The document discusses cause and effect relationships in sentences and paragraphs. It provides examples of identifying the cause and effect in individual sentences and analyzes the organization of a paragraph written about the effects of divorce. The paragraph is organized by first stating the overarching effect of divorce and then discussing the specific effects on children, women and men in subsequent sentences. The document also provides an example of a paragraph written about the causes of divorce, stating lack of communication, financial problems, and bad habits as major causes. It concludes by giving transitions words commonly used to link causes and effects.
This document provides resources and guidance for teaching students to distinguish between explicit and implicit information in texts. It begins with learning objectives and examples of explicit questions and answers directly stated in texts. Students then practice identifying implicit information and making inferences based on clues and details not directly stated. Strategies are outlined for drawing inferences, including finding clues in texts and analyzing them to form justified conclusions. Several examples of texts and questions are provided to illustrate implicit information and how it differs from explicit details directly stated in the text.
1. The document outlines a lesson plan to teach students the elements of short stories.
2. It includes activities like identifying characters from flashcards, role playing short stories in small groups, and determining the morals or lessons of stories.
3. The lesson will evaluate students by having them write about the elements - characters, setting, plot, conflict - using an example short story.
The document provides a lesson plan on using context clues to determine the meaning of unfamiliar words. It includes:
1) Objectives for students to be able to use context clues to improve comprehension and identify clue types.
2) Examples of context clue types like definition, synonym, antonym, and general information. Sentences demonstrate each clue.
3) A procedure for presenting context clues including example words and sentences for students to practice identifying meanings.
4) An evaluation where students work in groups to determine context clue types used in example sentences.
This document discusses imagery and its use in literature. It defines imagery as the mental pictures or sensations that readers experience based on an author's use of descriptive words that appeal to the senses. There are five main types of imagery: visual (what is seen), auditory (what is heard), kinesthetic (what is felt), olfactory (what is smelled), and gustatory (what is tasted). Several examples are provided for each type. The document then analyzes a poem for the different types of imagery used, including visual, kinesthetic, and others. It encourages identifying imagery to better understand an author's intended meaning or message.
Kinds of sentences according to functionteppxcrown98
There are four kinds of sentences defined by their function: declarative sentences make statements and end with periods, imperative sentences give commands or requests and end with periods, exclamatory sentences express strong emotions and end with exclamation points, and interrogative sentences ask questions and end with question marks. Examples are provided for each sentence type to illustrate their distinctive functions.
The document outlines the objectives and procedures for an English lesson on identifying explicit and implicit claims in written texts. The teacher will divide students into groups to complete an activity where they must: 1) List implicit information in a given text, 2) Identify explicit information, and 3) Make their own claims of fact about the text. The lesson teaches students about different types of claims - explicit, implicit, and claims of fact - and how to critically examine claims in texts. Students will analyze a sample text to practice identifying these different types of claims.
The document outlines the daily lesson log for an 8th grade English class for one week. The objectives are to understand East Asian literature, visual and verbal signals in texts, listening strategies, and grammatical expressions. On Monday, the class will learn about listening strategies for news reports. Tuesday's lesson is on restatement as a context clue. Wednesday involves reading a short story and discussing nature. Thursday and Friday cover prefixes, suffixes, and forming new words. The log details learning competencies, resources, procedures, activities, and assessments for each day. It also includes a reflection on teaching effectiveness and areas for improvement.
The document discusses cause and effect relationships in sentences and paragraphs. It provides examples of identifying the cause and effect in individual sentences and analyzes the organization of a paragraph written about the effects of divorce. The paragraph is organized by first stating the overarching effect of divorce and then discussing the specific effects on children, women and men in subsequent sentences. The document also provides an example of a paragraph written about the causes of divorce, stating lack of communication, financial problems, and bad habits as major causes. It concludes by giving transitions words commonly used to link causes and effects.
This document provides resources and guidance for teaching students to distinguish between explicit and implicit information in texts. It begins with learning objectives and examples of explicit questions and answers directly stated in texts. Students then practice identifying implicit information and making inferences based on clues and details not directly stated. Strategies are outlined for drawing inferences, including finding clues in texts and analyzing them to form justified conclusions. Several examples of texts and questions are provided to illustrate implicit information and how it differs from explicit details directly stated in the text.
