...Quarter 2 (7th)‐ “Melting Pot” and “How I Learned English” Stage 1 – Desired Results Standards LRA 3.2 (Fall EOC) Identify events that advance the plot, and determine how each event explains past or present actions or foreshadows future actions. ARG LRA 3.4 (Fall EOC) Identify and analyze recurring themes across works (e.g. the value of bravery, loyalty, and friendships; the effects of loneliness). ARG V1.1 (Fall EOC) Identify idioms, analogies, metaphors, and similes in prose and poetry. V 1.3 (Fall EOC) Clarify word meanings through the use of definition, example, restatement or contrast. WA 2.5‐ (STAR) Write summaries of reading materials. SUM WA 2.2 (On Demand/ STAR) Write Responses to Literature. ARG WS 1.2 (On Demand) Support all statements and claims with anecdotes, descriptions, facts and statistics, and give examples. REF WS 1.3 Use strategies of note‐taking, outlining and summarizing to impose structure on composition drafts. AN, SUM, REF WS 1.4 (Fall EOC) Identify topics and evaluate questions and develop ideas leading to inquiry, investigation, and research. AN, ARG WS 1.7 (On Demand, Fall EOC) Revise writing to improve organization and word choice after checking the logic of ideas and the precision of vocabulary. ALANG WOC 1.4 (On Demand) Demonstrate the mechanics of writing (e.g. quotation marks, commas at the end of dependent clauses) and appropriate English usage (e.g. pronoun reference). ALANG Big Ideas & Understanding(s): ...
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...Novel Project Choices Choose two, and make a binder or other container for them. Make sure your project has a table of contents. Cut and paste the instructions for each project at the beginning of that project. See rubric for grading procedures. 1. Character astrology signs. After reading brief descriptions of astrology or sun signs, figure out which signs you think three of the main characters/people from the book were born under. Tell who the three characters/people are, a brief summary of what they do in the book, and the sign that you think fits them. Write an explanation of why you think they fit the sign. As you are explaining why they fit that sign, be sure to recap events from the book to support your thinking—drawing on their actions, attitudes, and thoughts from the book. Here are a couple of links to websites you might want to use as you research different astrology signs: http://www.starlightastrology.com/signsindex.htm http://www.astrology-online.com/persn.htm 2. Heroes and superheroes. Pick a character/person from the book you read. First, describe the character/person--who is she, what did she do in the book, what are her beliefs, etc. Then, select two or three people your character/person would think of as a hero or superhero. Describe the characteristics of that hero or superhero and why those characteristics would be important to...
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...TYPE OF WORK: * Masterly work of Andrew Marvell * Lyrical poem * Love poem * Seducing poem * Carpedium poem * Metaphysical poem * Startling comparisons or contrasts of a metaphysical (spiritual, transcendent, abstract) quality to a concrete (physical, tangible, sensible) object. * Mockery or satirizing of idealized romantic poetry and divines of love through crude or shocking imagery * Gross exaggeration * Expression of personal, private feelings * Presentation of a logical argument, or syllogism THE TITLE: “To His Coy Mistress” * Mistress - A young woman who has an affair with a married man - A person in- charge (manager, caretaker, courtesan) - A patron or a female sweetheart in 1650’s - The female equivalent of master * Coy -Pretending to be shy or reserved -Olden days referred it to the feeling of shyness - “To coy” (v) means to stroke - The lady is no easy catch * His - Third-person possessive pronoun -Refers to the young man The tying of both the words ‘mistress’ and ‘coy’ brings about the beauty of the poem which talks about complicated relationship and complicated communication between the speaker and his mistress. It’s a plea to a young lady by his lover. THE PERSONA (The Young Man): * First-person point of view * Presentation as the plea of another man (fictional) who is the persona of the poet * The young man is impatient, desperately...
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...Creativity CREATIVE THINKING—DOWN ROADS LESS TRAVELLED Original ideas have changed the course of human history. Much of what we now take for granted in art, medicine, music, technology, and science was once regarded as radical or impossible. How do creative thinkers achieve the breakthroughs that carry us into new realms? Creativity is elusive. Nevertheless, psychologists have learned a great deal about how creativity occurs and how to promote it. We have seen that problem solving may be mechanical, insightful, or based on understanding. To this we can add that thinking may be inductive (going from specific facts or observations to general principles) or deductive (going from general principles to specific situations). Thinking may also be logical (proceeding from given information to new conclusions on the basis of explicit rules) or illogical (intuitive, associative, or personal). What distinguishes creative thinking from more routine problem solving? Creative thinking involves all of these thinking styles, plus fluency, flexibility, and originality. Let’s say that you would like to find creative uses for the millions of automobile tires discarded each year. The creativity of your suggestions could be rated in this way: Fluency is defined as the total number of suggestions you are able to make. Flexibility is the number of times you shift from one class of possible uses to another. Originality refers to how novel or unusual your ideas are. By counting the number of times you...
