FCPT6S Composition

COLEGIO DE BACHILLERES DEL ESTADO DE SONORA Director General Mtro. Julio Alfonso Martínez Romero Director Académico Ing. Arturo Sandoval Mariscal Director de Administración y Finanzas C.P. Jesús Urbano Limón Tapia Director de Planeación Ing. Raúl Leonel Durazo Amaya COMPOSITION Módulo de Aprendizaje. Copyright ©, 2011 por Colegio de Bachilleres del Estado de Sonora todos los derechos reservados. Primera edición 2011. Impreso en México. DIRECCIÓN ACADÉMICA Departamento de Desarrollo Curricular Blvd. Agustín de Vildósola, Sector Sur Hermosillo, Sonora. México. C.P. 83280 COMISIÓN ELABORADORA: Elaborador: Edna Elinora Soto Gracia Revisión Disciplinaria: Jesús Moisés Galaz Duarte Corrección de Estilo: Viridiana Vidal Trasviña Apoyo Metodológico: Jesús Moisés Galaz Duarte Supervisión Académica: Luz María Grijalva Díaz Diseño: Joaquín Rivas Samaniego Edición: Cynthia Meneses Avalos Coordinación Técnica: Claudia Yolanda Lugo Peñúñuri Diana Irene Valenzuela López Coordinación General: Ing. Arturo Sandoval Mariscal Esta publicación se terminó de imprimir durante el mes de diciembre de 2011. Diseñada en Dirección Académica del Colegio de Bachilleres del Estado de Sonora Blvd. Agustín de Vildósola; Sector Sur. Hermosillo, Sonora, México La edición consta de 965 ejemplares. 2 PRELIMINARES DATOS DEL ALUMNO Nombre: _______________________________________________________________ Plantel: __________________________________________________________________ Grupo: _________________ Turno: _____________ Teléfono:___________________ E-mail: _________________________________________________________________ Domicilio: ______________________________________________________________ _______________________________________________________________________ Ubicación Curricular COMPONENTE: FORMACIÓN PARA EL TRABAJO CAPACITACIÓN PARA EL TRABAJO: IDIOMAS (INGLÉS) HORAS SEMANALES: 04 CRÉDITOS: 08 PRELIMINARES 3 4 PRELIMINARES . ..........................................................65 • Consistent person ..................29 Didactic Sequence 2: How to become a better reader and thinker ..............Índice Presentación ................................................................................12 • Finding words in the dictionary .......................................................31 • Development activities .......................48 • General sense of the sentence of passage .................................................................................................................................................................................................................................................................................................................................................................31 • Start up activity ....................................58 • A compound sentence ...........................................................................................75 • Types of essays ...................................................................13 • A dictionary entry ..74 • Writing an essay ........................................................................................................................................................................................................................................................................................................................................................................................................ 7 Mapa de asignatura ................12 • Dictionary...43 • Vocabulary in context ................67 • Consistent tone .....................................................................................................................................74 • Model essays ....56 • Start up activity .............................................................................................................................................................................................................................46 • Antonyms ......................................................................................................................................................... 55 Didactic Sequence 1: Building effective sentences .............................................................................................................................................................................52 BLOCK 2: COMPOSITION A CORRECT ENGLISH ALIGNMENT .......................................................................................................................................................................24 • Closing activity ..............................36 • Determining a logical point .............................................................................................................................................................33 • Identifying logical support ......88 • Closing activities ........................................................................................................................................................................................................................................................................... 8 BLOCK 1: USING WORDS EFFECTIVELY ................................71 Didactic Sequence 2: Writing an essay ..10 • Start up activity ...............................................73 • Start up activities ..............................................................56 • Development activities ...................................................................................................................................................50 • Closing activity .................................................................................................................................................................................................................................................10 • Development activities .......................................................................................................................................................................................................................22 • Irregular forms of words ...........................................................................................................................................................................................................................................................63 • Being consistent .........................................................................................................................................................................................................................................................................................................................................................................32 • Clear thinking .......................................................................................................................................................................................................................................................41 • Start up activity ..................................................................................73 • Development activities .....................38 • Closing activity ...............................................9 Didactic Sequence 1: Dictionary use .....................................................................17 • Pronunciation symbols and accent marks ..................................................................................................................................................................................................41 • Development activities ..................43 • Synonyms ..........58 • Building sentences .....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................69 • Closing activities .....................................96 PRELIMINARES 5 ..............................................................................................................................................................................................................................................................19 • Parts of speech ...................................................................................40 Didactic Sequence 3: Vocabulary in context: ...............................................................................................................................................................................................................................................................58 • Identifying subject and verb ............................................................................................................... ............................................................................Índice (continuación) BLOCK 3: ANTHOLOGY ................................................................... 101 • Literal and figurative language ..................................................................................................................................................................................... 131 Bibliography .. 114 • Start up activity .......................................................................................................................................................................................... 100 • Start up activity ..................................................................................................................................................................................... 106 • Closing activity ......................... 117 • Closing activity ........................................................................................................................................ 99 Didactic Sequence 1: Approaching literature ...................................................................... 113 Didactic Sequence 2: Readings selection................................................................. 115 • Selected short stories and tales ....................................................................................................................................................................................................................................................................... 114 • Development activities ....................................................... 101 • Selected biographies and poems ..................................................................................................................................................................................................................................................................................................................... 101 • What is literature? .............................................. 100 • Development activities ...................................................................................................................... 115 • Elements of a short story ...................................................... 133 6 PRELIMINARES ............................ las competencias requieren una base sólida de conocimientos y ciertas habilidades. el módulo se encuentra organizado a través de bloques de aprendizaje y secuencias didácticas. las preconcepciones y los conocimientos que ya has adquirido a través de tu formación. ahora construirás tu propio conocimiento a través de la problematización y contextualización de los mismos. que les permitan integrarse y desarrollarse de manera satisfactoria en el mundo social. de ahí que se te invita a participar de forma activa. De este modo. aprender a ser y aprender a vivir juntos. los cuales se integran para un mismo propósito en un determinado contexto. es decir. De acuerdo a las características y del propósito de las actividades.Presentación “Una competencia es la integración de habilidades. donde realizarás actividades que introducen nuevos conocimientos dándote la oportunidad de contextualizarlos en situaciones de la vida cotidiana. Así también. profesional y laboral. desde material bibliográfico. es una herramienta de suma importancia. aprender a hacer. este ejercicio permite que valores tu actuación y reconozcas tus posibilidades. es indispensable que asumas una nueva visión y actitud en cuanto a tu rol. PRELIMINARES 7 . La retroalimentación de tus conocimientos es de suma importancia. éstas se desarrollan de forma individual. con la finalidad de que tu aprendizaje sea significativo. reflexión y crítica ante situaciones de sus aprendizajes. Una secuencia didáctica es un conjunto de actividades. de ser receptor de contenidos. procedimental y actitudinal con el propósito de que apoyado por tu maestro mejores el aprendizaje. social y profesional. En todas las actividades de los tres momentos se consideran los saberes conceptuales. promoviendo las actitudes de responsabilidad e integración del grupo. que permite recabar evidencias a través de tu trabajo. además en este momento. Posteriormente se encuentra el momento de cierre de la secuencia didáctica. El Módulo de aprendizaje es uno de los apoyos didácticos que el Colegio de Bachilleres te ofrece con la intención de estar acorde a los nuevos tiempos. binas o equipos. de esta forma aclararás dudas o bien fortalecerás lo aprendido. etc. que propiciará tu desarrollo como persona visionaria. con la finalidad de fomentar la participación. habilidades. El enfoque en competencias considera que los conocimientos por sí mismos no son lo más importante. Para el desarrollo del trabajo deberás utilizar diversos recursos. Para que contribuyas en ello. además de lo que demandan los escenarios local. limitaciones y cambios necesarios para mejorar tu aprendizaje. es recomendable la coevaluación. sino el uso que se hace de ellos en situaciones específicas de la vida personal. proceso donde de manera conjunta valoran su actuación. Recuerda que la evaluación en el enfoque en competencias es un proceso continuo. Es necesario que realices la autoevaluación. conocimientos y actitudes en un contexto específico”. procedimentales y actitudinales. a las nuevas políticas educativas. desarrollo y cierre. investigación de campo. características que se establecen en los objetivos de la Reforma Integral de Educación Media Superior que actualmente se está implementando a nivel nacional. mismos que te ayudarán a abordar con facilidad el tema que se presenta en el desarrollo. los saberes. organizadas en tres momentos: Inicio. donde integrarás todos los saberes que realizaste en las actividades de inicio y desarrollo. situación que te permitirá: Aprender a conocer. El presente Módulo de Aprendizaje de la asignatura de Composition. el docente podrá tener una visión general del logro de los aprendizajes del grupo. competente e innovadora. donde se tomarán en cuenta los tres saberes: el conceptual. nacional e internacional. actitudes y valores. En el inicio desarrollarás actividades que te permitirán identificar y recuperar las experiencias. Nuestra sociedad necesita individuos a nivel medio superior con conocimientos. videos. BLOQUE 1 Using words effectively COMPOSITION BLOQUE 2 BLOQUE 3 Anthology Composition a correct English Alignment 8 PRELIMINARES . 1. 4. coherente y sintética. el contexto en el que se encuentra y los objetivos que persigue. Tiempo asignado: 20 horas . Realiza expresión o producción oral en otro idioma. Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas. Realiza comprensión escrita y de lectura de diversos tipos de texto en otro idioma.4. Expresa ideas y conceptos mediante representaciones lingüísticas. Define metas y da seguimiento a sus procesos de construcción de conocimiento. Realiza comprensiones oral y auditiva de diversos tipos de texto en otro idioma.1.2.3. 4. Competencias profesionales: 1. Aplica distintas estrategias comunicativas según quienes sean sus interlocutores. cubriendo los aspectos de pensar. Realiza expresión o producción escrita de diversos tipos de texto en otro idioma.2. 2. 6. nacional e internacional. 4. Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva. Se comunica en una segunda lengua en situaciones cotidianas. 4. matemáticas o gráficas. 8. tanto en comunicaciones formales e informales. 5. Asume que el respeto de las diferencias es el principio de integración y de convivencia en los contextos local.4.5. Unidad de competencia: Muestra la forma de comunicarse por escrito con mayor eficacia. 3.Using words effectively.3. Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas. 10. escribir. 7. Realiza interacción oral en otro idioma. Atributos a desarrollar en el bloque: 4. 4. Estructura ideas y argumentos de manera clara. your partner and you must correctly write the missing letters in each line for the dictionary words. TO MAKE A HIGH-PITCHED SOUND AC ____ ____M ____ ODATE CIRC ____MF _____ RENCE FORE ____ ____ N JO ____ RN ____ ____ JU ____ ____ MENT MIL ____ ____ GE S ____ ____ EDULE SEP ____ R ____ TE SUC ____ ____ED W ____IST ____ ____ K T X S E J S Y K H Y Q J L N D Y R T C T U U E X R O X T G V D R Y S H A D C N O V Z P I F S A W U E E D G C R J L J E Z O S W P N L D O M E U B T R E T A R A P E S U M E E O J O E S N X P C Z G O L M N D J F U R P O G M L X L R E O T L E J A M L L X M K M N W I C X S C I R C U M F E R E N C E C I E L T S I H W F F T P R Q B A N B E K Y J K B P D D Y M E L M I L E A G E U E K C T B C H V B U D V Q C D A D T H I W O H K Z R V A G G S O S T Y U O ©2007 Realmworks Communications.Didactic Sequence 1.com 10    USING WORDS EFFECTIVELY . FROM A DIFFERENT COUNTRY 4. Startup Activity Activity: 1 Dashing definitions Pair work. AN OPINION OR DECISION 6. First. THE DISTANCE AROUND A CIRCLE 3. TO PROVIDE LODGING 2. answering the definitions. THE NUMBER OF MILES TRAVELED 7. There are two parts to this puzzle. NOT JOINED 9. locate those terms within the word search below. 1. Then. TO ACHIEVE A DESIRED RESULT 10. Dictionary use. Check each other’s work. http://www.everydayteaching. A LIST OF EVENTS AND TIMES 8. TO TRAVEL 5. how many syllables it has. Circle the things below that you can find in a dictionary. Knowledge  Conceptual Conceptual Attitudinal Procedimental Attitudinal  Integrates social and procedural Practices the use of the dictionary decisions when filling the missing  Identifies terms used in a terms to check meaning and for letters and when locating dictionary word search activity.everydayteaching. and what its definition is. http://www.  Activity: 1a  What can you find in a dictionary? A.  C MC NC Co-evaluation Obtained value  BLOCK 1 11 . Write the word.  vocabulary development. definitions in a” word search activity”. and then find a word starting with that letter  in your dictionary. Find the following items in your dictionary and answer  the questions.  GUIDE WORDS DEFINITIONS  PRONUNCIATION OF A WORD   PART OF SPEECH OF A WORD ORIGIN OF A WORD   SYNONYMS FOR A WORD SYLLABLES OF A WORD CORRECT SPELLING OF A WORD   B.com    Evaluation Product: Word search exercises  Activity: 1 Value: and dictionary table. and then write what part of speech it is. 1) What is the first entry under "P" in your dictionary?  _________________________________________________________________________________________________   2) What is the last entry under "A" in your dictionary?  _________________________________________________________________________________________________  3) How many pages are there in your dictionary?  _________________________________________________________________________________________________  4) How many pages are there in the part of your dictionary covering the letter "U"?  _________________________________________________________________________________________________  5) Pick any letter.   Letter Word Part of a Speech Syllables Definition       2007 Realmworks Communications. Development Activities Activity: 2 Read and learn about the dictionary use. The Dictionary The dictionary is a valuable tool. To help you use it, this sequence explains in a clear and detailed way what you need to know about dictionary and the information they provide. You can benefit greatly by owning two dictionaries. The first dictionary you should own is a paperback one you can carry with you. The second dictionary you should own is a desk-sized, hardcover edition which should be kept in the room where you study. Paperback dictionaries Desk-sized dictionaries Hardbound or hardcover dictionaries contain a good deal more information than the paperback editions. For instance, a desk sized dictionary defines far more words than a paperback dictionary. There are more definitions per word, as well. Although they cost more, they are worth the investment, because they are valuable study aids. Dictionaries are often updated to reflect changes which occur in the language. New words come into use, and old words take on new meanings. So you should not use a dictionary which has been lying around the house for a number of years. Instead, buy yourself a new dictionary. It is easily among the best investments you will ever make. In the computer, you may have two additional ways to look up a word: online dictionaries and dictionary that may come with your computer software. You may find it easy to check words online. Here are three sites with online dictionaries: www.merriam.webster.com www.dictionary.com www.yourdictionary.com There are also language learning or dictionaries devices with more than 100,000 entries and clear sounds for every word. They work without an internet connection and include pronunciation guides. 12 USING WORDS EFFECTIVELY Activity: 2a Read and find more about the use of dictionaries. Finding words in the dictionary This section describes how to use guidewords and how to find words you can’t spell. Using guidewords to find a word more quickly One way to find a given word in a dictionary is to use guidewords which are the pair of words at the very top of each dictionary page. Shown beside is the part of a page in one paperback dictionary. Guidewords The first guideword tells what the first word is on the page; the second guideword tells what the last word is on the page. All the word entries on the page fall alphabetically between the two guidewords. Now check your understanding on how to use guidewords. Underline the three words below that would appear on the page with the guidewords ARMFUL/ARSENIC: Art Aroma army arrest ax allow Explanation: The guidewords ARMFUL/ARSENIC tell us right away that every word on the page will begin with ar. The immediately eliminated ax and allow. The words that would fall on the page with those guidewords are aroma, army, and arrest. The word art also begins with ar, but alphabetically it comes after arsenic, the last word on the page. Activity 2b. Underline the three words in each series that would be found on the page with the guidewords. 1. 2. 3. 4. daredevil / dated database gloom / go giant kidney / kindhearted kindergarten dumbbell / dustpan during 5. stuffed shirt /subconscious stumble duplicate dye dunk dull danger glow killing Dark Ages gnaw kickback dash glue kingdom date rape glitter kilowatt sunstroke subcompact   straw style BLOCK 1 13     DESTINY would be found on the dictionary page with which guide word? ___________ a. Designate / desperate c. detach / determine  b. Despise / destructive d. descent / design  TENTATIVE would be found on the dictionary page with which  guide word? ___________ a. Tennis / tentacle c. tent / term  b. Tender / tension d. tepid / terminate  NOTABLE would be found on the dictionary page with which ___________  guide word? a. Nostalgia / notation c. notary / notify  b. Northwest / nostril d. novice / noxious  UNDERMINE would be found on the dictionary page with which guide word? ___________ a. Underline / undershirt c. understand/ underwood  b. Under / undercover d. underground / underhand  EMINENT would be found on the dictionary page with which ___________  guide word? a. Elsewhere / embryo c. emporium / encumber  b. Embryology / employment d. eject / electrocute  Activity 2d. Look up for 5 words in the dictionary ( word’s meaning that you want to know like “rationale”), find the guide words and then write the word, the dictionary’s page number, and the guide words on the page where the word is found.   number Word Page Guide Word  1   2   3   4  5   Choose and write the letter for the following questions about the dictionary entries: Activity: 2c          14 Activity: 2 Conceptual Identifies the types of dictionaries, guide words, and the correct page in a dictionary to find a given word by referring to the guide words. Auto-evaluation Evaluation Product: Guide Word exercises and guide word identification table. Knowledge Procedimental Applies the use of guidewords to help him/her indicate word’s starting and ending point on any given page. Recognizes different types of dictionaries. C MC NC Value: Attitudinal Shows ability and positive attitude when using guide words to indicate word’s starting and ending points in a dictionary page. Obtained value USING WORDS EFFECTIVELY Dooty ___________________________ 3. If. py. Fotocopy _______________________  Activity 3a. 1. “How can I find it in the dictionary?” The answer is that you  have to guess what the letter might be. And that’s where the g uessing comes in. Attenshun _______________________ 4. such as the  because they can belong to more sound of b and p. it might be spelled For example. pi. you might ask. If your word isn’t spell with one  with another in the same pair or group. Try using your ear. in your dictionary. Rimember _______________________ 3. try looking under pe. For this practice you will need a dictionary. the hints on this page. Experament _______________________ 1. po. of the letters in a pair or group shown below. Here are two hints to help in such case:  Hint 1: If you’re not sure about the vowels in a word. Vowels often sound the  so on. But other sounds are more difficult to pin down than one letter.Activity: 3  Finding a Word you can’t spell  If I can’t spell a word. Ask your partner to pronounce the words for you. Write each correct spelling in the answer space. Look for the meanings of the following words  ending with TION. Nieghbor ___________________________ 5. if it isn’t spelled with a k. Occazion ___________________________  2. So try an i in place of an a. Dicided ___________________________ 2. Guessing is not too difficult with certain sounds. Aksident ___________________________ _______________________ 4.  Hint 2: Following are groups of letters or letter combination that often sound alike.  g/j c/k c/s f/v/ph qu/kw/k s/c/z   sch/sc/sk sh/ch shun/tion/sion w/wh able/ible ate/ite ai/ay al/el/le ancy/ency au/aw ea/ee  er/or ie/ei ou/ow oo/u y/i/e   Pair work activity.  Word Meaning  Conviction  Suggestion   Demonstration  Invitation  Hesitation  Intention   Meditation  Imagination  Recollection  Attention  BLOCK 1 15 . an i in place of an e. pu. and sounds as if it begins with pa. for example. you will simply have to experiment. it may be spelled with a c. and  guideword to help you find the correct spelling of the following words. Awtumn 5. you don’t find a word that same. USING WORDS EFFECTIVELY . can complete the task. ____ ____ ew your food before you swallow it. The light fla ____ ____ ed. ______________________________________________________   3.  3. Kim is su ____ ____ a nice girl. Feeling sure that something is true. Plan what we are going to do soon if it’s possible.       Evaluation  Product: Spelling and meaning of Activity: 3 Value:  words table.  C MC NC  Auto-evaluation Obtained value  16 Choose the corresponding ending TION word from the table above for each sentence and write it on the line. dictionary. ______________________________________________________________  6.  Activity: 3b   1.   7. ____________________________________________________________________________  2. usually students. There was a big spla ____ ____ when Jan dove in the pool. ____ ____ ut the door when you leave. Mar ____ ____ is the third month of the year. __________________________________________________  7. Ted beat Ben in a game of ____ ____ ess.  9. Understanding something without reasoning. McDonald is the best tea ____ ____ er in the school. We used a knife to ____ ____ op the peppers.  8. ____________________________________________   Activity 3c. Capacity of making pictures in your mind.  5. how to do something. Not to be sure what to do. A person’s quickly. He will _____ _____ ase me on the playground.  5.  10.  11.  6.  4.   1. ______________________________________________________________________  8. Showing people. Write “sh” or “ch” in each of the blank lines so that the sentences make sense. _________________________________________________________ ______________________________________________ 4. Telling someone what to do without giving a real order.  2. Mrs. I sailed across the ocean on a big _____ _____ ip. Knowledge  Conceptual Procedimental Attitudinal  Identifies groups of letters or Integrates social and procedural letter combination that often Uses hints that help identify the  interest when his/her partner sound alike that help spell spelling of words to be search in a pronounces the words so he/she  words to be search in a dictionary. such  as the plural form of nouns and the past tense of verbs. The origin. or etymology. As you can see dots separate the words into syllables. The word or phrase with the pronunciation indicated through the use of diacritical marks. Then write down the number of syllables in each word.  How many syllables are in each of the following words?    Do nate com pen sate o be di ent   Activity 4a. . . adjective (adj. for example as a noun (n.Use your dictionary to separate the following words into syllables.). or 3. . .). . BLOCK 1 17 . and each sound includes a vowel. place 2 syllables  2. Birth. Old French. Put a large dot ( )  between the syllables. Each syllable is a separate sound. 2. Inhumanity ___________ syllables  . The part or parts of speech the word functions as  adverb (adv. The word or phrase gives the correct spelling and is broken into syllables. Displease ___________ syllables  3.   Syllables Spelling and The dictionary first gives the correct spelling and syllable  breakdown of a word. verb (v. Hebrew. 4. In the entry shown  above. of the word or words. bias is divided into two syllables. Number one is done as an example.Activity: 4   Read and discuss in class about interpreting a “DICTIONARY ENTRY”.).  1. Hurricane ___________ syllables  4. Related forms or inflected forms of the word.  such as from the Latin.              The rest of the sequence will look at each of the listed kinds of information above.  5. the name of a person. 6. Middle English. . Undertaker ___________ syllables  5.). The definition or definitions of the word or phrase.   A typical dictionary entry includes these parts:  1. Sadistic    3. Inevitable   4. Impose    2. Stereotype   7. write the meanings and separate the words into syllables with dots. Avert    10. Apprehensive    5. Destiny    8. Value:  Knowledge  Conceptual Procedimental Attitudinal Applies the use of the dictionary  Identifies “Parts of a Dictionary. Notable    6. syllables. Tentative   9. Emerge      Evaluation Activity: 4 Product: Dictionary practice table. meaning and  separated in a dictionary. dictionary.   Word Guide word Syllables  Meaning  1.  Use your dictionary and fill in the table  with the following information: dictionary entries. Integrates new knowledge in when filling in the table that and the way syllables are order to identify part of a includes: guide Word.  C MC NC Auto-evaluation Obtained value  Activity: 4b 18 USING WORDS EFFECTIVELY . Arrogant _____________________________________________________________________________  4. To know how to pronounce the vowels letters a. edible. dish d deed. The information in parenthesis  shows you how to pronounce the word. needle* ou out l (n d'l)  care m mum p pop  father no. This symbol is known  schwa has a very short sound that sounds more like as the schwa. German ber  garage pier zh vision.  Finally. German ich. hoarse** th thin  bee oi noise th this  f fife. word. pleasure. gallop. phase. Advocate _____________________________________________________________________________  5. the “uh” (like in ago. circus French bon (b )***   To use the above key. Vowels are the  and copy). term. stopped  pet caught. and circus) or “ih” (as an item and  easily). For instance (also called “short a”) sounds like the a in pat. paw. As you can see by the word that follow it. Optimist _____________________________________________________________________________ 3. It includes two kinds of symbols: pronunciation symbols  and accent marks. Then  look for the symbol in the pronunciation key.o. It shows you that it is pronounced like the e in pet. note that the last pronunciation symbols in the key looks like an upside-down e: . Scottish loch <R< TD>  j judge about.  symbols for the following words. firm.  A long vowel (a vowel with a line over it) has the sound of its own name. use the pronunciation key in your dictionary. as in myself is a sample pronunciation key: sounds. xylem French tu. by z zebra. u.  Long e ( ) sounds like the e in bee. Long a ( ) sounds like the a in pay. Here  Pronunciation Key: pat k kick. Hypothesis _____________________________________________________________________________  19 BLOCK 1 . milled toe t tight. item. You can pronounce the i and first e in disrespect by first  finding the matching symbols within the parentheses. The sound of the  consonants is probably familiar to you. It shows you that has the sound of i in the short word pit.Activity: 5   Pronunciation Symbols and Accent Marks  A dictionary entry word is followed by information in parenthesis. gallop. sudden* r roar n (s d'n)  b bib ng thing s sauce  ch church pot sh ship.i . for. Use your dictionary to find and write in the pronunciation  1. cat. horrid. Note that the matching symbols for both vowels is . (Sometimes Y is also a vowel.  