1. Week 15- DEC 18 English Semana 15 – DEC 18 Inglés SOME CHANGES WILL BE MADE DURING THIS TIME WATCH FOR UPDATES -- DATE WILL BE CURRENT ON CHANGES Poem Assignment: asignación de poema: Scaffold Lessons Self- EditUno mismo – edición, Peer- Edit par – edición, Teacher Edit maestro edición Microsoft® Translator TEKS AND FOCUS Return to Driver

2. This Week’s Expectations YOU CHOOSE WHICH OUTLINE WORKS BEST FOR YOU THE RETURN TO DRIVER WILL RETUN YOU TO THIS PAGE Expectativas de esta semana que usted elige qué esquema funciona mejor para usted LA VUELTA AL CONTROLADOR VOLUNTAD VOLVER USTED A ESTA PÁGINA GRADE SHEET BY TOPIC BY WEEK Return to Driver

3. GRADE SHEET 3 GRADES / WEEK I. PARTICIPATION GRADE: 33 1 DAILY -- Read through ‘Twas the Night Before Christmas 8 2 DAILY -- PARTICIPATION 8 3 FOLDER -- WEDNESDAY 8 4 DAILY -- WORK 8 II. POETRY: 33 1 Make my own analogy -- W 8 2 Make my own Limerick -- W 8 3 Find and Share DIFFERENT versions OF ‘Twas the Night Before Christmas -- F 8 4 Create your own PUT THIS INTO YOUR POETRY BOOK 4 SETS OF STANZAS -- F 8 III. WORD SKILLS: VOCABULARY/DICTIONARY SKILLS: 33 1 Denotation and Connotation -- W 7 2 Scavenger Hunt -- T 7 3 PRONOUN PRACTICE -- W 7 EDITING: 4 Combining Sentences -- T 7 5 Correcting Sentences -- T 7 IV. READING NEWS PAPER / Choices Magazine: 48 1 ANALYSIS -- T 12 2 SUMMARY -- W 12 3 PARAPHRASE -- H 12 4 QUOTATION -- F 12 LIBRARY BOOK: ANSWER THE QUESTIONS BELOW: 52 1 Evaluate -- T 13 2 Analyze -- W 13 3 Create -- H 13 4 Characterization -- F 13 V. ASSESSMENTS: 1 VOCABULARY ASSESSMENT -- H 20 2 READING ASSESSMENT -- F 20 WRITING DEW ASSESSMENT 3 PROMPT -- H 30 4 Pre-Writing -- H 30 Extra Practice: Extra Credit: Pronouns, Putting words, phrases, together Making words work Return to Driver

4. POETRY VOCABULARY ASSESSMENT POETRY MAKE MY OWN ANALOGY: MAKE MY OWN LIMERICK PERSONIFICATION, HYPERBOLE ALLITERATION HAIKU CONSONANCE CINQUAIN ‘ TWAS NIGHT BEFORE CHRISTMAS FIND/SHARE VERSIONS OF THE POEM VOCABULARY FIND LITERARY TERMS IN POEM FUN WITH WORDS: REVIEW & PRELOADED GENRES OF LITERATURE VOCABULARY FOCUS FOREIGN WORDS PARTS OF SPEECH PRONOUN ROOT WORDS VOCABULARY THROUGH CHRISTMAS. VOCABULARY GAME WRITING STRATEGIES WRITING PROMPT BLANK WRITING STRATEGIES BUBBLE SHEET BLANK PREWRITING – THANKSGIVING GRAMMAR AND PUNCTUATION COMBINING CORRECTING SENTENCES READING: GUIDED READING/COMPREHENSION: READER’S CORNER REQUIREMENTS SELF-SELECTED BOOK CONTEXT CLUES END ZONE – TO - END ZONE ANALYZE THIS QUESTIONS ANALYZE EVALUATION CREATIVE CHARACTERIZATION SHORT ANSWER PRACTICE ANALYZE THIS ASSESSMENT: VOCABULARY WRITING – PROMPT READING PASSAGE – HANDOUT GAMES REVIEW: FOLDER GAMES BELL RINGERS DAILY WORK ASSIGNMENT SHEET ‘TWAS THE NIGHT BEFORE CHRISTMAS NEWSPAPER ANALYSIS CHOICES MAGAZINE ONLINE ASSIGNMENT DIAGRAMING SENTENCES PUTTING WORDS AND PHRASES TOGETHER ALL FOLDER GAMES – DIRECTIONS ARE WRITTEN ON THE FOLDERS Driver Page Driver Page MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY MONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAY WRITING READING AND QUESTIONS Return to Driver

5. Daily Assignment List M WRITET READW VOCABULARYH ASSESSMENTF ASSESSMENT 5 COMBINING CORRECTING SENTENCES CONTEXT CLUES Dictionary Skills DENOTATION AND CONNOTATION VOCABULARY ASSESSMENT READING ASSESSMENT 6 LIBRARY BOOKLIBRARY BOOK: ANSWER THE QUESTIONS ANALYZE CHARACTERIZATION EVALUATE CREATE 5 VOCABULARY: CONTRACTIONS CONTRACTIONS PRONOUN PRACTICE Conjunctions F A N B O Y S FOREIGN WORDS Literary Terms & Practice 1, 2, 3, 4, 5, 6. PROMPT PRE-WRITING WRITING 5 CREATE: ANALOGY & LIMERICK FIND EXAMPLES OF LITERARY TERMS IN POEM SCAVENGER HUNT 1, 2, 3, 5 NEWS PAPER / CHOICES MAGAZINE HOMEWORK: ANALYZE THIS: SUMMARY PARAPHRASE 10 PRESENTATION REQUIREMENTS USE YOUR READING STRATEGIESUSE YOUR READING STRATEGIES: FIND THE LITERARY TERMS IN THE POEM ‘TWAS THE NIGHT BEFORE CHRISTMAS FIND AND SHARE DIFFERENT VERSIONS CREATE YOUR OWN PUT THIS INTO YOUR POETRY BOOK PRESENTATION ‘TWAS THE NIGHT BEFORE CHRISTMAS FINISH YOUR WRITING AND THEN THE REMAINDER OF YOUR WORK 10 WARM – UPS: READ THROUGH ‘TWAS THE NIGHT BEFORE CHRISTMASREAD THROUGH ‘TWAS THE NIGHT BEFORE CHRISTMAS AND ITEMS CONTAINED IN THE FIRST 5 MINUTES POETRY TABLE OF CONTENTS Students analyze the effects of simile and metaphor in a self-created poem. Handout: Select a poem and analyze the effects of the poet’s use of PERSONIFICATION, HYPERBOLE. ( peer - edit) Present: findings in a visual format ( e.g., poetry book page, original drawings ) and provide text evidence to support your analysis. Return to Driver