1. The document outlines a lesson plan to teach students the elements of short stories.
2. It includes activities like identifying characters from flashcards, role playing short stories in small groups, and determining the morals or lessons of stories.
3. The lesson will evaluate students by having them write about the elements - characters, setting, plot, conflict - using an example short story.
The document provides a lesson plan on using context clues to determine the meaning of unfamiliar words. It includes:
1) Objectives for students to be able to use context clues to improve comprehension and identify clue types.
2) Examples of context clue types like definition, synonym, antonym, and general information. Sentences demonstrate each clue.
3) A procedure for presenting context clues including example words and sentences for students to practice identifying meanings.
4) An evaluation where students work in groups to determine context clue types used in example sentences.
This document discusses imagery and its use in literature. It defines imagery as the mental pictures or sensations that readers experience based on an author's use of descriptive words that appeal to the senses. There are five main types of imagery: visual (what is seen), auditory (what is heard), kinesthetic (what is felt), olfactory (what is smelled), and gustatory (what is tasted). Several examples are provided for each type. The document then analyzes a poem for the different types of imagery used, including visual, kinesthetic, and others. It encourages identifying imagery to better understand an author's intended meaning or message.
Kinds of sentences according to functionteppxcrown98
There are four kinds of sentences defined by their function: declarative sentences make statements and end with periods, imperative sentences give commands or requests and end with periods, exclamatory sentences express strong emotions and end with exclamation points, and interrogative sentences ask questions and end with question marks. Examples are provided for each sentence type to illustrate their distinctive functions.
The document outlines the objectives and procedures for an English lesson on identifying explicit and implicit claims in written texts. The teacher will divide students into groups to complete an activity where they must: 1) List implicit information in a given text, 2) Identify explicit information, and 3) Make their own claims of fact about the text. The lesson teaches students about different types of claims - explicit, implicit, and claims of fact - and how to critically examine claims in texts. Students will analyze a sample text to practice identifying these different types of claims.
The document outlines the daily lesson log for an 8th grade English class for one week. The objectives are to understand East Asian literature, visual and verbal signals in texts, listening strategies, and grammatical expressions. On Monday, the class will learn about listening strategies for news reports. Tuesday's lesson is on restatement as a context clue. Wednesday involves reading a short story and discussing nature. Thursday and Friday cover prefixes, suffixes, and forming new words. The log details learning competencies, resources, procedures, activities, and assessments for each day. It also includes a reflection on teaching effectiveness and areas for improvement.
PPT_English 7_Q1_W6-1 (Features, Kinds, and Parts of a Paragraph).pptxEddiePadillaLugo
This document provides information about paragraphs, including their definition, features, types, parts and examples. It discusses the key elements of a paragraph including topic sentences, supporting details and concluding sentences. Activities are included to identify paragraph components and create different types of paragraphs.
This lesson plan is for a 7th grade English class on transition words. The objectives are for students to identify different transition words, draw a picture of a bridge, and recognize the importance of transition words in writing. The lesson will involve motivating students by having them draw bridges, discussing how bridges and transition words connect ideas, listing different types of transition words, underlining transition words in a sample story, and writing a paragraph using transition words on an assigned topic.
The document discusses different patterns of text organization, including cause and effect, compare and contrast, problem and solution, sequential, and description. It provides examples of each pattern and tips for identifying them. Readers are asked to read passages and determine the pattern of organization used in each one. The patterns are then defined to help with identification.
The document provides instructions for an activity where students will work in groups to analyze a fable and identify its theme. They will use a graphic organizer to examine story elements for clues about the fable's message or life lesson. Groups will then present their identified themes to share their analyses. The goal is to practice determining themes by looking at the morals in Aesop's fables as short tales originally meant to teach lessons. Future lessons will have students identify themes in other fictional works.
The document provides guidance on writing an effective thesis statement, including that it should:
1) Be a complete sentence stating the main idea of the essay;
2) Express an opinion or attitude rather than just stating the topic;
3) Often include subtopics to signal how the essay will be organized;
4) Typically be located at the end of the introduction paragraph.
