visuals.

2. Audiences are more attentive to multimedia messages than traditional presentations done with slides or overhead transparencies.

3. People are more interested in multimedia messages which combine the elements of text, audio, graphics, and video. Combo of aural and visual delivery offers greater understanding and retention of information.

4. Those who are intimidated by computer keyboards and complex instructions are more comfortable with pressing buttons with a mouse or on a screen.

5. Multimedia entertains as it educates.

364

Multimedia Presentations Disadvantages. Slide 364

• HTML seldom optimized for printing• Takes time to open some applications• Bandwidth limitations• May require hardware-software that you do

not have• Writing may not be legible with doc-cam• Notes not available to students• May require plug-ins and other downloads

365

Advantages of Text Presentation. Slide 365

• Probability of equipment failure near zero• Easily annotated and changed during

presentations• Copy of material can be taken away and kept• Minimum of equipment and software

required to produce good text copy• Easy to edit, reorganize, and reproduce• No equipment nor program to learn

366

Disadvantages of Text Presentation. Slide 366

• Beams instruction in only text mode, so students whose learning style includes audio and video may not retain information nor attention.

• Text is not always able to be read due to small size.• Handouts must be reproduced and prepared to

distribute.• Sometimes pages may be misplaced in the

reproduction process, with the error discovered only after they have been distributed.

367

Informational10 Slide 367

• Read and comprehend literary nonfiction including technical pieces, scientific passages, and word problems and solutions in math.

• At the high end of grades 6-8 text complexity band {read at or above grade level. . .}

• Independently and proficiently.• This requires an ongoing thrust the entire year to

consciously build vocabulary using all strategies and appropriate materials at your disposal.

368

Research1 Slide 368

• Answer a question by consulting Google, Yahoo!, and other search engines.

• Use other sources, such as people who have experience in the field of inquiry you are researching, documentaries, libraries, and print.

• Generate additional questions on related issues and explore them.

369

Research2 Slide 369

• Use search terms effectively.• Gather relevant information from multiple print

and digital sources. • Assess the credibility and accuracy of each source. • Quote or paraphrase the data. • Quote or paraphrase the conclusions of others. • Avoid plagiarism. • Follow a standard format for citation.

370

Research3 Slide 370

• Find evidence from literary or informational texts to support analysis of the subject of your search; look for explicit evidence in text that shows your analysis is correct.

• Find evidence from literary or informational texts to support reflection; look for explicit evidence in text that leads you to infer and draw conclusions as you think about your topic.

• Find evidence from literary or informational texts to support research that you have done on the Internet or that you have obtained from other sources.

371

Research4 Slide 371

Write often about projects that require a week or longer to complete.

Allow time for research using Internet, print sources, and others, including primary sources.

Allow time for reflection about your topic and what it means for you. Allow time for at least one revision.

Write about various science, social studies, and math tasks. Write with different purposes, such as expository,

argumentative, explanatory, persuasive, and entertainment. Write for various audiences: classmates, parents, teachers,

newspaper editors, companies.

372

Purposes for Writing Slide 372

• Entertain: Writing that entertains gives the reader something to enjoy. It includes colorful language to help your ideas come alive on the page.

• Inform: Writing that provides interesting details and facts to hold an audience’s attention. Sharing what you know lets your audience learn about them, too. You can share by writing to inform your audience.

• Explain: Writing that explains can answer “how to” questions. When you write to explain, you tell a reader how to follow steps and complete a task.

• Persuade: Persuasive writing helps a writer to share opinions, and try to convince a reader to think, or act a certain way. Opinions are statements of what you believe. The writer always uses facts to back up a statement.

• Reflect: Reflective writing tells how you see things around you. Some writing shows how a writer feels and thinks. These pieces use colorful words to create pictures in the reader’s mind.

373

Pre-Writing, Story Writing, Types of Writing. Slide 373

Story Narrative: A good story entertains the audience. These are the elements a writer uses to create a story.

Characters are the people in the story who carry out the action.The plot tells what happens in the story and what the characters do.Dialogue is the conversation between characters that helps to make the story come to life. Setting shows the story’s time and place.Sequence of events is the order of how things happen.

A story often tells about a problem, and how the characters solve it; this is the usual meaning of “plot.”

374

Pre-Writing & Expository Writing Types of Writing. Slide 374

Expository writing informs the reader. To make your report stronger, use description to help others “see” your ideas. Share information that your audience may not already know.

