This document discusses different types of sentences: simple sentences containing one piece of information, compound sentences joined by conjunctions like "and", and complex sentences containing one or more subordinate clauses that provide extra information about the main clause. It provides examples of each type and asks the reader to identify sentences in a short text passage and rewrite a children's story passage using more sophisticated language and varied sentence structures.
The document provides instructions and content for a booklet on key skills including paraphrasing, reading comprehension, vocabulary, editing, and grammar exercises. It contains multiple sections with tasks like rewriting sentences from a provided text, answering questions about a passage, matching words to definitions, correcting errors in writing, and completing grammar activities. The document serves as a study guide and assessment tool for language learners.
The document provides lesson materials for an English class. It includes objectives, activities, and explanations of literary elements like tone, mood, and author's purpose. The lesson covers analyzing a song for irony and hyperbole, determining tone and purpose. Students study tone, mood, and how they are conveyed. Examples of tone in speech are provided. Students analyze a fable called "The Lion and the Mouse" and complete exercises on verb tenses.
This document provides an English lesson on analyzing sound devices and figurative language in poems. It begins with defining different sound devices like onomatopoeia, alliteration, assonance and consonance. Students are then asked to identify examples of these devices in poems. Next, it discusses figurative language such as similes, metaphors and personification. Students practice identifying these in sentences. The last part covers idiomatic expressions, with students inferring the meanings from context clues in a poem and sentences. The purpose is to help students understand and analyze linguistic elements in poems.
This document contains a quiz about analyzing figures of speech, specifically similes. It provides examples of similes and asks the reader to identify the two things being compared in each simile. It also includes questions to test understanding of similes, such as completing similes with missing words or choosing the correct meaning of a simile from multiple options. The document appears to be from an English language learning course focused on analyzing different literary devices like similes.
The document provides examples and explanations of verb tenses, including the present, past, and future tenses. It discusses how the tense of a verb indicates the time frame of the action. There are exercises for students to identify and correct verb tenses in sentences. Key points covered include forming the past tense by adding "d" or "ed", uses of the present tense for general truths and habits, and using auxiliary verbs like "shall" and "will" to form the future tense.
1. The document contains a story from Panayan mythology about the creation of the world by Tungkung Langit and Alunsina due to jealousy and loneliness.
2. Tungkung Langit and Alunsina originally lived happily together in the heavens, but Alunsina became jealous of Tungkung Langit's attention to creating animals and plants on earth.
3. Without Alunsina's songs to soothe him, Tungkung Langit was overcome by loneliness, which led to him creating the world below for companionship.
The document provides examples of alternative ways to join sentences without using "if", such as using "had" or "should" instead. It then gives tasks for the reader to rewrite sentences replacing "if" with one of the alternatives. Another section discusses using participles like "having" and "-ing" to combine sentences. It provides examples and tasks for the reader to practice this technique. Finally, it discusses replacing boring conjunctions like "and" and "but" with less common ones to make writing more varied.
Lumnay attends the wedding ceremony of Awiyao and Madulimay despite her heartbreak over losing Awiyao. During the ceremony, she hears the gangsas (gongs) calling to her from afar. Overcome with emotion, she leaves and goes to the bean field clearing that she and Awiyao had begun cultivating. Lumnay sits among the bean plants, lost in thought about Awiyao and coming to terms with their separation as she listens to the gangsas in the distance.
The document provides instructions and content for a booklet on key skills including paraphrasing, reading comprehension, vocabulary, editing, and grammar exercises. It contains multiple sections with tasks like rewriting sentences from a provided text, answering questions about a passage, matching words to definitions, correcting errors in writing, and completing grammar activities. The document serves as a study guide and assessment tool for language learners.
The document provides lesson materials for an English class. It includes objectives, activities, and explanations of literary elements like tone, mood, and author's purpose. The lesson covers analyzing a song for irony and hyperbole, determining tone and purpose. Students study tone, mood, and how they are conveyed. Examples of tone in speech are provided. Students analyze a fable called "The Lion and the Mouse" and complete exercises on verb tenses.
This document provides an English lesson on analyzing sound devices and figurative language in poems. It begins with defining different sound devices like onomatopoeia, alliteration, assonance and consonance. Students are then asked to identify examples of these devices in poems. Next, it discusses figurative language such as similes, metaphors and personification. Students practice identifying these in sentences. The last part covers idiomatic expressions, with students inferring the meanings from context clues in a poem and sentences. The purpose is to help students understand and analyze linguistic elements in poems.
This document contains a quiz about analyzing figures of speech, specifically similes. It provides examples of similes and asks the reader to identify the two things being compared in each simile. It also includes questions to test understanding of similes, such as completing similes with missing words or choosing the correct meaning of a simile from multiple options. The document appears to be from an English language learning course focused on analyzing different literary devices like similes.
The document provides examples and explanations of verb tenses, including the present, past, and future tenses. It discusses how the tense of a verb indicates the time frame of the action. There are exercises for students to identify and correct verb tenses in sentences. Key points covered include forming the past tense by adding "d" or "ed", uses of the present tense for general truths and habits, and using auxiliary verbs like "shall" and "will" to form the future tense.
1. The document contains a story from Panayan mythology about the creation of the world by Tungkung Langit and Alunsina due to jealousy and loneliness.
2. Tungkung Langit and Alunsina originally lived happily together in the heavens, but Alunsina became jealous of Tungkung Langit's attention to creating animals and plants on earth.
3. Without Alunsina's songs to soothe him, Tungkung Langit was overcome by loneliness, which led to him creating the world below for companionship.