6. Daily Assignment List M WRITET READW VOCABULARYH ASSESSMENTF ASSESSMENT 5 COMBINATORIO CORRECCIÓN DE SENTENCIAS CLAVES DE CONTEXTO DENOTACIÓN Y CONNOTACIÓN EVALUACIÓN DE VOCABULARIO EVALUACIÓN DE LA LECTURA 6 LIBRO BIBLIOTECA : RESPONDER A LAS PREGUNTAS ANALIZAR CARACTERIZACIÓN EVALUACIÓN CREAR 5 VOCABULARIO: CONTRACCIONES PRÁCTICA PRONOMBRE PALABRAS EXTRANJERAS ESCRITURA RÁPIDA DE PRE-ESCRITURA 5 CREAR: ANALOGÍA Y QUINTILLA CÓMICA ENCONTRAR EJEMPLOS DE TÉRMINOS LITERARIOS EN EL POEMA BÚSQUEDA DEL TESORO 1, 2, 3, 5 NOTICIAS DE PAPEL / ELECCIONES DE LA REVISTA DEBERES: ANALIZA ESTO: RESUMENPARÁFRASIS 10 REQUISITOS DE PRESENTACIÓN UTILIZAN TUS ESTRATEGIAS DE LECTURA: ENCONTRAR LAS CONDICIONES LITERARIAS EN EL POEMA ' TWAS LAS NOCHE ANTES DE NAVIDAD ENCONTRAR Y COMPARTIR DIFERENTES VERSIONES CREAR SU PROPIO PUESTO ESTA EN SU LIBRO DE POESÍA PRESENTACIÓN ' TWAS LA NOCHE ANTES DE NAVIDAD TERMINAR SU ESCRITURA Y LUEGO EL RESTO DE SU OBRA 10 PREPARAR : LEA ERA LA NOCHE ANTES DE NAVIDAD DONALDA: LEA ERA LA NOCHE ANTES DE NAVIDAD Y ARTÍCULOS CONTENIDOS EN LOS PRIMEROS 5 MINUTOS ESTUDIANTES ANALIZAN LOS EFECTOS DE SÍMIL Y METÁFORA EN UN POEMA DE CREACIÓN PROPIA. FOLLETO: SELECCIONE UN POEMA Y ANALIZAR LOS EFECTOS DEL USO DEL POETA DE PERSONIFICACIÓN, HIPÉRBOLE. (PEER - EDITAR) ACTUALIDAD: RESULTADOS EN UN FORMATO VISUAL (POR EJEMPLO, PÁGINA DEL LIBRO DE POESÍA, DIBUJOS ORIGINALES) Y PROPORCIONAR PRUEBAS DEL TEXTO PARA SU ANÁLISIS. Return to Driver

7. POETRY VOCABULARY ASSESSMENT POETRY MAKE MY OWN ANALOGY: MAKE MY OWN LIMERICK PERSONIFICATION, HYPERBOLE ALLITERATION HAIKU CONSONANCE CINQUAIN ‘ TWAS NIGHT BEFORE CHRISTMAS FIND/SHARE VERSIONS OF THE POEM Driver Page POETRY Driver Page MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY MONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAY WRITING READING AND QUESTIONS Return to Driver

8. POETRY VOCABULARY ASSESSMENT VOCABULARY FIND LITERARY TERMS IN POEM FUN WITH WORDS: REVIEW & PRELOADED GENRES OF LITERATURE VOCABULARY FOCUS FOREIGN WORDS PARTS OF SPEECH PRONOUN ROOT WORDS VOCABULARY THROUGH CHRISTMAS. VOCABULARY GAME Driver Page VOCABULARY Driver Page MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY MONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAY WRITING READING AND QUESTIONS Return to Driver

9. POETRY VOCABULARY ASSESSMENT WRITING STRATEGIES WRITING PROMPT BLANK WRITING STRATEGIES BUBBLE SHEET BLANK PREWRITING – THANKSGIVING GRAMMAR AND PUNCTUATION Driver Page WRITING Driver Page MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY MONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAY WRITING READING AND QUESTIONS Return to Driver

10. POETRY VOCABULARY ASSESSMENT READING:READING: GUIDED READING/COMPREHENSION:GUIDED READING/COMPREHENSION: READER’S CORNER REQUIREMENTS SELF-SELECTED BOOK CONTEXT CLUES END ZONE – TO - END ZONE ANALYZE THIS QUESTIONS ANALYZE EVALUATION CREATIVE CHARACTERIZATION SHORT ANSWER PRACTICE ANALYZE THIS Driver Page READING Driver Page MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY MONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAY WRITING READING AND QUESTIONS Return to Driver

11. POETRY VOCABULARY ASSESSMENT ASSESSMENT: VOCABULARY WRITING – PROMPT READING PASSAGE – HANDOUT GAMES REVIEW: FOLDER GAMES BELL RINGERS DAILY WORK ASSIGNMENT SHEET ‘TWAS THE NIGHT BEFORE CHRISTMAS NEWSPAPER ANALYSIS CHOICES MAGAZINE ONLINE ASSIGNMENT DIAGRAMING SENTENCES PUTTING WORDS AND PHRASES TOGETHER Driver Page ASSESSMENT Driver Page MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY MONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAY WRITING READING AND QUESTIONS Return to Driver

12. MONDAY ASSIGNMENT SHEET DAILY EXPECTATIONS COMBINING & CORRECTING SENTENCES LIBRARY BOOK: ANSWER THE QUESTIONS ANALYZE: CHARACTERIZATION VOCABULARY: CONTRACTIONS CREATE: ANALOGY & LIMERICK FIND THE LITERARY TERMS IN THE POEM: ‘TWAS THE NIGHT BEFORE CHRISTMAS HOMEWORK: NEWS PAPER / CHOICES MAGAZINE ANALYZE THIS PRESENTATION REQUIREMENTS USE YOUR READING STRATEGIES: ‘TWAS THE NIGHT BEFORE CHRISTMAS FIND AND SHARE DIFFERENT VERSIONS CREATE YOUR OWN PUT THIS INTO YOUR POETRY BOOK WARM – UPS: READ THROUGH ‘TWAS THE NIGHT BEFORE CHRISTMAS AND ITEMS CONTAINED IN THE FIRST 5 MINUTES POETRY TABLE OF CONTENTS Students analyze the effects of simile and metaphor in a self-created poem. Handout: Select a poem and analyze the effects of the poet’s use of PERSONIFICATION, HYPERBOLE. ( peer - edit) Present: findings in a visual format (e.g., poetry book page, original drawings) and provide text evidence to support your analysis. Return to Driver

