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1 https://www. google. com/search
TUESDAY READING AND WRITING WEDNESDAY VOCABULARY THURSDAY ASSESSMENTS: VOCABULARY AND DEW FRIDAY ASSESSMENT DEAR MONDAY LITERATURE HOMEWORK PREVIOUS NEXT TABLE OF CONTENTS Week Week 25 Semana Semana 25 English I / ESOL English III – IV February: 2-1 2-8 2-15 2-22 Scaffold and Spiraled Lessons andamio y en espiral lecciones Self- Edit Uno mismo – edición, Peer- Edit par – edición, Teacher Edit maestro edición Hearts and Lace cordón copas TRANSLATE TEKS AND FOCUS

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3 TABLE OF CONTENTS

4 NEWSPAPER AND MAGAZINE
WEDNESDAY VOCABULARY FRIDAY ASSESSMENT DEAR MONDAY LITERATURE TUESDAY READING AND WRITING THURSDAY ASSESSMENTS: VOCABULARY AND DEW HOMEWORK PREVIOUS NEXT TABLE OF CONTENTS NEWSPAPER Choices Magazine Online periódico 1. Describe the cover page. 2. Choose one article. 3. Read it using the reading strategies. 4. Answer the questions or participate in the activity on the Scholastic Choices Magazine site for that article: 5. Turn this in by Friday. You may use this for WEDNESDAY through Friday: “Newspaper” assignments Describir la portada. Elija un artículo. Lea usando las estrategias de lectura. Responda a las preguntas o participar en la actividad en el sitio Revista opciones para ese artículo. Gire esto en el viernes de cada semana. Usted puede usar esto para una de las asignaciones de " diario". NEWSPAPER AND MAGAZINE Assignment For Choices Magazine

5 Newspaper PREVIOUS NEXT
WEDNESDAY VOCABULARY THURSDAY ASSESSMENTS: VOCABULARY AND DEW FRIDAY ASSESSMENT DEAR MONDAY LITERATURE TUESDAY READING AND WRITING HOMEWORK PREVIOUS NEXT TABLE OF CONTENTS This week, use your newspaper activity and add this step. Find the grammar examples and : for the week in the article you chose to read. Microsoft® Translator Esta semana, utilice su actividad diario y añadir este paso. Encontrar los ejemplos de gramática y: para la semana en el artículo que ha elegido leer. Encuentra 10 nombres, 10 verbos , 10 adjetivos y adverbios ; 10 Escribe las únicas en las paredes de palabras Find 10 nouns, 10 verbs, 10 adjectives, and 10 adverbs; Write unique words on the walls. Newspaper

6 ANALYZE THIS PREVIOUS NEXT
WEDNESDAY VOCABULARY FRIDAY ASSESSMENT DEAR MONDAY LITERATURE TUESDAY READING AND WRITING THURSDAY ASSESSMENTS: VOCABULARY AND DEW HOMEWORK PREVIOUS NEXT TABLE OF CONTENTS ANALYZE THIS If you do well on this assignment, you will not have the remainder of the homework for the Newspaper. 1. TITLE: ________________________________ 2. Using your strategies read 3. Using complete sentences, write three ideas that you noticed while reading. Add your own “diction/voice/tone.” Do not copy the information. Usando sus estrategias leen El uso de oraciones completas , escribir tres ideas que usted notado durante la lectura. Añada su propia " dicción / voz / tono. " No copie la información 4. Find three sentences in your reading that support the ideas above. “_______” Encuentra tres frases en ____________ que apoyan las ideas anteriores . " _____" _____________________________________________________________________ 5. What did you think or feel about the passage? ¿Qué es lo que usted piensa o siente sobre el tema?

7 ASIGNACIÓN PREVIOUS NEXT TUESDAY READING AND WRITING HOMEWORK
WEDNESDAY VOCABULARY FRIDAY ASSESSMENT DEAR MONDAY LITERATURE TUESDAY READING AND WRITING THURSDAY ASSESSMENTS: VOCABULARY AND DEW HOMEWORK PREVIOUS NEXT TABLE OF CONTENTS ASIGNACIÓN Si lo haces bien en esta tarea, que no tendrá el resto de la tarea para el periódico. Utilizar el proceso de escritura para componer un ensayo argumentativo utilizando una variedad de técnicas literarias. Utilizar habilidades de hablantes eficaces para presentar su argumento de la clase o un pequeño grupo. Aplicaciones de aprendizaje: Análisis de literatura / lista de verificación: Considerar la: finalidad y caracteres del autor: punto de vista el tono tema imágenes de lenguaje figurado 2. Pre – escritura: (lluvia de ideas: escribir todas palabras usted puede pensar de la. Utilice las categorías para pensar en palabras. ) La categorización (¿quién? ¿Qué? ¿Donde? ¿Cuando? ¿Por qué? ¿Cómo? ¿Sentidos? ¿Las emociones? ¿Otros? ) Escritura de la hoja burbuja 3. peer conferencias y uso el par Editar lista no escriba en papeles del autor intercambiar papeles y analizar entre sí es escritura utilice la hoja de análisis: Análisis de lista de verificación durante la revisión y edición. 4. Un creo que en voz alta: identificar y subrayar el ambiente de las técnicas literarias específicas. analizar los efectos en el poema. 5. mañana se le presente su argumento: aquí están algunas pautas: presentaciones efectivas deben incluir: • Contacto visual • hablar tarifa (p. ej. pausas de efecto) • volumen • enunciación determinados gestos • convenciones del lenguaje

8 PREVIOUS NEXT TUESDAY READING AND WRITING HOMEWORK FRIDAY
WEDNESDAY VOCABULARY THURSDAY ASSESSMENTS: VOCABULARY AND DEW FRIDAY ASSESSMENT DEAR MONDAY LITERATURE TUESDAY READING AND WRITING HOMEWORK PREVIOUS NEXT TABLE OF CONTENTS

9 Retelling Strategies PREVIOUS NEXT TUESDAY READING AND WRITING
WEDNESDAY VOCABULARY THURSDAY ASSESSMENTS: VOCABULARY AND DEW FRIDAY ASSESSMENT DEAR MONDAY LITERATURE TUESDAY READING AND WRITING HOMEWORK PREVIOUS NEXT TABLE OF CONTENTS Retelling Strategies

10 Analyze ANALIZAR PREVIOUS NEXT TUESDAY READING AND WRITING HOMEWORK
WEDNESDAY VOCABULARY THURSDAY ASSESSMENTS: VOCABULARY AND DEW FRIDAY ASSESSMENT DEAR MONDAY LITERATURE TUESDAY READING AND WRITING HOMEWORK PREVIOUS NEXT TABLE OF CONTENTS ANALYZE (Level 4) Differentiating, organizing, attributing Discuss the pros and cons of __________. How can you classify ________ according to _________? How can you compare the different parts of _________? How can you sort the parts of _________? How is _________ connected to _________? How would you explain _________? What are the advantages and disadvantages of _________? What can you infer _________? What can you point out about _________? What evidence in the text can you find that _________? What explanation do you have for _________? What ideas support/validate_________? What is the problem with _________? What is your analysis of _________? Why do you think _________? ANALIZAR (Nivel 4 ) Diferenciar , organización, atribuyendo Discuta los pros y los contras de _________. ¿Cómo se puede clasificar de acuerdo a ___? ¿Cómo se puede comparar las diferentes partes de _________ ? ¿Cómo se puede ordenar las partes de ____? ¿Cómo se conecta a _________ _________ ? ¿Cómo explicaría _________ ? ¿Cuáles son las ventajas y desventajas de _ ? ¿Qué se puede inferir _________ ? ¿Qué se puede señalar sobre _________ ? ¿Qué evidencia en el texto se puede encontrar que _________ ? ¿Qué explicación le darías a _________ ? ¿Qué ideas apoyan / valídate _________ ? ¿Cuál es el problema con _________ ? ¿Cuál es su análisis de _________ ? Por qué piensas _________?

11 Evaluate EVALUAR ¿ (Nivel 5 ) comprobación PREVIOUS NEXT
WEDNESDAY VOCABULARY THURSDAY ASSESSMENTS: VOCABULARY AND DEW FRIDAY ASSESSMENT DEAR MONDAY LITERATURE TUESDAY READING AND WRITING HOMEWORK PREVIOUS NEXT TABLE OF CONTENTS (Level 5) Checking and critiquing Create a poem/riddle/song that explains_? Devise a way to_____? How would you compile the facts for__? How would you elaborate on the reason_? How would you generate a plan to_? How would you improve_________? How would you portray_________? Predict the outcome if _________? What alternative would you suggest for_? What changes would you make to revise__? What could you invent_________? What facts can you gather_____? What would happen if _________? ¿ (Nivel 5 ) comprobación Crear y criticar un poema / enigma / canción explica ___ ? ¿ Idear Una forma to___ ? ¿Como se Compila el de __ de Hechos? ¿Como elaborar en la razón ___ ? ¿Como generas to___ plan de la ONU? ¿Como podría Usted mejorar ___ ? ¿Como podría Usted retratar ___ ? ¿Predecir el resultado m SI ___ ? ¿Que Alternativa le sugerimos para __? ¿ Qué Cambios Haría Usted una revisión _ ? ¿ Qué PUEDE inventar ___ ? ¿ Qué pueden Hechos Usted reunir_? ¿ Qué pasaría si ___ ?