• Gather your facts from books, magazines, and the Internet.• Make a plan! Organize facts and observations in an outline.• Develop your main idea with vivid, unusual details.• Write a clear beginning, interesting middle, and a strong

ending.• Add interest to your report with photographs, drawings, a

chart or a graph.

375

Pre-Writing & Explanatory WritingTypes of Writing. Slide 375

Writing that explains rules or gives instructions is called explanatory writing. Sometimes it is called “how-to” writing. It lists the materials you need, and then gives each step.List the steps in order by number.Use chronology words that tell when to do each step. Some chronology words you can use are first, second, third, next, and finally.Use prepositions like next to, and beside.Give details to help the reader visualize each step.A picture is best for some students to comprehend.

376

Pre-Writing & Persuasive Writing,Types of Writing. Slide 376

Good persuasive writing convinces a reader to think or behave a certain way. This type of writing gives you a chance to express your thoughts and opinions on a topic. The most convincing arguments give facts and reasons to back up the writer’s position. How do you think persuasion is used every day?

• Reviews – A good review by a critic can sway an audience’s opinion about a book, movie, TV show, or play. Do book reports by classmates influence what you choose to read?

• Advertisements – Do advertisements make you want to buy things or attend special events? Try to notice times when your opinion may be swayed by a magazine ad or a TV commercial!

• Editorials – Newspaper editorials can reach a large audience.They often show strong feelings in articles about political events or human interest stories.

377

Pre-Writing & Persuasive WritingTypes of Writing. Slide 377

Tips to strengthen persuasive writing:• Start by summarizing a few important facts.• State your own opinions or feelings.• Use strong verbs to make a point, such as I think, I

believe, or you can, you must, you should.• Use facts to support your opinion.• Express powerful feelings with vivid adjectives, such as

important, serious, or exciting.• Express what you want your audience to do or think in

easy-to-understand language.

378

Pre-Writing & Comparison-ContrastWriting Types. Slide 378

Writing that tells how two things are alike or different. • Topic sentence example: Baseball and soccer have some similarities and

some differences. • Then add sentences describing some of the similarities and differences.• Use comparing words, such as also, like, but, and, in the same way, on the

other hand, conversely, in contrast, Unlike baseball, soccer. . . Or Like baseball, soccer. . .

• Organize facts and ideas logically. For example, if you are comparing baseball and soccer, decide on 3-4 points you want to compare, such as (A) how many players each has, (B) how long the games last, and (C) how points are scored. You can then do all of baseball ABC then all of soccer CBA, or you can do Baseball A Soccer A, Baseball B Soccer B, Baseball C Soccer C. You can use writing that compares for many different purposes—book reports, news stories, science papers, and bicycles. Go to Card

379

Pre-Writing & Personal NarrativeTypes of Writing. Slide 379

• A personal narrative is a true story about something you have experienced. • This type of writing helps you reflect—to look back and recall an experience in

detail. What do you remember most?• What was special or unique about a person or place?• A personal narrative comes to life when you express feelings in your own style.

Use colorful description to help readers see and feel things exactly as you did. No one can tell your story as well as you!

• Make a Plan• A good personal narrative has an order to help readers follow the events.• • Get your audience’s attention with a strong beginning.• • Plan a beginning, middle, and end to your story.• • Use description to help the audience see and feel things as you saw and felt

them.• • Use time-order words such as first, next, afterwards, and finally.

380

Comprehension&Collaboration1 Slide 380

• Engage effectively in collaborative discussions• With various partners on grade level topics• With various partners on grade level texts• With various partners on grade level issues• Learn from others’ ideas• Express own ideas clearly

381

Comprehension&Collaboration1a Slide 381

Read or research material assigned. Prepare yourself to discuss assignments.Refer to explicit evidence on the topic, text, or

issue.Probe ideas under discussion.Reflect on ideas under discussion.

382

Comprehension&Collaboration1b Slide 382

• Follow rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate {sic} views).

• Keep track of progress toward specific goals and deadlines as delineated by teacher.

• Define individual roles in discussions as needed.• See also 383

383

Comprehension&Collaboration1cSlide 383

• Listen carefully to the ideas and comments of others, then synthesize some of those ideas to make new questions related to the inquiry.

• Respond to others’ questions and comments with relevant evidence .

