Transcript reading and writing

LITERATURE
LITERATURE
HOMEWORK
HOMEWORK
VOCABULARY
VOCABULARY
READING
READING
GAMES
GAMES
AND WRITING
WRITING PREVIOUS
AND
PREVIOUS
ASSESSMENTS:
ASSESSMENTS:
VOCABULARY AND
AND DEW
DEW
VOCABULARY
ASSESSMENT
ASSESSMENT DEAR
DEAR
NEXT
NEXT
RETURN TO
TO DRIVER
DRIVER
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18 English -- Week 20
Semana 18 Inglés -- Week 20
Secret Code: oops…. You will have to
find it in this ppt.
Week
January 5 - 22
Scaffold Lessons
Spiraled Lessons
Self- Edit
Uno mismo – edición,
Peer- Edit
par – edición,
Teacher Edit
maestro edición
TEKS AND
Microsoft® TranslatorFOCUS
LITERATURE
HOMEWORK
READING
AND WRITING
VOCABULARY
GAMES
ASSESSMENTS:
VOCABULARY AND DEW
ASSESSMENT DEAR
PREVIOUS
NEXT
RETURN TO DRIVER
This Week’s Expectations
NAME
DATE
I. PARTICIPATION GRADE:
DAILY – PARTICIPATION -- WARM UP – READ OVER THE PREVIOUS DAYS LESSON
1 AND HAVE YOUR ITEMS READY TO GO IN 3 MINS
2 VOCABULARY STATION WORK -- WEDNESDAY TURN IN SPIRAL LEARNING
3 DAILY -- WORK (NEWSPAPER/CHOICES MAGAZINE)
II WRITING – STRATEGIES PRACTICE
GRADE SHEET 3 GRADES / WEEK
Return to Driver
5
5
5
13
WRITING PLAY, LESSON FOR THE WEEK AND PROMPT
III POETRY: ADD TO YOUR POETRY BOOK
1 MAKE MY OWN ANALOGY AND LIMERICK-- W
2 CREATE YOUR OWN IAMBIC PENTAMETER PUT IN YOUR POETRY BOOK 2 SETS OF STANZAS -- F
VOCABULARY/DICTIONARY SKILLS:
IV WORD SKILLS:
1 SCAVENGER HUNT DENOTATION AND CONNOTATION W
2 VOCABULARY, TRANSITIONS, CONJUNCTIONS, FOREIGN WORDS AND PARTS OF SPEECH REVIEW-PRONOUN-W
V EDITING: PUNCTUATION
COMBINING AND CORRECTING SENTENCES– T
NEWS PAPER / CHOICES MAGAZINE:
VI READING :
1 ANALYSIS : NEWSPAPER OR CHOICES MAGAZINE-- T
2 CHOICES MAGAZINE ACTIVITY -- W
3 PARAPHRASE -- H
4 QUOTATION -- F
2
4
3
3
10
3
3
3
3
VII LIBRARY BOOK: READING JOURNAL/ANSWER ONE QUESTION/EACH CATEGORY ON THE DAY SHOWN
5 ANALYZE CHARACTERIZATION -- T
7 CREATE -- W
8 EVALUATE -- H
CK PROGRESS
9 CHARACTERIZATION BOARD – NEXT WEEK
VIII ASSESSMENTS:
1 VOCABULARY ASSESSMENT -- H
2 READING ASSESSMENT -- F
3 PRE-WRITING AND PROMPT RESPONSE -- H
TOTAL A = 110 98PTS;
B = 97-90PTS;
C =89-78 PTS
Extra Practice: Extra Credit:
Pronouns, Putting words, phrases,
together Making words work
FOLDER GAMES
77= FAILING
4
2
2
10
10
30
I. THE SECRET CODE IS: I AM EXCITED ABOUT JANUARY. THIS PPT IS STILL UNDER CONSTRUCTION
DAILY – PARTICIPATION -- WARM UP – READ OVER THE PREVIOUS DAYS LESSON
5
1 AND HAVE YOUR ITEMS READY TO GO IN 3 MINS
5
2 VOCABULARY STATION WORK -- WEDNESDAY TURN IN SPIRAL LEARNING
5
3 DAILY -- WORK (NEWSPAPER/CHOICES MAGAZINE)
II WRITING – STRATEGIES PRACTICE
13