The document provides examples of alternative ways to join sentences without using "if", such as using "had" or "should" instead. It then gives tasks for the reader to rewrite sentences replacing "if" with one of the alternatives. Another section discusses using participles like "having" and "-ing" to combine sentences. It provides examples and tasks for the reader to practice this technique. Finally, it discusses replacing boring conjunctions like "and" and "but" with less common ones to make writing more varied.
Lumnay attends the wedding ceremony of Awiyao and Madulimay despite her heartbreak over losing Awiyao. During the ceremony, she hears the gangsas (gongs) calling to her from afar. Overcome with emotion, she leaves and goes to the bean field clearing that she and Awiyao had begun cultivating. Lumnay sits among the bean plants, lost in thought about Awiyao and coming to terms with their separation as she listens to the gangsas in the distance.
Punctuation is used to create clarity and emphasis in writing. It includes commas, periods, question marks, exclamation points, semicolons, colons, parentheses, brackets, hyphens, apostrophes, and quotation marks. This document provides guidelines on using each punctuation mark correctly, such as using commas in a series, periods to end sentences, question marks for questions, and quotation marks for direct speech. It also discusses hyphens for compound numbers and prefixes, and capitalization for proper nouns and titles. The document aims to help readers properly punctuate their writing.
This document provides instructions for drawing a pig and interpreting different aspects of the drawing. It discusses how the orientation and number of legs can indicate whether someone is secure or insecure. The size of the ears shows how good of a listener someone is. It also includes lessons on self-perception and understanding how others see you. Students are given tasks to describe themselves and have their classmates describe them, then compare the descriptions.
The document discusses various punctuation marks used in writing:
1. End marks (periods, question marks, exclamation points) and commas are used to separate parts of a sentence. Semicolons separate parts of compound sentences.
2. Colons are used before lists or time. Italics are used for titles. Quotation marks enclose direct quotes. Apostrophes show possession or omission in contractions.
3. Hyphens divide words at line ends or form compound numbers/fractions. Dashes set off extra information. The stroke shows alternatives. Omission marks imply missing text. Brackets indicate optional or extra information.
This document discusses strategies for developing vocabulary through context clues. It provides examples of different types of context clues including semantic clues like definitions, appositives, comparisons, and explanations. Syntactic clues refer to clues about a word's part of speech. Presentation clues refer to visual aids or organizational structures that can help determine a word's meaning. The document also includes two exercises where readers use context clues to determine the meaning of underlined words.
Here are 6 sentences using hyphens and dashes with sensory images:
1. The sweet-smelling-jasmine filled the air as the sun-drenched flowers bloomed in the garden.
2. A melody of birdsong—loud tweets and chirps—echoed through the dew-covered trees.
3. The crisp-autumn breeze carried the scent of burning leaves—a smoky, earthy aroma.
4. Waves crashed upon the shore—a roar that was deafening yet soothing to the ear.
5. The tart-tasting berries burst in her mouth, releasing tart-yet-sweet juices on her tongue.
6. Her fingers
Here are the steps to improve readability:
1. Add punctuation and capitalization:
Early Greek had hardly any punctuation.
Fonoitceridehtdegnahcnevedna*
Their writing at the end of each line later
Tahtgnitirwofawayotdegnahoyeht*
That favored right-handed people and showed
Where a new paragraph began by und
2. Separate words:
Early Greek had hardly any punctuation.
Fono it ceri deht degna hcn ev edna*
Their writing at the end of each line later
Taht gnitir wof ayo tdegna hoy eht
- The document is a reading comprehension worksheet about the poem "Father William" by Lewis Carroll.
- It includes questions about prefixes, suffixes, rhyme schemes, and analyzing the poem as a parody.
- The questions cover topics like identifying prefixes and suffixes, analyzing the rhyme scheme, comparing the poem to the work it parodies, and a true/false quiz about details in the poem.
This document provides an overview and examples of different grammar concepts including parts of speech, prepositions, verbs/adverbs, gerunds, sentence structure, conjunctions, commas, appositives, parenthetical phrases, passive/active voice, and colons. It includes examples and exercises for students to identify these concepts. Key information and examples are provided for each grammar topic to help students learn.
Grammar Presentation 2: Joon, Vai, and ElijahJaimie
The document discusses proper use of quotation marks, including rules for direct quotations, indirect quotations, and punctuation related to quotations. Direct quotations use quotation marks to set off exact words from another source. Indirect quotations summarize or rephrase another's words without quotation marks. Punctuation always appears within the closing quotation mark.
The document provides a lesson plan on using context clues to determine the meaning of unfamiliar words. It includes:
1) Objectives for students to be able to use context clues to improve comprehension and identify clue types.
2) Examples of context clue types like definition, synonym, antonym, and general information. Sentences demonstrate each clue.
3) A procedure for presenting context clues including example words and sentences for students to practice identifying meanings.
4) An evaluation where students work in groups to determine context clue types used in example sentences.
This document discusses various punctuation marks and how to use them properly. It covers periods, commas, question marks, exclamation points, colons, semicolons, quotation marks, apostrophes, hyphens, dashes, brackets, and capital letters. For each punctuation mark, it provides examples of proper usage and explains the purpose or meaning conveyed. The goal is to teach the reader how to structure and organize writing using punctuation.
The Centipede (Literal or Figurative?) Plus Context CluesAna Kristina Abdala
Determine whether each statement below is literal or figurative. Write L if the statement is literal (i.e. there is no other meaning). Write F if the statement is figurative (i.e. there is an underlying meaning).