• Respond to others’ questions and comments with relevant observations.

• Respond to others’ questions and comments with relevant ideas .

384

Comprehension&Collaboration1dSlide 384

• Acknowledge new information expressed by others by commenting on the new information.

• Qualify or justify their own views in light of evidence presented by others.

385

Comprehension&Collaboration2Slide 385

Analyze the purpose of information presented in various media.

Evaluate the motives behind such presentation: Are motives related to commercial enterprise?Are motives political?Are motives religious?Are motives related to health?Are motives self-serving?

386

VocabularyAcquisition&UseHighFrequencyContentWords6

• Find high frequency, grade-appropriate, general academic words and phrases in the glossary of your textbooks or bilingual dictionary; write the word and meaning in your Personal Dictionary Of New Words, and learn them.

• If you do not know a word or phrase that is important to comprehension or expression, look it up, write it down, and learn it.

• Slide 386

387

Context Clues, Anyone?*Language of Literature, 6th

• Using the context clues in this text*, try to guess what word goes in the blank.

“One _______ minister from Japan not onlystayed overnight, which was bad enough, butleft his dirty bathwater in the tub for Mama towash out.”Slide 387

388

Context Clues, Anyone?*Language of Literature, 6th

Here is an excerpt. Using context clues, write the missing word in the blank.

*”He walked up to me, handed me an English book, and asked me to read. ‘We are on page 125,’ he said politely. When I heard this, I felt my blood rush to my head; I felt dizzy. ‘Would you like to read?’ he asked _______. I opened the book to page 125. My mouth was dry. My eyes began to water.” {Page 270}

Slide 388

389

Context Clues, Anyone?*Language of Literature, 6th. Slide 389

• Here is an excerpt. Using context clues, write the missing word in the blank.

“Lob!” Shouted a man farther up the beach. “Lob, come here!” But Lob , as if trying to _________ for the surprise he had given her, went on licking the sand off Sandy’s face, wagging his tail so hard while he kept on knocking up more clouds of sand. {Page 450}

390

Context Clues, Anyone?*Language of Literature, 6th. Slide 390

• Here is an excerpt. Using context clues, write the missing word in the blank.

• I didn’t blame them. The language in some of those letters— “Establish whether your disability is one-fourth, one-third, one-half, or total, and ___________ in paragraph 3b below” – would upset anybody. I mean, why can’t the government write English like everybody else? {Page 657}

391

Context Clues, Anyone?*Language of Literature, 6th, Slide 391

Here are the answers. First one = hesitantly.Second one = atone. Third one = substantiate.From context meaning alone, assuming that a person knew all

the other words, a monolingual English speaking person would, in all probability, never conjecture the exact replacements. Is the likelihood of surmising the meaning of an unknown word, when given the word in context, any greater for an ELL? Another, different, primary strategy should be emphasized, such as looking up the word in a bilingual dictionary at once and immediately recording the word and its meaning in the student’s “Personal Dictionary.”

392

WritingStandard1a Slide 392

Introduce your claims Distinguish your claims from alternative or opposingAcknowledge your claims from alternative or opposingOrganize the reasons logically Organize the evidence logically

393

WritingStandard1aArgumentative or Persuasive. Slide 393

• Introduce your claims (e.g., “Chewing gum makes students happier, and therefore they get better grades.”)

• Acknowledge claims from an alternative point of view (e.g., “Although some people say that chewing gum makes no difference in grades, others claim that chewing gum even lowers grade-point-averages {GPA}.”)

• Distinguish claims from an alternative point of view (e.g., “Eight out of ten students say that they are happier and do better on tests when they chew gum.”

• Distinguish claims from an opposing point of view (e.g., “When the GPAs of all the Honor Roll students were examined and the Honor Roll students were asked if they usually chew gum, 92% said that they do.”

• Organize your reasons and your evidence logically.

394

WritingStandard1b. Slide 394

• Support claims with logical reasoning (e.g., “Scientists have shown that chewing gum is relaxing, and a relaxed student does better work.”)

• Support claims with relevant evidence (e.g., “When asked about chewing gum, all valedictorians in a large school district said they chew gum.”)

• Use accurate, credible sources (e.g., “This survey was done by the superintendent of the school district.”)

• Demonstrate an understanding of the topic or text (e.g., be able to tell the main idea in your own words, citing relevant evidence.)

