Part 1 Parts of SpeechIn this section, you’ll diagram” each sent.docxodiliagilby
Part 1: Parts of Speech
In this section, you’ll “diagram” each sentence by correctly
identifying the part of speech of each of the words. This
illustrates your understanding of the parts of speech and
their appropriate placement in sentence structure.
Example:
The boy hit the ball.
The
(definite article)
boy
(subject)
hit
(past tense verb)
the
(definite article)
ball
(direct object).
Please write the identified parts of speech on the lin
eneath each sentence.
1. Mother gave me a card for my birthday.
____________________________________________________________
____________________________________________________________
2. The new mail carrier finally arrived.
____________________________________________________________
____________________________________________________________
3. How many players are on a team?
____________________________________________________________
___________________________________________________________
Part 2: Types of Sentences
In this section, you’ll identify what type of sentence each
example is. Y
exclamation, declarative, or interrogative.
Example 1:
While Annie stayed home and sulked, Jimmy
went to the movies.
Complex
This is a
complex
sentence, because it has one or more
independent
clauses joined by one or more
dependent
clauses.
“While
Annie stayed home and sulked” is a dependent clause
because it’s an incomplete thought. “Jimmy went to the
movies” is an independent clause because it’s a complete
sentence that has a subject, a verb, and an objec
English Composition Challenge Assessment
3
Example 2:
I like this.
Declarative
This is a
declarative
sentence, because it’s simply making
a statement.
Please write your answers in the spaces provided at the
end of each sentence.
1. Tim likes soup, so
Mary bought
tomatoes.
_______________
English Composition Challenge Assessment
3
Example 2:
I like this.
Declarative
This is a
declarative
sentence, because it’s simply making
a statement.
Please write your answers in the spaces provided at the
end of each sentence.
1. Tim likes soup, so
Mary bought
tomatoes.
_______________
2. Oh no! _______________
3. Do you want to play in the garden? _______________
4. In the story, the author told how useful a sled can be.
_______________
5. She plays the piano. _______________
6. I love you! _______________
7. My brother baked a cake last night. _______________
8. The car broke down, but a rescue van arrived within
minutes. _______________
9. If you leave late, take a cab home. _______________
10. What did you name your new puppy? _____________
Part 3: Word Choice
Which word is correct? In this section, you’ll apply your
knowledge of troublesome words by making choices in the
following sentences. You don’t need to explain your choice.
Read the sentence out loud to yourself several times using
the different options. Once you’ve decided which word is
correct, circle your choice.
Example:
I can’t go any (farther, further) up this hill.
The c.
Education has changed since Covid struck. Teachers, students, and everyone inbetween have been required to find online methods for communicating and getting tasks done. One option for educators has been immersing their students in learning situations through virtual world activities. While some teachers are excited by the possibilities, others are overwhelmed by yet another technology being heaped on their already overladen plates. But using virtual worlds and creating the items you might need for lessons there, doesn't need to be intimidating.
This presentation is meant to help teachers and students over some of their perceived hurdles while creating many lessons for teaching idioms. Participants at the conference, or people who would like to review or process the information separately, can work through the step-by-step slides outlining best building practices at their own pace. The goal is to turn a daunting task into an enjoyable one.
Participants who attend the conference in Kitely in OpenSim will also be given a chance to tour Edutopia 1 and see many other teaching ideas via a car rally. The car rally is meant to showcase additional teaching tactics, and the car rally is also an example of another type of lesson teachers could immediately use with their students.
Finally, useful links are given to the presenter, her virtual worlds, and machinima posted on YouTube that further illustrate out-of-the-box teaching ideas.
This PowerPoint contains slides comparing virtual worlds grids and the Kitely grid where my worlds are. It also shows the incredibly wide range of free or cheap items in Kitely and all the games and exercises I have created and put on the Kitely Marketplace to teach English the way I think it should be taught in virtual worlds.
A virtual world for immersive language learning. Provides task-based ESL courses with roleplay situations and games set in the present, the past, the future, and the magical. Asynchronous individual tasks and synchronous, collaborative work move English language learners from around the globe to high levels of English competency. For more information, visit SLESL.net. SLESL is an acronym for Start Living English as a Second Language.
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Students write 3-sentence paragraphs. You give the first sentence. The catch is everything must be perfect for the student to be one of three students who will receive extra credit points. Teaches students to be more careful self-editors.
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
1. Name ____________________________________________________________________ Date ________________________________ Period __________
CREATIVE WRITING
Today I want you to start on a project that will use your incredible imaginations and also show me you know how to follow directions. I want you to
write some great fictional stories. Think of every time you have thought a story that someone else insisted you read was boring. This is your chance to solve that
problem by creating a story that isn’t boring. Also, think about what makes a good story by reviewing a story I’ve had you read to refresh your awareness of
what you want to include and expressive language you want to use. The following steps will guide you through this.
1. Build a story pyramid for the story we just finished working on in class.
a. On line one: Write the name of the main character.
b. On line two: Write two words from a thesaurus that help us clearly see or understand the main character.
c. On line three: Write three words from a thesaurus that help us clearly see or understand the setting of the story.
d. On line four: Write four words that state the main problem in the story.
e. On line five: Write five words that describe one important event that occurs in the story.
f. On line six: Write six words describing a second important event that occurs in the story.
g. On line seven: Write seven words describing a third important event that occurs in the story.
h. On line eight: Write eight words describing how the story ends.
