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UNIT 1 LESSON 1- Common - Proper Nouns Proper nouns are words that name a specific person, place, thing or idea. Proper nouns are capitalized so the reader can tell them apart from common nouns. Common nouns do not name a specific person, place, thing or idea. Common nouns are not capitalized unless they are at the beginning of a sentence or part of a title.
Proper Washington
Common - man
GeorgeProper - WhiteProper - United House States Constitution Common building
Common document
-
Activity Write common nouns for the following proper nouns in the blanks: 1. 2. 3. 4. 5.
Philippines________________ Asia ________________ Manila ________________ Luzon ________________ Boracay ________________
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Write proper nouns for the following common nouns in the blanks: 1. country ______________ 2. nationality_______________ 3. beach
_______________
4. city
_______________
5. street
_______________
LESSON 2-PLURAL AND COLLECTIVE NOUNS Plural nouns refer to more than one person, place or thing. Regular plural nouns are formed by adding either an-s or an –es to the singular forms Examples: cake-cakes Church-churches Irregular plural nouns have no consistent form and should be memorized. Examples: knife-knives Man-men Loaf-loaves Name five other plural nouns with irregular forms. 1._________________ 2._________________ 3._________________ 4._________________ 5._________________
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Collective nouns are written in the singular form, but they actually refer to a group. Examples: Faculty
army
fleet
Cast
group
crew
Use each of the collective noun examples in a sentence. 1._________________ 2._________________ 3._________________ 4._________________ 5._________________ 6._________________
LESSON 3- COMPOUND NOUNS Compound nouns are made up of two or more words that act as a single unit. They may be written as follows: Singular
Plural
Separate
Dining table
Dining tables
words(open)
Living table
Living tables
Card game
Card games
Cookie jar
Cookie jars
Combines
Dreamland
Dreamlands
words(closed
Birdhouse
Birdhouses
Carjack
Carjacks
campsite
Campsites
Hyphenated
Son-in-law
Sons-in-law
words
Father-in-law
Fathers-in-law
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Activity Write five examples of compound nouns, then use then use them in sentences. 1.________________________________________________________ ________________________________________________ 2.________________________________________________________ _________________________________________________ 3.________________________________________________________ _________________________________________________ 4.________________________________________________________ _________________________________________________ 5.________________________________________________________ _________________________________________________
LESSON 4-POSSESSIVE NOUNS Possessive nouns are forms of nouns that show ownership. A noun is possessive if the phrase can be changed to say that an item or idea belongs to someone or something. Example: Caitlin‘s car is new. ( The new car belongs to Caitlin). 1.When we want to show that something belongs to somebody or something, we usually add an apostrophe + s ('s) to a singular noun and an apostrophe (') to a plural noun, for example: 
the boy's ball (one boy)
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the boys' ball (two or more boys)
Notice that the number of balls does not matter. The structure is influenced by the possessor and not the possessed.
one ball
more than one ball
one boy
the boy's ball
the boy's balls
more than one boy
the boys' ball
the boys' balls
2.The structure can be used for a whole phrase: the man next door's mother (the mother of the man next door) the Queen of England's poodles (the poodles of the Queen of England) Although we can use of to show possession, it is more usual to use possessive 's. The following phrases have the same meaning, but #2 is more usual and natural:
1. the boyfriend of my sister 2. my sister's boyfriend 3. Proper Nouns (Names) We very often use possessive 's with names:
This is Mary's car. Where is Ram's telephone?
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Who took Anthony's pen? I like Tara's hair.
4.When a name ends in s, we usually treat it like any other singular noun, and add 's:
This is Charles's chair.
But it is possible (especially with older, classical names) to just add the apostrophe ':
Who was Jesus' father?
5.Irregular Plurals Some nouns have irregular plural forms without s (man → men). To show possession, we usually add 's to the plural form of these nouns:
singular noun
plural noun
my child's dog
my children's dog
the man's work
the men's work
the mouse's cage
the mice's cage
a person's clothes
people's clothes
ACTIVITY Complete each sentence by filling in the blanks with the possessive form of the nouns in parentheses.