1) During the night, something crept into the family's tent while they slept.
2) Jack was awakened by a strange noise and saw something small dart out of the tent.
3) The next day, Mary's doll's little red gown was missing, suggesting that the nighttime intruder had taken it.
The document provides a detailed lesson plan for teaching elements of a short story to 8th grade English students. It includes objectives, subject matter, procedures, assignment, and evaluation. Students will learn about characters, setting, plot, conflict, and theme by analyzing the short stories "The Necklace" and "Monkey's Paw." Activities include group work, class discussions, videos, and a quiz to assess comprehension. The lesson aims to teach literary analysis and values of honesty, contentment, and simplicity.
This document outlines an English lesson plan for grade 8 students focused on affixes. The lesson includes identifying words with affixes in sentences, rearranging word parts to form new words, and demonstrating understanding of affixes through recitation. Key concepts covered are roots, prefixes, suffixes, and the two types of suffixes. Students will complete activities to identify affixed words and their roots, discuss properties of roots and affixes, and generate new words by adding affixes to given words.
This presentation introduces young readers to several important text structures. Through examples, pictures, and practice, students will learn how to identify and use the text structures of sequence, description, compare and contrast, cause and effect, and problem and solution.
For a study guide and ready-to-use classroom texts, purchase my unit at http://www.teacherspayteachers.com/Product/Introduction-to-Text-Structure-451417
The document contains a detailed lesson plan for a 60-minute English class focusing on the short story "Footnote to Youth" by Jose Garcia Villa. The lesson plan outlines the objectives, subject matter, teacher and student activities, including an introduction, review, vocabulary lesson, presentation of the story, discussion, generalization, and assignment. Key elements of the story like characters, setting, and themes are analyzed. Students are divided into groups to complete a story grammar graphic organizer on the short story.
This document discusses using context clues to determine the meaning of unfamiliar words. It provides four types of context clues: definition, example, contrast, and logic of passage. Definition clues directly define the word. Example clues use examples to explain the word's meaning. Contrast clues use opposite words to infer the unfamiliar word's meaning. Logic of passage clues use reasoning based on the context to deduce the meaning. The document provides examples of each type of context clue and two practice assignments for students.
Reading_Lesson 7 Explicit and Implicit Claims in a TextTine Lachica
This document provides information about explicit and implicit information. It defines explicit information as ideas that are directly stated in the text and do not require clues to understand. Implicit information, on the other hand, is indirectly stated and must be inferred. The document gives examples of implicit messages that could be inferred from advertisements without directly saying them. It also discusses how to process implicit information by reading between the lines.
The document provides guidance on writing a reaction paper. It discusses the differences between a reaction paper and a diary entry. A reaction paper is meant for a broader societal audience, while a diary entry is personal. A reaction paper uses more formal language and rhetorical devices to inform readers and provide a measured response to an event or experience. It can help readers make decisions by providing reviews and perspectives. The document emphasizes that a well-written reaction paper can help people feel less alone and better understand how to navigate the world.
The document discusses the importance of using a dictionary to improve vocabulary and language skills. It notes that a dictionary can help with spelling, pronunciation, identifying parts of speech, and understanding a word's origin and multiple meanings. The document also outlines some key parts of a dictionary entry, such as the headword providing correct spelling, syllabication guidance, use of the International Phonetic Alphabet for pronunciation, abbreviations indicating parts of speech, etymology in brackets, and definitions of possible meanings.
The document defines and provides examples of different types of literary devices including assonance, personification, simile, metaphor, and imagery. It then provides examples of different types of aural imagery such as alliteration, assonance, and onomatopoeia. Finally, it includes short excerpts from poems and novels as examples of these literary devices in use.
Reading_Lesson 2 text as connected discourseTine Lachica
A text is a large unit of written language that has a connected structure and organization of ideas. Ideas in a text must be relevant to each other and connected to emphasize a central idea, giving the text unity. Well-written texts have organization, coherence between ideas, appropriate language, and proper mechanics. Key aspects in writing effective texts include outlining ideas, using transitional devices, and ensuring grammatical correctness.