Pronunciation Symbols  The pronunciation symbols tell the sounds of the consonants and the vowels in a word. e . match the symbol with the letter or letters in bold print in the short word that follows the symbol. etc. You can also use the pronunciation key to pronounce the  second e in disrespect ( ). but you may find it helpful to review the vowels sounds. German schön  pie. pique boot  pay lid. Following are explanations of each. heard butter r  h hat v valve hw which w with Foreign  pit y yes French feu. Cynic s n‘ k  2. rough took cut  g gag urge. Lumber The u in lumber sounds like the u in a. cut 5. doctor t o mo r r o w s u mme r protect pupil me a s u r e banana difficult level survive theatre wizard Blatant The first a in blatant sounds like the a in a. Lively The i in lively sounds like the i in a. Knowledge Procedimental Uses pronunciation symbols that show how to pronounce the Word. Pot b. Vehicle The first e in vehicle sounds like the e in a. Activity: 5a Pair work. Urge b. schwa in the Word gallop Activity: 5 Conceptual Identifies pronunciation symbols that show you how to pronounce the Word. Then check your answers with your partner. pit b. pie 2. Gamble The a in gamble sounds like the a in a. a in pot b. Blossom. All the others have only one. Ask your partner to pronounce the words for you then refer to the pronunciation key to answer the questions about the following 9 words. out 8. pay      6. Underline and write the schwa symbol over the correct part of the word. Hint: One word has two examples of schwa. Pronunciation Schwa. Pat b. Wrinkle The i in wrinkle sounds like the i in a. Obtained value 20 USING WORDS EFFECTIVELY . Lucid The u in lucid sounds like the oo in a. C MC NC Value: Attitudinal Integrates new knowledge in the use of pronunciation symbols when pronouncing a word. Pet b. pie 4. The first one has been done for you. bee 9. Boot b. Pit b. Underline the letter of each of your answers.    7. The first o in blossom sounds like the o in a. Co-evaluation Evaluation Product: Pronunciation activities. 1. Hypocrite The o in hypocrite sounds like the a. care Activity 5b. Look at the words below and decide where in the word the schwa sound occurs. Pat b. toe 3. and it shows which syllable has the strongest stress. graf·fi·ti (gr -f t ) How many syllables are in graffiti? Which syllable is most strongly accented? 5. hip-hop Accent Marks (h p h p ) (m -sh n ) teen·ag·er (t n j r) ( l f -b t -k l) ma·chine al·pha·bet·i·cal Answer the questions following each of the five words below.thon’) How many syllables are in telethon? Which syllable is most strongly accented? 2. Superficial (sup' · er · fi ' · cial) How many syllables are in superficial? Which syllable is most strongly accented? ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ BLOCK 1 21 . Use the guides to help you pronounce the word. . Terminate (t ______________ ______________ r’m - n t’) ______________ How many syllables are there in terminate? ______________ Which syllable is most strongly accented? 3. 1. Here are some words with syllable divisions and accent marks shown in parenthesis. pr -) How many syllables are in procrastinate? Which syllable is most strongly accented? 4.Activity: 6 The darker line (’) is a bold accent mark. Syllables without an accent mark are unstressed. Some syllables are in between and they are marked with a lighter accent mark (‘). pro·cras·ti·nate (pr -kr s t -n t . Telethon (tel’. Tolerate (tol ' · er · ate) How many syllables are in tolerate? Which syllable is most strongly accented? 6. but and. the verb definition follows. When he is very hungry. pl. I like dogs but I don't like cats. the parts of speech are shown by letters in italics. a verb. pronunciation. part of speech and abbreviations Verb (v. in·sults.) Noun (n. he. Use your dictionary to list the parts of speech for each of the following words. after. In the above entry for insult. silently.Activity: 6a Team work. and etymology.) Interjection (interj. John a/an. work. on. like. n. 2. I like Cobach. well Activity 6b. the abbreviations are telling us that insult is a verb that comes after the pronunciation symbols. dic·tion·ar·ies 1. the abbreviation n. oh!. A reference book containing an alphabetical list of words. insolence. some to. town.) function or "job" action or state thing or person describes a noun describes a verb. or contemptuous rudeness. sometimes inserted into a sentence example words (to) be.) Preposition (prep. usually including meaning. This is my dog. each part of a speech has an abbreviation used in the dictionaries in order to save space. I don't know. When the word is more than one part of speech. I like cats and dogs. do. an adjective. you. the abbreviation n. good. big.) Pronoun (pron. Read and with your classmates and teacher review the parts of Speech.) Conjunction (conj. London. have. teacher. She is beautiful. red. in·sult ( n-s lt ) v. tells us that the noun definition will follow. tells us that dictionary is a noun and that is in plural.) Adjective (adj. 1. We live in London. the. music. some. she. In the entry for dictionary. when the verb meaning ends. for example. My dog is big. but. He lives in my house. To treat with gross insensitivity. with information given for each word. Each word has more than one part of speech. must pen. he eats really quickly. 69. ouch!. dog. An offensive action or remark. or another part of speech. Ouch! That hurts! Hi! How are you? Well. Praise Bridge Stress Reverse Level __________________________ __________________________ __________________________ __________________________ __________________________ 22 USING WORDS EFFECTIVELY . dic·tion·ar·y (d k sh -n r ) n. well. well. Parts of Speech Every word in the dictionary is either a noun. I like dogs and I like cats. in·sult·ing. 3. Tara is Indian. 4. interesting quickly. 5. Parts of Speech Table This is a summary of the 8 parts of speech. sing. In dictionary entries. at. when example sentences Cobach is a nice school. the dictionary gives the definitions for each part of speech separately. can. I like big dogs. work. hi!. adjective or adverb replaces a noun links a noun to another word joins clauses or sentences or words short exclamation. very. in·sult·ed. badly. really I. My dog eats quickly. We went to school on Monday.) Adverb (adv. Words Muzzle Moderate Stray Sedate Compliment awesome Innate counselor Tranquile incline Guidewords Pronunciation Part of speech Definition Good 5 pts Fair 3 pts Poor 1 pts Points Good Guidewords Guidewords being defined are shown clearly and are underlined. pronunciations and parts of speech. Poor Not all words are defined. parts of speech and how they are presented in a dictionary. Poor The pronunciations are not included. verb. and adv. Parts of Speech Good All words have included the part of speech (noun. Fair Some of the words included the entire definition. Poor Guidewords being defined are difficult to find on the paper. adj. Total Points Activity: 6 Conceptual Identifies accent marks.) Poor The parts of speech are not included. Then check your partner’s table using the rubric below.Activity: 6c Use your dictionary and fill in the table with the appropriate information for the following words. verb. and adv. Obtained value BLOCK 1 23 . Fair The pronunciations are sometimes included or sometimes in parenthesis. Definition Good All words include the entire definition. Co-evaluation Evaluation Product: Rubric.. definitions. C MC NC Value: Attitudinal Shows interest and ability when using a rubric to evaluate his/her partner’s parts of a dictionary activity. Fair Guidewords being defined are shown but not underlined. Knowledge Procedimental Uses the dictionary to fill in a table that contains guide words. adj.) Fair Some of the words have included the parts of speech (noun. Good Pronunciation The pronunciations are included with the words and are shown in parenthesis.. spelling. Write the part of speech. cra·zi·est Part of speech: ____________________________________________________________________________________ Spelling of form that means most crazy: _______________________________________________________________ Number of syllables in crazy: ________________________________________________________________________ Stressed syllable in crazy: ___________________________________________________________________________ qual·i·ty (kw l -t ) n. pl. cra·zi·er. qual·i·ties Part of speech: ____________________________________________________________________________________ Spelling of plural: __________________________________________________________________________________ Number of syllables in the singular form: ______________________________________________________________ Stressed syllable in quality: __________________________________________________________________________ 24 USING WORDS EFFECTIVELY . the entry for country begins: coun·try (k n tr ) n. With irregular verbs.) of country. stressed syllables. irregular forms. the dictionary gives the comparatives (colder) and superlative (coldest) forms. coun·tries After the part of speech of country (n. Plural forms with irregular spellings are also included in this spot in an entry. the entry gives the irregular form of the plural (pl. With adjectives. Those forms are given after the part of speech in an entry. the dictionary gives the past tense (knew) and the past participle (known). Ask your teacher for help if needed. shake (sh k) v. For example. pl. syllables. those forms are shown. shak·ing. Do not abbreviate.Activity: 7 Irregular Forms of Words When other forms of a word are spelled in an irregular way. shakes Part of speech: ____________________________________________________________________________________ Spelling of past tense: _____________________________________________________________________________ Spelling of past participle: __________________________________________________________________________ Spelling of present participle: ________________________________________________________________________ Number of syllables in shake: _______________________________________________________________________ Stressed syllable in shaken: _________________________________________________________________________ cra·zy (kr z ) adj. shak·en (sh k n). for noun). shook (sh k). Below are the beginnings of dictionary entries. as well as the present participle (knowing). runs Part of speech: _______________________________________________________________________ Spelling of past tense: ______________________________________________________________________________ Spelling of past participle: ___________________________________________________________________________ Spelling of present participle: ________________________________________________________________________ Number of syllables in running: ______________________________________________________________________ Number of syllables in run: __________________________________________________________________________ chat (ch t) v. chat·ting. run·ning. ran (r n). chat·ted. spelling. run. chats Part of speech: ____________________________________________________________________________________ Spelling of past tense: ______________________________________________________________________________ Spelling of past participle: ___________________________________________________________________________ Spelling of present participle: ________________________________________________________________________ Spelling on third person singular form: ________________________________________________________________ Number of syllables in chatted: ______________________________________________________________________ Activity: 7 Conceptual Identifies previous knowledge of verb tenses. C MC NC Value: Attitudinal Shows interest when applying previous knowledge of grammar in the dictionary use activities.Activity: 7 (continuation) run (r n) v. Obtained value BLOCK 1 25 . Co-evaluation Evaluation Product: Dictionary entries activities. Knowledge Procedimental Applies his/her knowledge when using dictionary entries to identify part of speech. plurals and adjective degrees. irregular forms. syllables and stressed syllables. 2. b) Including or affecting all members of a class or group. cosmic. Which definition best fits the following sentence? _____________ Clear air and pure drinking water are a universal goal in our world today. When they do. Below are four words and their definitions. A sentence using each word is also given. Idle: a) Not working. Suspicion: a) The act of suspecting the existence of something. hint Which definition best fits the following sentence? _____________ There was a suspicion of rum in the chocolate cake. their definitions may be numbered in the dictionary. of something wrong. inactive b) avoiding work. To restore to use. 4. b) Producing little or no vegetation. Choose the dictionary meaning that best fits each sentence. esp. Sterile: a) Incapable of reproducing sexually. Which of these definitions best fits the sentence below? Modern technology can revive patients who have actually been considered medically dead. 2. For example. lazy Which definition best fits the sentence below? _______________ The streetcar tracks in our city have been idle since 1960. You can tell which definition of a word fits a given sentence by the meaning of the sentence. To bring back to life or consciousness To impart or regain health or vigor. Activity 8a. c) Free from microorganisms. Which definition best fits the following sentence? _____________ The real estate agent had cheated young farmers by selling them sterile land. when the city switched from streetcars to buses. The answer is definition 1: Modern technology can bring a patient back to life. the following are three of the definitions of the verb form of revive given in most dictionaries: 1. b) A faint trace. 3. Universal: a) Extending to or affecting the entire world. 3. 26 USING WORDS EFFECTIVELY . with little evidence. c) Of or pertaining to the universe. 1. Definitions Words often have more than one meaning.Activity: 8 Read carefully and discuss with your classmates and teacher. worldwide. ANTONYMS and THESAURUS.com Activity 8c. and strange. You may want to own a paperback thesaurus or you can find a thesaurus online by going to: www. the word foreign in some dictionaries ends with several synonyms: alien. More information on synonyms as well as antonyms (words with opposite meaning) can be found in a THESAURUS. which is a collection of synonyms and antonyms. argue 5. exotic. Dictionary entries sometimes end with synonyms. bottom 7. sink 10. cold 3. Decide whether each pair of words are synonyms or antonyms. windy 11.Activity: 8b Read and discuss with your classmates about SYNONYMS. A hardbound dictionary in particular will provide synonyms for words and explain the difference in meaning among the various synonyms. but instead of a definition. For example. tired 8. A Thesaurus can improve your writing by helping you to find the precise word needed to express your thoughts. Use a check mark ( Synonym 1. agree 2. A synonym is a word whose meaning is similar to that of another word. two synonyms for the word fast are quick and speedy.thesaurus. For instance. you get a list of synonyms or possibly an antonym of the word. unhappy disagree freezing difficult squabble estimate top energetic gigantic float calm quiet sad ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ Antonyms _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ ) BLOCK 1 27 . A thesaurus is like a dictionary. noisy 12. easy 4. guess 6. huge 9. Slang a. Knowledge Procedimental Uses synonyms. Such labels indicate language not considered appropriate in formal speech and writing. synonyms and antonyms activities. We will see more about formal. write the meaning and usage label. antonyms and the definition of a word that fits in the blanks by the meaning of the sentence. hangs 1. as “Slang. C MC NC Value: Attitudinal Shows interest when applying the knowledge acquired. To fasten from above with no support from below. ain't [eɪnt] ___________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Evaluation Activity: 8 Conceptual Identifies synonyms. For example the dictionary labels one meaning of the verb crash “to go to sleep”.” is labeled as informal) and “Nonstandard” (the Word ain’t labeled nonstandard). a dictionary includes usage labels. 2.Activity: 8b (continuation) Read about “Usage labels” and search for the word ain’t in your dictionary. To spend one's free time in a certain place. Co-evaluation Product: Definitions. Example: hang (h ng) v. antonyms and definitions of words to be used in different sentences. Besides listing definitions. Obtained value 28 USING WORDS EFFECTIVELY . hang·ing. hung (h ng). suspend. terms that tell us if a meaning is considered something other than “standard English”. To suspend or fasten so as to allow free movement at or about the point of suspension: hang a door. Often used with around or out: liked to hang out at the pool hall.” Other common labels include “Informal” (the phrase hang in. meaning “to persist. informal and nonstandard English in block 2. 15. Ago b. Find a word in a dictionary. e·merg·ing.v. To become evident. verb. c. one c. 3 or 4? The sun emerged from behind the clouds. d. Guide words can help you a. __________ 4. The first e in emerge sounds like the a. Define a word in a dictionary. The meaning or meanings of a word. The part of speech. adjective __________ How many syllables are there in the word emerge? a. b. 4. Which definition of emerge best fits the sentence below —1. 4. 5. 2. 1. e·merged. 2. b. Common spelling errors of a word. The pronunciation key. b. Usage labels. 3. c. c. A dark accent mark shows a. Whether a word is a noun. __________ 5. To rise from or as if from immersion. __________ Activity 9a. Cake c. BLOCK 1 29 . b. Which syllable has the strongest stress. A schwa is an unaccented syllable that sounds like the a in the word a. __________ 2. Cat Dictionary entries will show you all of the following except a. e·merg·es 1. 2. How to pronounce a word. e in pet . 2. e·merge ( -mûrj ) . verb Which definition of emerge best fits the sentence below—1. To come forth from obscurity. e. __________ 3. How to spell a word. Noun b. b. c. To come into existence. two What part of speech is emerge? a. e in bee __________ __________ __________ c. adjective or other part of speech. 3. Which syllable has the weakest stress. 3 or 4? __________ The fact that the defendant was once a prison guard emerged in court last week. 1. Use the pronunciation key for help if needed. That the Word has only one stress. You can learn how to pronounce a word by using the pronunciation symbols and a. Answer the following questions by writing the letter of the correct answer. Pronounce a word in a dictionary. Aswer the following questions about the dictionary entry for emerge. Three b.Closing Activity Activity: 9 To review what you’ve learned in this sequence. GOOD The student showed an outstanding mastery of the concepts.Activity: 9b Use your dictionary to put dots between the syllables in each word. FAIR The student's responses contained a few grammatical errors.. run-ons. Total Points Points Answer Formulation Mastery of Subject Grammar Activity: 9 Conceptual Recognizes concepts to answer questions in a questionnaire. comma splices. Knowledge Procedimental Applies knowledge considering the lesson presented to answer questions based on the foregoing concepts. including the accent marks. FAIR The student showed a limited mastery of the concepts. Fair 2 pts FAIR The student somewhat answered the question and provided a rationale with limited development. Evaluation Product: Words meaning and Part of speech table. elapse __________________________________ __________________________________ Pronunciation __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ 3. C MC NC Value: Attitudinal Shows interest and ability when using a rubric to evaluate his/her partner’s parts of a dictionary activity. Obtained value Co-evaluation 30 USING WORDS EFFECTIVELY . Good 3 pts GOOD The student provided a well-constructed response with a thoughtful rationale. fragments. POOR The student's responses contained numerous grammatical errors (i. GOOD The student's responses contained no grammatical errors or only a few minor errors in punctuation and spelling.e. Syllables 1. dubious __________________________________ 4. coherent __________________________________ Poor 1 pts POOR The student did not adequately answer the question and provided an unsatisfactory accompanying rationale. verb formations). comply 2. Then write out the word with the correct pronunciation symbols. as well as openness to feedback given by his/her partner. but they did not detract from the reader's basic comprehension. antidote __________________________________ 5. POOR The student did not show a basic mastery of the concepts. Do your parents tell you how much TV you are allowed to watch? 8. Ask your partner the following questions. science fiction. soaps. How to become a better reader and thinker. characterized by stock characters and situations. and melodrama.) 7. The following is just an example of a graph presented by a Canadian student Maryam Zerbes in her Social Studies project. What is the biggest problem you find with TV? 10. How many hours per day do you watch TV? 2. cartoon. 1. Do you prefer watching TV than to go out with friends? 9. What kinds of programs do you usually watch? (comedy. typically performed as a serial on daytime television or radio. Go around the classroom and gather information about the first question: How many hours per day do you watch TV? Then make a graph with the information gathered. drama. sitcoms. Start up Activity Activity: 1 How many hours per day do you watch TV? Pair work. action. She asked students from her music theory class. BLOCK 1 31 . What is your favorite channel on TV? 3.Didactic Sequence 2. horror. sentimentality. Is TV a big part of your life? 4. Are soap operas very popular among friends? 5. Do you like watching the news on TV? _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ Soaps or Soap Operas: A drama. What time of the day do you think TV is best? 6. _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ Activity 1a. Knowledge Procedimental Obtains partners’ information about TV issues to draw a diagram for a forthcoming presentation in class. Activity: 1 Conceptual Organizes information about the time that his/her partners spend in front of the TV to be presented in class.Activity: 1 (continuation) Draw your graph here. C MC NC Value: Attitudinal Collaborates with partners when obtaining information to be organized in a graph. Obtained value 32 USING WORDS EFFECTIVELY . Co-evaluation Evaluation Product: A graphic organizer. When you have free time you are exhausted.tv. remember? The two most important things you must do as a speaker or writer are to: 1.html] Clear thinking is the ability to understand the relationship between a point and its support. they are not good writers. Reading is a skill that must be actively practiced. The simple fact is that people who do not read very often are not likely to be strong reader. In fact reading and thinking are closely related skills.or g/Parent/ga. Therefore. This sequence will help you basics of clear thinking. The skills that you develop at thinking clearly and logically will prove of enormous value in all your school work. a person just not to understand what is read but to analyze and evaluate it is as well. Recognize the support for the point Did Snoopy recognize the point that his friend is making? BLOCK 1 33 . and practice in thoughtful reading will also strengthen your ability to think clearly and logically.Development Activities Activity: 2 Clear Thinking The chances are that you are not as good a reader as you should be to do well in school. The point is the main idea that a person is making. [http://www. consequently it will also strengthen your ability to write. You may be going to school and working at the same time. Experts agree that many schools have not done a good job of helping students discover the pleasure and rewards of reading. Another reason besides TV for not reading much is that you may have a lot of responsibilities. Kids in the USA spend about 25 hours a week.nncc. The support is the evidence that is given to back up this idea or the supporting details that you studied in your “Writing and Reading Strategies” mo dule. or more than 3 hours a day watching television. it’s not surprising. Make a point 2. You live in a culture where people watch an average of over seven hours of television every day!! All that passive viewing does not allow much time for reading. Recognize the point 2. A third reason for not reading is that school may have caused you to associate reading with worksheets and drills and book reports and test scores. especially in writing and composition. The aim of this block is helping you become a stronger thinker. If so. and the sequences that follow will reinforce what you learn here. Support the point The two most important things you must do as a reader are to: 1. You need to understand and to practice recognizing the relationship between a point and its support. and it’s easier to turn on the TV than to open a book. Large stay dogs wander through the park glowing at people who walk near them. Identify each point with a P and each statement of support with an S. is the person who made it thinking clearly and logically? Let’s say the person then goes on to provide the following detail. 34 Some parrots can be trained to count. B. 4. D. 1. we have a chance to be both logical and critical thinkers: to evaluate for ourselves whether is enough valid evidence in support of a point. A. 3. The park has been the site of gang violence on several occasions recently. In light of the details. Machinery. The sentences are long and hard to understand. The noise level of many buses and trucks is high enough to damage hearing permanently. Parrots are intelligent pets. 4. 3. 4. ______ ______ ______ ______ Listening to loud music through headphones can cause hearing loss. The dessert choices were limited to stale cake and watery Jell-O. 2. we would not be eager to eat at that restaurant. Hearing can be damaged by a number of common sounds. The book has no illustrations and no index. 1. When evidence is provided. ______ ______ ______ USING WORDS EFFECTIVELY . Activity 2a. can contribute to deafness. C. and the rice and vegetables were cold. 2. The details provide solid support for the point. ______ 2. Our meal took forty five minutes to arrive. is there a support for this point? In other words. 3. 1. 2. and the other statements are support for the point. 3. Sharp pieces of broken glass are scattered near the swing sets. The chicken we ordered was tough. one statement is the point. 4. Most parrots can learn to speak. ______ ______ ______ ______ ______ ______ ______ ______ Our neighborhood park is not a safe place to play. The authors do not define the new terms they use in each chapter. Parrots have been taught to recognize shapes and colors. 2. 1. 3.Activity: 2 (continuation) Read the example of a point: Point: Our meal in that new restaurant was unpleasant. 1. The chemistry textbook is not very helpful. In each of the following groups. They give us a basic for understanding and agreeing with the point. such as lawn mowers and leaf blowers. Now. 2. 1. Watching less TV means that kids will be exposed to less violence. When people spend less time watching TV. families talk and Share more with each other. ________ ________ Activity: 2 Conceptual Comprehends the relationship between a point and its support when an idea is given. 2.Activity: 2b E. Co-evaluation Evaluation Product: Clear thinking practices. Knowledge Procedimental Practices recognizing the relationship between a point and the evidence that is given to back up an idea. 1. can’t digest certain vegetables 3. 3. wheat. One of my children is allergic to milk. My mother. G. Textbooks authors or teachers advance all kinds of points and then supply evidence on behalf of their ideas. Uniforms stop kids from teasing each other about the clothes they wear. and eggs. 3. 2. including exercises. ________ ________ ________ ________ Requiring kids to wear uniforms to school is a good idea. The common cold has a powerful effect on the nation. 3. 1. they pursue healthier activities. Cold cause Americans business to lose millions of hours of work every year. Obtained value BLOCK 1 35 . 1. Uniforms costs less than store-bought clothes. C MC NC Value: Attitudinal Integrates new knowledge in order to understand the basics of clear thinking. H. 4. Studies show that when the TV is turned off. ________ ________ ________ ________ My family is difficult to cook for. 4. 4. The average child misses a week of school each year due to colds. Americans spend billions of dollars buying cold medications. ________ ________ Points and Support in every life An advertisement tries to convince us that something is “a great product” (Persuasive speech). Each year. ________ ________ ________ ________ It is good for people to limit the amount of time they watch TV. A political candidate offers reasons why he or she is the person to vote for. F. My husband is a vegetarian 2. who lives with us. 4. Studies show that students work better when they are dress in uniform. She ran up shouting “Let him go!” then kick the ferocious pit bull as hard as she could. The woman referred here put herself in danger to help a child. “Or is it beside the point?” In their enthusiasm to advance a point. To support that point. she had to be courageous. She handled the reporter’s questions with easy and confidence. For example. citing three different studies by experts in the field. b. The information here tells us that the woman on the news was kind and generous with her time. This activity will sharpen your ability to decide whether evidence truly supports a point. The first reason for disliking the English teacher is logical and relevant support. b. Then read the points and the three items of “support” that follow and circle the letter of the item that provides logical support for the point. Put a check ( 1.you should not have chosen this item either. If you circled the letter of this item. Activity 3a. When the dog released the child. the student may say. even as the dog turned on her. c. Explanation: a. When I need someone to cover for me at work so that I can see my girlfriend. Identifying Logical Support Once you identify a point and its support. She had at hand all the facts and figure to back up her statements. you need to decide if the support really applies to the point. In addition. a student may wish to make the point that her English instructor is a poor teacher. not courage. Point: Greg is irresponsible. Thanks to her efforts. Greg is always too busy to help me up. he wears ridiculous clothes. ________ ________ ________ 36 USING WORDS EFFECTIVELY . b. ) next to the sentence that logically supports the point. He never pays his bills on time and he is always late for appointments. to do so. c. “He speaks so softly I can hardly hear him. she grabbed the boy and pushed him to safety. She collected bags of canned and boxed food for months and then brought it to the Golden Door Soup Kitchen to be used for Thanksgiving. a. what the instructor wears has nothing to do with how well he teache s. but the second reason is beside the point. “Is there a logical support for the point?” Point: That woman on the news was courageous. Support: a. It is about generosity. It will help you become a critical reader who can ask and answer the questions. That number includes over a hundred children. The critical thinker will ask. she went to his aid without a moment’s hesitation. people often bring up support that does not apply. Clearly. The woman described here showed mastery of her subject and skill in being interviewed. You should not have chosen this item.” A Critical thinker will realize that although a soft voice may in fact interfere with an instructor’s effectiveness. He gives up his bus seat to elderly commuters. the soup kitchen was able to feed five hundred more people this year than last. When she saw the child been attacked. c. you were correct.Activity: 3 Read about Identifying Logical Support. Activity: 3a (continuation) 2. Point: That child is very curious. a. He was reciting the alphabet when he was only three years old. b. His favorite word is “No!” He doesn’t start picking up his toys until the fifth or sixth time he is told. c. He has taken apart all the clocks in the house to see how they work. He breaks rocks because he wanted to see what they looked like inside. 3. Point: Mary is self-centered. a. She’ll avoid a party invitation to stay home and curl up with a good book. b. Any time we talk, I hear all about her life, but she never even asks what is new with me. c. She spends much of her time assisting her grandparents, she cooks them dinner and talk to them about the family. 4. Point: The teenage boys at the dance were much shyer than the girls. a. They yelled and laughed out loud, drawing attention to themselves, then they left with their friends to go to a nearby party. b. They all gathered at one end of the room, away from the girls, they looked nervously at the girls who were dancing. c. They walked right up to a group of girls and introduced themselves. They asked the girls for their phone numbers. 