1. Berto was tasked by Delia to kill Berto‘s adopted dog.
2. Centipedes often scare people because of how they look.
3. Delia‘s resentment toward Eddie could be traced back to their mother‘s death.
4. Eddie saw his sister as a thorn on his side – something which should be plucked.
5. Eddie‘s feelings toward his sister could be compared to that of an overheated kettle.
6. Eddie‘s sister was stunned when she saw the centipede.
7. Even as a young boy, Eddie already had the instincts of a hunter.
8. For most of the story, Eddie and Delia were like oil and water.
9. Once, Eddie thought that Delia was extending the olive branch to him.
10. Their father often told Eddie and Delia to keep the peace.
This document discusses how writers create style through word choice and word order. It covers choosing words based on formality, concreteness, and unusualness. Word order and syntax are also important for emphasis and meaning. Writers make small decisions that shape their distinctive style over time. The document provides examples of word choices that convey different feelings and tones. It encourages analyzing an author's word choices and order to understand their intended style.
This document provides a learning package for a Grade 7 English class on proverbs. It includes lessons, tasks, and examples of Filipino proverbs. The first lesson discusses the value of elders' wisdom as expressed through proverbs. It provides true/false questions and examples of synonyms and antonyms. The text then discusses the work of Damiana L. Eugenio in compiling proverbs and categorizes proverbs into groups including those expressing general attitudes towards life, ethical proverbs, and humorous proverbs. Examples of proverbs are provided for each category. Students are assigned comprehension tasks including confirming or disconfirming statements about the text and practicing the use of pronouns.
This document provides an introduction and overview of a Grade 7 English learning package. It outlines the goals and tasks for Lesson 1, which focuses on valuing the wisdom of elders through proverbs. The lesson allows students to appreciate proverbs as guides that express ancestral wisdom and values. It includes an article about the collection of Philippine proverbs and examples of proverbs categorized by common themes. Overall, the learning package aims to engage students in exploring texts and strengthening their English language and critical thinking skills.
This document discusses Philippine proverbs and their importance in preserving cultural identity and wisdom. It provides examples of proverbs organized into categories like those expressing general attitudes towards life or ethical proverbs. Proverbs are concise expressions of cultural norms and beliefs that were gathered and studied extensively by anthropologist Damiana Eugenio. Their brevity allows them to effectively impart lessons compared to longer forms. Preserving proverbs through continued use and new representations helps maintain cultural heritage and identity.
The document discusses word choice and style in writing. It provides examples of informal versus formal diction, usual versus unusual word choices, and concrete versus abstract language. The document emphasizes that word choice contributes greatly to an author's style and the tone and feelings conveyed. Writers must choose words carefully based on their audience and purpose. Overall style is shaped by many small decisions around diction.
The document provides information about personal pronouns:
- It defines personal pronouns as nouns used in place of people or things. Common personal pronouns are listed.
- Examples are given of rewriting sentences to replace nouns with corresponding personal pronouns to avoid repetition.
- The use of personal pronouns in autobiographical writing is discussed as the author writes about themselves.
The document discusses the key components of paragraphs, including topic sentences. A paragraph contains related sentences that develop a main idea and has an introduction, body, and conclusion. A topic sentence states the main idea and controls the other sentences in the paragraph. Topic sentences can be stated at the beginning, middle, or end of a paragraph or implied. The positions and types of topic sentences are illustrated with multiple examples.
This document contains a thought for the day activity involving matching expressions to their visual representations through connecting lines. It also contains reading comprehension questions about context clues. The questions cover identifying context clues, applying context clues to define words, and identifying the type of context clue being used. Context clues discussed include definition/explanation clues, synonym/restatement clues, contrast/antonym clues, and inference/general context clues.
This document contains a thought for the day activity involving matching expressions to their visual representations through connecting lines. It includes 5 multiple choice questions testing understanding of vocabulary words like "rash", "Jack of all trades", and "intrude" based on context clues in short passages. Context clue types discussed are definition/explanation, synonym/restatement, contrast/antonym, and inference/general context.
Punctuation is used to create clarity and emphasis in writing. It includes commas, periods, question marks, exclamation points, semicolons, colons, parentheses, brackets, hyphens, apostrophes, and quotation marks. This document provides guidelines on using each punctuation mark correctly, such as using commas in a series, periods to end sentences, question marks for questions, and quotation marks for direct speech. It also discusses hyphens for compound numbers and prefixes, and capitalization for proper nouns and titles. The document aims to help readers properly punctuate their writing.
This document provides instructions for drawing a pig and interpreting different aspects of the drawing. It discusses how the orientation and number of legs can indicate whether someone is secure or insecure. The size of the ears shows how good of a listener someone is. It also includes lessons on self-perception and understanding how others see you. Students are given tasks to describe themselves and have their classmates describe them, then compare the descriptions.
The document discusses various punctuation marks used in writing:
1. End marks (periods, question marks, exclamation points) and commas are used to separate parts of a sentence. Semicolons separate parts of compound sentences.
2. Colons are used before lists or time. Italics are used for titles. Quotation marks enclose direct quotes. Apostrophes show possession or omission in contractions.
3. Hyphens divide words at line ends or form compound numbers/fractions. Dashes set off extra information. The stroke shows alternatives. Omission marks imply missing text. Brackets indicate optional or extra information.
This document discusses strategies for developing vocabulary through context clues. It provides examples of different types of context clues including semantic clues like definitions, appositives, comparisons, and explanations. Syntactic clues refer to clues about a word's part of speech. Presentation clues refer to visual aids or organizational structures that can help determine a word's meaning. The document also includes two exercises where readers use context clues to determine the meaning of underlined words.
Here are 6 sentences using hyphens and dashes with sensory images:
1. The sweet-smelling-jasmine filled the air as the sun-drenched flowers bloomed in the garden.
2. A melody of birdsong—loud tweets and chirps—echoed through the dew-covered trees.
3. The crisp-autumn breeze carried the scent of burning leaves—a smoky, earthy aroma.
4. Waves crashed upon the shore—a roar that was deafening yet soothing to the ear.
5. The tart-tasting berries burst in her mouth, releasing tart-yet-sweet juices on her tongue.
6. Her fingers
Here are the steps to improve readability:
1. Add punctuation and capitalization:
Early Greek had hardly any punctuation.
