This document is a message from Talk for Writing asking readers to donate money to support their home-school English units and to raise money for the NSPCC charity. It provides recommendations for voluntary contributions depending on how the units are being used. A link is provided to make donations through a JustGiving fundraising page. The message hopes readers will enjoy the units and thanks them for previous donations.
This document provides summaries of several children's books that could be used in an elementary school setting. It discusses strategies for how each book could be used, including having students compare cultures, write their own versions of stories, discuss bullying, and more. Key details about genre, format, and awards are also provided for each book.
This document discusses using picture books and read-alouds across subject areas in the classroom. It states that picture books have the potential to bring together ideas, images, content, vocabulary, language, and arts for students. Read-alouds can strongly support literacy learning throughout the school day and strengthen student abilities and achievement in many subjects. Reading aloud across subjects is a practical way to expand teaching and learning while accomplishing literacy goals in areas like math, social studies, language arts, and science. It allows teachers to scaffold understanding and increase student engagement.
This document discusses using mentor texts to teach writing. Mentor texts act as coaches and partners for students and teachers to bring joy to writing. They help students envision the type of writer they can become and help teachers advance students' overall writing skills rather than just individual pieces. Writers can imitate mentor texts and find new ways to develop their own writing.
This document contains a narrative text about the story of Malin Kundang and instructions for related classroom activities. The story is about a boy named Malin Kundang who leaves his poor village to seek fortune in the city, eventually becoming rich but forgetting his mother. When he returns years later as a merchant, his mother recognizes him but he denies being her son. Angry, his mother curses him and his ship turns to stone. The document provides the generic structure of narratives and features of the narrative text type. It also includes exercises for students to retell the story, identify the generic structure, and fill in blanks in another narrative text.
Gabriel Okara was a Nigerian poet born in 1921. This poem is a conversation between a father and son where the father expresses that people have become ingenuine and manipulate each other by wearing "masks". He describes how people now greet each other with "ice-block cold eyes" and shake hands without warmth. The father says he has learned to wear different "faces" and say things like "goodbye" when he means "good riddance". In the end, he pleads with his son to show him how to laugh and smile genuinely again like he did as a child.
The document discusses narrative text and its purpose and structure. Narrative text tells a story to entertain or inform readers. It establishes characters, setting, and timeline in an orientation and presents a complication that is resolved. There are many types of narratives including fairy tales, mysteries, and personal experiences. The structure typically involves an orientation, complication, and resolution of the complication. An example narrative story is then presented to illustrate these concepts.
This document provides a checklist to evaluate the children's book "It's OK to BE Me! (Just like you, I can Do Almost Anything!)" for addressing disability as part of diversity. The checklist contains 5 categories to evaluate the book: 1) illustrations, 2) story line, 3) effects on self-image, 4) author/illustrator background, and 5) developmental appropriateness. The book passes all categories as it contains no stereotypes, shows the main character actively overcoming challenges, allows for identification as a role model, has an author with relevant background, and is at a suitable level for preschoolers. Overall, the document recommends the book for introducing disability topics to preschoolers in
This document contains a poem titled "Once Upon a Time" by Gabriel Okara. It discusses how the speaker has learned to disguise their true self and emotions through social interactions. They have learned to laugh and smile without feeling joy and to say nice things while feeling bored. The speaker wants to rediscover their authentic self from when they were younger. Students are tasked with developing a critical response to analyze the poem's structure, imagery, language and effect. They must also show empathy for the speaker. Later, students will create a creative writing response inspired by a line from the poem.
This document provides summaries of several children's books that could be used in an elementary school setting. It discusses strategies for how each book could be used, including having students compare cultures, write their own versions of stories, discuss bullying, and more. Key details about genre, format, and awards are also provided for each book.
This document discusses using picture books and read-alouds across subject areas in the classroom. It states that picture books have the potential to bring together ideas, images, content, vocabulary, language, and arts for students. Read-alouds can strongly support literacy learning throughout the school day and strengthen student abilities and achievement in many subjects. Reading aloud across subjects is a practical way to expand teaching and learning while accomplishing literacy goals in areas like math, social studies, language arts, and science. It allows teachers to scaffold understanding and increase student engagement.
This document discusses using mentor texts to teach writing. Mentor texts act as coaches and partners for students and teachers to bring joy to writing. They help students envision the type of writer they can become and help teachers advance students' overall writing skills rather than just individual pieces. Writers can imitate mentor texts and find new ways to develop their own writing.
This document contains a narrative text about the story of Malin Kundang and instructions for related classroom activities. The story is about a boy named Malin Kundang who leaves his poor village to seek fortune in the city, eventually becoming rich but forgetting his mother. When he returns years later as a merchant, his mother recognizes him but he denies being her son. Angry, his mother curses him and his ship turns to stone. The document provides the generic structure of narratives and features of the narrative text type. It also includes exercises for students to retell the story, identify the generic structure, and fill in blanks in another narrative text.
Gabriel Okara was a Nigerian poet born in 1921. This poem is a conversation between a father and son where the father expresses that people have become ingenuine and manipulate each other by wearing "masks". He describes how people now greet each other with "ice-block cold eyes" and shake hands without warmth. The father says he has learned to wear different "faces" and say things like "goodbye" when he means "good riddance". In the end, he pleads with his son to show him how to laugh and smile genuinely again like he did as a child.