WRITING PLAY, LESSON FOR THE WEEK AND PROMPT
GRADE SHEET 3 GRADES / WEEK
III POETRY: ADD TO YOUR POETRY BOOK
1 MAKE MY OWN ANALOGY AND LIMERICK-- W
2 CREATE YOUR OWN IAMBIC PENTAMETER PUT IN YOUR POETRY BOOK 2 SETS OF STANZAS -- F
VOCABULARY/DICTIONARY SKILLS:
IV WORD SKILLS:
1 SCAVENGER HUNT DENOTATION AND CONNOTATION W
2 VOCABULARY, TRANSITIONS, CONJUNCTIONS, FOREIGN WORDS AND PARTS OF SPEECH REVIEW-PRONOUN-W
V EDITING: PUNCTUATION
COMBINING AND CORRECTING SENTENCES– T
NEWS PAPER / CHOICES MAGAZINE:
VI READING :
1 ANALYSIS : NEWSPAPER OR CHOICES MAGAZINE-- T
2 CHOICES MAGAZINE ACTIVITY -- W
3 PARAPHRASE -- H
4 QUOTATION -- F
2
4
3
3
10
3
3
3
3
VII LIBRARY BOOK: READING JOURNAL/ANSWER ONE QUESTION/EACH CATEGORY ON THE DAY SHOWN
5 ANALYZE CHARACTERIZATION -- T
7 CREATE -- W
8 EVALUATE -- H
CK PROGRESS
9 CHARACTERIZATION BOARD – NEXT WEEK
VIII ASSESSMENTS:
1 VOCABULARY ASSESSMENT -- H
2 READING ASSESSMENT -- F
3 PRE-WRITING AND PROMPT RESPONSE -- H
TOTAL A = 110 98PTS;
B = 97-90PTS;
C =89-78 PTS
Extra Practice: Extra Credit:
Pronouns, Putting words, phrases,
together Making words work
FOLDER GAMES
77= FAILING
4
2
2
10
10
30
+
Daily Assignment List
M LITERATURE
T READ
TURN IN YOUR HOMEWORK:
ANALYZE THIS
W VOCABULARY
NEWS PAPER / CHOICES MAGAZINE
CHOICES MAGAZINE ASSIGNMENT
PARAPHRAS
LIBRARY BOOK WRITE IN READING JOURNAL ANSWER 1 QUESTION EACH NIGHT:
ANALYZE QS: CHARACTERIZATION
EVALUATE
CREATE
READING AND
QUESTION:
ROMEO AND
JULIET
ROMEO AND JULIET
5-10
PREDICT THE GENRE OF BOOK
FROM PICTURE
COMBINING/CORRECTING
SENTENCES
CONTEXT CLUES
DRAMA VOCABULARY
5-10
VOCABULARY PRE-LOAD
CONJUNCTIONS
PRE-READING ACTIVITY
SNIPPET TO DEVELOP INTEREST:
ROMEO AND JULIET
WRITING: IAMBIC PENTAMETER
23-28
READING:
ROMEO/JULIET
PERSUASIVE
TRANSITION WORDS
WORD CHOICE
UNIT---WRITING CREATE:
ANALOGY: ROMEO / JULIET
LIMERICK: ROMEO / JULIET
STORYBOARD
PAIR UP:
CHARACTERIZATION
10 MIN DEAR
PRESENTATION
H & F ASSESSMENT
DUE:
ASSIGNMENT GRADE
SHEET
READING: ROMEO AND JULIET
Dictionary Skills: SCAVENGER
H: STUDY
HUNT
DENOTATION AND CONNOTATION VOCABULARY
ROOT WORDS
ASSESSMENT
PROMPT
EXAMPLES OF LITERARY TERMS
PRE-WRITING
WRITING
Analyzing Words:
CONTRACTIONS,
HOMEWORK
PRONOUNS
FOREIGN WORDS
CLASS EFFORT: WRITE A PLAY
CONJUNCTIONS
READING:
ROMEO AND JULIET
F – READING
ASSESSMENT/
PRACTICE TEST
TAKING SKILLS
REQUIREMENTS
ADDITIONAL INFORMATION
ROMEO AND JULIET USE YOUR READING STRATEGIES:
FIND THE LITERARY TERMS IN THE STORY
WARM – UPS: READ THROUGH YESTERDAY’S WORK -- ROMEO AND JULIET.
*STUDENTS DEMONSTRATE A LITERARY EFFECTS OF CHARACTERS IN A SELF-CREATED IAMBIC
PENTAMETER VERSE IN THE STYLE OF SHAKESPEARE.