395

WritingStandard1dHow To Write Formally. Slide 395

To establish and maintain a formal style in writing, certain guidelines must obtain. First, written language is more difficult than spoken language. The words you choose when your write should be longer words and less frequently used words than most of what you say every day. Second, passive voice is used more in writing than when speaking, and sentences may be compound, complex, or compound-complex , resulting in more words per sentence. In summary, formal, written English is more difficult. Proceed.

396

WritingStandard1dHow To Write Formally. Slide 396

Most of what you probably say during any given day does not belongin formal writing. Here is some stuff that you need to, like, avoid doingwhen you write formal stuff: stuff, a lot of, things, sort of, kind of, and you can’t use abbreviations, either, or at least you shouldn’t, sodon’t go and use these: can't, doesn't, shouldn't, etc. Some verbshave 2-3 words in them, and you should leave out these: look up,write down, check up on, and so on. Oh, yeah, don’t write etc., but ifyou do, PLEASE do not put & etc. or and etc. • No bullets allowed! (But you can use them in reports.)Are you going to ask me a question in your formal writing? Not unlessyou want a bad grade! Oh, yeah, I almost forgot that you have to spell out some numbers, so don’twrite 2-3, OK? Just write two or three. Proceed to the next card.

397

WritingStandard1dHow To Write Formally. Slide 397

Act like you know what you are doing! Do not write, “A whole lot of people got sick from bad produce last week.” Be exact. Write, “Eighteen people in Baltimore were hospitalized last week with E-coli from eating tainted spinach.”

Do not write, “They moved about a million books from the old library to the new library.”

Write instead, “A gargantuan task, moving the library collection from the old building to the new facility required a crew of 100 and three days’ hard work.”

398

WritingStandard1dHow To Write Formally. Slide 398

• Hedging is a fancy word that describes expressions that leave “wiggle room” in what you write, so that your writing will not become a victim of erroneous information.

• This sentence presumes too much: “The results of the experiment show that eating licorice three times a day will keep everybody from getting the flu.” Instead, hedge your information by using constructions like this: “The results of the experiment look promising; eating licorice three times a day may save some individuals from contracting the flu.” Master this technique; then proceed.

399

WritingStandard1dHow To Write Formally. Slide 399

Writing formally requires you to be responsible for any claims that you make. You must provide evidence which supports your claims. Probably the worst mistake a writer can make is to quote some other texts or sources without a full understanding of what the texts mean. That is worse than wearing one brown shoe and one black shoe to school. Nothing can save you. Be sure you fully understand anything you use. Proceed to the next card.

400

WritingStandard1dHow To Write Formally, A Summary. Slide 400

Yes, longer words.Yes, longer sentences.Yes, passive voice.No, no colloquial expressions.No, no contractions.No, no numbers.Yes, precise words.By all means, yes, hedging. This makes you look good!Never, never use information that you do not fully

understand. DUH!

401

WritingStandard1e Slide 401

• Provide a concluding statement or section that follows from and supports the argument presented.

• Restate the original, explicit statement of the argument, but also summarize the main points of the argument which prove its worth. See Slide 101 for an example of a paragraph with a good concluding statement.

402

WritingStandard2 Slide 402

• Write informative and exploratory texts • Examine a topic • Convey ideas • Convey concepts • Convey information • Do this through selection of relevant content • Organization of relevant content • Analysis of relevant content

403

WritingStandard2a Slide 403

• Introduce a topic clearly • Preview what is to follow • Organize ideas into broader categories• Organize concepts into broader categories• Organize information into broader categories • Include formatting, e.g., headings, graphics, charts,

tables, and multimedia when such embellishments might aid comprehension.

404

WritingStandard2a Slide 404

• Introduce a topic clearly.• (Sample One) An array of reports issued by nationwide

committees of education and interdisciplinary experts point to the highest rate of academic failure experienced this decade for upper elementary, middle, and high school English Learners. (Preventing Long-Term Ls, Calderon, p. 1)

• (Sample Two) Rampant reports of scholarly failure among English language learners abound. (ESL Teacher)

• Say what you are going to write about , plain and simple, and stick to the topic.

405

WritingStandard2b Slide 405

• Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. “Students from twelve countries populate my ESL class, collectively speaking sixteen languages, wanting to learn one more. Representing grades 6, 7, and 8, all arrived last week. A few have fled their homelands; some come seeking fame and fortune (maybe inspired by a lady named Gaga), and others come to join family members already established. Enthusiasm dwarfs trepidation, and I rejoice in my good fortune.”