The document discusses narrative text and its purpose and structure. Narrative text tells a story to entertain or inform readers. It establishes characters, setting, and timeline in an orientation and presents a complication that is resolved. There are many types of narratives including fairy tales, mysteries, and personal experiences. The structure typically involves an orientation, complication, and resolution of the complication. An example narrative story is then presented to illustrate these concepts.
This document provides a checklist to evaluate the children's book "It's OK to BE Me! (Just like you, I can Do Almost Anything!)" for addressing disability as part of diversity. The checklist contains 5 categories to evaluate the book: 1) illustrations, 2) story line, 3) effects on self-image, 4) author/illustrator background, and 5) developmental appropriateness. The book passes all categories as it contains no stereotypes, shows the main character actively overcoming challenges, allows for identification as a role model, has an author with relevant background, and is at a suitable level for preschoolers. Overall, the document recommends the book for introducing disability topics to preschoolers in
This document contains a poem titled "Once Upon a Time" by Gabriel Okara. It discusses how the speaker has learned to disguise their true self and emotions through social interactions. They have learned to laugh and smile without feeling joy and to say nice things while feeling bored. The speaker wants to rediscover their authentic self from when they were younger. Students are tasked with developing a critical response to analyze the poem's structure, imagery, language and effect. They must also show empathy for the speaker. Later, students will create a creative writing response inspired by a line from the poem.
The Omega Legacy Chapter 3.5 - "You've Got Mail"Rubber Ducky
Clover receives an email from Mitchell, a student she met online. He inquires about her day and how college is going. She responds, detailing her busy day which included calls from her parents about their new shop and meeting various new people around campus, including a hippie named Grant. She muses that communicating only through email is like having a human diary to share details of her day with someone new.
Gabriel Okara's poem "Once Upon a Time" discusses how society has changed from the past. People no longer show emotion genuinely when laughing or shaking hands, but instead laugh with only their teeth and search for ulterior motives. The speaker has had to learn how to mask his true feelings to fit different social situations by changing his behavior like wearing different "faces." He laments this loss of sincerity and asks his son to show him how to laugh from the heart again, as he did in the past when he was more like a child.
The document defines narrative as an account of connected events experienced by participants that aims to entertain or provide a moral lesson. A narrative text typically includes an orientation introducing participants and setting, a complication describing rising crises for participants to deal with, and a resolution showing how participants solve the crises. Language features include use of past tense, processes verbs, and relative clauses. While narratives primarily entertain, they can also teach, inform, or change attitudes. The common narrative structure is known as a "story grammar".
This document provides guidance for storytellers working with children who have special needs. It recommends choosing stories with simple structures and repetition to aid comprehension. Stories should encourage participation through rhymes, songs or actions for children to join in. Using props can help hold attention. The document then shares tips for learning a story and provides summaries of sample stories that could work well, including "The Tailor's Coat", which transforms an article of clothing through repeated recycling until becoming a story.
This Poem prescribed for SSC students by APSCERT New syllabus. PPT prepared by M Padma Lalitha Sharada of GHS Malakpet under guidance of Smt. C.B. Nirmala Madam, Rtd. Dy.E.O.
This document is a message from Talk for Writing requesting donations to support their home-school English units and raise money for the NSPCC charity. It explains that the units have been well-received and downloaded thousands of times during the COVID-19 pandemic. It asks for voluntary contributions of £5 or £2 per unit depending on how they are being used, with recommendations to donate more if possible. A link is provided to make donations through a JustGiving fundraising page.
Front Cover Concertina Book Design-Children's Illustration-Secondary School R...Anne
This document provides instructions and examples for a classroom activity where students create book cover designs using the batik technique of wax resist dyeing. Students are asked to design a simple cover that tells the story of their favorite childhood book in the fewest terms. Examples of classic book covers and illustrations are presented. Guidelines are provided for the batik process using a tjanting tool to apply hot wax outlines before dyeing. Assessment criteria focus on experimentation, selection of resources and techniques.
This document summarizes and compares the key details of 6 different children's books. It provides information on the author, illustrator, age range, page count, size, publisher, font style, text details and any unique interactive elements for each book. The books covered include 'Dear Zoo', 'Starting School', 'Small Brown Dog's Bad Remembering Day', 'Each Peach Pear Plum', 'The Jolly Pocket Postman', and 'Spot Goes To The Park'. The document analyzes aspects like sentence length, illustration style, readability and how each book engages its intended audience.
Critical analysis of children literature.Angelic Love
This document provides a critical analysis of the children's picture book "Is it time to get up yet?" by Bob Darroch. It summarizes the writer's craft in using different colors, fonts and punctuation to engage readers. It also analyzes the illustrations, noting how they bring the story to life and merge reality with imagination. Finally, it discusses the book's portrayal of gender and culture, finding an equitable representation.
The poem is a conversation between a father and son. In it, the father laments how people in modern times laugh and interact without sincerity or emotion, displaying only fake smiles. He has learned to wear different "faces" and act without heart in order to conform to societal expectations. However, the father wants to relearn how to laugh and interact genuinely, as he used to in his youth. He asks his son to show him how to laugh from the heart again.
A narrative text tells an imaginary story to entertain people. It involves a connected sequence of events that builds to a crisis or turning point, then achieves resolution. Key elements include orientation of characters, complications that develop problems, and resolution of problems. Common narrative types are fables, myths, legends, folktales, fairy tales, science fiction stories, short stories, parables, and novels. The language uses past tense, temporal conjunctions, and descriptions of actions. An example narrative text is the Legend of Malin Kundang, about a boy who denies his mother after becoming wealthy and is cursed to turn into stone.
