Tommy's Morning (Similes) by Trevor Brown
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The summary is as follows: Tommy has a rushed morning getting ready for school. He is awakened by bright sunlight streaming through his window like a flashlight. He hears his mother calling him downstairs in an annoying, mosquito-like voice to hurry up and eat breakfast before missing the bus. Tommy feels relief when he hops onto the waiting school bus like a frog onto a lily pad, having raced quickly to catch it.
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Unit 4. On Morga Looking at the Filipino Past - Copy.pptx
This document compares the writings of Antonio de Morga and Jose Rizal on aspects of Philippine history and culture. Morga wrote Sucesos de las Islas Filipinas, one of the first histories of the Philippines from a Spanish perspective. Rizal later annotated Morga's work while seeking to correct distortions and present a more accurate Filipino viewpoint. Some key differences highlighted include Morga describing Filipino food like bagoong negatively while Rizal provided context, and Morga failing to understand indigenous terms like "asawa" which Rizal clarified. The comparison examines how Rizal challenged colonial perspectives through historical analysis and advocacy of Filipino identity.
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Rizal Role in Nation Building and Education
Rizal insisted on education as key to social progress and nation-building in the Philippines. He urged the Spanish government to improve education for Filipinos to address backwardness. His own studies abroad made him appreciate how education enables social advancement. Rizal also tirelessly promoted national unity among Filipinos as essential for surviving injustice and developing the nation. He encouraged collective action and sacrifice for the greater good of their country.
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The document summarizes the key events and organizations of the Philippine Propaganda Movement from 1872 to 1895. The movement began with the martyrdom of Fathers Gomez, Burgos, and Zamora in 1872 and was led by educated Filipino exiles abroad who campaigned peacefully for reforms through writing and speeches. Notable leaders included Jose Rizal, Marcelo H. del Pilar, and Graciano Lopez Jaena. They founded civic associations and newspapers to promote their goals of equality, representation, and human rights. While the movement failed, it paved the way for the Philippine Revolution led by Bonifacio in 1896.
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Jose Rizal started painting at a young age and was asked by the mayor to paint a religious banner. He wrote his first work, "Sa Aking mga Kababata" at age 8, expressing Filipino nationalism. His most famous works were the novels Noli Me Tangere and El Filibusterismo, which ignited the spirit of Filipinos to fight for freedom against Spanish rule. All of Rizal's works criticized the Spanish and Catholic Church, leading to his arrest and execution.
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Research Paper
Choose two short stories you have studied from the syllabus
Write a thesis/take a stance that establishes a comparison between both
items chosen
Complete a Formal Outline of your paper.
Write your research paper and prove your thesis in a minimum of six pages
Complete a Cover Page and a Works Cited page
Ensure your paper follows an essay format by having a thesis, topic
sentences, paragraphs, sufficient supporting ideas, an Introduction, and a
Conclusion
Throughout your paper (and not just in the Introduction and Conclusion),
include in your analysis both evidence from the stories chosen, as well as
from academically credible research sources
Complete your research using at least one library book and at least four
library database sources (only one Internet source will be accepted)
Your research must consist of material that enables you to prove a point
raised about a story and/or or an author being analyzed
o (You cannot research and cite random topics such as “the effects of
divorce” because your protagonist is suffering the effects of a
divorce. However, if you are writing about a historical topic such as a
war, you must cite research to prove that the story or poem
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Format your Formal Outline, Cover Page, and Research Paper using the
MLA format
Format the in-text citations used and the Works Cited page using the MLA
format
Complete and submit with your paper the following:
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o Research Paper Formal Outline
o Research Paper (with the Works Cited page at the end)
Note: Your page count (of six pages) does not include the
Cover Page, Formal Outline, or the Works Cited page
Research Paper Strategies
As you complete your research paper, please note the strategies below that are useful in
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1.
After rereading the two stories chosen, decide on what they have in common and on what literary
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2.
For example, if you were completing an analysis of O’Brien’s “How to Tell a True War Story”
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The plots and characters of O’Brien’s “How to Tell a True War Story and Hemingway’s
“Soldier’s Home” tell the truth about the realities of war and its consequences making these
works open to Biographical, Historical, and Psychological Criticisms.