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1. The ________ color (birds) 2. The ________ hues (lights) 3. The ________ painting (museum) 4. The ________ length (mattress) 5. The ________ effectiveness (delivery) 6. _______ Metropolitan museum (New York) 7. The _______ hot dogs (restaurant) 8. The _______ weight (television) 9. My ________ bed (dog) 10. My ________ car (Mom)
Activity 2 Write each group of words using a possessive noun. 1. The room of the girl ____________________________ 2. The toy of the boy _____________________________ 3. The house of my mom __________________________ 4. The ball of the dog _____________________________ 5. The purse of the lady ___________________________ 6. The telephone of the man________________________ 7. The car of the mailman _________________________ 8. The milk of the cat __________________________ 9. The cries of the dog ________________________ 10. The cage of the monkey ________________________
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LESSON 5-PERSONAL PRONOUNS Pronouns are words that stand for nouns or take the place of nouns. Pronouns are used by writers to avoid the awkward repetition of a noun within a sentence or paragraph.
Personal Pronouns
A personal pronoun is a pronoun that is associated primarily with a particular person, in the grammatical sense. When discussing ―person‖ in terms of the grammatical, the following rules apply:
First person, as in ―I‖
Second person, as in ―you‖
Third person, as in ―It, he, she‖ Personal pronouns may take on various forms depending on number (singular or plural for the most part). They may also take different forms depending on case, gender, or formality. It is important to note that personal pronouns may refer to objects, animals, or people. Personal pronouns provide us with the following information:
The person – Who is speaking?
The number – Is the pronoun plural or singular?
The gender – Is the pronoun feminine, masculine, or neuter? Examples of Personal Pronouns The word ―he‖ is an example of a personal pronoun. He is third person (because he is the person being spoken about), singular, and masculine. The word ―we‖ is another example of a personal pronoun. We is first YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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person (because we are speaking as a group), plural, and neuter. In the following examples, personal pronouns are italicized. You need to stop lying to me. We would love for you to join us. Come look at my cat! He has climbed to the top of that tree.
Activity Choose the best answer to complete each sentence. 1. _____________ often reads until late at night. 1. He 2. Alan 3. Mary 4. They 2.____________ is running up and down the stairs. 1. 2. 3. 4.
The cat She My brother You
3._______________ is from Ireland. 1. 2. 3. 4.
Rory My friend He This souvenir
4. Have ___________ got a dog, Mary? 1. 2. 3. 4.
Anyone They Someone It
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5.We enjoy the roses so much. ___________ really liven up the garden. 1. 2. 3. 4.
They Its Someone Flowers
What is a subject pronoun? A subjective pronoun is exactly what it sounds like: a pronoun that takes the place of a noun as the subject of a sentence. Examples of Subjective Pronouns The subject, or subjective, pronouns are easy to remember: I, you, she, he, it, they, and we. These pronouns are used to replace the name of a person, animal, or object, and to do the action suggested by the verb in the sentence Should we go swimming before or after lunch? I really like pizza. It is easy to understand. Would you prefer hot cocoa or peppermint tea? They all lived happily ever after.