The document discusses different types of stories that can be used to teach children, including folk tales, fairy tales, myths, legends, nursery rhymes, parables, and picture books. It provides examples and definitions for each type of story, explaining their purposes, common themes, and cultural significance. The document also offers guidance on how to use these stories to develop literacy and critical thinking skills in children through activities like reading aloud, drama, crafts, and exploring cultural contexts.
Zachary Quack MiniMonster is a 32-page children's book about a mischievous duck named Zachary Quack who annoys other animals and chases a dragonfly. The book uses rhyming text and detailed illustrations to tell a simple story. Each page has a picture on one side and 2-5 sentences of text on the other.
The Very Hungry Caterpillar is a 28-page book about a caterpillar who eats through various foods before transforming into a butterfly. It uses bright collages of tissue paper for illustrations paired with 2-4 sentences of text on each page.
Stick Man is a 32-page book that takes the stick man character on an exciting adventure
This document summarizes a presentation by Teri Lesesne and Karin Perry about using picture books in the classroom. Some key points:
- They discuss using picture books as mentor texts to introduce concepts, lessons and objectives. As well as activities like creating found poems.
- Promoting reading through booktalking, displays, and engaging read alouds.
- Their personal reading histories and how it influences their work today. Recommending the best books of 2015.
- Ways to develop literacy skills like examining plot structures, character development, and using picture books in other subject areas like math and history.
- The importance of modeling a love of reading for students and creating an engaging classroom
This poem describes childhood through the lens of a parent watching their child grow up. It uses imagery of the child going down slides and experiencing rainbows to represent early childhood. As the child grows older, the parent looks back fondly on memories through old pictures, but also feels sadness as the child is now grown and will soon leave home. The camera represents how the parent captured these childhood memories in photographs over time.
The document summarizes the creator's process in developing a children's book. The original intention was to create a book based on an English folktale, but the creator realized it would take too long. They then chose an African folktale called "Spider and the Honey Tree" which allowed them to showcase their rotoscoping skills within the timeframe. While planning, the creator intended to depict the main character wearing an African tribal mask but an illustrator drew the character instead. The final product differed from the original plans but achieved the creator's goals of using bright colors and rotoscoping skills.
1st qtr 10 making a story grammar to remember detailShirley Sison
The document provides information about using a story grammar to help remember details from a story. It includes a short story called "The Bridge of Love" and questions to analyze the story using elements of a story grammar like setting, characters, plot events, and conclusion. It encourages using this approach to more easily recall essential story information.
The Secret Passageways of Writing - TOBELTA Reading & Writing ConferenceMalu Sciamarelli
This document discusses teaching writing and the importance of books. It describes a secret library called the Cemetery of Forgotten Books that contains books that have been forgotten by the world. When someone visits for the first time, they must choose a book to adopt and ensure it is never forgotten. The main character Daniel chooses the book The Shadow of the Wind on his first visit. The document also discusses motivating students, teachers' creativity, and teachers as writers.
The document discusses many interests and influences from the author's life in a series of short paragraphs. Some of the key topics discussed include a lifelong interest in archery, Batman being a childhood idol, enjoying cooking from a young age, not being afraid of the dark and finding inspiration in it, being influenced by Edgar Allan Poe's works, having many pet ferrets while growing up, having an artistic family, enjoying Halloween, having a close relationship with their sister, living in New Hampshire until recently, enjoying October, loving to read and write poetry, being a fan of Star Wars from a young age, learning about and using tarot cards, visiting an area called "Buddhaland" with their family, having an obsession
The document provides guidance for volunteers conducting preschool storytime programs at local libraries. It covers topics like preparing for storytime, choosing age-appropriate books and activities, presenting stories engagingly, and managing disruptive behaviors. Volunteers are encouraged to be well-prepared and choose materials they enjoy to best engage young children. The document also addresses differences in planning toddler versus preschool storytimes due to shorter attention spans of toddlers.
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.
Afterhestarteduphismachine,peoplewouldopentheirmouths,intendingtosaykindandpolitethings,butnothingcameout.Allthosewordsendedupinsidethebigmachine.Justasthecrookhadhoped,inthebeginningnothinghappened.Itlookedlikepeoplereallydidn'tneedtobepoliteafterall.However,afterawhile,peoplestartedtofeelliketheywerealwaysinabadmood,doingeverythingreluctantly,andfeelinglikeeveryoneelsewasbeingforeverdemandingofthem.So,withinafewdays,everyonewasangryandarguingovertheslightestlittlething.
The crook was terribly happy with his success, but he didn't count on a couple of very special little girls. Those girls were deaf, and had to communicate using sign language. Now,becausethe machine couldn't steal gestures, these girls continued being kind and polite. Soon they realised what had been happening to everyone else, and they found out about the crook and his wicked plan.
Thegirlsfollowedhimtohishideoutonthetopofahillnexttothesea.Theretheyfoundthe
The Omega Legacy Chapter 3.5 - "You've Got Mail"Rubber Ducky
Clover receives an email from Mitchell, a student she met online. He inquires about her day and how college is going. She responds, detailing her busy day which included calls from her parents about their new shop and meeting various new people around campus, including a hippie named Grant. She muses that communicating only through email is like having a human diary to share details of her day with someone new.