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You have identified the stories and the authors
You have established the literary techniques and criticisms you will be using in your
analysis
You have indicated what you plan to prove—the authors’ use of these techniques to make
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3.
Next, you need to decide how to organize your paper.
Because you have ide.
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The investigation of arson can be challenging due to a lack of physical evidence and eyewitnesses at the crime scene. While research has examined arsonist characteristics to develop treatment programs, more research is needed to understand how arsonist traits relate to crime scene behaviors. Motivational typologies are often used to deduce offender characteristics, but motives are an unreliable information source as arsonists often report ambiguous motives. Early research provided a classification system for fire starters with diminished mental capacity into categories such as unintentionally, due to delusions, for erotic pleasure, or for revenge.
Tone, mood and style (Literature)
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Look up this slide..
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After reading
Daughters of Invention
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Daughters of Invention
Julia Alvarez
That Sunday evening, I was reading some poetry to get myself inspired: Whitman in an old book with an engraved cover my father had picked up in a thrift shop next to his office a few weeks back. “I celebrate myself and sing myself. . .” “He most honors my style who learns under it to destroy the teacher.” The poet’s words shocked and thrilled me. I had gotten used to the nuns, a literature of appropriate sentiments, poems with a message, expurgated texts. But here was a flesh and blood man, belching and laughing and sweating in poems. “Who touches this book touches a man.”
That night, at last, I started to write, recklessly, three, five pages, looking up once only to see my father passing by the hall on tiptoe. When I was done, I read over my words, and my eyes filled. I finally sounded like myself in English!
As soon as I had finished that first draft, I called my mother to my room. She listened attentively, as she had to my father’s speech, and in the end, her eyes were glistening too. Her face was soft and warm and proud. “That is a beautiful, beautiful speech, Cukita. I want for your father to hear it before he goes to sleep. Then I will type it for you, all right?”
Down the hall we went, the two of us, faces flushed with accomplishment. Into the master bedroom where my father was propped up on his pillows, still awake, reading the Dominican papers, already days old. He had become interested in his country’s fate again. The dictatorship had been toppled. The interim government was going to hold the first free elections in thirty years. There was still some question in his mind whether or not we might want to move back. History was in the making, freedom and hope were in the air again! But my mother had gotten used to the life here. She did not want to go back to the old country where she was only a wife and a mother (and a failed one at that, since she had never had the required son). She did not come straight out and disagree with my father’s plans. Instead, she fussed with him about reading the papers in bed, soiling those sheets with those poorly printed, foreign tabloids. “The Times is not that bad!” she’d claim if my father tried to humor her by saying they shared the same dirty habit.
The minute my father saw my mother and me, filing in, he put his paper down, and his face brightened as if at long last his wife had delivered a son, and that was the news we were bringing him. His teeth were already grinning from the glass of water next to his bedside lamp, so he lisped when he said, “Eh-speech, eh-speech!”
“It is so beautiful, Papi,” my mother previewed him, turning the sound off on his TV. She sat down at the foot of the bed. I stood bef.
ENGLISH 5 Q1 W2 D1-5.pptx
ELEMENTS AND THEME OF A LITERARY TEXT
English 5 Q1 w 1-5
•
OBJECTIVE
•
Identify the elements of a literary text.
•
Infer the theme of the literary text.
BE POLITE
When someone gives you something
It’s good to say “Thank you”
Say “Thank you, thank you”
“Thank you very much”
Chorus:
Be polite, be polite
Have good manners and be polite
Be polite, be polite
Have good manners and be polite
When you want something
It’s better to say “Please”
Say “Please, please, please, please”
“Pretty, pretty please”
Repeat Chorus
When you want something
It’s good to wait your turn
Be patient, patient
And wait your turn
Repeat Chorus
When you do something by accident
It’s good to say “Sorry”
Say “Sorry, sorry”
“I’m very, very sorry”
Repeat Chorus
Unlocking of Difficult Words (using picture clues, context clues, and examples.
A.
crook
Say: “The crook is stole the lady’s bag.
“What do crooks steal? Why do they steal things?”
A.
argue
Say:“Don’t argue over who little things.”(show picture of two people arguing)
“Why do people argue?”