5. Point: The bus service on this route is unreliable. a. Several times each week, the bus on this route arrives more than a half hour late. b. The buses on this route are at least twenty years old. c. The transit authority is building a rail line to replace the bus route. _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ Activity: 3 Conceptual Identifies the point and its support to decide if the support relates to the point. Co-evaluation Evaluation Product: Logical identification exercises. Knowledge Procedimental Applies the support statements to each given point to understand each logical and relevant support. C MC NC Value: Attitudinal Appreciates the effectiveness of becoming a critical thinker and how it will help in his/her academic development. Obtained value BLOCK 1 37 Activity: 4 Read about determining a logical point. Look at the following three items of support and do the exercise, then check your answer by listening to the explanation given by your teacher. Determining a Logical Point This activity will develop your ability to come to a logical conclusion. You will look closely at supporting evidence and then decide what point is well supported by that evidence. The skill of making a reasonable judgment based upon the information presented is a significant part of clear thinking. Support:    Most catalogs have a wide range of high-quality products in choices of colors, styles, sizes, and so forth. Catalogs products can be ordered over the phone. The leading catalogs take pride in their delivering on time and accepting returns for any reason. Circle the letter of the point that is logically supported by the above evidence. a. b. c. d. Catalogs offer better-quality products than stores do. Ordering from catalogs can be a convenient way of shopping. Catalogs provide bigger choice of colors, styles, and sizes than regular stores do. People should stop shopping in stores. Explanation: a. The support doesn’t compare the quality of catalog products with store products. So you should not have not chosen this item. b. The support statement does tell us that shopping by catalog is convenient: It can be done over the phone, delivery is on time, and goods can be returned. This is the statement that is adequately and logically supported, so it is the one you should have chosen c. The supporting statement does not compare the choices available through catalogs with those in the stores. d. The benefits given in the statements of support are not sufficient to support this point. You should not have chosen thin point either. Activity 4a. For each group, read the three items of supporting evidence. Then write the point that is logically supported by that evidence. 1. Support:    Dozens of angry bees attacked people sitting at the picnic table. A rain shower made all the food soggy and wet. Nearby kids threw a football onto the table, spilling all the drinks. Write a statement that describes the supporting evidence. _________________________________________________________________________________________________ 38 USING WORDS EFFECTIVELY Activity: 4a (continuation) 2. Support:    High-speed trains can cruise at two hundred miles an hour. For short trips, it can take longer to get to the airport than it would take to make the whole trip by high-speed train. For short and medium trips, high-speed trains are more fuelefficient than airplanes. Write a statement that describes the supporting evidence. _________________________________________________________________________________________________ 3. Support:    Before underground plumbing, city people dumped raw sewage out of their windows and into the street. In the days when city vehicles were horse-drawn, manure was piled high in the roadways. Before trash collection was available, pigs were set loose in city streets to eat the garbage thrown there. Write a statement that describes the supporting evidence. _________________________________________________________________________________________________ 4. Support:    When my dad was called out of town, the man who lives on the corner collected the mail and paper for him every day. The young man in the house across the street always shovels my dad’s sidewalk when it snows. Whenever my dad’s car needs is in the garage for repairs, one of his next-door neighbors drives him around until he gets his car back. Write a statement that describes the supporting evidence. _________________________________________________________________________________________________ 5. Support:    Employers like resumes and letters that are neat. Companies prefer workers with a professional appearance. Interviews like job seekers who speak clearly and with confidence. Write a statement that describes the supporting evidence. _________________________________________________________________________________________________ Activity: 4 Conceptual Writes statements that describes the supporting evidence statements. Co-evaluation Evaluation Product: Logical support grids. Knowledge Procedimental Develops his/her ability to come to a logical conclusion when reading supporting evidence and writing the point that is supported by that evidence. C MC NC Value: Attitudinal Shows interest and ability when using grids to determine logical points. Obtained value BLOCK 1 39 Obtained value 40 USING WORDS EFFECTIVELY .Closing Activity Activity: 5  Team work. 4 Student presents information in logical. Student pronounces most words correctly. Presentation has no more than two misspellings and/or grammatical errors. Student's map explains and reinforces text and presentation.  You and your team organize a class map presentation. C MC NC Value: Attitudinal Collaborates in his/her team presentation and shows positive attitude when receiving feedback. Most audience members can hear presentation. Identifying Logical Support. Student's map relate to text and presentation. include: Clear thinking. Knowledge Procedimental Explains the theme “How to become a better reader and thinker” and registers his/hers partners’ participation in a rubric. Total Points: Total Graphics Mechanics Elocution Activity: 5 Conceptual Analyzes and interprets the theme “How to become a better reader and thinker. incorrectly pronounces terms. Student uses a superfluous map. Presentation has no misspellings or grammatical errors. and Determining a Logical Point. interesting sequence which audience can follow. Student mumbles. Criteria Organization 1 Audience cannot understand presentation because there is no sequence of information.” Co-evaluation Evaluation Product: Map presentation and Rubric. Draw a map about “How to Become a Better Reader and Thinker”. Student uses a clear voice and correct.  Grade your partners’ participation in a rubric. Student's presentation has four or more spelling errors and/or grammatical errors. 3 Student presents information in logical sequence which audience can follow. precise pronunciation of terms so that all audience members can hear presentation. Student's voice is clear. and speaks too quietly for students in the back of class to hear. “Dave. Which is the best description for the picture a) Holidays on beach b) beautiful beach c) activity of people Activity 1a. Outraged that a product of his genes could so disgrace the family. Answer the questions that follow. Read the passage below. 1. Vocabulary in context. Start up Activity Activity: 1 Remember the Chinese saying “A picture is worth a thousand words”? You learned in your Writing and Reading Strategies module that a picture can help you guess the meaning of a new word. Which is the best description for the picture a) Computer b) computer device hardware c) microcomputer system 2. this just won’t do. You can use your imagination in the case. you’re going to be grounded!” Do you think Dave got good grades or bad grades? ____________________________________________________ Was Dave’s father happy or angry at his school result? __________________________________________________ What is his father going to do with him? _______________________________________________________________ 1) What does the words “suffering mild cardiac tremors” mean? a) very angry b) about to die of a heart attack c) very sad 2) What does the word “disgrace” mean? a) please b) shame c) disappoint 3) What does the word “tolerate” mean? a) give b) borrow c) admit BLOCK 1 41 .Didactic Sequence 3. and if you don’t show me an immediate turn -around. Which is the best description for the picture a) For sale b) equipment used in an office c) instruments for you 3. he confronted his son and said. I can’t tolerate these grades. Then find and underline the meaning of words. Look at the pictures below and choose and underline the best answer to explain the pictures. A father examined his son’s report card and suffered mild cardiac tremors as he saw a solid column of D and F grades. Her mother keeps telling her that an inadequate supply of vitamin A can lead to blindness. Then check with your teacher and classmates. a) one b) two c) three Please. a) emit b) ashamed c) loathe We just need a couple more chairs so everyone can sit down. a) announcement b) attainment c) argument The old woman’s blunt questions embarrassed her. She had often come into conflict with her mother-in-law. which is high in vitamin A. Uncle Jack. This will help you read faster and easier. choose and answer questions. Obtained value 42 USING WORDS EFFECTIVELY . Do the exercise before studying how you can guess the meaning of vocabulary from context. Co-evaluation Evaluation Product: Guessing Meanings exercises. 4.Activity: 1b Find the meaning of the underlined word in each sentence. C MC NC Value: Attitudinal Shows initiative and openness when starting a new theme. 3. you need to guess the meaning of unfamiliar words from the context. making her momentarily tongue-tied. 1. so she lacks it. 2. In order to understand what you are reading from an English text. a) too big b) not enough c) full Activity: 1 Conceptual Identifies and guesses words from vocabulary in context to answer questions. give me a piggyback! a) A ride on someone back or shoulder b) A small bag c) People who arrived to settle in Bangkok 2000 Ladda does not like to eat papaya or carrots. Knowledge Procedimental Practices vocabulary to find the meanings. Choose and circle the best answer for each question. 5. helps you understand that the word SCOWL means an angry tempered expression. 2. Vocabulary in Context In this sequence. water. Then read the explanation that follows. General sense of the sentence or passage Remember not to use a dictionary for these practices. They will also help you add new words to your vocabulary. such as food. Pronunciations are provided in parenthesis for the words. which are boldfaced will help you figure out the meanings of each word. Look at the face of the man again. There are four common types of context clues: 1. BLOCK 1 43 . that.” The examples—food. Note that examples are often introduced with signal words and phrases like for example.com Notice that example of the “quote” helps you understand that the word MOTTO means slogan. You have guide to pronunciation in sequence 1. cartonistgroup. you can often figure out its meaning. and such as. including. etc. Antonyms 4. EXAMPLES If you are given examples that relate to an unknown word. The face of the man reading. Thaves. and shelter. note the examples in this sentence: “All animals share the same vital needs. Examples Synonyms 3.” Look also at the Frank and Ernest cartoon below.Development Activities Activity: 2 Read about Vocabulary in Context and discuss the theme in class. On each line write the letter of the answer you think is correct. cliché. For instance. water. for instance. saying. An italicized word in each sentence is followed by examples that serve as context clues for that word. Then check your understanding by writing the letter of the answer you think is correct on each line. you will read about and practice types of context clues that will sharpen your skills in recognizing and using context clues. These examples. Their purpose is to help you develop the skill of figuring out what words mean without using a dictionary. 1. Now read the items that follow. and shelter—helped you figure out that the word vital means “necessary. Mario ate a bland diet of white bread. the examples of strange habits show that eccentric means “strange. Throughout history. In each sentence that follows. In each sentence. Activity 2a. stone castles. Finally. The debris in the stadium stands included numerous paper cups. ec·cen·tric ( k-s n tr k. ________ func·tion (f ngk sh n) means a) shapes b) problems c) uses ________ 2. and including.” So the correct answer is C. humans have built a wide variety of dwellings. For instance we use them to scratch back and hold up plants in the garden. the examples in sentence 3 indicate that dwellings are homes. ________ bland (bl nd) means a) spicy 3. and marble mansions. ________ de·bris also dé·bris (d -br . So the correct answer is A. Remember DON’T USE A DICTIONARY. ur·ban (ûr b n) means a) empty b) city c) country 44 USING WORDS EFFECTIVELY . including simple mud huts. In our house. rice. For his weak stomach. clothes hangers have various odd functions. 1. such as throwing exactly thirteen pitches when warming up and never wearing socks. such as. d br ) means a) products b) papers c) trash 2. In sentence 2. Our baseball team’s pitcher has a few eccentric habits. examples of the odd functions of hangers —scratching back and holding up plants—may have helped you to guess that functions are “uses. k-) means a) normal b) strange c) messy ________ 3. b) varied c) mild ________ New York. Boston. Note that the examples in the sentences are introduced by the signal words for instance. sandwich wrappings and cigarette butts. and Philadelphia are three of the oldest urban areas in USA. dwell·ing (dw l ng) a) homes b) stores c) churches Explanation. the examples probably helped you figure out the meaning of the words in italics:    In sentence 1. d -. ticket stubs.” So the correct answer is B. underline the examples of the italicized word.Actividad: 2 (continuation) 1. Then write the letter of the word’s meaning on the answer line. and mashed potatoes. Many people take dietary supplements—for example. professionals often use such jargon as “RAM. Obtained value BLOCK 1 45 . C MC NC Value: Attitudinal Shows interest when acquiring and applying new knowledge as well as showing a sense of initiative to learn. re tail er (r t l r) means a) customers b) business that sell directly to users c) business that make products ________ Activity: 2 Conceptual Recognizes words in a new passage according to the context to answer questions. Auto-evaluation Evaluation Product: Vocabulary in context activity. jar·gon (jär g n) means a) special language b) clear instructions c) mean insults ________ 10.” “download.Actividad: 2a (continuation) 4. and funeral services give many people a sense of peace and comfort. Religious rituals like baptisms. church weddings. is the most basic part of an economy. A transaction. -z k -) means a) profit b) loss 5. c) interesting ________ trau·mat ic (-m t k) means a) Rare b)painful 7. church weddings. such as buying or selling a product. When discussing computers. ranging from car dealerships and department stores to frozen-yogurt stands and online drugstores. My uncle often has had some embarrassing mishaps. extra calcium or large doses of vitamin C—in the belief that they will cure or prevent disease.” and “bytes. c) project mis·hap (m s h p .l) means b) ceremony c)prayer ________ rit·u·al (r ch 8. m s-h p )means a) clever moves b) accidents 6.” which others may not understand. There are hundreds of different kinds of retailers. a) Lesson . c) business deal ________ ________ trans·ac·tion (tr n-s k sh n. such as backing his car into the side of the boss’s Cadillac and trying to walk through a glass door. The death of a child and the death of a spouse are two of life’s most traumatic experience. c) suggestions ________ sup·ple·ment (s p l -m nt) means a) Addition b) losses 9. Knowledge Procedimental Develops the skill of figuring out what the words mean depending on the context. he is rich compared with most people in his homeland of India. self-important _________________ _________________ _________________ _________________ _________________ _________________ _________________ 46 USING WORDS EFFECTIVELY . The medicine that Nina is taking is very potent. If they are not interested. 4. After the heavy rains. If the man doesn’t understand meeting or gathering. 2. Consider the sentence. Some overweigh people are called furtive eaters because they eat large quantities of food in secret. Synonyms Context clues are often found in the form of synonyms one or more words that mean the same or almost the same as the unknown word. Number one is giving as an example. 5. Look at the cartoon and notice the meanings of the words meeting. "Commonly held belief" is a synonym for "our views".Activity: 3 Pair work. the stream became murky. It is so powerful that she must Not take it for more than a week. it is impossible to force them. The use of synonyms provide effective paraphrases (remember? it is when you try to put information from a source into your own words). Can be paraphrased using synonyms into: "The commonly held belief on ancient flora and fauna is now being reviewed". peace was impossible to force them. shaking hands is the appropriate way to greet someone: in China. 3. each item includes a synonym of the italicized word. "ancient flora and fauna" is another way to say "early plant and animal communities". A con artist was apparently very believable as he went door to door telling a plausible story about having his wallet stolen and needing twenty dollars to get home. While Ved may not be affluent by American standards. maybe he’ll understand what forum or conference means. The first step in reaching a peace agreement was to set up a dialogue between the two sides. Without discussion. Read about Synonyms and discuss with your partner. 8. “In the United States. bowing is the right way. A synonym may appear anywhere in a sentence as a restatement of the meaning of the unknown word.” Here is the synonym “right” tells you the meaning of appropriate. 7. 6. You cannot coerce people into learning. Then check your understanding by writing each synonym in the space provided. An original sentence might say: "Our views about the nature of the early plant and animal communities are now being revised". in fact the water was so cloudy you couldn’t see the bottom. 1. Everyone turned to look at the arrogant customer who spoke to the manager in a self-important voice. and "reviewed" is a synonym for "revised". C. HONESTY is the best POLICY. J. You can't MAKE a silk purse OUT OF a cow's ear. Valuable GIFTS often come in SMALL packages. HASTE makes WASTE. A. The EARLY bird GETS the worm.Activity: 3 (continuation) 9. A BOY'S best friend is his DOG. G. A fool and his MONEY are soon PARTED. ________________ _________________ 10. The diversity of the population of the United States is the result of accepting immigrants from a wide variety of cultures and nations. Co-evaluation Evaluation Product: Synonyms exercises. _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Activity: 3 Conceptual Selects synonyms in the form of context clues to know meaning of words. Paraphrase the following sentences (sayings) by replacing the CAPITALIZED words with a definition or synonym. C MC NC Value: Attitudinal Shows interest when learning how synonyms provide clues to guess an unknown word. Knowledge Procedimental Uses synonyms to replace some words in the sentences. Better LATE than NEVER. D. One is never enough to prove a virus exists. Then discuss the sayings with the class. B. Several tests are necessary to verify that a virus is present. A penny SAVED is a penny EARNED. Uses paraphrasing by replacing some words with synonyms. Obtained value BLOCK 1 47 . Activity 3a. You can't teach an OLD dog new TRICKS. F. I. H. E. OPEN the door. Activity: 4   Read about Antonyms and discuss with your partner.” Here the word instead  thus have opposite meanings. His garden is very LARGE. 6. 8. instead of being  indicates that active and passive are antonyms and passive and waiting for good luck. He is a STRONG man.      Look also at the cartoon about the fighting couple  who are visiting a marriage counselor. Read the following sentences and underline the best   1. Brown always makes EASY tests. please!  a) Close b) huge c) free a) Hot b) cool c) shine  7. instead of . How POVERTY is defined?  b) wealthy c) idle 5. on the other hand. Today is a WARM day. Mr. yet. a) Weak b) sturdy c) powerful  of a) Easy b) rival c) innocent  3.  a) Guilty a) Small b) huge c) enormous  10. How you are going to JOIN these wires? Said Ana  to Pedro. b) separate c) unite  a) Paste  48 USING WORDS EFFECTIVELY . and in  contrast Look at the sentence: “Winners in life take an active role in making things happen. We are going to talk with our ENEMIES.  a) Soft b) hard c) strong 9. Notice that the antonym “combatible” helps you figure out that  compatible must mean “in agreement”         answer according to the antonym.  Antonyms   Antonyms –words and phrases that mean the opposite of a Word—are also useful as context clues. The International Organizations are going to be in a) Lost b) friend c) rivals  TEMPORARY way in the country.  all the facts. Antonyms  are sometimes signaled by words and phrases such as however. In the trial the judge declared this person GUILTY 2. said Karoline to Peter. but.  a a) Complicated b) permanent c) guess 4. “I am having acute pains in my chest now. Superficial means a) Lacking depth b) complicated c) satisfactory 5. read the explanation that follows and discuss it with your partner to choose one. After his accident.” so the answer to sentence 1 is “criticize. “you’re fine. Lenient means a) Hard b) easygoing c) busy 4.” 2. When drinking was prohibited by the nineteenth Amendment. Instead. Finally. 1. Number one is given as example. “All I’ve heard so far are the same old ones. Knowledge Procedimental Applies words opposite in meaning to another word and recognizes their meaning. Co-evaluation Evaluation Product: Antonyms exercises.” Innovative means a) New b) traditional c) loud ___________ ___________ ___________ ___________ ___________ ___________ Activity: 4 Conceptual Classifies words opposite in meaning to another word and identifies their meaning. Obtained value BLOCK 1 49 . The coach takes every opportunity to reprimand his players. Then. Reprimand is the opposite of “Praise. the antonyms given probably helped you understand the meaning of the word in italics. but a chronic one can be a sign of serious Illness. a doctor gave him a quick. I’d rather have strict teachers who take class seriously. said the patient.” Acute means a) Sharp b)weak c) no 3. on the answer line write the letter of the meaning of the italicized word. yet he ignores every chance to praise them. A temporary cough is nothing to worry about. Brad expected an in-depth examination at the hospital. Prohibited means a) Permitted b) defined c) forbidden 7. Some teachers are too lenient. Chronic means a) Continuing b) brief c) mild 6. “but an hour ago all I felt was a dull ache.Activity: 4 (continuation) Check your understanding by underling the word or phrases that means the opposite of the italicized words. Reprimand means a) Approve of b) criticize c) choose ____b______ Explanation: In the sentence. “What we need is an innovative idea!” cried the chairman. C MC NC Value: Attitudinal Integrates basic grammar information to be used in simple exercises. superficial checkup and said. alcohol became more popular with some people than it had been when it was allowed. ____________ Divulge means (What would someone refuse to do with ingredients that are secret?) a) Reveal b) hide c) invent 4. suppose that you don’t know the word “Features. 2. General Sense of the Sentence of Passage Sometimes it takes a bit more detective work to puzzle out the meaning of an unfamiliar word. you must draw conclusions based on the information surrounding the word. My mother refused to divulge the secret ingredients she uses in her fried chicken recipe. cheerful personality. To reach a sound conclusion about an issue. write the letter of the meaning you think is correct.” The newlyweds (just married) had to be thrifty if they wanted to save money. Sound means (What kind of conclusion would you reach by considering the facts?) a) Early b) obvious c) reasonable 3. Look at the cartoon about Lucy complaining to Schroeder. suggest that features mean characteristics that provide pleasure and attract. Your teacher will answer the questions in parenthesis that follow each item below. Because the nicotine in cigarettes is harmful. Frugal means (How will people shop if they wanted to save Money?) a) Thrifty b ) wasteful c) interested a Explanation: The first sentence provides enough evidence for you to guess that frug lmeans “thrifty. pleasant smile. Stringent means (What types of laws would be favored by people concerned about the harm of nicotine?) a) Strict b) weak c) confusing 50 USING WORDS EFFECTIVELY .” The phrases: nice hair. The newlyweds agreed to be very frugal in their shopping because they wanted to save enough money to buy a home. Then using the logic of each answer. In such cases. many people favor stringent laws against ____________ their sale. Peanuts by Charles Schulz Activity 5a. etc.Activity: 5 Read and learn how to solve out the meaning of unfamiliar words. 1. you must carefully consider all the facts ____________ involved. Asking yourself questions about the passage may help you make fairly accurate guess about the meaning of the unfamiliar word. Number one is done as example. surrounding the word. and all the invitations have been  sent out. 7. unfamiliar word or words. Literally means (In what way did the child interpret the phrase “raining cats and dogs?”) 6.     a) Symbolically b) musically c) as the real fact have been made for the It is too late to alter the plans for the party. the child looked for little __________ animals on the ground after the storm. Taking the expression “raining cats and dogs” literally. Alter means (If plans have all been made. Donor means (Who would need to have the same kind of blood as the person receiving the transplant?)  a) One who receives b)one who gives c) one who doubts     Evaluation  Product: Vocabulary knowledge Activity: 5 Value: Exercises  Knowledge Conceptual Procedimental Attitudinal   Describes meanings based on Determines meaning of unfamiliar Integrates knowledge of general the information surrounding the words based on the information sense used to understand an  word. Activity: Continuation 5. what is too late  to do?) a) Change b) surprise c) repeat  Organ transplants will not succeed unless the donor has ____________  the same blood type as the person receiving the organ. Reservations ____________ Restaurant and the band.  C MC NC Co-evaluation Obtained value    BLOCK 1 51 . Antonym C. 2. Antonym In the sentence below. all of the employees call her “The little dictator. yet. Its meaning B. catch and eat j. employees C. Synonym C. a. the pilot was surprised when it was revoked instead. Which type of context clue often follows signal words like: such as. Antonym C. __________ Expecting that his license would be renewed. Attract e. danger k. Example B. the word around it __________ Which type of context clue often follows signal words like: including. and on the other hand? A. Prey on means _____________________________________ 2. dictator Because my boss runs the store like a tyrant. Once deep within the plant. but. One. encounter d. Another leafy hunter is the pitcher plant. In the sentence below. Plants are essential for animals’ life. Closes g. choosing from the definitions in the box.” __________ 5. the insect meets a watery death. Synonym C. some plants turn the table and prey on smaller members of the animal kingdom. Example B. they can also be hazard that may end life. Write the definitions for each boldfaced word. the Venus’s-fly trap. Example B. rush away from c. but for inhabitants of the insect community. Hazard ______________________________ 52 USING WORDS EFFECTIVELY . Boss B. Empties h. __________ 4. Clamps ___________________________________________ 4. 6a. Example B. Lures _____________________________________________ 3. however. 1. 1. The context of a word is A. and for instance? A. Synonym In the sentence below. It lures small insects with its sweet perfume and then clams its “jaws” so it can digest the insects at its leisure. such as. Synonym __________ 6. 3. explore b. he appreciates unusual things. which type of context clue is provided for the italicized word? A. Probe means _________________________ 5. Play with f. whose sweet juices tempt insects to probe the plant. uses its leaves like a steel trap. benefits While plants often provide food for animals. its opposite __________ C. loosens i. Antonym I’m looking for a unique gift for my boyfriend. Meets _______________________________ 6.Closing Activity Activity: 6 To review what you’ve learned in this chapter. which type of context clue is provided for the italicized word? A. which word is the synonym for the italicized word? A. answer the following questions by writing the letter of each answer on the line. 1. BLOCK 1 53 . I have seen such poignant scenes as a homeless man caring for a little dog and woman in a slum growing flowers in a patch of soil. Check your partner’s activity using the rubric on the next page. Pair work. she missed two weeks of class because of a strep throat and had all her books stolen just before finals. _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________________________ Activity 6d. Unfavorable b. Adverse means a. upsetting 3. Funny b. evil c. give 1 point for a poor work using the criteria at the left. Circle the letters of the meaning of the italicized word. Draw conclusions and write a paragraph about the cartoon and the dialogue. For instance. fortunate 2. Then report the results to your teacher. The new principal took drastic steps. extreme Activity 6c. Carol survived her freshman years despite various adverse events. Drastic means a. Give 3 points for a good work. touching c.Activity: 6b The underlined EXAMPLES suggest the meaning of the italicized term. approving c. give 2 points for a fair work. Exciting b. including firing teachers and forbidding after-school activities. Poignant means a. Grammar The student's responses contained no grammatical errors or only a few minor errors in punctuation and spelling.Poor 1 pts The student did not adequately answer the question and provided an unsatisfactory accompanying rationale. but they did not detract from the reader's basic comprehension. comma splices. The student's responses contained a few grammatical errors. Total points Activity: 6 Conceptual Organizes knowledge using clues to find vocabulary in context. The student did not show a basic mastery of the concepts.. Co-evaluation Evaluation Product: Questionnaire and rubric Knowledge Procedimental Integrates knowledge about “vocabulary in context” to answer questions and to write a paragraph. Fair 2 pts The student somewhat answered the question and provided a rationale with limited development.e. Obtained value 54 USING WORDS EFFECTIVELY . The student showed an outstanding mastery of the concepts. Good 3 pts Points Answer formulation The student provided a well-constructed response with a thoughtful rationale. to answer a questionnaire. The student's responses contained numerous grammatical errors (i. run-ons. fragments. C MC NC Value: Attitudinal Shows openness to the feedback given by his/her partner at the same time that collaborates when giving feedback to his/her partner. and to write a paragraph. Mastery of subject The student showed a limited mastery of the concepts. verb formations). 10. Competencias profesionales: 1. Tiempo asignado: 20 horas . 4.Composition a correct English alignment. 2. Realiza interacción oral en otro idioma. 8.2. Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas. 4. 4. 3. 4. Realiza expresión o producción oral en otro idioma.4. Estructura ideas y argumentos de manera clara. Se comunica en una segunda lengua en situaciones cotidianas. Define metas y da seguimiento a sus procesos de construcción de conocimiento. Aplica distintas estrategias comunicativas según quienes sean sus interlocutores.5.2. coherente y sintética. Realiza expresión o producción escrita de diversos tipos de texto en otro idioma. 5. Realiza comprensión escrita y de lectura de diversos tipos de texto en otro idioma. nacional e internacional. Asume que el respeto de las diferencias es el principio de integración y de convivencia en los contextos local.3. matemáticas o gráficas. Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas.3. 7. 6.4.1. Atributos a desarrollar en el bloque: 4. Expresa ideas y conceptos mediante representaciones lingüísticas. Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva.1. Realiza comprensiones oral y auditiva de diversos tipos de texto en otro idioma. Unidad de competencia: Desarrolla su capacidad para organizar y expresar sus ideas con claridad y objetividad siguiendo los pasos y las estructuras básicas de la composición. 