Gabriel Okara's poem "Once Upon a Time" discusses how society has changed from the past. People no longer show emotion genuinely when laughing or shaking hands, but instead laugh with only their teeth and search for ulterior motives. The speaker has had to learn how to mask his true feelings to fit different social situations by changing his behavior like wearing different "faces." He laments this loss of sincerity and asks his son to show him how to laugh from the heart again, as he did in the past when he was more like a child.
The document defines narrative as an account of connected events experienced by participants that aims to entertain or provide a moral lesson. A narrative text typically includes an orientation introducing participants and setting, a complication describing rising crises for participants to deal with, and a resolution showing how participants solve the crises. Language features include use of past tense, processes verbs, and relative clauses. While narratives primarily entertain, they can also teach, inform, or change attitudes. The common narrative structure is known as a "story grammar".
This document provides guidance for storytellers working with children who have special needs. It recommends choosing stories with simple structures and repetition to aid comprehension. Stories should encourage participation through rhymes, songs or actions for children to join in. Using props can help hold attention. The document then shares tips for learning a story and provides summaries of sample stories that could work well, including "The Tailor's Coat", which transforms an article of clothing through repeated recycling until becoming a story.
This Poem prescribed for SSC students by APSCERT New syllabus. PPT prepared by M Padma Lalitha Sharada of GHS Malakpet under guidance of Smt. C.B. Nirmala Madam, Rtd. Dy.E.O.
This document is a message from Talk for Writing requesting donations to support their home-school English units and raise money for the NSPCC charity. It explains that the units have been well-received and downloaded thousands of times during the COVID-19 pandemic. It asks for voluntary contributions of £5 or £2 per unit depending on how they are being used, with recommendations to donate more if possible. A link is provided to make donations through a JustGiving fundraising page.
Front Cover Concertina Book Design-Children's Illustration-Secondary School R...Anne
This document provides instructions and examples for a classroom activity where students create book cover designs using the batik technique of wax resist dyeing. Students are asked to design a simple cover that tells the story of their favorite childhood book in the fewest terms. Examples of classic book covers and illustrations are presented. Guidelines are provided for the batik process using a tjanting tool to apply hot wax outlines before dyeing. Assessment criteria focus on experimentation, selection of resources and techniques.
This document summarizes and compares the key details of 6 different children's books. It provides information on the author, illustrator, age range, page count, size, publisher, font style, text details and any unique interactive elements for each book. The books covered include 'Dear Zoo', 'Starting School', 'Small Brown Dog's Bad Remembering Day', 'Each Peach Pear Plum', 'The Jolly Pocket Postman', and 'Spot Goes To The Park'. The document analyzes aspects like sentence length, illustration style, readability and how each book engages its intended audience.
Critical analysis of children literature.Angelic Love
This document provides a critical analysis of the children's picture book "Is it time to get up yet?" by Bob Darroch. It summarizes the writer's craft in using different colors, fonts and punctuation to engage readers. It also analyzes the illustrations, noting how they bring the story to life and merge reality with imagination. Finally, it discusses the book's portrayal of gender and culture, finding an equitable representation.
The poem is a conversation between a father and son. In it, the father laments how people in modern times laugh and interact without sincerity or emotion, displaying only fake smiles. He has learned to wear different "faces" and act without heart in order to conform to societal expectations. However, the father wants to relearn how to laugh and interact genuinely, as he used to in his youth. He asks his son to show him how to laugh from the heart again.
A narrative text tells an imaginary story to entertain people. It involves a connected sequence of events that builds to a crisis or turning point, then achieves resolution. Key elements include orientation of characters, complications that develop problems, and resolution of problems. Common narrative types are fables, myths, legends, folktales, fairy tales, science fiction stories, short stories, parables, and novels. The language uses past tense, temporal conjunctions, and descriptions of actions. An example narrative text is the Legend of Malin Kundang, about a boy who denies his mother after becoming wealthy and is cursed to turn into stone.
The document discusses different types of stories that can be used to teach children, including folk tales, fairy tales, myths, legends, nursery rhymes, parables, and picture books. It provides examples and definitions for each type of story, explaining their purposes, common themes, and cultural significance. The document also offers guidance on how to use these stories to develop literacy and critical thinking skills in children through activities like reading aloud, drama, crafts, and exploring cultural contexts.
Zachary Quack MiniMonster is a 32-page children's book about a mischievous duck named Zachary Quack who annoys other animals and chases a dragonfly. The book uses rhyming text and detailed illustrations to tell a simple story. Each page has a picture on one side and 2-5 sentences of text on the other.
The Very Hungry Caterpillar is a 28-page book about a caterpillar who eats through various foods before transforming into a butterfly. It uses bright collages of tissue paper for illustrations paired with 2-4 sentences of text on each page.
Stick Man is a 32-page book that takes the stick man character on an exciting adventure
This document summarizes a presentation by Teri Lesesne and Karin Perry about using picture books in the classroom. Some key points:
- They discuss using picture books as mentor texts to introduce concepts, lessons and objectives. As well as activities like creating found poems.
- Promoting reading through booktalking, displays, and engaging read alouds.
- Their personal reading histories and how it influences their work today. Recommending the best books of 2015.
- Ways to develop literacy skills like examining plot structures, character development, and using picture books in other subject areas like math and history.