*HANDOUT: SELECT A STANZA AND ANALYZE THE EFFECTS OF THE AUTHOR’S USE OF LITERARY
510
5-10
2328
M LITERATURE
Daily Assignment List
T READ
W VOCABULARY
GIRAR EN SU TAREA: PERIÓDICO / REVISTA OPCIONES ANALIZAR ESTA ASIGNACIÓN REVISTA
OPCIONES PARAPHRAS
BIBLIOTECA LIBRO ESCRIBIR EN LECTURA DIARIO RESPUESTA 1 PREGUNTA CADA NOCHE:
ANALIZAR QS: CARACTERIZACIÓN EVALUAR CREAR
ROMEO Y JULIETA PREDICEN EL
GÉNERO DE LIBRO DE PICT
Combinatorio / De corrección
Frase
LECTURA: ROMEO Y JULIETA
LECTURA: ROMEO
DICCIONARIO HABILIDADES:
Y JULIETA
búsqueda del tesoro
CLAVES DE
DENOTACIÓN Y
CONTEXTO
CONNOTACIÓN
CONJUNCIONES DE PRECARGA DE VOCABULARIO TÉRMINOS EJEMPLOS LITERARIOS
Contracciones , palabras
Lectura: Romeo /
extranjeras
Julieta
FRAGMENTO DE LA ACTIVIDAD
DE PRE-LECTURA A DESARROLLAR EMPAREJAR:
Lectura: Romeo / Julieta
CARACTERIZACIÓ
INTERÉS: ROMEO Y JULIETA
N ESTIMADO DE
UNIDAD---CREAR ESCRITURA:
10 MINUTOS
ANALOGÍA: ROMEO/JULIETA
WRITING: IAMBIC PENTAMETER
STORYBOARD
H & F ASSESSMENT
DUE:
ASSIGNMENT GRADE
SHEET
H: ESTUDIO
VOCABULARIO
EVALUACIÓN
INDICADOR PREESCRITURA
ESCRITURA
TAREA
F – EVALUACIÓN
DE LA LECTURA
PRÁCTICA DE
HABILIDADES
PARA TOMAR
PRUEBAS
CLASS EFFORT: WRITE A PLAY
requisitos de presentación
Información Adicional Romeo y Julieta Utilice sus estrategias de lectura :
Encuentra los Términos Literarios en la Historia Calentamientos: Leer a través
de trabajo de ayer - Romeo y Julieta. * Los estudiantes demuestran una Efectos
literario de personajes de una de creación propia yámbico verso endecasílabo al
estilo de Shakespeare . * Folleto: Seleccione una estrofa y analizar los efectos
de la uso del autor de elementos literarios . (Estudiante - CORRECTO ) *
Presente : hallazgos en una representación visual formato (por ejemplo , tabla de
caracteres ) y aportar pruebas de texto para apoyar su análisis. * Al final de
esta unidad , estudiantes crearán Analogía y juegos de palabras 4 estrofa de
ASSESSMENTS:
VOCABULARY
ASSESSMENT
ASSESSMENTS:
VOCABULARY
ASSESSMENTDEAR
DEAR
READING
READING
VOCABULARY
AND
DEW
GAMES
VOCABULARY
AND
DEW
GAMES
AND
RETURN
AND WRITING
WRITING PREVIOUS
HOMEWORK
RETURNTO
TODRIVER
DRIVER
NEXT
PREVIOUS
NEXT
Choices Magazine Online
NEWSPAPER
PERIÓDICO
1. Describe the cover page.
www.scholastic.com/choices
2. Choose one article.
3. Read it using the reading strategies.
4. Answer the questions or participate in the activity on the Choices Magazine
site for that article: www.scholastic.com/choices
LITERATURE
NEWSPAPER AND MAGAZINE
5. Turn this in by Friday of each week. You may use this for one of the
“Newspaper” assignments.
http://www.scholastic.com/scholastic_thanksgiving/?esp=SBC/ib/20151101////t
hanksgiving/TeacherContent/SiteWideTheme//
1.
2.
3.
4.
Describir la portada.
Elija un artículo.
Lea usando las estrategias de lectura.
Responda a las preguntas o participar en la actividad en el sitio Revista
opciones para ese artículo.
5. Assignment
Gire estoForenChoices
el viernes
de cada semana. Usted puede usar esto para una
Magazine
de las asignaciones de " diario".