406

WritingStandard2c Slide 406

• Use appropriate and varied transitions.• Create cohesion. • Clarify the relationships among ideas and concepts.

407

WritingStandard2d Slide 407

• Use precise language and domain-specific vocabulary to inform about or explain the topic.

408

WritingStandard2e Slide 408

Establish and maintain a formal style.101401

409

WritingStandard3 Slide 409

• Write narratives.• Develop real or imagined experiences or

events.• Use effective technique. • Use relevant descriptive details.• Use well-structured event sequences.

410

WritingStandard3a Slide 410

• Engage and orient the reader.• Establish a context.• Establish a point of view. • Introduce a narrator and characters.• Organize an event sequence that unfolds naturally

and logically.

411

WritingStandard3b Slide 411

• Use narrative techniques.• Use dialogue.• Use pacing.• Use description.• Use reflection to develop experiences. • Use reflection to develop events.• Use reflection to develop characters.

412

WritingStandard3c Slide 412

• Use a variety of transition words.• Use a variety of phrases.• Use a variety of clauses to convey sequence.• Use a variety of clauses to signal shifts from one time

frame to another.• Use a variety of clauses to show the relationships

among experiences.• Use a variety of clauses to show the relationships

among events.

413

WritingStandard3d Slide 413

• Use precise words and phrases. • Use relevant descriptive details, and • Use sensory language to capture the action.• Use sensory language to convey experiences. • Use sensory language to convey events.

414

WritingStandard3e Slide 414

• Provide a conclusion that follows from the narrated events or experiences and reflects upon them.

415

WritingStandard4 Slide 415

• Produce clear and coherent writing • in which the development, • organization, and • style • are appropriate to task, • purpose, • and audience.

416

WritingStandard5 Slide 416

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well the purpose and audience have been addressed.

417

WritingStandard6 Slide 417

• Use technology • To produce writing• And publish writing • And present ideas efficiently• As well as to interact with others via the

Internet or other means• And collaborate with others via the Internet

or other means.

418

WritingStandard7 Slide 418

• Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

419

WritingStandard8 Slide 419

• Gather relevant information from multiple print and digital sources;

• Use search terms effectively; • Assess the credibility of each source;• Assess the accuracy of each source; • Quote or paraphrase the data and conclusions of

others • While avoiding plagiarism • And following a standard format for citation.

420

WritingStandard9 Slide 420

• Draw evidence from literary or informational texts to support analysis, reflection, and research.

421

WritingStandard9a Slide 421

• Apply grade 8 reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).

422

WritingStandard9b Slide 422

• Apply grade 8 reading standards to literary non-fiction (e.g., “Delineate and evaluate the arguments and specific claims in a text,

• assessing whether the reasoning is sound and • the evidence is relevant and sufficient; • recognize when irrelevant evidence is introduced”).

423

WritingStandard10 Slide 423

• Write routinely over extended time frames (time for research, reflection, and revision), and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

424

Narrative Dog 1 Slide 424

“Here, Hunter! Here, Boy!” Whistling worked no better. Being my faithful companion, Hunter never strayed far from the farmhouse and barn. I was only ten years old (Hunter about the same), but I knew something was wrong. So did Dad. Slowly maneuvering our old Chevy truck along the three track gravel road, Dad strained to penetrate the cloudy light of dusk to the left, I to the right, searching the deep ditches overgrown with horseweeds and lespedeza, both of us

425

Narrative Dog 2 Slide 425

fearing and dreading what we expected to find.A mile south of the house, Dad pulled intoCharlie Moeller’s lane, backed out, and weheaded back north, going a little faster now,trying to beat the relentless curtain of nightrapidly descending on us. As we passed ourplace, Dad slowed again, now having to shiftdown to third gear as the rapidly evaporating light

426

Narrative Dog 3 Slide 426

threatened to end our search. He hit the brakesand started creeping backwards, “I think I sawhim over here, but I’m not sure. We’ll have toget out and check.” Anxiety muted my hopes as we side-walked down the ditch bank to whereHunter lay like a grub worm folded into himselfin grass now damp. His image was distortedthrough unwelcome tears I blinked away to