Fonoitceridehtdegnahcnevedna*
Their writing at the end of each line later
Tahtgnitirwofawayotdegnahoyeht*
That favored right-handed people and showed
Where a new paragraph began by und
2. Separate words:
Early Greek had hardly any punctuation.
Fono it ceri deht degna hcn ev edna*
Their writing at the end of each line later
Taht gnitir wof ayo tdegna hoy eht
- The document is a reading comprehension worksheet about the poem "Father William" by Lewis Carroll.
- It includes questions about prefixes, suffixes, rhyme schemes, and analyzing the poem as a parody.
- The questions cover topics like identifying prefixes and suffixes, analyzing the rhyme scheme, comparing the poem to the work it parodies, and a true/false quiz about details in the poem.
This document provides an overview and examples of different grammar concepts including parts of speech, prepositions, verbs/adverbs, gerunds, sentence structure, conjunctions, commas, appositives, parenthetical phrases, passive/active voice, and colons. It includes examples and exercises for students to identify these concepts. Key information and examples are provided for each grammar topic to help students learn.
Grammar Presentation 2: Joon, Vai, and ElijahJaimie
The document discusses proper use of quotation marks, including rules for direct quotations, indirect quotations, and punctuation related to quotations. Direct quotations use quotation marks to set off exact words from another source. Indirect quotations summarize or rephrase another's words without quotation marks. Punctuation always appears within the closing quotation mark.
The document provides a lesson plan on using context clues to determine the meaning of unfamiliar words. It includes:
1) Objectives for students to be able to use context clues to improve comprehension and identify clue types.
2) Examples of context clue types like definition, synonym, antonym, and general information. Sentences demonstrate each clue.
3) A procedure for presenting context clues including example words and sentences for students to practice identifying meanings.
4) An evaluation where students work in groups to determine context clue types used in example sentences.
This document discusses various punctuation marks and how to use them properly. It covers periods, commas, question marks, exclamation points, colons, semicolons, quotation marks, apostrophes, hyphens, dashes, brackets, and capital letters. For each punctuation mark, it provides examples of proper usage and explains the purpose or meaning conveyed. The goal is to teach the reader how to structure and organize writing using punctuation.
The Centipede (Literal or Figurative?) Plus Context CluesAna Kristina Abdala
Determine whether each statement below is literal or figurative. Write L if the statement is literal (i.e. there is no other meaning). Write F if the statement is figurative (i.e. there is an underlying meaning).
1. Berto was tasked by Delia to kill Berto‘s adopted dog.
2. Centipedes often scare people because of how they look.
3. Delia‘s resentment toward Eddie could be traced back to their mother‘s death.
4. Eddie saw his sister as a thorn on his side – something which should be plucked.
5. Eddie‘s feelings toward his sister could be compared to that of an overheated kettle.
6. Eddie‘s sister was stunned when she saw the centipede.
7. Even as a young boy, Eddie already had the instincts of a hunter.
8. For most of the story, Eddie and Delia were like oil and water.
9. Once, Eddie thought that Delia was extending the olive branch to him.
10. Their father often told Eddie and Delia to keep the peace.
This document discusses how writers create style through word choice and word order. It covers choosing words based on formality, concreteness, and unusualness. Word order and syntax are also important for emphasis and meaning. Writers make small decisions that shape their distinctive style over time. The document provides examples of word choices that convey different feelings and tones. It encourages analyzing an author's word choices and order to understand their intended style.
This document provides a learning package for a Grade 7 English class on proverbs. It includes lessons, tasks, and examples of Filipino proverbs. The first lesson discusses the value of elders' wisdom as expressed through proverbs. It provides true/false questions and examples of synonyms and antonyms. The text then discusses the work of Damiana L. Eugenio in compiling proverbs and categorizes proverbs into groups including those expressing general attitudes towards life, ethical proverbs, and humorous proverbs. Examples of proverbs are provided for each category. Students are assigned comprehension tasks including confirming or disconfirming statements about the text and practicing the use of pronouns.
This document provides an introduction and overview of a Grade 7 English learning package. It outlines the goals and tasks for Lesson 1, which focuses on valuing the wisdom of elders through proverbs. The lesson allows students to appreciate proverbs as guides that express ancestral wisdom and values. It includes an article about the collection of Philippine proverbs and examples of proverbs categorized by common themes. Overall, the learning package aims to engage students in exploring texts and strengthening their English language and critical thinking skills.
This document discusses Philippine proverbs and their importance in preserving cultural identity and wisdom. It provides examples of proverbs organized into categories like those expressing general attitudes towards life or ethical proverbs. Proverbs are concise expressions of cultural norms and beliefs that were gathered and studied extensively by anthropologist Damiana Eugenio. Their brevity allows them to effectively impart lessons compared to longer forms. Preserving proverbs through continued use and new representations helps maintain cultural heritage and identity.
The document discusses word choice and style in writing. It provides examples of informal versus formal diction, usual versus unusual word choices, and concrete versus abstract language. The document emphasizes that word choice contributes greatly to an author's style and the tone and feelings conveyed. Writers must choose words carefully based on their audience and purpose. Overall style is shaped by many small decisions around diction.
The document provides information about personal pronouns:
- It defines personal pronouns as nouns used in place of people or things. Common personal pronouns are listed.
- Examples are given of rewriting sentences to replace nouns with corresponding personal pronouns to avoid repetition.
- The use of personal pronouns in autobiographical writing is discussed as the author writes about themselves.
