GE14 class 3 May 28th
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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.
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GE14 class 2 May 23rd
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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This document provides a lesson on modal verbs. It defines modal verbs as add-on verbs used to show necessity, possibility, or obligation. Example modal verbs include must, shall, will, should, would, can, could, may, and might. The document includes activities for students to practice using modal verbs in sentences and a dialogue writing exercise. It concludes with a discussion of how understanding modal verbs can improve writing.
E10 jan5 2010
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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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 outlines skills a student can demonstrate when working with a partner, including:
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2) Brainstorming ideas together, discussing instructions, and illustrating text.
3) Cooperating with a partner, taking turns reading, and retelling stories.
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Daniella read a chapter from a book aloud and reflected on her performance. She spoke clearly and was able to correct mistakes. However, she needs to work on using more punctuation, speaking louder, and not pausing as much when reading. Daniella felt embarrassed and scared when reading because she was worried about making errors. To improve, she will focus on punctuation, speaking louder and more confidently, holding the book higher, and preparing more before reading aloud.
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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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This document provides a lesson on modal verbs. It defines modal verbs as add-on verbs used to show necessity, possibility, or obligation. Example modal verbs include must, shall, will, should, would, can, could, may, and might. The document includes activities for students to practice using modal verbs in sentences and a dialogue writing exercise. It concludes with a discussion of how understanding modal verbs can improve writing.
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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 outlines the week-long Monster Week activities in room 207. Each day focuses on a different writing activity related to monsters, such as writing 6-word memoirs about monsters on Monday, using descriptive words about monsters' sights, sounds and textures on Tuesday, reviewing adjectives and adverbs to describe monsters on Wednesday, and creating sentences about monsters using mentor texts on Thursday and Friday. Students will create a monster, write descriptive sentences about it, and have their work displayed on Friday to culminate the Monster Week celebrations.
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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 outlines skills a student can demonstrate when working with a partner, including:
1) Communicating about writing, reading writing aloud, and using correct grammar.
2) Brainstorming ideas together, discussing instructions, and illustrating text.
3) Cooperating with a partner, taking turns reading, and retelling stories.
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Daniella read a chapter from a book aloud and reflected on her performance. She spoke clearly and was able to correct mistakes. However, she needs to work on using more punctuation, speaking louder, and not pausing as much when reading. Daniella felt embarrassed and scared when reading because she was worried about making errors. To improve, she will focus on punctuation, speaking louder and more confidently, holding the book higher, and preparing more before reading aloud.
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The document discusses editing a series of photos for a storyboard. It describes using different selection tools like the magic wand and magnetic lasso to remove backgrounds from photos and add new colors. It also discusses using a red pen tool to trace around a subject's hair, which was difficult due to the thickness of the hair. The document also covers writing an 800-word article interview and making changes to copy for proper spelling, grammar, and font size.
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The Notice and Note Lessons for Reading Literary Texts presented at CCIRA by ...
In this presenation, you'll see information about 7 new strategies we've developed to help readers, especially struggling readers, read novels at a deeper level. This work will be published in 2012 in a new book by Heinemann titled The Notice and Note Lessons
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The student assessed their own Year 6 speech. They rated themselves moderately on structuring the speech and using openings, paragraphs, details, and conclusions effectively. The student felt they could have spoken louder with more expression and passion. When watching other speeches, expression and voice were areas others could improve. The student prepared by practicing at home until ready. They thought their introduction and clear speaking were good but could have used more arm movements and expression. The student now feels confident giving speeches after practice and looks forward to their next one.
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This document contains an agenda for an English lesson that focuses on the causative form. The lesson includes identifying the use and structure of the causative, listening practice, vocabulary on ways to help people, speaking practice using causative forms to ask for favors, and reading and speaking exercises to evaluate service quality. Examples are provided to illustrate the difference in structure and meaning between causative forms.
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This document provides instruction on writing paragraphs. It defines a paragraph as a group of sentences that usually have a topic sentence introducing the main idea, followed by supporting sentences with additional details and examples, and concluded with a sentence restating the main point. Effective paragraphs typically contain between 3 to 5 sentences and cover their topic thoroughly but concisely.
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characterizing the inner life
The document discusses building an inner life for a character through the method acting technique. It explains that actors should view each character as a real person and try to experience what that person would be feeling in a given situation. Actors are encouraged to use remembered emotions from their own life and imagine how those feelings would manifest if they were the character. Understanding a character's inner life and perspective leads to more genuine and convincing performances. The document provides tips for sympathizing with characters that are different than the actor and for portraying age, handicaps, and comic characters through method acting.