4. el contexto en el que se encuentra y los objetivos que persigue. Startup Activity Activity: 1 Fill in the crossword puzzle with PARTS OF SPEECH. Building effective sentences. Another choice might be playing a video game on the computer or TV screen. Down 1. _____________________ 8. 7. Use the same words to name the italicized words in the sentences below. _____________________ 5. I'd like to thank you all for attending today's meeting. Parts of Speech Quiz 1. but they may be one of the only places you can meet the British. ____________________ 2. make sure to visit Speakers' Corner in Hyde Park. I often feel we've forgotten to communicate with our surroundings. Links a noun to another word. 4. sentences or words. _____________________ 7. _____________________ 6. Hey! . Art lovers can visit the Metropolitan Museum of Art on the Upper Eastside next to Central Park. Describes a noun. Actions or state. Replaces a noun. Join clauses. Not only are London parks beautiful. 5. _____________________ 3. Short exclamation. I think we need to rethink how addicted we are becoming of being available for everyone and everything at all times. 3.Didactic Sequence 1. 6. To experience the famous eccentric side of British life. _____________________ 4.They might have become rich! _____________________    56 COMPOSITION A CORRECT ENGLISH ALIGNMENT . 4. Across 2. Names places or things. Describes a verb.  sentence? b. Consonants.  9. snappier.  a.  a. C MC NC Value: Attitudinal Shows openness to feedback given by his/her teacher and classmate. It contains more than one paragraph. Co-evaluation Evaluation Product: Puzzle and questionnaire Knowledge Attitudinal Procedimental Applies his/her experience in the use of parts of speech and sentence structure in a puzzle and in a questionnaire. c.   Sentence 7 is number 2 from the crossword puzzle. Always ends with an exclamation mark. What can you use to join clauses together? b. Something surprising or funny. It must not have a verb in it. Sentence 3 is number 4 across from the crossword puzzle. What is a phrase?  6. c.  b.  complete sense all on its own. Sentence 5 is number 5 from the crossword puzzle.  3. Check your partner’s answers following the results from the crossword puzzle.  b. It must have a verb in it and it must make something. same thing. Then check your answers with your Activity 1b.  a.  a. Where should you put a question mark? exclamation point. It must have at least two verbs in it.  c. Conjunctions. A simple sentence. What is a statement? or pronoun. c. Sentence 6 is number 4 down from the crossword puzzle. It ends with a full stop. Underline the appropriate response for each  teacher. At the end of a question. Tells someone to do something.  b. To make sentences shorter and  letter and end with a full stop. Four sentences collected together. A group of words that start with a capital a. A group of words that could be replaced by b. 4. A sentence without a verb.  a. Which of these is a requirement of a sentence? b. A diagram drawn using coloured bars. What can conjunctions be used for? a.  5. At the end of a question or a funny c. Which of the following is always true of a something. Obtained value BLOCK 2 57 . A collection of sentences about the  b.  c. a question mark or an  8. a. At the beginning of a question. A group of words containing a verb. Something said with force. Sentence 8 is number 1 from the crossword puzzle.  10. What is a paragraph? c.  Sentence 1 is number 7 from the crossword puzzle. What is a clause? b. What is a command? d. Junctions. Shows you are angry about something. a. To replace the verbs in a sentence. a single part of speech. a noun  7.   Sentence 4 is number 3 from the crossword puzzle. A sentence that simply tells the reader 2.  Conceptual        Activity: 1 Conceptual Recognizes parts of speech and the structure of a sentence when answering a questionnaire and filling in a puzzle.  a. c. It contains three or more phrases. c.Activity: 1a  Pair work. A sentence with no adverbs or adjectives. 1. To make your writing easier to read.   question.  Sentence 5 is number 5 from the crossword puzzle.  Sentence 2 is number 6 from the crossword puzzle. b. nor. Lying exposed without its blanket of snow. Like transitions. You could write an entire essay using only simple sentences like these: William Shakespeare was a writer. And. As you can see. the ice on the river melts quickly under the warm March sun. The Simple sentence A simple sentence has a subject as well as a predicate and both the subject and the predicate may have modifiers. It was the Elizabethan age. This sequence will help you learn to recognize different types of sentences and to use them effectively in your own writing. simple sentences can be very effective for grabbing a reader's attention or for summing up an argument. One play was Hamlet. Einstein said something. In written work. this is an extreme example. and it remains by far the most common sentence in the spoken language of people of all ages. but if you over-use compound sentences in written work. but you have to use them with care: too many simple sentences can make your writing seem childish. Hamlet died. your writing might seem immature. Still. because each contains only one clause: Melt! Ice melts. and it ate part of my carrot at lunch. but still it has many poor people. a simple sentence can be quite long -. it is not likely. they link two or more independent clauses. and I got to pet it. Canada is a rich country. and Kate held it.Development Activities Building Sentences. The court died too. Moore brought in his pet rabbit. or coordinating conjunctions. The ice melts quickly. A compound sentence consists of two or more independent clauses (or simple sentences) joined by coordinating conjunctions like "and. yet. A sentence is an independent grammatical unit that contains a subject (that tells who or what the sentence is about) and a predicate (that tells what the subject does or that links it to words that describes the subject) and expresses a complete thought. but. that your essay would receive a passing grade. so.small children learn to use them early on to connect their ideas and to avoid pausing (and allowing an adult to interrupt): Today at school Mr. and he showed it to the class. and or are known as conjunctions. and we colored pictures of it. When you start writing essays." and "or": Simple: Simple: Compound: Canada is a rich country. He wrote plays." "but. The ice on the river melts quickly under the warm March sun. The most natural sentence structure is the simple sentence: it is the first kind which children learn to speak. in which case a comma is unnecessary. The punctuation before a conjunction is always a comma. It was a tragedy. however. All of the following are simple sentences. The Compound Sentence A compound sentence. it has many poor people. Compound sentences are very natural for English speakers -. except with very simple. brief ideas.it is a mistake to think that you can tell a simple sentence from a compound sentence or a complex sentence simply by its length. and of course. 58 COMPOSITION A CORRECT ENGLISH ALIGNMENT . Some English sentences are very basic:    Shakespeare was a writer. It was a tragedy. Co-evaluation Evaluation Product: Building sentences exercises. ____________ An assistance dog performs many duties. ____________ Assistance dogs push elevator buttons and pick up telephones. He doesn't know many tricks. but Toronto has better cinemas. 8. 5. they empower those they help. or arms. Activity: 2 Write in the blank whether the sentence is simple or compound. _________________________________________________________________________________________________   Activity: 2 Conceptual Defines simple and compound sentences before using them consciously. ____________ A trained dog’s help could make independent living possible for a disabled person. C MC NC Value: Attitudinal Shows a positive attitude when learning anew topic and a sense of initiative to learn. and Border collies nudge people awake. 10. _________________________________________________________________________________________________ 4. 4. 9. ears. _________________________________________________________________________________________________ 5. I started to save my money. Gillian did not like to read. 1. but they also play a more important role. ___________ Many breeds become assistance dogs. Obtained value BLOCK 2 59 . ___________ Assistance dogs serve as eyes. ____________ Dogs can help in many everyday situations. 2. 3. each with a coordinating conjunction. Activity 2b. There was a meteor shower. ____________ Labrador retrievers open refrigerators. but a few seem particularly well suited to the role. and a deaf person can’t hear a smo ke alarm. ____________ Some dogs go to work or school. 7. _________________________________________________________________________________________________ 2. 1. and others help with child care or housework. ___________ One dog might signal the whistle of a teakettle or the beep of a microwave oven. Compound Assistance dogs offer disabled people companionship. 6. She was not very good at it. She saw a cat run in front of her. legs. The crew did not know how to avoid the meteors. Knowledge Procedimental Determines different types of sentences and practice using them effectively in exercises. The black dog has won many prizes. ____________ Someone in a wheelchair can’t reach a light switch. She fell down while roller-skating. In the following exercises.A compound sentence is most effective when you use it to create a sense of balance or contrast between two (or more) equally-important pieces of information: Montreal has better clubs. _________________________________________________________________________________________________ 3. and these duties could change from one day to the next. I wanted to buy a baby Chihuahua. turn the sentence pairs into single compound sentences. Special cases of compound sentences There are two special types of compound sentences which you might want to note. First, rather than joining two simple sentences together, a coordinating conjunction sometimes joins two complex sentences, or one simple sentence and one complex sentence. In this case, the sentence is called a compound-complex sentence. Example: The package arrived in the morning, but the courier left before I could check the contents. The second special case involves punctuation. It is possible to join two originally separate sentences into a compound sentence using a semicolon instead of a coordinating conjunction: Sir John A. Macdonald had a serious drinking problem; when sober, however, he could be a formidable opponent in the House of Commons. Usually, a conjunctive adverb like "however" or "consequently" will appear near the beginning of the second part, but it is not required: The sun rises in the east; it sets in the west. A complex sentence contains one independent clause and at least one dependent clause. Unlike a compound sentence, however, a complex sentence contains clauses which are not equal. Consider the following examples: Simple: My friend invited me to a party. I do not want to go. Compound: My friend invited me to a party, but I do not want to go. Complex: Although my friend invited me to a party, I do not want to go. In the first example, there are two separate simple sentences: "My friend invited me to a party" and "I do not want to go." The second example joins them together into a single sentence with the coordinating conjunction "but," but both parts could still stand as independent sentences -- they are entirely equal, and the reader cannot tell which is most important. In the third example, however, the sentence has changed quite a bit: the first clause, "Although my friend invited me to a party," has become incomplete, or a dependent clause. A complex sentence is very different from a simple sentence or a compound sentence because it makes clear which ideas are most important. When you write you write: My friend invited me to a party. I do not want to go. or even My friend invited me to a party, but I do not want to go. The reader will have trouble knowing which piece of information is most important to you. When you write the subordinating conjunction "although" at the beginning of the first clause, however, you make it clear that the fact that your friend invited you is less important than, or subordinate, to the fact that you do not want to go. 60 COMPOSITION A CORRECT ENGLISH ALIGNMENT Activity: 3 Read the sentences, identify the type and circle the correct choice: simple sentence, compound sentence, complex sentence, or a compound-complex sentence. 1. Ottawa is the capital of Canada, but Toronto is the capital of Ontario. 1. Simple Sentence. 2. Compound Sentence. 3. Complex Sentence. 4. Compound-Complex Sentence. Democracy is a noble goal; it is important, however, to protect the minority from the tyranny of the majority. 1. Simple Sentence. 2. Compound Sentence. 3. Complex Sentence. 4. Compound-Complex Sentence. I do not own a Porsche. 1. Simple Sentence. 2. Compound Sentence. 3. Complex Sentence. 4. Compound-Complex Sentence. Call your father as soon as you arrive in Antigonish. 1. Simple Sentence. 2. Compound Sentence. 3. Complex Sentence. 4. Compound-Complex Sentence. I ate the sushi and left the restaurant. 1. Simple Sentence. 2. Compound Sentence. 3. Complex Sentence. 4. Compound-Complex Sentence. 6. Unless my girlfriend postpones her visit from Calgary, I will not have time to study for my exam. 1. Simple Sentence. 2. Compound Sentence. 3. Complex Sentence. 4. Compound-Complex Sentence. Susanne wanted to be here, but she cannot come because her car is in the shop. 1. Simple Sentence. 2. Compound Sentence. 3. Complex Sentence. 4. Compound-Complex Sentence. The football game was cancelled because it was raining. 1. Simple Sentence. 2. Compound Sentence. 3. Complex Sentence. 4. Compound-Complex Sentence. The football game was cancelled because of the rain. 1. Simple Sentence. 2. Compound Sentence. 3. Complex Sentence. 4. Compound-Complex Sentence. 2. 3. 4.  5.    9.                               7. 8. 10. When the train arrives and if Ms. Langlois is on it, she will be served with a subpoena. 1. Simple Sentence. 2. Compound Sentence. 3. Complex Sentence. 4. Compound-Complex Sentence.         BLOCK 2 Activity: 3 Conceptual Classifies the different type of sentences when he/she is certain of identifying them in an exercise. Co-evaluation Evaluation Product: Building sentences exercises. Knowledge Procedimental Develops understanding of how language works when she/he learns the types of sentences. C MC NC Value: Attitudinal Shows interest when acquiring and applying new knowledge and prepares for the stage of essay writing. Obtained value 61 Activity: 4  According to what you have read about “Building Sentences” create a graphic organizer, include all the information provided in the previous pages. Activity: 4 Conceptual Classifies information read about sentence structure in a graphic organizer. Co-evaluation Evaluation Product: Graphic organizer. Knowledge Procedimental Diagrams knowledge about sentence structure in a graphic organizer. C MC NC Value: Attitudinal Integrates hi/her knowledge about sentence structure in a graphic organizer. Obtained value 62 COMPOSITION A CORRECT ENGLISH ALIGNMENT ask your partner to check your answers and write your score. and errors in punctuation. Linking verbs connect the subject to words that say something about the subject. The subject is usually a noun or a pronoun. is. A complex subject is the simple subject plus words that describe it. Recognizing subjects and verbs isn’t worth much in itself. Linking Verbs Camille was overjoyed at getting a job in Mexico City. Australia depends on brown coal for electricity production. Action Verbs Geese fly south in the winter. Action verbs tell what the subject does (or did. 3. taste. look. inconsistencies in person and tense.Identifying subject and verb. 5. lack of subject-verb. Sentence 1. We waste energy in our daily activities. so give subject and verb your full attention. feel. Complex Subject The third computer from the end of the row needs repair. Listen to your teacher feedback and then. Mary Joe seems tired tonight. 4. The report describes the advantages of solar power. Tijuana is south of San Diego. One group of linking verbs contains forms of the verb BE: am. smell. The subject tells who or what the sentence is about. A complete sentence needs a subject and a verb. we need to be able to recognize these sentences parts. Fossil fuels are non-renewable. The focus is on the design of a low energy house. run-together sentences. become. Another group of linking verbs contains words such as these: seem. been. Write the subject and verb of each sentence in the appropriate column. or will do). are. agreement. The intelligent students from Cobach are having exams. were. Note: Computer and student are the simple subjects. The underlined words in the following sentence answer the question “who?” or “what?” Simple Subject Janice arrived early. But if you can do it. you will be able to deal later with some very real problems in writing: sentences fragments. 2. There are two kinds of verbs. Subject Verb Subject Correct? Verb Correct? Total score /5 BLOCK 2 63 . was. Activity: 5 Pair work. Janet’s brother attended UNAM university. appear. _______________ _______________ _______________ _______________ _______________ Activity 5c. Ants live on every continent except Antarctica. The river was only thirty miles from the French capital. In the blanks. Activity 5b. 5. 3. The army needed reinforcements at the front immediately. not  temperature. Knowledge Procedimental Recognizes subjects and verbs and practices by correcting the inconsistencies in person and tense. 4. but it may appear elsewhere. 5. 1. Draw one line under the subject and two lines under the verb in each sentence. 3. 4. Paris. Lobsters look red only after boiling. 2. French soldiers fought an odd battle in World War 1.  Air conditioning was invented to control humidity. the largest planet. Underline the subject in each sentence after you ask your partner and your partner asks you: What is the sentence about? or Who is the sentence about?    3. 2. Co-evaluation Evaluation Product: Identification of subject and verbs exercises. Jupiter. 4. 5. Today’s blue whales are bigger than the biggest dinosaurs.     The average person can see 93 million miles.  Activity: 5a Pair work. The subject usually appears at the beginning of the sentence. The subject tells who or what the sentence is about. Less snow falls at the South Pole than in parts of the United States. The French cause seemed lost. C MC NC Value: Attitudinal Shows interest when acquiring and applying new knowledge. Many birds eat twice their weight each day. 1. as well as showing a sense of initiative to avoid future problems in writing. George Ferris invented the Ferris wheel in 1893. Activity: 5 Conceptual Identifies subjects and verbs and prepares to deal with writing matters in the future. To remember Every complete sentence requires a subject. 1. German soldiers threatened to cross the Marne River.when looking at  the sun. is three times bigger than Earth. Obtained value 64 COMPOSITION A CORRECT ENGLISH ALIGNMENT . Underline the verbs. Dolphins and monkeys have better memories than elephants. indicate whether they are action verbs or linking verbs. 2. (Both verbs are in present tense. ingenious). Fernando Valenzuela was born on November 1. opened Example: Ana Gabriela was an outstanding athlete who opens the door for other athlete girls from Sonora. BLOCK 2 65 . Valenzuela became the only player in Major League history who win the Rookie of the Year award. Make the second verb in each sentence consistent in time with the first. Sentence one could have been written in either of these two ways: The waiter puts our hamburger on the counter and then returns to the kitchen. Consistent Time (Tense) Be consistent in your use of the time (tense) of verbs unless there is a good reason to shift. the 20-year-old Valenzuela took Los Angeles (and Major League Baseball) by storm. he win 21 games in 1986 and pitched a no-hitter in 1990. Each of the sentences is inconsistent. he win his first 8 decisions and lead the Dodgers to the World Championship. (The underlined words will give you some clues. 3. and gave a nifty address on the state of the nation. 1960 in Etchohuaquila. 5. The president walked slowly to the lectern.) Discuss with your partners and teacher. 2. carefully adjusted his glasses. Valenzuela was a Dodgers support throughout the 1980s. He is a Mexican professional baseball player whose career span 17 seasons in the major leagues of the United States. 4.) The waiter put our hamburger on the counter and then returned to the kitchen. 3. 1. 2. Sonora.    Sentence 1 shifts from the present time verb puts to the past time verb turned. Find the verb and write the correct form above it.Activity: 6 Being Consistent Read the following sentences and you will probably notice right away that there is something wrong with each of them.) Sometimes a shift in time is necessary: Charles remembers [present time] that her partners owned [past time] a ranch in Guaymas when he was [past time] a little boy. The waiter puts our hamburger on the counter and then returned to the kitchen. (Both verbs are in past tense. 1. you are overwhelmed by the magnificent scenery. Activity 6a. (nifty=clever. Fernando Valenzuela joined the Dodgers in the summer of 1979 and becomes the first Mexican pitcher in modern major league baseball. When one drives into Yosemite Valley. Sentence 2 shifts from the third-person pronoun one to the second person pronoun you. each contains a confusing or annoying shift. Sentence 3 shifts from a formal tone or style to the casual style of nifty. In 1981. The earliest dark glasses were not visioncorrected. The idea was to conceal the judge’s eyes so that witness couldn’t tell if the judge thinks they are lying. The resulting darkgreen glasses became available to the public as Ray-Ban aviator glasses. Darkened with smoke. the military played a major role in the development of sunglasses.Activity: 6b Pair Work. Co-evaluation Evaluation Product: Edited paragraphs. the glasses are worn by judges in China in the fifteenth century. ______________________________________________________________________________________________ ______________________________________________________________________________________________ 2. In America. ______________________________________________________________________________________________ ______________________________________________________________________________________________ 3. ______________________________________________________________________________________________ ______________________________________________________________________________________________ Activity 6c. write all the verbs in past time or past tense. Obtained value 66 COMPOSITION A CORRECT ENGLISH ALIGNMENT . ______________________________________________________________________________________________ ______________________________________________________________________________________________ 6. Knowledge Procedimental Writes the correct tense of the verbs so that they can be consistent in time with other verbs. as well as showing a sense of initiative to avoid future problems in writing. C MC NC Value: Attitudinal Shows interest when acquiring and applying new knowledge. In the 1930’s. 1. ______________________________________________________________________________________________ ______________________________________________________________________________________________ 4. The first tinted glasses were not intended to protect eyes from the sun. but by around 1430 judges are taking advantage of the factor too. others start wearing tinted glasses to reduce glare from the sun. ______________________________________________________________________________________________ ______________________________________________________________________________________________ 5. Outside the courts. Cross out any verbs that are inconsistent and write in the correct past time forms above. the Army Air Force commissions Bausch & Lomb to develop glasses to protect pilots from high-altitude glare. Activity: 6 Conceptual Revises the paragraphs and corrects the verbs so they can be consistent in time with other verbs. Check the six sentences with your partner and rewrite them. her. Ask your teacher for help if needed. my. one is overwhelmed by the magnificent scenery. it would take you 193 years to travel the 93 million miles to reach the sun. 1. Rewrite each sentence to get rid of the inappropriate YOU. Pierre writes his parents every week. students should be able to pass this class. second. ours You. mine You. (Wrong) (Consistent) When one drives into Yosemite Valley. him. them. or the person spoken about. Let’s revise our above examples. which is a thoughtful thing for you to do.from the first-or third-person pronoun to the second-person you. you feel you got your money’s worth. 1. If motorists drive defensively. places. hers It. one sees she has a few faults. Also change verbs when necessary. Make the sentences as short as you can without leaving out information. 3. Correct the statements by crossing out incorrect pronouns and writing the correct words above. 2._____________________________________________ ______________________________________________________________________________________________ After eating at Charlie and Marco’s Restaurant. but as one gets to know her._______________________________________________ If your drove 55 miles an hour. ________________________________________________ Foreign travel helps you understand your own country. When you do the homework. you can avoid many problems. Singular First person Second person Third person I. or third person. his She. everyone. you are overwhelmed by the magnificent scenery. and things and indefinite pronouns like one. us. Activity 7a. anybody. you. their. 4. When an employee gets a promotion.Activity: 7 Consistent Person A pronoun is said to be in the first. me. 5. When students are late for class. _____________________ You can imagine how glad I was to see Pablo again. Activity 7b. the person spoken to. its Plural We. you feel proud. as in the last example. 5. yours He. 2. theirs Remember that third person also includes the names of persons. It depends on whether the pronoun refers to the person speaking. you often interrupt the activities there. yours They. You don’t need a ticket to attend the “Caifanes” Concert. 3.____ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ BLOCK 2 67 . Watch out especially for the most common shift-. your. 4. our. I get I see Example: I used to think Lola was perfect. When one drives into Yosemite Valley. Jane treats me like family when I visit her. 4. Co-evaluation Evaluation Product: Exercises on the use of consistent person.M. 3. _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 10. work off tensions. If necessary. At that age. and have fun all at the same time. She always makes you feel at home. _________________________________________________________________________________________________ Activity: 7 Conceptual Recognizes inconsistencies in person in sentences and change the verbs to make them agree with any new subjects. When Lee and I ride our bikes to work at 6 A. A person with high blood pressure should watch their diet. You can exercise. 7. Knowledge Procedimental Uses the same person or personal pronoun throughout a sentence or paragraph to avoid inconsistencies in person. The first person at the counter gets their order filled quickly. A student has to show their identification card in order to borrow books from library. The cast members have discovered that you have to work together to prepare for the performance. 5. 9. If a person has lived in a city. I gave birth to my daughter when I was only seventeen. C MC NC Value: Attitudinal Shows interest when acquiring and applying new knowledge and when avoiding inconsistencies in person in the exercises. change the verbs to make them agree with any new subjects.Activity: 7c } Correct any inconsistencies of person in these sentences. 6. you are still a child yourself.. you can see the city waking up. 1. 2. Obtained value 68 COMPOSITION A CORRECT ENGLISH ALIGNMENT . 8. Every mechanic should make sure they have a good set of tools. Make your corrections above the lines. you may find the country too quiet. I love to go dancing. his or her Example: Each hiker should bring your own lunch. the reader may not appreciate the change (additionally. The orchestra gave a neat performance of a Beethoven symphony. danced – dollars – exciting – attractive – mistaken 1. and delivered a stirring address on the state of the nation. Then check with your teacher. Readers appreciate when the tone of a paragraph is generally continuous and maintain a formal tone. Mr. Such shifts in tone are jarring to the reader. as is the case in our original example. Example: Are you coming tonight? = rucmng nyt? Or Are you ok? = RUOK But in a paragraph. or a letter to a friend. When the tone of the paragraph is changed midway through the paragraph. (Wrong) The president walked slowly to the lectern. You are going to learn more about idioms and slang in your “Communicative Oral Abilities” course. This year’s top student is not only intelligent. Rewrite the statements and change the italicized words using the fairly formal tone from the box. Activity 8a. such a change may lead to some confusing perspective on the topic/subject). Alberts was pleased to receive a raise of fifty bucks a week. we advise that you maintain the same tone throughout a paragraph. and gave a nifty address on the state of the nation. of course you can be as informal as you like. carefully adjusted his glasses. The member of the Downtown Elite Association boogied until midnight after installing new officers. Example: The United States must maintain alliances in the Middle East if it wants to stay in the ball game there. maintaining a consistent tone is generally a good thing. Therefore. 5. If you are writing an e-mail.Activity: 8 Read and discuss in class. _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ BLOCK 2 69 . The United States must maintain alliances in the Middle East if it wants to protect its interest there. Anyone who thinks America schools will ever operate all year round is full of beans. 3. 4. 2. (Consistent) The president walked slowly to the lectern. a note. You will want to avoid slipping into overly casual and slangy language. a message. she is a foxy chick. Consistent Tone In your future you will usually have a literally serious or formal tone. carefully adjusted his glasses. for further use of writing activities. Obtained value 70 COMPOSITION A CORRECT ENGLISH ALIGNMENT . A dry climate can necessitate using moisturizers. However. Whether you live in a dry climate or a humid climate.Activity: 8b Rewrite the paragraph in order to place it in the formal and “Consistent Tone. Moisturizers are a great way of adding much needed tone and moisture to your skin. Without a good moisturizer. Co-evaluation Evaluation Product: Written formal tone statement and paragraph. which can damage your skin. Finally. Your skin is like a sponge. my skin becomes dry. you may have to use or avoid skin care products with moisturizers. Some moisturizing products which contain microscopic abrasives can seriously damage the skin upon contact. Who wants to have oily skin? Yuck! Skin care products do not need to be oily or greasy to moisturize the skin. you must be cautious of moisturizing products with abrasive agents. When the sponge goes dry. Knowledge Procedimental Applies the necessary strategies to shift the tone from informal to formal in written statements and paragraph. huh? Therefore. _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Activity: 8 Conceptual Recognizes that there is a difference between formal and informal tone when writing. the sponge hardens and begins to decay. I think that good skin care is crucial. Neat. You’ll look like a zombie without a good moisturizer. skin care can be problematic for many people. and dryness can cause irritation. oily products may not be good in either climate.” Our skin is the largest organ in our bodies. However. C MC NC Value: Attitudinal Appreciates information about being consistent in tone. Consumption rates rise significantly every year. I never have trouble finishing my homework. 2. or tone and write the correct or appropriate word in the blank at the right. When you visited Kino Bay. 4. Do the following sentences express a complete idea? Are they simple sentences? Are they incomplete and therefore not simple sentences? Check if the sentences are simple or incomplete. Knowledge Procedimental Applies information about simple sentences and practice the shift in tone from informal to formal writing. Sentence 1. And weight as well. Whenever Camille has a conversation with Mary Joe. Find out and circle the word causing the shift in time. and then ask your partner to check them after your teacher’s feedback. C MC NC Value: Attitudinal Appreciates information about being consistent in time. 7. Obtained value BLOCK 2 71 . you feel much better as a result. 3. 4. do you see “Isla del Tiburon”? People should say “excuse me” when you stem in front of someone. the first thing you do is turn off the TV. Frederick said the writings of Benedetti are awesome. 