427

Narrative Dog 4 Slide 427

examine his left rear leg, swollen and leaking tiny black rivulets where the car had caught hima split second before he cleared the road,probably chasing a rabbit or possum. I put ourheads together and gently rubbed his shoulders,enjoying the smell of his fur as he fixed sadbrown eyes on me and Dad. “Looks like he isgoing to be all right soon as we get that leg

428

Narrative Dog 5 Slide 428

looked at down at Doc’s. Let’s try not to hurt’imany more when we’re gettin’ him up the bankand in the truck. We need to truss’im upwith something.” I quickly unbuttoned my shirtand passed it to Dad so he could bundle Hunterup for the ride to Doc’s. We had to go by thehouse again on the way in, so I asked Dad if itwould hurt anything to stop and get Hunter

429

Narrative Dog 6 Slide 429

his water pan, because no telling how long ithad been since he got hit. Dad said that was agood idea, some water and maybe even alittle bowl of Mom’s chicken soup. We calledDoc, and told him that we were coming in withHunter, who acted a whole lot better with somewarm soup in his belly.

430

Narrative Dog 7 Slide 430

Doc said Hunter was going to be sore, but he’drecover just fine after he splinted up his leg; healso said to keep him in the house as much aspossible for a couple of weeks and feed him allthe chicken soup he wanted. That dog and I atea whole pot the next week, and both of us gotjust about back to normal.

431

WritingStandard4Slide 431

Name the defense mechanisms of three common plants. Defense mechanisms are what plants and animals do in order to stay alive. If a bad person tries to hurt you, your best defense mechanism is to run away. If a rabbit wants to eat a celery plant, the celery plant cannot run away or fight back so that the rabbit does not eat it. Therefore, because they cannot run away, plants have to do other things so animals do not eat them all. A plant, for example, may taste so bad that no animal wants to eat it, so animals leave that plant alone and it grows and makes more plants. Bad taste is a good defense mechanism. Going a step further, some plants, like poison ivy, make animals sick or itchy. Other plants, such as castor beans and certain mushrooms, may have a poison that makes animals and people very sick or even kills them. After a while, animals learn to leave these plants alone. Poison is a good defense mechanism. Still other plants have sharp leaves or needles on them, like a cactus, which hurt animals that try to eat them. Needles and sharp leaves are good defense mechanisms; poison is a good defense mechanism; and bad taste is another defense mechanism that plants may have.

432

WritingStandard5 Slide 432

Clear and coherent writing begins with aconscious awareness of the intended audience.Who is going to read it?Next, what you hope to accomplish with thewriting will usually be one of these: To inform orto describe; to explain cause and effect; tocompare and contrast two entities.

433

Pre-Writing, Comparing and Contrasting Two Entities. Slide 433

Make a circle about the diameter of a cup in the middle of your paper, and write your topic sentence in that circle. Decide what points you wish to compare, and draw that many lines out from the circle. Now draw smaller circles at the end of those lines, and write one of the points of comparison in each of those circles. After that, draw two lines out from each of the smaller circles, and on each of those lines {Go to card 434}

434

Pre-Writing, Comparing and Contrasting Two Entities. Slide 434

write a word or two to complete your prewritinggraphic organizer. When you finish, your graphicorganizer will have your topic sentence in the bigcircle, lines out to smaller circles, and in thesesmaller circles will be Points Of Comparison. Forexample, here is a topic sentence from the bigcircle: “There are some similarities and differencesbetween soccer and baseball.” Then go to one ofyour points of comparison in a small circle,

435

Pre-Writing, Comparing and Contrasting Two Entities. Slide 435

which could be “Number of players;” now, drawone line out from the “Number of Players” circle,and write “Baseball = 9,” and then another line forsoccer, and write “Soccer = 11.” This isa difference, not a similarity, and the sentencemight look like this: “While a baseball teamrequires nine players, a soccer team requireseleven.” Now you can go to another small circle,which might be how points are scored. {next slide}

436

Pre-Writing, Comparing and Contrasting Two Entities. Slide 436

Going to another point of comparison, in a smallcircle, we might mention how points are scored.That is another difference, so our diction shouldreflect or imply that. “In soccer, a goal is scoredwhen the ball completely enters the opponents’goal. In contrast, a point is scored in baseball whena runner touches home plate after rounding thebases, or when the batter hits the ball over theoutfield fence.” {For a similarity, see card 437.}

437

Pre-Writing, Comparing and Contrasting Two Entities. Slide 437

The third small circle might mention where thegames are played. “Though it seems the twosports are disparate, both are usually playedoutdoors in large stadium settings withthousands of spectators.”