The document discusses the key components of paragraphs, including topic sentences. A paragraph contains related sentences that develop a main idea and has an introduction, body, and conclusion. A topic sentence states the main idea and controls the other sentences in the paragraph. Topic sentences can be stated at the beginning, middle, or end of a paragraph or implied. The positions and types of topic sentences are illustrated with multiple examples.
This document contains a thought for the day activity involving matching expressions to their visual representations through connecting lines. It also contains reading comprehension questions about context clues. The questions cover identifying context clues, applying context clues to define words, and identifying the type of context clue being used. Context clues discussed include definition/explanation clues, synonym/restatement clues, contrast/antonym clues, and inference/general context clues.
This document contains a thought for the day activity involving matching expressions to their visual representations through connecting lines. It includes 5 multiple choice questions testing understanding of vocabulary words like "rash", "Jack of all trades", and "intrude" based on context clues in short passages. Context clue types discussed are definition/explanation, synonym/restatement, contrast/antonym, and inference/general context.
The document discusses the appositive and provides three examples:
1. An appositive is a noun that renames a previous noun for more detail or emotion.
2. It provides the example sentence "The car, a new Porsche, ran out of gas" where Porsche is the appositive.
3. It instructs the reader to write a simple sentence and add an appositive phrase to rename the main noun.
K TO 12 GRADE 5 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)LiGhT ArOhL
This document provides lesson materials for teaching students about respect, verbs, and writing paragraphs. It includes pictures, reading passages, exercises, and discussion questions. For one activity, students are asked to role play lines from a story about a fox and wolf. They also practice identifying verbs and changing them between tenses. The document emphasizes learning about respectful behavior for Filipinos through showing respect to elders, people in authority, and God. It models writing a paragraph using an outline about characteristics of respectful and God-loving Filipinos.
The document provides instructions for joining sentences using relative pronouns like who, that, which, whose, and whom. It gives examples of simple sentences joined into a single sentence using these relative pronouns. The task section then prompts the reader to practice joining sentences in this way.
1. The document provides a reading comprehension guide and exercises to help students prepare for college entrance exams.
2. It discusses different reading comprehension strategies like identifying main ideas, supporting details, context clues, and inference.
3. Sample passages and questions are included to allow students to practice these skills.
The document discusses different aspects of written language including discourse, text, words, morphology, and context clues. It provides definitions and examples of discourse, text, and their key properties. It also explains different types of morphemes, affixes, compound words, and common context clues used to determine the meaning of unknown words.
ENGLISH LESSON FOR 5TH GRADER AND EDUCATIONAL MATERIAL FOR TEACHERSdustinatendido9
The story is about a fox and a wolf who meet in the forest one night. The hungry wolf threatens to eat the fox. However, the clever fox tricks the wolf by telling him about a delicious piece of meat at the bottom of a well. When the wolf looks down the well, the fox pushes him in. The story teaches that it is better to use one's wits than physical strength.
The document provides instructions and exercises for writing a descriptive paragraph. It explains that a descriptive paragraph should use vivid details to paint a clear picture of a person, place, thing, or idea for the reader. Students are guided through selecting a topic to describe, drafting sentences with relevant details, and revising their paragraph to improve its organization and clarity. Examples of strong descriptive paragraphs are provided for analysis. Finally, students are given exercises to write a descriptive paragraph about themselves.
The document outlines eight patterns of development used in writing: narration, description, definition, classification and exemplification, comparison and contrast, cause and effect, problem-solution, and persuasion. It provides examples and characteristics of each pattern, including signal words commonly used to indicate each pattern. For narration, description, and definition, it discusses different varieties within each pattern such as objective vs. subjective description.
This document discusses different types of context clues that can be used to determine the meaning of unfamiliar words:
1. Example clues use familiar words and phrases in a sentence to illustrate the meaning of unfamiliar words.
2. Comparison and contrast clues compare or contrast an unfamiliar word with a familiar word.
3. Inference clues use hints and context to make educated guesses about a word's meaning.
The document provides examples of different context clue types and how they can help readers understand unfamiliar vocabulary.
The document discusses techniques for analyzing tone in fiction writing, including DIDLS (Diction, Syntax, Imagery, Details, Language, Structure). It provides examples of different types of diction (word choice) and sentence structures that can affect tone. Imagery is described as using language to create sensory impressions and evoke responses in readers. Details are facts that support the author's attitude or tone.
This document provides excerpts from lesson plans on discovering voice in middle and high school writing. The excerpts focus on diction, detail, and other literary devices. They include short passages from novels followed by discussion questions that ask students to analyze the author's word choices and how they impact meaning and create vivid mental images for the reader. The questions also prompt students to experiment with these devices in their own writing.
This document provides information and guidelines on various punctuation marks:
1. The full stop is used to end sentences that are not questions or exclamations, and to indicate abbreviations. It can also be used after a single word sentence.
2. The comma is used to separate elements in a list, enclose insertions or comments, and mark off phrases. Misplacing a comma can change the meaning of a sentence.
3. Other punctuation covered includes the apostrophe for possession and contractions, capitalization rules, the exclamation mark for emphasis, the question mark for questions, and hyphens to avoid ambiguity.
The document discusses different types of sentences according to their structure: simple, compound, complex, and compound-complex. It provides examples of each type and explains their characteristics. The key differences are: simple sentences contain one independent clause, compound sentences contain at least two independent clauses, complex sentences contain one independent clause and at least one dependent clause, and compound-complex sentences contain at least two independent clauses and at least one dependent clause. The document also reviews subordinate and independent clauses.