13. TUESDAY CONTEXT CLUES EVALUATE PRONOUN PRACTICE Conjunctions F A N B O Y S FIND EXAMPLES OF LITERARY TERMS IN POEM SUMMARY PRESENTATION REQUIREMENTS USE YOUR READING STRATEGIES: FIND THE LITERARY TERMS IN THE POEM ‘TWAS THE NIGHT BEFORE CHRISTMAS FIND AND SHARE DIFFERENT VERSIONS CREATE YOUR OWN PUT THIS INTO YOUR POETRY BOOK Return to Driver

14. WEDNESDAY Dictionary Skills DENOTATION AND CONNOTATION CREATE FOREIGN WORDS Literary Terms & Practice 1, 2, 3, 4, 5, 6. SCAVENGER HUNT 1, 2, 3, PARAPHRASE PRESENTATION REQUIREMENTS USE YOUR READING STRATEGIES: FIND THE LITERARY TERMS IN THE POEM ‘TWAS THE NIGHT BEFORE CHRISTMAS FIND AND SHARE DIFFERENT VERSIONS CREATE YOUR OWN PUT THIS INTO YOUR POETRY BOOK WARM – UPS: READ THROUGH ‘TWAS THE NIGHT BEFORE CHRISTMAS AND ITEMS CONTAINED IN THE FIRST 5 MINUTES POETRY TABLE OF CONTENTS Students analyze the effects of simile and metaphor in a self-created poem. Handout: Select a poem and analyze the effects of the poet’s use of PERSONIFICATION, HYPERBOLE. ( peer - edit) Present: findings in a visual format ( e.g., poetry book page, original drawings ) and provide text evidence to support your analysis. Return to Driver

15. THURSDAY VOCABULARY ASSESSMENT PROMPT PRE-WRITING WRITING PRESENTATION ‘TWAS THE NIGHT BEFORE CHRISTMAS WARM – UPS: READ THROUGH ‘TWAS THE NIGHT BEFORE CHRISTMAS AND ITEMS CONTAINED IN THE FIRST 5 MINUTES POETRY TABLE OF CONTENTS Students analyze the effects of simile and metaphor in a self-created poem. Handout: Select a poem and analyze the effects of the poet’s use of PERSONIFICATION, HYPERBOLE. ( peer - edit) Present: findings in a visual format ( e.g., poetry book page, original drawings ) and provide text evidence to support your analysis. Return to Driver

16. FRIDAY READING ASSESSMENT FINISH YOUR WRITING AND THEN THE REMAINDER OF YOUR WORK WARM – UPS: READ THROUGH ‘TWAS THE NIGHT BEFORE CHRISTMAS AND ITEMS CONTAINED IN THE FIRST 5 MINUTES POETRY TABLE OF CONTENTS Students analyze the effects of simile and metaphor in a self-created poem. Handout: Select a poem and analyze the effects of the poet’s use of PERSONIFICATION, HYPERBOLE. ( peer - edit) Present: findings in a visual format ( e.g., poetry book page, original drawings ) and provide text evidence to support your analysis. Return to Driver

17. WRITING escritura Writing/Escritura Analogy/Limerick Editing Grammar Punctuation Practice Correct Sentence Combine Sentence Analogy Limericks Peer Edit Teacher/Self Edit Writing/Escritura Analogy/Limerick Editing Grammar Punctuation Practice Correct Sentence Combine Sentence Analogy Limericks Peer Edit Teacher/Self Edit Return to Driver

18. Create a new analogy Create a new analogy -- Here are some samples. A glove is to a hand as a __ is to a shoe. Now try one on your own. A __ is to a __ as a __ is to a _. There once was an animal from _______. All the while it hoped _______________. So it _____________________________. And _____________________________. That _______ from ____. There was a young lady named ____ (a 1 or 2-syllable name) Who liked to go shopping with _______ (noun that rhymes with your chosen name) She borrowed a ______________ (a 1 or 2-syllable noun) To the store she did __________ (verb that rhymes with line 3) And she greeted a(n) ___, __, ___, ____. (words and 1 adjective that rhymes with lines 1 & 2) Microsoft® Translator Crear una nueva analogía, aquí están algunas muestras. Un perro es un cachorro como un gato es ___. Encontrar un limerick en la bolsa de plástico y ponerlo junto. Dígame sobre el limerick Limerick: Crear el limerick. Explicar la idea principal. Había una vez un animal de ___. Al mismo tiempo espera ___. So ello ______________. y ______________________. _________ De ___________. Había una señorita llamada ___ (nombre de 1 ó 2 sílabas) que le gustaba ir de compras con ___ (sustantivo que rima con su nombre elegido) ella pidió prestado un ___ (un sustantivo 1 ó 2 sílabas) a la tienda lo hizo ___ (verbo que rima con línea 3) y saludó a (n) ___, __, ___, ___. (palabras y 1 adjetivo que rima con las líneas 1 y 2) http://www.brownielocks.com/Limerick s.html Return to Driver

19. Peer Editing Steps Peer Edición Pasos 1.Compliment the author: What are a few things that you liked about the author’s writing? 2. Make specific suggestions regarding the author’s Word choice Use of details Organization Sentence length Topic 3. Mark corrections on a separate piece of paper Look for spelling, grammar, and punctuation mistakes. In addition, remember to: Stay positive! Be specific! 1. ¿Cuáles son algunas cosas que te ha gustado sobre la escritura del autor? 2. hacer sugerencias específicas acerca del autor palabra opción uso de datos organización sentencia longitud tema 3. Correcciones de la marca en un pedazo separado de papel buscan errores de puntuación, ortografía y gramática. Además, recuerde: estancia positiva! Ser específico. Return to Driver

20. Writing Strategy Steps for Teacher and content self-editing Read it out loud to yourself and a peer. Check Pre-Writing (Brainstorm and Bubble out your story.) Scan for paragraphs (structure) Check: Spelling How do I know if it is spelled correctly? Capitals What needs to be capitalized? Are the capitals where they need to be? Are there capitals in the middle of the sentence? Do they need to be there? Grammar Tense-Subject Verb Agreement – present, past, future; Do the subjects and verbs agree? Am I using the correct form of the verb? Word Choice Transitions- Do you have transitions? Is there a smooth flow between the paragraphs? Proof: Read it from the bottom up. Do the sentences, alone, sound strong? Make the changes you agree with. Repeat if Necessary Return to Driver