- The importance of modeling a love of reading for students and creating an engaging classroom
This poem describes childhood through the lens of a parent watching their child grow up. It uses imagery of the child going down slides and experiencing rainbows to represent early childhood. As the child grows older, the parent looks back fondly on memories through old pictures, but also feels sadness as the child is now grown and will soon leave home. The camera represents how the parent captured these childhood memories in photographs over time.
The document summarizes the creator's process in developing a children's book. The original intention was to create a book based on an English folktale, but the creator realized it would take too long. They then chose an African folktale called "Spider and the Honey Tree" which allowed them to showcase their rotoscoping skills within the timeframe. While planning, the creator intended to depict the main character wearing an African tribal mask but an illustrator drew the character instead. The final product differed from the original plans but achieved the creator's goals of using bright colors and rotoscoping skills.
1st qtr 10 making a story grammar to remember detailShirley Sison
The document provides information about using a story grammar to help remember details from a story. It includes a short story called "The Bridge of Love" and questions to analyze the story using elements of a story grammar like setting, characters, plot events, and conclusion. It encourages using this approach to more easily recall essential story information.
The Secret Passageways of Writing - TOBELTA Reading & Writing ConferenceMalu Sciamarelli
This document discusses teaching writing and the importance of books. It describes a secret library called the Cemetery of Forgotten Books that contains books that have been forgotten by the world. When someone visits for the first time, they must choose a book to adopt and ensure it is never forgotten. The main character Daniel chooses the book The Shadow of the Wind on his first visit. The document also discusses motivating students, teachers' creativity, and teachers as writers.
The document discusses many interests and influences from the author's life in a series of short paragraphs. Some of the key topics discussed include a lifelong interest in archery, Batman being a childhood idol, enjoying cooking from a young age, not being afraid of the dark and finding inspiration in it, being influenced by Edgar Allan Poe's works, having many pet ferrets while growing up, having an artistic family, enjoying Halloween, having a close relationship with their sister, living in New Hampshire until recently, enjoying October, loving to read and write poetry, being a fan of Star Wars from a young age, learning about and using tarot cards, visiting an area called "Buddhaland" with their family, having an obsession
The document provides guidance for volunteers conducting preschool storytime programs at local libraries. It covers topics like preparing for storytime, choosing age-appropriate books and activities, presenting stories engagingly, and managing disruptive behaviors. Volunteers are encouraged to be well-prepared and choose materials they enjoy to best engage young children. The document also addresses differences in planning toddler versus preschool storytimes due to shorter attention spans of toddlers.
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.
Afterhestarteduphismachine,peoplewouldopentheirmouths,intendingtosaykindandpolitethings,butnothingcameout.Allthosewordsendedupinsidethebigmachine.Justasthecrookhadhoped,inthebeginningnothinghappened.Itlookedlikepeoplereallydidn'tneedtobepoliteafterall.However,afterawhile,peoplestartedtofeelliketheywerealwaysinabadmood,doingeverythingreluctantly,andfeelinglikeeveryoneelsewasbeingforeverdemandingofthem.So,withinafewdays,everyonewasangryandarguingovertheslightestlittlething.
The crook was terribly happy with his success, but he didn't count on a couple of very special little girls. Those girls were deaf, and had to communicate using sign language. Now,becausethe machine couldn't steal gestures, these girls continued being kind and polite. Soon they realised what had been happening to everyone else, and they found out about the crook and his wicked plan.
Thegirlsfollowedhimtohishideoutonthetopofahillnexttothesea.Theretheyfoundthe
The document discusses what a theme is and is not in stories. It explains that a theme is not just a single word, but rather a sentence or question that explores some aspect of human nature. Themes are not necessarily something the reader must agree with or know the answer to. Different types of stories convey themes in different ways - fables state the theme directly, myths and movies imply it indirectly, and novels explore complex themes throughout the work. Examples of themes are provided for different story types. The document concludes with examples of short stories and prompts for identifying their themes.
Review the Strategy Questions for Organizing Your Argument Essay.docxronak56
Review the Strategy Questions for Organizing Your Argument Essay in Chapter 5, and then write a 1000- word response to the primary question of Chapter Activity #4 at the end of Chapter 8: How do family traditions and cultural legacies contribute to and/or inhibit an individual’s self-identity?
Chapter 5
Strategy Questions for Organizing Your Argument Essay
1. Do you have a lead-in to “hook” your reader? (an example, anecdote, scenario, startling statistic, or provocative question)
2. How much background is required to properly acquaint readers with your issue?
3. Will your claim be placed early (introduction) or delayed (conclusion) in your paper?
4. What is your supporting evidence?
5. Have you located authoritative (expert) sources that add credibility to your argument?
6. Have you considered addressing opposing viewpoints?
7. Are you willing to make some concessions (compromises) toward opposing sides?
8. What type of tone (serious, comical, sarcastic, inquisitive) best relates your message to reach your audience?
9. Once written, have you maintained a third person voice? (No “I” or “you” statements)
10. How will you conclude in a meaningful way? (Call your readers to take action, explain why the topic has global importance, or offer a common ground compromise that benefits all sides?)
Chapter activity #4
How do family traditions and cultural legacies contribute to and/or inhibit an individual’s self-identity? What do you know about your family history? How is this history shared, and how is it valued among individual family members? Beyond its literal meaning, what are the broader implications of the cliché “keeping the family name alive”? Or has this cliché outlived its validity? A number of readings in this chapter address an aspect of family tradition/cultural heritage and individual identity and fulfillment—for example, Walker’s “Everyday Use” (page 385); Rich’s “Delta” (page 412); Kelley’s “The People in Me” (page 424). Drawing on evidence from several readings and your own experience and observations, write a claim of value argument about an aspect of family heritage and individual identity.
