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This document appears to be a weekly schedule and lesson plan for an English literature class. It includes assignments and activities for each day of the week over several weeks. Some of the topics covered include analyzing how authors present social responsibility, exploring tragic heroines in plays, analyzing poems about relationships and feelings towards parents, and discussing characters and themes in novels like Dr Jekyll and Mr Hyde. The schedule involves close analysis of texts, memorizing quotes, writing paragraphs consolidating learning, and identifying discussion points for exam questions.
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The document provides instructions for a coursework task asking students to write a letter from the perspective of Stephen Wraysford to Jeanne Fourmentier after his escape from a tunnel. The letter must be approximately 1200 words and describe Stephen's thoughts about being trapped underground, his views on Weir and Firebrace, and his feelings for Jeanne. Guidelines are provided on spelling characters' names accurately, avoiding exclamations and rhetorical questions, and not using abbreviations, colloquialisms, or modern expressions. Feedback is also given with examples of inappropriate phrases to avoid and documents to review for the task.
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Punctuation marks like periods, question marks, and exclamation points are used to end sentences with different tones. Commas are used to separate parts of sentences, such as items in a list. Semicolons can connect related independent clauses or separate items in a series. Colons introduce lists or examples. Quotation marks set off direct quotes. Underlining or italics are used for titles. Slashes can show alternate terms. Ellipses, hyphens, dashes and parentheses are also used in specific contexts.
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- A list of questions for students to discuss in their triads about the setting and Esperanza's relationship with her father based on details from Chapter 1.
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The document provides an overview of basic English grammar concepts including nouns, verbs, pronouns, adjectives, adverbs, prepositions and tenses. It defines different types of nouns such as proper nouns, common nouns, collective nouns and abstract nouns. It also describes the different forms and uses of verbs, pronouns, adjectives, adverbs, prepositions and tenses. Examples are given for each concept along with exercises for students to practice identifying and applying the grammar rules.
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Here are 3 possible expressions of relief for the situations:
1. You say to your mother "Thank goodness I've finished all my homework, especially the math assignment. It was such a relief to get it done."
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The document provides instructions for writing a modern day ballad for an English class assignment. It defines characteristics of ballads such as having a narrative form, quatrain verse structure, and refrains with 4 stresses per line. Students must write an 8 stanza ballad on topics like love or tragedy that focuses on retelling one story. The assignment is due on March 10th and will be graded based on criteria like narrative technique, theme development, rhyme and rhythm, structure, and writing conventions. Tips for starting a ballad include building on a key phrase and developing verses and a storyline through questioning.
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The document provides information about different movie genres and the participant's interests and opinions on movies. It then discusses participles used as adjectives, including past and present participles. Examples are given and statements are completed using participles. Finally, the document covers relative clauses, including who, which and that, and provides examples and exercises joining statements using relative clauses.
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This document discusses various punctuation marks including semicolons, colons, hyphens, apostrophes, and quotation marks. It explains the rules for using each punctuation mark and provides examples. For instance, it notes that a colon can be used to introduce a list or a long quotation. The document also includes a practice section where readers are asked to add the proper punctuation in blanks.
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The document discusses a lesson plan that includes reading passages about Little Red Riding Hood and Lon Po Po, as well as activities focused on prefixes, suffixes, adjectives, fluency, and writing a character sketch. Vocabulary words and grammar exercises are also included to help students improve their language skills. The lesson incorporates comparing and contrasting characters from different stories.
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The document provides an overview of lessons called "Notice and Note" that teach students to improve their understanding of literary texts by noticing text clues. It discusses several types of text clues, like contrasts and contradictions, memory moments, tough questions, and last lines. The document also includes examples showing how three students' understanding improved after being taught to notice these clues, with their ability to summarize and make inferences about passages becoming more sophisticated. It concludes by announcing that these lessons will be detailed in an upcoming book from Heinemann publishers.
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This document provides a lesson on expressing ability in English. It discusses using modals like "can" and "could" to talk about present, future, and past abilities. Examples are given such as "Melissa can type very quickly" for present ability and "Two years ago, they couldn't afford to buy a house" for past ability. The lesson also covers using the expression "be able to" along with changing the form of "be" to talk about abilities in the present, past and future tenses. Students are provided practice questions to reinforce the concepts taught.
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This document discusses a children's book that teaches literary elements like point of view and figurative language through exploring a historical frieze in Philadelphia. It provides guidance for teachers on accommodating different learning styles and assessing student understanding with activities like role playing characters from the frieze or creating a graphic organizer identifying examples of point of view and figurative language in the story.