3. 5. 1.Closing Activities Activity: 9 Pair work. Crashed _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ Activity: 9 Conceptual Classifies information to fill in a “simple and incomplete sentence table”. I work out in the gym three times a week. she gets angry. for further use of writing activities. you could see the sunset reflected in the lake. Total score /5 Simple or incomplete? simple simple simple simple simple incomplete incomplete incomplete incomplete incomplete Correct? Activity 9a. Because of the rising temperatures. 5. Co-evaluation Evaluation Product: Building sentences exercises table and sentences. A barometer measures air pressure. As we arrived at the camp. Example: The car sped around the corner and crashes into an ambulance. 2. 6. write your score. person and tone. Adrian wore his new threads to the dance. Will be assumed. person. 8. you should say thanks to Thomas Jefferson and George Crum (and to Crum’s customer). Knowledge Procedimental Builds necessary skills for editing paragraphs. the future president. other customers request them. and the diner kept sending them back. New York. 9 The diner is delighted with the potatoes. 7 Crum keeps cutting the potatoes thinner. when correcting errors in time. 2 Jefferson. and tone. Anyone who 1 If someone likes potato chips you should thank Thomas Jefferson and George Crum. 5 A diner sent his French fries back to the kitchen because they were too thick and jucky. thin –sliced chips so popular today got in gear because of a dispute between a chef and a customer. for further use of writing activities. where he fried potatoes in the thick-cut French style. C MC NC Value: Attitudinal Appreciates information about being consistent in tone. pronoun and changes words from informal to formal tone.Activity: 10 Edit the paragraph to correct the underlined errors in time. 4 It happened in 1853 while Chef George Crum is employed at a fancy resort in Saratoga. Co-evaluation Evaluation Product: Edited paragraph. _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Activity: 10 Conceptual Writes the correct verb tense. 6 If anyone has worked in a restaurant you know how difficult some customers can be. person. 3 The salted. introduced French fries potatoes after he learns to like them while serving as ambassador to France. person. Obtained value 72 COMPOSITION A CORRECT ENGLISH ALIGNMENT . The first sentence has been done as an example. and tone. and the restaurant become famous for its “Saratoga Chips.” 10 So when people sit down in front of the television set with a bag of chips in hand. 8 Finally the angry Crum slices the spuds so thin they are almost like strips of paper. Then rewrite the paragraph and check with your teacher. 6. The body paragraphs are _____________________ than the introduction and conclusion paragraphs. False. War can lead to many deaths. Knowledge Procedimental Applies his/her knowledge about the organization of paragraph and essay writing. c. 2. Obtained value BLOCK 2 73 . c. Gives a critique. Your essay must have a _______________________. Writing an essay.Longer . Two to three. Tells a story. 3. c.Body . Transitions are used a. One. There are many different types of paragraphs. Which of the following would be the best topic? a. Be broad and general. Five or six. Each __________________paragraph should begin with a topic sentence and end with a concluding sentence. Classifies objects.Didactic Sequence 2. a. Between subject and verbs b. a. The patriot Act was a wise executive decision.Title 1. 5. c. How much do you know about ESSAYS? Choose and write the correct word from the box. b. A paragraph should cover how many topics? a. Activity: 1 Conceptual Recognizes parts of the paragraph and identifies vocabulary for the essay process. The topic of the paragraph should… a. 2. As little as possible A narrative paragraph. Always be about science. True. 4. 3. Be something the writer is interested in. Start up Activity Activity: 1 How much do you remember about Paragraph writing? Choose and underline the appropriate response. b. b.Similar . b. To relate two sentences c. 5. 4. Body paragraphs should be of _____________________length. First . Auto-evaluation Evaluation Product: Paragraph and essay quizzes. Restate your thesis statement in the ___________________ sentence of the conclusion paragraph. b. 1. C MC NC Value: Attitudinal Shows interest when applying previous knowledge about organization of paragraphs and essay writing. Blue is my favorite color. An essay might have as few as two paragraphs to support the thesis —or many paragraphs. Essays written by professionals often do not contain a written –out thesis sentences. A paragraph is a brief development of one idea (remember the metaphor of the hamburger). If you have been having success with paragraphs. One or more of the prewriting techniques should be helpful: 1. Collect facts related to your paragraph or essay topic. Introduction Introductory paragraph First body paragraph Body Second body paragraph Third body paragraph Concluding paragraph Topic sentence Topic sentence Topic sentence Thesis Sentence Support Support Support Conclusion Conclusion Not every essay is organized just the way the one y ou’re going to read on the next page. Think carefully about what you are going to write. Let’s look at how the paragraphs are put together in a typical essay. It is time to begin the larger challenge of writing the essay.Development Activities Activity: 2 Read information about the process of writing an essay and discuss it in class. it is important that you know before you start writing just what it is that you want to say. The prewriting stage prepares your ideas for your essay before you begin writing. Write down your own ideas. Some writers (and teachers) like an essay to start with a thesis sentence that outlines the entire essay. An essay is sometimes called a thesis. It helps the writer stay on track once the writing begins.Remember that we learned in a previous sequence that: The point is the main idea that a person is making. 74 COMPOSITION A CORRECT ENGLISH ALIGNMENT . Find the main idea of your paragraph or essay. You have been urged to use a topic sentence to express the main idea of each paragraph. you sh ouldn’t have much trouble with the essay. 2. You now are urged to use a thesis sentence to express the main idea of the entire essay. the thesis is only implied. The thesis also can appear at the middle or at the end of a paragraph. The essay “Watching TV” has its thesis sentence at the middle. Writing an Essay Until now we have concentrated on writing paragraphs. Whatever method you use. 3. 4. like we did in the last semester. On a smaller scale. 5. Choose the most important point you are going to present. Organize your facts and ideas in a way that develops your main idea. Why a thesis sentence? Using a thesis sentence forces a writer to decide ahead of time just what point is to be made . An essay is a longer development of one idea or subject. the topic sentence offers the same kind of help in writing the paragraph. But all essays will have a thesis—a central point the writer wishes to make. In conclusion. and within the reach of the general public. we should do it with moderation.Activity: 2 (continuation) Read this model Essay from “My ESL Lab” written by a non -native speaker of English Student. and shows that present scenes of violence. interacting with friends and family. 3rd Support Topic sentence: It negatively affects people’s mental development. and where wars are inevitable. into BLOCK 2 75 . this doesn’t mean that we should ban TV. According to several scientific studies. Nowadays. Television is a resource that we should learn to use through the right selection of programs by taking an active and critical attitude towards it.) 1st Support topic sentence: This has established wrong concepts among the audience that influence them having a negative behavior. Conclusion: If we are going to watch it. In this way. However. and it affects people’s mental development. reading. wa tching TV for prolonged periods of time has a negative effect over the intellectual development of children and leads to deterioration of the mental capacity in older people by causing both attention and memory problems in the long term. The time we spend watching TV could be applied to useful activities like exercise. The second reason why people shouldn’t watch too much television is because it makes people waste time that could be used in more beneficial activities. people shouldn’t watch too much television because the content of many TV programs is not educational. Introduction Body Conclusion Thesis Sentence People shouldn’t watch too much television. TV has become an important mass media around the world. (The purpose of the next three paragraphs in the body is to support or show the truth of the thesis sentence. we should do it with moderation. series. activities that are a crucial for a healthy lifestyle. we can watch movies. Sadly. Moreover. This has established wrong concepts among the audience that influence them into having a negative behavior. but if we are going to watch it. it makes people waste time that could be used in more beneficial activities. The third reason why people shouldn’t watch too much television is because it negatively affects people’s mental development. Watching TV Watching television is an experience shared by most adults and children. 2nd Support topic sentence: It makes people waste time that could be used in more beneficial activities. The first reason why people shouldn’t watch too much television i s because the content of many TV programs is not educational. and it negatively affects people’s mental development. where problems can only be solved with money and violence. it makes people waste time that could be used in more beneficial activities. sex. this resource isn’t used in a way that people could get the best possible benefits from it. The purpose of this essay is to persuade the reader that people shouldn’t watch too much television because t he content of many TV programs is not educational. appealing. the impact this tendency has on children is worse because they grow up with the idea of a world where women must be slender and blonde to stand out. It is cheap. and drugs. it should not copy directly from it. without giving him too much information.Activity: 2 (continuation) Read more about the parts of an essay and discuss in class. The introduction should serve to introduce the reader to the topic. The essay introduction is where you will first introduce your topic. By definition. The conclusion sums up the paper. and all of them in the aggregate will help to support the essay’s thesis statement. 76 COMPOSITION A CORRECT ENGLISH ALIGNMENT . reminding the reader what was supposed to be argued in the paper. The body paragraphs should start with a topic sentence. It should begin with an eye-catching opening statement. Each piece of evidence is given its own paragraph in the body. and ties up any loose ends. Then. in order to address this evidence and prove why it is wrong. the thesis should be something that can be debated. In here is where the Thesis Statement is. Restate or reword things in order to avoid sounding redundant. Then the conclusion should feature some of the main points from the body paragraphs. In addition. something that will make people want to read on. which is essentially a mini-thesis statement for that paragraph. The conclusion will generally end by explaining why the argument is important. and wrapping up any loose ends. A good conclusion usually opens with a restating of the thesis statement. Although the conclusion is a way to sum up the various ideas presented in the paper. The body paragraphs offer different pieces of evidence that support the thesis statement. offering brief and general statements about it. a good introduction will go on to explore the topic. there are usually 1-2 body paragraphs that explore evidence opposing the thesis statement. This is the overall statement that sums up what will be argued in the paper. BLOCK 2 77 .Activity: 2 (continuation) Watch the video on the site: http://www. present the graphic organizer to the class. draw a graphic organizer about the process of writing an ESSAY.com/Write-an-Essay Then with the information you have. After your partner checks you the work.wikihow. 10. 2. The graphic organizer has an appropriate title and labels. The spelling. The graphic organizer demonstrates an understanding of the topic. The relationships presented in the graphic organizer are correct and clear. 4. 8. 7. grammar. Obtained value 78 COMPOSITION A CORRECT ENGLISH ALIGNMENT . The graphic organizer presents the information in a manner that is easy to follow. Co-evaluation Evaluation Product: A graphic organizer. The graphic organizer’s lines. C MC NC Value: Attitudinal Shows ability and interest when he/she integrates knowledge to diagram a graphic organizer. 3.Pair Work. The form in which the graphic organizer portrays the information is appropriate to the relationships being represented. and punctuation of the text on the graphic organizer are accurate. Total Points Activity: 2 Conceptual Integrates his/her knowledge of “Essay writing Process” in a graphic organizer. The information in the graphic organizer is accurate. boxes. its relationships and related concepts. 1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong 1. 9. 6. Using the following criteria. The graphic organizer fulfills all the requirements of the assignment. Knowledge Procedimental Diagrams the “Essay Writing Process” in a graphic organizer. the graphic organizer represents the student’s full potential. choose the appropriate number from the following scale to check your partner’s graphic organizer. and text are neat and legible. Overall. 5. you actually enjoy it. It takes a lot of effort and strong will. Doing exercise helps you set specific goals which along with strong will can be achieved. you start doing things the right way and get enormous benefits which make you feel good as a whole human being. are like a chain. including exercising. Once you do a sports activity that you like. but many people whom I lived with kept telling me every day how good it was. If you do you’ll start organizing your day in a wa y that enables you to do everything you have to. I have never been inclined to participate in sports. The principal thing to do is to participate in an activity you like. therefore. It is probable that you will lose weight and your muscles will get stronger and stronger. I decided to go to the gym. which I’ve already mentioned. You will no longer be a person stressed-out without time to carry on with all your activities. In the past. Write a title and then fill in the information below. Doing exercise is very important to any person of any age. it is obvious that once you exercise you will have a better condition. It wasn’t until then that I could really understand people when they said exercise really helped a person get organized and keep yourself in a healthy physically and mentally. You will be healthier in a physical way. 1st Support topic sentence: __________________________________________________________________________ __________________________________________________________________________________________________ 2nd Support topic sentence: _________________________________________________________________________ __________________________________________________________________________________________________ 3rd Support Topic sentence: _________________________________________________________________________ __________________________________________________________________________________________________ Conclusion: _______________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ BLOCK 2 79 . friends. you are aware of your abilities. any activity that has to be done with high spirits. You start living your life happily. I didn’t like it. you get organized. but it's worth it. it is difficult to take the first step. but it is all a matter of committing yourself to something that will provide you a lot of positive feedback. and your self-esteem goes up. Since the peer pressure was growing. Honestly. Once you start doing exercise and observing positive results. For starters. It brings you time to think about yourself and no one else. The third reason why exercising is good is that it affects you positively in a mental and psychological way. It helps you keep your mind busy and to avoid dangerous habits like drugs. accept your weaknesses. when you are a lazy person. among other things. Your body will feel good. problems. The positive effects of exercising. Any sport distracts you because it helps you not to think about school. When you do that. Thesis Sentence: __________________________________________________________________________________ ______________________________________________________________________________________________ The three paragraphs in the body support the thesis sentence.Activity: 3 Model of an Essay: Examine the essay from “My ESL Lab” written by non -native speaker of English Student. Second. full of energy and it will respond immediately to any action you want to do. Obtained value 80 COMPOSITION A CORRECT ENGLISH ALIGNMENT . Auto-evaluation Evaluation Product: Essay examination. as well as identifies various stages of the process. C MC NC Value: Attitudinal Shows ability and positive attitude when learning about the composition and parts of an essay.Activity: 3 Conceptual Identifies the various stages of the “Essay writing process” especially thesis or main point. Knowledge Procedimental Determines the thesis or main point of an essay. look especially for punctuation errors and those problems marked on recent papers.Activity: 4 Write an essay with at least two or three paragraphs of development on one of the following subjects: 1. 1. Second support -Topic sentence 4. Proofread the final draft by correcting errors such as spelling and punctuation. BLOCK 2 81 . While revising the paper. Thesis Sentence 3. using interesting and convincing details. Third support-topic sentence 5. Central a title on the top line of the first page. First support –topic sentence 2. Conclusion     Develop each support paragraph with three to five sentences. A topic of your interest. What I like (dislike) about being a teenager. 3. 4. About social-networks. Two or three things I would hate to do without. 2. Write a sentence outline of the essay. Activity: 4 (continuation) Write your essay here. body paragraph(s) and a conclusion in an essay. Activity: 4 Conceptual Integrates introduction. Obtained value 82 COMPOSITION A CORRECT ENGLISH ALIGNMENT . body paragraph(s) and a conclusion in an essay. C MC NC Value: Attitudinal Shows interest when having to use the ability of writing on a free subject. Auto-evaluation Evaluation Product: An essay. Knowledge Procedimental Writes with appropriate organization including introduction. many people are aware. and each individual’s experience. If a person offends you and you are in doubt as to whether it was intentional or not. and work at him right. also to strangers. always avoid violence. instructive. Yes. for it is in one’s tender early ye ars that such things will best take root and be most enduring and most valuable. Two or three things I would hate to do without. That will be sufficient. elegance. One of the most effective ways to improve our own writing is to spend time reading the best writing of others. then. do not resort to extreme measures. Some authorities say get up with the sun. thought. every time —it’s no trick at all. what you were before. or something in the nature of good advice. get up early—this is wise. still while I cannot go quite so far as that. Most parents think they know better than you do. It gives you a splendid reputation with everybody to know that you get up with the lark. Very well. But a lark is really the best thing to get up with. practice. painstaking attention to detail—these are requirements. He delivered the talk to a group of youngsters. these in time. I do maintain. and sometimes to others.Activity: 5 Pair work. when they are present. are sewn thick with evidences that a truth is not hard to kill. There is in Boston a monument of the man who discovered anesthesia. the result of carelessness born of incomplete training. First. Take turn to read and discuss the text with your partner. 2. Once caught. Patience. you want to be very careful about lying. What I like (dislike) about being a teenager. Go to bed early. acknowledge it like a man and say you didn’t mean to. the time has gone by for such things. may he rely as the sure foundation for future eminence. 1. About social-networks. you can never again be in the eyes to the good and the pure. If you shall find that he had not intended any offense. diligence. some say get up with one thing. experience. I inquired what sort of talk I ought to make. They said it should be something suitable to youth —something didactic. in these latter days. Be respectful to your superiors. simply watch your chance and hit him with a brick. ADVICE TO YOUTH by Mark Twain (1835-1910) | Being told I would be expected to talk here. A topic of your interest. is putting it rather stronger than necessary. Some authorities hold that the young ought not to lie at all. and that a lie well told is immortal. you can easily train him to get up at half past nine. the author of The Adventures of Tom Sawyer (1876) is one of America's great humorists and social critic. . I will say to you my young friends—and I say it beseechingly. because if you don’t. For the history of our race. and you can generally make more by humoring that superstition than you can by acting on your own better judgment. I have a few things in my mind which I have often longed to say for the instruction of the young. went to the equipment of that peerless old master who was able to impose upon the whole world the lofty and sounding maxim that “Truth is mighty and will prevail”—the most majestic compound fracture of fact which any of woman born has yet achieved. Read a talk given by the Novelist Mark Twain. in this age of charity and kindliness. upon these only. but stole the discovery from another man. Many a young person has injured himself permanently through a single clumsy and ill finished lie. others with another. they will make you. 4. otherwise you are nearly sure to get caught. that that man didn’t discover it at all. 3. BLOCK 2 83 . Think what tedious years of study. and I believe I am right. that the young ought to be temperate in the use of this great art until practice and experience shall give them that confidence. and if you get the right kind of lark. Leave dynamite to the low and unrefined. This is the best policy in the long run. come out frankly and confess yourself in the wrong when you struck him. That of course. will make the student perfect. if you have any. and precision which alone can make the accomplishment graceful and profitable. Now as to the matter of lying. urgingly— Always obey your parents. and make them a guide to your feet and a light to your understanding. when you have got it built. one of the loveliest spirits in the land. Remember that. just the same. leaky lie is a thing which you ought to make it your unceasing study to avoid. old and gray and sweet. Therefore. It is indestructible. A youth who can’t hit a cathedral at thirty yards with a Gatling gun in three quarters of an hour. can take up an old empty musket and bag his grandmother every time. stupid. a grandmother. But I have said enough. Build your character thoughtfully and painstakingly upon these precepts. but good ones are the sort for the young to read. you don’t have to take aim. be very careful. and you are sure to get him. you will be surprised and gratified to see how nicely and sharply it resembles everybody else’s. you might as well tell the truth at once and be done with it. Therefore be careful in your selection. then of course. Think what Waterloo would have been if one of the armies had been boys armed with old muskets supposed not to be loaded. battered. I could have learned how. and will it prevails? Ah no. right in the next farm house to the one where I am spending the summer. And he was right—it wasn’t. It is the only case of that kind I ever heard of. and pointed it at her. Baxter’s Saint’s Rest. A feeble. confine yourselves exclusively to Robertson’s Sermons. at a hundred. A final word: begin your practice of this gracious and beautiful art early—begin now. the monument is made of hardy material. feeble. but the lie it tells will outlast it a million years. preposterous lie will not live two years —except it be a slander upon somebody. The sorrow and suffering that have been caused through the innocent but heedless handling of firearms by the young! Only four days ago. In her fright she ran screaming and pleading toward the door on the other side of the room. my young friends. I hope you will treasure up the instructions which I have given you. you don’t have to have any sights on the gun. Why. Never handle firearms carelessly. The Innocents Abroad. The very thought of it make one shuddergger! There are many sorts of books. an inestimable and unspeakable means of improvement. even. rusty gun which had not been touched for many years and was supposed not to be loaded. If I had begun earlier. don’t you meddle with old unloaded firearms. They are a great. they are the most deadly and unerring things that have ever been created by man. and works of that kind. and by and by. when her young grandson crept in and got down an old. 84 COMPOSITION A CORRECT ENGLISH ALIGNMENT . you just pick out a relative and bang away. you don’t have to have a rest.Activity: 5 (continuation) Is this truth mighty. my hearers. but that is no merit of yours. You don’t have to take any pains at all with them. laughing and threatening to shoot. So there wasn’t any harm done. An awkward. No. and the other army had been composed of their female relations. was sitting at her work. but as she passed him he placed the gun almost against her very breast and pulled the trigger! He had supposed it was not loaded. such a lie as that has no more real permanence than an average truth. D. means: A. In paragraph 4 the word lark means: A. You are not going to be known. You are going to be elegant. Twain is not convinced that A. Italian aristocrats. 2. 1. D. and after reading to clarify misconceptions and to understand the text. To guide the steps. C MC NC Value: Attitudinal Enjoys reading the talk of an America's great humorists delivered to a group of young people. B. C. C. D. What did the grandson do to the old and sweet grandmother? A. The Latin origin of frank (as in frankly) referred to A. Activity 5b. A brick is of no use. B. Knowledge Procedimental Uses knowledge before. To treasure all the gold. You should act on your own better judgment. Frighten her. The Franks. Parents make you obey. "Extreme measures" include A. 5. “You can never again be in the eyes to the good and the pure”. B. The use of dynamite. C. Auto-evaluation Evaluation Product: Reading comprehension activities.Activity: 5a Read Mark Twain’s text paragraph by paragraph and choose the best answer. You are not going to be trustworthy. D. A person that gets up early. A confession. B. 4. B. That you shouldn't use dynamite. Obtained value BLOCK 2 85 . You have any superiors. English writers. D. C. 6. during. Pulled the trigger. Hitting with a brick. You shouldn't avoid violence. Laugh. B. You should obey your parents. 3. 7. An offense. From paragraph 4 to 8. B. You are going to be honorable. C. A banking family. Trick. What did the writer mean when he wrote:” I hope you will treasure up the instructions which I have given you. From paragraph 1 to 3. a Germanic people. Parents know best. A person that gets up late. 8. To follow the advice and be thoughtful. B. ” A. D. C. Write the “Thesis Sentence” _________________________________________________________________________ __________________________________________________________________________________________________ Did you like the reading? ____________________________________________________________________________ Do you think the advices don’t resemble to modern times? _______________________________________________ Activity: 5 Conceptual Identifies key elements and condenses important information into their own words to answer questions. To bright the lives of others. The "superstition" is that A. D. D. C. Killed her. Honored her. C. Write information and answer questions. look for the topic sentence of each paragraph and based on the topics write your point of view in a five paragraph essay (You may write it here or write on a separate paper). My opinion on Mark Twain’s ADVICE TO YOUTH __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ 86 COMPOSITION A CORRECT ENGLISH ALIGNMENT .Activity: 6 Read “ADVICE TO YOUTH” carefully. correct noun-adjective agreement. C MC NC Value: Attitudinal Appreciates the message sent by the writer and shows openness to feedback given by a classmate. 3 pts Accomplishes the task. but there may be minor irrelevancies. (Errors 18+) Activity: 6 Conceptual Orders details to be connected to the development of the essay and to write his/her own point of view. Criteria 4 pts Accomplishes the task. provides a clear sense of a beginning. includes few details. 1 pts Attempts to accomplish the task. Vocabulary Includes a variety of vocabulary related to the topic. Or writing is below achievement level. There are many irrelevancies. correct tense. Structure/ Grammar Demonstrates some control of structure/grammar: correct subject-verb agreement.Ask a partner to use the rubric to check your essay. and end. but there may be some irrelevancies. correct word order. Co-evaluation Evaluation Product: An essay and a rubric. and correct spelling. 2 pts Accomplishes the task. Exhibits little order. makes some reference to it but provides few or no supporting details. provides a series of separate sentences and/or disconnected ideas. Demonstrates a high control of structure/grammar: correct subject-verb agreement. Demonstrates little control of structure/grammar. and end. Exhibits a logical and coherent sequence throughout. Knowledge Procedimental Practices the skill of writing by ordering details that connects to the development of the essay. correct nounadjective agreement. correct tense. provides a beginning. some vocabulary may be inaccurate or unrelated to the topic. Demonstrates some control of structure/grammar. middle. some of which may be only loosely connected to the task. (Errors 12-17) Includes limited vocabulary and/or most vocabulary is inaccurate or unrelated to the topic. includes some details that are generally connected to the development of the task. Purpose/Task Organization Exhibits a logical sequence. Obtained value BLOCK 2 87 . but errors due hinder overall comprehensibility. Includes a wide variety of vocabulary that expands the topic. correct word order. Makes smooth transitions between ideas. middle. and correct spelling. Includes basic vocabulary. Attempts to provide a logical sequence and/or the beginning or ending is abrupt or unclear. but there may be minor inaccuracies. includes many details that are clearly connected to the development of the task. Errors impede overall comprehensibility of passage. 7. Offer current examples of institutions that don’t assign grades. Types of Essays There are many different types of essays and each type has a different purpose. of course. Cite facts or statistics on student health problems or suicides blamed on grade worries. The Mark Twain’s text that you’ve just read is an example of persuasive essay because he shares values with a group of youngster. Here you are going to read a sample of “Persuasive Essay on Law: On Acceptability of Capital Punishment. Well. Killing a murderer won’t resurrect the one who has been killed by him. The fact that it wasn’t committed by a particular person doesn’t make it any less gruesome – on the contrary.Activity: 7 Read and discuss in class. The state people live in had been created for the sole purpose of protecting their lives and property from any aggression. We’ve already studied persuasive paragraphs. Let’s say you want to write a paper showing that grades in college should be eliminated. so. horrible and immoral. the very fact that it is performed as a kind of mundane work. it considers it has right to decide whether this or that person deserves to live. much worse than the most disgusting murder committed by an individual. we try to convince others to agree with our facts. there are mistakes. and as it is often the case when people work in groups. Present a narrative (anecdote) about a rich and famous inventor who flunked out of university. It is the problem of law and logic. as in persuasive writing. there is completely no logical reason for such an action being based on insufficient data – and there is no data sufficient to legitimize death. Persuasive Essay. but for the citizens of the state. 4. 2. but the murderer may turn out to be innocent if some additional evidence appears. 3. and Descriptive. We are going to study three of the most common types of essays: Persuasive. Laws exist not for the convenience of officials. makes it much. thus. Give examples from history showing that students have not always been graded. breaking the very foundation of its own existence. and even more than one can imagine. but even one such case that takes place should be considered to be completely inadmissible. Quote expert authorities who argue that grades inspire negative competition rather than positive cooperation. if the government murders an innocent. 