Everyday Use (1973)
Alice Walker
for your grandmama
I will wait for her in the yard that Maggie and I made so clean and wavy yesterday afternoon. A yard like this is more comfortable than most people know. It is not just a yard. It is like an extended living room. When the hard clay is swept clean as a floor and the fine sand around the edges lined with tiny, irregular grooves, anyone can come and sit and look up into the elm tree and wait for the breezes that never come inside the house.
Maggie will be nervous until after her sister goes: she will stand hopelessly in corners, homely and ashamed of the burn scars down her arms and legs, eyeing her sister with a mixture of envy and awe. She thinks her sister has held life always in the palm of one hand, that “no” is a word the world never learned to say to her.
You’ve no doubt seen those TV sh ...
This document provides a product catalogue from Mehta Publishers for 2014. It includes summaries of 26 books across various genres such as fiction, reference books, activity books, moral stories, and more. The books are designed for different age groups ranging from 3+ to 5+ years old. Mehta Publishers emphasizes research on suitability of content and details for the intended age groups. The catalogue is intended to help evaluate and market Mehta Publishers' books.
The letter begins by explaining that the writer has been very busy being taken on visits by their guardian, Mrs. Haggerty, to prepare for their debut into society. They go to shops and make acquaintance visits almost daily. However, the writer finds the social rituals tedious and would prefer quieter activities like reading. They miss their mother and finding socializing exhausting.
This document provides guidance on using a "show don't tell" approach to writing narratives. It explains that showing actions instead of directly stating details engages readers by allowing them to infer qualities of characters. Examples are given of telling vs showing sentences, with showing sentences providing richer descriptions through specific actions and details. The document also discusses avoiding sentences that seem to dictate how readers should feel and provides tips for revealing characters through what they say, think, do, and how others react to them.
25 poems by Li-Young Lee1. THE WEIGHT OF SWEETNESS2. Early i.docxtamicawaysmith
25 poems by Li-Young Lee
1. THE WEIGHT OF SWEETNESS
2. Early in the Morning
3. Eating Alone
4. The Gift
5. A Story
6. The Hammock
7. Mnemonic
8. From Blossoms
9. Pillow
10. Mnemonic
11. The Hour and What Is Dead
12. Night Mirror
13. Little Father
14. ONE HEART
15. Station
16. Black Petal
17. From Blossoms
18. A Hymn to Childhood
19. Falling: The Code
20. Nocturne
21. Eating Together
22. I Ask My Mother to Sing
23. This Hour and What Is Dead
24. Immigrant Blues
25. Arise, Go Down
1. THE WEIGHT OF SWEETNESS
No easy thing to bear, the weight of sweetness.
Song, wisdom, sadness. Joy: sweetness
equals three of any of these gravities.
See a peach bend
the branch and strain the stem until
it snaps.
Hold the peach, try the weight, sweetness
and death so round and snug
in your palm.
And, so, there is
The weight of memory:
Windblown, a rain-soaked
bough shakes, showering
the man and the boy.
They shiver in delight,
and the father lifts from his son’s cheek
one green leaf
fallen like a kiss.
The good boy hugs a bag of peaches
his father has entrusted
to him.
Now he follows
his father, who carries a bagful in each arm.
See the look on the boy’s face
as his father moves
faster and farther ahead, while his own steps
flag, and his arms grow weak, as he labors
under the weight
of peaches.
2. Early in the Morning
While the long grain is softening
in the water, gurgling
over a low stove flame, before
the salted Winter Vegetable is sliced
for breakfast, before the birds,
my mother glides an ivory comb
through her hair, heavy
and black as calligrapher’s ink.
She sits at the foot of the bed.
My father watches, listens for
the music of comb
against hair.
My mother combs,
pulls her hair back
tight, rolls it
around two fingers, pins it
in a bun to the back of her head.
For half a hundred years she has done this.
My father likes to see it like this.
He says it is kempt.
But I know
it is because of the way
my mother’s hair falls
when he pulls the pins out.
Easily, like the curtains
when they untie them in the evening.
18. Falling: The Code
1.
Through the night
the apples
outside my window
one by one let go
their branches and
drop to the lawn.
I can’t see, but hear
the stem-snap, the plummet
through leaves, then
the final thump against the ground.
Sometimes two
at once, or one
right after another.
During long moments of silence
I wait
and wonder about the bruised bodies,
the terror of diving through air, and
think I’ll go tomorrow
to find the newly fallen, but they
all look alike lying there
dewsoaked, disappearing before me.
2.
I lie beneath my window listening
to the sound of apples dropping in
the yard, a syncopated code I long to know,
which continues even as I sleep, and dream I know
the meaning of what I hear, each dull
thud of unseen apple-
body, the earth
falling to earth
once and forever, over
and over.
3. Eating Alone
I've pulled the last of the year's young onions.
The garden is bare now. The ...
Boolprop Round Robin Legacy Spare Story - Desdemona Doran Part TwoSilverBelle1220 .
