First Semester Final Review Take your time to understand. Vocabulary 02 Due Monday 12-05 Conflict 14 Due Tuesday 11-29 Parts of a Paragraph 26 Due Tuesday 11-29 Informational Text 28 Due Tuesday 11-29 Giving Writing Meaning 36 Due Wednesday11-30 Poems, Drama, Prose 37 Due Wednesday11-30 Drama Vocabulary Review 38 Due Wednesday11-30 Elements of Drama 42 Due Thursday 12-01 Genre of Fiction 54 Due Thursday 12-01 Irony 55 Due Thursday 12-01 Poetry 56 Due Monday 12-05 Reading Strategies 61 Due Monday 12-05 Library Book 62 Due Tuesday 12-06 Guy Fawkes 75 Due Tuesday 12-06 Persuasive Speech 76 Due Tuesday 12-06 Presentation 78 Due Wednesday 12-07 Comma Rules 79 Due Wednesday 12-07 Punctuation 87 Due Wednesday 12-07 Keep Writing 88 Due Thursday 12-08 Characterization 89 Due Thursday 12-08 Fridays – Complete and Turn in all work Home

Root Words are part of a word that carries meaning Root Words are part of a word that carries meaning. They are usually from different languages and help us understand the meaning of whole words. Prefixes, Base, and Suffixes Home Prefix Meaning Key word Sentido palabra clave Aqua water  aquarium Agua Acuario Ast star asterisk Estrella Asterisco Arch chief, first archenemy Jefe de primera Archienemigo Anim life spirit unanimous espíritu de vida Unánime Ann year annual Año Anual Anti against antifreeze En contra Anticongelante Able can be done capable Puede hacerse Capaz -audi- (L) hear  audience oír audiencia Al having characteristics of always Que tengan características de Siempre -auto –G self automatic Automático audience bi 2 dos -ial having characteristics of having fallible falible -ible personable De buen ver Chor Com con crit def De Opposite Defrost Opuesto Descongelar Dis Not, opposite of Disagree No, enfrente de Discrepar Ed, Past-tense Hopped Pasado Saltado Des melo En Made of wooden Hecho de De madera en, em Cause to encode, embrace Debido a abrazo, Er Comparative Higher Comparativo Mayor One who Worker, actor quien Obrero, actor Fore before forecast pronóstico

Foreign Word/Phrase Meanings Sentence____________________ Home bon appetit bona fide bon voyage ad nauseam sickening someone nagging you makes you sick of listening avant-garde caveat emptor fait accompli glasnost ipso facto pas de deux carte blanche You have a free credit card and no bills to pay. Do what you want cliché coup d'é·tat faux pas modus operandi quid pro quo tete a tete

FIGURATIVE LANGUAGE + Poetry, Drama and Pros Home Alliteration – the repetition of usually initial Consonant sounds in two or more neighboring words or syllables. Example: The wild and wooly world waits and wonders whose we’ll walk by . Assonance – a resemblance of sound in words or syllables. Example: holy & stormy and fleet feet by sleeping geese. Cliché – a word or phrase that has become overly familiar or commonplace. No pain, no gain. Hyperbole – big exaggeration usually with humor Example: mile high ice-cream cones. Idiom – the language peculiar to a group of people Example: She sings at the top of her lungs Metaphor – comparing two things by using one kind of object or using in place of another to suggest the likeness between them Example: Her hair was silk Simile – a figure of speech comparing two unlike things that are often introduced with like or as Example: The sun is like a yellow ball of fire in the sky Onomatopoeia – naming a thing or an action by imitating the sound associated with it Example: buzz, hiss, roar, woof Personification – giving something human Qualities. Example: The stuffed bear smiled as the little child hugged him close. I can explain the major differences of structural elements between poems, drama and pros. Poetry Some poems rhyme, but not always Written in lines Lines are grouped into stanzas or verse Has beats or a rhythm (meter), almost musical Includes figurative language (simile, metaphor) Written to entertain and express a mood Examples: Free verse, ballad, Haiku, Acrostic Narrative (tells a story) Limerick Drama Tells a story Cast of characters Setting Plot Stage directions (actions for the characters) Entertaining Descriptions)background information) Written to be performed for an audience Examples: Plays, skits, musical, comedy, opera, Reader’s Theatre Prose Written in sentences. One after the other, Sentences are grouped into paragraphs Regular writing Written to entertain, inform, or persuade a reader Examples: Books, newspapers, articles, essays, etc. Butterflies and DAYDREAMS

Plot plot a. the highest or most intense point in the development or resolution of something; Rising Action / exposition b. the main events of a play, novel, movie, or similar work climax c. is the part of the story's plot line in which the problem of the story is resolved or worked out. resolution d. action that occurs first in a story to catch the reader’s attention. initial incident /Preliminary event e. a literary device used to introduce background information about events, settings, characters etc. to the audience or reader _____________________________________________________________ ______________________________________________________________ Falling action/Denouement _____________________________________________________________ Story Organization _____________________________________________________________ Conflict _____________________________________________________________ Suspense _____________________________________________________________

Fill in the plot blanks

Author Tools Home theme – a. author creates a feeling tone -- b. a recurrent symbol or motif in literature, art, or mythology. symbol-symbolism "mythological of good and evil" mood -- c. the reader feels because of author’s words archtype d. peace sign = peace e. worldly ideas ____________________________________________________ flashback a. a return to an earlier time setting b. in the middle of things, foreshadowing c. time and place of a story in medias res d. a hint of something in the future of the story

Figurative Language -literary devices and techniques Home Figurative Language -literary devices and techniques oxymoron a. is a complete narrative which involves characters, and simile events that stand for an abstract idea or an event. assonance b. But a better butter makes a batter better. A big bully blankets a baby boy. allusions c. a contradictory remark appear in conjunction: jumbo shrimp allegory d. The repeated sounds of vowels in conjunction with consonant sounds is used for musical effects in which Shakespeare is a master. e. is a brief and indirect reference to a person, place, thing or idea of historical, cultural, literary or political significance onomatopoeia a. Giving human traits to something that is not human paradox b. saying that one thing is something else metaphor c. helping the form a picture in their minds imagery d. naming a thing or an action by imitating the sound personification associated with it Example: buzz, roar, e. is a statement that, despite apparently sound reasoning from true premises, leads to a self-contradictory or a logically unacceptable conclusion

Figurative Language Home hyperbole b. the repetition of usually initial consonant sounds in two or more Alliteration neighboring words or syllables. Example: The wild and wooly world sarcasm waits and wonders whose we’ll walk by . idiom C. a word or phrase that has become overly familiar or commonplace. Drama No pain, no gain. Cliché d. a play on words in which a humorous effect is produced anaphora e. the language peculiar to a group of people Example: irony She sings at the top of her lungs pun f. big exaggeration usually with humor. Example: mile high ice-cream cones. g. words are used in such a way that the intended meaning is different from the actual meaning of the words h. tells a story, cast of characters, script k. the deliberate repetition of the first part of the sentence in order to achieve an artistic effect ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Point of View (POV) __________________________________________________ Home Point of View (POV) Point of View a.  uses pronouns like “he”, “she”, “it”, “they” Stream of Consciousness or a name First Person b. . refers to who is telling a story, or who is narrating it.  Second Person c.  the use of either of the two pronouns “I” and “me” Third person d. employs the pronoun “you” Omniscient POV e. thought __________________________________________________

Most Commonly Misspelled Words Home Desperate a. upset Knowledge c. a place to do scientific experiments Laboratory d. understanding of a subject Lightning e. important; famous Prominent h. flash of light during a storm _________________________________________________ Accommodate a. not done purposefully Accumulate b. gather Achievement c. a thing done successfully Accidentally d. assist, help with Pursue a. the way a word is said Pronunciation b. follow Profession c. teacher at the highest level Professor d. job ________________________________________________ tour de force a. very accurate exacting b. common action exuberant c. amazing achievement routine d. energetic

Home Absence e. words used to give a visual of an image Description f. the meaning of a word Dictionary g. not present Definition h. book that has meanings of the words _____________________________________ enthusiasm a. not very long ago recently b. excited interest in something routine c. violently/harshly brutally d. usually done biblical e. clearly shows/includes embodies f. mostly predominantly g. Bible-related captivated culmination fractured deferred primed go viral beret buoyant forebears embedded academic meditation thinking parents school-related Fascinated floating delayed ending become well known deeply set within hat Broken readied

Vocabulary Home More words you should know. Use them in a sentence structure clues critic question reflection synonym acquaintance dining loneliness quantity acquire disappearance lose quizzes acquitted advice advise disastrous Maintenance denotative connotative etymology

Home Conflict

Home Conflict : https://www.youtube.com/watch?v=TEmtQ7GnyZ4 https://www.youtube.com/watch?v=LEsikHyL5bc In literature, a conflict is a literary element that involves a struggle between two opposing forces usually a protagonist and an antagonist. An internal or psychological conflict arises as soon as a character experiences two opposite emotions or desires; usually virtue or vice, or good and evil inside him. This disagreement causes a character to suffer mental agony. Internal conflict develops a unique tension in a storyline marked by a lack of action. External conflict, on the other hand, is marked by a characteristic involvement of an action wherein a character finds himself in struggle with those outside forces that hamper his progress. The most common type of an external conflict is where a protagonist fights back against the antagonist’s tactics that impede his or her advancement.

Some of the Most Common Types of Conflict in Literature Man Versus Self Home These are internal battles that characters wage within themselves; these are internal issues that affect their actions, motivations and interactions with other characters. The conflict can be a recurring theme throughout the story or at a particular point in time. In Julius Caesar, Brutus constantly struggles with his feeling towards his friend Caesar and his country.

Man Versus Society Home These are conflicts where your characters’ firm beliefs are against norms that the entire society as a whole endorses. It could be social evils or discrimination practiced by society that is opposed by a minority. “When the protagonist’s conflict extends to confronting institutions, traditions, or laws of his or her culture, he or she struggles to overcome them, either triumphing over a corrupt society (I draw a blank here)…” Could you fill in the blank with Hunger Games, the Divergent series or, to go a little older, Logan’s Run? Although, I view person vs society as different than person vs. government. Society covers social and cultural belief systems, while government covers authoritarian control, institutional corruption, etc. Governments do not always represent the belief systems of the society or culture they govern. ” might use “Atlas Shrugged”

Man Versus Man Home These sort of conflicts are the most common. Your characters will be opposed by or will oppose the actions, reactions, motivations of another character or characters. As a writer you can choose to use this sort of conflict to provide comic relief to your narrative.

Home Man Versus Nature Nature serves as the obstacle for characters. You could choose to write a particular scene around a natural calamity such as a typhoon or tsunami. There are many stories waiting to be explored because, in my opinion, an inspirational story such as the triumph of human spirit over adversity will never go out of fashion.

Man Versus Supernatural https://www.youtube.com/watch?v=JCN5RtdNW60 Home Man Versus Supernatural https://www.youtube.com/watch?v=JCN5RtdNW60 Supernatural elements are typically those that defy the laws of nature and are beyond scientific understanding. Such a setting adds gravitas and drama to the story. If you are using super natural elements you might want to make sure what genre you are writing in.

Home Man Versus Technology Humanity’s innate skepticism about the wonders of technology has resulted in many stories in which antagonists use technology to gain power or in which technology takes over or becomes a malign influence on society (Brave New World).

Home Person vs. Fate/God . This category could be considered part of conflict with self or with society (many people count only four types of conflict, including those two and conflict with another person or with nature). That’s a valid argument, as one confronts fate as part of an internal struggle and religion is a construct of society, but explicitly naming fate (Oedipus Rex) or God — or the gods (The Odyssey) — as the antagonist is a useful distinction.

Home Person vs. Fate “What is it, what nameless, inscrutable, unearthly thing is it; what cozening, hidden lord and master, and cruel, remorseless emperor commands me; that against all natural loving's and longings, I so keep pushing, and crowding, and jamming myself on all the time”

Home

Home https://www.youtube.com/watch?v=k9cL96VQ9Wk https://www.youtube.com/watch?v=rM5cp_YL77k https://www.youtube.com/watch?v=DjvwYlhlvIA https://www.youtube.com/watch?v=6fnsxNb1my4 https://www.youtube.com/watch?v=0dd-4sW_thA https://www.youtube.com/watch?v=rg_10OfdEss https://www.youtube.com/watch?v=WsfLxsx8lQI https://www.youtube.com/watch?v=WcPIVl6Glro

Parts of a Paragraph Home Topic Sentence Supporting Sentence One (detail) Supporting Sentence Two (detail) Supporting Sentence Three (detail) Concluding Sentence Give specific details related to the main idea Give specific details related to the main idea This sentence tells the reader the main idea, or what the paragraph will be about. This sentence refers to the topic sentence and sums up the main idea of the paragraph. Give specific details related to the main idea Limerick Words that rhyme Rhyme Pattern (a,b) Label: Topic sentence? detail? or conclusion sentence? What does the limerick mean? There was an Old Man of Nantucket Who kept all his cash in a bucket. His daughter, called Nan, Ran away with a man, And as for the bucket, Nantucket.

Compare and contrast the parts of a paragraph and a limerick Home Compare and contrast the parts of a paragraph and a limerick Paragraph Limerick

Informational Text Structures Home Informational Text Structures compare/contrast order/sequence problem/solution cause / effect

Informational Text Structures Structure Defined Clues Visual Example Home The text gives information about a problem and explains one or more solutions. The text describes an event (cause) and the effects that follow. The text outlines chronological events or a list of steps in a procedure. The text talks about similarities and differences between people, places things, ideas, etc… Text provides details or characteristics of something. Description Order and Sequence Problem and Solution Compare and Contrast Cause and Effect

Informational Text Structures Structure Defined Clues Visual Example Home Description Descripción Order and Sequence Orden y Secuencia Problem and Solution Problema y solución Compare and Contrast Comparar y contrastar Cause and Effect Causa y efecto El texto da información sobre un problema Y explica una o más soluciones. El texto describe un evento (causa) Y los efectos que siguen. El texto describe los eventos cronológicos O una lista de pasos en un procedimiento. El texto habla de similitudes Y las diferencias entre las personas, Lugares cosas, ideas, etc ... El texto proporciona detalles o características de algo.

Informational Text Structures Structure Defined Clues Visual Example Home Description Descripción Order and Sequence Orden y Secuencia Problem and Solution Problema y solución Compare and Contrast Comparar y contrastar Cause and Effect Causa y efecto Same/Different Both, neither In contrast On the other hand Problem / Solution Cause /Effect If/ Then Because As a result Due to Order of events History Instructions Steps Signal Words Adjectives Characteristics Examples Mental Image Igual o diferente Ambos ninguno A diferencia de Por otra parte Solución del problema Causa efecto Si luego Porque Como resultado Debido a Orden de eventos Historia Instrucciones Pasos Palabras de advertencia adjetivos Características Ejemplos Imagen mental

Informational Text Structures Structure Defined Clues Visual Example Home Description Descripción Order and Sequence Orden y Secuencia Problem and Solution Problema y solución Compare and Contrast Comparar y contrastar Cause and Effect Causa y efecto

Informational Text Structures Structure Defined Clues Visual Example Home Description Compare and Contrast Order and Sequence Problem and Solution Cause and Effect Want delicious ice cream? First, scoop it into a bowl. Then, top it with goodies like sprinkles. Finally, grab a spoon and enjoy! Ice cream is a frozen, sugary sweet delicacy. The treat comes in flavors like vanilla. If your ice cream melts before you finish it, put it back into the freezer. Although both ice cream and veggies are food, ice cream is less healthy and eaten as dessert. Veggies; however are a side dish to a meal. If melted ice cream gets on your hand, your skin will be sticky.

Informational Text Structures Structure Defined Clues Visual Example Home ¿Quieres un delicioso helado? En primer lugar, recogerlo en un tazón. Luego, la parte superior con golosinas como rocía. Por último, tomar una cuchara y disfrutar! El helado es una delicadeza dulce congelada y azucarada. El tratamiento viene en sabores como la vainilla. Si su helado se derrite antes de terminarlo, Ponerlo de nuevo en el congelador. Aunque tanto el helado como los vegetales son alimentos, El helado es menos saludable y se come como postre. Vegetales; Sin embargo, son un plato de acompañamiento para una comida. Si el helado derretido se pone en la mano, Su piel será pegajosa. Description Compare and Contrast Order and Sequence Problem and Solution Cause and Effect

Informational Text Examples You must write 4 sentences of each example Informational Text Examples You must write 4 sentences of each example. Ejemplos de texto informativo Debe escribir 4 oraciones de cada ejemplo. Home Compare and Contrast Problem Solving Comparar y contrastar Problema y solución Sequence Description Descripción Orden y Secuencia Cause and Effect Causa y efecto

Giving meaning to writing Home Giving meaning to writing graphic graphic art elements word position punctuation diction imagery - controlling images - visual images illustrations

Term Example Definitions poems, drama and pros. Home Term Example Definitions Poetry__________, ____, ___ Drama__________, ____, ___ Prose___________, ____, ___ Examples: A. Books, newspapers, articles, essays, etc. B. Free verse, ballad, Haiku, Acrostic Narrative (tells a story) Limerick C. Plays, skits, musical, comedy, opera, Reader’s Theatre Definitions: D. Some have rhymes, but not always, Written in lines, Has beats or a rhythm (meter), almost musical, Includes figurative language (simile, metaphor) E. Written in sentences. One after the other F. Tells a story G. Lines are grouped into stanzas or verse Sentences are grouped into paragraphs, Regular writing H. Cast of characters, Setting, Plot Stage directions (actions for the characters) I. Written to entertain and express a mood J. Written to entertain, inform, or persuade a reader K. Written to be performed for an audience

D R A M A R E V I E W Literary Elements Plot Home Literary Elements Technical Elements Performance Elements Literary Elements Plot Initial incident Preliminary event Rising Action Climax Falling action Denouement Exposition Story Organization Conflict Suspense Home DRAMA Literary Elements Language Style Soliloquy Monologue DRAMA Setting changes to help to show how the tone has changed. ELEMENTS of DRAMA Plot Theme Characters Dialogue Convention Genre Audience Music/Rhythm Spectacle Performance Elements Acting Character motivation Character analysis Empathy Speaking Breath control Vocal expression Inflection Projection Speaking style Diction Gestures Facial expression Cast of characters Technical Elements Scenery (set) Props Costumes Stage Music Lights Sound Makeup D R AMA Script written in dialogue. Stage directions Structure

A) Act, Actor, Ad lib, Audience, Audition Home CHOOSE A PARTNER, FIND A PICTURE OF A SHAKESPEAREAN THEATRE, Create a PRESENTATION where you demonstrate the following knowledge: A) Act, Actor, Ad lib, Audience, Audition B) Backstage, Balcony, Benefactor C) Choreograph, Chorus, Comedy, Credit(s) D) Debut, Dialogue, Drama F) Farce G) Gags, Genre J) Jocular, Journalist L)  Lead, Lights, Lines, Lyrics M)  Melodrama, Melodramatic, Mezzanine, Mysterious O)  Orchestra, Ovation, Overlook P) Part, Perform, Pinnacle, Pose, Predict, Premiere, Projection, Prop R) Red-carpet, Rehearsal S) Scenario, Scene, Screenplay, Script, Skit, Slapstick, Soliloquy, Solo, Spotlight, Stage, Studio T) Tempo, Theater, Theme, Thespian, Tragedy, Tribute U) Upstage, Ushers W) Walk-on, Wardrobe

DRAMA Write a paragraph to answer the five questions: Home DRAMA Write a paragraph to answer the five questions: How do monologues enhance dramatic text? How do soliloquies enhance dramatic text? How do dramatic irony enhance dramatic text?. How do archetypes in drama affect the plot of plays? How do motifs in drama affect the plot of plays?

Setting changes - helps to show how the tone has changed. ELEMENTS of Literary Elements Technical Elements Performance Elements Plot 5. ___________ Literary Elements OF Plot I P R C F D Exposition Story Organization Conflict Suspense Home 3. _______ 4. ________ DRAMA 6. _______ 7. ________ LITERARY ELEMENTS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. DRAMA ______ 2. ______ 9. _______ 10. ______ Setting changes - helps to show how the tone has changed. ELEMENTS of DRAMA Performance Elements Technical Elements Cast of Characters 1. 2. 3. 4. 5. 6. 7. 8. 9. 10 11 12. 13. 1. 2. 3. 4. 5. 6. 7. 8. DRAMA Script written in dialogue. Stage directions Structure

pueden categorizar los elementos del drama, por que obras Home El elementos del drama pueden categorizar los elementos del drama, por que obras dramáticas pueden ser analizados y evaluados, en grandes áreas Literarias elementos, técnicas elementos, desempeño elementos.

Home Seis elementos de Aristóteles del drama Esto es lo que sucede en la trama de La trama refiere a la accion la trama basica del juego Teme se refiere a la acción del drama en relación con el significado de la obra, el tema es la idea principal o la lección a extraer de la obra en algunos casos objeto de un drama es obvio, otras veces muy sutiles. Personajes, las personas a veces ideas o animales traicionados por los actores en el drama los personajes que avanzar la acción o trama del juego. Dialogo se refiere a las palabras escritas por el dramaturgo y hablado por los personajes en el drama. el dialogo ayuda a mover la acción de la obra en ritmo Música mientras la música se presenta a menudo en el drama en este caso Aristóteles se refieren al ritmo de las voces de actores como es hablan Espectáculo se refiere a los elementos visuales de un drama establece efectos especiales de disfraces, etc.

teatro moderno en el teatro moderno de la lista ha cambiado un poco, aunque se dará cuenta de que muchos de los elementos siguen siendo la misma lista de elementos esenciales del teatro moderno se los próximos acuerdos trama, personajes, diálogo temático género Home

Home Los Primeros 4:? personaje, trama, el tema, Diálogo, igual permanece, Las Siguientes tambien se consideran Elementos del teatro ESENCIALES convención son las técnicas y métodos utilizados por el dramaturgo y director para crear el efecto estilístico deseado genre Género se refiere al tipo de historia algunos ejemplos de diferente género misterio trageia comedia y ficción histórica audiencia es un grupo de personas viendo el vuelo de muchos dramaturgos y actores consideran que el público sea el elemento más importante de teatro como todos los esfuerzos se establece para escribir y producir una obra de teatro es para el disfrute de la audiencia

Hay seis etapas en una estructura de trama. Home Elementos literarios Hay seis etapas en una estructura de trama. 1. incidente inicial: "La historia comienza con una serie de acciones para llamar la atención de la audiencia" 2. Evento Preliminar: Lo que se lleva a cabo ANTES de la acción de la obra la cual está directamente relacionada con la historia. 3. aumento (subida) en acción: Una serie de hechos ocurridos después del incidente inicial y que conducen a clímax dramático. 4. Climax: la historia de pico: El punto de inflexión del punto más alto de la historia, cuando los acontecimientos puede ir en cualquier dirección 5. La caída de Acción: La serie de acontecimientos que siguieron a la culminación 6. Desenlace: Otro término para la conclusión de la palabra francesa para "separar".

Otros elementos literarios Exposición: el "quién, cuándo, dónde y qué" parte de la obra. Organización historia: principio, medio y final Conflicto: La lucha interna o externa entre fuerzas opuestas, ideas o intereses que crea tensión dramática. Suspenso: una sensación de incertidumbre en cuanto al resultado, que se utiliza para despertar el interés y la emoción por parte de la audiencia. Home

Otra literaria de Elementos Idioma en el teatro La Manera especial de expresión verbal La dicción o Estilo de escritura o El Discurso o Expresión Que sugiere una clase o profesión o tipo de carácter Estilo de la forma de material de configuración dramático para los trajes de Manera deliberadamente no realista soliloquio de un discurso por un solo actor que esta solo en el escenario monologo de un largo discurso pronunciado por un actor que un monologo puede ser entregado solo o en presencia de otros Home

Home elementos técnicos Paisaje (juego): El material de teatro, tales como cortinas, pisos, telones de fondo, o plataformas, que se utiliza en una producción dramática para comunicarse entorno disfraces ropa y accesorios usados por los actores para representar a un personaje y el periodo de tiempo puntales, abreviatura de propiedades (menos trajes / horizontal) se utiliza como parte de la producción dramática. Es un objeto extraíble que aparece en el escenario durante una actuación (teléfono o un tren.)

Home Otros elementos técnicos Luces: el colocación, intensidad y color de las luces para ayudar a comunicar humor medio ambiente o sensación Sonido: los efectos de sonido y audiencia oye durante la ejecución para comunicar contenidos de carácter o ambiente Makeup: Costumes, wigs, and body paint used to transform an actor into a character. Maquillaje: disfraces pelucas y pinturas corporales utilizada para transformar un actor en un personaje

Home elementos de desempeño acción: utilice de rostro, cuerpo y voz a traer ese carácter vivo Carácter de motivación: La razón o razones para un carácter a se comporten de cierta manera; un incentivo, o inducir un carácter a otras medidas carácter análisis en respuesta a arte dramático el proceso de examinar como los elementos del drama literario técnico y rendimiento se utilizan Empatía: la capacidad de relacionarse con los sentimientos del otro

Home hablando el modo de expresión o la entrega de las líneas control de la respiración propiedades de los pulmones y el musculo del diafragma para la capacidad máxima y la eficiencia un aliento para hablar expresión vocal cómo un actor utiliza su voz retratar a un personaje flexión de intensidad de cambiante de la voz proyección lo bien que el público escucha la voz del actor Hablando estilo: el modo de expresión o la entrega de líneas La dicción: Selección y pronunciación de las palabras; claridad de la voz.

Home otros elementos de rendimiento expresión no verbal gestos: cualquier movimiento de un actor: hombro, cabeza, brazo, pierna o pie para transmitir un significado expresión facial: aspectos físicos y vocal utilizados por el actor para transmitir sensación de estado de animo o personalidad

Home Genre of Fiction - Prose writing that tells about imaginary characters and events: Myth fictional tale that explains the actions of gods or heroes, or the causes of natural phenomenon Fantasy Historical fiction Mystery Science fiction

Home IRONY ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Verbal irony Dramatic irony Situational irony

Poetry Home line length line breaks rhyme scheme a. Lines grouped in poetry stanza – verse b. almost musical, makes narrative you tap your foot rhythm / meter c. The wild and wooly world waits and wonders whose paradox we’ll walk by. The occurrence of the same letter or Alliteration sound at the beginning of adjacent or closely connected Narrative words d. the ordered pattern of rhymes at the ends of the lines of a poem or verse e.  is a statement that, despite apparently sound reasoning from true premises, leads to a self- contradictory or a logically unacceptable conclusion f. tells a story _____________________________________________________________________________________________________________________________________________________________________________________________   line length line breaks

Home Quiz Limerick Words that rhyme Rhyme Pattern (a,b) Label: Topic sentence? detail? or conclusion sentence? What does the limerick mean? There once was a man from Peru Who had a lot of growing up to do, He’d ring a doorbell, then run like hell, Until the owner shot him with a .22.

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Reading Strategies Directions: Home Use your reading strategies to read this passage. Utilice sus estrategias de lectura para leer este pasaje. Find the vocabulary -highlight the word- you do not know through the passage and the questions. Encuentra el vocabulario -highlight la palabra- no se sabe a través del paso y las preguntas. Find a synonym you know and make sure it fits with the sentence. If you do not know it, look it up in the dictionary.   Encontrar un sinónimo que sabe y asegurarse de que encaja con la frase. Si no lo sepa, buscarla en el diccionario. Write a synonym (that makes sense) near the word. Escribir un sinónimo (que tiene sentido) cerca de la palabra. Read the captions - Highlight anything under a picture or graph. Leer los subtítulos - Resalte cualquier cosa bajo una imagen o gráfico. Read the passage and the questions Lea el pasaje y las preguntas Go back and summarize(note) each paragraph, briefly. Volver atrás y resumir (nota) de cada párrafo, brevemente. Reread the questions. Vuelva a leer las preguntas. Find the answers in the passage. Using your notes will help. Encuentra las respuestas en el pasaje. Utilizando sus notas le ayudará. Write a brief summary using your notes. Escribe un breve resumen usando sus notas.

LIBRARY BOOK QUESTIONS Home LIBRARY BOOK QUESTIONS

Comprehension Dice Game Home Read your favorite picture book together with a partner. Roll a dice and tell your partner the answer! Can you make a text to self connection to this story? ¿Puedes hacer un texto para conectarte a esta historia? Tell your partner the 3 most important parts of the passage! Dile a tu pareja las 3 partes más importantes del pasaje. What question would you ask the main character of the story? ¿Qué pregunta le haría al protagonista de la historia? If you were in this story what would you see and hear? Si estuvieras en esta historia, ¿qué verías y oirías? Find 3 words that were difficult to read. Can you and your partner work them out? Encuentra 3 palabras que eran difíciles de leer. ¿Pueden ustedes y su pareja trabajar con ellos? How did the characters feel at the end of the story? How do you know? ¿Cómo se sintieron los personajes al final de la historia? ¿Cómo lo sabes?

Comprehensive QUESTIONS for News Articles Home COMPREHENSIVE QUESTIONS — NONFICTION :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/Articles: _____________________________ ____________________________ Identify the genre. What is the genre of the passage(s)? ________________________________________ What is the author’s purpose? _____________________________________________________________ Identify Sequence: What happened at the end of your reading this week? ___________________________ Infer Describe the information in article 1 ____________________________________________________ Give evidence: Explain why you think that. ________________________________________________________ ___________________________________________________________________________________________ 5. Infer Describe the information in article 2 ____________________________________________________ 6. Identify Action: What is the same in both stories? _________________________________________________ ___________________________________________________________________________________________ 7. Infer Motive: Why do you think the author chose that mode of expression? ___________________________ ________ __________________________________________________________________________________ 8. Summarize the information. Write your summary on these lines. _____________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Why do you think will happen next? _____________________________________________________________ Write about what you read. Explain a lesson people can learn from reading these articles. Use examples from the story and your own experience.

Completa de las preguntas de los artículos de noticias Home Completa de las preguntas - No ficción: Lea 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 / Artículos: ___________________________________________ ______________________________________________ Identificar el género. ¿Cuál es el género del pasaje (s)? ________________________________________ ¿Cuál es el propósito del autor? _____________________________________________________________ Identificar Secuencia: Lo que sucedió al final de su lectura de esta semana? ___________________________ Describir inferir la información en el artículo 1 ____________________________________________________ Dar evidencia: Explique por qué piensa eso. ________________________________________________________ ___________________________________________________________________________________________ 5. Deducir describir la información en el artículo 1 ____________________________________________________ 6. Identificar Acción: ¿Cuál es la misma en ambas historias? _________________________________________________ ___________________________________________________________________________________________ 7. Deducir Motivo: ¿Por qué cree que el autor eligió ese modo de expresión? ___________________________ ________ __________________________________________________________________________________ 8. Resumir la información. Escriba su resumen sobre estas líneas. _____________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ¿Por qué cree que va a pasar? _____________________________________________________________ Escribe sobre lo que lee. Explicar una lección de la gente puede aprender de la lectura de estos artículos. Utilice ejemplos de la historia y su propia experiencia.

LIBRARY BOOK COMPREHENSIVE QUESTIONS TONE AND MOOD OF A PASSAGE or BOOK Home 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: ________________________________________Does the title help to set the mood for the reader? _________________________________________________________________________________________________ Identify the genre. What is the genre of the passage? ___________________________________________ What is the author’s tone? ______________________________________________________________ What is the author’s audience? ____________________________________________________________ What is his purpose? ____________________________________________________________________ Identify Sequence: What happened at the end of your reading this week? ___________________________ Infer Setting Traits: Describe the setting in the story. ___________________________________________ __________________________________________________________________________________________________ How would the story change if the author’s tone changed ?____________________________________ Give evidence: Explain why you think that. _______________________________________________________________ 6. Identify Action: How does the author’s tone make the characters behave the way they do? _____________________ 7. Infer Motive: Why do you think about the mood of the story? ___________________________________________ 8. Summarize the story. Write your summary on these lines. _________________________________________________ Infer the main idea: What is the main idea of the passage? _________________________________________________ _________________________________________________________________________________________________ What do you think will happen next? __________________________________________________________________ Write about what you read. Explain a lesson people can learn from reading this story. Use examples from the story and your own experience TO MAKE A CONNECTION. _________________________________________________________________________________________________

libro de la biblioteca Home PREGUNTAS COMPLETAS TONO Y HUMOR DE UN PASO o LIBRO Lea atentamente para determinar lo que el texto dice explícitamente y para hacer inferencias lógicas de él; Citar pruebas textuales específicas al escribir o hablar para apoyar conclusiones extraídas del texto. Título de la historia: ________________________________________ ¿Ayuda el título a establecer el estado de ánimo para el lector? _________________________________________________________________________________________________ Identificar el género. ¿Cuál es el género del pasaje? ___________________________________________ ¿Cuál es el tono del autor? ______________________________________________________________ ¿Cuál es la audiencia del autor? ____________________________________________________________ ¿Cuál es su propósito? ____________________________________________________________________ Identifique la Secuencia: ¿Qué pasó al final de su lectura esta semana? ___________________________ Infer Setting Traits: Describa el ajuste en la historia. ___________________________________________ __________________________________________________________________________________________________ ¿Cómo cambiaría la historia si cambia el tono del autor? ____________________________________ Explica por qué piensas eso. _______________________________________________________________ 6. Identificar la Acción: ¿Cómo el tono del autor hace que los personajes se comporten de la manera que lo hacen? unesdoc.unesco.org unesdoc.unesco.org 7. Infer Motive: ¿Por qué piensas en el estado de ánimo de la historia? ___________________________________________ 8. Resuma la historia. Escriba su resumen en estas líneas. _________________________________________________ Inferir la idea principal: ¿Cuál es la idea principal del pasaje? _________________________________________________ _________________________________________________________________________________________________ ¿Que crees que pasará después? __________________________________________________________________ Escribe sobre lo que lees. Explique una lección que la gente puede aprender de la lectura de esta historia. Use ejemplos de la historia y su propia experiencia PARA HACER UNA CONEXIÓN.

COMPREHENSIVE QUESTIONS SETTING— FICTION Home 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 the genre. What is the genre of the passage? ___________________________________________ What is the author’s purpose? ______________________________________________________________ Identify Sequence: What happened at the end of your reading this week? ___________________________ Infer Setting Traits: Describe the setting in the story. ___________________________________________ How would the story change if it took place somewhere else?____________________________________ Give evidence: Explain why you think that. __________________________________________________________ 6. Identify Action: How does the setting interact with the characters? _____________________________________ 7. Infer Motive: Why do you think the author chose that setting? _______________________________________ 8. Summarize the story. Write your summary on these lines. _____________________________________________ Infer the main idea: What is the main idea of the passage? ______________________________________________ What do you think will happen next? _______________________________________________________________ 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 TO MAKE A CONNECTION.__________________________________________ Source: Merriam-Webster's Learner's Dictionary Simple Definition of setting - the place and conditions in which something happens or exists ,the time, place, and conditions in which the action of a book, movie, etc., takes place, the rooms, painted backgrounds, furniture, etc., that are used for a scene in a movie or play.

PREGUNTAS INTEGRALES - FICCIÓN Home PREGUNTAS INTEGRALES - FICCIÓN Fuente: Merriam-Webster's Learner's Dictionary Definición sencilla de la configuración - el lugar y las condiciones en las que sucede algo o existe, el tiempo, el lugar y las condiciones en las que tiene lugar la acción de un libro, película, etc., las habitaciones, fondos pintados, muebles, Que se utilizan para una escena en una película o un juego. Lea atentamente para determinar lo que el texto dice explícitamente y para hacer inferencias lógicas de él; Citar pruebas textuales específicas al escribir o hablar para apoyar conclusiones extraídas del texto. 1. Título de la historia: ___________________________________________________________________________________ 2. Identificar el género. ¿Cuál es el género del pasaje? __________________________________________________________ ¿Cuál es el propósito del autor? ______________________________________________________________ _____________ 3. Identifique la secuencia: ¿Qué pasó al final de su lectura esta semana? ___________________________ ______________ 4. Características inferiores del ajuste: Describe el escenario en la historia. __________________________________________ 5. ¿Cómo cambiaría la historia si tuviera lugar en otro lugar? _____________________________________________________ Dar evidencia: Explica por qué piensas eso. ___________________________________________________________________ 6. Identificar la Acción: ¿Cómo interactúa el entorno con los personajes? ___________________________________________ 7. Motivo de Inferencia: ¿Por qué crees que el autor escogió ese escenario? _______________________________________ 8. Resuma la historia. Escriba su resumen en estas líneas. ________________________________________________________ Inferir la idea principal: ¿Cuál es la idea principal del pasaje? _____________________________________________________ ¿Que crees que pasará después? ___________________________________________________________________________ 9. Exceder: Escribe sobre lo que lees. Explique una lección que la gente puede aprender de la lectura de esta historia. Use ejemplos de la historia y su propia experiencia PARA HACER UNA CONEXIÓN. ________________________________________

Library Book 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. Home

Library book questions Home POINT OF VIEW Think about the point of view of two of the characters in the narrative. What do they think about a certain topic? What decisions have they made? What is important to them? Use that information to fill in the chart below. Name ______________ Date: ________ Read a narrative, and then use information from that narrative to answer the questions below. Think about a topic that people disagree about. Come up with reasons to support both sides of the argument, and then explain your point of view! Title of Narrative:_________________ What point of view is used in the narrative? Circle one, First Person Second Person Third Person What clues helped you determine the point of view of the narrative? Which point of view do you agree with? Why? Think about the nonfiction article or book you just read. Use that information to answer the questions below. __________________________________________________________________________________________________________________ Title ________________________________ How does the author feel about Do you agree or disagree with the author’s point of view? Explain your reasoning.

POINT OF VIEW Home

POINT OF VIEW Home

EDIT THE FOLLOWING: Why is NFL capitalized EDIT THE FOLLOWING: Why is NFL capitalized? What does knew mean What does each passage mean? Home national Football League (NFL) teams do alot to get ready for the knew football seasons that begin each fall In april, the League holds a draft where teams pick playere’s. over the summer, the players practis and train. starting in september, each team spend the next 17 week playing games The season ends with playoffs and the championship game. do you have a favorit football team You will watch this year The first successful launch off a man-made satellite happened on October 4, 1957, That satellite, launched by the Soviet Union was named Sputnik I. The launch caused a renewed emphesis on the teaching of science in america. The satellite, which weighed 184 pound took off from the soviets' Tyuratam launch site. Though it was active for just 21 days, Sputnik I mark the beginning of the Space Age and exploration beyond planet earth. In September 1846 a german astronomer Johann Galle became the first to observe the planet Neptune. The eighth plant, neptune is named for the roman god of the Sea. Neptune is about 30 times farther from the son then planet earth is. Its also large than our planet. Sometimes Neptunes orbit crosses that of pluto; Copyright © Education World

Tell me everything you can remember about Guy Fawkes. Home Who? ¿Quién? What? ¿Qué? Where? ¿Donde? When? ¿Cuando? Why? ¿Por qué? How? ¿Cómo?

Persuasive speech 2. [13B] Create persuasive speech using: outlines Home Persuasive speech 2. [13B] Create persuasive speech using: outlines note taking graphic organizers lists drafts transitions rhetorical devices

Express your ideas and feelings about each of the commercials WRITING/LITERARY TEXT Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. [12B] Students are analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music).[12B] examine how individual perception or bias in coverage of the same event influences the audience.[12C] Home Express your ideas and feelings about each of the commercials How does your background influence your opinions about the products being sold? Could your bias cause you to perceive the information differently than others with different bias’? How is the message revealed in each commercial? Visual techniques Sound techniques Editing Reaction shots Sequencing Background Music

PRESENTATION Home Assessment This Week: PRESENTATION where you demonstrate the following knowledge: informal, formal and technical language (your vocabulary words) 50 . to meet the needs of audience, purpose, and occasion, 10 . employing eye contact, speaking rate (pauses for effect), volume, enunciation purposeful gestures, and conventions of language to communicate ideas effectively 25 . listen and respond appropriately to presentations and performances of peers or published works such as original essays or narratives, interpretations of poetry, and individual or group performances of scripts.[15A] 15 . 100

Comma Rules Home Write these words in the blanks to the left. 1 – THE COMMA IN A SERIES: Use commas to separate items in a series.  Write a sentence example of this rule. ___________________________________________________________________________________ 2 – What are “coordinate adjectives”? Determine whether adjectives are coordinate are the following:          1.      See whether “and” can be smoothly placed between them.          2.      See whether the adjectives’ order can be reversed. 3. COMMA RULE #3 – THE COMMA IN A COMPOUND SENTENCE: Use a comma before _____, _____, _____, _____, _____, ______, _____, ______,  to join two independent clauses that form a compound sentence.  What is a compound sentence? 4. COMMA RULE #4 – THE COMMA WITH INTRODUCTORY WORDS: Place a comma after introductory phrases that tell  _____, _____, _____, or ______,  Write a sentence example of this rule. 5. COMMA RULE #5 – THE COMMA WITH NONESSENTIAL WORDS, PHRASES, AND CLAUSES:  Separate with a comma any nonessential words or groups of words from the rest of the sentence.  Write a sentence example of this rule. REMEMBER, there are 4 nonessential elements that should be separated from the rest of the sentence with commas: 1.      “_____________” words like of course, however 2.       “_____________” “s” (appositives) 3.      nonessential adjective ____________ 4.      nonessential adjective ____________ Write these words in the blanks to the left. renamers phrases  interrupter clauses

THE COMMA IN A SERIES Home Name: Date:_______________________ What is a ”series”? _____________________________________________________________ A “series” is a list of 3 or more items, the last two of which are joined by ______, ______, _______, or _______ Write 3 sentences with examples of the comma in a series: ___________________________________________________________ __________________________________________________________ The important things to remember about using commas in series are these: 1. A series includes _______ or more items of the same type (words or groups of words). 2. The series is connected by____, ____, ____, or _____ before the last item. 3. A comma separates items in the _________, including the final item preceded _____, _____, _____, or _____ . Go back to your PowerPoint. Click on the link to do exercise 1.

Home THE COMMA /COORDINATE ADJECTIVES Use commas between coordinate______________________________. What are “____________________ adjectives”? “Coordinate adjectives” _____________________________________________________________ _____________________________________________________________ Two tests to determine whether adjectives are coordinate are the following: 1. See whether “______________________” can be smoothly placed between them. 2. See whether the “______________________________’ order can be reversed. Test to make certain: And placed between the two _______________________ sounds smooth. Second, try reversing the _______________________. CAUTION: Not all adjective _____________________________ are _____________________ adjectives. Thus, not all adjectives should be ________________________ from one another by a __________________. When the two adjectives are reversed, they __________ ____________ make sense. Go back to your PowerPoint. Click on the link to do exercise 2.

THE COMMA IN A COMPOUND SENTENCE Home THE COMMA IN A COMPOUND SENTENCE Name: _______________________________________________________ Date: _______________________ Use a comma before ________, ________, ________, ________, ________, ________, or ________. to join two independent clauses that form a ____________ sentence. What is a compound sentence? A ____________ ___________ is a sentence that has 2___________ clauses. An ___________ _____________ is a group of words with a subject and verb that expresses a ___________ thought. It is also known as a _____________ ____________. An _________________ clause can stand alone as a ________________. The two _______________ _____________ in a _______________ _____________ can be joined by: A. __________________ OR B. A _________________ and one of the seven joining words: ________, ________, ________, ________, ________, ________, or ________. (Taken together, the first letters spell (“_________________________________________.”) This last type of compound sentence is the one we will concentrate on for comma use. A _______________ _____________ must have two _______________ _____________ – not just two verbs, two nouns, or two groups of words that are not _______________ _____________. Write the example from the screen. ____________________________________ In the above example, two ___________ groups are being joined by ___________. The _______________ _____________ group does NOT have a ________; thus, it is ____________ an independent clause.

Home Therefore, _________comma belongs before ___________. This example is a _______________ _____________ with a _______________ _____________, not a _______________ _____________. However, we can make this sentence into a _______________ _____________ by simply making the last verb part into _______________ _____________. Now we have a “_______________ _____________” compound sentence. The two _______________ _____________ are separated by a comma and the _______________ _____________. Here are some other examples which illustrate the difference between _______________ _____________ in _______________ _____________ (no comma) and true _______________ _____________ (comma). Now you are ready to try an exercise. Make certain that you: 1. Know the seven joining words (for, and, nor, but, or, yet, so). 2. Can distinguish between _______________ _____________ with _______________ _____________ . (no comma) and compound sentences (comma). Go back to your PowerPoint. Click on the link to do exercise 3. LINK TO EXERCISE 3

THE COMMA WITH NONESSENTIAL WORDS, PHRASES, AND CLAUSES: Home THE COMMA WITH NONESSENTIAL WORDS, PHRASES, AND CLAUSES:  Separate with a comma any ______________ words or groups of words from the rest of the sentence. 1. Separate “______________” words like ____________, _____________, _____________, _____________, _____________, from the rest of the sentence. Examples: 2. Separate a “______________” (an appositive) from the rest of the ______________ with a ______________. Example: ______________________________________________________ _____________________________________________________________ 3. Separate ______________ from the ______________ parts of the sentence. (An “______________” describes or l______________ a noun.) Examples: In each ­______________ above, “Mary Roberts ran down the street” comprises the ______________ part of the ______________. The ______________ ______________ are ______________ and should be separated from the rest of the sentence with ­­­­______________. Go back to your PowerPoint. Click on the link to do exercise 4

THE COMMA WITH NONESSENTIAL WORDS, PHRASES, AND CLAUSES Home THE COMMA WITH NONESSENTIAL WORDS, PHRASES, AND CLAUSES 4.      Separate nonessential ____________ _________________:from the rest of the sentence. There are two kinds of ____________ _________________:             - one that is needed for the sentence to be ___________ (_____________)             - one that is NOT needed for the sentence to be _____________ (________________________) The ____________ _________________ __________________should NOT be separated from the sentence with commas. The ____________ _________________ __________________ (like other nonessential elements) SHOULD be separated with commas. Two examples illustrate the difference:  A.                 B.           Look at example A.  If we remove the ____________ _________________ “_______________________________________________,” the sentence reads, “_______________________________________________,” Without the adjective clause (“_______ ______________ _____ ________,”), we do not know which man was caught.  Thus, the ____________ _________________ is needed to complete the sentence’s meaning.  In other words, this adjective clause is essential.  As the rule notes, do not use commas around ____________ _________________ clauses. Now look at example B.  If we remove the ____________ _________________ “________________________________________,” the sentence reads, “__________________________________________________________.”  Without the ____________ _________________ (“_______________ __________________________________”), we do know which man was caught (________________).  Thus, the ____________ _________________ is NOT needed to complete the sentence’s _______________.  In other words, this ____________ ___ ______________.  Following the rule, you should separate this ____________ _________________ from the rest of the sentence.                       REMEMBER, there are 4 ____________ _________________ that should be separated from the rest of the sentence with commas: 1.      “______________” words like of course, however 2.      “______________” (appositives) 3.      ____________ _________________ phrases  4.      ____________ _________________ clauses Go back to your PowerPoint. Click on the link to do exercise. Link to Exercise 5 Go back to your PowerPoint. Click on the link to do the post test. Link to the Post Test  

CORRECT FOR PRACTICE Home while I was eating the cat scratched at the door because her alarm clock was broken she was late for class if you are ill you ought to see a doctor to get a seat you d better come early after the test but before lunch I went jogging the sun radiating intense heat we sought shelter in the cafe Decide which one is a Clause, Phrase or Word That Tuesday, which happens to be my birthday, is the only day when I am available to meet. I appreciate your hard work. In this case, however, you seem to have over-exerted yourself. This restaurant has an exciting atmosphere. The food, on the other hand, is rather bland. she believes that she will be able to earn an A he is dreaming that he can fly i contend that it was wrong to mislead her students who cheat only harm themselves the baby wearing a yellow jumpsuit is my niece Fred who often cheats is just harming himself my niece wearing a yellow jumpsuit is playing in the living room

Home Punctuation Apostrophes Apostrophes - exercise 2 Commas Commas - exercise 2 Commas - exercise 3 Commas - exercise 4 Commas with dates and addresses Commas with dates and addresses - exercise 2 Commas with dates and addresses - exercise 3 Commas with nonessential elements / interrupters Commas with nonessential elements / interrupters - exercise 2 Commas with nonessential elements / interrupters - exercise 3 Commas with introductory elements Commas with introductory elements - exercise 2 Commas with introductory elements - exercise 3 Semicolons Semicolons - exercise 2 Semicolons - exercise 3 Quotation Marks with Direct Quotes Quotation Marks with Direct Quotes - exercise 2 Quotation Marks with Direct Quotes - exercise 3 Quotation Marks with Direct Quotes - exercise 4 Quotation Marks with Quotes - Advanced Italics and Quotation Marks with Titles Italics and Quotation Marks with Titles - exercise 2 Italics and Quotation Marks with Special Words

Add a little more using these questions: Home Add a little more using these questions: Write for 10 Minutes. Don’t stop. Keep going. You can do it. QUESTIONS TO HELP YOU KEEP WRITING What color? What size? Which way? What do you hear? What do you see? What characters? What season? What smells? What do you like? Where does it take place? How do you feel? What time will take place in? What feels like your tongue? Preguntas para ayudarle a seguir escribiendo ¿Qué color? ¿Qué tamaño? ¿Por dónde? ¿Qué escuchas? ¿Que ves? ¿Qué personajes? ¿Que Estacion? Lo que huele? ¿Qué te gusta? ¿Dónde toma lugar? ¿Cómo te sientes? ¿A qué hora se llevará a cabo en? Lo que se siente como la lengua

Home TRANSITION WORDS TO CONTRAST: Despite However Yet Rather Instead Otherwise Even though TO COMPARE: Likewise As well as Either Similarly In the same way CONTRAST: Instead However Nevertheless On one hand On the other hand On the contrary TO SHOW TIME: Recently now after then finally before following subsequently TO SHOW EXAMPLES/COMPARE: such as In fact Moreover In comparison As well as Also Likewise For example For instance To illustrate Furthermore Specifically In addition TO SHOW CAUSE AND EFFECT : As a result Consequently Therefore Accordingly For this reason TO SUMMARIZE: All in all As a result Consequently Finally EMPHASIS: Above all In particular Especially Specifically Particularly For instance Such as ILLUSTRATION: For example for instance In this case Imagine Simultaneously In the mean time SEQUENCE: First of all To begin with Next For now At first To commence At the same time Meanwhile Immediately Then Later Afterward EXPLAIN DETAILS IN ORDER FIRST DETAIL: For example To start To begin MIDDLE DETAIL: Also In addition Next Plus LAST DETAIL: Finally Last Last but not least CONCLUDING SENTENCE: All in all In conclusion To summarize In summary As you can see Clearly In the final analysis All things considered

Home character’s name brief description character foil moral dilemmas point of view author’s purpose author’s tone mood tone main idea

Antagonist - The person or thing that opposes the protagonist Home Characterization - The way an author reveals his characters. Can be done directly or indirectly. Static character a character who remains the same (mentally) throughout a story carácter estático a un personaje que sigue siendo el mismo (mentalmente) a lo largo de una historia Antagonist - The person or thing that opposes the protagonist Antagonista - La persona o cosa que se opone al protagonista Dynamic Character The character who changes (mentally) throughout the story El carácter dinámico personaje que cambia (mentalmente) a lo largo de la historia Protagonist A character whose actions are inspiring or noble, and how overcomes difficulties Protagonista a un personaje cuyas acciones son inspirador o nobles, y cómo supera las dificultades Watch the video and take notes. Ver el video y tomar notas. http://www.teachwithmovies.org/whats-new.htm

Character Types characterization a. works against the protagonist Home Character Types characterization a. works against the protagonist protagonist b. how the author highlights and explains dynamic the details about a character static in a story antagonist c. the hero of the story d. undergoes an important inner change, as a change in personality or attitude e. the character stays the same throughout the story

Reteach Characterization Chart (Price-Hawkins,2000) Home Reteach Characterization Chart (Price-Hawkins,2000) Graphic Organizer to analyze the nature of characters Draw a Picture of the character What is the name of the character What word best describes the character traits and the character’s part What is his/her purpose

Haz un dibujo del personaje ¿Cuál es el nombre del personaje? volver a enseñar Gráfico de Caracterización? (Precio-Hawkins, 2000) Organizador gráfico para analizar la naturaleza de los personajes Home Haz un dibujo del personaje ¿Cuál es el nombre del personaje? ¿Qué palabras describen mejor los rasgos de carácter? ¿Cuál es su / su propósito?