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...Elements of an Essay/Research Paper Writing Process The series of steps that most writers follow in producing a piece of writing. The five major stages in the writing process are finding a topic and generating ideas (discovering), focusing on a main or controlling idea and mapping out an approach (organizing), preparing a rough draft (drafting), reworking and improving the draft (revising), and proofreading and correcting errors. Discovering – The first stage in the writing process. It may include finding a topic, exploring the topic, determining purpose and audience, probing ideas, doing reading and research, planing and organizing material. Discovery usually involves writing and is aided considerably by putting preliminary thought and plans in writing. Organizing – The sequence in which the information or ideas in an essay are presented. Drafting – The stage in the writing process during which the writer puts ideas into complete sentences, connects them, and organizes them into a meaningful sequence. Revising – The stage in the writing process during which the author makes changes in focus, organization, development, style, and mechanics to make the writing more effective. Editing – The last stage in the writing process during which the writer focuses on the details of mechanics and correctness. Discovering Audience – The readers for whom a piece of writing is intended. Many essays are aimed at a general audience, but a writer can focus on a specific group of readers...
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...501 Word Analogy Questions 501 Word Analogy Questions ® N E W YO R K Copyright © 2002 LearningExpress, LLC. All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by LearningExpress, LLC, New York. Library of Congress Cataloging-in-Publication Data: 501 word analogy questions / LearningExpress.—1st ed. p. cm. ISBN 1-57685-422-1 1. English language—Synonyms and antonyms—Problems, exercises, etc. 2. Vocabulary—Problems, exercises, etc. I. LearningExpress (Organization) PE1591 .A24 2002 428.1'076—dc21 2002006843 Printed in the United States of America 9 8 7 6 5 4 3 2 First Edition ISBN 1-57685-422-1 For more information or to place an order, contact LearningExpress at: 55 Broadway 8th Floor New York, NY 10006 Or visit us at: www.learnatest.com The LearningExpress Skill Builder in Focus Writing Team is comprised of experts in test preparation, as well as educators and teachers who specialize in language arts and math. LearningExpress Skill Builder in Focus Writing Team Brigit Dermott Freelance Writer English Tutor, New York Cares New York, New York Sandy Gade Project Editor LearningExpress New York, New York Kerry McLean Project Editor Math Tutor Shirley, New York William Recco Middle School Math Teacher, Grade 8 Shoreham/Wading River School District Math Tutor St. James, New York Colleen Schultz Middle School Math Teacher, Grade 8 Vestal Central School District ...
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...Grammar Book MASTERING THE RULES THAT UNLOCK THE POWER OF WRITING THE LITTLE GOLD Brandon Royal Published by Maven Publishing © 2010 by Brandon Royal All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical — including photocopying, recording, or any information storage and retrieval system — without permission in writing from the author or publisher. Reviewers, however, may quote brief passages in a review, and individuals wanting to reference material from this book for academic or non-commercial purposes may do so provided the book, with title and author’s name, is cited as a source. Published by: Maven Publishing 4520 Manilla Road Calgary, Alberta, Canada T2G 4B7 www.mavenpublishing.com Library and Archives Canada Cataloguing in Publication: Royal, Brandon The little gold grammar book : mastering the rules that unlock the power of writing / by Brandon Royal. ISBN 978-1-897393-30-7 Library of Congress Control Number: 2009909354 In addition to the paperback edition, this book is available as an eBook and in the Adobe PDF file format. Technical Credits: Cover Design: George Foster, Fairfield, Iowa, USA Editing: Jonathan K. Cohen, Irvine, California, USA This book’s cover text was set in Minion. The interior text was set in Scala and Scala Sans. Contents Introduction Chapter 1: The 100-Question Quiz Subject-Verb Agreement Pronoun Usage Modification Parallelism Comparisons Verb Tenses Diction...
