The document provides lesson plans and materials for a Day 2 language arts lesson. It includes a discussion of helping others, a read aloud of a poem about helping hands, and an activity identifying words with the "or" sound. Students also practice spelling patterns with rhyming sentences and identifying sounds in words. The main text is a Chinese fairy tale called "Lon Po Po" about three sisters who outwit a wolf. Students analyze the characters of the story and complete comprehension questions.
This document contains a lesson plan for a reading and language arts lesson. It includes a read aloud story called "The Plan" about a squirrel and rabbit who trick a greedy rat. There are comprehension questions about the story and exercises on vocabulary, grammar, and writing character sketches. The lesson focuses on comparing and contrasting characters, identifying the plot, using adjectives, daily proofreading, and writing multi-paragraph character sketches using descriptive details.
This document provides instructions and examples for students to write different types of poems during a 10-day poetry unit. It explains that students will write one poem per day using various forms and templates, such as concrete poems, diamantes, cinquains, and adverb poems. It also provides grading criteria, with each poem worth 10 points based on following the template, using poetic elements, and being free of errors.
The document provides biographical information about Maurice Gee, a New Zealand author. It states that he was born in 1931 in Henderson, West Auckland and has published over a dozen novels and books for children. His novel Plumb won several awards, including the James Tait Black Memorial Prize in Britain. Maurice received a Distinguished Alumni Award in 1998 and an honorary Doctor of Literature in 2004.
There are two types of relative clauses: defining and non-defining. Defining clauses provide essential information to identify a person or thing, while non-defining clauses provide extra background information. Punctuation differs between the two, with non-defining clauses always separated by commas. Relative pronouns also differ based on whether the clause is defining or non-defining, and prepositions can be placed either before or after the relative pronoun.
This document provides a lesson plan for day 3 of genre study on realistic fiction. It includes a question of the day about talents to share in a talent show. It previews a read aloud of a poem by Robert Louis Stevenson called "A Good Play." It provides vocabulary and grammar instruction including syllable division, fluency, plot elements, fables, and context clues. Robust vocabulary words are defined. The document models comparing ideas in a paragraph and using possessive nouns.
This document provides instruction on paraphrasing, including what constitutes a proper paraphrase, examples of strong and weak paraphrasing, and tips for integrating paraphrases into writing. It discusses taking accurate notes to facilitate strong paraphrasing and avoiding plagiarism. The document also includes an interactive exercise where participants review grammar in sentences and receive points for correct answers.
This document provides an introduction to a unit on teaching narrative text. It includes the learning objectives, which are to understand narrative features and structure, analyze narratives, solve problems creatively, infer moral values, describe characters and events, compose stories, and write personal essays. It then defines narrative as a piece of writing that tells a story, whether real or imaginary. It outlines the generic structure of narratives as having an orientation, complication, and resolution. Examples are provided, including a short story about a smart parrot, for analyzing the narrative structure. Evaluation activities are suggested, such as writing the life cycle of a butterfly in narrative form.
This document contains a lesson plan for a reading and language arts lesson. It includes a read aloud story called "The Plan" about a squirrel and rabbit who trick a greedy rat. There are comprehension questions about the story and exercises on vocabulary, grammar, and writing character sketches. The lesson focuses on comparing and contrasting characters, identifying the plot, using adjectives, daily proofreading, and writing multi-paragraph character sketches using descriptive details.
This document provides instructions and examples for students to write different types of poems during a 10-day poetry unit. It explains that students will write one poem per day using various forms and templates, such as concrete poems, diamantes, cinquains, and adverb poems. It also provides grading criteria, with each poem worth 10 points based on following the template, using poetic elements, and being free of errors.
The document provides biographical information about Maurice Gee, a New Zealand author. It states that he was born in 1931 in Henderson, West Auckland and has published over a dozen novels and books for children. His novel Plumb won several awards, including the James Tait Black Memorial Prize in Britain. Maurice received a Distinguished Alumni Award in 1998 and an honorary Doctor of Literature in 2004.
There are two types of relative clauses: defining and non-defining. Defining clauses provide essential information to identify a person or thing, while non-defining clauses provide extra background information. Punctuation differs between the two, with non-defining clauses always separated by commas. Relative pronouns also differ based on whether the clause is defining or non-defining, and prepositions can be placed either before or after the relative pronoun.
This document provides a lesson plan for day 3 of genre study on realistic fiction. It includes a question of the day about talents to share in a talent show. It previews a read aloud of a poem by Robert Louis Stevenson called "A Good Play." It provides vocabulary and grammar instruction including syllable division, fluency, plot elements, fables, and context clues. Robust vocabulary words are defined. The document models comparing ideas in a paragraph and using possessive nouns.
This document provides instruction on paraphrasing, including what constitutes a proper paraphrase, examples of strong and weak paraphrasing, and tips for integrating paraphrases into writing. It discusses taking accurate notes to facilitate strong paraphrasing and avoiding plagiarism. The document also includes an interactive exercise where participants review grammar in sentences and receive points for correct answers.
This document provides an introduction to a unit on teaching narrative text. It includes the learning objectives, which are to understand narrative features and structure, analyze narratives, solve problems creatively, infer moral values, describe characters and events, compose stories, and write personal essays. It then defines narrative as a piece of writing that tells a story, whether real or imaginary. It outlines the generic structure of narratives as having an orientation, complication, and resolution. Examples are provided, including a short story about a smart parrot, for analyzing the narrative structure. Evaluation activities are suggested, such as writing the life cycle of a butterfly in narrative form.