A.
deaf
Say:“The two girls are deaf.”(Show pictures of two deaf girls)
“Why do some people cannot hear?”
A.
crook
A.
Argue
A.
Deaf
A Letter Soup
By Pedro Pablo Sacristan
Once upon a time there was a very evil and
unpleasant crook who only ever thought about how to get
money. Seeing anyone happy bothered the crook
enormously. What he hated most was when people were
polite and courteous to each other, saying things like
please and thank you, and don't mention it. It annoyed
him even more if they were smiling when they said these
things.
The crook thought all those kinds of words were a
useless waste, and weren't good for anything. So what
he did was spend a lot of time inventing a machine
which could steal words. With this machine, he
planned to steal 'please', 'thank you', 'don't mention
it', and similar words people used to be polite. He
was convinced that no one would notice if those words
were to suddenly disappear. When he had stolen these
words, he intended to take them apart and sell the
letters to book publishers.
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- 1. Tommy’s Morning By Trevor Brown RED6545 3rd Grade Language Arts - Similes
- 2. • Similes: a comparison between two unlike things using the words like or as • Example: She ran fast like the wind. • Why use similes? Authors use similes to precisely describe the character’s actions or appearance.
- 3. • Purpose for Reading: • Pay attention to the examples of similes used by the author so you can add this craft to your own writing.
- 4. As he opened his eyes early this morning, there it was through Tommy’s window---the sunlight. The rays of light illuminated his bedroom like a giant flashlight. “Oh, it’s too bright!” he whispered as he covered his eyes. How is this like your morning? How is it different? Why do you think the author compared the sunlight to a flashlight? What does illuminate mean?
- 5. Before, he could focus, he heard his mom’s voice. “Hurry up, Tommy!” she yelled from downstairs. “You’ll miss the bus.” The sound of her voice was like a loud, annoying mosquito. “Ugh,” he thought while slowly pushing himself out of bed. How is Tommy feeling about starting his day? What evidence in the text helped you infer his feelings? How is his mother’s voice like a mosquito?
- 6. He exited his cozy, warm bed one leg at a time. Standing on the tile floor felt like he was stepping onto a frozen lake of ice! To what else could you compare cold tile?
- 7. Tommy ran to the bathroom sink. He grabbed his toothbrush, squeezed out some toothpaste and turned on the water faucet. The water flowed out like a waterfall. After brushing his teeth, he quickly got dressed. What do you predict Tommy will do next? Think about your morning routine.
- 8. He jetted like lightning down the stairs and smelled the aroma of bacon coming from the kitchen. “Here’s your bacon and pancakes,” said his mother. “Eat quickly because you have to leave for the bus stop in five minutes.” Note how the author compared his coming downstairs to the speed of lightning. What does jetted mean? Why do you think he moved to the kitchen so quickly? What evidence from the text helped you?
- 9. What does it mean for a liquid to ooze? Think about what you know about syrup and the words in the text. What words helped you understand the meaning? He sat down at the kitchen table and looked at his plate. At that moment, he watched the syrup ooze down the stacked pancakes like lava slowly running down an erupting volcano. He scarfed down his food and headed toward the door.
- 10. What is the complication in the story so far? “Remember to put on your shoes,” reminded Tommy’s mother. “Yikes!” he gasped. “Where are my shoes?” He glanced toward the front door hoping to see his new sneakers, but they were not there. “Mom, where are my shoes?!” he shouted.
- 11. Have you ever been late? How did you react? Turn and talk to shoulder partner to share. “I have your shoes right here, dear,” said his mother. “I don’t need your help,” snapped Tommy as he took the shoes from her hands. “Now, I’m late.” He opened the front door, slammed it shut, and raced like a cheetah to the bus stop.
- 12. How else could you describe his hopping onto the school bus? Complete the simile: He hopped like a ____________ onto the bus. Why does he feel relief? Suddenly the front door opened. “Bye, dear!” his mom yelled from the front porch. “Have a great day at school!” Tommy could hardly hear her because he was half way down the sidewalk. Soon, he reached the bus stop where the school bus was waiting. Like a frog to a lilly pad, he hopped aboard and smiled with relief.