This document contains classroom materials and instructions for students, including warm-up writing prompts, vocabulary lessons, directions for independent reading and completing reading comprehension questions. It discusses the book The Explosion and has students analyze how different influences like a character's mother, father and hometown affected the main character Homer. Students are asked to make inferences, characterize characters, and discuss times they got in trouble.
Mastering the verb TO BE implies an understanding of its structure, its function and its meaning in communication. Unfortunately, in the Venezuelan school system, empirical evidence seems to suggest that, when teaching the verb Presentation offered at the firt webinar organized by VenTESOL and Avealmec. October 26, 2013, 10:00 am
Mastering the verb TO BE implies an understanding of its structure, its function and its meaning in communication. Unfortunately, in the Venezuelan school system, empirical evidence seems to suggest that, when teaching the verb TO BE, most teachers focus only on its syntax through a mechanical process, having as a result,
a limited vision of this linguistic unit. Based on this situation, this webinar provides English teachers with a Critical Thinking (CT) approach to, on the one hand, enhance the comprehension of the pragmatics and semantics of the verb TO BE and, on the other, to teach it from a different perspective. First, a contextualization of the pragmatics and semantics of the verb TO BE will be provided. Second, a brief dissertation of the CT theory will be offered. Third, CT will be used as an approach to teach the functions and meanings of the verb TO BE. Fourth, a series of exercises that can be applied in class will be suggested.
Mastering the verb TO BE implies an understanding of its structure, its function and its meaning in communication. Unfortunately, in the Venezuelan school system, empirical evidence seems to suggest that, when teaching the verb Presentation offered at the firt webinar organized by VenTESOL and Avealmec. October 26, 2013, 10:00 am
Mastering the verb TO BE implies an understanding of its structure, its function and its meaning in communication. Unfortunately, in the Venezuelan school system, empirical evidence seems to suggest that, when teaching the verb TO BE, most teachers focus only on its syntax through a mechanical process, having as a result,
a limited vision of this linguistic unit. Based on this situation, this webinar provides English teachers with a Critical Thinking (CT) approach to, on the one hand, enhance the comprehension of the pragmatics and semantics of the verb TO BE and, on the other, to teach it from a different perspective. First, a contextualization of the pragmatics and semantics of the verb TO BE will be provided. Second, a brief dissertation of the CT theory will be offered. Third, CT will be used as an approach to teach the functions and meanings of the verb TO BE. Fourth, a series of exercises that can be applied in class will be suggested.
Help children with phonics by practicing these patterns. The letter u usually follows q and makes the /kw/ sound. When n is followed by the letter g, they join to make the /ng/ sound. Have fun with these activities.
"Like "and" as "are often confused in English. Both can be used to make comparisons or talk about similarities. It is very common in American English use "like" instead of "as".
Help children with phonics by practicing these patterns. The letter u usually follows q and makes the /kw/ sound. When n is followed by the letter g, they join to make the /ng/ sound. Have fun with these activities.
"Like "and" as "are often confused in English. Both can be used to make comparisons or talk about similarities. It is very common in American English use "like" instead of "as".
TEN SETS OF COMMONLY MISUSEDCONFUSED TERMS (httpwww.grammaru.docxmattinsonjanel
TEN SETS OF COMMONLY MISUSED/CONFUSED TERMS (http://www.grammaruntied.com/?p=32)
In each pair/set, explain how you understand each word is defined. Be sure to include how each is used differently. Include a short sentence that demonstrates your knowledge of each word. DO NOT simply look up a word and list the definition (although you may if you need to, of course, as a starting point); you must also, however, show how YOU understand each term.
1. to, too, two
2. there, their, they’re
3. you’re, your
4. it’s, its
5. accept, except
6. affect, effect
7. than, then
8. allusion, illusion
9. allude, elude
10. elicit, illicit
BASIC ACADEMIC KEYWORDS (S.A.S.E.)
Again, explain how you understand each of the four listed acts of reading/writing. Be sure to include how each is used differently. Include your grasp of what each act involves and does not involve. DO NOT simply look up a word and list the definition (although you may if you need to, of course, as a starting point); you must also, however, show how YOU understand each term.
Summarize
Analysis
Synthesize
Evaluate
RHETORICAL APPEALS
Again, explain how you understand each of the four three concepts. DO NOT simply look up a word and list the definition (although you may if you need to, of course, as a starting point); you must also, however, show how YOU understand each term.
logos
pathos
ethos
Choose the word that completes each sentence in the most conventional way.