12 Create PREVIOUS NEXT TUESDAY READING AND WRITING HOMEWORK
WEDNESDAY VOCABULARY THURSDAY ASSESSMENTS: VOCABULARY AND DEW FRIDAY ASSESSMENT DEAR MONDAY LITERATURE TUESDAY READING AND WRITING HOMEWORK PREVIOUS NEXT TABLE OF CONTENTS Create (Level 6) Generating, planning, producing Determine the value of _____. How could you verify_________? How would you determine which facts__________? How would you grade_________? Rank the importance of ______. Rate the _________. Explain your rating. What choice would you have made_________? Explain your reasoning. What criteria would you use to assess_________? What data was used to evaluate_________? What information would you use to prioritize_________? What is the most important_________? Tell why. What is your favorite_________? Why? What would you suggest_________? What is your opinion of _________? Support your response. Microsoft® Translator (nivel 6) generación, planificación, producción Determine el valor de ___. ¿Cómo podría usted verifica___? ¿Cómo se determina qué facas___? ¿Cómo podría usted grade___? La importancia de la ___ de la fila. Tarifa de la ___. Explicar su voto. ¿Qué opción le tienen nade___? Explique su razonamiento. ¿Qué criterios utilizas para ascesis___? ¿Qué datos se utilizaron para evalúate___? ¿Qué información se utiliza para prioritize___? ¿Qué es la importante___ más? Dígale por qué. ¿Cuál es tu favorita___? ¿Por qué? ¿Qué le surges___? ¿Cuál es tu opinión de ___? Apoyar su respuesta.

13 Answer Recall Memoria PREVIOUS NEXT Recall
WEDNESDAY VOCABULARY FRIDAY ASSESSMENT DEAR MONDAY LITERATURE TUESDAY READING AND WRITING THURSDAY ASSESSMENTS: VOCABULARY AND DEW HOMEWORK PREVIOUS NEXT TABLE OF CONTENTS Answer Recall Memoria Recall Note: Any question becomes a recall question if the answer has already been explicitly provided to the student in class or in the text. When did the Grandfather’s birthday take place? List the verbs in the story “Sweet Clara’s Freedom Quilt.” Define the term Poetry. What is a Poem? Who did Limericks? Name your favorite poem. Microsoft® Translator Memoria Nota: Cualquier pregunta se convierte en una cuestión de memoria si la respuesta ya ha sido proporcionada explícitamente al estudiante en clase o en el texto. ¿Cuando se celebran cumpleaños del abuelo? Lista de los verbos en el cuento "De Clara dulce libertad colcha." Definir el término poesía. ¿Qué es un poema? ¿Que hizo Limerick? Nombre de su poema favorito.

14 Monday – 01-25-2016 el humor humor, mood, spirits, temper,
TABLE OF CONTENTS Get your folders and spirals, overview of week DAILY WORK, Homework: LIBRARY BOOK: Reading Journal/ANSWER 1 evaluate READING : NEWS PAPER/Choices Magazine: ANALYSE THIS setting effects on characterization, author’s purpose Warm-up 10 MIN FINISH -> COMBINE AND CORRECT SENTENCES FREQUENTLY USED WORDS – LOOK OVER your WORDS identify and use the subjunctive mood to express doubts, wishes, and possibilities.[17B]: 3. context clues -> 30 Minutes. Test taking READING STRATEGIES: EXIT TICKET: test strategies demonstrated with reading questions Consiga sus carpetas y espirales, vista general de la semana TRABAJO DIARIO, Deberes: LIBRO BIBLIOTECA: Diario de Lectura / RESPUESTA 1 Evaluar LECTURA: NOTICIAS DE PAPEL / revista Opciones: ANALIZAR EL establecer los efectos sobre la caracterización, el propósito del autor Calentamiento 10 MIN ACABADO -> COMBINAR Y SENTENCIAS CORRECTO PALABRAS MÁS FRECUENTES USADO - Mire sobre su PALABRAS identificar y utilizar el modo subjuntivo para expresar dudas, deseos y posibilidades [17B].: 3. claves de contexto -> entrepreneur.com/article/236497 amanet.org/training/articles/The-Three-Elements-of-Persuasion.aspx 30 minutos. Prueba ESTRATEGIAS toma de lectura: SALIDA DE ENTRADAS: estrategias de prueba demostraron con preguntas de lectura el humor humor, mood,  spirits, temper,  cheer, spirit modo mode, way,  manner, line,  kind, mood talante mood, will la disposición de ánimo mood capricho whim, caprice, fancy, quirk,  freak, mood

15 Tuesday 1-26-2016 martes TABLE OF CONTENTS
Get your folders and spirals, overview of Consiga sus carpetas y espirales, vista general de la semana de trabajo diario, week DAILY WORK, Homework: Deberes: LIBRARY BOOK: Reading Journal/ANSWER 1 evaluate LIBRO BIBLIOTECA: Diario de Lectura / RESPUESTA 1 Evaluar READING : NEWS PAPER/Choices Magazine: ANALYSE THIS LECTURA: NOTICIAS DE PAPEL / revista Opciones: setting effects on characterization, ANALIZAR EL author’s purpose establecer los efectos sobre la caracterización, el propósito del autor Warm-up 10 MIN FINISH -> directions to COMBINE AND CORRECT SENTENCES Calentamiento 10 MIN ACABADO -> FREQUENTLY USED WORDS – LOOK OVER your WORDS identify and use the subjunctive mood to express doubts, wishes, and possibilities.[17B]: direcciones a: información para COMBINAR Y SENTENCIAS CORRECTO PALABRAS MÁS FRECUENTES USADO - Mire sobre su PALABRAS identificar y utilizar el modo subjuntivo para expresar dudas, deseos y posibilidades [17B]: context clues -> claves de contexto -> CON LA SRA. MOORE -> WITH MRS. MOORE -> YESTERDAY: READING STRATEGIES: ESTRATEGIAS DE LECTURA: AYER: Today: Writing Strategies Estrategias de escritura: Hoy Tomorrow: VOCABULARY SKILLS Mañana: vocabulario 30 Minutes. Test taking READING STRATEGIES: 30 minutos. Prueba ESTRATEGIAS toma de lectura: EXIT TICKET: test strategies demonstrated SALIDA DE ENTRADAS: estrategias de prueba demostraron with reading questions con preguntas de lectura TABLE OF CONTENTS

16 TABLE OF CONTENTS Consiga sus carpetas y espirales, vista general de la semana de trabajo diario, Deberes: LIBRO BIBLIOTECA: Diario de Lectura / RESPUESTA 1 Evaluar LECTURA: NOTICIAS DE PAPEL / revista Opciones: ANALIZAR EL establecer los efectos sobre la caracterización, el propósito del autor Calentamiento 10 MIN ACABADO -> 10 minutos. Calentar: direcciones a: información para terminar el gráfico, gráfica, el estado de ánimo COMBINAR Y SENTENCIAS CORRECTO PALABRAS MÁS FRECUENTES USADO - Mire sobre su PALABRAS identificar y utilizar el modo subjuntivo para expresar dudas, deseos y posibilidades [17B]: claves de contexto -> CON LA SRA. MOORE -> AYER: 30 minutos. ESTRATEGIAS DE LECTURA: Discurso de Gettysburg La vida de Abraham Lincoln Hoy:. Comparar y contrastar identificar y utilizar el modo subjuntivo para expresar dudas, deseos y posibilidades [17B]: 1. 20 min: Leer: gracia / leer y ver: Romeo y Julieta y tomar notas 2. COMPARAR LECTURA / CANTO A VERDADERA HISTORIA EN ITALIA: desgarradora historia. Una tragedia llorosa. [FULL HD] 10 MIN: Y este artículo marido y mujer en Padua Mañana: Crear una pronta respuesta a la imagen del viejo marinero y el muchacho - Haga que el viejo marinero decirle al niño acerca de una tragedia. Puede ser un cuento popular que ha oído. Tiene que ser en sus propias palabras. SALIDA DE ENTRADAS: Gráfico y Respondido  preguntas de lectura identificar y utilizar el modo subjuntivo para expresar dudas, deseos y posibilidades [17B].: ******* ******* ******* ******* ******* ******* ******* *****

17 Wednesday 1-27-2016 TABLE OF CONTENTS
Get your folders and spirals, overview of Consiga sus carpetas y espirales, descripción de week DAILY WORK, semana de trabajo diario, Homework: Deberes: LIBRARY BOOK: Reading Journal/ANSWER 1 evaluate LIBRO BIBLIOTECA: Diario de Lectura / RESPUESTA 1 Evaluar READING : NEWS PAPER/Choices Magazine: LECTURA: NOTICIAS DE PAPEL / revista Opciones: ANALYSE THIS ANALIZAR EL setting effects on characterization, establecer los efectos sobre la caracterización, author’s purpose el propósito del autor Warm-up 10 MIN FINISH -> Calentamiento 10 MIN ACABADO -> directions to COMBINE AND CORRECT SENTENCES FREQUENTLY USED WORDS – LOOK OVER your WORDS identify and use the subjunctive mood to express doubts, wishes, and possibilities.[17B]: direcciones de combinar y frases correctas PALABRAS MÁS FRECUENTES USADO - Mire sobre su PALABRAS identificar y utilizar el modo subjuntivo para expresar dudas, deseos y posibilidades [17B]: context clues -> claves de contexto -> WITH MRS. MOORE -> YESTERDAY: Writing Strategies: PERSUASION Today: VOCABLARY BUILDING CON LA SRA. MOORE -> Tomorrow: READING AND WRITING STRATEGIES AYER: Estrategias de escritura: Persuasión Hoy: VOCABLARY EDIFICIO 30 Minutes. Test taking READING STRATEGIES: Mañana: LECTURA Y ESCRITURA ESTRATEGIAS EXIT TICKET: test strategies VOCABULARY STATEGIES INCLUDED 30 minutos. Prueba ESTRATEGIAS toma de lectura: BILLETE DE SALIDA: prueba estrategias de vocabulario INCLUIDOS