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Understand character traits and the role they play within a story. Understand a character is a large part of understanding what you're reading.
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My Year 6 Speech Assessment[1]
Sophie wrote a self-assessment of a speech she gave where she rated herself on various criteria and identified areas for improvement. She felt she could have organized her speech better, engaged the audience more with her opening, and included more detail. When reflecting on how to improve future speeches, Sophie noted she could speak more clearly and loudly and use more expression. She was impressed by how well-rehearsed other students' speeches seemed in comparison to her own.
Research year 7
This homework assignment asks students to research one aspect of life in the Middle Ages. Students must research at least 4 bullet points from their assigned topic list, present their findings typed or handwritten in sections, and spend 1.5 hours per week on the task over 3 weeks. The teacher expects work to be well presented, not plagiarized, and for students to cite at least 5 books as sources. Students are advised to use the school library and given a blog with useful research links.
Personal Narratives Introduction
This document provides guidance on writing a personal narrative. It explains that a personal narrative is a true story from one's own life that is told from a first-person point of view using "I", "me", and "we". It discusses the key elements of narratives, including character, setting, conflict, plot, and theme. Conflict in a narrative creates tension and can be external, such as man vs. man, man vs. nature, or man vs. society, or internal, as in man vs. self. The document provides examples of different types of conflicts and recommends outlining a narrative with a beginning, middle, and end that establishes the problem, how the character tries to solve it, and whether it gets
The Notice and Note Lessons for Reading Literary Texts presented at CCIRA by ...
In this presenation, you'll see information about 7 new strategies we've developed to help readers, especially struggling readers, read novels at a deeper level. This work will be published in 2012 in a new book by Heinemann titled The Notice and Note Lessons
My Year 6 Speech Assessment
The student assessed their own Year 6 speech. They rated themselves moderately on structuring the speech and using openings, paragraphs, details, and conclusions effectively. The student felt they could have spoken louder with more expression and passion. When watching other speeches, expression and voice were areas others could improve. The student prepared by practicing at home until ready. They thought their introduction and clear speaking were good but could have used more arm movements and expression. The student now feels confident giving speeches after practice and looks forward to their next one.
Self evaluation
This self-evaluation discusses the author's writing process and what they have learned about themselves. The author wants readers to feel emotions and leave more intelligent after reading their papers. However, they acknowledge being lazy at times and using too many rhetorical questions in one essay, which decreased their grade. In another essay, laziness caused it to be shorter than it could have been, though the author felt it was more fluent than the previous one. The author learned they are detailed and like sharing vivid images with readers, but need to work on avoiding procrastination and using the word "you" too frequently.
10 tips on how to write a poem
The document provides tips for writing, including knowing your goal, avoiding clichés and sentimentality, using imagery and concrete words, communicating theme, subverting the ordinary, using rhyme with caution, and revising multiple times. The tips are presented in a numbered list format with brief explanations for each.
Welcome to our writing group
This writing group is led by Mr. Leonard Bishop and aims to strengthen members' writing abilities through sharing work and insights. The group welcomes professional writers who want to get constructive feedback on their total works, not just snippets. When receiving comments, members should listen politely without interruption and consider all feedback. When providing comments, members should focus on positive suggestions rather than criticisms and keep remarks brief. Interrupting other speakers is discouraged unless they exceed their time limit. The goal is to help each other improve techniques for interesting, dramatic, continuous, inventive and original writing.
6 traits of a bad boss
Just as there are bad employees, there are bad bosses.
Even even stupid people can climb up the corporate ladder.
What qualifies as a bad boss?
Perhaps not bad but ignorance would be right word.
These are ignorant bosses who do not know better.
If the boss you are working under “passes” these few tests, then he (or she) qualifies as a bad boss.
Let’s assume for now that your boss is a he.
What is theme
This document defines theme and discusses how themes are expressed in literary works. It states that a theme is the main idea or underlying meaning of a work and can be either stated or implied. Major themes are important ideas an author returns to, while minor themes appear occasionally. A work's subject is its topic, but its theme makes a statement about that topic. Themes are expressed through how an author makes readers feel, characters' thoughts and conversations, the main character's development, and meaningful story events and actions. Common themes include revenge, love, family, friendship, and acceptance.