This document outlines the agenda for EWRT 211 Class 7. It will cover house points, vocabulary spells from lessons 1-18, a review of introductions, thesis statements, body paragraphs, and conclusions. It will also cover integrating quotations and the MLA works cited page format. The class will review conclusions and examples will be provided. Students will practice writing conclusions in groups and receive instruction on properly citing sources and formatting in MLA style. Homework includes reading a chapter from Harry Potter, vocabulary, posting a draft conclusion, and bringing draft essays to the next class.
The document provides an overview of the novel "Catch Us If You Can" including a 3 paragraph synopsis. It summarizes the plot which follows Rory and his grandfather who go on the run to avoid being separated by authorities after a fire in their flat. Along their journey, they receive help from unexpected allies as they evade capture by the police. The character profiles describe Rory as a young boy dedicated to caring for his aging grandfather, and the grandfather as elderly and partially senile but loving towards his grandson. The setting spans Scotland and England as the two fugitives are aided by strangers in their quest to stay together.
This document provides an agenda for an EWRT 211 class. It includes reviewing in-text citations and introducing an essay assignment on analyzing a character trait portrayed in Harry Potter and the Chamber of Secrets. Students will choose between traits like bravery, loyalty, and ambition that are associated with the Hogwarts houses. They will define the trait, consider its good and bad aspects, and analyze how it affects one character. The class will also discuss vocabulary words and review avoiding word choices like "thing."
This document outlines the agenda for EWRT 211 Class 7. It will cover house points, vocabulary spells from lessons 1-18, reviewing introductions, thesis statements, body paragraphs, counterarguments, and conclusions. It will also cover integrating quotations and the MLA works cited page format. The class will review conclusions and examples will be provided. Students will practice writing conclusions in groups and receive instruction on properly formatting MLA style essays, including setting margins, headings, and works cited pages. Homework includes reading from Harry Potter, vocabulary, posting a draft conclusion, and bringing draft essays to the next class.
This document outlines the agenda for EWRT 211 Class 7. It will cover house points, vocabulary spells from lessons 1-18, a review of introductions, thesis statements, body paragraphs, and conclusions. It will also cover integrating quotations and the MLA works cited page format. The class will review conclusions and examples will be provided. Students will practice writing conclusions in groups and receive instruction on properly formatting MLA style essays, including setting margins, headings, and citations. Homework includes reading from Harry Potter, vocabulary, posting a draft conclusion, and bringing draft essays to the next class.
This document contains an agenda for an EWRT 211 class. The agenda includes going over vocabulary words, a discussion of appositives and sentence fragments, and a review of introductions, thesis statements, body paragraphs, and conclusions. It provides examples of each. It also outlines an in-class activity where students will punctuate sentences and write examples of appositive phrases. Homework assigned is to finish reading Harry Potter Chapter 18 and bring two copies of a draft essay on a character trait demonstrated by a Harry Potter character to the next class. The draft must include an introduction, thesis, three body paragraphs, and conclusion following the strategies discussed.
This document provides an agenda and materials for an EWRT 211 class. The agenda includes reviewing vocabulary spells from Harry Potter, thesis statements, introducing and concluding paragraphs, integrating quotations, and MLA formatting of works cited pages. It also gives details on 9 vocabulary spells from Harry Potter and their Latin origins, provides examples of integrating quotations into essays using MLA format, and reviews conclusion writing techniques like creating new meaning, answering "so what?", and proposing further action. The document aims to help students strengthen their skills in key areas of writing essays about Harry Potter.
This document provides information about pronoun case, pronoun reference, and free writing. It defines subjective, objective, and possessive cases for pronouns and provides examples. It also discusses keeping pronoun antecedents clear by avoiding vague references and placing pronouns close to their antecedents. The document includes a practice section testing understanding of these concepts and an eight-minute free writing prompt.
This document discusses different types of figures of speech used in language. It divides figures of speech into four main categories: comparison, uniting, contradiction, and repetition. Some examples are provided for each type of figure of speech, such as similes and metaphors for comparison, metonyms and synecdoches for uniting, irony and sarcasm for contradiction, and anaphora and epistrophe for repetition. The purpose is to familiarize the reader with common figures of speech.
This document provides a course on punctuation aimed at making the reader an expert punctuation detective. It covers various punctuation marks such as commas, colons, semicolons, dashes, brackets, exclamation points, question marks, apostrophes, quotation marks, and periods. The course contains tasks to test the reader's knowledge of matching punctuation marks to their names and functions, as well as exercises identifying missing punctuation in sentences. It also involves creating a casebook explaining the use and providing examples of a selected punctuation mark. Completing the course prepares the reader to properly use punctuation and identify errors involving punctuation.
The document summarizes principles of composition from Strunk Chapter 2. It discusses choosing a structural design for writing and holding to it, with some designs being rigid and others flexible. It also advises making the paragraph the unit of composition, with one main idea per paragraph. Additionally, it recommends using the active voice when possible for a more vigorous style, and using positive, specific, concrete language over vague or negative language. [/SUMMARY]
This document provides instructions for creating a figurative language flip chart and defines several common types of figurative language including similes, metaphors, hyperboles, personification, alliteration, onomatopoeia, and imagery. It includes examples of each type and sentences for students to identify the figurative language being used. The document emphasizes that figurative language is commonly found in poetry, stories, music, and advertisements.
The document describes various character types that commonly appear in stories, such as the hero, villain, prize, donor, and helper. It then analyzes how these character types are represented in the children's story being discussed. The hero is the third pig who outsmarts the wolf. The wolf is clearly the villain. The prize is the safety and freedom of the pigs. The donor and helper are the farmer, lumberjack, and builder who allow the pigs to build homes. The narrative follows a linear structure from the pigs being displaced from their home to the resolution, and portrays a classic "good vs evil" binary opposition between the pigs and wolf.