18 miércoles 1-27-2016 TABLE OF CONTENTS
Mira el gabinete. ¿Que estamos haciendo hoy? Consiga sus carpetas y espirales, vista general de la semana de trabajo diario, Deberes: LIBRO BIBLIOTECA: Diario de Lectura / RESPUESTA 1 Evaluar LECTURA: NOTICIAS DE PAPEL / revista Opciones: ANALIZAR EL establecer los efectos sobre la caracterización, el propósito del autor Calentamiento 10 MIN ACABADO -> 1. Calentar: direcciones a: información para terminar el gráfico, gráfica, el estado de ánimo 2. COMBINAR Y SENTENCIAS CORRECTO 3. PALABRAS MÁS FRECUENTES USADO - Mire sobre su PALABRAS identificar y utilizar el modo subjuntivo para expresar dudas, deseos y posibilidades [17B]: 4. claves de contexto -> ( 5. Discurso de Gettysburg, La vida de Abraham Lincoln: 25 minutos. Trabajar con la señora Moore: Ayer: Leer dirección de Gettysburg; Hoy vamos a repasar el propósito del autor en cada una de las piezas de la escritura Las palabras en las descripciones [juego de palabra]: Crear una respuesta a la imagen del viejo marinero y el muchacho - Haga que el viejo marinero decirle al niño acerca de una tragedia. Puede ser un cuento popular que ha oído. Tiene que ser en sus propias palabras. Mañana: Vocabulario y escribir evaluaciones Extra: Juego de conexión, VER JUEGOS CARPETA S137 JUEGO S19 Debido Viernes: DUE

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Thursday TABLE OF CONTENTS Look at the cabinet. What are we doing today? Mira el gabinete. ¿Que estamos haciendo hoy? Consiga sus carpetas y espirales, vista general de la semana de trabajo diario, Get your folders and spirals, overview of week DAILY WORK, Deberes: Homework: LIBRO BIBLIOTECA: Diario de Lectura / RESPUESTA 1 Evaluar LIBRARY BOOK: Reading Journal/ANSWER 1 evaluate READING : NEWS PAPER/Choices Magazine: LECTURA: NOTICIAS DE PAPEL / revista Opciones: ANALYSE THIS ANALIZAR EL setting effects on characterization, establecer los efectos sobre la caracterización, author’s purpose el propósito del autor Warm-up 10 MIN FINISH -> directions to: information to finish the graph, graph, mood Calentamiento 10 MIN ACABADO -> 1. direcciones a: información para terminar el gráfico, gráfica, el estado de ánimo COMBINE AND CORRECT SENTENCES FREQUENTLY USED WORDS – LOOK OVER your WORDS identify and use the subjunctive mood to express doubts, wishes, and possibilities.[17B]: 2. COMBINAR Y SENTENCIAS CORRECTO 3. PALABRAS MÁS FRECUENTES USADO - Mire sobre su PALABRAS identificar y utilizar el modo subjuntivo para expresar dudas, deseos y posibilidades [17B]: context clues -> 4. claves de contexto -> ( ******* ******* ******* ******* ******* Trabajar con la señora Moore: Work with Mrs. Moore : Yesterday: VOCABLARY BUILDING Ayer: VOCABLARY EDIFICIO Today : READING AND WRITING STRATEGIES Hoy: leer y escribir ESTRATEGIAS Tomorrow: ASSESSMENT Mañana: EVALUACIÓN translate

20 jueves TABLE OF CONTENTS Deberes: LIBRO BIBLIOTECA: Diario de Lectura / RESPUESTA 1 Evaluar el establecimiento de los efectos sobre la caracterización, el propósito del autor LECTURA: NOTICIAS DE PAPEL / revista Opciones: Parafraseando Crear: verso pentámetro yámbico ******* ******* ******* ******* ******* ******* ******* * **** ESTE DIA: 5min - CALENTAMIENTO: VOCABULARIO COMENTARIO 15 MIN: evaluación del vocabulario; pre-escritura y la pronta respuesta Terminar el trabajo para esta semana Si terminado: Añadir a tu libro de poesía crean: pentámetro yámbico analizar la influencia de la literatura mítica, clásica y tradicional en la literatura 20 y 21 siglo. [2B] demostrar familiaridad con las obras de autores de no habla Inglés tradiciones literarias, con énfasis en la literatura clásica. [5D] usar y entender la función de los siguientes elementos gramaticales en el contexto de la lectura, escritura y habla oraciones de relativo restrictivas y no restrictivas

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FRIDAY TABLE OF CONTENTS Look at the cabinet. What are we doing today? Mira el gabinete. ¿Que estamos haciendo hoy? Consiga sus carpetas y espirales, vista Get your folders and spirals, overview of week DAILY WORK, general de la semana de trabajo diario, Deberes: Homework: LIBRO BIBLIOTECA: Diario de Lectura / RESPUESTA 1 Evaluar LIBRARY BOOK: Reading Journal/ANSWER 1 evaluate LECTURA: NOTICIAS DE PAPEL / revista Opciones: READING : NEWS PAPER/Choices Magazine: ANALIZAR EL ANALYSE THIS establecer los efectos sobre la caracterización, setting effects on characterization, author’s purpose el propósito del autor Warm-up 10 MIN FINISH -> Calentamiento 10 MIN ACABADO -> COMBINE AND CORRECT SENTENCES 1. COMBINAR Y SENTENCIAS CORRECTO FREQUENTLY USED WORDS – LOOK OVER your WORDS identify and use the subjunctive mood to express doubts, wishes, and possibilities.[17B]: 2. PALABRAS MÁS FRECUENTES USADO - Mire sobre su PALABRAS identificar y utilizar el modo subjuntivo para expresar dudas, deseos y posibilidades [17B]: context clues -> 3. claves de contexto -> ( ******* ******* ******* ******* **** Trabajar con la señora Moore: Work with Mrs. Moore : Ayer: LECTURA Y ESCRITURA ESTRATEGIAS Yesterday: READING AND WRITING STRATEGIES Today : ASSESSMENT Hoy: EVALUACIÓN Monday: READING STRATEGIES Lunes: ESTRATEGIAS DE LECTURA

22 Viernes 1-29-2016 TABLE OF CONTENTS
Mira el gabinete. ¿Que estamos haciendo hoy? Consiga sus carpetas y espirales, vista general de la semana de trabajo diario, Deberes: LIBRO BIBLIOTECA: Diario de Lectura / RESPUESTA 1 Evaluar LECTURA: NOTICIAS DE PAPEL / revista Opciones: ANALIZAR EL establecer los efectos sobre la caracterización, el propósito del autor Calentamiento 10 MIN ACABADO -> direcciones a: información para terminar el gráfico, gráfica, el estado de ánimo COMBINAR Y SENTENCIAS CORRECTO PALABRAS MÁS FRECUENTES USADO - Mire sobre su PALABRAS identificar y utilizar el modo subjuntivo para expresar dudas, deseos y posibilidades [17B]: claves de contexto -> ( La vida de la dirección de Gettysburg de Abraham Lincoln: Brainstorm Actividad Evaluación de vocabulario y escritura Actividad ******* ******* ******* ******* ******* ******* ******* * **** Trabajar con la señora Moore: Ayer: Vocabulario y escritura evaluaciones Hoy:: lectura evaluación Lunes: Predecir Extra: Juego de conexión, VER JUEGOS CARPETA S137 JUEGO S19 Añadir a tu libro de poesía crean: pentámetro yámbico

23 MONDAY READING PASSAGES
WEDNESDAY VOCABULARY MONDAY LITERATURE TUESDAY READING AND WRITING THURSDAY ASSESSMENTS: VOCABULARY AND DEW FRIDAY ASSESSMENT DEAR HOMEWORK PREVIOUS NEXT TABLE OF CONTENTS MONDAY READING PASSAGES TEST TAKING STRATEGIES READING STRATEGIES PRACTICE

24 READING HEARING THE SWEETEST SONG

25 END ZONE PREVIOUS NEXT END ZONE TO END ZONE
WEDNESDAY VOCABULARY FRIDAY ASSESSMENT DEAR MONDAY LITERATURE TUESDAY READING AND WRITING THURSDAY ASSESSMENTS: VOCABULARY AND DEW HOMEWORK PREVIOUS NEXT TABLE OF CONTENTS END ZONE TO END ZONE Reading Strategies to help you comprehend what you’re reading. Estrategias de lectura para ayudarle a comprender lo que lees. Resalte y leer el : Highlight and read the: title, título, subtitle, subtitular, words you do not know and palabras que no conoces y any captions under any pictures. cualquier subtítulos bajo imágenes. highlight the question and circle any key words. Look up words you don’t recognize. poner de relieve la cuestión y rodear cualquier palabra clave. Read the passage through once. Busquen palabras que no reconoce. Write down what it is about? Buscar palabras que no reconoce. What is the author’s purpose? Lea el pasaje a través de una vez. Read the passage again, and go “END zone to END zone” after each paragraph. Write a note next to the paragraph about what it means and anything else you notice. ¿Escribir lo que se trata? Lea el pasaje otra vez y van "en la zona a en la zona" después de cada párrafo. Escribir una nota al lado del párrafo sobre lo que significa y cualquier cosa aviso. Combine small paragraphs together into a summary. Combinar juntos los párrafos pequeños en un resumen. Look at your questions and read. Eliminate two wrong answers. Mirar tus preguntas y leer. Chose the answer that works the best. Eliminar dos respuestas incorrectas. Elige la respuesta que funciona mejor. END ZONE

26 EE BEFORE READING: DURING READING: AFTER READING: ADD A PRESENTATION:
MONDAY LITERATURE BEFORE READING: Before reading it is good to find out about the characters. Use the Character worksheets. DURING READING: While reading, you need to track the characters and fill in information about them. Stop after each act or chapter and fill in the new information you have learned. AFTER READING: After reading compare the completed work with a classmate, record an information you may have missed. This will be your study guide. ADD A PRESENTATION: Attach this to an in-depth explanation of an element throughout the story and present it. EE TABLE OF CONTENTS PREVIOUS NEXT