LITERATURE
HOMEWORK
READING
AND WRITING
This week, use your newspaper
activity and add this step. Find
the grammar examples in the
article you chose to read. Find
Hyphens in the text of the
articles. --Microsoft® Translator
VOCABULARY
GAMES
ASSESSMENTS:
VOCABULARY AND DEW
ASSESSMENT DEAR
PREVIOUS
NEXT
RETURN TO DRIVER
Esta semana, utilice su actividad diario
y añadir este paso. Encontrar los
ejemplos
de gramática en el artículo que ha
elegido leer.
Encontrar guiones en el texto de
los artículos. -----
Newspaper
http://bijleszaanstad.nl/oefen
blaadjes/taal/engels/texts/te
xt6e.pdf
https://www.google.com/searc
h?q=summarize&sa=X&biw=1
420&bih=758&tbm=isch&tbo=
u&source=univ&ved=0CD4Qs
ARqFQoTCMiDg6n7gMgCFQ
rOgAodJEIKTQ&dpr=0.9
LITERATURE
HOMEWORK
READING
AND WRITING
VOCABULARY
GAMES
ASSESSMENTS:
VOCABULARY AND DEW
ASSESSMENT DEAR
PREVIOUS
NEXT
RETURN TO DRIVER
1. ANALYZE THIS__________________________
2. Using your strategies read “________________________________.” Using
complete sentences, write three ideas that you noticed while reading. Add your
own “diction/voice/tone.” Do not copy the information.
Usando sus estrategias leen " ________________________________ . " El uso de oraciones completas , escribir tres ideas que usted notado
durante la lectura. Añada su propia " dicción / voz / tono. " No copie la información
____________________________________________________________________
3. Find three sentences in ___________ that support the ideas above. “_______”
Encuentra tres frases en ____________ que apoyan las ideas anteriores . " _____"
_____________________________________________________________________
4. What did you think or feel about the subject? ¿Qué es lo que usted piensa o siente sobre el tema?
_____________________________________________________________________
LITERATURE
HOMEWORK
READING
AND WRITING
VOCABULARY
GAMES
ASSESSMENTS:
VOCABULARY AND DEW
ASSESSMENT DEAR
PREVIOUS
NEXT
RETURN TO DRIVER
ASIGNACIÓN
Utilizar el proceso de escritura para componer un ensayo argumentativo utilizando una variedad de técnicas literarias.
Utilizar habilidades de hablantes eficaces para presentar su argumento de la clase o un pequeño grupo.
Aplicaciones de aprendizaje: Análisis de literatura / lista de verificación:
1. Considerar la: finalidad y caracteres del autor:
punto de vista el tono tema imágenes de lenguaje figurado
2. Pre – escritura:
(lluvia de ideas: escribir todas palabras usted puede pensar de la. Utilice las categorías para pensar en palabras. )
La categorización (¿quién? ¿Qué? ¿Donde? ¿Cuando? ¿Por qué? ¿Cómo? ¿Sentidos? ¿Las emociones? ¿Otros? )
Escritura de la hoja burbuja
3. peer conferencias y uso el par Editar lista no escriba en papeles del autor intercambiar papeles y analizar entre sí es
escritura utilice la hoja de análisis: Análisis de lista de verificación durante la revisión y edición. Un
4. creo que en voz alta:
•
identificar y subrayar el ambiente de las técnicas literarias específicas.
•
analizar los efectos en el poema.
5. mañana se le presente su argumento: aquí están algunas pautas: presentaciones efectivas deben incluir:
• Contacto visual
• hablar tarifa (p. ej. pausas de efecto)
• volumen
• enunciación determinados gestos • convenciones del lenguaje
LITERATURE
HOMEWORK
READING
AND WRITING
VOCABULARY
GAMES
ASSESSMENTS:
VOCABULARY AND DEW
ASSESSMENT DEAR
PREVIOUS
NEXT
RETURN TO DRIVER
BUBBLE SHEET
Begin, Middle, End
•
•
•
Michael
Saul
Mr. Elder
•
gave candy canes to the
children
•
•
•
•
threw candy at the
parade
and were warm all night
•
during the story
•
at Grandmas’ house
dio dulces cañas a los niños lanzaron
dulces en el desfile y miedo el Sr.