1. I absolutely refuse to (accept except) that my PS4 has been stolen.
2. I don't always like to take my grandmother's (advice advise), but in this case, she is definitely correct about that guy.
3. Do you know whether we will be (aloud allowed) to use our notes during the final exam?
4. The insurance adjuster just showed up to (apprise appraise) the damage to our car.
5. I really need to take some Tylenol; this headache is almost more than I can (bear bare).
6. I realize that it is none of my business, but your new haircut is extremely (bazaar bizarre).
7. After we are done with this activity, I think we will take a 15 minute (brake break).
8. Because it has so many sex scenes in it, that book was (censored censured) in most European countries.
9. The band's new lead guitarist simply couldn't get his fingers to form the correct C minor (cord chord).
10. Of (course coarse), your behavior is the real reason why she is so frustrated.
11. Luckily, Samantha was able to use comedy to (defuse diffuse) the tension of the situation.
12. If you want to sneak in to the concert, your movements must be (discreet discrete).
13.1 expect there to be a huge lightsaber (dual duel) at the end of the upcoming J.J. Abrams’ Star Wars movie.
14. In order to (ensure insure) that you will remember these new vocabulary terms, you need to find some ways to understand them on a personal level.
15. The best thing to do is put your late report in an (envelope envelo ...
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2. Turn in Worksheet on
Characterizing Mary
Independent Reading
– SILENTLY
Fill Out Log
3. Warm Up – 9/15/2014
Who do you count on to help point
you in the right direction? Describe
a time when someone did or said
something that helped you make
an important choice.
Use details in your story. Try 2 solid
paragraphs of 5 sentences each.
4. Partner Share at your table.
Are there any similarities in your
stories?
As a team, make a list of important
factors to consider when making a
decision.
5. Vocabulary on pg. 9
Apparently
seeming to be
Joseph apparently found the situation funny, since he was trying hard
not to laugh.
Creative
showing imagination and originality
Leticia’s fashion designs are beautiful and creative.
Industrial
having to do with industry (factories, metal)
The class visited an industrial paper plant to learn how cardboard is
made.
Careen
to swerve crazily while moving forward
We watched the loose hubcap careen across the highway and into a
ditch.
6. Exclamation
a loud, emotional statement
My brother made an exclamation of disgust when I shoved a bug in his
face.
Smolder
to burn without flames
The flames have died down, but the campfire will smolder for hours.
Snicker
to laugh quietly in a mean way
When I spilled my soup on the floor, Ed and Zack snickered.
Wrath
intense anger or rage
Leo was filled with wrath when he heard that three older kids had bullied
his little sister.
7. Warm Up – 9/16/2014
Look on page 12 of the textbook and re-read the section
we read yesterday. How does Sonny try to get out of
trouble with his mom?
Does Sonny’s mom behave differently from his dad? How
so?
Describe a time when you got in trouble? (Have you ever
broken or lost something valuable?
Does your mom treat you differently than your dad? Or
your grandmother/father or teacher? Why? Explain with
examples.
8. Independent Reading – SILENTLY
Fill Out Log
Logs are due on Friday – you need to have
at least 8 entries.
9. Reading pgs.10-15
Complete the margin questions in your notes
section. Make sure they are all done in
complete sentences. Hint: Use part of the
question as the beginning of your answer to
receive full credit.
For example: (pg.13) The explosion gets Homer’s mom
concerned because_____________________
When asked to underline or circle, rewrite the
sentence into your notebook since we cannot mark
the textbook. Then write out the answers you would
check for the questions.
10. Warm Up – 9/17/2014 – Must finish up to
pg. 15 first
Consider each of the following influences on Homer;
Mom, Dad, and Coalwood. Describe how each
affected him, in a positive or negative manner.
Hint: What does Mom want him to do? Dad? How does
growing up in a coal town affect a boy? What is
expected?
Make sure you have completed all of the margin
questions (in complete sentences). I will come around
and check your work.
11. Warm Up – 9/18/2014
Complete the “Making an Inference” worksheet.
Begin working on the chart for the characterization of
Sonny/Homer. Fill in 2 examples each of: thoughts,
actions, looks, effect on mom/dad and what he says.