21. Microsoft® Translator Writing Strategy Steps for Teacher and content self-editing Leer en voz alta a usted y su compañero de la ONU. Verificación de pre - escritura Lluvia de ideas y la burbuja de la historia Análisis en los párrafos ( Estructura ) Revisados Vocabulario ​​ ¿Cómo puedo saber si la ortografía está bien escrita Capital ¿ qué debe ser capitalizado ? Donde se están capital que tienen ? ¿ Hay capital en medio de la oración? ¿Necesitan estar allí ? gramática Acuerdo de tiempo entre tema verbo gramática - pasado, presente y futuro. ¿Los sujetos y verbos acuerdo? Estoy usando la forma correcta del verbo ? de palabras Opción Transiciones – ¿El Transiciones Hall? ¿Hay un flujo uniforme entre los párrafos ? Prueba: Lea de abajo hacia arriba párr. Haz Peñas, solo, suena fuerte? Realice cambios en el Acuerdo. Repita según sea necesario Return to Driver

22. GRAMMAR gramática NEWSPAPER Grammar and Punctuation Punctuation Practice COMBINING SENTENCES Return to Driver

23. Grammar and Punctuation This week, use your newspaper activity and add this step. Find the grammar examples in the article you chose to read. Find Hyphens in the text of the articles. ---- Microsoft® Translator Esta semana, utilice su actividad diario y añadir este paso. Encontrar los ejemplos de gramática en el artículo que ha elegido leer. Encontrar guiones en el texto de los artículos. ----- Return to Driver

24. SENTENCE COMBINATION #1 On your paper combine the following sentences to make into one sentence. What time are you going to the store, What time are you going to the movies and What time are you making breakfast? Marcus eats popcorn at the movie theatre. Marcus eats candy at the movie theatre. and Marcus drinks coke at the movie theatre. Nevaeh is going to the beauty salon. Nevaeh is getting her hair cut, and she is a pretty girl. Return to Driver

25. SENTENCE COMBINATION #1 Combine the sets of sentences into 1. Microsoft® Translator COMBINACIÓN de la frase en su papel se combinan las oraciones siguientes en una frase. The rabbit jumped on the grass. The dog jumped on the grass. The cat jumped on the grass. Saul lived in a house. Saul lived in a tree. Saul lived with a mouse. It was new year’s and the bells rang loudly. It was new year’s and the people shouted loudly. It was new year’s and the dogs barked loudly. El conejo saltó sobre la hierba. El perro saltó sobre la hierba. El gato saltó sobre la hierba. Saúl vivía en una casa. Saúl vivía en un árbol. Saúl vivía con un ratón. Era Año Nuevo y las campanas sonó con fuerza. Era nuevo año de y la gente gritó en voz alta. Era Año Nuevo y los perros ladrar en voz alta. Return to Driver

26. SENTENCE COMBINATION #2 Combine the sets of sentences into 1. Microsoft® Translator COMBINACIÓN de la frase en su papel se combinan las oraciones siguientes en una frase. It was discovered that the egg came before the chicken. It was discovered that the chicken came before the egg. Later, it was discovered that a dinosaur laid the first egg It was the night before Christmas and the house was quiet. It was the night before Halloween and the house was quiet. It was the night before Thanksgiving and the turkeys were yelling. He called the reindeer by name, Donner. He called the reindeer by name, Blitzen. He called the reindeer by name, Comet. Se descubrió que el huevo se presentó ante el pollo. Se descubrió que el pollo vino antes de que el huevo. Más tarde, se descubrió que un dinosaurio puso el primer huevo Era la noche antes de la Navidad y la casa estaba en silencio. Era la noche antes de Halloween y la casa estaba en silencio. Era la noche antes de Acción de Gracias y los pavos estaban gritando. Llamó a los renos por nombre, Donner. Llamó a los renos por nombre, Blitzen. Llamó a los renos por su nombre, el cometa. Return to Driver

27. SENTENCE COMBINATION #3 COMBINACIÓN de la frase #3 Combine the sets of sentences into 1. Microsoft® Translator COMBINACIÓN de la frase en su papel se combinan las oraciones siguientes en una frase. He gave the clerk a wink. He gave the clerk a twist of his head. He gave the clerk a $20 bill. The calming music let me to know I had nothing to dread. The calming beat let me to know I had nothing to panic about. The calming rhyme let me to know that I better not go to bed. His eyes - how they twinkled! his dimples how merry, His cheeks were like roses, his nose like a cherry; Le dio al secretario un guiño. Le dio al secretario un giro de la cabeza. Él dio el empleado un billete de $ 20. La música que calma déjame saber que no tenía nada que temer. El ritmo calmante me dejó saber que no tenía nada para entrar en pánico. La rima que calma déjame saber que yo mejor no voy a la cama. Sus ojos - cómo brillaron ! sus hoyuelos cómo alegre, Sus mejillas eran como las rosas, su nariz como una cereza ; Return to Driver

28. READING LECTURA Reading Reader’s Corner Analyze This Information About the Author Reading StrategiesReading Strategies FIND ON DISTRICT WEBSITE Reading Sort ‘Twas the Night Before Christmas Spanish ‘Twas the night before Christmas Spanish/English Christmas Terms Comic Strip Reading ComprehensionComic Strip Reading Comprehension DIRECTIONS ON THE STATION FOLDER Analyze Evaluation Create Recall Characteristics Independent Reading ProjectIndependent Reading Project SEE LAST WEEK’S PPT (14) Return to Driver

29. Read the Following Your choice of books. – Independent Reading Project due Friday. Su elección de los libros. - lectura Independiente Proyecto debido Viernes Return to Driver

30. Reader’s Corner 10 minutes a day Independent – alone time to work skills. Reading Skills are developed through Independent Reading. Questions to answer after the reading. Reading journal Teacher conference. 10 minutos al día Independiente – tiempo a solas para trabajar habilidades. Habilidades de Lectura se desarrollan a través de la lectura independiente. Preguntas para responder después de la lectura. diario de la lectura Conferencia del profesor. Return to Driver

31. Analyze This Independent Reading Comprehension Analyze This…………………………………………………. Using your strategies read “__ your book for 15 minutes _.” Using complete sentences, write three ideas that you noticed while reading. Add your own “diction/voice/tone.” Do not copy the information. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _________________________________________________________________ Find three sentences in __________________________________________ that support the ideas above. “_______” _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _________________________________________________________________ What did you think or feel about the subject? _____________________________________________________________________ _____________________________________________________________________ _________________________________________________________ Return to Driver