27 PERSUADE AUTHOR’S PURPOSE ADD THE Whipped Cream to the Pie.
TABLE OF CONTENTS AUTHOR’S PURPOSE ADD THE Whipped Cream WITH THE CHERRY ON TOP. Persuade – to convince readers to see the author’s point of view (I, you, he) PERSUADE Inform – Teach “How to” Entertain – provide suspense so that the reader continues to read INFORM ENTERTAIN

28 Romeo and Juliet Activity: Actividad:
WEDNESDAY VOCABULARY THURSDAY ASSESSMENTS: VOCABULARY AND DEW FRIDAY ASSESSMENT DEAR MONDAY LITERATURE TUESDAY READING AND WRITING HOMEWORK PREVIOUS NEXT TABLE OF CONTENTS Activity: Actividad: Looking at the different types of characters which would you consider for the following roles: Mirando los diferentes tipos de personajes que consideraría para los siguientes roles: Protagonist: protagonista: Antagonist: antagonista: Mentor: Foil: hoja: Confidante: confidente: Romeo and Juliet CHARACTER TYPES

29 In your Reading Journal draw the following with a ruler
In your Reading Journal draw the following with a ruler. Neatness counts. Find the list of characters and make one for each. CHARACTER TRAITS FORM TABLE OF CONTENTS En su Diario de Lectura llamar la siguiendo con una regla. Pulcritud conteos . Encuentra la lista de los personajes y hacer uno para cada uno.

30 Rise and Fall Story Map PREVIOUS NEXT TUESDAY READING AND WRITING ACT
TABLE OF CONTENTS Rise and Fall Story Map ACT THE EXPOSITION SETTING: CHARACTERS: CONFLICT: RISING ACTION THE CLIMAX FALLING ACTION DENOUMENT OR RESOLUTION ACTO LA EXPOSICIÓN AJUSTE: CARACTERES: CONFLICTO: AUMENTO DE LA ACCIÓN EL CLÍMAX ACCIÓN QUE CAE desenlace O RESOLUCIÓN PREVIOUS NEXT

31 5.____________________
4 A. MAKE CONNECTIONS BETWEEN THE WORLD, THE BOOK AND YOU. 6. 7. 8. 9. 10. 11. B. BACKGOUND KNOWLEDGE - WHAT YOU HAVE LEARNED SINCE YOU WERE BORN C. HOLD ON TO IT D. ASK QUESTIONS E. WHAT IS IMPORTANT? F. USE YOUR IMAGINATION AND MAKE A MOVIE IN YOUR MIND 5.____________________ G. SCHEMA H. SYNTHESIZE I. USE INFERENCING SKILLS TO READ THE CLUES BETWEEN THE LINES J. SCHEMA K. CHANGE YOUR THINKING TABLE OF CONTENTS

32 Respond to Prompt TABLE OF CONTENTS

33 Bubble it out TABLE OF CONTENTS

34 TUESDAY RESPOND TO READING PREVIOUS NEXT TUESDAY READING AND WRITING
WEDNESDAY VOCABULARY FRIDAY ASSESSMENT DEAR MONDAY LITERATURE TUESDAY READING AND WRITING THURSDAY ASSESSMENTS: VOCABULARY AND DEW HOMEWORK PREVIOUS NEXT TABLE OF CONTENTS TUESDAY RESPOND TO READING

35 READING HEARING THE SWEETEST SONG

36 WRITING LONGER LUNCH, PLEASE!

37 Examine Prompts Brainstorm Categorize Bubble It Out TABLE OF CONTENTS
Narrative/Expository Writing: 30 minutes a. Use your pre-writing strategies. Brainstorm b. Categorize: Who? What? Where? When? Why? How? Senses, Emotions, other? Where did it happen? – Specific place (Florence High School in Room 18) c. Decide the Introduction of the Prompt. When did it happen? Specific Time (9:00) in the morning. d. Main Event – What were you doing? _________________. Why? e. Sensory Details – What do you see, hear, smell, feel, or taste? f. Emotions, Feeling, and Reactions – How are you feeling about your writing? g. Conclusion – Tying up everything listed above. h. Count your ideas in each bubble (paragraph.) Do you have good solid ideas? Can you connect them to the prompt? TABLE OF CONTENTS Persuade your parents to let you get a pet. Persuade your parents to give you a week off from your chores. Discuss a public health concern that you believe is serious enough to warrant immediate attention. Discuss how a person achieves fame and fortune and how it changes the individual’s life. Brainstorm Categorize Bubble It Out

38 Persuasive Expository Essay
Parts of an Introduction in an Argumentative-Persuasive and Expository Essays TABLE OF CONTENTS Persuasive Expository Essay Is a type of writing that is used to explain, describe, give information, or inform. The text is organized around one topic and developed according to a pattern or combination of patterns. Structure: is composed of five paragraphs. Introductory paragraph contains the thesis or main idea. The next three paragraphs, or body of the essay, Ideas, are to be shared provide details in support of the thesis. The concluding paragraph restates the main idea and ties together the major points of essay. Structure Start With a Hook Include Background State Your Thesis EFFECT EFFECT Cause EFFECT

39 9th Compare and Contrast Tragic Stories, Songs, Plays, Real Life
identify and use the subjunctive mood to express doubts, wishes, and possibilities TABLE OF CONTENTS Grace Real News *Advertisement Author’s purpose Song same same Author’s purpose Author’s purpose same same same Abraham Lincoln’s Life Author’s purpose

40 ESOL: Compare y contraste trágicas historias, canciones, juegos,
identificar y usar el subjuntivo el estado de ánimo de expresar dudas, deseos, y posibilidades ESOL: Compare y contraste trágicas historias, canciones, juegos, TABLE OF CONTENTS Anuncio Canción auténtico Noticias Drama: Grace mismo mismo El propósito del autor El propósito del autor mismo mismo mismo Abraham Lincoln’s Life El propósito del autor El propósito del autor

41 Wednesday IDIOMS PREVIOUS NEXT
VOCABULARY THURSDAY ASSESSMENTS: VOCABULARY AND DEW FRIDAY ASSESSMENT DEAR MONDAY LITERATURE TUESDAY READING AND WRITING HOMEWORK PREVIOUS NEXT TABLE OF CONTENTS Wednesday IDIOMS Directions: Read each idiom and determine the meaning. 1. The mystery novelist decided at the last minute to include an ex-convict, who would later prove to be innocent, as a suspect in her story; she was using this new character as a red herring. What is the meaning of this idiom? _____________________________________________________________ __________________________________________________________________________________________ 2. I don’t like the new font that you used on the website, but there is no need to throw the baby out with the bathwater: just change the font back to the original and I’ll approve the design. 3. If Frank hears that Mandy is going to the dance with Curt, Frank is going to do something regrettable, so let’s just keep it under wraps for now. 4. Many times the great inventor’s wife would beckon him to return to his room for sleep, but he had a fire in his belly. 5. Even though the advertised prices at Bork’s Motor-Works were very low, the salesmen will attempt to nickel and dime you as you attempt to checkout. What is the meaning of this idiom?

42 IDIOMS 6. When I become a rich and famous rapper, all of the people who made fun of me and said that I couldn’t rap, dance, or match my clothing are going to eat their hearts out. What is the meaning of this idiom? _____________________________________________________________ 7. Ever since John missed a week of school due to illness, his grades have been slipping and he has felt behind the eight ball. 8. Candy really left me holding the bag when she didn’t do her part of the project and was absent on the day of the presentation. 9. After losing another match, Kiki asked Douglass if she was getting any better at the video game that they were playing and Douglass just sort of nodded and bit his tongue. 10. After 40 years of working at the post office and living frugally, Mr. Luther had built up quite a nice nest egg for his retirement. 11. If the new kid crosses Big Buck during the train car robbery, the kid is going to be pushing up daisies. 12. Mr. Walker didn’t trust his daughter’s new boyfriend because he wore suits and used ten dollar words. 13. Ever since her dog Pookie went missing, Janine has been a real basket case. 14. In the last issue of the school paper, Jamie wrote an article uncovering the practice of serving horse meat in the cafeteria, and now the principal is trying to bring her before a school council kangaroo court to have her removed from the journalism club. 15. As the teacher reprimanded Eric, we all expected that he would reply with something smart or witty, but it seemed as if the cat had gotten his tongue. What is the meaning of this idiom? _____________________________________________________________

43 WRITING LONGER LUNCH, PLEASE!

44 Make a Great Introduction for an Essay by Bonnie Denmark, Demand Media
Structure: Fact Opener Quotation Opener and . Question Opener Narrative Opener Definition Opener Caution to Writers: What Not to Do 1. Do not write, “This essay is about…” or “In this essay, I will discuss…” Just launch directly into the topic. 2. Do not write a brilliant introduction on the wrong topic. A bang-up introduction does no good if the essay is off-topic, so make sure you have a clear understanding of what you are supposed to be writing about before putting pen to paper. 3. Do not use the same opening strategy all the time. Beginning every essay with a quotation or definition gets old. Mix it up. 4. Do not get hung up on employing the introduction openers recommended here. They are meant to help, not hinder. Getting in a panic over trying to force one of these techniques may result in writer’s block. The best writing happens when the writer finds a personal connection with the topic and lets the words flow.

