Week 3 Mrs. Moore I hope you had a great Labor Day Weekend. La señora Moore Espero que hayan tenido un gran fin de semana del Día del Trabajo http://www.shutterstock.com/video/clip-625264-stock-footage-looping-animation-of-soap-bubbles-floating-and-moving-up.html 8-31-2016

09-06-2016 Keep all of your handouts to study. English I Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.[1 determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes.[1A analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words.[1B produce analogies that describe a function of an object or its description.[1C use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology.[1E Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.[2 analyze how the genre of texts with similar themes shapes meaning.[2A analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils.[5B] explain the role of irony, sarcasm, and paradox in literary works.[7A

English II Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.[1 determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes.[1A Aanalyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words.[1B infer word meaning through the identification and analysis of analogies and other word relationships.[1C use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology.[1E Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their under[2 compare and contrast differences in similar themes expressed in different time periods.[2A analyze isolated scenes and their contribution to the success of the plot as a whole in a variety of works of fiction.[5A] explain the function of symbolism, allegory, and allusions in literary works.[7A

Learning Strategies 1A Use what you know about Spanish to predict the meaning of English words. Aprendiendo estrategias 1A Uso lo que sabe de español para predecir el significado de las palabras en inglés. 1B Say the new words to a friend (check how well you are able to say the words.) 1B dicen que las nuevas palabras a un amigo (y comprueba lo bien que son capaces de decir las palabras.) 1C Use a variety of methods to learn new vocabulary about phrases and basic needs. 1C usar una variedad de métodos para aprender nuevo vocabulario sobre las frases y las necesidades básicas. Link flash cards to create new sentences. Word find, Crossword puzzle. Enlace tarjetas Flash para crear nuevas frases. De búsqueda de palabra, crucigrama. 1D Use strategies such as sentence stems to discuss new vocabulary and students’ experiences 1D Utilizar estrategias tales como tallos frase para hablar de nuevo vocabulario y las experiencias de los estudiantes 1E Use and reuse the words/phrases learned the first 3 weeks in discussion / writing activity about a picture of choice. 1E uso y la reutilización de las palabras / frases aprendidas las primeras 3 semanas de discusión / escritura sobre la actividad de una imagen de su elección.

ESOL Writing Escritura 5A Learn relationships between sounds and letters when writing about newly learned nouns and verbs. 5B Write using newly acquired vocabulary 5C Spell English words such as (see vocabulary list) 5D Edit last weeks’ assessment about pictures 5E Use simple and complex sentences to write about their interests 5A Aprende las relaciones entre los sonidos y las letras al escribir sobre los sustantivos y los verbos recién aprendidas. 5B escribir usando el vocabulario recién adquirido acerca 5C deletrear palabras en inglés como (véase la lista de vocabulario) evaluación 5D Editar últimas semanas acerca de las imágenes 5E Usar oraciones simples y complejas para escribir sobre sus intereses

ESOL Reading Leyendo 4A Identify relationships between sounds and letters in nouns and verbs. 4B Recognize the directionality of the English text 4C Recognize the words/phrases 4D Use pre-reading supports such as our Reading Strategies to understand a passage 4E Read materials about non-fiction with support from rewordify.com (simplified text) visuals (flash cards) word banks (on the vocabulary list) 1C determine the meaning of grade-level technical academic English words in multiple produce analogies that describe a function of an object or its description. 4A identificar las relaciones entre los sonidos y las letras en nombres y verbos. 4B Reconocer la direccionalidad del texto Inglés 4C reconocer las palabras / frases 4D Uso de pre-lectura apoya tales como nuestras estrategias de lectura para entender un pasaje 4E materiales de lectura sobre la no-ficción con el apoyo de rewordify.com (texto simplificado) visuales (flash cards) bancos de palabras (en la lista de vocabulario) 1C determinar el significado de las palabras en inglés académicos técnicos de nivel de grado en múltiples analogías producen que describen una función de un objeto o su descripción.