How I Spent My Holidays School Essay. Essay about my school holidayafjzdtooeofvaa
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This document provides instruction on using apostrophes, brackets, speech marks, and complex sentences. It begins by explaining the use of apostrophes to show possession and omission. Examples are provided and the reader is asked to practice inserting apostrophes. The use of brackets to include additional information in sentences is then covered, with examples given of rewriting sentences to include brackets. Next, the document discusses using speech marks to indicate spoken words, and examples are provided for the reader to rewrite while properly punctuating speech. Finally, the document defines complex sentences as containing both a main and subordinate clause, and examples are given for the reader to identify the main clause.
The document discusses emphasis and variety in writing. It defines emphasis as putting focus on important ideas, and variety as sustaining reader interest. It recommends using different sentence structures, lengths, and types to create variety and emphasis. These include starting or ending sentences with important words, inverting word order, repeating words, using balanced sentences, and ending sentences with prepositions. The document also provides examples of revising sentences to improve emphasis through these techniques.
The document provides an overview of parts of speech and grammar concepts. It defines eight main parts of speech - nouns, verbs, adjectives, adverbs, prepositions, conjunctions, pronouns, and interjections. It also discusses subjects and predicates as the two main parts of a sentence. Additionally, it explains different types of sentences such as declarative, interrogative, and imperative sentences and how they are punctuated. Finally, common sayings and phrases are defined through examples to illustrate their meanings.
The document discusses various parts of speech and grammar concepts. It defines nouns, verbs, adjectives, pronouns, conjunctions, prepositions, and other parts of speech. It also explains sentence structure, including subjects and predicates. Additionally, it provides examples of different types of sentences such as declarative, interrogative, and imperative sentences. Finally, the document discusses common sayings and phrases like "actions speak louder than words" and explains their meanings.
The document discusses various new media technologies used at different stages of a project. PowerPoint and Word were used to create planning documents, which were then uploaded to SlideShare to share on other platforms like YouTube and blogs. Prezi was used to create a more creative slideshow presentation. Survey Monkey was used to conduct audience research through online surveys. A camera was used to record video footage from different angles. Email was used to plan meetings with artists. And Blogger was used as a central hub to upload and organize all work into an online portfolio.
The document discusses the various new media technologies used at different stages of a project. Slideshare and Kizoa were used in the research, planning, and construction stages to share documents, images, and create explainer videos. Prezi was used to create interactive presentations showcasing work. YouTube and Blogger allowed sharing of the final music video and storing all work. A digital camera was used to film footage and take photos. Premiere Pro and Photoshop were used to edit video, add effects, and design packaging - helping craft the desired genre and style. Various technologies were chosen strategically at each stage to effectively plan, create, and showcase the final pieces.
The document discusses the various new media technologies used at different stages of a project. Slideshare and Kizoa were used in the research, planning, and construction stages to share documents, images, and create explainer videos. Prezi was used to create interactive presentations showcasing the work. YouTube and Blogger allowed sharing the final music video publicly and storing all work. A digital camera captured footage and photos. Premiere Pro and Photoshop were used to edit the video, adding effects, and design packaging—helping craft the desired genre and style. Care was taken to choose which technologies best served the purpose and ensured high quality presentation of the work.
The document discusses how new media technologies were used at different stages of a project. Slideshare was used to post PowerPoint presentations to the author's blog. Kizoa allowed the author to create a short video showing potential props and locations for a music video. Prezi was used to create interactive images that could be displayed on the blog. YouTube was used to upload and embed finished products, including the full music video. Blogger was the main platform used to display all work and allow access online through different layouts and styles.
The document discusses how the media product challenges conventions of real music videos in several ways:
1) It breaks the fourth wall by having scenes where the artist acknowledges the camera as well as scenes where he is part of a narrative storyline.
2) It uses motifs like costumes and a guitar to identify the artist and genre, and changes one motif by having the artist smash a guitar.
3) It bookends the video with the artist sitting on a bench, mirroring real videos that return to original scenery.
The music video uses conventions of the genre of R&B music videos through its visual style and editing techniques. It employs close-ups of the female artist according to the Laura Mulvey theory of the male gaze. It also matches the pace of editing to the music. The digipak and magazine advertisement continue this branding strategy through consistent imagery and layout. Overall, the media product develops conventions of R&B music videos to tell a narrative that challenges gender roles by portraying independent women.
This document discusses how the media product challenges and develops conventions of real rap music videos through various stylistic choices. It provides 10 still images from the music video with explanations of how each shot challenges or develops conventions. For example, still images 1-3 discuss how close-up shots and breaking the fourth wall create connection with audiences, while still image 6 develops close-ups further. Still image 10 highlights the use of cloning, an effect not typically seen in rap videos. The document also discusses how the digipak and magazine advert develop themes and styles seen in other rap media products to stay consistent with conventions.
The music video uses conventions of the genre of R&B music videos through its visual style and editing techniques. Close-ups of the female artist are used to adhere to the Laura Mulvey theory of the male gaze. The editing pace also matches the music to connect the visuals and lyrics. The digipak and magazine advertisement further develop the brand identity through consistent imagery and layout that matches conventions in their formats. Overall, the media product challenges conventions slightly by featuring other individuals beyond just the artist but generally uses and develops typical R&B music video and marketing forms.
The document describes 12 scenes from a music video. The first scene shows the artist playing music and walking towards the camera. Scenes 2-4 show the artist stuck in a boring office job and writing song lyrics. Scenes 5-6 depict the artist screwing up the lyrics and throwing them away. Scenes 7-9 cut between the artist singing the same word in different positions to emphasize the beat. Scene 10 shows the artist aggressively throwing paperwork, indicating he is quitting his job to pursue music. Scene 11 cuts between the artist quickly walking out of the office door. The final scene depicts the artist practicing playing on stage, hoping for a music career.