438

Pre-Writing, Comparing and Contrasting Two Entities, Arranged AB AB CC. Slide 438

There are some similarities and differences betweensoccer and baseball. While a baseball team requires nineplayers, a soccer team requires eleven. In soccer, a goal isscored when the ball completely enters the opponents’goal. In contrast, a point is scored in baseball when arunner touches home plate after rounding the bases, orwhen the batter hits the ball over the outfield fence.Though it seems the two sports are disparate, both areusually played outdoors in large stadium settings withthousands of spectators. These are some of the differencesand few similarities between soccer and baseball.

439

Pre-Writing, Comparing and Contrasting Two Entities Arranged AA BB CC. Slide 439

There are some similarities and differences betweensoccer and baseball. A baseball team requires nine players, and a pointis scored two ways in baseball; first, when a runner touches homeplate after rounding the bases, or second, when a batter hits theball over the outfield fence. In contrast, a goal is only scored in soccerwhen the ball completely enters the opponents’ goal. Also, a soccerteam requires eleven players instead of nine on the field. Although itseems the two sports are disparate, both are usually played outdoorsin large stadium settings with thousands of spectators, but around theworld the number of soccer fans far exceeds the number of baseballfans. These are some of the differences and few similarities between soccer and baseball.

440

WritingStandard9a Slide 440

Apply grade level reading standards to literature.For example, analyze how a modern work of fiction draws on themes, patterns of events, or charactertypes from myths, traditional stories, or religious workssuch as the Bible. Describe how the theme from archetypalworks, such as good versus evil, is presented in a modernform. Examples can be found in most New York Times BestSellers sections, movies, or more traditional literature.Also, review cards 41-43, 53, 63, 64 about themes.

441

Reading Informational TextsSlide 441

There is a difference between reading literature and reading science, social studies, and other informational texts. For example, in a short story you will find a plot with a main character. On the other hand, in an informational text about tornadoes, there is no character at all, and no plot. There is no dialog in an informational text. How, then, can you study informational texts? See the next slide.

442

Reading Informational TextsSlide 442

Because you are reading for information, you need to know what the important words are in the text; the meaning of many words may be discovered by using the other words around it, and we call that using context clues. Asking another student is a good way to learn what a word means, too. After you try those two strategies, and you still do not know the meaning of a word, you will need to look it up in a dictionary or in the glossary of the book.

443

Reading Informational TextsSlide 443

Teachers can also provide translations or definitions and explicitly practice new words with students; some studies claim that it requires 10-12 repetitions to imprint new vocabulary words. Various strategies and activities can be found and used to accomplish this.

Let’s take a look at an informational text on “Tornadoes,” and how we might best study it. Go to the next slide.

444

Tornado-TornadoesSlide 444

A tornado is a rotating wind phenomenon, likecyclones and hurricanes. Speed of the rotating,funnel-shaped cloud in a tornado can be up to 300miles per hour, and it usually has a diameter on theground of a mile or less. It moves across the groundat less than 40 miles per hour, and generally travels15 miles or less before dissipating. Compared tohurricanes and cyclones, {Go to next slide}

445

Tornado-TornadoesSlide 445

tornadoes last only a short time and cover a much smaller geographical area; nevertheless,tornadoes are an extremely destructive forceand routinely lift and carry houses off theirfoundations, throw trains off their rails, andtrucks and cars off roads. Roofs may be lifted offhouses and blown away, or the houses themselvesmay be completely blown away in pieces so thatthere is nothing left except the foundations.

446

Tornado-TornadoesSlide 446

When tornadoes occur at night and people aresleeping, there is no chance of warning them ofimpending danger, and so more fatalities andinjuries occur at night. Although hurricanes andcyclones dwarf tornadoes, tornadoes are muchmore numerous, and can be just as deadly.For ideas on how to proceed with comprehension ofinformational texts, go to the next slide.

447

Tornado-TornadoesSlide 447

Do echo reading X 3 to practice and imprint words.Do choral reading X2 to continue fluency.Teach new vocabulary words, before, during and after readings.Students write five questions and answers usingwords found in the text itself.Ask questions to a peer and practice answeringthem. Trade roles and answer peer’s questions.