ESOL Speaking 3A Pronounce the words, newly learned, correctly 3A Pronuncia las palabras, que acaban de aprender, correctamente 3B Use new vocabulary about nouns and verbs in stories, pictures, descriptions, and/or classroom communication 3B Uso nuevo vocabulario sobre los sustantivos y verbos en historias, imágenes, descripciones, y la comunicación / o en el aula 3C Speak using a variety of types is sentence stems about 3C hablar usando una variedad de tipos de oraciones es acerca 3D Speak using the new vocabulary about phrases and fruit 3D Habla utilizando el nuevo vocabulario sobre las frases y frutas 3E Share in cooperative groups about fruit 3E Compartir en grupos cooperativos sobre la fruta  

ESOL Listening 2A Recognize correct pronunciation of nouns and verbs in the beginning lessons. 2A Reconocer correcta pronunciación de nombres y verbos en las lecciones que comienzan. 2B Recognize sounds used in the words for the week 2B reconocer los sonidos utilizados en las palabras de la semana 2C Identify words and phrases heard in a discussion about students’ choice of subject 2C identificar palabras y frases oídas en un debate sobre la elección del tema de los estudiantes 2D Check your understanding by speaking to the teacher and a friend in English. Seek help by using the translator, only when necessary 2D verifique su comprensión por hablar con el maestro y un amigo en Inglés. Busque ayuda utilizando el traductor, sólo cuando sea necesario 2E Use supports such as a dictionary to enhance understanding of new vocabulary 2E uso compatible, como un diccionario para mejorar la comprensión del vocabulario nuevo

TUESDAY 09-06-2016 Keep all of your handouts to study. SEE LEARNING STRATEGIES READING TEKS VOCABULARY TEKS MONDAY – Labor Day TUESDAY – Daily Translate the saying: Traducir al día el dicho: Too good to be true We use this expression to describe something that seemed wonderful at first, but is not actually, or is not real. Book Check – HOMEWORK: Question for the Library SPIRAL WORK make connections Due Thursday READING PASSAGE – GUIDED READING make connections

Week 3 Vocabulary Accidental Describe Professor Laboratory Bona fide Carte blanche Anniversaries Biannual Annual Fiction Myth Fantasy Historical fiction Mystery Science fiction Anim – life spirit Ann – year Arch – chief, first Aqua – water Ast – star

Assessment Next Thursday aqua – water Describe – to tell or depict in written or spoken words Fiction – Prose writing that tells about imaginary characters and events. ast – star  Plot – The sequence of events in a literary work. anim – life spirit Laboratory – place equipped to conduct scientific experiments  Myth – A fictional tale that explains the actions of gods or heroes, or the causes of natural phenomenon ann – year arch – first, chief Anniversaries – yearly celebration Professor – a teacher of the highest academic rank in a college   annual – yearly  Historical Fiction biannual – two   Fiction – Myth, fantasy, historical fiction, Mystery, science fiction Stories that include or focus on significant historical events (To Kill a Mockingbird) bona fide – genuine carte blanche – unlimited authority Accidentally – not planned; unexpected

COMPREHENSIVE QUESTIONS FOR YOUR LIBRARY BOOK DUE FRIDAY COMPREHENSIVE QUESTIONS — FICTION :Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Title of the Story: ___________________________________________ Identify genre. What is the genre of the passage? ___________________________ Identify Sequence: What happened at the end? _______________________________________________________________ Infer Character Traits: Name one character in the story. _________________________________ What is one trait you infer that character has? _________________________________ Give evidence: Explain why you think that character has that character trait. _______________________________________________________________________ _______________________________________________________________________ Identify Action: What is that character does? _______________________________________________________________ Infer Motive: Why do you think that character does that—what is the reason? _________________________________________________________________________ _________________________________________________________________________ Summarize the story. Write your summary on these lines. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Infer the main idea: What is the main idea of the passage? _________________________________________________________________________ Why do you think that is the main idea? _________________________________________________________________________ Exceed: Write about what you read. Explain a lesson people can learn from reading this story. Use examples from the story and your own experience.

PREGUNTAS integral para su libro de la biblioteca Completa de las preguntas - Fiction: Leer atentamente para determinar lo que el texto dice de manera explícita y realizar inferencias lógicas de la misma; citar evidencia textual específica al escribir o hablar para apoyar las conclusiones extraídas del texto. Título de la Historia: ___________________________________________ Identificar género. ¿Cuál es el género del pasaje? ___________________________ Identificar Secuencia: ¿Qué pasó al final? _______________________________________________________________ Inferir rasgos de carácter: Nombre un personaje de la historia. _________________________________ ¿Qué es un rasgo que deducir que personaje tiene? _________________________________ Dar evidencia: explicar por qué cree que el personaje tiene ese rasgo de carácter. _______________________________________________________________________ _______________________________________________________________________ Identificar Acción: ¿Qué es ese personaje no? _______________________________________________________________ Deducir Motivo: ¿Por qué cree que el personaje hace eso, ¿cuál es la razón? _________________________________________________________________________ _________________________________________________________________________ Resumir la historia. Escriba su resumen sobre estas líneas. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Inferir la idea principal: ¿Cuál es la idea principal del pasaje? _________________________________________________________________________ ¿Por qué cree que es la idea principal? _________________________________________________________________________ Exceder: Escribe acerca de lo que se lee. Explicar una lección de la gente puede aprender de la lectura de esta historia. Utilice ejemplos de la historia y su propia experiencia.

Explain the Sayings SELF – GRADE AND DUE FRIDAY   No man can serve two masters In the land of the blind, the one-eyed is king Silence is golden Every rose has its thorns The salt is white More knows the devil for being old than for being the devil Good fences make good neighbors Better late than never Love will find a way Like father like son In a closed mouth, no flies enter A full belly, content heart Let bygones be bygones Do as I say, not as I do To each his own Love is blind, but the neighbors aren’t

9-07-2016 WEDNESDAY Book Check – Question for the Library book Talonario de cheques - Pregunta para el libro Biblioteca Go on about something  Seguir hablando de algo We use this expression to say that someone talks a lot about something. Utilizamos esta expresión para decir que alguien habla mucho de algo. Ejemplo 1  Example 1 Lo que es como su nuevo novio? What's her new boyfriend like? Está bien, pero se fue sin cesar sobre el fútbol. Él no deja de hablar de su equipo. He's ok, but he went on and on about football. He wouldn't stop talking about his team. Ejemplo 2  Example 2 ¿Comprenden lo que el jefe está sucediendo esto? Do you understand what the boss is going on about? Se trata de personas llegar tarde otra vez. It's about people being late again. VOCABUALRY VOCABULARIO READING PASSAGE PASAJE DE LECTURA

comma Use a pair of commas in the middle of a sentence to set off clauses, phrases, and words that are not essential to the meaning of the sentence. Use one comma before to indicate the beginning of the pause and one at the end to indicate the end of the pause. My sister, Laura, is living in Devine.

READING STRATEGIES ESTRATEGIAS DE LECTURA Be able to use the words writing and verbally. Read / speak to the teacher. - Speak using a variety of sentence stems about the words in vocabulary list. Spell English words such as (see vocabulary list) Example: la criaturita estaba asustada Use pre-reading supports such as our Reading Strategies to understand a passage Read materials about non-fiction with support from rewordify.com (simplified text) visuals (flash cards) word banks (on the vocabulary list) Ser capaz de utilizar las palabras palabra y por escrito. Leer / hablar con el profesor. - Hablar usando una variedad de principios de oraciones acerca de las palabras en la lista de vocabulario. Deletrear palabras en inglés como (véase la lista de vocabulario) Ejemplo: La criaturita ESTABA asustada Utilizar la prelectura apoya tales como nuestras estrategias de lectura para entender un pasaje Leer materiales sobre la no-ficción con el apoyo de rewordify.com (texto simplificado) visuales (flash cards) bancos de palabras (en la lista de vocabulario)

READING STRATEGIES ESTRATEGIAS DE LECTURA Be able to use the words writing and verbally. Read / speak to the teacher. - Speak using a variety of sentence stems about the words in vocabulary list. Spell English words such as (see vocabulary list) Example: la criaturita estaba asustada Use pre-reading supports such as our Reading Strategies to understand a passage Read materials about non-fiction with support from rewordify.com (simplified text) visuals (flash cards) word banks (on the vocabulary list) EN INGLÉS Ser capaz de utilizar las palabras palabra y por escrito. Leer / hablar con el profesor. - Hablar usando una variedad de principios de oraciones acerca de las palabras en la lista de vocabulario. Deletrear palabras en inglés como (véase la lista de vocabulario) Ejemplo: La criaturita ESTABA asustada Utilizar la prelectura apoya tales como nuestras estrategias de lectura para entender un pasaje Leer materiales sobre la no-ficción con el apoyo de rewordify.com (texto simplificado) visuales (flash cards) bancos de palabras (en la lista de vocabulario)

9-08-2016 THURSDAY There’s a catch Hay un problema Book Check – Question for the Library book Talonario de cheques - Pregunta para el libro Biblioteca Vocabulary Assessment TODAY HOY evaluación de palabras Bell ringer El que toca el timbre There’s a catch Hay un problema We use this expression to say that Utilizamos esta expresión quiere decir que no es una condición difícil unido a algo positivo. there is a difficult condition attached to something positive. Ejemplo 1  Example 1 Mamá dijo que podría haber una fiesta en el apartamento este fin de semana. Mum said we could have a party in the flat this weekend. Eso es genial. That's great. Pero hay una trampa. Tenemos que pintar la cocina primero. But there's a catch. We have to paint the kitchen first. Ejemplo 2  Example 2 Mira - dice este anuncio se puede conseguir un reproductor de DVD gratis! Look - this advert says you can get a free DVD player! Sí, pero hay una trampa. Usted tiene que gastar más de £ 250 en la tienda en primer lugar. Yes, but there's a catch. You have to spend over £250 in the shop first. I see. Ya veo. Reading Passage Pasaje de lectura

09-09-2016 FRIDAY BELL RINGER That’s a weight off my mind We use this expression when we were worried about something but now the situation has changed and we are not worried any more Example 1 Don't worry, you don't need to work late tomorrow night. I'll do it. Oh thanks. That's a weight off my mind. I was really dreading it. Example 2 Oh look this is Martha's credit card. What's it doing down here? Really? You must call her and tell her. She's been so worried that someone might have stolen it. Okay, I'll call her right now. That'll be a weight off her mind. Writing TEST : Write using newly LEARNED vocabulary EL QUE TOCA EL TIMBRE Eso es un peso de encima Utilizamos esta expresión cuando estábamos preocupados por algo, pero ahora la situación ha cambiado y no estamos preocupados más Ejemplo 1 No se preocupe, usted no tiene que trabajar hasta tarde mañana por la noche. Lo haré. Oh gracias. Eso es un peso de encima. Yo estaba realmente horrorizado. Ejemplo 2 Oh, mira esto es la tarjeta de crédito de Martha. ¿Qué hace aquí? De Verdad? Debe llamar y decirle. Ella ha estado tan preocupado de que alguien pueda han robado. De acuerdo, llamaré ahora mismo. Eso será un peso de su mente. Prueba de escritura: Escribir utilizando el vocabulario aprendido recientemente,

Read the passage assigned. Lea el pasaje asignado. You may use your vocabulary spiral. Underline this weeks words two times. Underline last week’s vocabulary one time. Usted puede utilizar su espiral vocabulario. Subrayar este semanas palabras dos veces. Subrayar el vocabulario de la semana pasada de una vez. Use your writing strategies to write a fictional story. You may continue to work on your Halloween story. Turn in your spiral with the story in it at the end of class. Remember, if we are spending class time, it will count more than once. Utilice sus estrategias de escritura para escribir una historia de ficción. Usted puede seguir trabajando en su historia de Halloween. A su vez en su espiral con la historia en que al final de la clase. Recuerde, si estamos gastando el tiempo de clase, contará más de una vez. Make sentences that create a simple story (USE WRITING STRATEGIES) about the picture. Describe one action or noun. Concentrate on directionality, Recognize the words/phrases. Hacer frases que crean una historia sencilla (estrategias de uso de la escritura) sobre el dibujo. Describe una acción o sustantivo. Concéntrese en la direccionalidad, reconocer las palabras / frases. Read the passage assigned. Lea el pasaje asignado.

EXTRA CREDIT ON THE TEST

English I and II Extra Credit – On the Test Time and place of a literary work. Allusion An often universal truth (message) about humanity (life) found in literature. In Medias Res Setting The writer or speaker's attitude towards the subject of the work. Flashback Foreshadowing The feelings created in a reader through the literature Theme Tone Something seen that stands for something unseen (dove=peace, rose=love) Mood Symbol When a story's sequence is interrupted and a character goes back to an earlier time Character foils Clues that suggest events yet to come. Irony A recurring pattern in literature (the evil stepmother, the wise old man Sarcasm Paradox A reference to something mythical, Biblical, or historical Archtype A story that begins in the middle of the action