What is an Objective Pronoun? An objective pronoun is a type of personal pronoun that is normally used as a grammatical object, either as the direct or indirect object of a verb, or as the object of a preposition. Examples of Objective Pronouns Objective pronouns are easy to remember: Me, him, her, us, it, you, them, whom, and what. While some of these pronouns are the same as YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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subject pronouns, they are used differently in sentences. The object pronouns in the following examples are italicized. I want her to listen. Stop laughing at me. I told him to stay home and study instead of going out. Comparing Subject and Object Pronouns Use the following table to compare subject and object pronouns. Notice that some subject pronouns are identical to certain object pronouns. Subjective Pronoun
Objective Pronoun
It
It
You
You
What
What
I
Me
He
Him
She
Her
We
Us
Who
Whom
They
Them
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LESSON 6-POSSESIVE PRONOUNS We use possessive pronouns to refer to a specific person/people or thing/things (the "antecedent") belonging to a person/people (and sometimes belonging to an animal/animals or thing/things). We use possessive pronouns depending on:
number: singular (eg: mine) or plural (eg: ours) person: 1st person (eg: mine), 2nd person (eg: yours) or 3rd person (eg: his) gender: male (his), female (hers)
Below are the possessive pronouns, followed by some example sentences. Notice that each possessive pronoun can:
be subject or object refer to a singular or plural antecedent
number
person
gender (of "owner")
possessive pronouns
singular
1st
male/ female
mine
2nd
male/ female
yours
3rd
male
his
female
hers
1st
male/ female
ours
2nd
male/ female
yours
3rd
male/ female/ neuter
theirs
plural
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Look at these pictures. Mine is the big one. (subject = My picture)
I like your flowers. Do you like mine? (object = my flowers)
I looked everywhere for your key. I found John's key but I couldn't find yours. (object = your key) My flowers are dying. Yours are lovely. (subject = Your flowers)
All the essays were good but his was the best. (subject = his essay) John found his passport but Mary couldn't find hers. (object = her passport) John found his clothes but Mary couldn't find hers. (object = her clothes)
Here is your car. Ours is over there, where we left it. (subject = Our car) Your photos are good. Ours are terrible. (subject = Our photos)
Each couple's books are colour-coded. Yours are red. (subject = Your books) I don't like this family's garden but I like yours. (object = your garden)
These aren't John and Mary's children. Theirs have black hair. (subject = Their children) John and Mary don't like your car. Do you like theirs? (object = their car)
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Possessive Pronouns List The following list of possessive pronouns is accompanied by a list of corresponding subjects. While other subjects may be substituted, the following examples give the possessive pronouns context. Subject
Possessive Pronoun
It
Its
I
My, Mine
You
Your
She
Her, Hers
He
His
We
Our, Ours
They
Their, Theirs
You (plural)
Yours
LESSON 7INTERROGATIVE, DEMONSTRATIVE AND INDEFINITE PRONOUNS
Indefinite Pronouns refer to people, places or things without specifying a particular one. SINGULAR Another Everyone Nothing
PLURAL both few many
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Anybody one Anyone Little Other Anything Much Somebody Each Neither Someone Either Nobody Something everybody no
others several
most None some
Demonstrative Pronouns attention to a specific person, place or thing. There are only four demonstrative pronouns.
Singular
Plural
This, that
these, those
This and these refer to nouns that are near. That and those refer to nouns that are far.
Activity Circle the demonstrative pronouns. 1. I would like to reach for that but the branch is too high 2. This was my very first roller coaster ride. 3. The child held the toy airplane in his hand. This was his favorite toy. 4. These are what Dad brought from the market yesterday. 5. Please, would you let me borrow that? YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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Interrogative Pronouns are used to begin a question. There are only five interrogative pronouns.
What
which
who
whom
whose
Activity Write the interrogative pronoun that is best suited for these sentences/questions in the blank. 1. ________dress do you want to wear to the party? 2. ________would you like me to get for you? 3. ________told you Denise is back from Europe. 4. From _______ did she receive the award? 5. ________is parked in your driveway?
LESSON 8- PRONOUNS IN TAG QUESTIONS
Tag Questions You speak English, don't you? A tag question is a special construction in English. It is a statement followed by a mini-question. We use tag questions to ask for confirmation. They mean something like: "Is that right?" or "Do you agree?" They are very common in English. The basic structure of a tag question is:
positive statement
negative tag
Snow is white,
isn't it?
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negative statement
positive tag
You don't like me,
do you?
Notice that the tag repeats the auxiliary verb (or main verb when be) from the statement and changes it to negative or positive.