448

Break Down Tornado TextSlide 448

Step One: Determine a theme, central idea, or main idea of a text: Main idea is that tornadoes are very dangerous, destroying property and killing people.

Step Two: Analyze its development over the course of the text: Speed of rotating winds can be up to 300 mph. Travels across ground at about 40 mph. Diameter of tornado on ground is less than a mile. Deadliest when it occurs at night.

449

Break Down Tornado TextSlide 449

What is relationship of main idea to supporting ideas? Text compares hurricanes, cyclones, and tornadoes, and provides a good physical description of a tornado.

Provide an objective summary of the text. Tornadoes are funnel-shaped clouds of rotating winds that can reach speeds of 300 mph. Tornadoes can blow away your house, your car, and you in a second or two.

450

Summary Of Informational Text Comprehension Slide 450

Echo Reading X 3, then Choral Reading X 2.Use other strategies to aid comprehension.Write down the main, central idea or theme (tellwhat it is about).Write down the supporting ideas anddescriptions.Find and practice the meanings of all words toImprint them.

451

Some Lexile Titles 660L-790L, Slide 451

660L Holes670L Number The Stars670L The Girl Who Loved Wild Horses710L The Friends730L The Apprentice760L Walk Two Moons770L The Giver790L Flour Babies

452

Some Lexile Titles 800L-930L, Slide 452

800L Scooter800L Homeless Bird820L Maniac Magee860L Julie Of The Wolves870L The View From Saturday880L Her Stories920L Talking with Artists930L The Golden Compass

453

Some Lexile Titles 920L-1000L, Slide 453

940 L All The Pretty Horses950L Bud, Not Buddy960L The Samurai’s Tale970L Leon’s Story 1000L Parrot in the Oven, Mi Vida1000L Island of the Blue Dolphins

454

Some Lexile Titles 1030L-1200L, Slide 454

1030L Adam of the Road; Now Is Your Time1070L All Things Bright and Beautiful1090L Amos Fortune, Free Man 1100L Eleanor Roosevelt, A Life of Discovery1120L Gutsy Girls: Young Women Who Dare1130L Abigail Adams: Witness To A Revolution1160L The Pickwick Papers1200L The Trumpeter of Krakow

455

Research1Slide 455

http://children.webmd.com/news/20090423/math-plus-chewing-gum-equals-better-grades

The Internet address above presents one side of the To-Chew-Gum or Not-To-Chew-Gum debate (Copy and paste to browser search—not a link). It appeared with a search using “Chewing gum promotes better grades.” The research was underwritten by Wrigley. . .

456

Research2

• Use search terms effectively.• Gather relevant information from multiple print

and digital sources. • Assess the credibility and accuracy of each source. • Quote or paraphrase the data. • Quote or paraphrase the conclusions of others. • Avoid plagiarism. • Follow a standard format for citation. Slide 456

457

Conditional Sentences Slide 457“I would IF I could. . .”

IF it would rain I could plant my corn.She would go IF she didn’t have so much work to

do.IF he would bring my bicycle back, I would go for

a long ride right now.They would be glad to help you IF they didn’t

have to go to the dentist.It would be better IF you called school yourself.

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Subjunctive SentencesSlide 458

He suggested that she consult a lawyer about that.If I were the boss, I would not allow him to leave

early.If my grandmother were alive, she would be proud

of me.We would go if we could, but we can’t.If my mother were president, things would be

better.

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Modern Works, Biblical Or Other Themes Slide 459

http://people.cas.sc.edu/rhodescm/relge491b2cr.htmlThe address above offers excellent comments and ideas about how

modern film and written works such as best-selling novels are often related to biblical themes. “Contemporary authors, such as Stephen King, Danielle Steele, Tom Harris, Mary Higgins Clark, Pat Conroy, John Grisham, Judith Krantz, David Baldacci, Toni Morrison, Jo Ann Ross, Alan Folsom, Tom Clancy, Sidney Sheldon, Nicholas Sparks, Alice Sebold, and Patricia Cornwell, have more in common than the fact that they are best selling authors. They join the ranks of authors from the past and present who use religious themes in their works. Some popular novelists make extensive use of Biblical stories, themes, images, symbols, and phrases.” Excerpts from Dr. Cheryl B. Rhodes, Professor, U. of South Carolina.

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