The document provides lesson materials for an English class. It includes objectives, activities, and explanations of literary elements like tone, mood, and author's purpose. The lesson covers analyzing a song for irony and hyperbole, determining tone and purpose. Students study tone, mood, and how they are conveyed. Examples of tone in speech are provided. Students analyze a fable called "The Lion and the Mouse" and complete exercises on verb tenses.
This document provides guidance on how to properly incorporate quotations into writing. It discusses that quotations should be used to support your own ideas, not replace them. The document then outlines four methods for integrating quotations: 1) Using a colon and complete sentence to introduce a quotation, 2) Using a comma after an introductory phrase, 3) Including the quotation within your own sentence, and 4) Using short quotations within a sentence without special punctuation. Providing context for the quotation and analyzing its significance are also emphasized.
This document provides guidance on using quotations in writing. It discusses direct quotes, which use the exact words from a source and are enclosed in quotation marks. It also covers indirect quotes, which paraphrase a source, and partial quotes. The document explains how to introduce and integrate quotes into sentences and discusses punctuation rules for quotes. It provides examples of direct, indirect, and partial quotes and how to format longer block quotes.
This document provides an agenda and discussion points for an EWRT 211 class. It includes reviewing essay introductions, thesis statements, and body paragraphs. Students will analyze how a character trait is reflected in a character from Harry Potter and the Chamber of Secrets. The class will discuss components of a strong introduction and examples are provided. Students will then practice writing a thesis statement and body paragraph analyzing a character trait using sources and examples. House points are also updated throughout the class period.
The document provides guidance on writing effective introductions, including introducing the topic, indicating how it will be developed, including a thesis statement, and enticing the reader. It discusses four types of introductions - funnel, dramatic, quotation, and turn about - and provides examples of each. The document then analyzes sample introduction paragraphs and identifies weaknesses, such as a lack of focus, unclear connection between sentences, or missing information on the scope or structure of the intended writing.
The document provides vocabulary words and questions related to a story about solving problems through attention to detail. It includes words like arcade games, study stack, spelling city and prefixes like un-, dis-, and in-. It asks how attention to detail can help solve problems and what talents Encyclopedia Brown uses to solve cases. The document appears to be materials for teaching or a reading assignment related to a story about Encyclopedia Brown.
This document discusses peer editing and provides tips for peer editors. It outlines the tasks of a peer editor which include critiquing papers from a fellow student's perspective, pointing out errors, and providing balanced feedback. It provides sample questions for peer editing workshops and essential grammar tips. Finally, it discusses why peer editing is important for both the writer and the editor, as it allows writers to get feedback from their audience and helps editors improve their own writing.
This summary provides an overview of a lesson on comparing and contrasting stories. It discusses reading an adapted Chinese version of Little Red Riding Hood called "A Red-Riding Hood Story from China". It asks comprehension questions about how the main character feels at different points in the story. The summary then discusses building vocabulary and grammar skills like using adjectives.
The document provides a lesson plan for day 2 of genre realistic fiction. It includes details about the author Patricia C. McKissack and poses a question of the day for students. It then provides information about listening to the poem "A Good Play" by Robert Louis Stevenson, including questions to discuss about the poem. It provides instructions for various classroom activities related to syllables, spelling, vocabulary, comprehension strategies, fluency and expression, grammar, and writing.
This document outlines the agenda for EWRT 211 Class 7. It will cover house points, vocabulary spells from lessons 1-18, a review of introductions, thesis statements, body paragraphs, and conclusions. It will also cover integrating quotations and the MLA works cited page format. The class will review conclusions and examples will be provided. Students will practice writing conclusions in groups and receive instruction on properly citing sources and formatting in MLA style. Homework includes reading a chapter from Harry Potter, vocabulary, posting a draft conclusion, and bringing draft essays to the next class.
The document provides an overview of the novel "Catch Us If You Can" including a 3 paragraph synopsis. It summarizes the plot which follows Rory and his grandfather who go on the run to avoid being separated by authorities after a fire in their flat. Along their journey, they receive help from unexpected allies as they evade capture by the police. The character profiles describe Rory as a young boy dedicated to caring for his aging grandfather, and the grandfather as elderly and partially senile but loving towards his grandson. The setting spans Scotland and England as the two fugitives are aided by strangers in their quest to stay together.
This document provides an agenda for an EWRT 211 class. It includes reviewing in-text citations and introducing an essay assignment on analyzing a character trait portrayed in Harry Potter and the Chamber of Secrets. Students will choose between traits like bravery, loyalty, and ambition that are associated with the Hogwarts houses. They will define the trait, consider its good and bad aspects, and analyze how it affects one character. The class will also discuss vocabulary words and review avoiding word choices like "thing."
This document outlines the agenda for EWRT 211 Class 7. It will cover house points, vocabulary spells from lessons 1-18, reviewing introductions, thesis statements, body paragraphs, counterarguments, and conclusions. It will also cover integrating quotations and the MLA works cited page format. The class will review conclusions and examples will be provided. Students will practice writing conclusions in groups and receive instruction on properly formatting MLA style essays, including setting margins, headings, and works cited pages. Homework includes reading from Harry Potter, vocabulary, posting a draft conclusion, and bringing draft essays to the next class.