Semi-Detailed Lesson Plan - Fact and Opinion (Junior High School - English 9)Anjenette Columnas
This lesson plan outlines a demonstration lesson on distinguishing between facts and opinions. The teacher will lead activities to motivate students and introduce the topic. Key terms like fact and opinion will be defined. Students will practice identifying statements as factual or subjective by listening to passages read aloud. Examples will be discussed and a group activity held where students relay whether statements are facts or opinions. An evaluation and homework assignment conclude the lesson. The overall goal is for students to learn to differentiate facts from opinions and identify them when listening.
This document provides information on paragraph rhetoric models, including describing, defining, classification, compare/contrast, and cause and effect. It discusses how to write paragraphs using these models, with examples for each. Key details covered include using sensory details in descriptive paragraphs, extending dictionary definitions, organizing compare/contrast paragraphs in block or point-by-point format, and establishing direct and indirect causes and effects. The document also reviews patterns of development in writing like narration, description, definition, exemplification, and persuasion.
This document provides information about problem-solution essays, including their purpose, structure, and writing process. A problem-solution essay informs readers about a problem and suggests actions to solve it. It should clearly state the problem and its importance, causes and effects, as well as one or more solutions and how to implement them. The writing process involves choosing a problem, brainstorming solutions, drafting with an introduction stating the problem and thesis, body paragraphs explaining solutions, and conclusion reiterating the problem and solution. Sentence combining and revising can improve the essay.
Speech choir or choral speaking has a hallowed and proud tradition.
The first plays put on by Greeks featuring choruses of speakers.
Today, speech choir is a popular teaching tool,
as well as a performing art in itself.
Speech choir operates like a music choir minus the music.
Instead of singing, speech choirs perform spoken-word pieces.
It is a powerful art that is experiencing a revival.
Conventional Speech Choir
- also called “traditional”.
Has no use of costumes, nor props, nor choreography the choir simply speaks or reads a literary piece.
B. Theatrical Speech Choir
- also called “dynamic”.
The reverse of the conventional speech choir.
This document proposes a Language and Literary Arts and Skills Show event organized by the Office of the English as a Second Language Advocate and Kapisanan ng Mayoryang Filipino at the Surigao del Sur State University. The event aims to encourage students to participate in and develop their skills in various language and literary contests in English and Filipino. It will feature competitions in areas like oration, storytelling, declamation, poetry interpretation, and others. The event is intended to showcase students' talents and skills as part of the annual CTE Celebration and to inspire students to appreciate language and literature. It will be held on August 19, 2016 at the Audio-Visual Center and is expected to help students represent
PPT_English 7_Q1_W6-1 (Features, Kinds, and Parts of a Paragraph).pptxEddiePadillaLugo
This document provides information about paragraphs, including their definition, features, types, parts and examples. It discusses the key elements of a paragraph including topic sentences, supporting details and concluding sentences. Activities are included to identify paragraph components and create different types of paragraphs.
This lesson plan is for a 7th grade English class on transition words. The objectives are for students to identify different transition words, draw a picture of a bridge, and recognize the importance of transition words in writing. The lesson will involve motivating students by having them draw bridges, discussing how bridges and transition words connect ideas, listing different types of transition words, underlining transition words in a sample story, and writing a paragraph using transition words on an assigned topic.
The document discusses different patterns of text organization, including cause and effect, compare and contrast, problem and solution, sequential, and description. It provides examples of each pattern and tips for identifying them. Readers are asked to read passages and determine the pattern of organization used in each one. The patterns are then defined to help with identification.
The document provides instructions for an activity where students will work in groups to analyze a fable and identify its theme. They will use a graphic organizer to examine story elements for clues about the fable's message or life lesson. Groups will then present their identified themes to share their analyses. The goal is to practice determining themes by looking at the morals in Aesop's fables as short tales originally meant to teach lessons. Future lessons will have students identify themes in other fictional works.
The document provides guidance on writing an effective thesis statement, including that it should:
1) Be a complete sentence stating the main idea of the essay;
2) Express an opinion or attitude rather than just stating the topic;
3) Often include subtopics to signal how the essay will be organized;
4) Typically be located at the end of the introduction paragraph.
1) During the night, something crept into the family's tent while they slept.