Desdemona encounters a threatening vampire in the park who warns her not to let her father encroach on her territory. A mysterious man comes to Desdemona's aid and the vampire leaves. Later, Desdemona's cat Shadow scratches her arm unexpectedly. The next morning, Shadow is affectionate again. Several months later, Desdemona is playing solitaire at work between calls.
The Failed Idealist's Guide to the Tatty Truth by Fergus McGonigalBurning Eye
Fergus McGonigal takes Ogden Nash’s notion of a poem being an essay which rhymes and targets the unsentimental truth about parenthood, pseudo-intellectual pretentiousness and pomposity, and what happens when the idealism of youth has given way to the disappointment of middle-age. As you would expect of a slam veteran, Fergus’s poems are comic entertainments but beneath the manic laughter there always lies a grain of familiar truth.
‘Fergus McGonigal reaches the parts which other poets cannot reach’
CHELTENHAM POETRY FESTIVAL
‘Bold, brash and brilliant!’
WORCESTER LITFEST AND FRINGE
‘Vibrant, wild and funny, and that’s just his hair. Fergus McGonigal is a poet and performer of verve, energy and pizzaz. Shame he can’t spell his name properly.’
ELVIS MCGONAGALL
The passage is about a little girl and her relationship with her father. She was very afraid of her strict father and felt relieved when he left for work each morning. When he returned home, he would command her to do things for him. One night, the little girl had a nightmare and her father comforted her. She realized he was not as scary as she had initially thought. Her view of him changed from seeing him as a "giant" to recognizing he worked hard and had a "big heart."
This document provides information about a story time event at the Liberty Public Library. It includes the welcome song, an at-home craft project instructions involving a paper plate and spoon, several nursery rhymes and tongue twisters, goose riddles for children to solve, tips for developing early literacy skills, and recommendations for books related to nursery rhymes. The story time focused on the nursery rhyme "Mother Goose on the Loose" and incorporated props and participation to bring the rhyme to life for young attendees.
The document provides a lesson plan for a class on identifying elements of literary texts and summarizing narrative texts. It includes an objective, topic, materials, and short story called "Princess Polite" to analyze. The lesson defines literary elements as setting, character, and plot and guides students to identify these elements in another story called "The Greedy Boy." It concludes with an independent activity for students to summarize another story called "Mind Your Own Business" using a semantic web.
The document outlines the objectives and procedure of an English lesson for students. The objectives include improving students' vocabulary, listening, reading, speaking, and grammar skills. It also aims to cultivate students' aesthetic tastes and responsibility. The procedure involves greeting the students, introducing the lesson topic of diligence, checking homework, a listening activity, speaking activities, grammar practice, and dramatizing a fable. The lesson utilizes textbooks, posters, and handouts to meet its goals of developing the students' language and life skills.
The Children's Mustard Seed - Spring 2002Jane Weiers
This document is a children's publication about stewardship that includes stories, activities, and teachings. It encourages children to see themselves as seeds that can grow God's love in the world. Through stories like one about a chipmunk sharing its food with a hungry bear, it teaches that small acts of kindness and sharing have value. The publication is meant to help parents discuss stewardship and caring for God's creation with their children.
The students began a new unit called "One World, Many Stories" where they rotated between classrooms to participate in story-related activities, including using pictures to tell stories, acting out readers' theatre plays, listening to stories by an author, and sharing their favorite books. They learned that stories can be told orally, through pictures, acted out, or read from books. The author Corinne Fenton visited and read one of her stories to the class. The students continued learning about stories and authors through various activities including character studies and illustrations inspired by author Pamela Allen.
This document provides reading and writing prompts for students to complete at home during Week 7. It includes activities to read an extract about ways to be happy, make a list of kind acts, write thank you cards, practice spelling words related to happiness, and answer grammar questions using those words. Students are encouraged to email any completed work to their teachers.
This document provides reading and writing prompts for students to complete at home during Week 7. It includes activities to read an extract about ways to be happy, make a list of kind acts, write thank you cards, practice spelling words related to happiness, and answer grammar questions using those words. Students are encouraged to email any completed work to their teachers.
This document provides reading and writing prompts for students to complete at home during Week 7. It includes activities to read an extract about ways to be happy, make a list of kind acts, write thank you cards, practice spelling words related to happiness, and answer grammar questions using those words. Students are encouraged to email any completed work to their teachers.
The document provides information about Talk for Writing, an organization that produces home-schooling resources during the COVID-19 pandemic. It encourages donations to support Great Ormond Street Hospital Children's Charity and provides details on how much to donate depending on how the resources are being used. The document also provides background on the Talk for Writing approach and information on how to sign up for updates and access related books.
Pete and Polly Powers are secret agents who go on daring missions to save the world. In their latest mission, they must retrieve an important mirror called the Yata no Kagami that was stolen from Japan. At midnight, they sneak onto an abandoned riverboat on the Thames where they find the thieves and the mirror. Using stealth and distraction techniques, they are able to grab the mirror and escape, leaving it anonymously at the Japanese embassy the next day. Their secret work as spies continues as Pete receives another urgent message at the end of the story.
This document provides literacy activities and writing prompts for students based on a story about a boy named Tom who goes to rescue his explorer father. The activities include reading comprehension questions about how Tom might be feeling, writing a description of oneself as an explorer, practicing grammar by writing questions, and spelling and handwriting exercises. Students are encouraged to complete the activities and email any work to their teachers.