Prediction And Inference
Prediction involves guessing what will happen in a text based on clues, while inference uses clues to draw conclusions about characters and events that may or may not be confirmed. When predicting, the reader focuses on what will occur, but when inferring the reader considers how characters feel and their motivations. Both prediction and inference require questioning oneself before and during reading, but inference allows for more open-ended questions. The document provides guidance on when and how to make predictions and inferences to improve reading comprehension.
My Speech
The student discusses their speech for a term 2 competition. They felt their organization and opening were adequate but could be improved. Their detail writing was good but inconsistent. Their arguments for their topic of moon bears were some good but some not as good, and they concluded effectively. To improve, they could have practiced more and spoken more clearly. Watching other speeches, they saw many stumbles so they didn't feel as worried about mistakes. They prepared by taking deep breaths and rehearsing in their head. They thought the information was interesting and they did really well overall. However, they do not feel confident giving speeches in front of audiences.
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The Notice and Note Lessons for Reading Literary Texts presented at CCIRA by ...
The Notice and Note Lessons for Reading Literary Texts presented at CCIRA by ...
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This document contains an agenda for an English lesson that focuses on the causative form. The lesson includes identifying the use and structure of the causative, listening practice, vocabulary on ways to help people, speaking practice using causative forms to ask for favors, and reading and speaking exercises to evaluate service quality. Examples are provided to illustrate the difference in structure and meaning between causative forms.
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1. The teacher, Jaqueline Chaowah Veloz, introduced the English course to students and covered the rules and guidelines. Students were instructed to introduce themselves to the teacher and class.
2. Students were given the opportunity to ask the teacher questions. The document outlined the course requirements including attendance, exercises, exams, writing, reading, and email contact.
3. Students were assigned homework to answer questions about themselves, their English experience, hobbies, goals for the course, and plans to achieve their goals. They were instructed to send their written responses to the teacher.
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The document provides an English lesson on using the past perfect tense. It discusses using the past perfect to talk about events that happened before other past events. Examples are provided about Steve Jobs' life and accomplishments. An exercise is included to have students write sentences using the past perfect about important events in Albert Einstein's life. Students are directed to online resources for additional exercises to practice forming sentences with the past perfect tense.
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Sdc11 feb7 class10
The document provides an overview of the passive voice including:
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This document outlines an English lesson plan that includes the following:
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The document provides guidance on small talk for international meetings. It includes questions to consider for small talk, such as what to ask and avoid. It also reviews the use and structure of tag questions in conversations.
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The document summarizes the first class of an English course. It introduces the teacher and has students introduce themselves. It outlines the course rules including attendance, assignments, exams and communication expectations. Students are directed to a class blog for readings and notices. The first homework assignment is introduced, where students answer questions about themselves, their English experience and goals for the course.
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This document outlines the rules and guidelines for a class called SDC9 Group 1. It introduces the teacher, Jaqueline Chaowah Veloz, and explains how the course will be structured. Some key points include:
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The document discusses using indirect questions when offering to lend something. It provides examples of sentence starters for indirect questions, such as "I wonder...", "I don't know...if/whether", "Can you tell me...wh- word", and "Could you tell me...". Readers are instructed to think of indirect questions they would ask in different situations and write them down.
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The document outlines activities for a lesson plan including an exercise on proper use of the definite article "the", describing natural settings using relevant vocabulary, and defining geographic nouns and adjectives related to natural environments. Students are instructed to complete an online exercise on using "the", describe pictures of natural settings, and define terms from images of geographic features using their own words.
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The document provides objectives and instructions for an English language lesson about possessions and possessive pronouns. The lesson will [1] have students identify objects and their owners, and use possessive pronouns like "mine, his, hers" to talk about possessions. [2] Students will practice recognizing grammar and content words to pronounce them correctly. [3] Exercises include asking "whose is it" questions and identifying objects as belonging to "mine, his, hers, ours."
Questions for shared reading
The document provides a list of questions for parents to ask their children before, during, and after reading together. The questions are intended to promote discussion and engagement with the story. Some example questions include asking children to predict what will happen based on pictures and titles, summarize parts of the story, relate events to their own experiences, and discuss their favorite aspects or how characters might feel.
Narrative writing
This document provides guidance on key features of narrative writing, including developing voice, point of view, plot structure, character development, and setting description. It discusses first person and third person point of view, and how to effectively structure a narrative with an orientation, complication, and resolution. It also provides tips for writing compelling beginnings and endings, developing characters and settings, and improving narrative elements like dialogue, description, and plot.
Don’t Let Differentiating Make You MAD!