This document outlines the agenda for EWRT 211 Class 7. It will cover house points, vocabulary spells from lessons 1-18, a review of introductions, thesis statements, body paragraphs, and conclusions. It will also cover integrating quotations and the MLA works cited page format. The class will review conclusions and examples will be provided. Students will practice writing conclusions in groups and receive instruction on properly formatting MLA style essays, including setting margins, headings, and citations. Homework includes reading from Harry Potter, vocabulary, posting a draft conclusion, and bringing draft essays to the next class.
This document contains an agenda for an EWRT 211 class. The agenda includes going over vocabulary words, a discussion of appositives and sentence fragments, and a review of introductions, thesis statements, body paragraphs, and conclusions. It provides examples of each. It also outlines an in-class activity where students will punctuate sentences and write examples of appositive phrases. Homework assigned is to finish reading Harry Potter Chapter 18 and bring two copies of a draft essay on a character trait demonstrated by a Harry Potter character to the next class. The draft must include an introduction, thesis, three body paragraphs, and conclusion following the strategies discussed.
This document provides an agenda and materials for an EWRT 211 class. The agenda includes reviewing vocabulary spells from Harry Potter, thesis statements, introducing and concluding paragraphs, integrating quotations, and MLA formatting of works cited pages. It also gives details on 9 vocabulary spells from Harry Potter and their Latin origins, provides examples of integrating quotations into essays using MLA format, and reviews conclusion writing techniques like creating new meaning, answering "so what?", and proposing further action. The document aims to help students strengthen their skills in key areas of writing essays about Harry Potter.
This document provides information about pronoun case, pronoun reference, and free writing. It defines subjective, objective, and possessive cases for pronouns and provides examples. It also discusses keeping pronoun antecedents clear by avoiding vague references and placing pronouns close to their antecedents. The document includes a practice section testing understanding of these concepts and an eight-minute free writing prompt.
This document discusses different types of figures of speech used in language. It divides figures of speech into four main categories: comparison, uniting, contradiction, and repetition. Some examples are provided for each type of figure of speech, such as similes and metaphors for comparison, metonyms and synecdoches for uniting, irony and sarcasm for contradiction, and anaphora and epistrophe for repetition. The purpose is to familiarize the reader with common figures of speech.
This document provides a course on punctuation aimed at making the reader an expert punctuation detective. It covers various punctuation marks such as commas, colons, semicolons, dashes, brackets, exclamation points, question marks, apostrophes, quotation marks, and periods. The course contains tasks to test the reader's knowledge of matching punctuation marks to their names and functions, as well as exercises identifying missing punctuation in sentences. It also involves creating a casebook explaining the use and providing examples of a selected punctuation mark. Completing the course prepares the reader to properly use punctuation and identify errors involving punctuation.
The document summarizes principles of composition from Strunk Chapter 2. It discusses choosing a structural design for writing and holding to it, with some designs being rigid and others flexible. It also advises making the paragraph the unit of composition, with one main idea per paragraph. Additionally, it recommends using the active voice when possible for a more vigorous style, and using positive, specific, concrete language over vague or negative language. [/SUMMARY]
This document provides instructions for creating a figurative language flip chart and defines several common types of figurative language including similes, metaphors, hyperboles, personification, alliteration, onomatopoeia, and imagery. It includes examples of each type and sentences for students to identify the figurative language being used. The document emphasizes that figurative language is commonly found in poetry, stories, music, and advertisements.
The document describes various character types that commonly appear in stories, such as the hero, villain, prize, donor, and helper. It then analyzes how these character types are represented in the children's story being discussed. The hero is the third pig who outsmarts the wolf. The wolf is clearly the villain. The prize is the safety and freedom of the pigs. The donor and helper are the farmer, lumberjack, and builder who allow the pigs to build homes. The narrative follows a linear structure from the pigs being displaced from their home to the resolution, and portrays a classic "good vs evil" binary opposition between the pigs and wolf.
The document provides lesson materials for an English class. It includes objectives, activities, and explanations of literary elements like tone, mood, and author's purpose. The lesson covers analyzing a song for irony and hyperbole, determining tone and purpose. Students study tone, mood, and how they are conveyed. Examples of tone in speech are provided. Students analyze a fable called "The Lion and the Mouse" and complete exercises on verb tenses.
This document provides guidance on how to properly incorporate quotations into writing. It discusses that quotations should be used to support your own ideas, not replace them. The document then outlines four methods for integrating quotations: 1) Using a colon and complete sentence to introduce a quotation, 2) Using a comma after an introductory phrase, 3) Including the quotation within your own sentence, and 4) Using short quotations within a sentence without special punctuation. Providing context for the quotation and analyzing its significance are also emphasized.
This document provides guidance on using quotations in writing. It discusses direct quotes, which use the exact words from a source and are enclosed in quotation marks. It also covers indirect quotes, which paraphrase a source, and partial quotes. The document explains how to introduce and integrate quotes into sentences and discusses punctuation rules for quotes. It provides examples of direct, indirect, and partial quotes and how to format longer block quotes.
This document provides an agenda and discussion points for an EWRT 211 class. It includes reviewing essay introductions, thesis statements, and body paragraphs. Students will analyze how a character trait is reflected in a character from Harry Potter and the Chamber of Secrets. The class will discuss components of a strong introduction and examples are provided. Students will then practice writing a thesis statement and body paragraph analyzing a character trait using sources and examples. House points are also updated throughout the class period.
The document provides guidance on writing effective introductions, including introducing the topic, indicating how it will be developed, including a thesis statement, and enticing the reader. It discusses four types of introductions - funnel, dramatic, quotation, and turn about - and provides examples of each. The document then analyzes sample introduction paragraphs and identifies weaknesses, such as a lack of focus, unclear connection between sentences, or missing information on the scope or structure of the intended writing.
The document provides vocabulary words and questions related to a story about solving problems through attention to detail. It includes words like arcade games, study stack, spelling city and prefixes like un-, dis-, and in-. It asks how attention to detail can help solve problems and what talents Encyclopedia Brown uses to solve cases. The document appears to be materials for teaching or a reading assignment related to a story about Encyclopedia Brown.
This document discusses peer editing and provides tips for peer editors. It outlines the tasks of a peer editor which include critiquing papers from a fellow student's perspective, pointing out errors, and providing balanced feedback. It provides sample questions for peer editing workshops and essential grammar tips. Finally, it discusses why peer editing is important for both the writer and the editor, as it allows writers to get feedback from their audience and helps editors improve their own writing.
This summary provides an overview of a lesson on comparing and contrasting stories. It discusses reading an adapted Chinese version of Little Red Riding Hood called "A Red-Riding Hood Story from China". It asks comprehension questions about how the main character feels at different points in the story. The summary then discusses building vocabulary and grammar skills like using adjectives.
The document provides a lesson plan for day 2 of genre realistic fiction. It includes details about the author Patricia C. McKissack and poses a question of the day for students. It then provides information about listening to the poem "A Good Play" by Robert Louis Stevenson, including questions to discuss about the poem. It provides instructions for various classroom activities related to syllables, spelling, vocabulary, comprehension strategies, fluency and expression, grammar, and writing.
This document contains the daily lesson plan for Lesson 7 Day 1. It includes the question of the day, a read aloud about training a cat, spelling and phonics lessons on consonant patterns, vocabulary, grammar, and writing. Students will practice identifying facts and opinions, listen to a passage about animal trainers, and brainstorm ideas for how-to paragraphs. The lesson integrates reading, writing, listening comprehension, and language arts skills.
This document provides a product catalogue from Mehta Publishers for 2014. It includes summaries of 26 books across various genres such as fiction, reference books, activity books, moral stories, and more. The books are designed for different age groups ranging from 3+ to 5+ years old. Mehta Publishers emphasizes research on suitability of content and details for the intended age groups. The catalogue is intended to help evaluate and market Mehta Publishers' books.
The document provides a lesson plan for teaching students about realistic fiction. It includes discussing a story called "A Case of Nerves" about a girl performing in a school talent show. Students are asked comprehension questions about the story and discuss vocabulary words from the text. The lesson also covers syllable patterns, spelling, identifying plot elements, and discussing the story "Evie and Margie". Grammar concepts such as possessive nouns are explained and students practice identifying possessive nouns in sentences.
The document provides examples of pre-reading, during reading, and post-reading activities that can be used when engaging students in literature discussions using children's books. Some of the pre-reading activities mentioned include anticipation guides, opinionaires/questionnaires, contrast charts, and KWL charts. During reading activities include literature maps, character maps, double-entry journals, and reading logs. Post-reading activities include polar opposites, quotation shares, literary report cards, plot organizers, and Venn diagrams.
This document provides a lesson plan about realistic fiction and poetry. It includes a reading of the poem "A Good Play" by Robert Louis Stevenson. Vocabulary and grammar lessons focus on words ending in "-le" and forming plural possessives. Comprehension strategies explore using story structure and plot elements. Fluency and expression are practiced by partner reading.
1. The document provides an overview of the New Jersey Assessment of Skills and Knowledge (NJ ASK) standardized test administered to students in grades 6-8. It assesses skills in reading, writing, interpreting text, and analyzing/critiquing text through multiple choice and open-ended questions.
2. The test includes both narrative and everyday text passages between 500-1000 words and covers a variety of skills like identifying main ideas and details, making inferences, and understanding literary elements.
3. The document reviews sample questions and scoring rubrics to help teachers prepare students for the format and requirements of the NJ ASK exam. It emphasizes having students practice skills like citing evidence from passages to support their answers.
The document provides an overview and instructions for a storytelling assignment. Students will write a story with a moral that is set in their own culture. It can be about insects or animals. The story will go through several stages: free writing about a folktale, organizing it with a moral lesson, writing a first draft, revising it based on peer feedback, and editing it with techniques like quotation marks and infinitives. The goal is for the story events to clearly lead to the moral lesson at the end.
The summary provides the essential information from the document in 3 sentences:
The document is a story planner worksheet for a student named Alice. It includes Alice planning a fractured fairy tale that combines Snow White and the Gingerbread Man. Alice outlines the main characters, point of view, and major plot events of the story which involves the gingerbread man meeting Snow White in the forest while running away. Snow White uses her magic to help the gingerbread man remember his love for his mother and return to her.
This document contains excerpts from a lesson on realistic fiction. It includes questions for students, instructions for a read aloud of a poem, exercises on syllables and vocabulary, and a discussion of plot, fables, and grammar. The lesson provides context and prompts for discussing the elements of stories like setting, characters, events, and lessons conveyed.
Kamini and Idith are discussing how to choose interesting books to read, with Kamini explaining that one should first pick their favorite genre and then read the back cover synopsis to see if the story sounds interesting before deciding to buy the book. They talk about genres like science fiction, adventure, poetry, autobiography and folklore. Kamini recommends choosing books this way when Idith's father takes her to the upcoming Big Book Fair.
The play "The Book That Saved The Earth" is set in the 25th century and depicts a Martian invasion of Earth that is thwarted by a book of nursery rhymes. The mighty Think-Tank leads a Martian expedition to Earth to assess the planet's defenses. Upon arriving at a library, Think-Tank and his crew misunderstand books and attempt to eat and listen to them before realizing they contain written language. When Oop reads from Mother Goose to Think-Tank, he becomes terrified of the Earthlings and orders an immediate retreat from the invasion to save himself.
This document contains a lesson plan for teaching second grade students. It includes a daily question, read alouds from short stories, vocabulary and grammar exercises, and writing prompts. The read aloud for the day is from a story called "Breakfast Time" about siblings Leon and Keisha making breakfast for their parents without help. The lesson teaches root words, suffixes, fluency in reading, and interview skills. Students are asked comprehension questions about the read aloud and practice identifying parts of stories like characters and settings.
This document contains excerpts from a reading lesson plan, including questions, vocabulary words, grammar lessons and writing prompts. The lesson covers postcards versus letters, reading poems, phonics, reading fluency, plot elements, paired selections, context clues, grammar with pronouns, and writing a realistic story.
1. The document discusses new trends in young adult and children's literature, including metafiction, graphic novels, dystopian novels, and increased variety in nonfiction topics.
2. It also provides examples of publishing houses and book titles that exemplify these trends.
3. The document concludes by recommending some award-winning books and humorously recapping a reading ladder activity and sample test questions.
This document provides lesson materials for a second grade class. It includes a question of the day about hobbies with friends, a read aloud poem called "Be a Friend of Mine", and a vocabulary lesson from a reading about dog training. Various words are defined, including pleasant, coincidence, modeled, loyal, and recited. A discussion is prompted on realistic fiction genres. Graphic organizers are introduced to organize story details.
Sample Of A Definition Essay. 011 Essay Example Examples Of Definition Essays...Ashley Rosas
How to Write a Definition Essay: Writing Guide with Sample Essays. How to Write a Definition Essay: Outline, Thesis, Body, and Conclusion. 006 Sample Definition Essay Example ~ Thatsnotus. 011 Essay Example Examples Of Definition Essays The Underground Hero .... 021 Definition Of Terms In Research Paper Example Thesis Statement Zx2 .... Definition Essay Writing Tips [+Universal Guide] | Pro Essay Help.
This document provides an introduction to adjectives by explaining that they describe nouns by answering how many or what kind. It gives examples of adjectives describing nouns in sentences. The document concludes by having the reader identify the adjective and noun in additional sentences.
The document discusses a lesson plan that includes reading passages about Little Red Riding Hood and Lon Po Po, as well as activities focused on prefixes, suffixes, adjectives, fluency, and writing a character sketch. Vocabulary words and grammar exercises are also included to help students improve their language skills. The lesson incorporates comparing and contrasting characters from different stories.
This document contains a reading passage titled "The Speech" about a boy, Willie, trying to help his mother feel less nervous about giving a speech at work. It also discusses classroom activities around reading comprehension, spelling, and analyzing plots. These include questions about the passage, practicing spelling words with "cle" syllables, defining plot, and mapping the plot of another story titled "Evie and Margie".
This document provides lesson plans and materials for a 4th grade classroom. It includes questions for students, passages to read aloud and discuss, vocabulary exercises, grammar lessons on possessive nouns, and guidance on writing paragraphs that compare two or more things. The lessons cover topics such as reading comprehension, fluency, plot structure, alphabetical order, speaking and listening skills, and robust vocabulary.
The document appears to be a lesson plan about a short story called "A Case of Nerves" by Patricia C. McKissack. It includes questions about the story, which is about a girl named Vonya who has to perform a song at a school talent show and feels nervous in her stomach. Her mother tells her the butterflies in her stomach are just nerves and encourages her to keep practicing. Her mother's advice helps Vonya feel better.
The document provides instructions and prompts for students to practice reading skills. It includes directions for students to read passages aloud with partners and pay attention to punctuation. It also has students analyze the main idea and key details of the story "Stone Soup" by filling in a graphic organizer.
This document provides the daily lesson plan for a class. It includes instructions for students to bring their books and supplies, a question of the day about sharing with friends, and details about a read aloud, spelling and phonics practice with consonant blends, vocabulary lessons with example words and questions, a discussion of folktales, grammar exercises finding singular nouns, and a writing assignment to summarize a passage.
This document contains a lesson plan for a 3rd grade class. It includes sections on vowel digraphs, reading aloud a poem about dunking rolls in gravy, locating information in text, alphabetical order, vocabulary, and identifying subjects and predicates of sentences. The lesson incorporates questions, examples, exercises and instructions for students to complete various learning activities around these topics.
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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9
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1. Theme 4 Lesson 16 Day 2
A Red-Riding Hood Story from China
Translated and Illustrated by Ed Young
2. Remember that one of the easiest ways to solve a problem is to
ask for help. Try to think of a time when someone asked you for
help. Maybe your helped someone find a backpack, build a
science project, or helped them pronounce a word they didn’t
know.
T38 Oral Language
Someone once asked me for help with _______.
You will need to add two or three sentences about what happened-what the
person needed help with, how you were able to help, how you felt about it and
so on.
3. Read Aloud
Today wearegoing read apoem “A Helping Hand”.
Why might we read or listen to a
poem?
T 39 Transparency T105
We might read a poem for enjoyment, to
learn something new, or to listen to the
way words sound.
As you listen to the poem listen for
striking or exact language that the poet
5. DiscussthePoem
T 39 Transparency R79
How are the fish, bird, and dog alike?
What are some examples of exact language
in the poem?
Which words in the poem rhyme?
6. Words with or, ore
T 40
Remember that words with the /or/ sound can be spelled with
several different letter combinations, including or, ore, our, ar,
and oar.
Look at these words and who can tell me the letter combination
in each word that stands for the /or/ sound.
1. wore 6. force
2. sport 7. story
3. form 8. before
4. sore 9. bore
5. score 10. glory
^
^
7. Independent Practice
T 40
In your note book make this chart and
group the words in the chart.
or ore
1. wore 6. force
2. sport 7. story
3. form 8. before
4. sore 9. bore
5. score 10. glory
8. Independent Practice
T 40
or ore
1. sport
2. form
3. force
4. story
5. glory
1. wore
2. sore
3. score
4. before
5. bore
9. Identify Sounds
Remember that both the or and ore can
stand for the sound /or/. Read each of
these words to yourself.
for more
Notice that both words have the /or/ sound
and the two words rhyme even though one
has a silent e at the end. You just have to
memorize spellings of words that have
the /or/ sound spelled with or or ore
because there is no good rule when a wordT 400
^
^
^
10. Spelling Patterns
Write at least two pairs
of rhyming sentences that
use /or/ words from the
list you made with or and
ore words. After you have
finished then exchange
your papers with a partner
and share the rhymes. I
will call on a few to share
with the class in a few
minutes. T 41
11. Robust Vocabulary
Would a person wearing a wig and mask be
disguised?
Would it be cunning of a fox to steal a
farmer’s eggs? Explain
When might two people have embraced?
What would it be like to eat tender meat?
What might happen to brittle toast when you
butter it?
When are you delighted to see a friend?
T42
12. Develop Deeper Meaning
Read pages 18 and 19 in you
book to yourself.
T 42
Now read page 18 aloud with me and then
answer my questions.
13. T 42
Would Granny like to
eat a chick sandwich
that was not tender?
Explain
Why would Granny be
delighted to see her
grandchild?
What would happen to
Granny’s brittle bones
if she fell?
How did the girl feel
15. T 42
In what ways
was the wolf
cunning?
How did the
hunter know
that the wolf
was disguised
16. T 44
Now let’s read the genre study.
Fairy tales take place in a make-believe world. Many
fairy tales have been retold for centuries in different
forms. In most fairy tales, characters are clearly good
or bad. Sometimes the characters are talking animals.
Some characters may have unusual or special powers.
17. Can someone think of a fairy tale where a
character in them was trying to trick children?
T 44
The wolf from ”Red Riding
Hood” .Fairy tales almost always have a happy ending.
Now let’s copy the graphic
organizer from the genre
study and use it as you read
the story.
18. Comprehension Strategy
Read the strategy information on page 20.
T44
When readers have trouble
understanding what is
happening in a story, they
often read ahead. Learning
about what happens next
may help the reader make
19. As we read the story you are going to keep
track of how the characters are alike and how
they are different and then we will answer the
questions.
T44
20. Now let’slook at pages20 and 21
You will read a story in which three children solve a problem
creatively. Can someone tell me how you solved a problem in a
creative way?
T45
One purpose for reading a fairy tale is for enjoyment. Look at the
title and the author’s name.
* To what fairy tale do you think “Lon Po Po” will be similar? Why?
“Red Riding Hood” because part of the title says that it is A Red
Riding Hood Story from China.
* What do you think this story will be about?
Perhaps it will be about a wolf that tries to eat some people.
21. Now let’sread pages22 and 23
Where is the mother going?
T46
When should the children close and latch the
door?
They should close and latch the door at
sunset.
She is going to see the children’s
grandmother.
22. Now let’sread pages24 and 25
How are the wolf and the mother different?
T47
What does the name “Po Po” mean in Chinese?
gandmother
The mother is described as “good.” The wolf is tricky and
disguises himself as an old woman.
What is the wolf like? How do you know?
Tricky, dishonest, and dangerous and I know this because
he disguises himself, wolves in fairy tales are often bad.
How does the wolf try to fool the children?
He pretends to be Po Po. He gives answers that sound as
if they could be true.
23. Now let’sread pages26 and 27
Why do the younger children let the wolf in?
T48
The author says the wolf is cunning. What details support
this idea?
The wolf disguises himself; he pretends to be surprised
that the mother is not home; he answers questions as the
grandmother might; or he blows out the candle.
They cannot wait to see their grandmother.
What do you think the wolf will try to do? Why do you
think that?
He will try to eat the children, because that’s what the
wolf in Red Riding Hood does.
24. Now let’sread pages28 and 29
Why does the wolf pretend to be sleepy?
T49
How does Shang learn that the wolf is not really her
grandmother?
After she touches the wolf’s tail and claws, the light and
catches sight of the wolf’s hairy face.
He pretends to be sleep so he can get the children to go
to sleep and then eat them.
Why do you think Shang asks the wolf about gingko nuts?
Shang has a plan for getting away from the wolf and the
nuts are part of the plan.
25. Now let’slook at pages36.
1. How are Shang and the wolf alike? How are
they different?
T53
2. Why does the wolf get into the basket?
The wolf wants gingko nuts from the tree.
Shang and the wolf are clever. The wolf is greedy; Shang
is brave.
3. Which story do you find more interesting, “Lon Po Po”
or the read-aloud story “Little Red Riding Hood?” Why
do you feel as you do?
I think “Lon Po Po” is more interesting because Shang
outsmarts the wolf. It was also interesting to read a story
set in China.
26. Now let’sread pages30 and 31
How is Shang different from her sisters?
T50
What do you think Shang and her sisters will do with the
basket? Why do they want to pull the wolf up into the
tree with them?
They might drop something on the wolf; they might put
the wolf into the basket and pull it up into the tree and
drop it.
She is the eldest; she is more clever; she is the one who
discovers that the wolf was lying and thinks of a plan to
trick the wolf.
27. Now let’sread pages32 and 33
How does the wolf feel about going in the basket
after the first time he falls?
T51
What does the wolf do?
He gets a basket and rope and lets the girls pull him into
the tree. The basket falls twice and the wolf becomes
angry.
He wants to go in again because he really wants to taste
a gingko nut.
Why do you think Shang lets the wolf fall the first two
times?It is part of her plan; to scare him; to hurt him.
28. Now let’sread pages34 and 35
Why does Shang cough?
T52
Why do the girls climb down to the branches just above
the wolf?
They want to stay away from the wolf if he is pretending
to be hurt or dead.
It is a signal to her sisters that it is time to let go of the
rope.
What lesson does the story “Lon Po Po” teach?
You need to listen to you parents and be careful about
whom you let into your home.
29. T53
4. How can you tell that the author likes the characters
of Shang and her sisters better than the wolf?
The author tells how clever Shang and her sisters are. The
wolf dies.
5. What made Shang suspicious that the visitor was not
her Po Po? Use examples from the story to support your
answer.
Shang noticed the wolf’s voice, tail, and claws. She saw
the wolf’s face.
30. Now let’slook at pages37 and learn about theauthor and
illustrator.
T53
Ed Young hasillustrated over forty booksfor children. Born in
Chinahimself, Ed Young getsinspiration from Chinesepaintings.
Healso doesalot of research beforehebeginsillustrating because
hewantshispicturesto beexciting and believable.
31. Check Comprehension
Retelling
Comparing and contrasting characters, settings,
and events can help readers better understand the
stories they read. How are Tao and Paotze in “Lon
Po Po” alike and different.
T54
Now you will use the graphic organizer you made before
we started reading the story to help you summarize “Lon
Po Po”. Remember that your summaries should tell the
important events.
They are alike because they are both Shang’s younger
sisters. They are different because Tao is plump and
Paotze is sweet.
32. Fluency
Accuracy
As you read you should read at a
comfortable rate and read each word
accurately and clearly. Since some words
may be spelled almost the same as
other words that sound different or have
different meanings, it is important to
look at each word carefully. T54
35. Build Robust Vocabulary
Shang was ingenious when she
thought of a plan to trick
the wolf?
T 55
brittle - things that are stiff and hard and that break easily
charming - you have a way of pleasing people with what you say and how you act
cunning - to use smart and tricky ways to get what you want
delighted - when you are very happy about something
disguised - when you are wearing something that keeps people from knowing who
you are
embraced - to hug someone
Which would be an ingenious
invention – a flying bicycle or a
rolling bicycle?
36. Build Robust Vocabulary
The sisters outwit the wolf
when they get him to climb
into the basket.
T55
ingenious - when you do something clever or imaginative
outwit - when you trick someone by doing something clever
racket - making a lot of noise
tender - something like food that is soft and easy to chew of cut
Would you be more likely to
outwit someone if you were
playing “hide and seek,” or
jumping rope?
37. Build Robust Vocabulary
Practice/Apply
T 55
ingenious - when you do something clever or imaginative
outwit - when you trick someone by doing something clever
racket - making a lot of noise
tender - something like food that is soft and easy to chew of cut
* Think of ingenious ways to
have fun on a rainy day without
using a computer or a video
game. Why is your plan
ingenious?
* Discuss with a partner
different possible ways of
outwitting someone during a
game of tag. Make a list of
38. GRAMMAR
Adjectives
T 56
Adjectives are words that describe nouns – people,
places, and things. Many adjectives tell what kind. For
example, these adjectives can tell about the color, size,
shape, smell, age, or temperature of something.
In this sentence young tells what kind of girl the subject
is, and brown tells what kind of bear the object is.
The young girl saw a brown bear in the woods.
39. Guided Practice
T 56
Who can tell me what kind of dog this
sentence is about?
The dog small ran away.
small
The adjective in this sentence is not in
the correct place. Who can tell me
where it should go?
The small dog ran away.
40. Practice/apply
T 56
In your notebook write a list of five
adjectives for each noun in this sentence.
The cat climbed the tree.
For cat - small, yellow, black, large, striped;
For tree – big, towering, young, tiny, green
Now you are going to choose two that you think will work
best and rewrite the sentence using those adjectives you
wrote. After you finish your sentence then share them
with your partner and I will be calling on someone to
share theirs with the class when we have finished.
41. DOL
T 56
1.she were a girl tall
2.i saw a bird white
threw my window?
Write and correct each sentence.
42. Writing
Character Sketch
T 407
Prewrite
Analyze a Character
Reread page 29 of “Lon Po Po.”
The way the author described Shang and
the wolf and their actions helped make the
story fun to read.
43. T 407
Conventions
Look through “Lon Po Po” and find four
names of characters that have been
capitalized and write them in your notebook.
Now we are going to make a chart together
about the characters you wrote.
How
(Character’ Name)
Looks and Sounds
How
(Character’ Name)
Acts
What
(Character’ Name)
Is Like
44. How
(Character’ Name)
Looks and Sounds
How
(Character’ Name)
Acts
What
(Character’ Name)
Is Like
T57
We can use some adjectives to help
complete the first and last columns.
45. How
(Character’ Name)
Looks and Sounds
How
(Character’ Name)
Acts
What
(Character’ Name)
Is Like
T57
Now you are going to create a character you
would like to write about and then prepare
for writing by making a chart like this one
for your character. Save your work for use
on Days 3-5.