This document discusses how the media product adheres to or challenges conventions of real R&B music videos and related media. It notes that body shots of the artist were used to illustrate genre and entice the audience, in line with Laura Mulvey's convention. Close-ups were incorporated to create a relationship with the audience and sense of voyeurism. The digipak and magazine ad feature the main artist image and consistent branding to make the artist recognizable. Lyrics and visuals, as well as music and editing, are linked to portray the song's message and artist's emotions through conventions typical of music videos.
This short document contains a series of seemingly random words with no context or connection. It provides very little meaningful information that could be summarized in just a few sentences.
Both albums by the indie band Catfish and The Bottlemen feature song lists shaped into objects with potential hidden meanings. The first album shapes songs into a cup, while the second forms a trophy, possibly representing the band's career achievements after receiving an award. Another significant element of both albums is that each song is titled with a single word, meant to easily stick in listeners' minds and make the band more memorable. The albums are called "The Balcony" and "The Ride" in reference to where the songs were written and the feeling of the band's journey so far. Similarly, the album discussed shapes each song title as one word to maintain consistency and memorability throughout, and its title 48:13 refers to the
This document summarizes and compares three record labels - Domino Records, Sony Music, and Warner Music Group - in terms of their artists, styles of music, and suitability for signing an indie solo artist. Domino Records is identified as the best fit as it features similar indie and solo artists like Arctic Monkeys and Alex Turner. In contrast, the artists on Sony Music and Warner Music Group are deemed too mainstream or focused on genres like pop/R&B that do not match the artist's style. Domino Records is also described as being based in the UK like the artist.
Both albums by the indie band Catfish and The Bottlemen feature song titles shaped into objects and consisting of single words to make them memorable. The first album shapes songs into a cup, while the second forms a trophy, possibly representing the band's career achievements. Both designs could provide hidden meanings and be applied to other artists. The single-word song titles make the words stick in listeners' minds more easily and help make the band more recognizable, contributing to their success.
The document analyzes magazine advertisements for various artists. It finds that effective ads prominently feature the artist's name in a bold, recognizable font to attract fans. They also depict the artist's image and use a layout and design matching the album cover to clearly associate the ad with the artist and album. This creates a consistent brand identity across formats that makes the album easy for fans to identify and purchase.
The document analyzes magazine advertisements for various artists. It finds that effective ads prominently feature the artist's name in a bold, recognizable font to attract fans. They also include the artist's image and mirror the album cover design to clearly associate the ad with the album. This creates a consistent brand identity across formats that makes the album easy for fans to identify and purchase.
The document discusses sending out a survey to gather name ideas for an indie artist. Based on the few responses received, one name stood out as the top choice - Jake Owen. The document concludes that Jake Owen will be the name used.
Screenshots of editing of my filming lucas sneddonwhslaura
This document provides descriptions of scenes from a music video being edited. It introduces the artist and song at the beginning. The first scene shows the artist drinking a beer in the fridge to represent song lyrics. Another scene depicts the artist playing guitar in his room to reflect how artists start out. An echo effect was added to the artist to suggest he frequently practices with his guitar. The next shot shows the artist walking down an alley beside his house to continue the story and portray where he came from. A scene was cut up and rearranged to match the guitar beat and create a time lapse effect.
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2. Week 1
Types of sentences
1. Simple sentence:
contains only one piece of information …
e.g. ‘The cat sat on the mat.’
Top tip: these can be very dramatic and build suspense. Fragments or
minor sentences can also be used for this purpose, e.g. Stop!
2. Compound sentences:
contain more than one piece of information. The words ‘and’, ‘but’
and ‘or’ are used to join two simple sentences together.
e.g. ‘The cat sat on the mat and licked his paw.’
3. Complex sentences:
also contain more than one piece of information. They are made up of
several parts or clauses. At least one of these will be a main clause,
which contains the main information of the sentence. There will also
be one or more subordinate clauses which give extra information
about what is happening. The subordinate clause cannot make sense
on its own. There are numerous ways of making complex sentences –
some are listed below:
a. An embedded subordinate clause:
e.g. The cat, who was eyeing my goldfish hungrily, needed lots of food.
b. Beginning with a subordinate clause:
e.g. Eyeing my goldfish hungrily, the cat paced back and forth beside the
fish bowl.
c. Surrounding the main clause with subordinate clauses:
e.g. Even though he had just eaten half a tin of cat food, Felix paced back
and forth beside the fish bowl, eyeing my goldfish hungrily,
Can you create your own examples of simple, compound and complex
sentences?
2
4. Week 3
Add some complexity
Re-write these extracts, changing the sentence structure to make them more powerful
and detailed.
a. I am very excited. I am going on holiday to America tomorrow. My whole
family are going. What’s really good is that I am allowed to take a best friend.
b. Cats are natural predators. When they see a bird or mouse it just means
excitement to them. Sometimes they kill without the desire to eat their prey.
Some cats can be shocked when they catch something.
Watch the length
These sentences are out of control. Re-write them, putting in punctuation to make
the meaning clearer.
a. The market was full of exciting smells and colours and noises and people and
new things.
b. Music can create the atmosphere you need to learn and it can even help you to
remember ideas because when you come to revise you can listen to the same
music and it will help you to recall the original idea because your memory has
made a link.
4
5. Add layers of meaning Week 4
A complex sentence has a main clause and one or more subordinate clauses:
They ate chocolates greedily, until they felt sick.
The main clause, “They ate chocolates greedily” can be understood by itself but the
subordinate clause, “until they felt sick” doesn’t make sense by itself.
Underline the main clause in red and the subordinate clause in blue, in these
sentences.
a. I hid under the duvet shaking, as the storm raged outside.
b. Claire, who was filled with a sense or relief, left the stage.
c. Until the power cut hit, Paul refused to leave his computers.