Choose the correct tag to finish the sentence. 1. Teresa is an accountant,__________? 2. I am a good worker,__________? 3. Pierre is a grandfather,__________? 4. Kate is a doctor,___________? 5. Jack and Alicia are students,__________? 6. Mario is at work right now,__________? 7. Its windy today,__________?
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UNIT II. LESSON 1:
I‘AM LOVED
READ TO KNOW: A THOUSAND PAILS OF WATER by RONALD ROY Have you ever tried doing something you find impossible to accomplish alone? Find out how the character in our story was able to do such an impossible task. You lived in a village where people fished to make their living. One day, Yukio went to the sea to play. Small creatures scurried from under his feet in the tide pools. Large scavenger birds creamed him from the sky as if to say ―Bring us food!‖ The Yukio saw a whale that had become lodged between some rocks and was left behind when the tide went out. The large tail flukes beat the sand, helplessly. The eye, as big as Yukio‘s hand, Rolled in fright. Yukio knew that the whale would not live long out of the sea. ―I will help you, sir,‖ he said. But now? The whale was huge. Like a temple. Yukio raced to the water. He saw that the tide was coming in but very slow. He knew that if he could keep the whale wet for a while, the tide would soon come in and help the whale swim away. The sun was so hot. Yukio filled a pail with water and threw it over the great head. ―You are so big and my pail is so small‖ he cried. ―But I will throw a thousand pails of water over you before I stop.‖ Yukio knew he must wet every part of the sea for the whale or it would die in the sun. He made many trips to the sea for water , counting as he went. He threw four pails on the body, then four on the tail, and then tree on the head. There was a little shade on one side of the big prisoner. Yukio sat there, out of breath, his heart pounding. Then he looked in the whale‘s eye and remembered his promised. Yukio went back to the sea
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and stooped to fill his pail. How many had he filled so far? He had lost count but he knew he must not stop. Then, Yukio fell, the precious water spilling from his pail.He cried, and his tears disappeared into the sand. A wave touched his foot, as if to say, ―Get up and carry more water. I am coming, but very slow‖. Yukio filled his pail over. His arms and back hurt, but he threw and threw He fell again, but this time he did not get up. Suddenly, he felt himself being lifted. ―You have worked hard, little one. Now let us help.‖ His grand father him in the shade of one of the rocks. Watched his grandfather throw his first pail of water and go for another. Yukio wanted to scream, ―hurry!‖ but his grandfather‘s steps were slow because he was old. Then Yukio heard voices. His father and the village people were running towards the sea. They carried pails and buckets and anything that would hold water. Some of the villagers removed their jackets and soaked them in the sea. These they placed on the whale‘s burning skin. Soon the whale was wet all over. Slowly, the sea came closer and closer. At last it covered the huge tail. Yukio knew the whale would be saved. His father came and stood by him. ―Thank you father,‖ Yukio said ,‖for bringing the village people to help.‖ ―You are strong and good,‖ his father said. ― But to save a whale, many hands must carry the water.‖ Now the whale was moving with each new face. Suddenly a great one lifted it free from the rocks. It was still for a movement, then with a YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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flip of its tail, swam out to the sea. The villagers watched silently as the whale swam farther and farther from their shore. Then they turned and walked toward the village-expert for Yukio, who was asleep in his father‘s arms. He had carried a thousand pails of water, and he was tired.
The Selection: ―A Thousand pails of water‖ is a fiction. A fiction is a story that describes imaginary people and events. Comprehension questions: 1. Who is Yukio? 2. What did he see when he went to the sea to play? 3. What did he do? 4. Why did Yukio cry when he fell after filling his pail with water? 5. Who helped Yukio save the whale? 6. How did they help Yukio? 7. What important thing did Yukio learn from the experience?
The Value/Virtue: Sometimes the task we have to do seems too difficult or too big for us. When we feel that the work is too heavy, all we need to do is call for help. Call on God. Call on your friends and relatives. Remember that there is never a task too heavy for arms that carry a load for other. What Makes a Good Personal Narrative? Objective: The student will learn or gain the following: The story on page 7 is about how Aunt Judine met Uncle Steven. Because Aunt Judine tells this true story about herself, it is a personal YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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narrative. The interesting details of the evens, people, and things make this personal narrative fun to read.
A wee-written personal narrative has the following things. Topic- what is the topic of a personal narrative? The topic of a personal narrative is you, the writer. A personal narrative might be about something that you did or something that happened to you. It might also tell how you feel about something. A personal narrative can be about almost anything, but it should be a true story. When you write a personal narrative, you should tell what happened just as you remember it. Point of View-personal narratives are always told from the writer‘s point of view. Time Order-when you write a personal narrative, tell about the events in the order that happened. Spelling: New word of spelling: 1. personal
6. story
10.
shows
2. details
7. answer
11.
follow
3. number
8. another
12.
order
4. count
9. strip
13.
times
5. narrative
10.would
14.
topic
Writer’s Corner: Think about a personal narrative that you would like to write. Draw a picture of it. Then write a sentence that tells what the picture shows. Reading Comprehension:
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Lesson 2-Beginning, Middle, and Ending
Objective: The student will learn or gain the following: A personal narrative is a story. Because it is a story, it should have a beginning, a middle, and an ending. Beginning-the beginning of s personal narrative tells the reader what the story is about. A good beginning grabs the readers‘ attention and makes him or her wnt to read more. Middle- the middle narrative is important because this is where you tell the story. The middle is usually the longest part of a narrative. Ending- the ending tells how the story comes out. A good ending might leave readers with a smile or new idea to think about.
Activity: Answer the questions about the personal narrative Uncle Steven‘s Surprise on page 7. 1. Which paragraph is the beginning? 2. Which paragraphs are the middle? 3. Which are some details in the personal narrative? 4. Which paragraph is the ending?
Spelling: use the words in sentences. 1. personal
6. answer
10.
follow
2. number
7. another
11.
order
3. count
8. strip
12.
times
4. narrative
9. would
13.
topic
5. story
10. shows
14.
details
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Writer’s Corner Write two sentences that begin a personal narrative about a family trip, a school field trip, or a vacation. Reading Comprehension:
Lesson 3-Strong Verbs
Objective: The student will gain the following ideas: A verb is often the action word in a sentence. It tells what the subject does. In this sentence, Chad is the subject. The verb jumped tells what Chad did. Some action verbs are stronger than others. They can more clearly tell the reader what the subject does. Use strong verbs when you write. Strong verbs make clear pictures in the reader‘s mind.
Spelling: Assessment Test 1. personal
6. answer
10.
follow
2. number
7. another
11.
order
3. count
8. strip
12.
times
4. narrative
9. would
13.
topic
5. story
10.shows
14.
details
Writer’s Corner Look back at Activity A. list other verbs that you could use in the sentences.
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Lesson 4-Colorful Adjectives
Objective: The student will learn or gain the following: Adjectives are words that tell something about nouns. Colorful adjectives are like strong verbs. They can paint clear pictures in the reader‘s mind. Example: A gentle wind blew through the oak grove. A fierce wind blew through the oak grove. Spelling: Continue to review Spelling words. 1. phrases
6. readers
11.
concert
2. excited
7. narrative
12.
aisles
3. voice
8. lingered
13.
details
4. taught
9. flashing
14.
anybody
5. science
10.
15.
jammed
figure
Writing: Prewriting strategies. Writer’s Corner: Describe an object that is in your classroom. Use three adjectives.
Lesson 5-Dictionary Objective: The student will learn the following: Do you know what an English horn is? What about a joist? Every day we read words that we may not know. A dictionary is a book we use to look up these kinds of words. A dictionary is a book of words and their meaning. In a dictionary you can find these things:
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how words are spelled the way words are pronounced what words mean
Alphabetical Order Entry words are listed in alphabetical order. When more than one word begins with the same letter, the words are alphabetized by the second letter. When more than one word begins with the same two letters, the words are alphabetized by the third letter.
Spelling: Complete a Spelling assessment covering the following words. 1. phrases
6. readers
11.
concert
2. excited
7. narrative
12.
aisles
3. voice
8. lingered
13.
details
4. taught
9. flashing
14.
anybody
5. science
10.
15.
jammed
figure
Writer’s Corner: Write down 10 words that begin with 10 different letters. Then rewrite them in alphabetical order.
Lesson 6 Oral Personal Narratives Objective: The student will practice or learn the following: Present your oral personal narratives to the class. Remember to make eye contact with your audience and to speak slowly and clearly. Use
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your voice to show your feelings, use the Listening Tips to help you be a good listener. Spelling: Write spelling words in sentences. 1. 2. 3. 4. 5. 6. 7. 8.
jump leap hop spring skip outlaw lumber friends
9. soldiers 10. director 11. attack 12. synonyms 13. indexed 14. thesaurus 15. creek
Activity: Look at the three topics you wrote for the Speaker‘s Corner on page 29. Pick one you want to present. Write a set of note cards for the topic. Use keywords and phrases in your notes. Prewriting and Drafting Writers Workshop Copyediting and Proofreading
Lesson 7 What Makes a Good How-to Article? Objective: the student will reinforce or gain the ability to: Have you ever read directions for playing a new computer game? Have you followed directions to get to a party? Maybe you have used a recipe. How-to writing teachers a reader how to do something or how to make something? You can share your knowledge with others by writing a how-to article. YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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Spelling: A Spelling assessment covering the following words. 1. 2. 3. 4. 5. 6. 7. 8.
jump leap hop spring skip outlaw lumber friends
9. soldiers 10. director 11. attack 12. synonyms 13. indexed 14. thesaurus 15. creek
Writing: Activity: Tell which of the following would be good topics for how-to articles. Explain your choices. 1. the way to make a tasty sandwich 2. your day at a theme park 3. learning the rules for playing chess 4. watching a sunset at the beach 5. how to review for a math test
Writer’s Corner: What are some snacks you like to eat at home? Which ones do you know how to make? Write on a sheet of paper a list of at least three snacks that you know how to make.
Lesson 8 Parts of a How-to Article Objective: The student will learn or gain the following: A hoe-to article has five parts:
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title- the title tells what the article is about. Introduction- tells what you will make or do. it What You Need-what you need is a list of all the things the reader will need. Steps- the steps list what to do. Numbers show the order of the steps. Conclusion- the conclusion tells what readers made or did. You might give tips for other ways to the activity.
Writer‘s Corner: Imagine that you are writing a how-to article that gives directions for playing checkers. what would you list in the What You Need part? Spelling: New spelling words. 1. teeth
6. brush
11.
follow
2. conclusion
7. eating
12.
healthier
3. steps
8. water
13.
parts
4. listed
9. flavors
14.
article
5. items
10.
15.
fresh
rinse
Reading Comprehension
Lesson 9 Dictionary Meaning Objective: The student will learn or gain the following: A dictionary is a book of words and their meanings. A word is listed in the dictionary in an entry. An entry lists the word, its
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pronouncing, and what it means. If word has more than one meaning, each different meaning is listed with a number. Learning new meanings for words can be fun. Learning new meanings can also help you become a better reader, writer, and speaker. Spelling: Continue to review Spelling words. 1. teeth
6. brush
11.
follow
2. conclusion
7. eating
12.
healthier
3. steps
8. water
13.
parts
4. listed
9. flavors
14.
article
5. items
10.
15.
fresh
rinse
Writer’s Corner: Open a dictionary to any page. Find a word that you do not know. Read the meanings of the word. Then write a sentience that shows one meaning of the word.
Lesson 10-The Four Kinds of Sentences
Objective: The student will learn the different types of sentences. Writers can use sentences to say just about anything. There are four kinds of sentences. Each of them has a different purpose.