6. the same goes for slavery and human sacrifices. 88 COMPOSITION A CORRECT ENGLISH ALIGNMENT . it hasn’t right to rule over these people – because it is an outright murder. and accept your arguments and conclusions. both inner and outer. The matter is. And with the execution being an irreversible action. Such cases were and undoubtedly are with many of those who have been executed or are on the death row right now. Narrative. but nobody seems to be very eager to have them back. it consists of separate people who try to work together. The problem with the death penalty is not simply that of moral. The proponents of capital punishment often say that it was a natural part of human society for thousands of years and only recently there appeared the idea that it is something unacceptable. share our values. Describe a personal experience—the time you got a rash over a “60” in algebra. In the case of capital punishment. One may say that such cases are rare. No. 5. government isn’t an individual organism that has some kind of higher understanding of our reality. Give a description of a classroom full of students agonizing over an exam. The state has legal right to apply force in order to solve disputes between people. they generally work less effectively than individuals do. Here are some techniques of persuasion you might use: 1. Activity: 7a After reading the persuasive essay. Even if they murdered many people. they will do it again. Maria “I don’t think capital punishment should be allowed. Why do you think this is? Which countries are these? __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ 5. I believe capital punishment could be suitable for these people. When they leave prison. What is capital punishment? _____________________________________________________________________ What is another name for capital punishment? ______________________________________________________ What methods are used for capital punishment? ____________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ 4. we should give them a chance to understand what they have done. A life sentence is a good enough punishment for any crime. The first reason is that the government should not have the right to take a person’s life. When they go to prison. I believe that everybody can change. Jacob “I agree that the death penalty is a bad idea and that the government should not have the power over life and death of the people. discuss with your partners and answer the following questions. 3. Do you believe in the use of capital punishment? ____________________________________________________ Activity 7b. There are some people who never change. when I read in the newspapers ab out a ‘monster’ who killed children or killed many people. they only boast about their crimes. Some countries do not have the death penalty. but I’m not sure. 1. 2. We all know that the government can make mistakes. However. I feel that the death penalty could be the best solution. Secondly. Read the different points of view of ESL (English as a Second Language) student and then write a paragraph giving your own point of view. Everybody should be given a second chance. BLOCK 2 89 . C MC NC Value: Attitudinal Respects others point of view on the subject and gives his/her own point of view. Knowledge Procedimental Applies the information given in the persuasive essay to answer questions and to give his/her point of view on the subject. Obtained value 90 COMPOSITION A CORRECT ENGLISH ALIGNMENT . Auto-evaluation Evaluation Product: Point of view paragraph.My opinion is that __________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Activity: 7 Conceptual Organizes ideas read in the persuasive essay so that he/she can answer questions and give her/his point of view on the subject. As always. friendly voice and walked across the scorched pavement to drive the truck to the back. Make a point! Think of this as the thesis of your story. Use clear and concise language throughout the essay.Activity: 8 Read about narrative essay and discuss with your partners. she feels if she needs their help. my mother picked a dryer and refrigerator that were just right. The Racist Warehouse It was a beautiful August morning. “All right. after about two and a half boring hours of looking for any scratches or marks on the dryers and refrigerators that might fit best in our new apartment. My mother really dislikes it when salespersons constantly ask if we need help. there was a variety of electronic appliances to choose from. and personal—allowing the writer to express him/herself in a creative and. These essays are often anecdotal.” My mother said. she’ll ask for it. Her use of details gives the reader a clear picture of the characters and environment in this account of Alicia’s first encounter with racism. the essay should include all the parts of a story: a plot. Do not abuse this guideline! Though it is welcomed it is not necessary—nor should it be overused for lack of clearer diction. Do not leave the reader guessing about the purpose of your narrative. “Thank you.” BLOCK 2 91 . When we arrived at the warehouse. she obviously cares about her subject. quite often. Read this personal narrative written by eighth-grader Alicia. The use of the first person pronoun ‘I’ is welcomed. you can pick up your items in the back in about five minutes. They said. and about three-fourths of them were white (of course). moving way. there were about three open spaces for picking up appliances. experiential. Activity 8a. there was only white. “All right. As my mother drove down the streets of Santa Ana. Narrative Essay When writing a narrative essay. we’ll be with you in just a minute. she frowned at me like I had some thing hanging from my nose. I looked out the window and began to realize that the mixture of people was no longer a mixture. Finally. When you finish reading fill in the information below. “Well. The essay should have a purpose. Then she showed the employees the receipt for the appliances she had just bought.” in a nice. California. When we walked into the warehouse. one might think of it as telling a story. maybe she is having a bad day. and I could see the heat waves. At first I thought. About every 15 minutes. She then let the salesperson know. and he replied with a smile. Read the essay and notice how Alicia’s personality comes through. As we walked up the boiling pavement. Here are some guidelines for writing a narrative essay:      If written as a story. I had to peel my arm off the side of the hot door like a burnt sausage off a skillet. My mother chose the first parking spot she saw. as if we were retarded or ex-cons. which was by a white family’s car. and characters who have motives. There were not many cars in the parking lot. but instead of smiling back like a nice young woman. be organized! Have a clear introduction that sets the tone for the remainder of the essay. it felt like we were walking through a scorching desert. a salesperson followed us around and asked if we needed help. When we got to the back. I looked over and smiled at the white lady in the next car. The sun was brightly shining on my sunglasses while my mother drove the U-haul truck to a warehouse in Santa Ana. a setting (where and when the story happens).” While I waited for my mother. then fifteen. burning up and listening to one of the most boring radio stations my mother could possibly like. peaceful people . “We’d better leave or else I’ ll go ballistic!” After 30 minutes had passed.” That was my first encounter with racism. I thought that situation had died along with Dr. my mother got frustrated and politely asked to have our items loaded. I didn’t know racism was still around.” I could tell she was beginning to get upset because she started to get that “don’t bother me” look. . We are all civilized. I was thinking. When we left the warehouse. King. I had only spent nine years and some months on this planet. I didn’t expect those people to react as they did. caring. As I sat in the car. Five minutes passed then ten. . and that just because you look nice and politely smile at others. Five minutes later they finally packed our appliances on the truck. We sat there watching people get their appliances and leave. Houghton Mifflin Company. This situation made me feel very out of place and confused.Activity: 8a (continuation) Then a few minutes later the people working at the warehouse started to look at my mother and me in a mean way. I described to my mother what the other people were doing. Thesis Sentence: __________________________________________________________________________________ __________________________________________________________________________________________________ 1st Support topic sentence: __________________________________________________________________________ __________________________________________________________________________________________________ 2nd Support topic sentence: _________________________________________________________________________ __________________________________________________________________________________________________ 3rd Support Topic sentence: _________________________________________________________________________ __________________________________________________________________________________________________ Conclusion: _______________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ 92 COMPOSITION A CORRECT ENGLISH ALIGNMENT . Five more minutes passed. It was just a small slice of reality —that everyone isn’t going to be as nice as you. but when I looked in the mirror. At the time. ma’am. They didn’t like us because we have different skin color. or at least that is what I had believed. They replied. and she asked again with an attitude. She explained. Then I figured that maybe something was on my face. “They were racist. “We’ll be with you in a minute. your friends. it doesn’t mean that others will treat you the same. I saw nothing. intelligent. We seemed invisible to them. and your family might be. How is the weather described? ___________________________________________________________________ What happen every 15 minutes? __________________________________________________________________ How does the writer feel at the end of the story? _____________________________________________________ Why do you think she feels this way? ______________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Activity: 8 Conceptual Organizes ideas read in the narrative essay so that he/she can complete the grids and answer questions. 7. C MC NC Value: Attitudinal Enjoys a good narrative essay. Obtained value BLOCK 2 93 . 3.Activity: 8b Answer the following WH question from “The Racist Warehouse” essay. 5. the consistent point of view of the writer. Where does the story happen? ___________________________________________________________________ When does the story happen? ____________________________________________________________________ Who are the characters involved in the story? _______________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________ 4. and the use of vivid and exact language. 6. 1. 2. Auto-evaluation Evaluation Product: Answers to WH questions. Knowledge Procedimental Reads the essay so that he/she can complete the grids and answer the WH questions. The author may accomplish this by using imaginative language. Then there was an assault of stomach-turning weightlessness as the machine continued its rotation and I descended back toward the earth. Each new rotation gave me more confidence in the churning machine. Using adjectives and adverbs make descriptive writing more interesting. but only to have the opportunity to ride again. these rides have reminded me of mythical beasts. An almost imperceptible pause as the wheel reached the top of its climb allowed my body to relax in a brief state of normalcy. Looking at that looming monstrosity spinning the life out of its sardine-caged occupants. It amazes me that at some time in history someone thought that people would enjoy this. just like the descriptive paragraphs you studied in your “Reading and Writing Strategies” in fifth semester. also you need to employ your five senses – how it feels. or less inclination. and that person invented what must have been the first of these terrifying machines. Ever since that initial impression became fossilized in my imagination many years ago. and then read the notes below. As the death-defying ride started. My first experience with a carnival ride was a Ferris wheel at a local fair. It amazes me that average. A trip on the wonderful Ferris wheel never fails to thrill me. sounds and taste. and much to my surprise I began to rise again. Read this sample descriptive essay. noisy and not a little intimidating. When another nerve-wracking climb failed to follow the last exhilarating descent and the ride was over. to play. the descriptiv e essay also makes use of comparisons to help picture it—something is like something. the resistance to gravity built up against my body until I was unable to move. or thing in such vivid detail that the reader can easily form a precise mental picture of what is being written about. I was dumbstruck. interesting comparisons. As the ride gained speed. I have always been fascinated by carnival rides. amazing dinosaurs carrying off their screaming passengers like sacrificial virgins. I knew I was hooked. The first ride on one of these fantastic beasts gave me an instant rush of adrenaline. 94 COMPOSITION A CORRECT ENGLISH ALIGNMENT . The purpose of a descriptive essay is to describe a person. smoky. I had been spared. A cymbal-like crash vibrated through the air as the wheel reached bottom. Even the droning sound of their engines brings to mind the great roar of a fire-breathing dragon with smoke spewing from its exhaust-pipe nostrils. Every ascent left me elated that I had survived the previous death-defying fall. ordinary people eagerly trade in the serenity of the ground for the chance to be tossed through the air like vegetables in a food processor. For me. My fascination with these fantastic flights is deeply engrained in my soul. the child-like thrill I have on a Ferris wheel continues with each and every ride. It was huge. look. a lump in my throat pulsed like a dislodged heart ready to walk the plank. and images that appeal to the senses.Descriptive Essay. it is precisely the thrill and excitement of having survived the ride that keeps me coming back for more. I followed my fellow passengers down the clanging metal steps to reach the safety of my former footing. Physically and emotionally drained. place. Although I am becoming older and have less time. and feels.The conclusion restates the main idea of the essay. 5. For example. Activity: 9 Conceptual Analyzes a descriptive essay focusing in vivid detail using imaginative language and interesting comparisons. Obtained value BLOCK 2 95 . 9. in the first paragraph alone. The essay is well organized. Auto-evaluation Evaluation Product: An essay analysis. 6. Knowledge Procedimental Reads to clearly form an impression of the thing that is described. and the use of vivid and exact language. The ride is "______________________________________. the consistent point of view of the writer." ”_______________________” and “_____________________. sounds.” The body of the essay is composed of several paragraphs that describe the ___________________________." In the second paragraph she uses a variety of terms to describe the machine such as "monstrosity." "__________________________. Did she want to ride again? ________________________________________________________. 4." she feels immobile and then weightless. she uses 3. "__________________________ ______________________________________. the way it seems from the ground and the way it feels to ride on one. 2. she gets a "________________________________" and a "______________________________. smells. The subject of the sample essay is fairly ordinary—a ride on a Ferris wheel.Activity: 9 Let’s analyze the descriptive essay by reading and completing the paragraphs . The author makes it interesting. On the ride. 7. "the thrill ______________ ____________________________________________________________________________________________. C MC NC Value: Attitudinal Enjoys a good narrative essay. The author makes good use of fresh and varied vocabulary.” The conclusion ends with a more specific statement of what the essay will be about. The introduction begins with a general statement. it is that ________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ _________________________________________________________________________________________________. verbs that create excitement like "fascinate. by comparing the ___________________________to _________________________________. 8." "____________________________.” “_______________________________________" and its engines "_______________________________________" like the roar of a dragon. 1." "__________________________________" The author uses her senses to describe the scene—how the ride looks. it might be a narrative or descriptive essay.    Get right to the action! Avoid long introductions and lengthy descriptions--especially at the beginning of your narrative. Make sure your story has a point! Describe what you learned from this experience. and the plot of your story. characters. Nobody wants to read a story that sounds like a textbook! My essay __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ 96 COMPOSITION A CORRECT ENGLISH ALIGNMENT . If the essay is descriptive use all five of your senses to describe the setting.Closing Activities Activity: 10 Tell a story about a moment or event that means a lot to you--it will make it easier for you to tell the story in an interesting way. Don't be afraid to tell the story in your own words. Obtained value BLOCK 2 97 . Auto-evaluation Evaluation Product: An essay. Knowledge Procedimental Explains in the essay how the thing smelled. C MC NC Value: Attitudinal Enjoys a good narrative essay. and the use of vivid and exact language. felt. sounded. the consistent point of view of the writer. tasted. or looked to evoke a strong sense of familiarity and appreciation in the reader.Activity: 10 (continuation) ______________________________________________________________________________________ ______________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Activity: 10 Conceptual Writes an essay describing something or someone by appealing to the senses of the reader. In the PoE you must include:       Your first essay (the one you wrote on a free theme). Write a narrative essay (you don’t have one). The opinion essay (The opinion essay on Mark Twain’s speech). Activity: 11 Conceptual Organizes a portfolio of evidence by collecting the different types of essays he/she has written. Auto-evaluation Evaluation Product: A portfolio of evidence. a social network. Your Descriptive essay (the last essay you wrote). Include at the beginning your graphic organizer in activity 2. It may be a portfolio presented physically. wikis. You are going to write a Persuasive essay based on the paragraph you already have (you don’t have a complete essay). podcast. Knowledge Procedimental Registers the essays she/he has written in a portfolio of evidence to be presented to the teacher.Activity: 11 Collect the essays you have written and organize a Portfolio of Evidence (PoE). etc. C MC NC Value: Attitudinal Integrates his/her knowledge of the process of essay writing to be presented in a portfolio of evidence. It may be an e-portfolio or online portfolio. here you can use blogs. Obtained value 98 COMPOSITION A CORRECT ENGLISH ALIGNMENT . aclarar sus ideas y valores a través de la lectura del mismo. 4. Estructura ideas y argumentos de manera clara. Realiza expresión o producción oral en otro idioma.2.3. Asume que el respeto de las diferencias es el principio de integración y de convivencia en los contextos local. 10.4. nacional e internacional.1. Realiza expresión o producción escrita de diversos tipos de texto en otro idioma. 4. coherente y sintética. Atributos a desarrollar en el bloque: 4. matemáticas o gráficas. Unidad de competencia: Analiza textos que le permiten hacer interpretaciones y descubrir la posibilidad de ampliar su práctica.3.Anthology. 7. Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva. 3. 6. 5. Realiza comprensiones oral y auditiva de diversos tipos de texto en otro idioma. el contexto en el que se encuentra y los objetivos que persigue. 8. Aplica distintas estrategias comunicativas según quienes sean sus interlocutores.5. Expresa ideas y conceptos mediante representaciones lingüísticas. Tiempo asignado: 20 horas . Define metas y da seguimiento a sus procesos de construcción de conocimiento.4. 4.1. Se comunica en una segunda lengua en situaciones cotidianas. Realiza comprensión escrita y de lectura de diversos tipos de texto en otro idioma. Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas. Competencias profesionales: 1. 4. Realiza interacción oral en otro idioma. 4.2. contribuyendo a su formación académica y cultural. Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas. 2. 1. sleek it. What was the first? ______________ Which Russian novelist wrote "Anna Karenina" and "War And Peace"? _____________ In which of Shakespeare's plays does the line "A horse! A horse ! My kingdom for a horse" appear? ____________ a) Lord of the Flies b) A Mouse c) The lion. 7. C MC NC Value: Attitudinal Appreciates the purpose of literature as a review and the acquisition of new knowledge when the teacher gives feedback. cowrin. 6. Who is the all-time best-selling fiction writer in the world. the children’s book "Prince Caspian" was the second in a series of seven books. tim'rousbeastie. 9. and has a title which is the English translation of the Hebrew word "Beelzebub"? ______________ To what type of animal was Robert Burns referring in his poem that starts "Wee. how are the famous duo Charles and Gerald better known? _____________ Which famous literary character's parents were killed by Lord Voldemort? _______________ Which famous novel was written in 1954. Into how many languages has "The Diary of Anne Frank" been translated? ____________________  Conceptual        Activity: 1 Conceptual Analyses the questions and verifies his/her knowledge about literature. What was Roald Dahl's follow up to his book "Charlie and the Chocolate Factory" called? ________________ 11. the witch and the Wardrobe d) Leo Tolstoy e) Richard III f) Agatha Christie g) Germany h) Mills and Boon i) j) k) 55 Harry Potter Charlie and the Great Glass Elevator 10. Check your answer with your teacher.Didactic Sequence 1. 5. How much do you know about literature? Take a guess and match the questions to the responses. write the letter on the line. Obtained value 100 ANTHOLOGY . 3. Knowledge Attitudinal Procedimental Registers his/her knowledge in Literature in a questionnaire."? _______________ Published in 1951. 4. Co-evaluation Evaluation Product: Literature questionnaire. Startup Activity Activity: 1 Pair work. Approaching literature. 2. whose 78 crime novels have sold an estimated 2 billion copies? _____________ In which country does the story "The Pied Piper Of Hamelin" take place? ______________ In literature. 8. stop to think what it does to you. Two more points must be made about figurative language: 1. you write what you mean. you might say. In this block you’ll read some stories and poems of famous writers of the past. and nonfiction. When you are writing such things as emails and business letters. BLOCK 3 101 . You’ll also meet some exciting authors who are writing today. fiction. In fact. the word million doesn’t really mean 1. Many people enjoy the challenge of writing selections with figurative language. “I was figuratively frozen to death.000. When you write poetry and short stories. Another term for such “dictionary language” is literal language. You are going to improve some skills that will help you in your reading and writing practice.” This really means of course. Literature is used to describe anything from creative writing to more technical or scientific works. But suppose you say. Figurative language says one thing and means another. but the term is most commonly used to refer to works of the creative imagination. Many figurative expressions are used so much that we don’t recognize them as figurative. you read a repair manual. “I could eat a lo t of peanuts right now. which is figurative language. Literature isn’t simply facts or information. drama. Literature is a term used to describe written or spoken material. If you like peanuts. you read a book on the subject. This is why you can think of literature as an experience – your experience. Using figurative language in writing is difficult. To Fix a car. It can stir up in your new thoughts and feelings in the same way that your own adventures do. you write using words that infer different meanings than what they mean literally. Oddly enough (and often confusing to students) one of the most figurative expressions is the word literally. “I could eat a million peanuts right now. Literature involves you. you will be asked to practice the skills that will make you and even better reader than you are now. Literal and Figurative Language. It can introduce you to interesting people. there is more figurative language.Development Activities What is Literature? People read for two main reasons. Remember that one of the most effective ways to improve our own writing is to spend time reading the best writing of others. every time you read a piece of literature. You read because of what the reading materials can do for you. Most words we use mean exactly what they say. This is reading for its practical values and you studied them as instructive texts in your “Writing and Reading Strategies” module . the reader. you are able to write quickly because most of the language is literal.” Its real meaning is “a great many. Figurative language is language that means more than what it says on the surface. 2.” Another term for this kind of language is figurative language. The opposite of literal language is figurative language.” “sometimes catching the eye. making the writing process slow and laborious. Think about statements such as “I was literally frozen to death. GOOD LITERATURE DEMANDS GOOD READERS. The words on your module are just marks on paper until your lively mind and improving reading ability bring them to life. It can make you laugh and groan and shiver and even sweat. Reading can also do things to you.000.” Every work in that sentence means just what the dictionary says it means.” and most uses of literally. For instance. First they read to learn useful information. To bake a cake you read a recipe. You make the difference. In addition. Writing using literal language is simple. This image illustrates money laundering. including works of poetry. Any overused and unoriginal expression can be called a cliché: examples are expressions like: “a million peanuts. To learn a career.” Clearly. 6. You are the apple of my eye. That’s why I’ll always stay around. Knowledge Attitudinal Procedimental Determines the figurative speech in lyrics from a song. 5. Though I’ve loved you for a million years 3. Obtained value 102 ANTHOLOGY . 5 You must have known that I was lonely. 4 You are the sunshine of my life. 4. C MC NC Value: Attitudinal Appreciates the use of figurative language in daily English. That’s why I’ll always stay around. 2 Forever you’ll stay in my heart I feel like this is the beginning. I’d find myself drowning in my own tears. And I know that this must be heaven. Because you came to my rescue. 3. 2. Forever you’ll stay in my heart. write what you understand about the numbered statements. 7. In the spaces provided. And if I thought our love was ending.Activity: 2 Read the following song lyrics. yeah. You are the apple of my eye. 6 How could so much love be inside of you? You are the sunshine of my life. ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ Activity: 2 Conceptual Conceptual Define literal and figurative language in a song. Auto-evaluation Evaluation Product: Figurative language exercise. Forever you’ll stay in my heart. You Are the Sunshine of My Life by Stevie Wonder You are the sunshine of my life1 That’s why I’ll always be around. You are the apple of my eye. 7 1. Boils 9.  4. stay out of the __________________________. Value: Knowledge  Conceptual Procedimental Attitudinal  Identifies phrases Applies the word to form clichés Appreciates the use of figurative  characterized by its overuse in used in daily English language. Read about cliché 13.  The road to hell is paved with good _______________________________. _ A rolling stone gathers no _______________________________________.  1.   The way to a man's heart is through his ___________________________.  6. Kitchen BLOCK 3 103 . Box  11. but some are simply truisms and fiction.  facts. daily language. 2.   8. typically in Some are stereotypes. Money All work and no play make Jack a ____________________________ boy.     Evaluation  Activity: 3 Product: Cliché table. in other overuse.  The term is frequently used in modern culture for an action or idea which is expected or predictable. Moss 5. A cliché may or may not be true. it’s something that lots of people say and it  words. Dull  3. based on a  prior event. Deep All is fair in love and ____________________________________________. Doctor ______________________________________ makes the world  go round. Cat Think outside the ______________________________________________.  Clichés  Loose lips sink_________________________________________________. language in daily English. Ship  14. Use your dictionary for the  unknown words in the box.Activity: 3    A cliché is not just something that lots of people say. Clichés are often for comic effect. a metaphor characterized by its convey some sort of idea or message.   If you can't stand the heat. intention   Still waters run _________________________________________________. A cliché is.   Choose a word from the right box and complete these famous clichés. "clichés" are not always false or inaccurate. Stomach  7. 12.  Possession is 9/10's of the ______________________________________.  C MC NC  Auto-evaluation Obtained value  There's more than one way to skin a ______________________________. Law A watched pot never ___________________________________________. War An apple a day keeps the __________________________________ away.  10. Typically a pejorative. A simple comparison like: “Time is running out” is called metaphor. The first has been done for you . __________ __________________________ 4. example: His temper was as explosive as a volcano. 8. However. Mary frowned and said. Activity 4a. Playing chess with Ashley is like trying to outsmart a computer. Don’t tell Mother that her cookies taste like lumps of sand. Big trees fell like toothpicks when Paul Bunyan swung his axe. I really like Patty. Babe was a two ton bundle of blue dynamite. no extra words are used to show the understanding of time as a resource. Underline the word or phrase that is being described by each SIMILE. I hoped our play would be a success and last for many performances. 1. __________________________________________________ Activity 4b.” The p oint is that Ashley can think in a powerful manner that resembles the way a computer operates. The forest was as quite as a falling leaf. There are two main kinds of comparisons. A simile does use a word to show that a comparison is being made. A metaphor is simple and direct. His temper is being compared to a volcano in that it can be sudden and violent. 2. Well-chosen similes can be used to enliven writing or as an alternative to description using adjectives. Karen was offended when I said that she was as flaky as a snowstorm.Activity: 4  Two figures of speech Read and learn more about Literal and Figurative Language. Sam waited impatiently for his older brother to calm down. My sadness was as unending as the waves. ____________________________________ 2. 3.” I walked along the beach and listened to the ocean. The sidewalk is as slippery as greased glass. Instead one expression is simply substituted for another. The activity “playing chess with Ashley” is being compared to “trying to outsmart a computer. 1. The other kind of comparison is called a simile. 10. _____________________ __________________________ 5. not that she is like a computer in any other way. 4. “Bill. Most figures of speech compare two things. I feel like a bug sitting under a magnifying glass. _______________________________________________________ 3. “I believe that taking drugs is like (playing with fire). Her heart is as soft as a feather pillow. 5. 6. Cheryl’s smile is as sweet as a lullaby. Write on the line if the comparison in each statement is METAPHORE or SIMILE. 9. 7. I think you are acting like a baby. 104 ANTHOLOGY . Put parentheses around the word or phrase it is being compared to.” he said. Paul’s voice was a cannon breaking the silence. I guess it will last as long as a balloon in a roomful of kittens. I’m not comfortable about this situation. Babe’s hoof beats were thunder rebounding through the hills. Be careful when you go out. Usually this word is like or as. _________________________________________________________________________________________________ 10. _________________________________________________________________________________________________ 2. _________________________________________________________________________________________________ 6. 