Week 12 USING INFORMATIONAL TEXT

Week 12 USING INFORMATIONAL TEXT
Monday English I and II ESOL I and II Monday

Monday 11-07-2016 10 MINS. BELL RINGER:
november 6 is the anniversary of the birth of John philip Sousa. nown as "The march King " sousa was the sun of a musician in the united states marine band Young John joined the band at age 13 and was ask to led the band at age 26. as bandleader Sousa wrote many famous marches. They include the official march of the u s marines. one of Sousa's greatest work's "The stars and stripes forever, is often played on independence day. are you familiar with the work of Marie curie born in warsaw poland, on november Curie was a Chemist and physicist. she and her husband, pierre won the nobel Prize in 1903 for there research on radioactivity. in marie becomes the first person to win the nobel Prize twice she won the second award for her discovery of radium and polonium. marie died in 1934 from cancer cause by her long contact with radiation. Go over Vocabulary Words

Monday: Writing and Vocabulary Review Vocabulary, Limerick, Create a limerick about Thanksgiving, November 5th Guy Fawkes; How to have a Thanksgiving like party / Vocabulario, Limerick, crear un limerick sobre acción de gracias, el 5 de noviembre Guy Fawkes, cómo tener una acción de gracias como fiesta Tuesday: Reading and Grammar, Review yesterday, Edit, Commas, Review Library Book Expectations, Newspaper Article – summary, Literary Analysis, Reading strategies – Informational Text / El martes: Lectura y gramática, revisión ayer, editar, comas, de biblioteca libro expectativas, Resumen de artículo periodístico, análisis literario, estrategias de lectura, Texto informativo Wednesday: Reading and Writing Strategies Elements of NON-FICTION and notetaking, Speech, Reading strategies – Newspaper Article – summary, Watch 3 commercials / Miércoles: Estrategias de lectura y escritura / el miércoles: lectura y escritura Elementos de estrategias de NO FICCIÓN y notas, estrategias de lectura y lectura - Artículo de periódico - resumen, ver 3 anuncios Thursday: Reading with Strategies and Vocabulary Assessment / Grammar and comma rules due / Jueves: Lectura con Estrategias y Evaluación del Vocabulario / jueves: lectura con estrategias y evaluación de Vocabulario. Reglas de gramática y coma debidas Friday: Veteran’s Day: Writing and Strategies Assessment Library book and questions due, NON-FICTION note taking due / Viernes: Día de los veteranos: libro escritura y estrategias de evaluación biblioteca y preguntas debido, nota de NON-FICTION, teniendo

Limerick: write a poem using a variety of poetic techniques (e.g., structural elements, figurative language) and a variety of poetic forms (e.g., sonnets, ballads) a clear thesis or position based on logical reasons supported by precise and relevant evidence.[16A]

Limericks http://www. webexhibits
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. - Anonymous There was a young lady of Lucca Whose lovers completely forsook her; She ran up a tree And said "Fiddle-de-dee!" Which embarrassed the people of Lucca. - Edward Lear There was a Young Lady whose chin Resembled the point of a pin: So she had it made sharp, And purchased a harp, And played several tunes with her chin. - Edward Lear Few thought he was even a starter; There were many who thought themselves smarter, But he ended a PM CH and OM An earl and a Knight of the Garter. - Clement Attlee 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 Anonymous A bather whose clothing was strewed By winds that left her quite nude Saw a man come along And unless we are wrong You expected this line to be lewd. - Anonymous There once was a young lady named bright Whose speed was much faster than light She set out one day In a relative way And returned on the previous night. - Anonymous There was an old man with a beard Who said, "it’s just how I feared! Two owls and a hen Four larks and a wren Have all built their nests in my beard. - Anonymous

Prediction: Guy Fawkes Predicción: Guy Fawkes
Who? ¿Quién? What? ¿Qué? Where? ¿Donde? When? ¿Cuando? Why? ¿Por qué? How? ¿Cómo?

You are responsible for learning: Usted es responsable de aprender:
Writing / Literary Texts: Textos literarios / para escribir Thanksgiving Like Party How to….Acción de gracias como fiesta... Express your ideas and feelings about real events, and ideas Expresar sus ideas y sentimientos sobre hechos reales y las ideas Writing / Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.[13] Proceso de escritura / escritura. Los estudiantes usan elementos del proceso de escritura (planificación, redacción, revisión, edición y publicación) para componer el texto. revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.[13E] Revisar el borrador final en respuesta a la retroalimentación de los compañeros y el maestro y publicar el trabajo escrito para audiencias apropiadas. write an analytical essay of sufficient length that includes distinctions about the relative value of specific data, facts, and ideas that support the thesis statement.[15Avi] Escribir un ensayo analítico de longitud suficiente que incluya distinciones sobre el valor relativo de datos específicos, hechos e ideas que apoyan la declaración de la tesis. write procedural or work-related documents (e.g., instructions, s, correspondence, memos, project plans) that include anticipation of readers' questions.[15Biii] Escribir documentos de procedimiento o relacionados con el trabajo (por ejemplo, instrucciones, correos electrónicos, correspondencia, notas, planes de proyecto) que incluyen la anticipación de las preguntas de los lectores You are responsible for learning: Usted es responsable de aprender: :

You are responsible for learning: Usted es responsable de aprender:
responsible for at least two forms of literary writing.[14] Responsable de al menos dos formas de escritura literaria. [14] Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.[15] Textos Expositores y de Procedimiento. Los estudiantes escriben textos expositivos y de procedimiento o relacionados con el trabajo para comunicar ideas e información a públicos específicos con fines específicos. [15] write an analytical essay of sufficient length that includes relevant information and valid inferences.[15Av] Escribir un ensayo analítico de longitud suficiente que incluya información relevante e inferencias válidas. [15Av] write procedural or work-related documents (e.g., instructions, s, correspondence, memos, project plans) that include organized and accurately conveyed information.[15Bi] Redactar documentos de procedimiento o de trabajo (Por ejemplo, instrucciones, correos electrónicos, correspondencia, notas, planes de proyecto) Que incluyen información organizada y transmitida con exactitud. [15Bi] write an interpretative response to an expository or a literary text (e.g., essay or review) that addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations.[15Cii] Escribir una respuesta interpretativa a un texto expositivo o literario (Por ejemplo, ensayo o revisión) que aborda las habilidades de escritura para un ensayo analítico Y proporciona evidencia del texto usando citas incrustadas. [15Cii] Oral and Written Conventions / Conventions. Convenciones y convenciones orales y escritas. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.[17] Los estudiantes entienden la función y usan las convenciones del lenguaje académico cuando hablan y escriben. Los estudiantes seguirán aplicando los estándares anteriores con mayor complejidad. [17]

Vocabulary Def Crit Des Com Con Seq Re Ety Syn Den Con Acq
structure estructura definition definición clues pistas critic crítico description descripción compare/contrast compare el contraste order/sequence Orden / secuencia problem/solution solución del problema cause / effect causa efecto knowledge conocimiento question pregunta reflection reflexión etymology etimología synonym sinónimo denotative denotativo connotative connotativo acquaintance conocido dining comida loneliness soledad quantity cantidad acquire adquirir Vocabulary Def Crit Des Com Con Seq Re Ety Syn Den Con Acq Chor Aud Deb Melo Pin Per Thes Man Rec

Def Crit Des Com Con Seq Re Ety Syn Den Con Acq Chor Aud Deb
disappearance Soliloquy comida Realizar lose Tempo soledad Pináculo, quizzes Thespian cantidad Ensayo acquitted Tribute adquirir Guión advice Upstage desaparición Soliloquio advise perder disastrous concursos dramático maintenance pagado Tributo discipline consejo maneuver aconsejar receiving desastroso receive mantenimiento Audition disciplina Benefactor maniobra Choreograph, recepción Dialogue recibir Genre Audición Journalist Lyrics coreografía Melodramatic, Diálogo Orchestra Género Ovation Periodista Perform Letra Pinnacle, Melodramático, Rehearsal Orquesta Scenario Ovación Def Crit Des Com Con Seq Re Ety Syn Den Con Acq Chor Aud Deb Melo Pin Per Thes Man Rec

Tone Positive tono positivo Negative Tone tono negativo Lighthearted Alegre Angry Enojado Confident Confidente Wrathful Colérico Amused Divertido Agitated Agitado Romantic Romántico Disgusted Disgustado Sympathetic Simpático Surly Hosco Pleasant Agradable Belligerent Beligerante hopeful esperanzado Brash Temerario Soothing Calmante Bitter Amargo Cherry Cereza Outraged indignado Calm Calma Disgruntled Descontento Appreciative Agradecido Testy Irascible Brave Valiente Accusing acusando Exuberant Exuberante Irritated Irritado Relaxed Relajado Furious Furioso Elated Exaltado Obnoxious Desagradable Ecstatic Extático Arrogant Arrogante enthusiastic entusiasta Joyful Indignant Indignado Amiable Amable Insulting Insultante Loving Amoroso Quarrelsome Peleón Reverent Reverente condemnatory condenatorio Jubilant Jubiloso Inflammatory Inflamatorio Consoling consuelo Choleric Whimsical Caprichoso Optimistic Optimista Friendly Amistoso Proud Orgulloso Fanciful Imaginario Complimentary Complementario Energetic Energético Compassionate Compasivo Vocabulary

Humorous/Ironic/Sarcastic Tone Words
Ribald Humor / ironic / tono sarcástico Palabras Divertido Insolent Obsceno Scornful Critical Insolente Bantering Teasing Desdeñoso Crítico Disdainful Sardonic Burlas Irreverent Sardónico Pompous Patronizing Irreverente Mocking Ironic Pomposo Protector Sarcastic Quizzical Burlón Irónico Whimsical Contemptuous Sarcástico Facetious Condescending Caprichoso Comical Chistoso condescendiente Mock-serious Cómico Ridiculing Simulado serio Taunting ridiculizar Malicious tortura Flippant Malicioso Satire Ligero Caustic Sátira Wry Cáustico Cynical Torcido Droll Cínico Mock-heroic Gracioso Amused Heroico

Sorrowful Tone Words Palabras dolorosas del tono Somber Sombrío Mournful Triste Concerned Preocupado Morose Malhumorado Horror Melancholy Melancolía Regretful Arrepentido Remorseful Foreboding Presentimiento Solemn Solemne Sad Poignant Conmovedor Staid Serio Fearful Temeroso Serious Disturbed Perturbado ominous ominoso Grave Tumba Despairing desesperado Apprehensive Aprensivo Hopeless Sin esperanza Pessimistic Pesimista Sober Sobrio Gloomy Melancólico Resigned Resignado

Neutral Tone Words Disbelieving Instructive Formal Histrionic
Objective Restrained Questioning Nostalgic Learned Urgent Authoritative Informative Obsequious Sentimental Factual callous Judgmental Clinical Ceremonial Earnest Reflective Detached Lyrical Patriotic Didactic Pretentious Resigned Incredulous Baffled Forthright Meditative Mater-of-fact Conventional Candid Contemplative Fervent Sincere Admonitory Shocked haughty Apathetic Reminiscent Intimate Palabras de tonos neutros Formal Objetivo Interrogatorio Aprendido Urgente Informativo Sentimental juicioso Ceremonial reflexivo Lírico Didáctico Resignado Desconcertado Meditativo Convencional Sincero Ferviente Conmocionado arrogante Recordativo Íntimo descrédito Instructivo Histriónico Contenido Nostálgico Autoritario Servil factual callous Clínico Serio Separado Patriótico Pretencioso Incrédulo Directo Material de hecho Contemplativo Admonitorio Apático

Root Words en, em Cause to encode, embrace Er Comparative higher
One who worker, actor -auto- (G) self automatic, automate, autobiography, autograph Fore Before forecast In,im In infield -bene- (L) good benefit, benign, benefactor, benevolent In, im, il, ir Not injustice, impossible Inter Between interact Ic Having characteristics of linguistic ing Verb form/present participle running -bio- (G) life biography, biology, biodegradable, symbiotic Est Comparative biggest Ful Full of careful dis insult, criticism disrespectful -man(u)- (L) hand manual, manure, manicure, manipulate mono a combining form meaning “alone,” “single,” “one” monopoly

Root Words Acq Aud Crit Chor Com Con Deb Def Den Des Ety Melo Pin Per
Re Seq Syn Thes

Den Des Ety Melo Pin Per Re Seq Syn Thes

Tuesday MINS. BELL RINGER: Correct the Grammar Martes 10 MIN. BELL RINGER: Corregir la gramática Analyze Informational Text Vocabulary Analizar el vocabulario informativo del texto EDIT every november stores offer special sales in the friday after Thanksgiving. the day is know as black friday because when busineses make a lot of monney, they call it “being in the black.” black friday starts the holiday shoping season and is the time when many people bye gifts for friends an family EDITAR Todas las tiendas de noviembre ofrecen ventas especiales en el viernes después del Día de Acción de Gracias. El día se conoce como viernes negro porque cuando busineses hacer un montón de dinero, Lo llaman "estar en el negro". El viernes negro comienza la temporada de compras de vacaciones Y es el momento en que muchas personas bye regalos para amigos una familia

in 1884 representatives from 25 countrys held a meeting in washington dc The purpose of that meeting was to establish time zones around the World. on november 1 the meeting participants come up with a plan. greenwich england, became the Prime meridian at 0 degrees longitude and, in the pacific, the International date line was set at 180 degrees. the creation of timezones braught order to time worldwid EDITAR En 1884 representantes de 25 países celebraron una reunión en Washington DC El propósito de esa reunión era establecer zonas horarias alrededor del mundo. El 1 de noviembre los participantes de la reunión preparan un plan. Greenwich england, se convirtió en el primer meridiano a 0 grados de longitud Y, en el pacífico, la línea de fecha internacional fue fijada en 180 grados. La creación de las zonas horarias braught orden al tiempo worldwid

LIBRARY BOOK COMPREHENSIVE QUESTIONS TONE AND MOOD OF A PASSAGE or BOOK 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 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.

Read a narrative, and then use information from that narrative to
POINT OF VIEW Library book questions Name ___________________________ Date: _____________ Read a narrative, and then use information from that narrative to 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! answer the questions below. Title of Narrative:________________ What point of view is used in the narrative? Circle one, Which point of view do you agree with? Why? First Person Second Person Third Person _________________________________ What clues helped you determine the point of view of the narrative? ___________________________________________________________________________________________________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. Think about the nonfiction article or book you just read. Use that information to answer the questions below. How does the author feel about _________________________________ Do you agree or disagree with the author’s point of view? Explain your reasoning. _____________________________________________________________________________________________________________________

Lea una narrativa y luego use la información de esa narrativa para responda las siguientes preguntas. Título de la narración: ________________ ¿Qué punto de vista se utiliza en la narración? Un circulo, Primera persona Segunda persona Tercera persona ¿Qué pistas te ayudaron a determinar el punto de vista de la narración? __________________________________________________________________________________________ Piensa en el punto de vista de dos de los personajes de la narración. ¿Qué piensan sobre un tema determinado? ¿Qué decisiones han tomado? ¿Qué es importante para ellos? Utilice esa información para rellenar el cuadro siguiente. Piense en un tema sobre el que la gente no está de acuerdo. Venga con razones para apoyar a ambos lados de la discusión, y luego explicar su punto de vista! ¿Con qué punto de vista estás de acuerdo? ¿Por qué? _________________________________ _________________________________ Piense en el artículo o libro de no ficción que acaba de leer. Use esa información para contestar las preguntas a continuación. ¿Cómo se siente el autor acerca de ______________________________________________________________ ¿Está de acuerdo o en desacuerdo con el punto de vista del autor? Explique su razonamiento.

THE COMMA IN A SERIES 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.

La coma en una serie Nombre fecha:_______________________ ¿Qué es una "serie"? _____________________________________________________________ Una "serie" es una lista de 3 o más artículos, los dos últimos de los cuales están unidos por ______, ______, _______ o _______ Escribe 3 oraciones con ejemplos de la coma en una serie: ___________________________________________________________ __________________________________________________________ Las cosas importantes para recordar acerca del uso de comas en serie son las siguientes: 1. Una serie incluye _______ o más artículos del mismo tipo (palabras o grupos de palabras). 2. La serie está conectada por ____, ____, ____ o _____ antes del último ítem. 3. Una coma separa los elementos en el _________, incluyendo el ítem final precedido de _____, _____, _____ o _____. Vuelva a su PowerPoint. Haga clic en el enlace para hacer ejercicio 1.

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.

EL COMMA / LOS ADJETIVOS COORDINADOS
Utilice comas entre coordenadas ______________________________. ¿Qué son los "adjetivos ____________________"? "Coordinar adjetivos" _____________________________________________________________ _____________________________________________________________ Dos pruebas para determinar si los adjetivos son coordinados son los siguientes: 1. Ver si "______________________" puede colocarse sin problemas entre ellos. 2. Ver si la orden "______________________________" puede ser revertida. Prueba para asegurarse de que: Y colocado entre los dos _______________________ suena suave. Segundo, trate de invertir el _______________________. PRECAUCIÓN: No todos los adjetivos _____________________________ son adjetivos _____________________. Por lo tanto, no todos los adjetivos deben ser ________________________ uno de otro por un __________________. Cuando los dos adjetivos son invertidos, __________ ____________ tienen sentido. Vuelva a su PowerPoint. Haga clic en el enlace para hacer ejercicio 2.

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.

LA COMMA EN UNA SENTENCIA COMPUESTA
Nombre fecha: _______________________ Use una coma antes de ________, ________, ________, ________, ________, ________, o ________. Para unirse a dos cláusulas independientes que forman una oración ____________. ¿Qué es una oración compuesta? A ____________ ___________ es una oración que tiene 2___________ cláusulas. ___________ _____________ es un grupo de palabras con un sujeto y un verbo que expresa un ___________ pensamiento. También es conocido como _____________ ____________. Una cláusula _________________ puede estar sola como ________________. Los dos _______________ _____________ en un _______________ _____________ pueden ser unidos por: UN. __________________ O B. Una _________________ y una de las siete palabras que se unen: ________, ________, ________, ________, ________, ________, o ________. (Tomados juntos, el hechizo de las primeras letras ( "_________________________________________.") Este último tipo de oración compuesta es el que nos concentraremos en el uso de comas. A _______________ _____________ debe tener dos _______________ _____________ - no sólo dos verbos, dos sustantivos, O dos grupos de palabras que no son _______________ _____________. Escriba el ejemplo en la pantalla. ____________________________________ En el ejemplo anterior, dos ___________ grupos están siendo unidos por ___________. El _______________ _____________ grupo NO tiene un ________; Por lo tanto, es ____________ una cláusula independiente.

Therefore, _________comma belongs before ___________
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

Por lo tanto, _________comma pertenece antes de ___________
Por lo tanto, _________comma pertenece antes de ___________. Este ejemplo es _______________ _____________ con _______________ _____________, no _______________ _____________. Sin embargo, podemos hacer que esta oración sea _______________ _____________ Simplemente haciendo la última parte del verbo en _______________ _____________. Ahora tenemos una oración compuesta "_______________ _____________". Los dos _______________ _____________ están separados por una coma y el _______________ _____________. Aquí hay otros ejemplos que ilustran la diferencia entre _______________ _____________ en _______________ _____________ (no coma) y verdadero _______________ _____________ (coma). Ahora usted está listo para intentar un ejercicio. Asegúrese de que: 1. Conozca las siete palabras de unión (para, y, ni, pero, o, sin embargo, así). 2. Puede distinguir entre _______________ _____________ con _______________ _____________. (Sin coma) y oraciones compuestas (coma). Vuelva a su PowerPoint. Haga clic en el enlace para hacer ejercicio 3. ENLACE AL EJERCICIO 3

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

LA COMMA CON PALABRAS, FRASES Y CLAUSULAS NO SENSIBLES:
Separa con una coma cualquier ______________ palabras o grupos de palabras del resto de la oración. 1. Separar "______________" palabras como ____________, _____________, _____________, _____________, _____________, del resto de la oración. Ejemplos: 2. Separar un "______________" (un appositive) del resto del ______________ con un ______________. Ejemplo: ______________________________________________________ _____________________________________________________________ 3. Separar ______________ de las partes ______________ de la oración. (Un "______________" describe o l______________ un sustantivo.) Ejemplos: En cada ______________ arriba, "Mary Roberts corrió por la calle" comprende La ______________ parte del ______________. Los ______________ ______________ son ______________ y deben ser separados del resto De la oración con ______________. Vuelva a su PowerPoint. Haga clic en el enlace para hacer ejercicio 4

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

LA COMMA CON PALABRAS, FRASES Y CLAUSULAS NO SENSIBLES
4. Separar no esenciales ____________ _________________: del resto de la oración. Hay dos clases de ____________ _________________: - uno que sea necesario para que la oración sea ___________ (_____________) - uno que NO es necesario para que la oración sea _____________ (________________________) El _______________________________ NO debe ser separado de la oración con comas. El ____________ _________________ __________________ (como otros elementos no esenciales) DEBE ser separados con comas. Dos ejemplos ilustran la diferencia: A. SEGUNDO. Veamos el ejemplo A. Si eliminamos el _______________________________________________________, la oración dice: "_______________________________________________," Sin la cláusula adjetiva ( "_______ ______________ _____ ________"), no sabemos qué hombre fue capturado. Por lo tanto, el ____________ ________________ es necesario para completar el significado de la oración. En otras palabras, esta cláusula adjetiva es esencial. Como se indica en la regla, no utilice comas alrededor de ____________ _________________ cláusulas. Ahora veamos el ejemplo B. Si eliminamos ___________________________________________________________________, la oración dice "__________________________________________________________." Sin el ____________ _________________ ( "_______________ __________________________________"), sí sabemos que hombre fue capturado (________________). Por lo tanto, el ____________ _________________ NO es necesario para completar _______________ de la oración. En otras palabras, esto ____________ ___ ______________. Siguiendo la regla, debe separar esta ____________ _________________ del resto de la oración. RECUERDE, hay 4 ____________ _________________ que deben ser separados del resto de la oración con comas: 1. "______________" palabras como por supuesto, sin embargo 2. "______________" (apuestivos) 3. ____________ _________________ frases 4. ____________ _________________ cláusulas Vuelva a su PowerPoint. Haga clic en el enlace para hacer ejercicio. Enlace al ejercicio 5 Vuelva a su PowerPoint. Haga clic en el enlace para realizar la prueba posterior. Enlace a la prueba posterior

Organizer for Summarizing Organizador para resumir
Summary ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Someone Who is the main character? Alguien ¿Quién es el personaje principal? Wanted What did the character want? ¿Qué quería el personaje? But What is the problem? Pero ¿cuál es el problema? So How did someone try to solve the problem? Entonces, ¿cómo alguien intentó resolver el problema? Then What was the resolution to the problem? Entonces, ¿Cuál fue la resolución del problema?

Newspaper with Reading Strategies: 1
Newspaper with Reading Strategies: 1. DICTIONARY: Reading / Vocabulary Development Students understand new vocabulary and use it when reading and writing.[1] 2. SUMMARY: Reading / Comprehension of Literary Text / Theme and Genre. a. Analyze the theme and genre b. Make inferences about theme and genre c. Draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding[2] Summary with 2 points of proof 3. READING STRATEGIES: When you write your summary, include the following research techniques: determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information you gather. a. clarify research questions and evaluate and synthesize collected information b. organize and present their ideas and information according to the purpose of the research and their audience. c. use comprehension skills to listen attentively to others in formal and informal settings. d. continue to apply earlier standards with greater complexity

Periódico con Estrategias de Lectura: 1
Periódico con Estrategias de Lectura: 1. DICCIONARIO: Desarrollo de Lectura / Vocabulario Los estudiantes entienden el nuevo vocabulario y lo utilizan al leer y escribir. [1] 2. RESUMEN: Lectura / comprensión de texto literario / tema y género. A. Analizar el tema y el género B. Hacer inferencias sobre el tema y el género do. Dibujar conclusiones sobre el tema y el género En diferentes contextos culturales, históricos y contemporáneos y proporcionar evidencia del texto para apoyar su comprensión [2] Resumen con 2 puntos de prueba 3. ESTRATEGIAS DE LECTURA: Cuando escriba su resumen, incluya las siguientes técnicas de investigación: determine, ubique y explore toda la gama de fuentes pertinentes que traten una pregunta de investigación y registre sistemáticamente la información que recopile. A. Aclarar preguntas de investigación y evaluar y sintetizar la información recopilada B. Organizar y presentar sus ideas e información de acuerdo al propósito de la investigación y su audiencia. C. Utilizar las habilidades de comprensión para escuchar atentamente a otros en entornos formales e informales. re. Seguir aplicando las normas anteriores con mayor complejidad

READING INFORMATIONAL TEXT
6. Reading / Comprehension of Informational Text / Culture and History. Students: analyze make inferences and draw conclusions about the author's purpose in: cultural, historical, and contemporary contexts and provide 2 pieces of evidence from the text to support their understanding.[8] 7. Reading / Comprehension of Informational Text / Procedural Texts. Students: understand how to glean and use information in procedural texts and documents.[11] 8. compare and contrast: how events are presented and information is communicated by visual images graphic art, illustrations, news photographs versus non-visual texts.[12A]

READING INFORMATIONAL TEXT
6. Lectura / Comprensión del Texto Informativo / Cultura e Historia. Estudiantes: analizar Hacer inferencias y sacar conclusiones Sobre el propósito del autor en: cultural, Histórico y Contextos contemporáneos y Proporcionar 2 piezas de evidencia del texto para apoyar su comprensión. [8] 7. Lectura / Comprensión del Texto Informativo / Textos Procesales. Estudiantes: entienden cómo recoger y Utilizar la información en textos procedimentales y Documentos. [11] 8. comparar y contrastar: Cómo se presentan los eventos y La información se comunica mediante imágenes visuales arte Grafico, ilustraciones, fotografías de noticias Versus textos no visuales. [12A]

WEDNESDAY Book Check – Question for the Library book Vocabulary Assessment Bell ringer: Edit the passage SPEECH Edit your story Reading Passage: cloze Talonario de cheques – Pregunta para el libro Biblioteca Evaluación de vocabulario El que toca el timbre: Editar el pasaje Editar su historia Pasaje de lectura: rellenar huecos

Bell Ringer Wednesday EDIT less government in business and more business in government. those was the werds of warren g harding, the 29th president of the united states. born in ohio on bovember 2, 1865 Harding was a newspaper publisher befor he entered politics. as president hardings "less government" ideas started to turn around the economy He received much of the credit president harding dies while on a speaking tour in Menos gobierno en los negocios y más negocios en el gobierno. Ésos eran los werds del warren g harding, el 29no presidente de los estados unidos. nacido en ohio el 2 de noviembre de 1865 Harding era editor de periódicos antes de entrar en política. como presidente de las duras "menos gobierno" las ideas comenzaron a girar alrededor de la economía Recibió gran parte del presidente de crédito duros muere mientras que en una gira de habla en 1923.

Bell Ringer Wednesday EDITAR on November english archaeologist howard Carter made one of the most important discoverys of modern times While on an expedition to egypt, carter discovered the tomb of king tutankhamen King tut had became egypts ruler when he was 9 years old he died just a few years later. discovered three-thousand years after tuts's death, the tomb contained many priceless treasures that are now display in a Museum in the city of cairo El 4 de noviembre de 1922 el inglés arqueólogo howard Carter hizo uno de los descubrimientos más importantes de los tiempos modernos En una expedición a Egipto, Carter descubrió la tumba del rey tutankamón. El rey Tut se convirtió en gobernante de los egipcios cuando tenía 9 años y murió pocos años después. Descubierto tres mil años después de la muerte de Tuts, la tumba contenía muchos tesoros inestimables que ahora se exhiben en un Museo en la ciudad de El Cairo

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] Due Tomorrow: Watch 3 commercials tonight. 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

Speech Listen to a speech made by a famous icon. (ex: Martin Luther King Jr.) What is the role of the following on a speech? [6A] : syntax and diction and the effect of voice, tone, and imagery 4. Explain shifts in perspective in arguments about the same topic Evaluate the accuracy of the evidence used to support the different viewpoints within those arguments.[10A] 5. Debate: Watch one of the debates in the last 8 years. Analyze contemporary political debates for: rhetorical and logical fallacies as appeals to commonly held opinions, false dilemmas, appeals to pity, and personal attacks.[10B]

Informational Text Structures Structure Defined Clues Visual Example
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

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.

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

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

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.

¿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 Ejemplos de texto informativo
Compare and Contrast Problem Solving Comparar y contrastar Problema y solución Sequence Description Descripción Orden y Secuencia Cause and Effect Causa y efecto

11-10-2016 THURSDAY Vocabulary Assessment
Turn in your newspaper assignment, vocabulary words, A su vez en su asignación periódico, palabras de vocabulario, preguntas libro de la biblioteca, el trabajo de esta semana library book questions, this week’s work Vocabulary Assessment HOY Evaluación de vocabulario TODAY TELEVISION COMMERCIALS Evaluación del vocabulario de la próxima semana next week El trabajo en el drama de Acción de Gracias Work on Thanksgiving “HOW TO” Reading Passage Pasaje de lectura

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] Watch 3 commercials tonight. 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 Mira 3 anuncios esta noche. Exprese sus ideas y sentimientos sobre cada uno de los comerciales ¿Cómo influye su fondo en sus opiniones sobre los productos que se venden? ¿Podría su sesgo hacer que percibir la información de manera diferente que otros con diferentes sesgos? ¿Cómo se revela el mensaje en cada comercial? Técnicas visuales Técnicas de sonido Edición Tiros de reacción secuenciación Música de fondo

ESCRITURA / TEXTO LITERARIO Los estudiantes escriben textos literarios para expresar sus ideas y sentimientos acerca de personas, eventos e ideas reales o imaginados. [12B] Los estudiantes analizan cómo los mensajes en los medios se transmiten a través de técnicas visuales y sonoras (por ejemplo, edición, tiros de reacción, secuenciación, música de fondo). Audiencia. [12C] Mira 3 anuncios esta noche. Exprese sus ideas y sentimientos sobre cada uno de los comerciales ¿Cómo influye su fondo en sus opiniones sobre los productos que se venden? ¿Podría su sesgo hacer que percibir la información de manera diferente que otros con diferentes sesgos? ¿Cómo se revela el mensaje en cada comercial? Técnicas visuales Técnicas de sonido Edición Tiros de reacción secuenciación Música de fondo

FRIDAY BELL RINGER: The SS. Edmund Fitzgerald was a giant freight ship that EL QUE TOCA EL TIMBRE: Las SS. Edmund Fitzgerald era un barco de carga gigante que operaba en los grandes lagos. Durante su tiempo, fijó los expedientes para hurgar la mayoría del mineral de hierro de minas de wisconsin a las herrerías en Mishigan y Ohio. El 10 de noviembre de 1975, el barco se hundió durante un strom, llevando a los 29 tripulantes con él. El evento inspirará al cantante Gordon Lightfoot a escribir la canción The Wreck of the Edmund Fitzgerald ". operated in the great Lakes. During it’s time, it set records for hawling the most iron ore from wisconsin mines to ironworks in Mishigan and Ohio. On Nov , the ship sank during a strom, taking all 29 crewmembers with it. The event inspire singer Gordon Lightfoot to write the song The Wreck of the Edmund Fitzgerald.” ppt Examen de escritura : Usa tu vocabulario para escribir un drama sobre esta imagen. ppt Writing TEST : Use your vocabulary to write a drama about this picture. Copyright © Educación Mundial

English Proverbs: Every student is given one proverb to memorize.
They should memorize the proverb word for word, but they can explain the meaning of the proverb in their own words. Proverb: Absence makes the heart grow fonder. Meaning: If you spend time away from someone you love, you will love them even more. In other words, you realize how much you love something when you are spend time away from it. Don't put all your eggs in one basket. You should not depend on just one thing for success. Instead, you should diversify your risks. For example, don't invest all your money in one thing because you might lose everything if it fails. There is more than one way to skin a cat. There is more than one way to solve a problem. In other words, if one solution doesn't work, try to find another way to solve the problem.

Writing / Writing Process.
1. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.[13] 2. revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.[13E] 3. responsible for at least two forms of literary writing.[14] 4. Writing / Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.[15] 5. write an interpretative response to an expository or a literary text that addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations.[15Cii]

How to arrange a Thanksgiving Like Party: 1
How to arrange a Thanksgiving Like Party: 1. Write an analytical essay that includes a. distinctions about the relative value of specific data, b. facts, and ideas that support the thesis statement.[15Avi] 2. Write procedural or work-related documents that include organized and accurately conveyed information [15Bi] Include: instructions, a. s, b. correspondence, c. memos, d. project plans e. include anticipation of readers' questions.[15Biii] 3. Write an interpretative response to an expository a. that addresses the writing skills for an analytical essay and b. provides evidence from the text using embedded quotations.[15Cii] “’Wow, look at that’” she said that he said. c. a clear thesis or position based on logical reasons supported by precise and relevant evidence.[16A] d. Students understand the function of and use the conventions and more complex sentences of academic language when speaking and writing. [17]

Speakers of Other Languages
organize ideas in writing to ensure coherence, logical progression, and support for ideas.[1C] refine selected pieces frequently to publish for general and specific audiences.[2D] use technology for aspects of creating, revising, editing, and publishing texts.[2E] produce legible work that shows accurate use of the English alphabet, accurate spelling and correct use of the conventions of punctuation and capitalization such as italics and ellipses (ESL).[3A] demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism.[3B] compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions.[3C] produce error-free writing in the final draft.[3D] compile information from primary and secondary sources in systematic ways using available technology.[4C represent information in a variety of ways such as graphics, conceptual maps, and learning logs.[4D use writing as a study tool to clarify and remember information.[4E] draw inferences such as conclusions, generalizations, and predictions and support them from text.[7H]

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

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.

Writing write in a voice and style appropriate to audience and purpose.[1B] analyze how the genre of texts with similar themes shapes meaning.[2A] compare and contrast differences in similar themes expressed in different time periods.[2A] analyze the way in which the theme or meaning of a selection represents a view or comment on the human condition.[2A] use prewriting strategies to generate ideas, develop voice, and plan.[2A] develop drafts, both alone and collaboratively, by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose.[2B] proofread writing for appropriateness of organization, content, style, and conventions.[2C]

ESOL Speaking 3A Pronounce the words, newly learned, correctly
3A Pronuncia las palabras, que acaban de aprender, correctamente 3B Uso nuevo vocabulario sobre los sustantivos y verbos en historias, imágenes, descripciones, y la comunicación / o en el aula 3B Use new vocabulary about nouns and verbs in stories, pictures, descriptions, and/or classroom communication 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

READING Successful reading is not simply the mechanical process of "decoding" text. Rather, it is a process of active inquiry. Good readers approach a text with questions and develop new questions as they read, for example: Se ha leído correctamente no es simplemente el proceso mecánico de texto "decodificación". Más bien, es un proceso de investigación activa. Los buenos lectores se acercan a un texto con preguntas y desarrollar nuevas preguntas a medida que leen, por ejemplo: "¿Qué es esta historia?"? "¿Qué quiere el personaje principal?"? "¿Podrá conseguirlo?" "¿Si es así, cómo? "What is this story about?" "What does the main character want?" "Will she get it?" "If so, how? "Incluso después de leer, los lectores se dedican todavía hacen preguntas: "Even after reading, engaged readers still ask questions: "¿Cuál es el significado de lo que he leído?"? "¿Por qué el autor termina el párrafo (o capítulo, o libro) de esta manera?"? "¿Cuál era el propósito del autor al escribir este?" "What is the meaning of what I have read?" "Why did the author end the paragraph (or chapter, or book) in this way?" "What was the author's purpose in writing this?“

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

EXPOSITORY TEXT explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author's purpose.[8A] analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details.[8A] read to be entertained, to appreciate a writer's craft, to be informed, to take action, and to discover models to use in his/her own writing.[8A] Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.[9] summarize text and distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and expresses an opinion.[9A] recognize distinctive and shared characteristics of cultures through reading.[9A] differentiate between opinions that are substantiated and unsubstantiated in the text.[9B] synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidence.[9D] .[9D] analyze the clarity of the objective(s) of procedural text (e.g., consider reading instructions for software, warranties, consumer publications).[11A].[11A] compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts.[12A].[12A] revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed.[13C] .[13C].[13C].[13C] write an interpretative response to an expository or a literary text (e.g., essay or review) that extends beyond a summary and literal analysis.[15Ci].[15Ci].[15Ci].[15Ci] write an interpretative response to an expository or a literary text (e.g., essay or review) that addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations.[15Cii].[15Cii] write an interpretative response to an expository or a literary text (e.g., essay or review) that analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices.[15Ciii].[15Ciii].[15Ciii].[15Ciii]

Reading use appropriate words to convey intended meaning while recognizing the meanings and uses of the other registers in English which are often expressed through colloquialisms, idioms, and other language forms (ESL).[1D] relate the main ideas found and figurative language found in literary work to primary source documents, historical background and cultural setting.[2C] Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.[3] PRESENTATION Give a presentation using informal, formal and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate(pauses for effect), volume, enunciation purposeful gestures, and conventions of language to communicate ideas effectively 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] make valid interpretations of literary texts such as telling stories, interpreting poems, stories, or essays.[18A] Fig 19(A-B)

Week 12 USING INFORMATIONAL TEXT
1A, 1B, 8.A, 9.A, 9.B, 9.C, 9.D, 11A, 11B, 12A, 12D, 13A, 13B, 13C, 15AI, 15AII, 15AIII, 15VI, 15V, 15CI, 15CII, 15CIII, 17AI, 17AII, 17AIII, 17C, 18BII, 18BIII, FIG 19A, FIG 19B, E2. 1A, 1B, 1C, 8.A, 9.A, 9.B, 9.C, 9.D, 11A, 11B, 12A, 12D, 13A, 13B, 13C, 15AI, 15AII, 15AIII, 15VI, 15V, 15CI, 15CII, 15CIII, 17AII, 17AIII, 17C, 18BI, 18BIII, 21B, 24B, FIG 19A, FIG 19B, ESOL LISTED AT THE END OF THE PPT

Thanksgiving Like Party How to….
Writing / Literary Texts: Thanksgiving Like Party How to…. Express your ideas and feelings about real events, and ideas Writing / Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.[13] revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.[13E] write an analytical essay of sufficient length that includes distinctions about the relative value of specific data, facts, and ideas that support the thesis statement.[15Avi] write procedural or work-related documents (e.g., instructions, s, correspondence, memos, project plans) that include anticipation of readers' questions.[15Biii] responsible for at least two forms of literary writing.[14] Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.[15] write an analytical essay of sufficient length that includes relevant information and valid inferences.[15Av] write procedural or work-related documents (e.g., instructions, s, correspondence, memos, project plans) that include organized and accurately conveyed information.[15Bi] write an interpretative response to an expository or a literary text (e.g., essay or review) that addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations.[15Cii] Oral and Written Conventions / Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.[17] Analyze how messages in media are conveyed through visual and sound techniques watch for commercials to sell items for Thanksgiving (e.g., editing, reaction shots, sequencing, background music) How does an individual perception or bias in coverage of the same event influences the audience?

key Answer Key: In 1919, President Woodrow Wilson proclaimed November 11 Armistice Day to celebrate the end of the fighting in World War I. Congress changed the name of Armistice Day in 1954 in order to include American veterans of all wars. Veterans Day honors our country's military men and women for their willingness to help protect the United States. Every year on this day, a national ceremony is held exactly at 11 a.m.

Thanksgiving Like Party How to….
Writing / Literary Texts: Thanksgiving Like Party How to…. Express your ideas and feelings about real events, and ideas Writing / Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.[13] revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.[13E] write an analytical essay of sufficient length that includes distinctions about the relative value of specific data, facts, and ideas that support the thesis statement.[15Avi] write procedural or work-related documents (e.g., instructions, s, correspondence, memos, project plans) that include anticipation of readers' questions.[15Biii] responsible for at least two forms of literary writing.[14] Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.[15] write an analytical essay of sufficient length that includes relevant information and valid inferences.[15Av] write procedural or work-related documents (e.g., instructions, s, correspondence, memos, project plans) that include organized and accurately conveyed information.[15Bi] write an interpretative response to an expository or a literary text (e.g., essay or review) that addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations.[15Cii] Oral and Written Conventions / Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.[17]

Limerick: write a poem using a variety of poetic techniques (e.g., structural elements, figurative language) and a variety of poetic forms (e.g., sonnets, ballads) a clear thesis or position based on logical reasons supported by precise and relevant evidence.[16A]

Analyze how messages in media are conveyed through visual and sound techniques watch for commercials to sell items for Thanksgiving (e.g., editing, reaction shots, sequencing, background music) How does an individual perception or bias in coverage of the same event influences the audience?

Reading / Vocabulary Development
Reading / Vocabulary Development. Students understand new vocabulary and use it when reading and writing.[1] 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 archetypes (e.g., journey of a hero, tragic flaw) in mythic, traditional and classical literature.[2B] Reading / Comprehension of Literary Text / Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.[5] analyze differences in the characters' moral dilemmas in works of fiction across different countries or cultures.[5B] evaluate the connection between forms of narration (e.g., unreliable, omniscient) and tone in works of fiction.[5C] demonstrate familiarity with works by authors from non-English-speaking literary traditions with emphasis on 20th century world literature.[5D] evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction.[6A] explain the function of symbolism, allegory, and allusions in literary works.[7A] Reading / Comprehension of Informational Text / Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.[8] explain shifts in perspective in arguments about the same topic and evaluate the accuracy of the evidence used to support the different viewpoints within those arguments.[10A] analyze contemporary political debates for such rhetorical and logical fallacies as appeals to commonly held opinions, false dilemmas, appeals to pity, and personal attacks.[10B] Reading / Comprehension of Informational Text / Procedural Texts. Students understand how to glean and use information in procedural texts and documents.[11] compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts.[12A]

Writing / Literary Texts
Writing / Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. 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] Writing / Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.[13] revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.[13E] write a poem using a variety of poetic techniques (e.g., structural elements, figurative language) and a variety of poetic forms (e.g., sonnets, ballads).[14B] write a script with an explicit or implicit theme and details that contribute to a definite mood or tone.[14C] write an analytical essay of sufficient length that includes distinctions about the relative value of specific data, facts, and ideas that support the thesis statement.[15Avi] write procedural or work-related documents (e.g., instructions, s, correspondence, memos, project plans) that include anticipation of readers' questions.[15Biii] responsible for at least two forms of literary writing.[14] Writing / Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.[15] write an analytical essay of sufficient length that includes relevant information and valid inferences.[15Av] write procedural or work-related documents (e.g., instructions, s, correspondence, memos, project plans) that include organized and accurately conveyed information.[15Bi] write an interpretative response to an expository or a literary text (e.g., essay or review) that addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations.[15Cii] a clear thesis or position based on logical reasons supported by precise and relevant evidence.[16A] Oral and Written Conventions / Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.[17]

Research / Gathering Sources
Research / Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.[21] Research / Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information.[22] Research / Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience.[23] Listening and Speaking / Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.[24]

English I for Speakers of Other Languages
organize ideas in writing to ensure coherence, logical progression, and support for ideas.[1C] refine selected pieces frequently to publish for general and specific audiences.[2D] use technology for aspects of creating, revising, editing, and publishing texts.[2E] produce legible work that shows accurate use of the English alphabet, accurate spelling and correct use of the conventions of punctuation and capitalization such as italics and ellipses (ESL).[3A] demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism.[3B] compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions.[3C] produce error-free writing in the final draft.[3D] compile information from primary and secondary sources in systematic ways using available technology.[4C represent information in a variety of ways such as graphics, conceptual maps, and learning logs.[4D use writing as a study tool to clarify and remember information.[4E] draw inferences such as conclusions, generalizations, and predictions and support them from text.[7H]

responsible for at least two forms of literary writing.[14]
Writing / Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. 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] Writing / Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.[13] revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.[13E] write a poem using a variety of poetic techniques (e.g., structural elements, figurative language) and a variety of poetic forms (e.g., sonnets, ballads).[14B] write a script with an explicit or implicit theme and details that contribute to a definite mood or tone.[14C] write an analytical essay of sufficient length that includes distinctions about the relative value of specific data, facts, and ideas that support the thesis statement.[15Avi] write procedural or work-related documents (e.g., instructions, s, correspondence, memos, project plans) that include anticipation of readers' questions.[15Biii] responsible for at least two forms of literary writing.[14] Writing / Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.[15] write an analytical essay of sufficient length that includes relevant information and valid inferences.[15Av] write procedural or work-related documents (e.g., instructions, s, correspondence, memos, project plans) that include organized and accurately conveyed information.[15Bi] write an interpretative response to an expository or a literary text (e.g., essay or review) that addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations.[15Cii] a clear thesis or position based on logical reasons supported by precise and relevant evidence.[16A] Oral and Written Conventions / Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.[17]

Reading / Vocabulary Development
Reading / Vocabulary Development. Students understand new vocabulary and use it when reading and writing.[1] 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 archetypes (e.g., journey of a hero, tragic flaw) in mythic, traditional and classical literature.[2B] Reading / Comprehension of Literary Text / Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.[5] analyze differences in the characters' moral dilemmas in works of fiction across different countries or cultures.[5B] evaluate the connection between forms of narration (e.g., unreliable, omniscient) and tone in works of fiction.[5C] demonstrate familiarity with works by authors from non-English-speaking literary traditions with emphasis on 20th century world literature.[5D] evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction.[6A] explain the function of symbolism, allegory, and allusions in literary works.[7A] Reading / Comprehension of Informational Text / Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.[8] explain shifts in perspective in arguments about the same topic and evaluate the accuracy of the evidence used to support the different viewpoints within those arguments.[10A] analyze contemporary political debates for such rhetorical and logical fallacies as appeals to commonly held opinions, false dilemmas, appeals to pity, and personal attacks.[10B] Reading / Comprehension of Informational Text / Procedural Texts. Students understand how to glean and use information in procedural texts and documents.[11] compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts.[12A]

English I AND II for Speakers of Other Languages
organize ideas in writing to ensure coherence, logical progression, and support for ideas.[1C] refine selected pieces frequently to publish for general and specific audiences.[2D] use technology for aspects of creating, revising, editing, and publishing texts.[2E] produce legible work that shows accurate use of the English alphabet, accurate spelling and correct use of the conventions of punctuation and capitalization such as italics and ellipses (ESL).[3A] demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism.[3B] compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions.[3C] produce error-free writing in the final draft.[3D]

Week 12 USING INFORMATIONAL TEXT

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