45 Make a Great Introduction for an Essay by Bonnie Denmark, Demand Media
Structure: The introduction should be a full paragraph that contains several sentences, beginning with a strong opening statement that hooks the reader from the outset. A few more sentences continue to draw in the reader and work toward the main point. The introduction then concludes with a clear thesis statement, which encapsulates the purpose of the essay. We can think of an introduction as an inverted triangle, starting with broad information at the top, then working toward more focused information and ending with the thesis statement. Fact Opener: Introductions can grab the reader's attention by starting off with a surprising statement, unusual fact or startling statistic. An essay on anti-smoking legislation may begin: “Cigarette smoke has been called ‘a lethal cocktail’ of paint stripper, toilet bowl cleaner, lighter fluid, mothball chemicals, death chamber poison and rocket fuel.” An essay about living with asthma may open with “Asthma is the most prevalent chronic disease among youth. According to the Asthma and Allergy Foundation of America website ( ), this potentially deadly disease affects close to nine million young people and is responsible for close to 15 million doctor visits, two million emergency room visits and half a million hospitalizations every year.” Note: Writers must always credit the sources of their statistics to avoid plagiarism and to maintain credibility. Quotation Opener: Starting an introduction with an insightful quotation relieves the writer of some of the pressure to be clever. Well-chosen quotations pack a punch, relate clearly to the topic and generally do not exceed two sentences. One successful college essay on gender differences opened with a line from Katherine Hepburn: “Sometimes I wonder if men and women really suit each other. Perhaps they should live next door and just visit now and then.” Good sources of quotes on a variety of subjects include and Question Opener: A thought-provoking question can be a good introduction lead-in because it addresses readers directly and entices them to stay tuned for the answer. One high school student wrote, “Most teens have money to spend thanks to an allowance or after-school job, but do they have the money management skills to go along with that income?” Narrative Opener: Vivid descriptions and powerful anecdotes can be especially compelling. An essay on courage might begin with a recounting of the events of 9/11. An essay on disaster preparedness could begin with a description of the aftermath of Hurricane Katrina and end with a thesis statement that reads, “Until a disaster catches a community off-guard, most people never stop to think about what they would need to survive away from the comforts of home.” When writers open up and share some of themselves, the reader wants to go on the ride with them. As an example, one college freshman began a persuasive essay on euthanasia with a poignant description of his uncle’s last days in a cancer ward. Definition Opener: Writers often start their introductions with a definition. Definitions can work well as essay openers, especially for controversial or ambiguous terms. However, straight dictionary definitions can come off as uninspired, so writers should try to put a more analytical or interpretative spin on the definition of a term.

46 Essay Variations Essay writing is a huge part of a education today. Most students must learn to write various kinds of essays during their academic careers, including different types of expository essay writing: Definition essays explain the meaning of a word, term, or concept. The topic can be a concrete subject such as an animal or tree, or it can be an abstract term, such as freedom or love. This type of essay should discuss the word’s denotation (literal or dictionary definition), as well as its connotation or the associations that a word usually brings to mind. Classification essays break down a broad subject or idea into categories and groups. The writer organizes the essay by starting with the most general category and then defines and gives examples of each specific classification. Compare and contrast essays describe the similarities and differences between two or more people, places, or things. Comparison tells how things are alike and contrast shows how they are different. Cause and effect essays explain how things affect each other and depend on each other. The writer identifies a clear relationship between two subjects, focusing on why things happen (causes) and/or what happens as a result (effects). “How to” essays, sometimes called process essays, explain a procedure, step-by-step process, or how to do something with the goal of instructing the reader.

47 Parts of an Introduction in an Argumentative Essay
The introduction of an argumentative essay sets the stage for your entire piece. You must grab your reader from the first moments, and this is especially important in an argumentative essay. Your introduction should be concise, informative and engaging. Pay attention to the key elements and choose your words with precision. Structure Start With a Hook Include Background State Your Thesis Leave Out

48 Introduction Details Structure: In the structure of your essay, start from the general and work to the specific. Start with a hook that grabs the reader’s attention. Depending on your topic, you may need to include background information related to your argument. Preview your main points so the reader has a map to your essay; this also serves to transition the reader to your specific point. The final sentence of your introduction is the thesis statement. Start With a Hook: Start your introduction with a sentence that gets the reader interested in the topic, hook or attention grabber. One option is to pose a puzzle that you resolve in the body of the essay. Other options include a quotation that relates to your argument, A Personal story A provocative rhetorical question or a A surprising statistic Startling statement. Start work first on the body of your essay; a hook may present itself as you’re writing. Include Background: Providing readers with background on the topic allows them to better understand the issue being presented. This information provides context and history that can be crucial to explaining and arguing your point.

49 Introduction Details State Your Thesis: In a single, clear sentence, it sums up what point you are trying to make. A particular issue -- that a reader can argue against. Therefore, the thesis cannot be a fact. For an argumentative essay, your thesis statement will be one of three types of claims. In a claim of definition, you challenge the accepted truth of a fact. A cause-and-effect claim proposes that one action or event caused another. Another option is to propose a solution to a problem. Your thesis statement may evolve as you're writing, so check during the revision process to ensure it still relates to your arguments. What to Leave Out: A good introduction should not describe arguments or provide analysis that belong in the body paragraphs. Your introduction should introduce and set up your point, rather than lay out evidence to support it. Your intro is a road map for the rest of the essay, you shouldn't announce what and how you will be arguing: "I am going to prove to you that ..." This type of set up does not add any information. It only serves as filler. Start by using persuasive techniques in the introduction: Provide your credibility. (Mention your research from the beginning, shows your knowledge on the topic.) Include your readers in a community to which they want to belong, “sensible people”/“compassionate people Consider what type of audience would be most likely to agree with you. Appeal to readers’ emotions with a related anecdote, pointed quote or even an appropriate joke. Starting your essay with credibility and setting the stage with the appropriate emotion will increase the likelihood that readers will be receptive to your arguments.

50 Tips on Writing an Expository Essay
The purpose of the expository essay is to explain a topic in a logical and straightforward manner. It presents a fair and balanced analysis of a subject based on facts—with no references to the writer’s opinions or emotions. A typical expository writing prompt will use the words: “explain” or “define,” The Five-Step Writing Process for Expository Essays Expository writing is a life skill. More than any other type of writing, it is a daily requirement of most careers. Understanding and following the proven steps of the writing process helps all writers master the expository essay. Expository Essay Structure Usually, the expository essay is composed of five paragraphs. The introductory paragraph contains the thesis or main idea. The next three paragraphs, or body of the essay, provide details in support of the thesis. The concluding paragraph restates the main idea and ties together the major points of essay. Writing Process: 1. Prewriting 2. Drafting 3. Revising 4. Editing 5. Publishing EFFECT Cause EFFECT FINAL PRODUCT EFFECT

51 Expository Essay Structure And Process
Usually, the expository essay is composed of five paragraphs. The introductory paragraph contains the thesis or main idea. The next three paragraphs, or body of the essay, provide details in support of the thesis. The concluding paragraph restates the main idea and ties together the major points of essay. Here are expository essay tips for each part of the essay structure and writing process: Prewriting for the Expository Essay: In the prewriting phase of writing an expository essay, students should take time to brainstorm about the topic and main idea. Next, do research and take notes. Categorize your information. Bubble it out showing the information organized in a logical sequence. 2. Drafting the Expository Essay: The topic sentence, introduction, which states the thesis or main idea of the essay, is the most important. The thesis should be clearly stated without giving an opinion or taking a position. An expository essay discusses an event, situation, or the views of others, and not a personal experience, you should write in the 3rd person (“he,” “she,” or “it”), and avoid “I” (1st person) or “you” (2nd person) sentences. Spiral Teaching: Point of View Each of the three body paragraphs should cover a separate point that develops the essay’s thesis. The sentences of each paragraph should offer facts and examples in support of the paragraph’s topic. Introduction Peanut butter and jelly sandwiches are easy to make. Idea, details Get the ingredients , knife and milk Conclusion Didn’t I tell you it was easy to make? The concluding paragraph should reinforce the thesis and the main supporting ideas. Do not introduce new material in the conclusion. Idea, details Spread peanut butter on the bread Ideas, details Spread jelly on bread

52 3. Revising the Expository Essay Review, modify, and reorganize with the goal of making it the best it can be. Keep these considerations in mind: Does the essay give an unbiased analysis that unfolds logically, using relevant facts and examples? Has the information been clearly and effectively communicated to the reader? Watch out for “paragraph sprawl,” which occurs when the writer loses focus and veers from the topic by introducing unnecessary details. Is the sentence structure varied? Is the word choice precise? Do the transitions between sentences and paragraphs help the reader’s understanding? Does the concluding paragraph communicate the value and meaning of the thesis and key supporting ideas? If the essay is still missing the mark, take another look at the topic sentence. A solid thesis statement leads to a solid essay. Once the thesis works, the rest of the essay falls into place more easily. 4. Editing the Expository Essay Next, proofread and correct errors in grammar and mechanics, and edit to improve style and clarity. While an expository essay should be clear and concise, it can also be lively and engaging. Having a friend read the essay helps writers edit with a fresh perspective. 5. Publishing the Expository Essay Sharing an expository essay with the rest of the class can be both exciting and intimidating. Remember, there isn’t a writer on earth who isn’t sensitive about his or her own work. The important thing is to learn from the experience and use the feedback to make the next essay better.