Elder muerte
•
grabbed a cup of hot
chocolate
y observó que los niños abren los
regalos
•
Mrs. Coultas
y encendió una vela
and watched the children open
the gifts
and lit a candle
•
at the restaurant
•
with red and green
ribbons
Coincidir con la frase de
español a la frase inglesa.
•
and it scared Mr. Elder to •
death
•
Jaqui
•
•
MAIN
MAIN DRIVER
DRIVER
followed an elf.
en el restaurante con cintas rojas y
verdes
watched a holiday movie
y eran caliente toda la noche
went to the Christmas
party
durante la historia en casa de abuelas
cogió una taza de caliente chocolate
•
baked a dozen Christmas
cookies
•
Mrs. Moore
•
______ (your name)
seguido un elfo. visto que una película
de vacaciones fui a la fiesta de
Navidad al horno galletas de Navidad
una docena _______(tu nombre)
LITERATURE
HOMEWORK
POETRY VOCABULARY
Figurative Language
Simile
Personification
Oxymoron
Figurado lenguaje
símil
personificación
oxímoron
READING
AND WRITING
VOCABULARY
GAMES
ASSESSMENTS:
VOCABULARY AND DEW
ASSESSMENT DEAR
PREVIOUS
NEXT
RETURN TO DRIVER
VOCABULARIO DE POESÍA
Metaphor
Hyperbole
Paradox
metáfora
hipérbole
paradoja
Sound Devices
Alliteration
Assonance
Consonance
Onomatopoeia
Sonido dispositivos
aliteración
asonancia
consonancia
onomatopeya
Imagery or Sensory
Visual
Tactile
Kinesthetic/Tactile
Auditory
Olfactory
Gustatory
Imágenes o sensorial
Visual
táctil
cinestésica/táctil
auditivo
olfativa
gustativa
Review and Pre Loading Poetry Terms
Meter
Monometer
Trimeter
Pentameter
Heptameter
Dimeter
Tetrameter
Hexameter
Octameter
metro
Monometer
Trimeter
Pentameter
Heptameter
Dimeter
Tetrameter
Hexameter
Octameter
Types of Poems
Haiku
Limerick
Ballad
Lyric
Free Verse
Iamb
Anapest
Spondee
Cinquain
Narrative
Epic
Sonnets
Rhythm
Trochee
Dactyl
Pyrrhic
tipos de poemas
Haiku
Limerick
balada
lírica
verso libre
Iamb
Anapest
Cinquain
narrativa
épica
sonetos
ritmo
Trochee
Dactyl
LIBRARY BOOK ASSIGNMENT
• READ DAILY
• ANSWER THE FOLLOWING TYPES OF
QUESTIONS
– ANALYSIS
– EVALUATIVE
– CREATIVE
– CHARACTERIZATION
– RECALL
READING ASSESSMENT: Show Evidence from the Text
“We believe in bravery. We believe in taking action. We
believe in freedom from fear and in acquiring the skills to
force the bad out of our world so that the good can prosper
and thrive. If you also believe in those things, we welcome
you.” (Eric, chapter 32 page 412)
1. List at least two ways in which the protagonist has
lived by these ideals using evidence from the text.
2. List one example in which the protagonist has not
lived by these ideals.
3. How has the antagonist lived by these ideals? Give
two examples from the novel.
4. Which of the characters have not followed these
ideals? Choose one character and give at least one
example.
“The pain has been so constant for the past few
minutes that I have gotten used to it, like a person
gets used to a siren’s wail if it remains consistent.”
(chapter 34, page 431)
Some words or phrases the author uses triggers
additional questions in the reader’s mind. For example,
the words “a siren’s wail” may cause the reader to
wonder what kind of siren she is referring to. It is
questionable because the narrator has never mentioned
a siren, or a police or emergency force (besides
Dauntless). Perhaps it is a city-wide siren. Which then
prompts further questions, like: Who controls the
sirens for the city? What are they used for? Why is
Tris familiar with a constant siren wail?
What are some phrases/words in the book that make
YOU wonder or prompts further questions? Are there
any words the author has used that you question?
Write your thoughts on a separate sheet of paper.
Creemos en el valor. Creemos en la adopción de medidas . Creemos
en la libertad del miedo y en la adquisición de las habilidades a
forzar el mal de nuestro mundo de manera que el bien puede
prosperar y prosperar . Si también crees en esas cosas , te damos
la bienvenida."(Eric , capítulo 32 página 412)
1. Haga una lista de al menos dos formas en las que el
protagonista ha vivido por estos ideales utilizando evidencia
del texto .