2) Jack was awakened by a strange noise and saw something small dart out of the tent.
3) The next day, Mary's doll's little red gown was missing, suggesting that the nighttime intruder had taken it.
The document provides a detailed lesson plan for teaching elements of a short story to 8th grade English students. It includes objectives, subject matter, procedures, assignment, and evaluation. Students will learn about characters, setting, plot, conflict, and theme by analyzing the short stories "The Necklace" and "Monkey's Paw." Activities include group work, class discussions, videos, and a quiz to assess comprehension. The lesson aims to teach literary analysis and values of honesty, contentment, and simplicity.
This document outlines an English lesson plan for grade 8 students focused on affixes. The lesson includes identifying words with affixes in sentences, rearranging word parts to form new words, and demonstrating understanding of affixes through recitation. Key concepts covered are roots, prefixes, suffixes, and the two types of suffixes. Students will complete activities to identify affixed words and their roots, discuss properties of roots and affixes, and generate new words by adding affixes to given words.
This presentation introduces young readers to several important text structures. Through examples, pictures, and practice, students will learn how to identify and use the text structures of sequence, description, compare and contrast, cause and effect, and problem and solution.
For a study guide and ready-to-use classroom texts, purchase my unit at http://www.teacherspayteachers.com/Product/Introduction-to-Text-Structure-451417
The document contains a detailed lesson plan for a 60-minute English class focusing on the short story "Footnote to Youth" by Jose Garcia Villa. The lesson plan outlines the objectives, subject matter, teacher and student activities, including an introduction, review, vocabulary lesson, presentation of the story, discussion, generalization, and assignment. Key elements of the story like characters, setting, and themes are analyzed. Students are divided into groups to complete a story grammar graphic organizer on the short story.
This document discusses using context clues to determine the meaning of unfamiliar words. It provides four types of context clues: definition, example, contrast, and logic of passage. Definition clues directly define the word. Example clues use examples to explain the word's meaning. Contrast clues use opposite words to infer the unfamiliar word's meaning. Logic of passage clues use reasoning based on the context to deduce the meaning. The document provides examples of each type of context clue and two practice assignments for students.
Reading_Lesson 7 Explicit and Implicit Claims in a TextTine Lachica
This document provides information about explicit and implicit information. It defines explicit information as ideas that are directly stated in the text and do not require clues to understand. Implicit information, on the other hand, is indirectly stated and must be inferred. The document gives examples of implicit messages that could be inferred from advertisements without directly saying them. It also discusses how to process implicit information by reading between the lines.
The document provides guidance on writing a reaction paper. It discusses the differences between a reaction paper and a diary entry. A reaction paper is meant for a broader societal audience, while a diary entry is personal. A reaction paper uses more formal language and rhetorical devices to inform readers and provide a measured response to an event or experience. It can help readers make decisions by providing reviews and perspectives. The document emphasizes that a well-written reaction paper can help people feel less alone and better understand how to navigate the world.
The document discusses the importance of using a dictionary to improve vocabulary and language skills. It notes that a dictionary can help with spelling, pronunciation, identifying parts of speech, and understanding a word's origin and multiple meanings. The document also outlines some key parts of a dictionary entry, such as the headword providing correct spelling, syllabication guidance, use of the International Phonetic Alphabet for pronunciation, abbreviations indicating parts of speech, etymology in brackets, and definitions of possible meanings.
The document defines and provides examples of different types of literary devices including assonance, personification, simile, metaphor, and imagery. It then provides examples of different types of aural imagery such as alliteration, assonance, and onomatopoeia. Finally, it includes short excerpts from poems and novels as examples of these literary devices in use.
Reading_Lesson 2 text as connected discourseTine Lachica
A text is a large unit of written language that has a connected structure and organization of ideas. Ideas in a text must be relevant to each other and connected to emphasize a central idea, giving the text unity. Well-written texts have organization, coherence between ideas, appropriate language, and proper mechanics. Key aspects in writing effective texts include outlining ideas, using transitional devices, and ensuring grammatical correctness.