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...C h a p t e r 1 Prewriting GETTING STARTED (OR SOUP-CAN LABELS CAN BE FASCINATING) For many writers, getting started is the hardest part. You may have noticed that when it is time to begin a writing assignment, you suddenly develop an enormous desire to straighten your books, water your plants, or sharpen your pencils for the fifth time. If this situation sounds familiar, you may find it reassuring to know that many professionals undergo these same strange compulsions before they begin writing. Jean Kerr, author of Please Don’t Eat the Daisies, admits that she often finds herself in the kitchen reading soup-can labels—or anything—in order to prolong the moments before taking pen in hand. John C. Calhoun, vice president under Andrew Jackson, insisted he had to plow his fields before he could write, and Joseph Conrad, author of Lord Jim and other novels, is said to have cried on occasion from the sheer dread of sitting down to compose his stories. To spare you as much hand-wringing as possible, this chapter presents some practical suggestions on how to begin writing your short essay. Although all writers must find the methods that work best for them, you may find some of the following ideas helpful. But no matter how you actually begin putting words on paper, it is absolutely essential to maintain two basic ideas concerning your writing task. Before you write a single sentence, you should always remind yourself that 1. You have some valuable ideas to tell your reader,...
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...Lessons from a Successful Counterinsurgency: The Philippines, 1899-1902 TIMOTHY K. DEADY “It should be the earnest and paramount aim of the military administration to win the confidence, respect, and affection of the inhabitants of the Philippines . . . and by proving to them that the mission of the United States is one of benevolent assimilation, substituting the mild sway of justice and right for arbitrary rule.” — President William McKinley 21 December 1898 T he United States topples an unsavory regime in relatively brief military action, suffering a few hundred fatalities. America then finds itself having to administer a country unaccustomed to democratic self-rule. Caught unawares by an unexpectedly robust insurgency, the United States struggles to develop and implement an effective counterinsurgency strategy. The ongoing US presidential campaign serves as a catalyst to polarize public opinion, as the insurrectionists step up their offensive in an unsuccessful attempt to unseat the incumbent Republican President. These events—from a century ago—share a number of striking parallels with the events of 2003 and 2004. The Philippine Insurrection of 18991902 was America’s first major combat operation of the 20th century. The American policy of rewarding support and punishing opposition in the Philippines, called “attraction and chastisement,” was an effective operational strategy. By eliminating insurgent resistance, the campaign successfully set the conditions necessary...
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...GLENCOE LANGUAGE ARTS Grammar and Language Workbook G RADE 9 Glencoe/McGraw-Hill Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or means, or stored in a database or retrieval system, without the prior written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 936 Eastwind Drive Westerville, Ohio 43081 ISBN 0-02-818294-4 Printed in the United States of America 1 2 3 4 5 6 7 8 9 10 024 03 02 01 00 99 Contents Handbook of Definitions and Rules .........................1 Troubleshooter ........................................................21 Part 1 Grammar ......................................................45 Unit 1 Parts of Speech 1.1 Nouns: Singular, Plural, and Collective ....47 1.2 Nouns: Proper and Common; Concrete and Abstract.................................49 1.3 Pronouns: Personal and Possessive; Reflexive and Intensive...............................51 1.4 Pronouns: Interrogative and Relative; Demonstrative and Indefinite .....................53 1.5 Verbs: Action (Transitive/Intransitive) ......55 1.6 Verbs: Linking .............................................57 1.7 Verb Phrases ................................................59 1.8 Adjectives ....................................................61 1.9 Adverbs........................................................63 1.10 Prepositions...
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...[pic] Direct Instruction Lesson Plan – November 10, 2010 |Lesson Planning Information | |Teacher Candidate Name: Brenda Baker-Mitchell |Date: Nov 10, 2010 | |Mentor Teacher Name: | |JIU Professor Name: Dr. Alana James |JIU Course Name and Session: EDU 500 | |Grade: 9-12 | |Content Area (e.g., reading, writing, math, science, social studies, arts, etc.): Social Studies/US History – “The Removal of the Cherokee Indians” | |(DIRECT INSTRUCTION) | |Group Size: 25 | |Pre-Lesson Planning | |ACEI | ...
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...American Pop: Popular Culture Decade by Decade. Ed. Bob Bacthelor. Westport, CT: Greenwood Press 2009. 978-0-313- 34410-7. 4 vol. 1,604p. $375.00. Gr. 9-12. This four volume set gives students a broad and interdisciplinary overview of the many and varied aspects of pop culture across America from 1900 to the present. The volumes cover the following chronological periods: V 1. 1900-1929, V 2. 1930-1959, V 3. 1960-1989 and Vol. 4. 1990-Present. There is an Introduction for each volume focusing on the major issues during that period. There is a Timeline of events for the decade which gives extra oversight and content to the study of the period and an Overview of each dcade. Chapters focus on specific areas of pop culture (Advertising, Books, Entertainment, Fashion, Food Music and much more) supplemented with sidebars containing stories, photos, illustrations and Notable information. There are endnotes for each decade and a Resource Guide and Index. Volume 4 also contains a Cost of Products from 1900-2000, and an Appendix with Classroom Resources for teachers and students and a Cumulative Index. Students, teachers and the general reader will love sifting through the experiences of Americans as they easily follow the crazes, technological breakthroughs and the experiences of art, entertainment, sports and other cultural forces and events that influenced each generation. Reference– Popular Culture ...