32. INFORMATION ABOUT THE AUTHOR Author Biography Name of the author: _________Autor nombre de la biografía del autor Where he/she is from: ________________________ donde él o ella es de Where he/ she lives presently: _________________ donde él / ella vive en la actualidad How many articles were written? ________________ ¿cómo muchos artículos fueron escritos? Tell me about his/her family____________________ Me dicen acerca de su familia About the Author of the Poemsobre el autor del poema Name of the author: ______________________________ el nombre del autor: Where s/he is from: ______________________________ donde es de: ___ Where he/ she lives presently: _______________________ donde él / ella vive actualmente How many books were written? _______________________ ¿cómo se escribieron muchos libros? Tell me about his/her family ________________________ Hábleme de su / su familia Pulling the Threads Together _____________ is a book that celebrates the ___________. Before you read, read _______________________________to see another way in which people felt. With a partner, use the space below to compare and contrast the two pieces of reading. Tirando de los hilos Juntos _____________ Es un libro que celebra la ___________. Antes de leer, leer _______________________________to ver otra forma en que la gente se sentía. Con un compañero, utilice el espacio de abajo para comparar y contrastar las dos piezas de la lectura. _____________________Ways they are alike __________________________ ____________________________ Antes de leer, leer _________________________________ Return to Driver

34. Retelling Strategies Return to Driver

35. ‘Twas the Night before Christmas SEE CLASS PPT Return to Driver

36. Choices Magazine Online NEWSPAPER PERIÓDICO Return to Driver

37. Choices Magazine Online www.scholastic.com/choices His eyes - how they twinkled! his dimples how merry, His cheeks were like roses, his nose like a cherry; His droll little mouth was drawn up like a bow, And the beard of his chin was as white as the snow; Return to Driver

38. Assignment For Choices Magazine 1. Describe the cover page. 2. Choose one article. 3. Read it using the reading strategies.reading strategies. 4. Answer the questions or participate in the activity on the Choices Magazine site for that article. 5. Turn this in by Friday of each week. You may use this for one of the “Newspaper” assignments. 1.Describir la portada. 2.Elija un artículo. 3.Lea usando las estrategias de lectura. 4.Responda a las preguntas o participar en la actividad en el sitio Revista opciones para ese artículo. 5.Gire esto en el viernes de cada semana. Usted puede usar esto para una de las asignaciones de " diario". Return to Driver

39. Newspaper http://bijleszaanstad.nl/oef enblaadjes/taal/engels/tex ts/text6e.pdf https://www.google.com/se arch?q=summarize&sa=X& biw=1420&bih=758&tbm=is ch&tbo=u&source=univ&ve d=0CD4QsARqFQoTCMiD g6n7gMgCFQrOgAodJEIK TQ&dpr=0.9 This week, use your newspaper activity and add this step. Find the grammar examples in the article you chose to read. Find Hyphens in the text of the articles. --- Microsoft® Translator Esta semana, utilice su actividad diario y añadir este paso. Encontrar los ejemplos de gramática en el artículo que ha elegido leer. Encontrar guiones en el texto de los artículos. ----- Return to Driver

40. ANALYZE THIS_______ Using your strategies read “________________________________.” Using complete sentences, write three ideas that you noticed while reading. Add your own “diction/voice/tone.” Do not copy the information. Usando sus estrategias leen " ________________________________. " El uso de oraciones completas, escribir tres ideas que usted notado durante la lectura. Añada su propia " dicción / voz / tono. " No copie la información _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Find three sentences in _______________ that support the ideas above. “_______” Encuentra tres frases en ________________ que apoyan las ideas anteriores. " _______ " _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ What did you think or feel about the subject? ¿Qué es lo que usted piensa o siente sobre el tema? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Return to Driver

41. Bubble Sheet Return to Driver

42. Independent Reading Project Choices Las opciones del proyecto Lectura Independiente SEE CLASS PPT Independent Reading Project Proyecto de Lectura IndependienteIndependent Reading Project Proyecto de Lectura Independiente Return to Driver

43. VOCABULARY vocabulario Literary Terms Quiz ONOMATOPOEIA Poetry Vocabulary Focus Genres of Fiction Vocabulary Through Christmas 8 Parts of Speech Root Words Wednesday Games Foreign Words Pronouns Conjunctions Contractions LITERATURE ACTIVITIES FOR LITERARY ELEMENTS Return to Driver

44. LITERATURE ACTIVITIES FOR LITERARY ELEMENTS ACTIVIDADES DE LITERATURA PARA elementos literarios SEE COMPREHENSION QUESTIONS PPT ON THE DISTRICT WEBSITE Context clues VERBAL IRONY LANGUAGE DEVICES CHARACTER ANALYSIS ONOMATOPOEIA Return to Driver

45. Comprehension Questions ON DISTRICT WEBSITE Questions Written by Tracee OrmanTracee Orman Copyright ©2014 Tracee Orman ALL RIGHTS RESERVED www.traceeorman.com Revised 10-01-2015 by Beth Moore Return to Driver

46. Root Words Choose 3 words from the list on the next page and web it out on this organizer. Elige 3 palabras de la lista en la siguiente página y web hacia fuera en este organizador. Definition Definición Related Word Palabra relacionada Root Raíz SEE VOCABULARY PPT ON THE DISTRICT WEBSITE Return to Driver

47. PRONOUNS SEE VOCABULARY PPT ON THE DISTRICT WEBSITE http://www.english-grammar-revolution.com/list-of-pronouns.html Return to Driver

48. CONJUNCTIONS SEE VOCABULARY PPT ON THE DISTRICT WEBSITE FANBOYS P YNPOA AQ FOR AND NOT BUT OR YET SO F A N B O Y S PARA Y NO PERO O AÚN ASI QUE Return to Driver

49. CONTRACTIONS CONTRACCIONES two words put together for form a new word can not = can't dos palabras juntar para forma una palabra nueva no puede = can't SEE VOCABULARY PPT ON THE DISTRICT WEBSITE Return to Driver

50. Words Contraction would not should not could not did not had not are not does not must not would not has not is not have not do not can not were not might not I am they are who are we are you are what are they have we have you have who have what have Words Contraction I have you had or you would we had or we would they had or they would I had or I would who had or who would he had or he would she had or she would he is or he has she is or she has it is who is or who has what is or what has that is or that has where is or where has there is or there has she will he will or he shall I will or I shall you will or you shall they will or they shall who will or who shall you all Return to Driver

51. Dictionary Skills Diccionario Habilidades Connotation Denotation Connotación denotación Connotation Denotation connotación denotación Scavenger Hunt búsqueda del tesoro SEE VOCABULARY PPT ON THE DISTRICT WEBSITE Return to Driver

52. READING ASSESSMENT: Show Evidence from the Text Return to Driver

53. POETRY VOCABULARY VOCABULARIO DE POESÍA ON DISTRICT WEBSITE VOCABULARY PPT Return to Driver

54. Review and Pre Loading Poetry Terms Figurative Language SimileMetaphor Personification Hyperbole OxymoronParadox Figurado lenguaje símil metáfora personificación hipérbole oxímoron paradoja Sound Devices AlliterationConsonance AssonanceOnomatopoeia Sonido dispositivos aliteración consonancia asonancia onomatopeya Imagery or Sensory VisualAuditory TactileOlfactory Kinesthetic/TactileGustatory Imágenes o sensorial Visual auditivo táctil olfativa cinestésica/táctilgustativa Meter MonometerDimeter TrimeterTetrameter PentameterHexameter HeptameterOctameter metro Monometer Dimeter Trimeter Tetrameter Pentameter Hexameter Heptameter Octameter Types of Poems HaikuCinquain LimerickNarrative BalladEpic LyricSonnets Free VerseRhythm IambTrochee AnapestDactyl SpondeePyrrhic tipos de poemas Haiku Cinquain Limerick narrativa balada épica lírica sonetos verso libre ritmo Iamb Trochee Anapest Dactyl Spondee pírrica Return to Driver

55. Poetry Poesía SEE CLASSROOM PPT TEKS: E1.Fig19B E1.3A E1.13B, C, D,E; E1.14B; E1.25A Ongoing TEKS E1.1E, E1.18A, Bi, ii, E1.19A Return to Driver

56. Looking for Poetry Terms Buscando términos de poesía SEE CLASS PPT Return to Driver

57. Poetry TABLE OF CONTENTS Return to Driver

58. ELEMENTS OF POETRY SEE CLASS PPT Sound Devices Figurative Language Imagery Structure Rhyme Rhythm and Meter Dispositivos de sonido lenguaje figurado imágenes estructura rima ritmo y metro Return to Driver

59. ELEMENTS OF POETRY ELEMENTOS DE POESÍA SEE CLASS PPT Microsoft® Translator Dispositivos de sonido lenguaje figurado imágenes estructura rima ritmo y metro Return to Driver

60. Haiku, Cinquain TYPES OF POEMS Haiku, cinquain TIPOS DE POEMAS Haiku: a three line poem with a 5,7,5 syllable pattern usually written on a subject from nature. Haiku: un línea de tres poema con un patrón de 5,7,5 sílaba escrito generalmente sobre un tema de la naturaleza. Cinquain: a five line poem where Line 1 is one word (the title), Line 2 is two words that describe the title, Line 3 is three words that tell the action, Line 4 is four words that express the feeling, Line 5 is one word that recalls the title. Cinquain: un poema de cinco línea donde la línea 1 es una palabra (el título), la línea 2 es dos palabras que describen el título línea 3 tres palabras que indican la acción, la línea 4 es cuatro palabras que expresan el sentimiento, es línea 5 es una palabra que recuerda el título. Return to Driver

61. TONGUE TWISTER Review Poetry Expectations Alliteration – first sound repetition. Add this to your poetry book Due: Friday esto añadir a su libro de poesía debido: el viernes Microsoft® Translator Aliteración-primera repetición de sonido. Microsoft® Translator Bertha babbly blabbered mientras que sopla burbujas de chicle. Return to Driver

62. What Makes a Good Poem? What makes a good poem? How do audience, purpose, and occasion influence a speaker? How would you alter your poetry reading if your audience was comprised of famous poets instead of peers? Return to Driver

63. Effective presentations should include: Eye contact Speaking rate (e.g. pauses for effect) Volume Enunciation Purposeful gestures Conventions of language Return to Driver

64. Objective: Students compose original poems using a variety of literary techniques. 1. Complete your poems. 2. If you need help please ask. 3. Get out the Poetry Checklist. 4. Use the Poetry Checklist 5. Students Peer Conference 6. Teacher Conference Return to Driver

65. Title & Author Form of Poetry PurposeSound Effects Graphic and Structural Elements Literary Language and Devices Other (e.g., tone, message, etc.) Analyzing Poetry: Purpose & Poetic Characteristics Response to Literature: In your Reader’s Notebook, write a response for each poem that compares and contrasts the relationships between the purposes and characteristics of the poetic forms including the effectiveness of poetic techniques, figurative language, and graphic elements. Include text evidence to support your ideas. Return to Driver

66. Vocabulary Review and New accentuateaccentuateadvertising alliteration ambiguous analogyalliterationanalogy antibodyantibody aspireallusion authoritative bamboozleaspirebamboozle bizarreboisterousboycottcamouflagechronology cliché commemorateconnections convey cowercommemoratecower connotation denotationdistraught duressgenreduress image imagery 8 Parts of Speech: AdjectiveAdverbNouns PrepositionPronouns Verbs omniscientparadoxperspective persuasiveprecariouslyprecariously redundant raspy resonatesarcasm simulationraspyresonatesimulation trite Figurative language:Irony:Sensory language: Author’s Purpose MetaphorSocratic Irony5 senses Simile Situational Irony Personification Dramatic Irony Hyperbole Sarcasm Prefix and Suffix: nonsensedisagreereporterwatery encode overlookantifreezemisfire defrostlumpy joyousgladly Return to Driver

67. Answer the following this week: How are ________ and ________ different? Compare the ________ before and after ________. Compare the character ________ at the beginning of the story and at the end. Distinguish between ________ and ________. Compare ________ with ________. On what dimensions might you compare ________ and ________ ? Which one is the biggest/oldest/tallest? Return to Driver

69. CONTEXT CLUES SEE CONTEXT CLUES PPT ON DISTRICT WEBSITE Return to Driver

70. Games https://www.ixl.com/ela/grade-9 https://www.ixl.com/ela/grade-9 Ninth grade Here is a list of all of the skills students learn in ninth grade! These skills are organized into categories, and you can move your mouse over any skill name to view a sample question. To start practicing, just click on any link. IXL will track your score, and the questions will automatically increase in difficulty as you improve! Commas A.1Commas with direct addresses, introductory words, interjections, interrupters, and antithetical phrasesA.1Commas with direct addresses, introductory words, interjections, interrupters, and antithetical phrases A.2Commas with series, dates, and placesA.2Commas with series, dates, and places A.3Commas with compound and complex sentencesA.3Commas with compound and complex sentences A.4Commas with coordinate adjectivesA.4Commas with coordinate adjectives A.5Commas: reviewA.5Commas: review Restrictive and nonrestrictive elements B.1What does the punctuation suggest?B.1What does the punctuation suggest? B.2Commas with nonrestrictive elementsB.2Commas with nonrestrictive elements Semicolons, colons, and commas C.1Use semicolons and commas to separate clausesC.1Use semicolons and commas to separate clauses C.2Use semicolons, colons, and commas with listsC.2Use semicolons, colons, and commas with lists C.3Semicolons, colons, and commas reviewC.3Semicolons, colons, and commas review Apostrophes D.1Identify and correct errors with plural and possessive nounsD.1Identify and correct errors with plural and possessive nouns D.2Identify and correct errors with compound and joint possessionD.2Identify and correct errors with compound and joint possession Hyphens and dashes E.1Use hyphens in compound adjectivesE.1Use hyphens in compound adjectives E.2Use dashesE.2Use dashes Quotations F.1Formatting quotations and dialogueF.1Formatting quotations and dialogue F.2Decide whether ellipses are used appropriatelyF.2Decide whether ellipses are used appropriately Capitalization G.1Correct capitalization errorsG.1Correct capitalization errors Titles H.1Capitalizing titlesH.1Capitalizing titles H.2Formatting titlesH.2Formatting titles H.3Formatting and capitalizing titles: reviewH.3Formatting and capitalizing titles: review Sentence types I.1Is the sentence declarative, interrogative, imperative, or exclamatory?I.1Is the sentence declarative, interrogative, imperative, or exclamatory? Sentences, fragments, and run-ons J.1Identify sentence fragmentsJ.1Identify sentence fragments J.2Identify run-on sentencesJ.2Identify run-on sentences J.3Choose punctuation to avoid fragments and run-onsJ.3Choose punctuation to avoid fragments and run-ons Phrases and clauses K.1Is it a phrase or a clause?K.1Is it a phrase or a clause? K.2Identify prepositional phrasesK.2Identify prepositional phrases K.3Identify appositives and appositive phrasesK.3Identify appositives and appositive phrases K.4Combine sentences using relative clausesK.4Combine sentences using relative clauses Verbals L.1Identify participles and what they modifyL.1Identify participles and what they modify L.2Identify gerunds and their functionsL.2Identify gerunds and their functions L.3Identify infinitives and infinitive phrasesL.3Identify infinitives and infinitive phrases Simple, compound, complex, and compound-complex sentences M.1Identify dependent and independent clausesM.1Identify dependent and independent clauses M.2Is the sentence simple, compound, complex, or compound-complex?M.2Is the sentence simple, compound, complex, or compound-complex? Subject-verb agreement N.1Identify and correct errors with subject-verb agreementN.1Identify and correct errors with subject-verb agreement N.2Identify and correct errors with indefinite pronoun-verb agreementN.2Identify and correct errors with indefinite pronoun-verb agreement N.3Identify and correct verb agreement with compound subjectsN.3Identify and correct verb agreement with compound subjects Nouns O.1Form and use plurals: reviewO.1Form and use plurals: review O.2Form and use plurals of compound nounsO.2Form and use plurals of compound nouns Pronouns P.1Identify and correct errors with subject and object pronounsP.1Identify and correct errors with subject and object pronouns P.2Subject and object pronouns reviewP.2Subject and object pronouns review P.3Pronouns after "than" and "as"P.3Pronouns after "than" and "as" P.4Identify and correct pronoun errors with "who"P.4Identify and correct pronoun errors with "who" P.5Use relative pronouns: who and whomP.5Use relative pronouns: who and whom P.6Use relative pronouns: who, whom, whose, which, and thatP.6Use relative pronouns: who, whom, whose, which, and that P.7Identify vague pronoun referencesP.7Identify vague pronoun references P.8Identify all of the possible antecedentsP.8Identify all of the possible antecedents P.9Correct inappropriate shifts in pronoun number and personP.9Correct inappropriate shifts in pronoun number and person Verbs Q.1Form the progressive verb tensesQ.1Form the progressive verb tenses Q.2Form the perfect verb tensesQ.2Form the perfect verb tenses Q.3Identify transitive and intransitive verbsQ.3Identify transitive and intransitive verbs Q.4Identify linking verbs, predicate adjectives, and predicate nounsQ.4Identify linking verbs, predicate adjectives, and predicate nouns Q.5Identify and correct inappropriate shifts in verb tenseQ.5Identify and correct inappropriate shifts in verb tense Active and passive voice R.1Identify active and passive voiceR.1Identify active and passive voice R.2Rewrite the sentence in active voiceR.2Rewrite the sentence in active voice Adjectives and adverbs S.1Choose between adjectives and adverbsS.1Choose between adjectives and adverbs S.2Form and use comparative and superlative adjectivesS.2Form and use comparative and superlative adjectives S.3Good, better, best, bad, worse, and worstS.3Good, better, best, bad, worse, and worst S.4Form and use comparative and superlative adverbsS.4Form and use comparative and superlative adverbs S.5Well, better, best, badly, worse, and worstS.5Well, better, best, badly, worse, and worst Writing clear and concise sentences T.1Transitions with conjunctive adverbsT.1Transitions with conjunctive adverbs T.2Avoid double, illogical, and unclear comparisonsT.2Avoid double, illogical, and unclear comparisons T.3Use the correct pair of correlative conjunctionsT.3Use the correct pair of correlative conjunctions T.4Identify sentences with parallel structureT.4Identify sentences with parallel structure T.5Use parallel structureT.5Use parallel structure T.6Remove redundant words or phrasesT.6Remove redundant words or phrases T.7Misplaced modifiers with picturesT.7Misplaced modifiers with pictures T.8Select the misplaced or dangling modifierT.8Select the misplaced or dangling modifier T.9Are the modifiers used correctly?T.9Are the modifiers used correctly? Word choice and usage U.1Choose the word whose connotation and denotation best match the sentenceU.1Choose the word whose connotation and denotation best match the sentence U.2Use words accurately and preciselyU.2Use words accurately and precisely U.3Replace words using a thesaurusU.3Replace words using a thesaurus U.4Use dictionary entries to determine correct usageU.4Use dictionary entries to determine correct usage U.5Explore words with new or contested usagesU.5Explore words with new or contested usages Commonly misused words V.1Correct errors in everyday useV.1Correct errors in everyday use V.2Correct errors with signsV.2Correct errors with signs V.3Use the correct frequently confused wordV.3Use the correct frequently confused word V.4Identify and correct errors with frequently confused wordsV.4Identify and correct errors with frequently confused words V.5Identify and correct errors with frequently confused pronouns and contractionsV.5Identify and correct errors with frequently confused pronouns and contractions V.6Use the correct homophoneV.6Use the correct homophone V.7Identify and correct errors with homophonesV.7Identify and correct errors with homophones V.8Correct errors with commonly misspelled wordsV.8Correct errors with commonly misspelled words Context clues W.1Use context to identify the meaning of a wordW.1Use context to identify the meaning of a word W.2Determine the meaning of words using synonyms in contextW.2Determine the meaning of words using synonyms in context W.3Determine the meaning of words using antonyms in contextW.3Determine the meaning of words using antonyms in context Etymologies and foreign expressions X.1Use etymologies to determine the meanings of wordsX.1Use etymologies to determine the meanings of words X.2Use context as a clue to the meanings of foreign expressionsX.2Use context as a clue to the meanings of foreign expressions X.3Use the correct foreign expressionX.3Use the correct foreign expression Analogies Y.1AnalogiesY.1Analogies Y.2Analogies: challengeY.2Analogies: challenge Word patterns Z.1Word pattern analogiesZ.1Word pattern analogies Z.2Word pattern sentencesZ.2Word pattern sentences Prefixes AA.1Words with pre-AA.1Words with pre- AA.2Words with re-AA.2Words with re- AA.3Words with sub-AA.3Words with sub- AA.4Words with mis-AA.4Words with mis- AA.5Words with un-, dis-, in-, im-, and non-AA.5Words with un-, dis-, in-, im-, and non- Suffixes BB.1Words with -fulBB.1Words with -ful BB.2Words with -lessBB.2Words with -less BB.3Words with -able and -ibleBB.3Words with -able and -ible Greek and Latin roots CC.1Sort words by shared Greek or Latin rootsCC.1Sort words by shared Greek or Latin roots CC.2Use Greek and Latin roots as clues to the meanings of wordsCC.2Use Greek and Latin roots as clues to the meanings of words CC.3Use words as clues to the meanings of Greek and Latin rootsCC.3Use words as clues to the meanings of Greek and Latin roots CC.4Determine the meanings of Greek and Latin rootsCC.4Determine the meanings of Greek and Latin roots CC.5Determine the meanings of words with Greek and Latin rootsCC.5Determine the meanings of words with Greek and Latin roots Figurative language DD.1Use personificationDD.1Use personification DD.2Interpret the meaning of allusionsDD.2Interpret the meaning of allusions DD.3Identify the source of allusionsDD.3Identify the source of allusions DD.4Interpret figures of speechDD.4Interpret figures of speech DD.5Classify figures of speech: euphemism, hyperbole, oxymoron, paradoxDD.5Classify figures of speech: euphemism, hyperbole, oxymoron, paradox DD.6Classify figures of speech: reviewDD.6Classify figures of speech: review Point of view EE.1Identify the narrative point of viewEE.1Identify the narrative point of view Planning and organizing writing FF.1Order topics from broadest to narrowestFF.1Order topics from broadest to narrowest FF.2Identify thesis statementsFF.2Identify thesis statements FF.3Organize information by main ideaFF.3Organize information by main idea FF.4Choose the topic sentence that best captures the main ideaFF.4Choose the topic sentence that best captures the main idea Writing arguments GG.1Identify supporting evidence in a textGG.1Identify supporting evidence in a text GG.2Choose evidence to support a claimGG.2Choose evidence to support a claim GG.3Choose the most appropriate counterclaim for a given claimGG.3Choose the most appropriate counterclaim for a given claim GG.4Choose the analysis that logically connects the evidence to the claimGG.4Choose the analysis that logically connects the evidence to the claim GG.5Transition logically between claims, evidence, analysis, and counterclaimsGG.5Transition logically between claims, evidence, analysis, and counterclaims GG.6Distinguish facts from opinionsGG.6Distinguish facts from opinions Audience, purpose, and tone HH.1Identify audience and purposeHH.1Identify audience and purpose HH.2Compare passages for toneHH.2Compare passages for tone HH.3Compare passages for subjective and objective toneHH.3Compare passages for subjective and objective tone HH.4Which text is most formal?HH.4Which text is most formal? HH.5Identify appeals to ethos, pathos, and logos in advertisementsHH.5Identify appeals to ethos, pathos, and logos in advertisements HH.6Use appeals to ethos, pathos, and logos in persuasive writingHH.6Use appeals to ethos, pathos, and logos in persuasive writing Research writing II.1Identify plagiarismII.1Identify plagiarism II.2Recognize the parts of a Works Cited entryII.2Recognize the parts of a Works Cited entry II.3Understand a Works Cited entryII.3Understand a Works Cited entry II.4Use in-text citations with MLA formattingII.4Use in-text citations with MLA formatting Reference skills JJ.1Use dictionary entriesJJ.1Use dictionary entries JJ.2Use dictionary definitionsJJ.2Use dictionary definitions JJ.3Use thesaurus entriesJJ.3Use thesaurus entries Return to Driver

71. Analogy: “SoftSchools.”Analogies Quizzes And Worksheets Web 2 October 2015. http://www.softschools.com/language_arts/analogies/ http://www.softschools.com/language_arts/analogies/ “English on the Internet~Test Quizzes.” Language Shop Web 2 October 2015. “English on the Internet~Test Quizzes.” Language Shop Web 2 October 2015. < http://www.aj.cz/testquiz/soutez113.htm> http://examples.yourdictionary.com/analogy-examples-for-kids.htm MLA Style "Analogy Examples for Kids." YourDictionary, n.d. Web. 2 October 2015. Read more at http://examples.yourdictionary.com/analogy-examples-for- kids.html#wmqRx5VOr1XZAcvG.99http://examples.yourdictionary.com/analogy-examples-for- kids.html#wmqRx5VOr1XZAcvG.99 Analogy Examples for Kids Limericks: “Limericks.” Brownielocks and the three Bears. Web.2 October 2015. http://www.brownielocks.com/Limericks.html“Limericks.” Brownielocks and the three Bears. Web.2 October 2015. http://www.brownielocks.com/Limericks.html Everyday Edit: © 2004 by Education World®. Education World grants users permission to reproduce this work sheet for educational purposes only. Return to Driver