1. No one invites Harold to parties because he’s a wet blanket. _________________________________________________________________________________________________ 9. _________________________________________________________________________________________________ 8. The lake was a huge mirror in the moonlight. Mary is a pack rat. The pillow was a cloud when I put my head upon it after a long day. _________________________________________________________________________________________________ 5. I am the glue that holds us together. C MC NC Value: Attitudinal Shows a positive attitude when learning about literal and figurative language which can be used in his/her daily communication. Auto-evaluation Evaluation Product: Figurative language exercises. Laura sang like an old cat. _________________________________________________________________________________________________ 4. The dancer moved around the stage like a spinning top. The playground became a lake after the thunderous rain. Jenny sings like a bird. Knowledge Procedimental Determines the literal and figurative language in the statements given.Activity: 4c Explain how the two items in each sentence are alike. Circle the two items being compared. _________________________________________________________________________________________________ 3. Obtained value BLOCK 3 105 . My friend is a stubborn mule. _________________________________________________________________________________________________ Activity: 4 Conceptual Identifies literal and figurative language and the two kinds of comparisons. _________________________________________________________________________________________________ 7. except for the short time she attended Amherst Academy and Holyoke Female Seminary. or to “somebody” else mentioned later? Explain. 6. What answer does the poet seem to expect. In line 1. It is estimated that Emily wrote over 1700 poems.” And this knowledge about other people can help us with our own feelings. 5. I think that the best of these theories is that Emily could not write about the world without first backing away from the it and contemplating it from a distance. feels like a “nobody. Many scholars have tried to understand and theorize why Emily decided to seclude herself in her home and write about the most intimate experiences and feelings of life. until her death on May 15. 4. during her mid-twenties that Emily began to grow reclusive. but he was eventually the first to publish her work after her death. 1830. Massachusetts on December 10. It was later. 1. you know. One of these acquaintances was Thomas Wentworth Higginson whom she sent a few pieces of her poetry to. the word “somebody” (line 5) means the opposite of the word “nobody. Clearly. Emily lived secluded in the house she was born in. The number is argued over because one poem was published more than once. what might have happened to make a young woman slowly withdraw from society? Emily Dickinson The Poetess Emily Dickinson was born in Amherst. to the frog. 1886 due to Bright's disease. Emily only had a six or seven of her poems published during her lifetime--and those without her consent. Have you ever felt that if you suddenly vanished. He rejected her poems.__________________________________ Line 2 also contains a question. Emily had a few friends and acquaintances from day to day. Activity 5a. “Who are you?” Does the word “you” seem to refer to the reader. Everyone once in a while. Emily was an energetic and outgoing woman while attending the Academy and Seminary. Read what Emily Dickinson has to say on this and other subjects and answer the questions. How dreary to be somebody! How public. After reading the biography discuss with your partner. Read the biography of a woman considered one of the greatest American poets—if not the greatest. the poet asks. By saying that a frog repeats its name as it crocks away in swamp. you really wouldn’t be missed? Of course you have. too? Then there's a pair of us--don't tell! They'd banish us. 3. yes or no? ________________________________ Examine the figurative language in the poem. like a frog To tell your name the livelong day To an admiring bog! 2. She attended almost exclusively to household chores and to writing poetry. 106 ANTHOLOGY .Activity: 5 Pair work. It was after her death that her poems were discovered.” _______________________________________ _______________________________________________________ I'M NOBODY! I'm nobody! Who are you? Are you nobody. what is the poet suggesting about a certain kind of person? ________________________________________________ _______________________________________________________ What does the figurative expression “admiring bog suggest to you as a reader?” ________________________________________ _______________________________________________________ Explain in your own words what enjoyment the poet gets out of being a “nobody.” What kind of person does the poet mean by “somebody”? _______________________________________________________ Think about the rest of the figurative language in the second part. I feel I know about them. I never saw the sea. In the same way. C MC NC Value: Attitudinal Values the importance of reading and the significance of making the connection between reading and real life experiences. Obtained value Co-evaluation BLOCK 3 107 . too.Activity: 5a (continuation)  A WORD A Word is dead when it is said. yet know I how the heather looks. yet certain am I of the spot as if the chart were given. Evaluation Product: Poem analysis. but they would never have become as famous as the poem. some say.” He or she might have written: “Although” I’ve never seen heather or an ocean wave. I feel I know about them. nor visited in heaven. and what a wave must be.” what might make one spoken Word be “dead. although I’ve never seen God or heaven. 1. In “A Word. I say it just begins to live that day.” while another “just begins to live”? _____________________________________________ ________________________________________________________________ Has history shown the words in this particular poem to be “dead” or alive? ________________________________________________________________ ________________________________________________________________        Suppose another  person—not a poet! –had wanted to express the thought of “I never saw a Moor. Activity: 5 Conceptual Recognizes life and work of one of the greatest American poet.” These two sentences make the meaning clear. 2. I never spoke with God. Now write in your own words the same poem: ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ I NEVER SAW A MOOR I never saw a moor. Knowledge Procedimental Obtains information about Emily Dickinson’s life and works to make a connection between the poems and real-life experiences. he gives us the “music of a community. New York. 1967. his voice for the African-American experience lives on in the hearts of Americans of all races. he lived in Mexico. The Weary Blues. As I live and learn. He catches the rhythms of jazz and the soulful sounds of the blues. This poem is filled with figures of speech: Five similes suggest ideas that finally explode in a metaphor. He was an American poet. novelist. Or does it explode? 108 ANTHOLOGY . Before publishing his first book. Read about his life and work and answer the questions. And for good reasons. Hughes is best known for his work during the Harlem Renaissance. He was one of the earliest innovators of the then-new literary art form jazz poetry. His language is direct and uncomplicated. and novels. Langston Hughes Who are you Langston Hughes? What do you stand for? Let’s let the poet himself tell us: I play it cool And dig all jive That’s the reason I stay alive. poems. a) What does at least one of the similes suggest might happen if the dream is put off to long? _______________________________________ _______________________________________ _______________________________________ _______________________________________ b) What does the very last word suggest might happen? _______________________________ _______________________________________ _______________________________________ _______________________________________ HARLEM What happens to a dream deferred? Does it dry up like a raisin in the sun? Or fester like a sore— And then run? Does it stink like rotten meat? Or crust and sugar over— like a syrupy sweet? Maybe it just sags like a heavy load. social activist. playwright. In his own words. My motto. and columnist.Activity: 6 Langston Hughes is an honored black American poet.” Langston Hughes was born in Missouri on February 1 st 1902. and traveled through Africa and Europe by working a variety of odd jobs. Langston was raised in Kansas and Illinois. Is: Dig and be Dug In Return. He famously wrote about the period that "Harlem was in vogue He died in his beloved Harlem on May 22. The American people have “dug” the poetry of Langston Hughes for over 60 years. a central figure of the Harlem Renaissance and author of numerous plays. (line 13) So. Everyone has heard the metaphor “the road of life” but the mother in the poem compares her life to something more original. (line 16) Don't you fall now— (line 17) For I'se still goin'. (line 11) And sometimes goin' in the dark (line 12) Where there ain't been no light. (line 18) I'se still climbin'. (line 19) And life for me ain't been no crystal stair. don't you turn back. What is this advice. Discuss the poem's basic message.  MOTHER TO SON Well. (line 2) It's had tacks in it. honey. (line 3) And splinters. What is the comparison? ____________________________________________ ____________________________________________ ____________________________________________ 2. (line 9) And reachin' landin's. For what kind of events of periods in the mother’s life might the following details stand? a) “Tack” and “splinters”? ________________ _____________________________________ _____________________________________ b) “Landin’s”? __________________________ _____________________________________ c) “Going in the dark”? ___________________ _____________________________________ Activity: 6 Conceptual Recognizes the life and work of one of honored American poet. (line 10) And turnin' corners. son. the poem becomes a long series of metaphors. Co-evaluation Obtained value BLOCK 3 109 . Discuss the use of metaphors in the poem. Evaluation Product: Poem analysis.Activity: 6 (continuation) Class discussion. Knowledge Procedimental Obtains information about Langston’s life and works to make a connection between the poems and real-life experiences. by Langston Hughes. Mother to Son. (line 14) Don't you set down on the steps. (line 4) And boards torn up. (line 20) 1. After the first line. Describes Hughes' use of figurative language. how old are the two characters in the poem? ____________________________ ________________________________________ 4. (line 5) And places with no carpet on the floor (line 6) Bare. I'll tell you: (line 1) Life for me ain't been no crystal stair. (line 15) 'Cause you finds it's kinder hard. in literal words of your own? _______________________ ________________________________________ ________________________________________ ________________________________________ 3. In your opinion. (line 7) But all the time (line 8) I'se been a-climbin' on. C MC NC Value: Attitudinal Values life and work of a famous American poet. boy. In line 15-17 the mother gives the son some good advice. Then answer the questions. Pablo Neruda Pablo Neruda was born Ricardo Eliecer Neftali Reyes y Basalto in Chile in 1904.Activity: 7 Read the biography of one of the most widely read of the Spanish American poets. who would later become a famous writer in her own right. What was Neruda’s opinion about the famous poet Walt Whitman? ____________________________________ What can the reader discover in Neruda’s work? ___________________________________________________ _ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Activity: 7 Conceptual Recognizes the life and work of a famous Spanish American Poet. His first essay was published at the age of 13. Chile. His poetry brings alive the destiny and dreams of South America with the action of an elementary force.His work. Ner uda's first volume of poetry. a poet who writes in Spanish. He had a deep commitment to communism." Neruda said in 1972 in a speech during a visit in the United States. C MC NC Value: Attitudinal Values the work of the famous Nobel Prize for literature as one of the most famous Spanish speaking American poet. Where did Neruda get his pen name? _____________________________________________________________ At what age did Neruda begin to publish his first works? _____________________________________________ What famous writer to be. and one can see his political themes in many of his works. Metaphors. in South America. become a major influence on his work. "I. and similes are some of the major devices used in Neruda’s poetry. Neruda’s poetry has been widely known as the best lyrically written poetry in the world of poetry. He was also a political figure and activist in his native country of Chile. He wrote poetry at all levels. Obtained value 110 ANTHOLOGY . Co-evaluation Evaluation Product: Reading comprehension exercise. learned more from Walt Whitman than from Cervantes. Pablo Neruda died in 1973. 3. utilizing surrealist techniques and exploring his inner self against the broad background of South America. Poem Number Twenty is one of his most famous works. The American poet Walt Whitman. He received the Nobel Prize in Literature in 1971. was critically acclaimed through his career. 2. “La canción de la fiesta. from his Odes to Common Objects to his numbered poems. and later acquired his pen name from the Czech author Jan Neruda. visual imagery. due to his intricate imageries and language. personification. Gabriela Mistral. and he was a force in the political arena as a Chilean diplomat. Neruda’s use of literary devices complements his themes and motifs throughout his poetry. 6. He was encouraged to write poetry by a local teacher in Temuco. 4. Knowledge Procedimental Obtains information about Pablo Neruda’s life and works to make a connection between the poems and real-life experiences. 1. motivated Neruda to write poetry? __________________________________________ What literary figures of speech did Neruda use in his poetry? _________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 5.” was published in 1921. the vine dried out its shoots through which wine climbs. burnished like a grenade and proud. it kept itself impregnable beneath its armored leaves. and one day assembled with its fellows in large wicker baskets. In the poem. a cabbage and a bottle full of vinegar until when entering her kitchen she plunges it into a pot. In ranks it never was so military as at the market. and buys it. after which leaf after leaf we undress its deliciousness and eat the peaceful substance of its green heart. touching bulbs. erect. the men among the vegetables with their white shirts were marshals of the artichokes the serried files. spine like flower head. Artichoke is a plant with large. and the sweet artichoke there in the garden. beside it the raving vegetables began to frizzle. it walked through the market to make its dream of soldiery come true. _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 3. but then Maria comes along and with her basket. she scrutinizes it. Point out three phrases Neruda uses to create a glorified tone while describing the artichoke. oregano to scenting the world. picks out an artichoke she isn't scared. Point out three similes or metaphors in which Neruda describes the artichoke. the leafy cabbage took to trying on skirts. Discuss with your classmates and ask your teacher’s opinion. the ordering voices.Activity: 8 Team work. _________________________________________________________________________________________________ _________________________________________________________________________________________________ 2. it built itself a little dome. bullrushes. Thus ends in peace the enlistment of this armed vegetable called the artichoke. below the ground the red-moustachioed carrot slept. tossing it into her bag jumbled together with a pair of shoes. and the report of a fallen crate. “Ode to an Artichoke” The tender-hearted artichoke dressed up as a warrior. they turned themselves into tendrils. An ode is a poem that is written for an occasion or on a particular subject. Read Pablo Neruda’s ode and answer the question. 4. They are usually dignified and more serious as a form than other forms of poetry. 1. considers it against the light as if it were an egg. what are the three stages of this artichoke’s life? _______________________________________ __ Why is the comparison between an “artichoke” and “armor” appropriate? _______________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ BLOCK 3 111 . was dressed as a warrior. I go from loving to not loving you. stealing my key to true calm. C MC NC Value: Attitudinal Enjoys poetry when learning the work of art of a famous writer. and hating you bend to you. and I will die of love because I love you. Evaluation Product: Ode and poem comprehension exercises. in fire and blood. In this part of the story I am the one who dies. I Do Not Love You Except Because I Love You ________________________________________ ______________________________________ _____________________________________ _____________________________________ ________________________________________ ______________________________________ _____________________________________ _____________________________________ ________________________________________ ______________________________________ _____________________________________ _____________________________________ ________________________________________ ______________________________________ _____________________________________ ______________________________________ _____________________________________ ______________________________________ ______________________________________ ______________________________________ _____________________________________ _____________________________________ Activity: 8 Conceptual Identifies the “Ode” as a poem and as a form of poetry. I hate you deeply. Knowledge Procedimental Reads poetry as form of “Ode” of a famous writer and creates a class discussion. because I love you.Activity: 8 (continuation) Read and explain in your own words what Neruda wanted to express in this poem. I Do Not Love You Except Because I Love You I do not love you except because I love you. Maybe January light will consume my heart with its cruel ray. Love. and the measure of my changing love for you is that I do not see you but love you blindly. I love you only because it's you the one I love. from waiting to not waiting for you my heart moves from cold to fire. the only one. Auto-evaluation Obtained value 112 ANTHOLOGY . showing connection between items. on the life of the poet.Closing Activity Activity: 9 Create a Poetry Portfolio. A copy of a poem by their assigned author. The student has limited understanding of the concepts. Reflections illustrate an attempt to critique work. For example. Co-evaluation Evaluation Product: Poem portfolio. and to suggest constructive practical alternatives. Items are introduced and well organized. The student has gained a significant understanding of the concepts and applications. A formal research paper. and to suggest constructive practical alternatives. well organized. including a title page. Reflection/Critique Reflections illustrate the ability to effectively critique work. Items clearly demonstrate most of the desired learning outcomes for the term. You must collect. C MC NC Value: Attitudinal Values the significance of specific data. A current newspaper article that is in some way connected to the poem the student selected. (You already have poems of the three poets presented). Reflections illustrate a minimal ability to critique work. citations and bibliography. The cover for the portfolio. complete and organize the following:       Write the biography of 7 major poets of all times. decorated with an original artwork that could accompany the author's poem if it were published in an ANTHOLOGY. Points Required items All required items are included. Use the rubric to evaluate your partner’s portfolio and ask your partner to evaluate yours before turning in to your teacher. Concepts Items clearly demonstrate that the desired learning outcomes for the term have been achieved. The student has gained a general understanding of the concepts and applications. add the three poets presented in this sequence with their poems and worksheets. Items do not demonstrate basic learning outcomes for the term. The student has gained some understanding of the concepts and attempts to apply them. (You already have activities on the poems of the three poets presented). The "Analysis of a Poem" worksheet defining and identifying types of figurative language including simile and metaphor. Items are not introduced and lack organization. Knowledge Procedimental Recognizes and understand the significance of a wide range of literary elements and techniques and use those elements to interpret the work. and creatively displayed. facts and ideas of some poems. Reflections illustrate the ability to critique work. with a significant number of additions. Obtained value BLOCK 3 113 . Overall Presentation Items are clearly introduced. showing connection between items. if the poem is about nature. Items demonstrate some of the desired learning outcomes for the term. showing some connection between items. 90-100 75-89 60-75 All required items are included. 40-59 A significant number of required items are missing. with a few additions. Activity: 9 Conceptual Interprets and analyzes complex informational texts and presentations. Items are introduced and somewhat organized. Then there will be 10 poets. they might have included an article about the environment in your city. and to suggest alternatives. All required items are included. Readings selection. Irony Allution Symbol Inference The main idea or author's opinion about life expressed in a piece of literature. place. Start up Activity Activity: 1 How much do you know about basic literary elements? According to your general knowledge and what you have studied in this module choose and underline the best choice. Foreshadowing Illusion Irony Theme 7. 5. Foreshadowing Irony Setting Characterization A contrast between what is expected and what actually happens or exists. Knowledge Procedimental Registers his/her knowledge in literary elements in a questionnaire. 6. C MC NC Value: Attitudinal Shows interest when applying and acquiring a new knowledge. or work of literature. An object or idea that has its own meaning and represents something else as well. Auto-evaluation Evaluation Product: Questionnaire. 4. Activity: 1 Conceptual Selects the correct basic literary elements to answer the questionnaire. 9. 1. Obtained value 114 ANTHOLOGY . event. point of view setting plot characterization 2. 3. 11. 8. Allution point of view Inference theme A series of related events (what happens in the story) Theme setting Plot irony A series of related events (what happens in the story). Allution Inference Irony Frame story A logical guess or conclusion based on facts. Allution Point of view Inference Irony The relationship between the narrator and the story (who is telling the story). Hints or clues provided by the author that permitthe reader to predict what might happen later in the story. Theme Setting Non-fiction Exaggeration The time and place of the story.Didactic Sequence 2. Frame story Symbolism Science –fiction Theme The story that contains or connects other stories when there are two or more stories within one story. 10. 12. Foreshadowing Setting Science-fiction Plot Fiction based on technological or scientific developments. Check with your teacher. Symbol Frame story Proglogue Preamble A reference to a famous person. the goofy teenager boy who can’t do anything right. Long stories often contain a number of implied plot questions. You may be familiar with the saying “The whole equals the sum of its parts”. the autor provides character clues. (2) themselves (“inner conflict”). Plot. Here you have the dictionary words underlined in the story that will help you to understand and answer the questions.Development Activities Elements of the short story. such as a snowstorm. The rising action in such a story lead finally to an exciting climax at or near the end. Setting. “What will happen next?” What happen in a story is called its plot. Some stories continue after the climax with a section of falling action. BLOCK 3 115 . Characters in stories can be in conflict with (1) other characters. different authors have written many different versions. Authhors usually try to make their settings very clear because certain kind of stories seem more real in certain setting. or (4) nature. Most people in stories can be called either flat or rounded characters. More usually. The reader learns about a characters in two ways. sick… whatever. Eary in the story an important plot question is raised. or a beautiful sunny day. (3) things. Over the years. The action that answers this question can either end the story or lead to still other questions. tall. and we can’t predict exactly what they’ll do when faced with certain problems. on the other hand. a falling tree. characters. A story can almost always be examined by looking at four basic element: setting. the sports hero who always manages the last -minute home run or touchdown pass. In this sequence you are going to read a book excerpt and three stories from very different contexts and time. It is presented here as a jumping-off point for a study of the elements of the short story. and actions that indicate indirectly what a character is like. an autor can simply tell the reader that a character is cheerful. Rounded characters. or a resolution. The time and place of a story are its setting. plot. the first story “Appointment in Baghdad” is one of the shortest stories ever told. First. or the meeting of opposing forces. This saying applies perfectly to the short story. The setting also includes natural events. Few stories are interesting if we don’t keep asking ourselves. We haven’t met them before. Some flat characters are called stereotypes---one –dimensional characters we’ve met before in our reading: the kind old grandmother. thoughts. Another way to think about plot in terms of conflict. Character clues are speeches. Every short story has to happen in somo place and at some time. and theme. Characters. are not types but distincts individuals. "But Your Majesty. Appointment in Baghdad One day the sultan of Damascus was sitting on the board. What is the setting of “Appointment in Baghdad”? ___________________________________________________ Would you call the characters in this story stereotypes or rounded characters? __________________________ What is the plot question that first interested you in “Appointment in Baghdad”? _________________________ The sultan himself asks the last plot questions. What is it? ____________________________________________ In your opinion. Obtained value 116 ANTHOLOGY . characters." The sultan. 1. flinging himself to the ground at the feet of the potentate. what kind of conflict is involved in the story? __________________________________________ In your opinion. The sultan's favorite servant came to him and. "As I passed through the palace garden just now I saw a gruesome figure standing there. 4. C MC NC Value: Attitudinal Shows a positive attitude when learning a new topic and a sense of initiative to learn." The sultan asked why the youth was in such a hurry to go to Baghdad. I must leave at once for Baghdad. "Master. 5. I must lose no time in escaping from him. When he saw me he stretched out his arms as if to take me. Knowledge Procedimental Practices Active Vocabulary Skills and the knowledge of the four basic elements of a story by answering questions from the reading. Auto-evaluation Evaluation Product: Reading comprehension exercise. 7. Death looked at the sultan in astonishment. It was Death. cried out. the sultan went into the garden and found Death still lingering there. basking in the morning sun. I have an appointment with him tonight in Baghdad. is the theme in “Appointment in Baghdad” important? __________________________________ What is the theme? _____________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Activity: 2 Conceptual Selects passages of a story to answer questions. I simply threw up my hands in surprise at finding him here in your garden. allowed the downcast young man to take the horse and leave. lend me your fastest horse.Activity: 2 Read the story carefully. plot." he said. "I did not accost the youth. Answer the questions about the basic elements of a story: setting. I am too young to perish. "How dare you accost my servant?" he demanded harshly of the eerie figure lurking in the shadows. I beg you. a kind and sympathetic ruler. 6. flat roof of this palace. 2. and theme. You see. When he was gone. 3. " said the second student." cut in the second student." "Oh. The only thing I'm sorry about is that it gives them a chance to be martyrs for the martyr-worshipping hoodlums who cause riots and disturbances. But you don't know anything about it. When I looked at the boy and watched him. I had noticed the businessman when I passed him to go to my seat." The businessman smiled but said nothing. Hunger is a crime against society.Activity: 3 Team work." Silence fell. "are on the outside. or perhaps he'd changed coaches while I was reading." Everyone looked at the boy. now." "Hunger. this story describes an episode that takes place on a train traveling from Detroit to New York. Suddenly his eyes met the boy's." "Riots and disturbances. you're not alone. and when I saw him they were fixed on a prosperous-looking businessman. "what do you think about it?" The boy looked at him for a moment without answering." he said slowly. "No. I can't remember when the boy got on the train.. He looked speculatively at the boy and asked. intelligent eyes. He had been talking for the past half hour with two university students who sat across the aisle from him. just a glance. "This massacre at Detroit.and God knows what they don't all print. pa's along. "You. At that time. I see." BLOCK 3 117 ." "Capitalism. "was a hungry place. The clicking of the drivers edged into the coach." There was an expression of satisfaction on the businessman's face. sunk deep in a fur coat. staring at him rather. then?" asked the businessman." murmured the student. sounding louder and louder. We're both going. "I didn't see him come in. and said. Take turns with your partners and read the story written in the early 1930s. That's all very well. I began to listen to the conversation. Perhaps he'd been there already when I boarded it and I hadn't seen him. and it was not dispelled by the student's bitter words. He must have a whole box of cigars." said the businessman. A thin little fellow looked to be under twelve. and dangerous to the peace. "is bound to collapse within a few decades. for he looked up again. that's a riot. The man looked away from the students.. I'm on the inside. "What do you think of that?" "It serves those men right. fixed the boy with his eyes. I have to go through these things." cut in the businessman. "I know. The businessman was talking. no more. it's a disturbance. "Oh. If a man wants bread and goes to get it. trains were still the major means of travel in the United States for both rich and poor people." Silence crept into the coach again and presently the businessman turned away." he said smiling." "Bosh. If a woman wants milk for her children. "I'm glad we're going away from it. You theorize. "You fellows. On the outside by August W. You know nothing but what you read in the newspapers . Derleth. We're going to New York where ma is. I can't even remember what it was that made me see him at last. "Your dad's been gone some time. The businessman was conscious of the boy's scrutiny. The boy had turned in his seat to look at the businessman and to listen to him." said the businessman." said the student patiently." he was saying. "riots and disturbances." interrupted one of the students. "I didn't see your father." "Capitalism. "is always extreme. "What are you going to do in New York. these dictionary words will help you to answer the questions. "Catchwords. He had sharp black eyes." said the businessman. without once blinking his eyes or shifting his stare. you and your dad?" "I don't know. Where's he at?" The boy made a vague gesture in the direction of the smoking car. "Detroit. "That's an extreme view. But the boy continued to look at him. Discuss the story and the dictionary words with your team and teacher. and his face coloured. in which three men were sleeping. But there was no one in the dining car either. who was directly behind the boy." avoiding the eyes of the students. The businessman drew a sharp gasping breath." he muttered. "Diner ahead." he called to the boy. Jerkily: In a stilted." One of the students smiled bitterly. one with a newspaper spread over his face. Then he turned. "have you had dinner?" The boy shook his head. pausing only once to look back to see whether the others were following. It used to be better . "We'll fix that in a jiffy." and went on. "A big box. the boy's stare wavered for the first time. "Using an eyedropper on a burning skyscraper. but there was no one in it. they looked curiously at us. I got up. " he murmured. The students stared. perhaps. The boy kept on. sometimes violent. The boy stopped and pointed. They wanted to save our health." he said in a slow dispassionate voice.Activity: 3 (continuation) At that. for he kept on going. Capitalism: And economic system characterized by private or corporate ownership of goods and open competition for business. We came to the baggage car. We passed through another coach. Two men were sitting in it. I'm stiff. "They wanted them to starve healthily. All of us. "You come right along and see what Rastus can find for you in the dining car." He took the boy by the hand and led him quickly out of the car. said." The businessman got up suddenly and stretched himself. Then we came to the smoker. Changed coaches: Went from one car to another on a train." he said. The businessman said. "Listen. My God! What about the millions?" Reference: Mullen. "I tell you what. "They shot him in Detroit. "I'm hungry. too. but not get sick from eating garbage Rastus: A common name in slave times (stereotype name) for a black servant or waiter." said the businessman jerkily. "No. "I'm getting old. Rather: Usually means "somewhat. "A big box. "Let's go find your dad. On an impulse. He went quickly along the aisle. Martyr-worshiping: Making heroes of victims they believe to have been persecuted. too. One of the students began to laugh harshly. S. "There's my pa." he said. 118 ANTHOLOGY ." said the businessman abruptly." the boy said.before they put oil on the stuff in the garbage cans. stopped. Eyedropper: A small instrument that allows one drop at a time (usually of medicine) to flow out. Starve healthily: (irony or ironic) die from lack of food. Riots and disturbances: Noisy public demonstrations. somewhat shaky manner. turning to the boy." said one of the students. as if despair of ever getting food had saturated his thin body." but here it means "instead" as a self-correction. Nodded eagerly: Indicated an emphatic "yes" by moving his head up and dow". He was pointing at a long box. He closed his eyes for a moment. J. The businessman. "This is the smoker. and we followed him." The boy nodded eagerly and jumped from his seat. his voice sounding loud in the sudden silence. looking toward the boy. but the boy apparently did not notice. and came to his feet. "I was always hungry in Detroit. B.' he called to the boy. C. The businessman was somewhat curious about the boy's father. "They shot him in Detroit. The narrator was tired of reading. B. There is no correct answer to all the questions as one can always interpret the meaning of the story from different perspective. C.. 3. The businessman wanted to sit down there and have a smoke. C. The father must have been one of those people the students were talking about. "'I didn't see your father.. The boy had been listening to what the businessman was saying." A." A. The student had been taking courses about government or politics.' the boy said. C. The businessman was older and couldn't go as fast as the boy. D. "'Capitalism. 2. 6. The businessman was trying to sound important. B. However. C. B.. The father preferred to be shot rather than to go hungry..' 'Where's he at?'" A. D. The student disagreed with the businessman. D. The boy was the businessman's son.. B. The boy was angry and said that to embarrass the businessman. The student liked to argue about politics.'" A. The narrator was interested in the boy. 5. "The boy had turned in his seat . The narrator was annoyed at their talking while he was trying to read. everyone on the team must agree on the same answer. "'This is the smoker. B. D. D. D. 'is bound to collapse. The student was a Communist. The businessman felt ashamed of what he had said about the rioters.' said the student patiently. "I began to listen to the conversation" A. The businessman was worried about the boy's father. The businessman was wondering why the boy's father wasn't there. but he was trying to be polite.'" said the businessman.Activity: 3 (continuation) Choose the closest answer for each question. " A. BLOCK 3 119 .. The boy was uncomfortable. The businessman thought the boy didn't know which car was the smoker. The boy was curious about the businessman. The businessman didn't believe the father was really o the train. 4. 1. The narrator wondered what they were saying. C. and theme. Knowledge Procedimental Develops and improves his/her language level of competency by reading and discussing a story.Activity: 3 (continuation) Answer the questions about the basic elements of a story: setting. 1. what kind of conflict is involved in the story? __________________________________________ What is the the theme? __________________________________________________________________________ In your opinion. is the theme in “On the outside” important? ___________ ________________________________ Read the title of the story. 6. characters. 4. Write your opinion. Co-evaluation Evaluation Product: Paragraph and reading comprehension exercise. __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Activity: 3 Conceptual Selects passages of a story to answer questions and presents his/her opinion to partners of the team. C MC NC Value: Attitudinal Values and respects his/her partners’ opinion and is willing to get into consensus. What did he mean by saying that. I'm on the inside”. Discuss your paragraph in class. 7. 3. 5. Obtained value 120 ANTHOLOGY . and the third paragraph when the businessman said "I know. What is the setting of “ On the outside”? ___________________________________________________________ Would you call the characters in this story stereotypes or rounded characters? __________________________ What is the plot question that first interested you in “On the outside”? __________________________________ In your opinion. plot. 2. and through the years he had come to master with his courage and skill. and on her cheeks. but a Pima. stagecoaches that would take travelers from the Port to the Old Villa Pitic (Hermosillo). according to those who met her. A brother of Mr. Some of the cart drivers died. In those days the Seris (native Indians) were raiding places near the coast. from Guaymas up to the beaches of Altar. For this reason. The vehicle and its escort were traveling at normal speed. In his book. but the Indian grabbing her clothes fell to his knees at her feet and in very clear Spanish told her not to fear anything from him. was not a Seri. BLOCK 3 121 . The kidnapping of Lola Casanova History or Legend? By:Gilberto Escoboza Lola Casanova was a very beautiful eighteen-year old lady. journalist Federico García Alva says: "Upon arriving to the point known as La Palmita. "can make this stagecoach fly". When Lola opened her eyes and saw herself next to that suntanned warrior. That since his youth he had been taken prisoner by the Seris in a battle. as her father called her. they had to keep the pace with the others in the line. the blush of two pink roses from Jericho. Francisco Rojas Gonzalez wrote an interesting novel based on these famous story. Lola was not only protected by the troops and several passengers. Doloritas. She was the Dulcinea (Quixote's dream girl) to the most handsome young men of the area. not to flee. were protected by a numerous escort of dragoons. Casanova who lived with his family in Hermosillo invited his niece on several occasions to spend some time in his house with his also teenage daughters. but her godmother was going with her also.Activity: 4 Read the epic deed that happened when the year 1854 was full of events in our country – these events and this epic deed would transcend the days of that century and have remained in the memory of Sonorans. But old man Casanova already had plans to marry his only child to a man from the old country who also lived in the Port. because many travelers took advantage of the escort to make such a dangerous journey. It was a special escort that the military authorities appointed for such a distinguished lady. She was the daughter of a Spanish couple who were residents of the Guaymas community. a rich tradesman. and poor Lola Casanova fainted in one of the carts. was very proud of that gorgeous woman: her green eyes resembled the waters of the bay. It was still cold and the fifteen dragoons who escorted the stagecoach were wearing their heavy coats. she had fair skin. He persisted and was successful when Dolores' father agreed to allow his daughter go on vacation to the house of her cousins. as ordered by General José María Yáñez. that he. others managed to escape. her golden mane was like ripe wheat. very tall and athletically built. though a chieftain of the tribe. that he adored her and that he would make her the queen of the tribe. The chief of the Seris. took the beautiful booty in his arms and fled with her through valleys and mountains. to finally place her gently on a hard boulder and turn himself into her guardian and anxiously await for her to regain consciousness. the Seris attacked and after a fierce combat the Indians defeated the others. "the three trunks of robust beasts". she was at first petrified and later pretended to flee. left Guaymas on the morning of April 2. the coachman would say. The father. But they could not go any faster. who died after her 100th birthday in 1933. Two years after the kidnapping. who were the tallest of all native Americans) and that his muscles made him invincible in hand-to-hand combats. That is why the Seris were afraid to lose their chieftain. Then the white woman answered: -I do not want to leave. He engaged in heroic battles against the main leaders of the tribe who opposed the arrival of that queen. "that when she used to tell her stories. my sister Gloria says. Meanwhile. located on the other corner of the Cathedral of Hermosillo. she would take us by the hand to the place where the real or fictitious characters were. Lola would wash and cure his wounds. Mrs. Lola. 122 ANTHOLOGY . the very loved old lady had many things to tell. to this day. that he took her to his village and not wanting to keep her as a prisoner. Coyote-Iguana. García de Alva makes a mistake when he states in the last paragraph transcribed above. They also say that the Seri chieftain fell so madly in love with Lola. My great aunt's stories always moved me or made me happy. The Indian knew the girl could not escape since she did not know the whereabouts of the Seri community. She was an elderly woman who had an extraordinary memory. That is the reason why I always tried to go with my dad whenever he visited her to provide for her. She was very charming when she told anecdotes. starting to mingle with the single women of the group. because the Indians of Sonora -as it happens today. the Pima who became a Seri chief.that Coyote-Iguana. built a house for her. On many occasions. survived wounds that would have killed any other man.Activity: 4 (continuation) "Poor Lola was lost and surely not because of love. Legend has it -or perhaps history?. before sunrise. Manuelita Romero. you go back to your people. she loved to tell them and I loved to listen to them. and that those songs were heard all over the village. the chief who kidnapped the white girl. which was torn down to make Miguel Hidalgo y Costilla Boulevard. Coyote-Iguana lost all hope of conquering Lola's heart and one day he came to the girl's room and said: -Tomorrow. and would make us feel the emotions that moved her when she recalled the events of her childhood and youth". -Why? -asked the chieftain and she answered lowering her eyes as the Indian women do when their men talk to them: -Because I want to be your woman. being very young. Also. Mr. who had fallen madly in love with her. would always be seen in battles against government troops or against the warriors of other tribes leading his men without worrying about losing his own life.have always respected the women of the men of the same tribe. short stories or old tales. "It seemed". With such a long and fruitful life. soon learned how to speak the Seri dialect and followed the traditions of the tribe. widow of De la LLata. was my father's aunt and lived until her death in one of his houses. and every time that the giant arrived to the village aided by his warriors. oral tradition has it that Coyote-Iguana respected the girl's integrity for a long time and that at night he would go to her dwelling to sing her love songs in his dialect. until finally he imposed her". Two warriors to go with you near Guaymas. but she gave in to the ferocious passion of that fearsome wild man. even when they are from another ethnic background. was a man of approximately 6' 4" (which was a very common height among the ancient Seris. they lost all interest in life. surely because the memories moved her emotions. with her eyes fixed on the ceiling of the room. But it seems as if I were looking at her this moment!. was satisfied with the ending of the story...Mr. Aunt Manuelita told me: -Ah! If you had seen Lolita Casanova as I did. Then share your team’s summary with the rest of the class by reading it and by writing it on the board or present it on a flip chart. considering that such a painful drama deserved a happy ending. many revolutions. she wanted to please my curiosity and ended her story: -Lolita did not want to go back to the civilized world. The old lady thought for a while. you would have thought that you were seeing an angel dressed as a woman. As the old lady stopped talking. as if she were thinking aloud: ..This was . the Empire of Maximiliano was imposed and many battles followed. Your teacher will make teams of four or five and will assign the paragraphs that you are going to read. the senile blindness allowed her only to see my silhouette.. Casanova and his wife died the year after the kidnapping. However. Then she went on.Take turns with your team members to read. we visited the Casanovas. I met her because. Lolita's uncle took care of the businesses of the dead man and spent a fortune trying to rescue his niece. And I. the girl that a Seri chieftain kidnapped. who was a child. was almost eighty years ago. together summarize your assigned paragraphs. you know? My dad was also Spanish and one day that we went to Guaymas. Write your team’s summary here.Activity: 4 (continuation) One day. Instituto Sonorense de Cultura Activity 4a. She said she loved Coyote-Iguana. .. My aunt's clear eyes could not see the emotions in my face. as if she were digging in a trunk of memories. When they did not find their daughter. I asked impatiently: -And what happened at the end. The aunt kept silent again and I noticed she cried inside. after fifteen years of the assault on the stagecoach. That is why Lolita's uncle had to stop looking for his niece.. Aunt Manuelita? -There were revolutions later. for they say that old people do not have any more tears because they already shed them all. And I felt a lump in my throat when she continued her story. Collec t the rest of the teams’ summaries and discuss the story in class.. _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ BLOCK 3 123 . The old lady was silent for a few seconds before going on: -But one day they found her. Knowledge Procedimental Integrates information of a short story in a graphic organizer and summarizes facts in a paragraph.Activity: 4 (continuation) Read the story “The kidnapping of Lola Casanova” and fill out the graphic organizer. C MC NC Value: Attitudinal Collaborates and learns with partners while developing skill at summarizing. Co-evaluation Evaluation Product: Graphic organizer. summary paragraph and class discussion. Setting ______________ ______________ ______________ ______________ _____________ Main Character ______________ ______________ ______________ Problem __________________________ __________________________ __________________________ __________________________ _______________________ Events #1________ ___________ ___________ ___________ ___________ ___________ __________ #2_________ ___________ ___________ ___________ ___________ #3 _______ __________ __________ __________ __________ _ #4 ________ ___________ ___________ ___________ _______ Activity: 4 Conceptual Organizes information of a text to complete a graphic organizer and to summarize facts in a paragraph. Obtained value 124 ANTHOLOGY . but I could imagine how correct the colonel was if the book had almost two thousand large. In church I had been surprised by the size of the missal but the dictionary was thicker. “How many words does it have?” I asked. he went him one better with a worthy question: “What’s the difference?” “I don’t know. on its spine a colossal Atlas holding the vault of the universe on his shoulders. Comic strips had already been invented but I only saw them later in the color supplement to the Sunday papers. with little understanding. and ended with the wife. Then I began to invent graphic stories without dialogue.” my grandfather told me. it is very difficult to get them to listen to another. continued withthe triumphant display of the bleeding head.” the other man said. The graphic sequence began with the decapitation by handsaw.” I can imagine now how my grandfather must have felt when someone corrected him in the presence of his grandson. I wanted more. “but this is a dromedary. In the end he placed the glorious tome in my lap and said: “This book not only knows everything. LIVING TO TELL THE TALE by Gabriel García Márquez The Story So Far when Márquez accompanies his mother to his childhood home to help her sell the house in which they were both raised. desolate | ruminant with the expression of a frightening mother. When children are told the first story that in reality appeals to them. crowded pages with beautiful drawings. That was my first contact with what would be the fundamental book in my destiny as a writer. but all his life he was conscious of the gaps. and it was not true for me. under a tent as large as a church. This excerpt is from the first book of what will be a three-book-long memoir of his life and work. Someone standing nearby interrupted: “Excuse me. IT WAS ALSO MY GRANDFATHER WHO GAVE ME MY first contact with the written word when I was five. “All of them.” My grandfather was not an educated man and did not pretend to be one. At the age of four I had drawn a magician who cut off his wife’s head and put it back on again. and he had an avid desire for immediate knowledge that more than compensated for his deficiencies. he is flooded with memories of his childhood. above all those that had to do with the mysteries of sacred history. for he had dropped out of the public school in Riohacha to go and shoot a gun in one of the countless civil wars along the Caribbean. I believe this is not true for children who are storytellers. Colonel.” said my grandfather. “It’s a camel. her head restored. The truth is that I did not need the written word at this time because I expressed everything that made an impression on me in drawings. Then he and I learned for the rest of our lives the difference between a dromedary and a camel. but it’s also the only one that’s never wrong. I did not know how to read or write.Activity: 5 Read the selection from the book “Living to Tell the Tale” a book from one of the most famous writers of modern times Gabriel García Márquez. it roused so much curiosity in me about words that I read it as if it were a novel. It was like looking out at the entire world for first time. thanking the audience for its applause. but it’s a dromedary. Then Answer the questions about the basic elements of a story. Without even thinking about it. But when my grandfather gave me the dictionary. That afternoon he returned dejected to his office and consulted the dictionary with childish attention. just as Richardine had done in his act at the Olympia. He never studied again. The one that attracted my attention was a battered.” It was a huge illustrated book. The voracity with which I listened to stories always left me hoping for a better one the next day. BLOCK 3 125 . and he took me one afternoon to see the animals in a circus passing through Cataca. in alphabetical order. however. But the most striking story of my childhood occurred very early one Sunday. who make them sing for visitors. This also revealed to me a characteristic of adults that would be very useful to me as a writer: each of them told the story with new details that they added on their own. Perhaps that was why I said to my grandfather when we left the house: “The Belgian won’t be playing chess anymore. That horror of being seen by the dead shook me for years afterward whenever I passed the graves without crosses of suicides buried outside the cemetery by order of the Church. in the green velveteen suit I had been dressed in for Mass and that was too tight for me in the crotch. was the tray where he had vaporized the cyanide. The women in the kitchen would tell the stories to the strangers arriving on the train. Beside him. Some events were first learned through the accordion players who sang about them at fairs. that this simple sentence was my first literary success. until the various versions became different from the original. and a sheet of paper with large letters written in pencil: “Don’t blame anyone. 126 ANTHOLOGY . however. the crutches within reach. The police officers recognized my grandfather from a distance and opened the door for him with the ritual formula: “Go in. For me. I learned only much later that it was the bitter almond smell of the cyanide that the Belgian had inhaled in order to die. imitate birds. and travelers would retell them and enhance them. There was the body covered with a blanket on a campaign cot. He was naked. on a wooden stool. seemed soporific. and the sermons of Father Angarita.” I was happy. which always finds the truth even when it seems impossible. did not take more than ten minutes. but my grandfather told it to the family as if it were a brilliant witticism. because Sunday Mass was too long for a boy my age.” The legal formalities and the details of the funeral. his eyes like still pools looking at us as if they were alive. for my grandfather almost dragged me to the Belgian’s studio. whom I loved so much as a child. in an ill-advised sentence spoken by my grandmother: “Poor Nicolasito is going to miss Pentecost Mass. where their owner had left them before he lay down to die. his rough skin covered with yellow hair.” Only then did I learn that the Belgian had inhaled a solution of gold cyanide —which he shared with his dog—after seeing All Quiet on the Western Front. stiff and twisted. where the mayor and two more police officers were waiting for my grandfather. The first thing that shook me when I came in was the smell in the bedroom. No one can imagine the compassion I have felt since then for the poor children whose parents have declared them geniuses. Popular intuition. was the boredom of nights in his house. along with a charge of horror when I saw the body. the picture by Lewis Milestone based on the novel by Erich Maria Remarque. understood and proclaimed that the Belgian had not been able to endure the shock of seeing himself crushed with his decimated patrol in a morass of mud in Normandy. Today I realize. But it was a vain illusion. and all of it was incorporated into the torrent of oral tradition. But not that or any other impression would be more intense and long-lasting than the sight of the corpse when the mayor moved the blanket aside to show him to my grandfather. But what I remembered with greatest clarity. they were the most affecting ten minutes I would remember in my life. Colonel. but the early light from the courtyard illuminated the bedroom. The small reception room was in darkness because of the closed windows.” It was a simple idea. soon resolved by my grandfather. The women repeated it with so much enthusiasm that for some time I ran from visitors for fear they would say it in front of me or oblige me to repeat it. even lie in order to entertain. on our way to Mass. who in turn brought other stories to be told.Activity: 5 (continuation) Everything that happened to me in the street had an enormous resonance in the house. I’m killing myself because I’m a fool. is the theme in “Living to tell the tale” important? _________ _____________________________ ______________________________________________________________________________________ _________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Why? ____________________________________________________________________________________________ __________________________________________________________________________________________________ In the selection from Living to Tell the Tale. __________________ The voracity with which I listened to stories always left me hoping for a better one the next day. Then fill in the blank with the letter(s) of the correct definition(s). ______________________________________________________ Everything that happened to me in the street had an enormous resonance in the house. ______________________ The women in the kitchen would tell the stories to the strangers arriving on the train. and the sermons of Father Angarita. but all his life he was conscious of the gaps. _______________ _____________ I was happy. above all those that had to do with the mysteries of sacred history. 2. Also consider the context in which the word is used. 4. 3. whom I loved so much as a child. think about the meaning of each underlined word. ______________________ _____________________ That was my first contact with what would be the fundamental book in my destiny as a writer. 6. and all of it was incorporated into the torrent of oral tradition. a) Outpouring b) Quality of having a large appetite c) Predetermined course of events d) Counterbalanced. enthusiastic i) Causing drowsiness or sleep He never studied again. ___________________________________________________________ BLOCK 3 127 . and he had an avid desire for immediate knowledge that more than compensated for his deficiencies. 5. seemed soporific. What is the setting of “Living to tell the tale”? ___________________________ _________________ Would you call the characters in this story stereotypes or rounded characters? __________________________ What is the plot question that first interested you in “Living to tell the tale”? ______________________________ In your opinion. what kind of conflict is involved in the story? __________________________________________ What is the the theme? __________________________________________________________________________ In your opinion. who in turn brought other stories to be told. made up for e) Blended f) Serving as a basis or foundation g) Ability to bring about a response h) Eager. because Sunday Mass was too long for a boy my age.Activity: 5 (continuation) 1. Activity: 5a Your teacher will make teams of four or five and will assign the paragraphs that you are going to read. Obtained value 128 ANTHOLOGY . __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Activity: 5 Conceptual Selects information to summarize and write a paragraph. together summarize your assigned paragraphs. Co-evaluation Evaluation Product: Reading comprehension exercises. C MC NC Value: Attitudinal Collaborates and learns with partners while developing skill at summarizing. Take turns with your team members to read. class discussion and summary paragraph. Write your team’s summary here. Finally collect the rest of the teams’ summaries and discuss the selection in class. Then share your team’s summary with the rest of the class by reading it and by writing it on the board or present it on a flip chart. Knowledge Procedimental Applies knowledge of context clues to answer question and integrates ideas and facts to summarize in a paragraph. Activity: 6 Investigate and write about the life and work of Gabriel García Márquez (El Gabo) one of the most famous living writers. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ BLOCK 3 129 . He’s also known as the “Father of Magical Realism”. Obtained value 130 ANTHOLOGY . Co-evaluation Evaluation Product: Written report. C MC NC Value: Attitudinal Appreciates the purpose of literature as a review and the acquisition of new knowledge when investigating about facts of a famous writer.Activity: 6 (continuation) _____________________________________________________________________________________ _____________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Activity: 6 Conceptual Integrates information to write a report about the life and work of a famous Latin-American writer. Knowledge Procedimental Searches and writes about the life and work of a famous LatinAmerican writer. Use details from” Living to Tell the Tale” to back up your thesis. __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ BLOCK 3 131 .Closing Activity Activity: 7 Plan and write an essay based on Garcia Marquez’ relationship with his grandfather. 3 Accomplishes the task. but errors due hinder overall comprehensibility. correct tense. Ask a partner to use the rubric to check your essay. correct word order. There are many irrelevancies. and end. Includes basic vocabulary. includes many details that are clearly connected to the development of the task. Demonstrates little control of structure/grammar. middle. Activity: 7 Conceptual Writes an essay about the excerpt from the book “Living to Tell the Tale”. but there may be minor inaccuracies. Or writing is below achievement level. Errors impede overall comprehensibility of passage. Demonstrates a high control of structure/grammar: correct subject-verb agreement. Purpose/Task Organization Exhibits a logical and coherent sequence throughout. correct nounadjective agreement. and correct spelling. correct tense. correct word order. includes few details. Evaluation Product: Essay and rubric. provides a series of separate sentences and/or disconnected ideas. Exhibits a logical sequence. Vocabulary Includes a variety of vocabulary related to the topic. 2 Accomplishes the task. and end. correct noun-adjective agreement. middle. provides a beginning. C MC NC Value: Attitudinal Appreciates the purpose of literature as a review and the acquisition of new knowledge when reading about facts of a famous writer. Exhibits little order. Obtained value Co-evaluation 132 ANTHOLOGY . but there may be minor irrelevancies.Activity 7a. and correct spelling. Includes a wide variety of vocabulary that expands the topic. Demonstrates some control of structure/grammar. Attempts to provide a logical sequence and/or the beginning or ending is abrupt or unclear. but there may be some irrelevancies. (Errors 18+) Structure/ Grammar Demonstrates some control of structure/grammar: correct subject-verb agreement. 4 Accomplishes the task. 1 Attempts to accomplish the task. includes some details that are generally connected to the development of the task. some vocabulary may be inaccurate or unrelated to the topic. Makes smooth transitions between ideas. some of which may be only loosely connected to the task. Knowledge Procedimental Uses his/her own words to write about the selection from Garcia Marquez’ book. makes some reference to it but provides few or no supporting details. provides a clear sense of a beginning. (Errors 12-17) Includes limited vocabulary and/or most vocabulary is inaccurate or unrelated to the topic. “Models for Writers” Eight Edition. 2004.thefreedictionary. “The Reader’s Corner”. Printed in Mexico. “The Holt Handbook” Second Edition. “Ten Steps to Building College Reading Skills”.V. Fourth Edition. McWhorter Katheleen T. “New Interchange” Teacher’s Edition. de C.pdf Writing an Essay: Songs with figurative language: http://oldses.librarything. 2000. Printed in the United States of America Nist Sherrie. 1999. Pearson Longman Inc. Gray Betty.tlsbooks. Holt.jo/download/PdfCourses/TW/PurposesforWriting. Printed in the United States of America.edu. Cambridge University Press.pdf http://www.uop. “Living to tell the Tale” . Globe Book Company.wordreference. Addison-Wesley Educational publishers Inc. United States of America Langan John. Diehl William. Mandel Stephen. Published by Alfred A.com/how_5143798_teach-childrendictionary.gob.files.iesa. Printed in the United States of America.pdf Instituto Sonorense de Cultura: http://www. "World of Language”. “The American Anthology”. a Division of Random House Inc.com/ http://www. Boston MA Richards Jack C.ehow. Potter Robert R. “Writing Academic English”. Nancy. Page Jack.com/dictionary www.1998. AddisonWesley Longman. Davies Toth Marian. 2003.edu/academic/writers/ http://www.wordpress. Bedford/St. Printed in the United States of America. United States of America. 2003. Garcia Marquez Gabriel.com/dictionaryskillsreview. Silver Burdett Ginn Inc. Smith Charlotte. Eschholz Paul. Fourth Edition. 1987.mx/horizontes/15/ BLOCK 3 133 .aucegypt. Inc. 1996. Translated by Edith Grossman.com/2010/12/figurative-language-in-songs.Editorial Diana S. “Checkpoints”. Nickell R.A. Rinehart and Winston Inc.Bibliography Buscemi Santi. “75 Reading Plus” McGraw Hill Higher Education. 2001. Third Edition. “Academic Reading”. United States of America. Kirszner Laurie. Knopf. Electronic Sources Famous Writers: Dictionary use: http://www. 2008. Inc.html#ixzz1WphcHprD http://www. Houghton Miffin Custom Publishing. 2002. Boston MA Oshima Alice and Hogue Ann. 1989. 2001.com/author/derlethaugust&all=1 http://www. Martin’s. Rosa Alfred.