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This document contains guidance and instructions for students taking an IGCSE Reading exam. It begins with a dictionary exercise for students to define vocabulary words. It then provides advice on how to answer Question 1 of the exam, which involves transforming a text into an interview. Students are instructed to address all points equally, make reasonable inferences, and use their own words as much as possible. Sample conventions and structures for writing an interview are also outlined. The document concludes by providing the interview prompt for students to attempt, with guidance on criteria for a successful response.
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10.05.21 Analysing Performance - Formatting the assignment
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E10 nov3 2010
This document provides information and instructions for students on several topics:
- A vocabulary paragraph and cause and effect practice paragraph are due, along with completing assignment 2 from a specific page.
- Students should check the website and green box if they miss class for handouts and marked work.
- A comprehension quiz on pages 1-98 will be given with a time limit.
- Key events and vocabulary from the specified pages are outlined to review for the quiz.
Due Date 1159 p.m. EST, Sunday of Unit 6 Points 100 .docx
Due Date: 11:59 p.m. EST, Sunday of Unit 6
Points: 100
Overview:
For this assignment, you will analyze a children's poem of your choice and then answer a set of
questions. There are 16 questions included, each worth 6.25 points.
Instructions:
• First, choose one (1) children’s poem to evaluate (some options are provided in the Readings
and Resources).
• Then, in the assignment link in Blackboard, discuss each of the following questions using
full sentences, and provide examples from the poem. If a question does not apply to your
poem, explain why it does not apply to the poem. Do not leave any items blank.
1. First, provide the title and author of the children's poem that you chose. Then answer:
How does the rhythm of the poem reinforce and create the meaning of the poem?
2. If the poem rhymes, does it sound natural or contrived? Explain.
3. How does the sound of the poem add to its meaning?
4. Does the poem use alliteration? Onomatopoeia? Repetition? To what effect?
5. How does the poem create sensory images of sight, touch, smell, or taste? List some
of the poem's sensory images.
6. Are the sensory images included related to a child's delight within those particular
senses? How?
7. What is the quality of imagination in the poem? Does the poem make the child see
something in a fresh, new way, or does it rely on tired clichés? Provide examples to
support your answers.
8. Is the figurative language appropriate to children's lives?
9. Are the similes and metaphors used ones that a child would appreciate and
understand? Provide examples.
10. What is the tone of the poem? Does it patronize childhood by looking down on it? Is it
didactic and preachy? Does it see childhood in a sentimental or nostalgic way? Offer
examples to support your answer.
11. Do you think the poem is appropriate for children? Will it appeal to them, and will they
like it? Why or why not?
12. How has the poet created the emotional intensity of the poem?
13. Does every word work to heighten the feelings conveyed?
14. Does the shape of the poem contribute to the poem's meaning? How?
CHS203 – Children’s Literature and Language Arts
Unit 6 Assignment: Analysis of a Children’s Poem
15. What is the purpose of the poem? To amuse? To describe in a fresh way? To
comment on humanity? To draw parallels to our lives?
16. How well has the poet achieved the poem’s purpose?
Requirements:
• Use your own words and include the in-text citation for any resources you may use when
answering some of these questions.
o For example, if you are citing your textbook, use the in-text citation: (Kiefer & Tyson,
2019) and the reference: Kiefer, B. Z., Tyson, C. A., Parsons Barger, B., Patrick, L. &
Reilly-Sanders, E. (2019). Charlotte Huck’s children's literature: A brief guide (3rd ed.).
New York, NY: McGraw-Hill Education.
• Be sure to use appropriate paragraph breaks and keep your w ...
Due Date 1159 p.m. EST, Sunday of Unit 6 Points 100 .docx
Due Date: 11:59 p.m. EST, Sunday of Unit 6
Points: 100
Overview:
For this assignment, you will analyze a children's poem of your choice and then answer a set of
questions. There are 16 questions included, each worth 6.25 points.
Instructions:
• First, choose one (1) children’s poem to evaluate (some options are provided in the Readings
and Resources).
• Then, in the assignment link in Blackboard, discuss each of the following questions using
full sentences, and provide examples from the poem. If a question does not apply to your
poem, explain why it does not apply to the poem. Do not leave any items blank.
1. First, provide the title and author of the children's poem that you chose. Then answer:
How does the rhythm of the poem reinforce and create the meaning of the poem?
2. If the poem rhymes, does it sound natural or contrived? Explain.
3. How does the sound of the poem add to its meaning?
4. Does the poem use alliteration? Onomatopoeia? Repetition? To what effect?
5. How does the poem create sensory images of sight, touch, smell, or taste? List some
of the poem's sensory images.