 Statement- some sentences tell. Telling sentences are called statements. Statements end with a period. Here are three statements. YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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Mushrooms grow in warm, soggy places. A clean dog is healthy dog. Your skateboard looks new. Questions- some sentences ask. Asking sentences are called questions. Questions often begin with words such as who, what, when, where, do, and is. Questions end with a question mark. Here are three questions. Do you like to make cookies? Where can I buy wind chimes? Is it going to rain today? Commands- sentences that tell or ask readers to do something are called commands. Game directions and steps in how- to article direct people to do something. Many commands began with a verb. Here are three commands. Go to the red square Glue the yarn to the musk. Unwrap your gift. Exclamations- sentences that express strong feelings are exclamations. Exclamations end with an exclamation point. Spelling: Complete a Spelling assessment covering the following words. 1. teeth
6. brush
11.
follow
2. conclusion
7. eating
12.
healthier
3. steps
8. water
13.
parts
4. listed
9. flavors
14.
article
5. items
10.
15.
fresh
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rinse
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Writer’s Corner: Read the steps for making a penny bank on page 52. Write three sentences for an introduction. Make at least one sentence a statement and one a question.
Lesson 11-Compound Words
Objective: The student will learn the compound words. A compound word is one word that is made by putting two words together. Look at these compound words. Can you name the two words in each compound word? 1. lighthouse
6. bookcase
2. fingernail
7. watermelon
3. raincoat
8. junkyard
4. hairbrush
9. starfish
5. bluebird
10.football
Spelling: New spelling words: 1. horn
6. wreck
10.
bend
2. wipe
7. stone
11.
grass
3. storm
8. stick
12.
head
4. floor
9. near
13.
rabbit
5. witch
10.light
14.
coast
Writer’s Corner: Make a new compound word by putting two words together. Tell a partner what you new compound word means. Write a sentence that uses your new word. YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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Lesson 12-How-to talks
Objective: The student will learn the speaking and listening skills. Imagine that you are telling a friend how to get to your house from school. This is a how-to talk. Any time you tell someone how to do something, you are giving a how-to talk. Title- the title of how-to talk tells what the talk is about. Start your how-to talk by telling your audience the title. Introduction- the beginning of a how-to talk is the introduction. In the introduction tell your audience what you are going to teach them. What You Need- during your how-to talk, say what the audience will need for the activity. Steps- explain the steps to the audience. You might even act out how to do each step. Conclusion- the conclusion is the ending of your how-to talk. You might show what you made.
Spelling: Continue to review Spelling words. 1. horn
6. wreck
11.
bend
2. wipe
7. stone
12.
grass
3. storm
8. stick
13.
head
4. floor
9. near
14.
rabbit
5. witch
10.
15.
coast
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Speaker’s Corner: Choose topic for your how-to talk. Make a poster that shows everything your audience will need to complete the activity.
Lesson 13-What Makes a Good Description? Objective: The student will learn the different sounds. A description tells about a person, an animal, a place, or an object. Good description form clear pictures in a readers mind. Great descriptions tell not only how things look but also how they might sound, smell, fell, or even taste. Choosing Words- choose words carefully. Strong and colorful words make clear pictures in a reader‘s mind. Pick words that help readers think about sight, sound, smell, touch, and taste. Audience- think about who is going to read your description. Will it be your parents or a teacher. Space Order- there are many kinds of space order. When you write a description from top to bottom, from side to side, or from near to far, you are using space order.
Spelling: Use the words in a sentence. 1. horn
6. wreck
11. bend
2. wipe
7. stone
12. grass
3. storm
8. stick
13. head
4. floor
9. near
14. rabbit
5. witch
10. light
15. coast
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Writer’s Corner: Choose an item from activity C and draw a picture of it. Then trade drawings with a partner. Write a description of your partner‘s drawing using space order.