2. Lista de un ejemplo en el que el protagonista no ha vivido
por estos ideales.
3. ¿Cómo ha vivido el antagonista por estos ideales? Dé dos
ejemplos de la novela.
4. ¿Cuál de los personajes no han seguido estos ideales ?
Elige un personaje y dar por lo menos un ejemplo.
"El dolor ha sido tan constante durante los últimos pocos
minutos que yo hemos acostumbrado a ella , como un persona
se acostumbra a ulular de una sirena si se mantiene
constante." ( capítulo 34 , página 431 )
Algunas palabras o frases las autor utiliza disparadores
adicionales preguntas en la mente del lector .
Por ejemplo, las palabras " una de las sirenas Wail " puede
hacer que el lector se preguntan qué tipo de sirena es
refiriéndose a. Es cuestionable porque el narrador nunca ha
mencionado una sirena , o un policía o de emergencia fuerza
(además Dauntless). Tal vez es una sirena en toda la ciudad.
¿Qué le pide más preguntas,como:¿Quién controla las sirenas
para la ciudad ? ¿Para qué se usan?
¿Por qué el carácter familiar con un gemido sirena constante?
¿Cuáles son algunas frases / palabras el libro que hará
preguntarse o le pide más preguntas ?
¿Hay palabras del autor ha usado que usted pregunta ?
Escriba sus pensamientos en un hoja de papel.
END OF NOVEL QUESTIONS
1. Survival of the Fittest OR Knowing the Right People?
How has the protagonist relied on others for his / her own
survival?
How has he or she relied on himself or herself?
Cite examples from the novel to support your answer.
2. POINT OF VIEW:
How would the story differ if it was narrated from the
antagonist's point of view?
Consider where the story would begin, which events would
be included, which new events may be added, and how it
might end.
3. THEMATIC CONNECTIONS:
Determine two or more themes or central ideas from the
novel; next, analyze their development over the course of
the text, including how they interact and build on one
another to produce a complex account.
4. PARALLEL PLOTS:
Determine two main conflicts in the novel.
How do the events for each conflict interact with one
another and build suspense?
Return to Driver
1. La supervivencia del más apto O Conocer a
la gente adecuada ? ¿Cómo se ha basado el
protagonista de otros para su / su propio
¿supervivencia? ¿Cómo ha sido él o ella se
basó en a sí mismo ? Cite ejemplos de la
novela de apoyar su respuesta .
2. PUNTO DE VISTA : ¿Cómo sería la historia
diferir si fue narrado desde el antagonista
de ¿Punto de vista? Considere donde la
historia lo haría comienzan , que serían
eventos incluido, que nuevos eventos pueden
se añadió , y cómo podría terminar.
3. CONEXIONES TEMÁTICAS : Determine
dos o más temas o las ideas centrales de la
novela ; próximo , analizar su desarrollo en
el transcurso del texto, incluyendo la forma
en que interactúan y construir el uno del
otro para producir una cuenta de complejo .
4. tramas paralelas : Determine dos conflictos
principales en la novela. ¿Cómo los eventos
para cada conflicto interactúan uno con el
otro y construir el suspenso?
LITERATURE
HOMEWORK
READING
AND WRITING
VOCABULARY
GAMES
ASSESSMENTS:
VOCABULARY AND DEW
ASSESSMENT DEAR
PREVIOUS
NEXT
RETURN TO DRIVER
END OF NOVEL QUESTIONS
FIN DE PREGUNTAS libros
1. Survival of the Fittest OR Knowing the Right People? How has Tris relied on others for
her own survival? How has she relied on herself? Cite examples from the novel to support your
answer.
2. POINT OF VIEW: How would the story differ if it was narrated from Four’s point of
view? Consider where the story would begin, which events would be included, which new events
may be added, and how it might end.
3. THEMATIC CONNECTIONS: Determine two or more themes or central ideas from the
novel; next, analyze their development over the course of the text, including how they
interact and build on one another to produce a complex account.
4. PARALLEL PLOTS: Determine two main conflicts in the novel. How do the events for each
conflict interact with one another and build suspense?