53 Writing Workshop Name of Piece and Type Mon Tue Wed Thurs Fri
Action and Conference Notes Action: New Piece NP Brainstorm B Pre-Write PW Draft D Editing Conference EC Revision Conference RC Publish P Writer’s Notebook WN

54 bRAINSTORM Vocabulary Building Old Sailor and child at the sea. Who
bRAINSTORM TABLE OF CONTENTS Who What Where When Why How Senses Emotions Other Quién qué donde cuando porqué cómo percibe las emociones

55 Bubbl Sheet Introduction 1. transition 2. transition 2. 1.
TABLE OF CONTENTS Introduction Bubbl Sheet 1. transition 2. transition 2. 1. 3. transition 3. Conclusion 4. transition

56 SENTENCE COMBINATION January 25, 2016 - (2-12-2016)
WEDNESDAY VOCABULARY GAMES THURSDAY ASSESSMENTS: VOCABULARY AND DEW FRIDAY ASSESSMENT DEAR MONDAY LITERATURE TUESDAY READING AND WRITING HOMEWORK PREVIOUS NEXT TABLE OF CONTENTS SENTENCE COMBINATION January 25, ( )  Combine the sets of sentences into 1. Microsoft® Translator CcOMBINACIÓN de la frase en su papel se combinan las oraciones siguientes en una frase. 2-1-16 It rains outside. Llueve afuera. It snows outside. Nieva exterior. It is very inhospitible outside. Es muy inhospitible exterior. The rabbit jumped softly to the ground. El conejo saltó suavemente al suelo. The rabbit landed softly on the leaves. El conejo aterrizó suavemente sobre las hojas. The rabbit is very happy on the leaves. El conejo es muy feliz en las hojas. The waves are gently hitting the beach. Las olas están golpeando suavemente la playa. The people are hitting the sand on the beach. Las personas que están golpeando la arena de la playa. The people are wearing bathing suits on the beach. Las personas que están usando trajes de baño en la playa. The horse eats grass. El caballo come hierba. The cow eats grass. La vaca come hierba. The goat eats grass. La cabra come hierba. The desk is unsteady. El escritorio es inestable. The desk is craking. La recepción está craking. The desk is broken. La recepción está roto. The pencil wobbled. El lápiz se tambaleó. The pencil cracked. El lápiz roto. The pencil broke. El lápiz se rompió. Commas A.1Commas with direct addresses, introductory words, interjections, interrupters, and antithetical phrases A.2Commas with series, dates, and places A.3Commas with compound and complex sentences A.4Commas with coordinate adjectives A.5Commas: review Restrictive and nonrestrictive elements B.1What does the punctuation suggest? B.2Commas with nonrestrictive elements Semicolons, colons, and commas C.1Use semicolons and commas to separate clauses C.2Use semicolons, colons, and commas with lists C.3Semicolons, colons, and commas review Apostrophes D.1Identify and correct errors with plural and possessive nouns D.2Identify and correct errors with compound and joint possession Quotations F.1Formatting quotations and dialogue F.2Decide whether ellipses are used appropriately Capitalization G.1Correct capitalization errors Titles H.1Capitalizing titles H.2Formatting titles H.3Formatting and capitalizing titles: review

57 Lower Level Editing Checklist

58 Peer Editing Steps PREVIOUS NEXT Compliment the author:
WEDNESDAY VOCABULARY GAMES FRIDAY ASSESSMENT DEAR MONDAY LITERATURE TUESDAY READING AND WRITING THURSDAY ASSESSMENTS: VOCABULARY AND DEW HOMEWORK PREVIOUS NEXT TABLE OF CONTENTS Peer Editing Steps Compliment the author: What are a few things that you liked about the author’s writing? 2. Make specific suggestions regarding the author’s • Word choice • Use of details • Organization • Sentence length • Topic 3. Mark corrections on a separate piece of paper • Look for spelling, grammar, and punctuation mistakes. In addition, remember to: • Stay positive! • Be specific! Peer Edición Pasos 1. ¿Cuáles son algunas cosas que te ha gustado sobre la escritura del autor? 2. hacer sugerencias específicas acerca del autor palabra opción uso de datos organización sentencia longitud tema 3. Correcciones de la marca en un pedazo separado de papel buscan errores de puntuación, ortografía y gramática. Además, recuerde: estancia positiva! Ser específico.

59 Writing Strategy Steps for Teacher and content self-editing
WEDNESDAY VOCABULARY GAMES FRIDAY ASSESSMENT DEAR MONDAY LITERATURE TUESDAY READING AND WRITING THURSDAY ASSESSMENTS: VOCABULARY AND DEW HOMEWORK PREVIOUS NEXT TABLE OF CONTENTS Writing Strategy Steps for Teacher and content self-editing Read it out loud to yourself and a peer. Check Pre-Writing (Brainstorm and Bubble out your story.) Scan for paragraphs (structure) Check: Spelling How do I know if it is spelled correctly? Capitals What needs to be capitalized? Are the capitals where they need to be? Are there capitals in the middle of the sentence? Do they need to be there? Grammar Tense-Subject Verb Agreement – present, past, future; Do the subjects and verbs agree? Am I using the correct form of the verb? Word Choice Transitions- Do you have transitions? Is there a smooth flow between the paragraphs? Proof: Read it from the bottom up. Do the sentences, alone, sound strong? Make the changes you agree with. Repeat if Necessary

60 Leer en voz alta a usted y su compañero de la ONU.
WEDNESDAY VOCABULARY GAMES THURSDAY ASSESSMENTS: VOCABULARY AND DEW FRIDAY ASSESSMENT DEAR MONDAY LITERATURE TUESDAY READING AND WRITING HOMEWORK PREVIOUS NEXT TABLE OF CONTENTS Microsoft® Translator Writing Strategy Steps for Teacher and content self-editing Leer en voz alta a usted y su compañero de la ONU.  Verificación de pre - escritura Lluvia de ideas y la burbuja de la historia  Análisis en los párrafos ( Estructura ) Revisados  Vocabulario  ​​¿Cómo puedo saber si la ortografía está bien escrita  Capital ¿ qué debe ser capitalizado ?  Donde se están capital que tienen ?  ¿ Hay capital en medio de la oración?  ¿Necesitan estar allí ?  gramática  Acuerdo de tiempo entre tema verbo gramática - pasado, presente y futuro.  ¿Los sujetos y verbos acuerdo?  Estoy usando la forma correcta del verbo ?  de palabras Opción Transiciones – ¿El Transiciones Hall? ¿Hay un flujo uniforme entre los párrafos ? Prueba: Lea de abajo hacia arriba párr. Haz Peñas , solo, suena fuerte? Realice cambios en el Acuerdo. Repita según sea necesario

61 TO USE IN PLACE OF “SAID”
TO USE IN PLACE OF “SAID”

62 INTERACTIVE JOURNAL

63 Pre – Writing Skills Bubble it out Burbuja fuera
WEDNESDAY VOCABULARY THURSDAY ASSESSMENTS: VOCABULARY AND DEW FRIDAY ASSESSMENT DEAR MONDAY LITERATURE TUESDAY READING AND WRITING HOMEWORK PREVIOUS NEXT TABLE OF CONTENTS Pre – Writing Skills Brainstorm words to fit your main idea. Ideas sobre palabras para caber su idea principal. Make categories for your Words. Hacer categorías para tus palabras Bubble it out Burbuja fuera How to write the first line. Transition Words What’s your thesis? ¿Cuál es su tesis? Who What Where When Why How Senses Feelings ¿quién? ¿qué? ¿dónde? ¿cuándo? ¿por qué? ¿como?; sentido sentimiento Prompt: FRASE DE ESCRITURA: INTRODUCCIÓN 4 DETALLES CONCLUSIÓN

64 CATCH UP ON ALL OF YOUR WORK DAY
WEDNESDAY VOCABULARY THURSDAY ASSESSMENTS: VOCABULARY AND DEW FRIDAY ASSESSMENT DEAR MONDAY LITERATURE TUESDAY READING AND WRITING HOMEWORK PREVIOUS NEXT TABLE OF CONTENTS THURSDAY Look at the cabinet. What are we doing today? Get your folders and spirals, overview of week DAILY WORK, Warm-up FINISH -> CATCH UP ON ALL OF YOUR WORK DAY Assessment: evaluación: Vocabulary Vocabulario Grammar/Punctuation / capitalization Gramática / Puntuación / capitalización Prompt response If time: Respuesta rápida ORAL Reading Passage Handout (Play) Si el tiempo: Games ORAL Pasaje de lectura Folleto (Play) Review: Juegos FOLDER GAMES Revisión: JUEGOS CARPETA Daily Work Assignment Sheet NEWSPAPER ANALYSIS Trabajo Diario Hoja de Asignación Choices Magazine Online Assignment ANÁLISIS PERIÓDICO Writing/ Escritura Analogy/Limerick Editing Grammar Punctuation Practice Correct Sentence Combine Sentence Elecciones Asignación Revista Online Redacción / Escritura? Analogía / Limerick? Edición de??? Corrige Puntuación Práctica gramática? Combine Sentencia

65 PREWRITING PREVIOUS NEXT How to write the first line. Transition Words
TUESDAY READING AND WRITING WEDNESDAY VOCABULARY THURSDAY ASSESSMENTS: VOCABULARY AND DEW FRIDAY ASSESSMENT DEAR MONDAY LITERATURE HOMEWORK PREVIOUS NEXT TABLE OF CONTENTS How to write the first line. Transition Words PREWRITING

66 READING HEARING THE SWEETEST SONG

67 CONTRACTIONS CONTRACCIONES
WEDNESDAY VOCABULARY FRIDAY ASSESSMENT DEAR MONDAY LITERATURE TUESDAY READING AND WRITING THURSDAY ASSESSMENTS: VOCABULARY AND DEW HOMEWORK PREVIOUS NEXT TABLE OF CONTENTS SPIRAL: two words put together for form a new word can not = can't dos palabras juntar para forma una palabra nueva no puede = can't Foreign Words: Write multiple entries that demonstrate knowledge of THESE words, their meanings, and origins. Copy the words into the Vocabulary Notebook with a synonym/definition. CONTRACTIONS CONTRACCIONES he had Contraction could not you had did not she is is not it is I will you will you are  I will he has you all FOREIGN tete a tete cliché amateur déjà vu a propos tableau quid pro quo carte blanche carpe diem a la carte bon appetite clique a la mode liaison lingerie faux faux pas femme fatale   fiancé(e)

68 Frequency words just Old Much Before Line alone Any Tell Boy Following
Because Good Came Want Show Around Farm Three Sentence Small Set put End Does Another Think Well Large Must Big Even Such Say Turn Here Why Asked Went great Men Read Need Lend Different Home Means Us Move Try Kind Hand Picture Help Again Change Off Play Spell Air Away Animals House Point Page Letters Matter Answer Found Study Still Learn should world America High Every Near Odd Food Between Own Below Country Plants Last School Father Keep Trees Never Started City Earth Eyes Light Thought Head Under Story Saw Left Don’t Few Which Along Might Close Something Seemed Next Hard Open Example Beginning Life Always Those Both Paper Together Got Group TABLE OF CONTENTS Frequency words

69 Frequency words Often run Important Until Children Side feet car Miles
Night Walked White Sea Began Grow Took River Four carry State Once Boo Hear Stop Without Second Later Miss Idea Enough Eat Face Watch For Indians Really Almost Let Above Girl Sometimes Mountains Cut Young Talk Soon List Song Being Leave Family It’s Body Music Color Stand Run Questions Fish Area Mark Dog Horse Birds Problem Complete Room Since Ever Piece Told Usually Didn’t Friends Easy Heard Order Red Door Sure Become Tap Ship ACROSS Today During Short Better Best However Low Hours Black Products Happened Whole Measure Remember Early Worse Reached Listen Wind Rock Space Covered Fast Several Hold Himself Toward Five Step Morning Passed Vowel True Hundred Against Pattern Numeral Table North Slowly Money map Frequency words TABLE OF CONTENTS

70 Busy pulled Drew Voice Seen Cold Plan Notice South Sing War Ground
Cried King Town I’ll Unit Figure Certain Fell Travel Wood Fire Upon Done English Field Halt Ten Fly Gone Bar Finally Read Correct On Quickly Person Became Shown Wait Strong Verb Stars Front Feel Fact Minutes Street Decided Contain Course Surface Produce Inches Ocean Class Note NOTHING REST carefully Building Inside Wheels Stay Green Known Island Scientists Les machine Boss Ago Stood Wee Behind ran Round Boat Game Force System understand WARM COMMON BRING Explain Dry BROUGHT Language Shape Deep Thousands Yes Clear Though Yet Government Filled Heat Full Hot Equation Object Bread Rule Among Noun Power check Able Six SIZE Dark Ball Material Cannot Heavy Fine Pair Circle Include built Special TABLE OF CONTENTS

71 the 100 most commonly used words in English
WEDNESDAY VOCABULARY THURSDAY ASSESSMENTS: VOCABULARY AND DEW FRIDAY ASSESSMENT DEAR MONDAY LITERATURE the 100 most commonly used words in English TUESDAY READING AND WRITING HOMEWORK PREVIOUS NEXT TABLE OF CONTENTS Frequently used words. These are the most common words in English, ranked in frequency order. The first 100 are said to make up about half of all written material. Another study, The Brown Corpus Standard Sample of Present-Day American English (Providence, RI: Brown University Press, 1979), cites: the, of, and, to, a, in, that, is, was, he, for, it, with, as, his, on, be, at, by, I, this, had, not, are, but, from, or, have, an, they, which, one, you, were, all, her, she, there, would, their, we, him, been, has, when, who, will, no, more, if, out, so, up, said, what, its, about, than, into, them, can, only, other, time, new, some, could, these, two, may, first, then, do, any, like, my, now, over, such, our, man, me, even, most, made, after, also, did, many, off, before, must, well, back, through, years, much, where, your, way. The first 25 make up about one-third of all printed material in English and the first 300 make up about sixty-five percent of all written material in English: (Source: Fry, Edward Bernard et. al., The Reading Teacher's Book of Lists, 4th Edition. Paramus, N.J.: Prentice Hall, 2000.) the by then been after of word them call also and but these who a not so oil to what some its off in all her now before is were would find must you we make long well that when like down back it your him day through he can into did years was said time get much for there has where on use look come are an two made right as each more new know with which write over knew his she go such knot they do see our take I how number man sound at their no even be if way most little this will could me work have up people may place from my part live or about than only one out first 27. very had many water other 28. thing

72 Impressive Word Choice
limp mirror like burning blazing blistering arctic pithy flush curious sizzling broiling cool pulpy even eerie hot burning freezing satiny uniform prickling warm feverish calm silken frictionless stinging cold fiery frosty coarse porous strange dusty flaming glacial stiff rubbery tingling rough parching nippy strong springy spongy abrasive roasting delicate firm elastic gritty crumbly scalding creamy sharp supple jagged lumpy stuffy elastic barbed wobbly soft powdery stale flexible horned stimulating hard sandy humid mushy itch electrifying slick scratchy fetid pliable throb arousing prickly tufted muggy supple grainy energizing bristly woolly stagnant thin needlelike hair raising fluffy unruly airy velvety vibe furry stiff malleable breezy cottony tingles hairy silky intolerant suffocating rumpled spiked fleshy feathery sweltering cushiony serrated formless scorching doughy Splintery gelatinous thorny flabby pointy fluid glassy

73 Quiz Transitional words and phrases
WEDNESDAY VOCABULARY FRIDAY ASSESSMENT DEAR MONDAY LITERATURE TUESDAY READING AND WRITING THURSDAY ASSESSMENTS: VOCABULARY AND DEW HOMEWORK PREVIOUS NEXT TABLE OF CONTENTS Quiz Transitional words and phrases a. after, afterward, at last, at the same time, at once, as soon as possible, at that very moment, before, before long, currently, during, earlier, immediately, in chorus, instantaneously, later, later on,  later that same day, meanwhile, not a moment too soon, now, recently, shortly after that, simultaneously, soon, subsequently, then, without delay, eventually, while this was happening b. but, however, in contrast, in spite of, on the one hand on the other hand, nevertheless, nonetheless, notwithstanding, , on the contrary, still, yet c. adjacent, above, below, behind, beside, beyond, here, in between, in front, in back, nearby, there, up d. even, for example, for instance, indeed, in addition, in fact, in particular, of course, particularly, truly, specifically e. to retell, on the whole, précis, abridge, recap, recapitulate, review, condense, encapsulate, digest f. for example, for instance, namely, specifically, to illustrate g. additionally, also, as a matter of fact,  as well as, furthermore,  even so, even if, equally important in addition, consequently, even though however, so therefore, on the other hand h. also, in the same way, just as … so too,  likewise,  similarly Summary:  Add support for your ideas:  Cause and Effect:  Position (Preposition) To Emphasize: Time:  For Example:   Alike:    Compare/Contrast

74 Vocabulary ALLUSIONS Figurative Language: Lenguaje figurado:
WEDNESDAY VOCABULARY THURSDAY ASSESSMENTS: VOCABULARY AND DEW FRIDAY ASSESSMENT DEAR MONDAY LITERATURE TUESDAY READING AND WRITING HOMEWORK PREVIOUS NEXT TABLE OF CONTENTS Vocabulary ALLUSIONS Figurative Language: Lenguaje figurado: SUSU Activity A paradox is a statement or phrase that contradicts itself, yet reveals a truth. An oxymoron is a pair of words that contradict one another (such as jumbo shrimp). Both are contradictory, but a paradox professes a deeper meaning and the contradiction may not always be clearly stated. SEE IT USE IT SAY IT UNDERSTAND IT An allusion is a figure of speech that makes a reference to a place, person, or something that happened. This can be real or imaginary and may refer to anything, including paintings, opera, folklore, mythical figures, or religious manuscripts. The reference can be direct or may be inferred, and can broaden the reader’s understanding. 1. Identify the paradox in your book. 2. Explain the meaning of the paradox. What truth does it reveal? 3. Find a second paradox n your book. Identify it and explain its meaning. 1. What is the allusion in your book? 2. Is it a literary, biblical, or mythological allusion? WORD CONNOTATION: ___________ 3. How does this allusion relate to the main character, protagonist? Find a word in your book. Look up the definition of “_____.” 4. Why do you think the author chose this moment to use the allusion? Record it here: Why would “_____” be viewed as negative in your book. Based on the author’s view point of the world, how do you think he or she would view synonyms and antonyms for the word?   4.

75 Vocabulary ALLUSIONS Figurative Language: Lenguaje figurado:
WEDNESDAY VOCABULARY THURSDAY ASSESSMENTS: VOCABULARY AND DEW FRIDAY ASSESSMENT DEAR MONDAY LITERATURE TUESDAY READING AND WRITING HOMEWORK PREVIOUS NEXT TABLE OF CONTENTS Vocabulary ALLUSIONS Figurative Language: Lenguaje figurado: MUDE Actividad 1. identificar la paradoja en su libro. 2. explicar el significado de la paradoja. ¿Qué verdad revela? MÍRALO USARLO 3. encontrar un segundo n paradoja su libro. Identificar y explicar su significado. DILO ENTENDIDO Una alusión es una figura retórica que hace referencia a un lugar , persona, o algo que sucedió. Esto puede ser real o imaginario y puede referirse a cualquier cosa, incluyendo pinturas , ópera , folklore , figuras míticas, o manuscritos religiosos. La referencia puede ser directa o puede inferirse , y puede ampliar la comprensión del lector. CONNOTACIÓN DE LA PALABRA: ___ 1. Buscar una palabra en su libro. Ver la definición de "___". Registrar aquí: por qué "___" verse como negativa en su libro. Basado en el punto de vista del autor del mundo, ¿Cómo crees que se ve el sinónimos y antónimos de la palabra? 1. ¿Qué es la alusión en su libro? 2. ¿es una alusión literaria, bíblica o mitológica? 3. ¿Cómo relaciona esta alusión al personaje principal, protagonista? 4. ¿por qué crees que el autor eligió este momento para utilizar la alusión? Una paradoja es una afirmación o frase que se contradice, sin embargo, revela una verdad. Un oxímoron es un par de palabras que se contradicen unos a otros (como el gambón). Ambos son contradictorios, pero una paradoja profesa un profundo significado y la contradicción pueden no siempre ser claramente indicados. 

76 Vocabulary 8 parts of speech Vocabulario 8 partes de la oración
WEDNESDAY VOCABULARY THURSDAY ASSESSMENTS: VOCABULARY AND DEW FRIDAY ASSESSMENT DEAR MONDAY LITERATURE TUESDAY READING AND WRITING HOMEWORK PREVIOUS NEXT TABLE OF CONTENTS Vocabulary 8 parts of speech Vocabulario 8 partes de la oración Subject, Noun Action, Verb Direct Object, Noun Asunto , Sustantivo , Acción Verbo directa de objetos, Sustantivoa Make sentences by sorting the words below into the three headings above. Hacer oraciones por clasificar las palabras por debajo en las tres partidas anteriores. part of speech function or "job" example words example sentences Verb action or state (to) be, have, do, like, work, sing, can, must EnglishClub is a web site. I like EnglishClub. Noun thing or person pen, dog, work, music, town, London, teacher, John This is my dog. He lives in my house. We live in London. Adjective describes a noun good, big, red, well, interesting My dogs are big. I like big dogs. Determiner limits or "determines" a noun a/an, the, 2, some, many I have two dogs and some rabbits. Adverb describes a verb, adjective or adverb quickly, silently, well, badly, very, really My dog eats quickly. When he is very hungry, he eats really quickly. Pronoun replaces a noun I, you, he, she, some Tara is Indian. She is beautiful. Preposition links a noun to another word to, at, after, on, but We went to school on Monday. Conjunction joins clauses or sentences or words and, but, when I like dogs and I like cats. I like cats and dogs. I like dogs but I don't like cats. Interjection short exclamation, sometimes inserted into a sentence oh!, ouch!, hi!, well Ouch! That hurts! Hi! How are you? Well, I don't know. use and understand the function of the following parts of speech in the context of reading, writing, and speaking restrictive and nonrestrictive relative clauses.[17Aii]

77 FRIDAY READING LECTURA
WEDNESDAY VOCABULARY FRIDAY ASSESSMENT DEAR MONDAY LITERATURE TUESDAY READING AND WRITING THURSDAY ASSESSMENTS: VOCABULARY AND DEW HOMEWORK PREVIOUS NEXT TABLE OF CONTENTS Turn in your homework with your assignment sheet. Finish the following: VOCABULARY ASSESSMENT PROMPT, Pre-Writing and writing Reading assessment PRESENTATION: FRIDAY READING lectura FRIDAY READING LECTURA

78 Games https://www.ixl.com/ela/grade-9
TABLE OF CONTENTS Ninth grade H.3Formatting and capitalizing titles: review Semicolons, colons, and commas Here is a list of all of the skills students learn in ninth grade! These skills are organized into categories, and you can move your mouse over any skill name to view a sample question. To start practicing, just click on any link. IXL will track your score, and the questions will automatically increase in difficulty as you improve! C.1Use semicolons and commas to separate clauses Sentence types I.1Is the sentence declarative, interrogative, imperative, or exclamatory? C.2Use semicolons, colons, and commas with lists C.3Semicolons, colons, and commas review Sentences, fragments, and run-ons J.1Identify sentence fragments Apostrophes J.2Identify run-on sentences D.1Identify and correct errors with plural and possessive nouns J.3Choose punctuation to avoid fragments and run-ons D.2Identify and correct errors with compound and joint possession Phrases and clauses K.1Is it a phrase or a clause? Hyphens and dashes K.2Identify prepositional phrases Commas E.1Use hyphens in compound adjectives K.3Identify appositives and appositive phrases A.1Commas with direct addresses, introductory words, interjections, interrupters, and antithetical phrases E.2Use dashes Quotations K.4Combine sentences using relative clauses F.1Formatting quotations and dialogue A.2Commas with series, dates, and places F.2Decide whether ellipses are used appropriately Verbals A.3Commas with compound and complex sentences L.1Identify participles and what they modify Capitalization A.4Commas with coordinate adjectives G.1Correct capitalization errors L.2Identify gerunds and their functions A.5Commas: review Titles L.3Identify infinitives and infinitive phrases Restrictive and nonrestrictive elements H.1Capitalizing titles B.1What does the punctuation suggest? H.2Formatting titles B.2Commas with nonrestrictive elements

79 GAMES Simple, compound, complex, and compound-complex sentences M.1Identify dependent and independent clauses M.2Is the sentence simple, compound, complex, or compound-complex? Subject-verb agreement N.1Identify and correct errors with subject-verb agreement N.2Identify and correct errors with indefinite pronoun-verb agreement N.3Identify and correct verb agreement with compound subjects Nouns O.1Form and use plurals: review O.2Form and use plurals of compound nouns Pronouns P.1Identify and correct errors with subject and object pronouns P.2Subject and object pronouns review P.3Pronouns after "than" and "as" P.4Identify and correct pronoun errors with "who" P.5Use relative pronouns: who and whom P.6Use relative pronouns: who, whom, whose, which, and that P.7Identify vague pronoun references P.8Identify all of the possible antecedents P.9Correct inappropriate shifts in pronoun number and person Verbs Q.1Form the progressive verb tenses Q.2Form the perfect verb tenses Q.3Identify transitive and intransitive verbs Q.4Identify linking verbs, predicate adjectives, and predicate nouns Q.5Identify and correct inappropriate shifts in verb tense Active and passive voice R.1Identify active and passive voice R.2Rewrite the sentence in active voice Adjectives and adverbs S.1Choose between adjectives and adverbs S.2Form and use comparative and superlative adjectives S.3Good, better, best, bad, worse, and worst S.4Form and use comparative and superlative adverbs S.5Well, better, best, badly, worse, and worst Writing clear and concise sentences T.1Transitions with conjunctive adverbs T.2Avoid double, illogical, and unclear comparisons T.3Use the correct pair of correlative conjunctions T.4Identify sentences with parallel structure T.5Use parallel structure T.6Remove redundant words or phrases T.7Misplaced modifiers with pictures T.8Select the misplaced or dangling modifier T.9Are the modifiers used correctly?

80 GAMES V.5Identify and correct errors with frequently confused pronouns and contractions Prefixes V.6Use the correct homophone AA.1Words with pre- V.7Identify and correct errors with homophones AA.2Words with re- AA.3Words with sub- V.8Correct errors with commonly misspelled words AA.4Words with mis- AA.5Words with un-, dis-, in-, im-, and non- Context clues Word choice and usage W.1Use context to identify the meaning of a word U.1Choose the word whose connotation and denotation best match the sentence Suffixes BB.1Words with -ful W.2Determine the meaning of words using synonyms in context BB.2Words with -less U.2Use words accurately and precisely BB.3Words with -able and -ible W.3Determine the meaning of words using antonyms in context Greek and Latin roots U.3Replace words using a thesaurus Etymologies and foreign expressions CC.1Sort words by shared Greek or Latin roots U.4Use dictionary entries to determine correct usage X.1Use etymologies to determine the meanings of words CC.2Use Greek and Latin roots as clues to the meanings of words U.5Explore words with new or contested usages X.2Use context as a clue to the meanings of foreign expressions CC.3Use words as clues to the meanings of Greek and Latin roots Commonly misused words X.3Use the correct foreign expression V.1Correct errors in everyday use CC.4Determine the meanings of Greek and Latin roots V.2Correct errors with signs Analogies V.3Use the correct frequently confused word CC.5Determine the meanings of words with Greek and Latin roots Y.1Analogies Y.2Analogies: challenge V.4Identify and correct errors with frequently confused words Word patterns Z.1Word pattern analogies Z.2Word pattern sentences

81 GAMES Figurative language DD.1Use personification DD.2Interpret the meaning of allusions DD.3Identify the source of allusions DD.4Interpret figures of speech DD.5Classify figures of speech: euphemism, hyperbole, oxymoron, paradox DD.6Classify figures of speech: review Point of view EE.1Identify the narrative point of view Planning and organizing writing FF.1Order topics from broadest to narrowest FF.2Identify thesis statements FF.3Organize information by main idea FF.4Choose the topic sentence that best captures the main idea Writing arguments GG.1Identify supporting evidence in a text GG.2Choose evidence to support a claim GG.3Choose the most appropriate counterclaim for a given claim GG.4Choose the analysis that logically connects the evidence to the claim GG.5Transition logically between claims, evidence, analysis, and counterclaims GG.6Distinguish facts from opinions Audience, purpose, and tone HH.1Identify audience and purpose HH.2Compare passages for tone HH.3Compare passages for subjective and objective tone HH.4Which text is most formal? HH.5Identify appeals to ethos, pathos, and logos in advertisements HH.6Use appeals to ethos, pathos, and logos in persuasive writing Research writing II.1Identify plagiarism II.2Recognize the parts of a Works Cited entry II.3Understand a Works Cited entry II.4Use in-text citations with MLA formatting Reference skills JJ.1Use dictionary entries JJ.2Use dictionary definitions JJ.3Use thesaurus entries

82 TABLE OF CONTENTS © 2004 by Education World®. Education World grants users permission to reproduce this work sheet for educational purposes only. Analogy: “SoftSchools.”Analogies Quizzes And Worksheets Web 2 October “English on the Internet~Test Quizzes.” Language Shop Web 2 October < MLA Style "Analogy Examples for Kids." YourDictionary, n.d. Web. 2 October < Read more at <a href=" Examples for Kids</a> Limericks: “Limericks.” Brownielocks and the three Bears. Web.2 October Everyday Edit: