Writing a Book Report
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This document provides a format for writing a book report in four paragraphs. The first paragraph introduces the book with its title, author, type, and other bibliographic details. The second paragraph describes the main characters of the book. The third paragraph summarizes the book's setting, plot, goals of characters, and major conflicts. The fourth paragraph discusses the book's theme and provides an overall impression and conclusion, including what the reader learned and how issues in the story still exist today. The book report should be typed on two pages or less with specified formatting and is due on October 7, 2013.
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The non-fiction novel is a genre that blends factual events and people with fictional elements like conversations. It is loosely defined and uses techniques of both fiction and non-fiction storytelling. Text features in non-fiction works include photos, illustrations, captions, labels, graphs and tables to provide visual context and organize information for readers without needing to read the full text. These paratextual elements have specific purposes like explaining photos and organizing comparisons. Non-fiction books also contain sections like a table of contents, footnotes, appendices, glossaries and indexes to provide references and find information efficiently.
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Fase 2 portafolio de evidencia Adriana Recke A01316757
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Compose an independent critique of a chosen selection.
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PPISMP TSLB1124 Topic 1 Overview of Literature.pptx
More from Ignatius Joseph Estroga
Le Morte d'Arthur
The Story of the Death of Arthur by Thomas Malory
With Author's Background, Characters of the Story and its Plot, Theme and Story Implications.
Thanks Ms. Eden Selim, LPT for this comprehensive presentation in our literature class
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This presentation provides discussion on the different assessment done in English particularly Objective Type of Test, Reading Comprehension Testing and Grammar Tests
Creative Writing Story Prompts
The document provides links to the Scholastic Teacher website and lists the title "Funny & Fabulous Story Prompts by Richie Chavet" repeated multiple times. It appears to promote story prompts on the teacher website by an author named Richie Chavet that are meant to inspire funny and fabulous stories for students. The document simply repeats the same title and website link without providing any additional context or information.
language and literature assessment
This document discusses language assessment and evaluation. It defines key concepts related to assessment, outlines principles of assessment and evaluation, and describes different types and purposes of assessment including diagnostic, formative, and summative assessment. Different assessment tools are also discussed, such as observations, anecdotal records, checklists, and rating scales. The goal of assessment is to improve teaching and learning by gathering information on students' knowledge and abilities.
Old English Literature
1) The document summarizes Old English literature from 500-1100 AD, a period characterized by foreign invasions and the mixing of cultures in Britain.
2) It describes some of the major works of this period, including the epic poem Beowulf, and religious poems attributed to 7th century poet Caedmon and 9th century poet Cynewulf.
3) It provides historical context for the period, including the departure of Romans, invasions by Germanic tribes, acceptance of Christianity, and later invasions by Vikings.
Curriculumdevelopment
This document discusses curriculum development in the Philippine context. It defines curriculum as the sum of all learning experiences organized by the school. It also discusses different approaches to curriculum such as technical, behavioral, systems-based, and humanistic approaches. It outlines factors that influence curriculum development like society, learners' needs, and educational principles. The document also compares essentialist and progressive philosophies of curriculum, which see it as rigid vs flexible respectively. It examines elements of curriculum like intent, content, learning experiences, and evaluation.
Subject Verb Agreement- McGraw-Hill
This document discusses subject-verb agreement in business English. It provides objectives and general principles for subject-verb agreement, including that a verb must agree with its subject in person (first, second, third) and number (singular, plural). It then discusses rules for specific grammatical structures like singular/plural subjects, compound subjects, collective nouns, measurements, and sentences beginning with here/there to determine the correct verb form. The document aims to help the reader properly select verbs that agree with different subject types in business communication.
Technology in Education
Integrating Technology in Education. Benefits of Technology in learning. Media literacy. Technology literacy.
k-12 Curriculum Guide English Grade 10
This document provides the K-12 English curriculum guide for the Philippines Department of Education. It outlines the philosophy, principles, context and outcomes of the English language curriculum. The curriculum is designed to develop students' communicative competence and functional literacy through a focus on meaning, accuracy and the conventions of English. It acknowledges that today's students are digital natives who are highly influenced by technology and need skills to analyze complex information. The ultimate goal is for students to effectively apply English language skills in interacting with others, understanding other subjects, and preparing for their future careers.
K-12 Teacher's Guide Grade 9
This document provides a teacher's guide for a lesson on recognizing roles in life. It outlines 6 tasks for students: 1) a letter riddle game, 2) discussing roles they enjoy, 3) people who inspire them, 4) interviewing classmates about their roles, 5) reflecting on past and future roles, and 6) answering focus questions. It also describes analyzing a poem about the stages of life through close reading exercises and discussion prompts in small groups. The goal is for students to understand the importance of roles and how to perform them effectively.
K TO 12 CURRICULUM GUIDE IN ENGLISH 8
The document outlines the K to 12 curriculum guide for grade 8 English, which focuses on developing communicative competence and appreciation of Afro-Asian literature and culture. It includes standards, learning competencies, and assessments for various domains of literacy including listening comprehension, oral language, vocabulary, reading, literature, and viewing comprehension. The content is organized by quarter and covers strategies and skills for understanding different text types, genres, and applying various reading and listening approaches.
English 8 learning module quarter 3
This document provides an introduction and overview for an English learning module on overcoming challenges for Quarter III. It discusses how Asian and African literary pieces reveal how people in those regions respond to the challenges of modernity. The module contains 4 lessons examining the temperaments and psyche of Koreans, Burmese, Arabians/Israelites, and South Africans based on their literature. It introduces focus questions, lesson objectives, and assessments to help students learn about the character and responses to modernity reflected in Asian and African works.
English 8 learning module quarter 3 lesson 4
Here are the key points revealed about Africans in the passage:
- Africans believe in a Supreme Creator as well as lesser deities/gods that have power and influence over human affairs. This accounts for both good and bad events rather than seeing God as solely benevolent.
- They view nature as having spiritual powers/essences beyond just material substance. Offerings to trees/ancestors reflect a belief that invisible forces underlie the visible world.
- Humans are believed to have both material and immaterial aspects, including multiple souls of different origins that survive physical death. This reveals a holistic, spiritual view of human identity and existence.
- Overall, Africans seek to understand reality and experiences through both
English 8 learning module quarter 3 lesson 3
This document provides an overview of an English learning module that focuses on overcoming challenges through an examination of Arabian and Israeli literature. The module contains three topics: 1) the temperament and psyche of Arabian people as reflected in Saudi Arabian literature, 2) the temperament and psyche of Israeli people as reflected in Israeli literature, and 3) how Arabs and Israelis strengthen their ability to respond to the challenges of modernity based on their literary works. Students will analyze literary pieces, examine bias, develop vocabulary skills, and produce written work including journals, essays and bibliographies. The goal is for students to understand their Arab and Israeli neighbors and how they face modern challenges through a study of relevant literature.
English 8 learning module quarter 3 lesson 2
The literature of Burma reveals aspects of the Burmese character and their response to modern challenges. Some of the earliest Burmese literature dates back to 1113 AD in the form of dedicatory inscriptions containing poems and prayers. From the 15th to 19th centuries, palm leaf and folded paper literature became common, often focused on Buddhist themes and written by monks and court poets. Modern fiction began with novels in the late 19th century. The founding of the University of Rangoon in 1920 increased literary output and the influence of foreign works like English literature. Burmese literature has become increasingly nationalistic since independence in 1948.
English 8 learning module quarter 1
This document provides an overview of the lessons and activities for a quarter 1 English course focused on searching for knowledge about African and Asian traditions and values. The introduction asks students to consider traveling to learn about neighbors in Africa and Asia. Lesson 1 begins students' knowledge quest by having them identify prosodic features in stories and texts, develop strategies for unknown words, and gather information from various sources about traditions and values of selected Afro-Asian countries. The document maps out the lessons and assessments for the quarter aimed at helping students understand their identity as Asians through learning about other cultures.
English 8 learning module quarter 1 lesson1
The passage provides a summary of the author's experiences visiting various temples and sites in Bangkok, Thailand. It describes attractions like Wat Po temple, known for its large reclining Buddha statue, and the Golden Buddha at Wat Trinig temple. The author's guide shares colorful details about Bangkok's history and how it became the royal capital. Some of the other sites mentioned include temples showcasing Chinese porcelain mosaics and murals, as well as a temple atop 300 steps housing a large bronze Buddha. The passage aims to convey Thailand's rich Buddhist cultural and architectural heritage through its many temples and religious sites in and around Bangkok.
English 8 learning module quarter 1 lesson 3
Indian literature has its own unique development over centuries. It is characterized by its oral tradition originating in the Vedic texts, its focus on spiritual and moral themes through discourses between teachers and pupils, and its role in cultural revival movements. Indian literature produced some of the most famous works in the world and reflects the culture and traditions of India.
English 8 learning module quarter 1 lesson 2
This document provides a summary of a lesson aimed at building students' knowledge of traditions and values in China and Japan. It includes an introduction explaining the learning objectives, followed by several activities for students to complete. The activities include matching family portraits celebrating Asian traditions to festivals, answering questions about the portraits, and completing a anticipation-reaction guide about statements related to Asian traditions and values. Students are then instructed to read a Chinese folktale and identify vocabulary words to help understand the story and traditions presented. The lesson aims to help students understand their own identity as Asians by learning about shared traditions across countries.
Figures of Speech
This document defines and provides examples of various figures of speech used in language, including literal and figurative language. It explains common figures of speech such as metaphor, simile, personification, and irony. For each figure of speech, the definition is given along with 2-3 examples to illustrate how it is used. The document concludes with a short poem about love as a dream.
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Writing a Book Report
- 1. English 1- Study and Thinking Skills Book Report Format All of the following should be addressed in paragraph form. Paragraph 1 • Bibliographic paragraph (4-8 sentences) • Identify the title and author of the book. • Identify the type of book. Ex. Modern Realistic Fiction, Sci-fi, Historical Fiction, Mystery, Love strory, Folktale, Fantasy, etc. • State basic bibliographic information about the book. Bibliographic information means not only the author and title but also what company published the book, what year it was published in and any other relevant information such as the edition and if the book has been translated, simplified or abridged Paragraph 2 • Characters’ paragraph ( 2-3 sentences per character) • Identify the main characters. Write descriptive sentences about each. Include both physical and personality traits whenever possible. Describe their role in the story. Paragraph 3 • Story-plot paragraph (8-10 sentences) • Describe the book's setting. Include the mood. • Give a brief summary of the plot. Make sure you cover all of the major parts of the plot. • What are the goals of the character? Are the goals met? Why or why not? • What are the major conflicts in the story? What type of conflicts are they? Are they resolved? How? Paragraph 4 • Personal Impressions and Conclusion Paragraph (8-10 sentences) • What is the theme of the story? • Use this paragraph as your conclusion. It should summarize your overall impressions of the book and bring the report to a close. • Write a sentence or two about what you learned from the book. What significant issues in the story that are still existing today? How should one cope with such issue? Book Report shall be encoded in a short-size bond paper. Limit your report to two-pages only. Excluding title page. Report shall be typed in 1.5 spaced with standard font, and 1-inch all-side margin Book Report is due October 7, 2013.