This document provides information about a presentation given at the North Carolina Middle School Association Conference in March 2012 in Greensboro, NC. The presentation was titled "Don't Let Differentiating Make You MAD!" and was presented by Patricia Castro, an ESL teacher, Stephanie Helmer, a reading specialist, and Kate Webster, a 7th grade language arts teacher from Chatham Middle School in Siler City, NC. The document includes an agenda for the presentation, contact information for the presenters, and materials used in a differentiated literacy station activity for middle school students.
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6 by 6 in Your Storytime: Adding Early Literacy Elements to Your Storytimes
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Writing Tips
This document provides many tips for better writing from various experts. Some key tips include: practicing writing regularly, reading your writing aloud and revising it, keeping language clear and concise by using short words and sentences, avoiding unnecessary words, and knowing your intended audience. Overall it emphasizes the importance of practice, revision, clarity and focusing the writing for the reader.
January 19 23
This document outlines Catherine's writing and reading workshop lessons for the week of January 19-23, 2015. The writing workshop focuses on adding conflicts to stories to make them more interesting, such as character vs. character, character vs. nature, or character vs. self. Students plan their stories using story maps and are encouraged to start with action or conflict to engage readers. The reading workshop involves identifying story elements like characters, setting, and conflict while reading a story. Students also discuss how characters are developed directly and indirectly.
How I Introduce Literature Circles (Book Clubs)
The document describes Reading Circles, a collaborative reading strategy where students are assigned different roles when discussing a book. There are six roles: Artful Artist, Reteller, Character Captain, Word Finder, Story Connector, and Discussion Director. For each role, the document provides guidelines for what students are expected to do, such as the Reteller retelling the story in their own words and including three main events, or the Word Finder finding and recording new, different, or difficult words. The document also includes tips for holding reading circle discussions, resources needed, ways to reflect on the process, and links to additional materials.
Creativity NJRWA
This document discusses the creative process for writers. It covers topics like understanding your creative process through your personality type, archetypes, and blind spots. It discusses developing the core conflict in your story using a conflict box. It also addresses challenges like fear, the imposter syndrome, and how to develop courage to overcome obstacles to the creative process.
Show, not tell narrative writing
This document provides guidance on using a "show don't tell" approach to writing narratives. It explains that showing actions instead of directly stating details engages readers by allowing them to infer qualities of characters. Examples are given of telling vs showing sentences, with showing sentences providing richer descriptions through specific actions and details. The document also discusses avoiding sentences that seem to dictate how readers should feel and provides tips for revealing characters through what they say, think, do, and how others react to them.
Unit 1
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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The document provides an English lesson plan that covers several topics: reading and listening for vocabulary, grammar lessons on double and repeated comparatives, speaking activities to describe family trends and identify vocabulary related to parent and teen behavior, and exercises to practice the grammar lessons. It includes dates, topics, and links to related exercises.
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- 2. • 2 • Identify and use noun clauses. • Practice speaking skills to recommend a book • Identify and use vocabulary to describe reading habits. p. 44 1 5/23
- 3. 2 5/23 Activity: Grammar. Answer the following questions. Noun clauses I didn’t know that he wrote that book. I think that Junot Diaz’s novels are fantastic. She forgot that Andrew Morton wrote biographies. I didn’t know he wrote that book. A: Does Stephen King have a new book out? B: I think so. / I believe so. / I guess so. B: I guess not. / I believe not. We’re both disappointed that this new book isn’t very good. Were you surprised that the ending was sad? Recommend a book
- 4. 2 5/23Activity: Grammar. Complete the phrases with your own words Noun clauses exercise I didn’t know… I hope… I believe… I expect… I suppose… I’m afraid… I was worried… I’m sure … Recommend a book
- 5. 3 5/28Activity: Grammar. Complete the phrases with your own words Noun clauses exercise http://www.sinclair.edu/centers/tlc/pub/handouts_ worksheets/grammar_punctuation_writing/clause_n oun.pdf http://www.softschools.com/quizzes/grammar/nou n_subordinate_clauses/quiz3323.html http://www.englishpractice.com/grammar/noun- clause-exercise/ Workbook Recommend a book
- 6. 3 5/28Activity: Grammar. Complete the phrases with your own words Noun clauses exercise http://www.sinclair.edu/centers/tlc/pub/handouts_ worksheets/grammar_punctuation_writing/clause_n oun.pdf http://www.softschools.com/quizzes/grammar/nou n_subordinate_clauses/quiz3323.html http://www.englishpractice.com/grammar/noun- clause-exercise/ Workbook Recommend a book