GE14 class 2 May 23rd
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The document provides an agenda for an English lesson that includes several speaking, grammar, and reading activities. It lists questions for a speaking activity about reading preferences and habits. It also lists questions to help identify and use noun clauses, and recommends practicing speaking skills to recommend a book. Finally, it provides example sentences using noun clauses and questions for a partner activity making recommendations about books.
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GE14 class 3 May 28th
The document outlines an activity to practice grammar skills, including identifying and using noun clauses. Students are asked to complete phrases using their own words as part of a noun clauses exercise. They are also instructed to practice speaking skills to recommend a book and identify vocabulary to describe reading habits. Links and a workbook are provided for additional resources.
Book Review Format
The document outlines a 4-step format for writing a book review that includes writing 3-4 sentences about the plot, discussing any personal experiences relating to the characters or story, providing an opinion on whether you liked the book and favorite/least favorite parts, and recommending whether another person would like the book.
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The document provides a format and guidelines for writing a book review. It instructs students to include 3-4 sentences summarizing the plot, discuss any personal experiences relating to the characters or story, provide their opinion on whether they liked the book and their favorite/least favorite parts, and make a recommendation on if others would enjoy the book and what type of reader might like it. The review should be at least 3 sentences and not reveal any major plot points like the ending.
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This document discusses five types of narrative point of view: first person, second person, third person objective, third person limited, and third person omniscient. It provides examples of each type and explains the perspective and knowledge of the narrator. It also briefly discusses character point of view, characterization, and theme. Characterization reveals details about characters, while theme is the underlying message or idea in a story that can be revealed through various elements like the plot, characters, setting, and title.
Grade 4, day 1, part iv
The document provides writing instructions to students. It asks students to write independently for 10 minutes about the reasons they chose their selected book. Students are told to write in complete sentences with proper punctuation and capitalization, and cite evidence from the text. If finished early, students can draw a picture related to their book. The document concludes by asking for volunteers to share their responses and reminds students to keep their writing journal and book in an organized place.
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This document discusses point of view and narration in stories. It explains that there are three main points of view: first person, where the narrator is involved in the story and uses "I"; second person, where the reader's actions are narrated using "you"; and third person, where the narrator is outside the story and refers to characters by name or as "he"/"she". Each point of view influences how information is revealed to the audience. In the end, it reviews that first person narrates "I", second person narrates "you", and third person narrates "he/she".
Point of view for Fourth Graders
The document discusses three perspectives, or points of view, from which a story can be told: first-person, second-person, and third-person. In first-person point of view the narrator is a character in the story who uses pronouns like "I" and "me". Second-person point of view is told by "you", while third-person perspective uses pronouns like "they", "he", and "she" and the narrator is not a character in the story.
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This document discusses point of view in narratives. It defines three points of view: first person, second person, and third person. First person narration uses pronouns like "I" and "me" and the narrator is a character in the story. Second person is rarely used and directly addresses the reader as "you." Third person uses pronouns like "he" and "she" and there are three types: omniscient knows all characters' thoughts, limited is confined to one character, and objective can only convey external actions and events. Examples are provided to illustrate each point of view.
Recommended
GE14 class 3 May 28th
The document outlines an activity to practice grammar skills, including identifying and using noun clauses. Students are asked to complete phrases using their own words as part of a noun clauses exercise. They are also instructed to practice speaking skills to recommend a book and identify vocabulary to describe reading habits. Links and a workbook are provided for additional resources.
Book Review Format
The document outlines a 4-step format for writing a book review that includes writing 3-4 sentences about the plot, discussing any personal experiences relating to the characters or story, providing an opinion on whether you liked the book and favorite/least favorite parts, and recommending whether another person would like the book.
Book review format
The document provides a format and guidelines for writing a book review. It instructs students to include 3-4 sentences summarizing the plot, discuss any personal experiences relating to the characters or story, provide their opinion on whether they liked the book and their favorite/least favorite parts, and make a recommendation on if others would enjoy the book and what type of reader might like it. The review should be at least 3 sentences and not reveal any major plot points like the ending.
Pov characterization theme
This document discusses five types of narrative point of view: first person, second person, third person objective, third person limited, and third person omniscient. It provides examples of each type and explains the perspective and knowledge of the narrator. It also briefly discusses character point of view, characterization, and theme. Characterization reveals details about characters, while theme is the underlying message or idea in a story that can be revealed through various elements like the plot, characters, setting, and title.
Grade 4, day 1, part iv
The document provides writing instructions to students. It asks students to write independently for 10 minutes about the reasons they chose their selected book. Students are told to write in complete sentences with proper punctuation and capitalization, and cite evidence from the text. If finished early, students can draw a picture related to their book. The document concludes by asking for volunteers to share their responses and reminds students to keep their writing journal and book in an organized place.
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This document discusses point of view and narration in stories. It explains that there are three main points of view: first person, where the narrator is involved in the story and uses "I"; second person, where the reader's actions are narrated using "you"; and third person, where the narrator is outside the story and refers to characters by name or as "he"/"she". Each point of view influences how information is revealed to the audience. In the end, it reviews that first person narrates "I", second person narrates "you", and third person narrates "he/she".
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The document discusses three perspectives, or points of view, from which a story can be told: first-person, second-person, and third-person. In first-person point of view the narrator is a character in the story who uses pronouns like "I" and "me". Second-person point of view is told by "you", while third-person perspective uses pronouns like "they", "he", and "she" and the narrator is not a character in the story.
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This document discusses point of view in narratives. It defines three points of view: first person, second person, and third person. First person narration uses pronouns like "I" and "me" and the narrator is a character in the story. Second person is rarely used and directly addresses the reader as "you." Third person uses pronouns like "he" and "she" and there are three types: omniscient knows all characters' thoughts, limited is confined to one character, and objective can only convey external actions and events. Examples are provided to illustrate each point of view.
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The document discusses point of view in narratives. It defines three points of view - first person, second person, and third person - and describes examples of each. First person uses pronouns like "I" and "me" and is seen through the narrator's perspective. Second person puts the reader directly in the story using "you," but this is rarely used. Third person refers to other characters using names or pronouns like "he" and "she." There are also three types of third person: omniscient, limited, and objective.
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The document discusses the two main points of view an author can use to tell a story: first-person and third-person. In first-person, the story is told from the perspective of a character using pronouns like "I" and "me". The reader only experiences the story through this character's knowledge and feelings. In third-person, an outside narrator tells the story using pronouns like "he" and "she"; the narrator is not a character in the story. The author asks what type of stories the reader prefers.
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Great slideshow for teaching students POV. Every story has a POV, whether it's fiction or nonfiction. This slideshow covers the fiction genre.
Please like this presentation if you found it useful. Your support is appreciated.
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The document provides information about identifying an author's point of view. It explains that an author's point of view is the perspective from which they present their ideas. Authors can write to inform, entertain, or persuade. To identify an author's point of view, the reader needs to carefully analyze the text and consider the author's purpose. The document includes examples of texts and asks the reader to determine the author's point of view in each case based on evidence from the text. It concludes that identifying an author's purpose can help with comprehending what is being read.
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The document provides instructions for writing a book report or review in 3 parts - an introduction, body, and conclusion. It explains that the introduction should name the title, author, and type of story. The body should summarize the theme, plot, setting, and main characters, and give the writer's opinions. It should avoid retelling the whole story. The conclusion should be 1-2 sentences with an overall opinion and most important point. It also provides steps for writing a book summary.
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This document discusses strategies for analyzing literature. Part I lists questions about reading, fiction, rigor, intellectual communities, talk, close reading, engagement, common texts, and creating lifelong learners. Part II defines literary elements like contrasts, repeated images, flashbacks, realizations, inner struggles, and advice. It provides example clues and questions to help understand characters, plots, themes, and conflicts. Part II also describes having students trace a character's development over time in The Namesake using their notes on these elements.
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Please like this presentation if you found it useful. Your support is appreciated.
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This document provides an agenda and homework assignments for a literature and grammar class. It includes reviewing the short story "All Summer in a Day" and beginning the story "The Possibility of Evil". Students are asked to complete activities on quotation marks from their grammar textbook and review elements of the short stories they have read. Homework includes finishing assigned readings, writing a vocabulary paragraph, and completing activities from their writing textbook.
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This document discusses the differences between falling in love and having a crush. It notes that love develops gradually over time while infatuation occurs suddenly. Love accepts the imperfections of one's partner, focuses on more than just physical attraction, improves one's mood, and can withstand arguments, whereas infatuation is based on an idealized image and focuses only on physical attraction, is draining, and glosses over arguments. The document instructs students to describe what happens when one falls in love compared to having a crush, using the grammatical structure of "if + subject + simple present + future with will, may, or might."
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The document provides an overview of classroom activities and assignments related to reading and analyzing Sherman Alexie's novel The Absolutely True Diary of a Part-Time Indian. It includes discussion questions about characters, events, and themes in the novel. Students are tasked with keeping notes, completing reflections, analyzing characters psychologically, finding evidence, and defining unfamiliar vocabulary words. The document also reviews literary terms to aid in understanding and writing about the book.
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This document provides information about assignments, exams, and grammar questions for a literature class. It discusses that the last day to submit work on the novel is November 24th and the exam will be on that day at 6pm. It also includes potential reading response journal questions, explanations of subject-verb agreement and indefinite pronouns, examples of fragments and run-ons, and guidance for students to explain themes from their assigned novel.
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The document provides instructions for Cornell notes on the chapter "One Story" from the book How to Read Literature Like a Professor. The notes should address the one story theory, why writers and readers are drawn to retelling the same stories, and define key concepts like intertextuality and archetypes. The notes include recorded concepts from the text, like the idea that pure originality is impossible since words and ideas are influenced by prior knowledge in the writer's subconscious. Examples of intertextuality and how archetypes further support the one story theory of all stories being connected versions of the same core narratives are also summarized.
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Using Nonviolent communication in English Language Teaching - ppt introduces ideas for use in the EFL classroom to help teens or adults understand concepts of nvc
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This document provides learning objectives and content for a unit on asking and giving opinions, making requests, and fulfilling requests through dialogues and expressions. It includes objectives for spoken and written cycles. The spoken cycle focuses on using expressions to ask and give opinions, make requests, and fulfill requests. Sample dialogues are provided. The written cycle focuses on identifying narrative text structures, comprehending the use of gerunds, and writing simple narrative texts. Guidelines and an example story are given for writing a narrative text.
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Lit circles.crosscurrents.2014
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unit 1.ppt
This document provides learning objectives and materials for a unit on asking and giving opinions, making requests, and telling stories orally and in writing. The spoken cycle section covers expressions for asking and giving opinions, as well as making and fulfilling requests. Sample dialogues demonstrate these. The written cycle explains that students should be able to identify narrative text types, use gerunds correctly, and write simple narratives. It provides a short story for students to read and bases for them to create their own oral story.
Narrative writing.
Narrative writing tells a story using specific elements like plot, characters, setting, point of view, and theme. The plot outlines the key events and how the characters deal with conflicts. Well-developed characters and descriptive settings help draw readers into the story. Authors can choose to narrate from the first-person or third-person point of view. The theme is the underlying message or idea explored through the narrative. Elements like sensory details, figurative language, and a cohesive structure work together to craft an engaging story for readers.
Teaching-and-Assessment-of-Literature-Studies.pptx
This document provides an overview of lessons in a module on approaches to teaching literature. The module introduces different approaches to teaching literature and applies them in classroom demonstrations. Lesson 1 discusses reading for plot and comprehension, describing key elements of a plot. Lesson 2 covers making inferences and detecting the purpose of paragraphs. Lesson 3 examines identifying themes in literature and analyzing an author's craft through their use of words, phrases, imagery and other devices. Lesson 4 discusses approaching literary theories and giving students chances to interpret texts. Lesson 5 explains Bloom's taxonomy of learning domains.
The Giver ppt 1.2014(1).ppt
This document provides teaching materials for guiding students through reading and discussing the dystopian novel "The Giver" by Lois Lowry. It includes discussion questions, writing prompts, and activities for students to complete as they progress through the book. Key themes covered include utopias vs. dystopias, individualism vs. community, memory, emotion, and color. Students are prompted to consider how the community in the book works and to evaluate whether it seems beneficial or harmful.
Success in Creative Writing Exams
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Literacy Lifeline
106. Literacy Lifeline
Are you struggling to stay afloat while utilizing literacy strategies, integrating content areas, and motivating your students? This session will provide a lifeline for you! We'll share our school literacy plan, tips on using NewsELA and other nonfiction resources in class, and ways to inspire a love of reading in your students.
Presenter(s): Kathy Kendall, Tonya Kerr
Location: Augusta A
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Using nonviolent communication in English Language Classes
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