Semi-Detailed Lesson Plan - Fact and Opinion (Junior High School - English 9)Anjenette Columnas
This lesson plan outlines a demonstration lesson on distinguishing between facts and opinions. The teacher will lead activities to motivate students and introduce the topic. Key terms like fact and opinion will be defined. Students will practice identifying statements as factual or subjective by listening to passages read aloud. Examples will be discussed and a group activity held where students relay whether statements are facts or opinions. An evaluation and homework assignment conclude the lesson. The overall goal is for students to learn to differentiate facts from opinions and identify them when listening.
This document provides information on paragraph rhetoric models, including describing, defining, classification, compare/contrast, and cause and effect. It discusses how to write paragraphs using these models, with examples for each. Key details covered include using sensory details in descriptive paragraphs, extending dictionary definitions, organizing compare/contrast paragraphs in block or point-by-point format, and establishing direct and indirect causes and effects. The document also reviews patterns of development in writing like narration, description, definition, exemplification, and persuasion.
This document provides information about problem-solution essays, including their purpose, structure, and writing process. A problem-solution essay informs readers about a problem and suggests actions to solve it. It should clearly state the problem and its importance, causes and effects, as well as one or more solutions and how to implement them. The writing process involves choosing a problem, brainstorming solutions, drafting with an introduction stating the problem and thesis, body paragraphs explaining solutions, and conclusion reiterating the problem and solution. Sentence combining and revising can improve the essay.
Speech choir or choral speaking has a hallowed and proud tradition.
The first plays put on by Greeks featuring choruses of speakers.
Today, speech choir is a popular teaching tool,
as well as a performing art in itself.
Speech choir operates like a music choir minus the music.
Instead of singing, speech choirs perform spoken-word pieces.
It is a powerful art that is experiencing a revival.
Conventional Speech Choir
- also called “traditional”.
Has no use of costumes, nor props, nor choreography the choir simply speaks or reads a literary piece.
B. Theatrical Speech Choir
- also called “dynamic”.
The reverse of the conventional speech choir.
This document proposes a Language and Literary Arts and Skills Show event organized by the Office of the English as a Second Language Advocate and Kapisanan ng Mayoryang Filipino at the Surigao del Sur State University. The event aims to encourage students to participate in and develop their skills in various language and literary contests in English and Filipino. It will feature competitions in areas like oration, storytelling, declamation, poetry interpretation, and others. The event is intended to showcase students' talents and skills as part of the annual CTE Celebration and to inspire students to appreciate language and literature. It will be held on August 19, 2016 at the Audio-Visual Center and is expected to help students represent
The document outlines the rules and procedures for a spelling bee competition. It explains that a pronouncer will read a word and use it in a sentence, and spellers must correctly spell the word after asking for clarification or repetition if needed. The judge determines if spellers' attempts are correct or incorrect, eliminating those who misspell from the game. The document provides advice for spellers and lists 100 words divided into categories of verbs, adjectives and nouns that will be used in the spelling bee.
The document provides details about an event happening on December 17th at 10:30 am in Anfiteatro B6. It asks how to spell chocolate and provides the spelling. It also mentions that there will be prizes for winners at the event and encourages people to attend.
The MARRS International Spelling Bee aims to improve students' communication skills, confidence, and vocabulary through competitive spelling rounds that assess their spelling, pronunciation, and vocabulary. The goal is to motivate self-learning. The website provides practice materials and updates for the spelling bee. Students must register online and provide email and phone numbers to receive timely updates. A registration number is generated for the competition at each level.
This document appears to be a spelling quiz containing 3 levels of difficulty - Easy, Average, and Difficult words. The Easy section includes words like "resuscitate", "innate", and "harass". The Average section has words like "oculist", "battalion", and "rococo". And the Difficult list contains words such as "toboggan", "innocuous", and "connoisseur". The document concludes by congratulating the quiz-taker.
A spelling bee document lists words for students to spell, identify, and pronounce. The words include cafeteria, hammock, mustache, escalator, sharpener, sewage, marine, nuisance, tyranny, niche, parachute, creche, and collage. Food is also listed as a word.
The document lists English words to help train memory, enrich vocabulary, develop spelling skills, and raise interest in learning English. It contains 30 words in random order related to people, places, abstract concepts and more to help with memorization, spelling, and vocabulary building.