The document discusses the proper use of colons and semicolons in writing. It provides examples of how each punctuation mark is used and examines their effects on a piece of writing. The learning objectives are to understand when to use colons and semicolons, their effects, and how to incorporate them appropriately. Various exercises are included, such as identifying correct and incorrect usage, describing a tropical island experience using the punctuation, and reviewing a partner's work. The goal is to master the appropriate use of colons and semicolons.
Word Analogy Lesson English First Quarter 2020Teacher Jodi AA
https://youtu.be/ZS7kIl3tloI Follow me on my Youtube channel.Subscribe for more materials like this
Word Analogy Lesson for English First Quarter for Lesson Exemplar Material
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Word Analogy Lesson English First Quarter 2020Teacher Jodi AA
https://youtu.be/ZS7kIl3tloI Follow me on my Youtube channel.Subscribe for more materials like this
Word Analogy Lesson for English First Quarter for Lesson Exemplar Material
Grade 7
Confused about colon v/s semicolon usage? Here's a quick yet detailed guide that helps you understand the difference between both, with relevant examples.
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Reading AnalysisC. StammlerWelcome Back, My Ungrammatical S.docxsedgar5
Reading Analysis
C. Stammler
“Welcome Back, My Ungrammatical Students” by Mark Goldblatt
Directions: TYPE your answers to the following
Part I: Vocabulary: For each word, identify a)the meaning, b) the word forms (n/v/adj/adv) and c) use the word in a complete, original sentence.
Example: 1. Anthropology
A. Anthropology = The study of humans. It is the Science that deals with the origins, cultural development, characteristics, customs and beliefs of humankind.
B. Noun: Anthropology / anthropologist: the person/ Adj: Anthropological/ Adv: anthropologically
C. In my anthropology class I learned that the male and female brain are scientifically very different, which helps explains how we react so differently to situations.
Vocabulary Word list:
1. Culprit
2. Syntax
3. Remedial
4. Prose
5. Stake
6. Supposition
7. Liable
8. Genres
9. Competent
10. Sidetracked
11. Ostracized
12. Marginalized
13. prolong
14. incentive
Part II: Read the Article and Highlight the selected vocabulary.
“Welcome Back, My Ungrammatical Students” by Mark Goldblatt
Part III: Answer the Questions on your own and then discuss them in your groups.
A. Reading Comprehension:
1. What is one difference between your friends and your professors?
2. In what ways does poor grammar interfere with the Reader’s experience?
3. What is one trait that all good writing has in common?
4. What is “competent grammar”
5. What factor contributes the most to “victimized” individuals in society?
B. Critical Thinking: Write your OWN Critical thinking/ Discussion Questions to the article:
1. ____________________________________________________________________________________________________________________________________________________________________________________________________________
2. ____________________________________________________________________________________________________________________________________________________________________________________________________________
3. ____________________________________________________________________________________________________________________________________________________________________________________________________________
Welcome Back, N{y Ungr&mmatical Students
By Mark Goldblatt
fTl he fall is mere weeks away,
I another college semester
I either under way or soon
to be. Ifyouire one ofthousands
of freshmen nationwide, Yodve
just discovered You've been
placed .in a remedial English
class.
'TIow can this be?" You're ask-
ing yourself. "I got straiSht As in
high schooM love writing stories
and poems! fm good in English!"
The culprit is your gmtnmar-
and, just to be clear, tm using
the word "grammar" in a general
way to refer to the overall me-
chanics of your writing, including
punctuation, syntax and usage.
Students in remedial English
classes are almost alwaYs smart
enough to write college-level
prose, but they don't know how
to put sentences together in waYs
that clarify, rather than cloud,
what they'.
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Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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1. ESQ: What differences exist between colons and semicolons
?
ESQ: What the effect on a piece of writing when an author uses a
semicolon/colon?
2. Learning Objectives
- To know what colons and semi-colons are, and
when they should be used;
- To understand the effect of colons and semi-
colons in writing;
- To use subtle and appropriate colons and
semi-colons in my own writing.
Starter: Write two sentences about this picture. One should use a colon, and one should use a semi-
colon.
3. Colons are punctuation marks (:) used before lists of items, a quotation, or an expansion or explanation. They can also
help connect a dependent clause.
Examples
I then packed the following items: toothbrush, deodorant, hairbrush, pants, socks, and a phone charger.
It’s like Fred Flintstone once said: “Yabba-Dabba-Doo!”
I had two options: Run away into the distance, stand and fight.
There is only one way we will get through this: fighting passionately
4. Semi-colons (;) are punctuation marks that join two independent clauses that are not connected with a coordinate conjunction and
used to help separate items in a list where commas exist.
Examples
His dog was aggressive; it had once bitten the postman.
Global warming was evident in these cities: Seaford, Delaware; Dover, Delaware; and Newark, Delaware.
Dad was getting older; his hair is thinning.
5. Take a look at the following pictures
and writing on the next slides. Are the
colons/ semi-colons used correctly?
6. Are the colons/ semi-colons used correctly? Can you explain how you know?
Homer Simpson is not a good father for the following reasons: greediness, laziness, and aggressiveness.
7. Are the colons/ semi-colons used correctly? Can you explain how you know?
John had been partying on Saturday; he wanted nothing more than to spend all Sunday in bed.
8. Are the colons/ semi-colons used correctly? Can you explain how you know?
She had dyed her hair 3 colours: pink, purple and blue.
9. Are the colons/ semi-colons used correctly? Can you explain how you know?
Kermit hated getting in the bath; he had a phobia of soapy water!
10. Are the colons/ semi-colons used correctly? Can you explain how you know?
Geoffrey was listening out for three things: food, treats, and walkies!
11. It’s now time to demonstrate that you understand where
colons and semi-colons should be placed.
Insert the correct punctuation (including colons and semi-
colons) into the sentences, phrases, and passages on the
worksheet.
12. Learning Objectives
- To know what colons and semi-colons are, and
when they should be used;
- To understand the effect of colons and semi-
colons in writing;
- To use subtle and appropriate colons and
semi-colons in my own writing.
How are we doing
against our learning
objectives?
13. It’s now important that we understand the effect that
colons and semi-colons have upon a piece of writing.
Read the passage about the castaway on a tropical island,
and explain the effect that the colons and semi-colons
have upon the piece as a whole.
Why has the writer included them? Are they effective?
14. Colons can have a huge effect upon the sentences/passages that they are written in. They prepare the reader for the fact
that a list or a quotation is coming, so they know to pause and take a breath. They also change their tone. Sentences can
sound wrong (and can be uncomfortable to read) if colons are not inserted correctly.
The effect of a semi-colon can be extremely powerful also. It shows that ideas are closely related, but makes the reader
pause for longer than they would with a comma. This allows the reader to fully take in and appreciate ideas.
15. Learning Objectives
- To know what colons and semi-colons are, and
when they should be used;
- To understand the effect of colons and semi-
colons in writing;
- To use subtle and appropriate colons and
semi-colons in my own writing.
How are we doing
against our learning
objectives?
16. You are now going to imagine that you are stranded on a tropical island!
Describe your experience, using colons and semi-colons to:
- List the key features around you;
- Describe your emotions, linking related ideas;
- List any items that you find;
- Describe the setting, linking related ideas;
- Introduce speech or dialogue between people.
17. Using the help-sheet, gauge the success of your/ your partner’s review.
Give them one tick comment (what went well)
And
Give them one target comment (even better if)
How did they do against the learning objectives for the lesson?
Learning Objectives
- To know what colons and semi-colons are, and
when they should be used;
- To understand the effect of colons and semi-
colons in writing;
- To use subtle and appropriate colons and
semi-colons in my own writing.
18. Learning Objectives
- To know what colons and semi-colons are, and
when they should be used;
- To understand the effect of colons and semi-
colons in writing;
- To use subtle and appropriate colons and
semi-colons in my own writing.
How are we doing
against our learning
objectives?
19. Write two sentences about this picture. One should use a colon, and one should use a semi-colon.
Try the opening task again – have you improved?