Re-write these as complex sentences. You might choose to put the subordinate clause
at the beginning, in the middle or at the end.
d. Sally loved the book. She missed her bus because she was reading it.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
e. The computer finally died. It had been used non-stop.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
f. Amanda bought some new pink shoes. She loved shopping.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Write 3 of your own.
1. _______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. _______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. _______________________________________________________________
_______________________________________________________________
_____________________________________________________________
5
6. Week 5
JOINING SENTENCES
PHRASES IN APPOSITION
You might already have seen this example:
Ben won the race and he was given a medal.
To remove boring old “and”, this is suggested:
Ben, the winner of the race, was given a medal.
This sentence replaces “and” by making the phrase “the winner of the
race” out of “won the race.” You can often make phrases like this to
join sentences in a varied and interesting way. They save you from
having to use “and.” (They are called phrases in apposition but
knowing their name isn’t as important as being able to make and use
them.) They are quite easy: you simply make a phrase which refers to
the same person or thing that you’ve just mentioned and then put
commas around it.
EXAMPLES
1.
This one removes “and.” It is easy as the words are already the same:
Sentence: Rome is the capital city of Italy and is a fascinating place to
visit.
Becomes: Rome, the capital city of Italy, is a fascinating place to visit.
2.
This one joins two sentences. You have to change the words by
making “director” from “directed”:
Sentence: Steven Spielberg directed “E.T.” in 1982. He has now
moved away from making children’s films.
Becomes: Steven Spielberg, the director of “E.T.” in 1982, has now
moved away from making children’s films.
6
7. TASK Week 5
Join these sentences together or replace the word “and” by making
one of these phrases. Use the above sentences as examples. You
are given some help with the early ones.
1) Thomas Hardy wrote only a handful of novels. He decided to
concentrate on poetry after his book “Jude the Obscure” was
harshly criticised.
Becomes: Thomas Hardy, the writer of only ……………………………
………………, decided to concentrate on ………………………
2) London Bridge is one of the world’s greatest bridges and is fairly
recent though there has always been a crossing at that place.
Becomes: London Bridge, one of……………………………………………...........
………………………………………………………………………………………………………
………………………………………………………………………………………………..
3) Winston Churchill was the Prime Minister of Great Britain during
the Second World War. He was probably the greatest speaker of
the twentieth century.
………………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
4) Mrs. Crawford teaches me Geography. She lives in an enormous
house in the same avenue as my friend.
………………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
5) Andrew Mitchell rode the winning horse Chestnut Cracker. He
announced after the race that he intends to retire at the end of
the season.
………………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………..
7
8. 6) Albert Swinton was the Wimbledon men’s tennis champion in
1949. He has died peacefully in his sleep at his home in Los
Angeles.
………………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
7) “Falsely Accused” is an examination of ten murder trials. It is an
exciting book which comes highly
recommended.
……………………………………………………………………
……………………………………………………………………
……………………………………………………………………
……………………………………………………………………
8) Loch Ness is the largest inland lake in the British Isles. It is
famous for the monster which is said to live in its depths.
………………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
9) Mr. Downham is the chairman of Sefton Residents’ Association.
He has written to the Prime Minister about the increasing level of
crime in the area.
………………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
10) Covent Garden is now a busy shopping area. It was once owned
by the abbot and monks of Westminster.
.,………………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
8
9. JOINING SENTENCES Week 6
PLACING CONJUNCTIONS AT THE BEGINNING OF
SENTENCES
A conjunction is a word that joins, or creates a junction between, two
sentences. It acts like a piece of Sellotape making two sentences stick
together but YOU DON’T ALWAYS HAVE TO STICK THEM TOGETHER IN
THE MIDDLE. This is BORING…BORING…BORING.
More varied and interesting sentences, improving your writing skills
and your marks, are created if you realise that you can place most
conjunctions (though not all) at the beginning of a sentence.
EXAMPLE
Jake was not allowed to go out until he had finished his
homework.
“until” is the conjunction. Try starting the sentence with it.
Until he had finished his homework, Jake was not allowed to go
out.
TASK
Change the order of the following sentences. Find the conjunction in
the middle and make your new version begin with it. The first one has
been started for you.
1) Rebecca decided to walk into the village although her ankle
was slightly swollen.
Becomes: Although her ankle………..............………......…, Rebecca
………………...................................……
9
10. 2) The coach will arrive in Birmingham at midday unless there are
traffic problems on the motorway.
………………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………..
3) Matthew has been out every night since he passed his driving
test six weeks ago.
………………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
4) The writer describes the Smiths’ house in great detail before he
introduces the main character.
………………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
5) Some people had to travel to the match by car because there was
not enough room on the minibus.
………………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
6) Jane decided that she would go to the concert whether or not
Stephen chose to go with her.
..........................................................................................................................................
.................................................................................................................................
.................................................................................................................................
7) Mum was watering the plants while Dad was washing the car.
………………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
8) I looked for the book I wanted on the library shelves after I had
checked its details on the computer.
………………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
10
11. 9) The teacher gave the class no homework on Friday as everyone
had worked very hard during the lesson.
………………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………..
10) You will find the buried treasure where the river forks next to an
old oak tree.
………………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
11) Anna pretended that she was very keen to borrow the
book though she had no intention of ever reading it.
.................................................................................................................
.................................................................................................................
.................................................................................................................
12) Passengers will not be allowed on
their flight if they do not arrive at the
check-in desk by three o’clock.
………………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………..
13) Lizzie was not allowed to leave the theatre until she had checked
that every dressing room was empty.
………………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………..
14) The family was going on a luxurious holiday in Mauritius when
Helen’s and Robert’s exams were over.
………………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………..
15) I received a letter from the shop demanding payment after I had
sent a cheque to them for the correct amount.
…………………………………………………………………………………………
…………………………………………………………………………………………
11