1.) __________
2.) __________ __________
3.) __________ __________ __________
4.) __________ __________ __________ __________
5.) __________ __________ __________ __________ __________
6.) __________ __________ __________ __________ __________ __________
7.) __________ __________ __________ __________ __________ __________ __________
8.) __________ __________ __________ __________ __________ __________ __________ __________
2. 2. Choose one of the following titles or another story seed idea as the title of the story you will write by circling the letter in front of the title.
a. A Poison Tree
b. Brothers Are the Same
c. Incident in a Rose Garden
d. On Being 17, Bright, and Unable to Read
e. The Princess and the Tin Box
f. Unfinished Business
g. Other:
3. Make a story pyramid for the story you will write.
a. On line one: Write the name of the main character.
b. On line two: Write two words from a thesaurus that help us clearly see or understand the main character.
c. On line three: Write three words from a thesaurus that help us clearly see or understand the setting of the story.
d. On line four: Write four words that state the main problem in the story.
e. On line five: Write five words that describe one important event that occurs in the story.
f. On line six: Write six words describing a second important event that occurs in the story.
g. On line seven: Write seven words describing a third important event that occurs in the story.
h. On line eight: Write eight words describing how the story ends.
1.) __________
2.) __________ __________
3.) __________ __________ __________
4.) __________ __________ __________ __________
5.) __________ __________ __________ __________ __________
6.) __________ __________ __________ __________ __________ __________
7.) __________ __________ __________ __________ __________ __________ __________
8.) __________ __________ __________ __________ __________ __________ __________ __________
3. 4. Rough draft your story.
5. Have another student read your story aloud to you so you can hear where it is awkwardly written.
6. Have the student who read your story answer the following questions.
a. Which part of the story did you like the best? Why? _______________________________________________________________________________
__________________________________________________________________________________________________________________________
b. Which part of the story did you like the least? Why? _______________________________________________________________________________
__________________________________________________________________________________________________________________________
c. Which parts of the story should be expanded? How? _______________________________________________________________________________
__________________________________________________________________________________________________________________________
d. Which parts of the story should be shortened? How? ______________________________________________________________________________
__________________________________________________________________________________________________________________________
e. Do any of the character descriptions need more details? Which ones, and in what way? ___________________________________________________
__________________________________________________________________________________________________________________________
f. Should the setting description be expanded or shortened? Why/how? _________________________________________________________________
__________________________________________________________________________________________________________________________
g. Write down three interesting thesaurus adjectives that aren’t already in the story’s pyramid tree that describe each of the main characters. ___________
__________________________________________________________________________________________________________________________
h. Write down three interesting thesaurus adjectives that aren’t already in the story’s pyramid tree that describe the setting. _________________________
__________________________________________________________________________________________________________________________
i. Rate the ending of the story: Excellent Okay Needs improvement
4. j. Write down one alternative ending for the story. __________________________________________________________________________________
__________________________________________________________________________________________________________________________
k. Underline any sentences you think are sentence fragments (i.e., missing a subject or a verb.)
l. Put a checkmark in the margin next to any sentence you think is too long.
m. Circle any words you think might be misspelled or bad grammar.
n. Put a P in the margin next to any line you think needs more or less punctuation.
7. Answer the above set of questions about your story yourself.
a. Which part of the story did you like the best? Why? _______________________________________________________________________________
__________________________________________________________________________________________________________________________
b. Which part of the story did you like the least? Why? _______________________________________________________________________________
__________________________________________________________________________________________________________________________
c. Which parts of the story should be expanded? How? _______________________________________________________________________________
__________________________________________________________________________________________________________________________
d. Which parts of the story should be shortened? How? ______________________________________________________________________________
__________________________________________________________________________________________________________________________
e. Do any of the character descriptions need more details? Which ones, and in what way? ___________________________________________________
__________________________________________________________________________________________________________________________
f. Should the setting description be expanded or shortened? Why/how? _________________________________________________________________
__________________________________________________________________________________________________________________________
5. g. Write down three interesting thesaurus adjectives that aren’t already in the story’s pyramid tree that describe each of the main characters. ___________
__________________________________________________________________________________________________________________________
h. Write down three interesting thesaurus adjectives that aren’t already in the story’s pyramid tree that describe the setting. _________________________
__________________________________________________________________________________________________________________________
i. Rate the ending of the story: Excellent Okay Needs improvement
j. Write down one alternative ending for the story. __________________________________________________________________________________
__________________________________________________________________________________________________________________________
k. Underline any sentences you think are sentence fragments (i.e., missing a subject or a verb.)
l. Put a checkmark in the margin next to any sentence you think is too long.
m. Circle any words you think might be misspelled or bad grammar.
n. Put a P in the margin next to any line you think needs more or less punctuation.
8. Write a second draft of your story to improve it using your own criticisms and comments and the criticisms and comments of the student who evaluated your
story.
9. Turn in both pyramids, both sets of criticisms and comments, and both drafts of your story.
10. For extra credit, find or make a few illustrations that would help readers visualize the events, location, time period, or mood of your story.