6. Are the sensory images included related to a child's delight within those particular
senses? How?
7. What is the quality of imagination in the poem? Does the poem make the child see
something in a fresh, new way, or does it rely on tired clichés? Provide examples to
support your answers.
8. Is the figurative language appropriate to children's lives?
9. Are the similes and metaphors used ones that a child would appreciate and
understand? Provide examples.
10. What is the tone of the poem? Does it patronize childhood by looking down on it? Is it
didactic and preachy? Does it see childhood in a sentimental or nostalgic way? Offer
examples to support your answer.
11. Do you think the poem is appropriate for children? Will it appeal to them, and will they
like it? Why or why not?
12. How has the poet created the emotional intensity of the poem?
13. Does every word work to heighten the feelings conveyed?
14. Does the shape of the poem contribute to the poem's meaning? How?
CHS203 – Children’s Literature and Language Arts
Unit 6 Assignment: Analysis of a Children’s Poem
15. What is the purpose of the poem? To amuse? To describe in a fresh way? To
comment on humanity? To draw parallels to our lives?
16. How well has the poet achieved the poem’s purpose?
Requirements:
• Use your own words and include the in-text citation for any resources you may use when
answering some of these questions.
o For example, if you are citing your textbook, use the in-text citation: (Kiefer & Tyson,
2019) and the reference: Kiefer, B. Z., Tyson, C. A., Parsons Barger, B., Patrick, L. &
Reilly-Sanders, E. (2019). Charlotte Huck’s children's literature: A brief guide (3rd ed.).
New York, NY: McGraw-Hill Education.
• Be sure to use appropriate paragraph breaks and keep your w.
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The document discusses themes from a text. It provides activities for students to identify themes, examples of characters and events that reveal themes, and how themes were viewed in 1920s America. Students are asked to write paragraphs analyzing how Steinbeck presented themes through characters, their intentions, and context. The document focuses on having students closely analyze a text to understand themes and their development.
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Due Date 1159 p.m. EST, Sunday of Unit 6 Points 100 .docx
Due Date 1159 p.m. EST, Sunday of Unit 6 Points 100 .docx
Due Date 1159 p.m. EST, Sunday of Unit 6 Points 100 .docx
Due Date 1159 p.m. EST, Sunday of Unit 6 Points 100 .docx
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Y11 Easter homework tasks
- 1. MONDAY 10th TUESDAY 11th WEDNESDAY 12th THURSDAY 13th FRIDAY 14th English Revision School 5 x Social Responsibility in An Inspector Calls English Revision School How does Priestley explore social responsibility in AIC? 5 x Lady Macbeth To what extent is Lady Macbeth presented as tragic heroine? Before You Were Mine 5 x Before You Were Mine Mother Any Distance How do poets present feelings towards their parents in Mother any Distance and 1 other poem of your choice? (use BYWM) To what extent is Lady Macbeth presented as a tragic heroine? 5 x Mr Birling How does Priestley use Mr Birling to explore ideas about class? MONDAY 17th TUESDAY 18th WEDNESDAY 19th THURSDAY 20th FRIDAY 21st 5 x Jekyll nnnn How does Stevenson present Jekyll as a troubled character in J&H? The Farmer’s Bride Neutral Tones How do poets present unfulfilled love in The Farmer’s Bride and 1 other poem (use NT) 5 x Supernatural in MB Sonnet 29 Explore the role of the Supernatural in Macbeth. Social, historical and genre context of J&H 5 x Winter Swans RECAP of all memory tasks Letters from Yorkshire How do poets present love in conflict in Singh Song & 1 other (use WS) How do the attitudes of of the older and younger generations differ in AIC? Love & Happiness in LFY and Sonnet 29 5 x Sybil Birling Memorise quotes using the Read, Cover, Write, Check method. Spend 20 minutes on this. To aid your memory, design a small doodle or icon that represents the group of quotes. It may help your recall when you are in the exam if you jot the doodle down on paper. Write a paragraph consolidating what you have learnt. This should be between 8-‐10 lines and include a topic/point/argument sentence, at least 2 pieces of evidence, techniques or device terminology and analysis. You should spend no more than 15 minutes on this. Time yourself. Identify 5 points you would make in response to a question. Give yourself no more than 10 minutes to do this. Go back, check your text, add additional points if needed. Re-‐read and clean annotate (annotate on a clean copy of the text). Give yourself 10 minutes to do this. Go back and check your class book or texts, add additional points if needed.