LITERATURE
HOMEWORK
READING
AND WRITING
VOCABULARY
GAMES
ASSESSMENTS:
VOCABULARY AND DEW
ASSESSMENT
DEAR
Return to Driver
PREVIOUS
NEXT
RETURN TO DRIVER
Effective presentations should include:
• Eye contact
• Speaking rate (e.g. pauses for effect)
• Volume
• Enunciation
• Purposeful gestures
• Conventions of language
Games
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Ninth grade
Here is a list of all of the skills students learn in•
ninth grade! These skills are organized into
categories, and you can move your mouse
•
over any skill name to view a sample question. •
To start practicing, just click on any link. IXL
•
will track your score, and the questions will
automatically increase in difficulty as you
•
improve!
•
Commas
A.1Commas with direct addresses,
•
introductory words, interjections,
•
interrupters, and antithetical phrases
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A.2Commas with series, dates, and places
A.3Commas with compound and complex
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sentences
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A.4Commas with coordinate adjectives
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A.5Commas: review
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Restrictive and nonrestrictive elements
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B.1What does the punctuation suggest?
B.2Commas with nonrestrictive elements
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Semicolons, colons, and commas
C.1Use semicolons and commas to separate
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clauses
C.2Use semicolons, colons, and commas with •
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lists
C.3Semicolons, colons, and commas review •
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Apostrophes
D.1Identify and correct errors with plural and •
possessive nouns
D.2Identify and correct errors with compound •
and joint possession
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Hyphens and dashes
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E.1Use hyphens in compound adjectives
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Pronouns
P.1Identify and correct errors with subject and
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object pronouns
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P.2Subject and object pronouns review
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P.3Pronouns after "than" and "as"
P.4Identify and correct pronoun errors with •
"who"
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P.5Use relative pronouns: who and whom
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P.6Use relative pronouns: who, whom, whose,•
which, and that
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P.7Identify vague pronoun references
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P.8Identify all of the possible antecedents
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P.9Correct inappropriate shifts in pronoun
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number and person
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Verbs
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Q.1Form the progressive verb tenses
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Q.2Form the perfect verb tenses
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Q.3Identify transitive and intransitive verbs
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Q.4Identify linking verbs, predicate adjectives,
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and predicate nouns
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Q.5Identify and correct inappropriate shifts in
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verb tense
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Active and passive voice
R.1Identify active and passive voice
R.2Rewrite the sentence in active voice
Adjectives and adverbs
S.1Choose between adjectives and adverbs
S.2Form and use comparative and superlative
adjectives
S.3Good, better, best, bad, worse, and worst
S.4Form and use comparative and superlative
adverbs
S.5Well, better, best, badly, worse, and worst
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X.2Use context as a clue to the meanings of
foreign expressions
X.3Use the correct foreign expression
Analogies
Y.1Analogies
Y.2Analogies: challenge
Word patterns
Z.1Word pattern analogies
Z.2Word pattern sentences
Prefixes
AA.1Words with preAA.2Words with reAA.3Words with subAA.4Words with misAA.5Words with un-, dis-, in-, im-, and nonSuffixes
BB.1Words with -ful
BB.2Words with -less
BB.3Words with -able and -ible
Greek and Latin roots
CC.1Sort words by shared Greek or Latin roots
CC.2Use Greek and Latin roots as clues to the
meanings of words
CC.3Use words as clues to the meanings of
Greek and Latin roots
CC.4Determine the meanings of Greek and
Latin roots
CC.5Determine the meanings of words with
Greek and Latin roots
Figurative language
DD.1Use personification
DD.2Interpret the meaning of allusions
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© 2004 by Education World®. Education World grants users permission to reproduce
this work sheet for educational purposes only.
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Analogy:
“SoftSchools.”Analogies Quizzes And Worksheets Web 2 October 2015.
http://www.softschools.com/language_arts/analogies/
“English on the Internet~Test Quizzes.” Language Shop Web 2 October 2015. <
http://www.aj.cz/testquiz/soutez113.htm>
http://examples.yourdictionary.com/analogy-examples-for-kids.htm
MLA Style
"Analogy Examples for Kids." YourDictionary, n.d. Web. 2 October 2015.
<http://examples.yourdictionary.com/analogy-examples-for-kids.html>
Read more at http://examples.yourdictionary.com/analogy-examples-forkids.html#wmqRx5VOr1XZAcvG.99
<a href="http://examples.yourdictionary.com/analogy-examples-for-kids.html">Analogy Examples for
Kids</a>
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Limericks:
“Limericks.” Brownielocks and the three Bears. Web.2 October 2015.
http://www.brownielocks.com/Limericks.html
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Everyday Edit: