This document provides a review of sentence structure and types, including simple, compound, and complex sentences. It includes examples and activities for students to practice identifying and writing different sentence types. Students are asked to self-quiz by labeling sample sentences as simple, compound, or complex. The document also discusses the differences between independent and dependent clauses.

1. September 27, 2010 -grammar: sentences -literature: Persepolis wrap-up

2. Self-Quiz Number your paper, and label each sentence “S” for simple, “CD” for compound, and “CX” for complex. Before I go to bed, I brush my teeth. CX I brush my teeth, and I wash my face. CD She hates brushing her teeth. S

3. *Brief* Review of Sentence Structure 1. Simple Sentence = S + v (plus variations) = Independent Clause Ex: The students shouted. The students asked questions. Teachers give homework to their students.

4. Write a simple sentence . . . . . . and share it with your neighbour. Examples:

5. Independent vs. Dependent Clauses The Students shouted. Independent (complete thought) So the concert was cancelled. Dependent Because I was tired. Dependent (incomplete thought)

6. *Brief* Review of Sentence Structure 2. Compound Sentences = S + v,and s + v. Two or more independent clauses joined together with a coordinate conjunction. Ex: The teacher finished the lesson on Thursday,so she gave a test on Friday. I asked the teacher a question,but she didn’t know the answer.

7. Write a compound sentence . . . Examples:

8. *Brief* Review of Sentence Structure 3. Complex Sentences = S + v because s+ v. = Because s + v, s + v. Independent clause plus a dependent clause (any order) joined with a subordinating conjunction. Ex: The students stopped talking when the teacher entered the room. When the teacher entered the room, the students stopped talking.

9. Write a complex sentence before, because, since, after, when, while, Since we are studying subordinating, we are writing complex sentence. Tomorrow I have to wake up early because I have too many things to do.

10. Post-quiz Number your paper, and label each sentence “S” for simple, “CD” for compound, and “CX” for complex. He likes running, but he hates hiking. CD He wants to leave early because he needs to pick up his daughter. CX The teacher has many papers to grade this evening. S

11. IRAN Archaic Signet of Civilization

12. DISCLAIMER This presentation does not follow any political interests, and is solely for cultural and social purposes. Any abuse and/or misuse of this presentation for any political purposes is strictly prohibited. This presentation was made possible by the efforts of several Iranian students in the United States of America.

13. General Information Middle East Europe Asia Africa

14. General Information Caspian Sea Persian Gulf

15. General Information Race Background: Aria (Arya) Area: 1.648 million sq km (Slightly Larger than Alaska) Arable Area: about 10 % Population: 68,688,433 (July 2006 est.) Religion: Shi'a Muslim 89%, Sunni Muslim 9%, Zoroastrian, Jewish, Christian, and Baha'i 2% Literacy (age 15 and over can read and write): more than 80% Reference: CIA Facebook Wikipedia.org

16. History Black Sea Mediterranean Sea Achaemenian Empires (3200 BCE – 330 BCE) Reference: Wikipedia.org

17. History All Nations Gate, Statue of Xerxes the Great, Persepolis, Achaemenian Capital Reference: bia2.com dreamview.net

18. History The First Human Rights Document Ever Made by Kourosh, King of Persia Achaemenian Era Reference: Wikipedia.org

19. History Sassanid Dynasty invented Bank system. During the third century AD, banks in Persia and other territories in the Persian empire under Sassanid Empire issued letters of credit known as Sakks and is the root of the word cheque. Reference: wikipedia.org

20. History Rhazes, 865 A.D., Chemist and Physician Discovered Sulfuric Acid and Alcohol Khwarizmi , 800 A.D., Persian mathematician, astronomer, astrologer and geographer, Inventor of Algorithm Reference: wikipedia.org

21. Social Life Before 1979 Revolution Students, Tehran University Iranian students at Berkeley University 1970

22. Social Life after 1979 Revolution Iranian Women Soccer Players Iranian Women Rugby Players Reference: Associated Press Fars News Agency

23. Social Life after 1979 Revolution Iranian People Sympathetic with American People after September 11 Teharn

24. Art and Iranians Blue Tile Works Reference: manhattanrugs.com

25. Famous Iranians Christiane Amanpour Chief International Correspondent for the CNN Anousheh Ansari First Female Private Space Tourism Bijan Davari IBM Fellow and Vice President Dr. Ghasem Asrar Associate Administrator for Earth Science of NASA Reference: wikipedia.org

26. Famous Iranians Omid Kordestani Senior Vice President for Worldwide Sales and Field Operations of Google Prof. Lotfi Zadeh Father of Fuzzy Logic Theorem, UC Berkley Professor Farzad Nazem Executive Vice President of Yahoo! Pierre M. Omidyar Founder and Chairman of the eBay Reference: wikipedia.org

27. Natural Scenery Reference: dreamview.net

28. Natural Scenery Reference: dreamview.net

29. Tourism Attractions Naqsh Jahan Square, Esfahan

30. Tourism Attractions Salt Lake, Uromieh Salt Lake, Uromieh Reference: iranchamber.com flicker.com

31. Tehran Reference: flicker.com

32. Tehran Reference: flicker.com

33. Tehran Subway Stations in Tehran Reference: tehranmetro.com

34. Persian wordsinenglish language

35. Persian Words in English Language More than 500 Persian Words is estimated in English Language. of them are as follows: Algorithm (Khwarazmi) Beggar (bi-kaar) Bronze (birinj) Better (Behtar) Best (Beh ast) Candy (Ghandy) Caravan (kārawān) Cash (karsha) Caviar (khaviyar) Cheque(Check) (Chek) Chess (shah) Cow (Gav) Door (Darb) Guitar (Sitar) Far (Far) Further (Fartar) Reference: en.wikipedia.org/wiki/List_of_English_words_of_Persian_origin

36. Persian Words in English Language Jackal (shaghāl) Jasmine (yasmin) Khaki (khaki) Kebab (Kabab) Lemon (limoo) Lips (Lab) Magic (maguš) Orange (nāranj) Pajamas (pāë jāmah) Paradise (pairidaeza) Sandal (sandal) Sherry (Shiraz) Spinach (aspanakh) Sugar (shakar) Reference: en.wikipedia.org/wiki/List_of_English_words_of_Persian_origin

37. Thank You THANK YOU

38. This is a shortened version of the original presentation.Please visit the class website to view the original presentation in full.

39. Persepolis The purpose of reading persepolis is not to learn a specific view “about Iran” BUT to read one persons’ experiences during a time of great change and how that affected the way she sees herself and her world; and to learn about graphic storytelling

40. Truth in Storytelling the story is non-fiction, so is it “true” or “the truth”? it is Marjane’s truth, but not every Iranian who lived through that time would agree. In both non-fiction, the story is the author’s view of their own life and the time they lived through In fiction, the story is the author’s view of how people behave and the way the world works

41. Point of View Let’s return briefly to point of view: this story is told from the first person point of view (the narrator is in the story, telling it using “I”). the narrator is the adult Marjane describing her life as a young girl.

42. Grownup Marjane drew and coloured these panels black. How do you think young Marjane would have drawn and coloured them?

43. Symbol and Irony Symbol: an image or object that represents an idea, emotion, person (Ex: a dove symbolizes peace) Irony: something that is the opposite of what is meant or expected (Ex: “Oh this is so exciting,” Tom said as he started his math homework.)

44. Were the Iranian people actually asleep for 2,500 years? No, the image is symbolic. Their sleep is supposed to represent a political or spiritual sleep of many generations. Does the author really agree with this idea? No, she uses this unrealistic symbolic situation to show that she doesn’t believe it. She means the opposite of what she is saying so the image is also ironic. The use of “quotation marks” suggests the words are someone else’s. Quotation marks can also be used to show irony.

45. Chapter 3 Activities These next two brief in-class activities will sharpen your graphic analysis skills and help you prepare for the non-fiction test in a couple of weeks (date to be announced).

46. Chapter 3 Activities Your homework was to read chapter 3 and identify 2 or 3 graphic elements and make notes on what they show or tell. Handout: “Analysing Graphic Elements Practice” Refer to your homework to help you complete this sheet individually. Time 5-7 minutes.

48. Placement of panels (sequence, position on page)

49. Figures (faces, hands and feet)

50. Text (captions, speech and thought bubbles)

51. OtherWhat does this graphic element show or tell? In other words, what is the author trying to tell you by the way she uses this element? The people in the crowd are all raising their fists in the same way, and they all have the same angry expression. The fact that every person in the image looks the same tells me the author believes most people felt this way.

52. BREAK – 10 minutes

53. Chapter 3 Activities Now, in groups, share your work on the practice sheet. (5-10 minutes) Handout: “Linking Graphic Elements to Story” Work together to complete this handout. Find one graphic element for each question. Everyone should contribute and listen to each others’ ideas. Make sure everyone understands the ideas you write on your sheet. Be prepared to share your ideas with the class or another group.

54. Linking Graphic Elements to Story In which panel does a graphic element tell us more about . . . a character or the narrator? Page __, Panel _ Element What it says/shows P. 18, Panel 4 Parents’ body positions exhaustion, closeness

55. Wrap-up Let’s hear one or two examples for each question. Hand in your individual work (“Analysing . . .) with your name on it. Also hand in your group sheets (“Linking . . .) with the names of the persons in your group on it. While these aren’t worth marks, I will give you feedback to help you prepare for the test.

56. Homework Optional: Read ahead in English Skills Articles, Ch. 44, p. 581 Support Your Point, Chapter 3, p. 49