Tom's father had gone missing while exploring the North Pole. Tom resolved to go rescue him. He studied maps and packed supplies in a bag for his trip. The supplies included a tent, saucepan, compass, matches, flares, cup, fishing rod, food, sleeping bag, torch, binoculars. Tom then set sail on his first adventure to find his missing father.
This document provides reading and writing prompts and activities related to the story "The Great Explorer" for a literacy lesson. It includes instructions to click arrows to follow a presentation, read the story, answer questions, write about Tom's adventure, practice grammar with capital letters and full stops, practice spelling words, and improve handwriting. Students are asked to email completed work to their teachers.
The document provides reading, writing, grammar and spelling prompts and exercises for a weekly English lesson. The reading prompt asks students to read and answer comprehension questions about a poem called "Promise" that discusses helping people in need. The writing prompt asks students to write their own poem about a time they helped someone. The grammar exercises involve identifying parts of speech like prepositions, verbs, and pronouns. The spelling section provides vocabulary words for students to practice.
The document provides reading and writing prompts for students related to a novel called "Seven Ghosts". It includes activities like reading passages from the novel and answering comprehension questions, writing a paragraph with brackets to explain why a character put a curse on a mirror, grammar exercises to edit sentences, spelling practice with selected words, and handwriting practice of the spelling words. The final part encourages students to self-evaluate their work and email any completed assignments to their teachers.
The document provides reading and writing prompts for students for Week 6. It includes activities like reading an extract from the novel "Seven Ghosts" and answering questions, writing a diary entry about a trip to Grimstone Hall, completing grammar exercises, and practicing spelling words. Students are asked to email any completed work to their teachers for review.
This document contains reading, writing, grammar, spelling, and extracts prompts for a Week 4 English lesson. The reading prompt is an article about endangered African elephants. Students are asked multiple choice questions about the article and to write their own question. The writing prompt asks students to write a persuasive paragraph about protecting elephants for a wildlife magazine. Grammar exercises include identifying determiners, punctuation, and parts of speech. Spelling practice focuses on vocabulary words and their definitions and usage in sentences. Prior week extracts from another story are also included.
This document is an activity book aimed at helping children think about and process changes they are experiencing due to being away from school during the COVID-19 pandemic, as well as upcoming changes like moving to a new year group or school. The book contains prompts and activities for children to explore their thoughts, feelings, worries and hopes around periods of change. It encourages reflection on both current circumstances and the future, and identifies sources of support.
Covid 19 time capsule ideas by Long CreationsArkTindal
The document provides prompts for drawing pictures, self-reflection, and interviewing parents. It asks the reader to draw people they are social distancing with, reflect on their appearance and attributes, and have conversations with parents about how they are feeling during this historic time. The document is framed by repeated text attributing the pages to Long Creations.
This document provides reading and writing prompts for students based on a chapter from the book "The Girl Who Stole an Elephant". It includes 3 reading comprehension questions about the chapter, prompts for a 2 paragraph writing assignment from the perspective of the Queen looking for the thief, and 5 grammar and spelling exercises including identifying parts of speech, rewriting a sentence in the passive voice, and practicing vocabulary words.
This document provides literacy activities for students to complete at home, including reading comprehension prompts, a writing prompt to write a letter to a friend or family member, grammar activities using helping words, spelling practice, and handwriting practice. Students are encouraged to complete the activities and email any work to their teachers for feedback.
This document provides reading and writing prompts for students based on a story called "The Girl Who Stole an Elephant". It includes 3 reading comprehension questions about chapters 1-3 and a writing prompt to write a diary entry from the perspective of the main character Chaya describing her escape with stolen jewels. It also includes grammar and spelling exercises including correcting sentences, identifying parts of speech, capitalization, apostrophes, conjunctions, and defining and using vocabulary words in sentences.
This document provides reading and writing prompts along with grammar and spelling exercises for students. It includes instructions to analyze a passage from "The Girl Who Stole an Elephant" by underlining unfamiliar words and writing answers to comprehension questions. Students are also prompted to write a diary entry from the perspective of the main character Chaya describing her conversation with a guard and how she feels carrying stolen jewels. The document then provides grammar exercises involving punctuation and parts of speech as well as spelling exercises involving choosing definitions and example sentences for selected words.
Victory in Europe Day (VE Day) on May 8th 1945 marked the formal end of World War 2 in Europe. It was a public holiday and day of celebration across allied nations to commemorate the defeat of Germany. People took to the streets with flags, food, and festivities. In London, crowds gathered hoping to hear speeches from Winston Churchill and King George VI announcing the war's conclusion from Buckingham Palace. VE Day brought great relief and joy after six years of global conflict.
This document contains reading and writing prompts for students. It includes activities such as reading comprehension questions about a passage, a writing prompt to write a story from an animal's perspective, grammar exercises identifying parts of speech and punctuation, and spelling practice with vocabulary words. Students are asked to complete the various activities, email their work to their teachers, and give themselves stars for each completed task.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
1. A message from
Talk for Writing
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their home-school links. The booklets are also ideal for in school ‘bubble’ sessions.
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Sadly, having to spend time in enforced isolation during Covid-19 will have put many
children at greater risk of abuse and neglect. The NSPCC website provides useful
guidance here. We are therefore asking for voluntary contributions of:
• £5 per year group unit
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Talk for Writing
What is Talk for Writing?
Thousands of schools in the UK, and beyond, follow the Talk for Writing
approach to teaching and learning. If you’re new to Talk for Writing,
find more about it here.