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...Thinking Maps The Six Types of Writing Prompts Jane Shaffer Writing Terms Writing a Thesis Statement Writer’s Signal Words 1 4 5 6 7 8 11 Things NEVER to Do in an Essay 12 MLA Guidelines and Style Sheet Sample Essay Formatting Guide to Formatting Essays Using MS Word Revising and Proofreading Essays JBHS Proofreading Symbols Proofreading/Editing Worksheet MLA Quoting and Citation Guide Quote Integration FAQs Work Cited Page Why Did I Get This Grade? JBHS Academic Honesty Policy List of Resources and References Academic Honesty Contract 14 15 © JBHS English Department 2009 19 27 28 30 32 33 35 38 40 43 44 Glossary of Writing and Research Terms Annotated Bibliography: Includes a summary and/or evaluation of each of the sources used for researching a topic. Audience: Those whom you want your writing to reach. A writer needs to choose the appropriate words and style for his or her intended audience. Body Paragraph: Makes up most of an essay and has three main parts: a topic sentence, concrete detail/commentary, and a concluding sentence. Citation: [also known as parenthetical or in-text citation] Names a source and page number for text which quotes from, uses specific details from, or paraphrases source/research materials used for the writing of an essay or research paper. Claim: [also point or argument] A statement a writer makes that presents his main point or idea, the argument he/she is trying to prove. A thesis...
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...Literary Theory and Schools of Criticism Introduction A very basic way of thinking about literary theory is that these ideas act as different lenses critics use to view and talk about art, literature, and even culture. These different lenses allow critics to consider works of art based on certain assumptions within that school of theory. The different lenses also allow critics to focus on particular aspects of a work they consider important. For example, if a critic is working with certain Marxist theories, s/he might focus on how the characters in a story interact based on their economic situation. If a critic is working with post-colonial theories, s/he might consider the same story but look at how characters from colonial powers (Britain, France, and even America) treat characters from, say, Africa or the Caribbean. Hopefully, after reading through and working with the resources in this area of the OWL, literary theory will become a little easier to understand and use. Disclaimer Please note that the schools of literary criticism and their explanations included here are by no means the only ways of distinguishing these separate areas of theory. Indeed, many critics use tools from two or more schools in their work. Some would define differently or greatly expand the (very) general statements given here. Our explanations are meant only as starting places for your own investigation into literary theory. We encourage you to use the list of scholars and works provided for each...
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...9 July 2010 1 LET 1 Table of Contents Unit 1 - Citizenship in Action Chapter 1: Foundations of Army JROTC and Getting Involved U1-C1-L1 Army JROTC - The Making of a Better Citizen U1-C1-L2 The Past and Purpose of Army JROTC U1-C1-L3 Moving Up in Army JROTC - Rank and Structure U1-C1-L4 The Signs of Success U1-C1-L5 Your Personal Appearance and Uniform U1-C1-L6 The Stars and Stripes U1-C1-L7 Proudly We Sing - The National Anthem U1-C1-L8 American Military Traditions, Customs, and Courtesies 3 9 13 21 25 37 45 51 Unit 2 - Leadership Theory and Application Chapter 1: Being a Leader U2-C1-L1 Leadership Defined U2-C1-L2 Leadership Reshuffled U2-C1-L3 Leadership from the Inside Out U2-C1-L4 Principles and Leadership U2-C1-L5 Sexual Harassment/Assault Chapter 2: Leadership Skills U2-C2-L1 Steps from the Past U2-C2-L2 Roles of Leaders and Followers in Drill U2-C2-L3 Using Your Leadership Skills/Taking Charge 57 61 67 73 77 81 85 89 Unit 3 - Foundations for Success Chapter 1: Know Yourself – Socrates U3-C1-L1 Self Awareness U3-C1-L2 Appreciating Diversity through Winning Colors U3-C1-L3 Personal Growth Plan U3-C1-L4 Becoming an Active Learner U3-C1-L5 Pathways To Success (QBOL) Chapter 2: Learning to Learn U3-C2-L1 Brain Structure and Function U3-C2-L2 Left and Right Brain Functions U3-C2-L3 Learning Style and Processing Preferences U3-C2-L4 Multiple Intelligences Chapter 3: Study Skills U3-C3-L1 ...
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