Lesson 14-Writing a Description
Objective: The student will learn how write a descriptive idea. A good description helps readers feel like they are part of the story. When you write a description, think about and imagine what you are describing. Use words that help a reader easily follow your description. Choosing a Topic- the topic of your description is the thing you are describing. Anything that you can see, hear, smell, touch, or taste can be the topic of a description. Beginning- the beginning of a description tells what you will describe. A good beginning makes the reader want to read more. Middle- the middle of a description tells about what is being described. In the middle the topic is described using either space order or time order. Ending- the ending often retells what was said in the beginning and the middle of the description. Spelling: Complete a Spelling assessment covering the following words. 1. horn 2. wipe 3. storm 4. floor 5. witch 15. coast
6. wreck 7. stone 8. stick 9. near 10. light
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11. 12. 13. 14.
bend grass head rabbit
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Writer’s Corner: Look at the middle of A New Home for Our Gorillas on page 83. Write two sentences describing something else that could be in the gorilla habitat.
Lesson 15-Sensory Words
Objective: The student will learn the different sensory words. People have five senses: sight, sound, smell, taste, and touch.
What senses might you use to describe a flower shop? Descriptions include words that tell what the writer sees, hears, smells, tastes and fells. These sensory words help the reader imagine what is being described.
Activity: Choose one of the topics below. Imagine the scene. List at least five sensory words. 1. a birthday party 2. a carnival baseball game 3. lunch in the school cafeteria 4. a family reunion
Spelling: New words spelling. 1. smoky
6. candy
11.
describe
2. buttery
7. baked
12.
corner
3. hot
8. write
13.
touch
4. blue
9. sense
14.
taste
5. sunset
10.
15.
smell
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picnic
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Writer’s Corner: Imagine a picnic. What do you see, hear, and smell? What can you touch and taste? Write five sentences describing the picnic. Use a different sense in each sentence.
Lesson 16-Five-Sense Chart
Objective: The student will learn the five senses. Using sensory words will help you write a clear, interesting description. Sensory words help the reader imagine what you describe. A five-sense chart can help you remember details about what you are describing. It can also help you think of sensory words that you can use in your description.
Spelling: Use the words in a sentence. 1. smoky
6. candy
11.
describe
2. buttery
7. baked
12.
corner
3. hot
8. write
13.
touch
4. blue
9. sense
14.
taste
5. sunset
10.
15.
smell
picnic
Writer’s Corner: Imagine that you wrote one of Elizabeth‘s five-sense charts. Write three sentences describing nachos, using the sensory words from the charts.
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Lesson 17-Synonyms
Objective: Identify the synonyms in the sentence. Synonyms are words that have the same or almost the same meaning. The words gaze, glance, observe, peek, and watch are all synonyms for the word look. Here are some pairs of synonyms you might know. happy talk gift store begin hurt fast big
glad speak present shop start search quick large
Spelling: Continue to review Spelling words 1. 2. 3. 4. 5. 6. 7. 8.
smoky buttery hot blue sunset candy baked write
9. sense 10. picnic 11. describe 12. corner 13. touch 14. taste 15. smell
Writer’s Corner: Look at A New Home for Our Gorillas on page 83. List five words that you could replace with synonyms. Then work with a partner to think of a synonym for each word.
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Lesson 18 What Makes a Good Personal Letter?
Objective: The student will learn how to write a personal letter? We write and send personal letters to people we know. Personal letters have five parts. Heading- of the personal letter gives the address of the writer and the date the letter was written. It goes in the top right-hand corner. A comma goes between the name of the town or city and the state. Another comma goes between the day and the year. A line of space follows the heading. The greeting gives the name of the receiver. It goes on the left side of the letters. The words is greeting are capitalized except for and between two people‘s names. A comma goes after the greeting. The body is the message of the letter. It is what you want to say to the receiver. In the body each paragraphs is indented. Leave an extra line of space below the body. The closing comes after the body. It lines up under the heading. It is where you say goodbye to the receiver. Only the first word is capitalized. A comma goes after the closing. The closing is followed by a signature. The signature is you written name. Spelling: Complete a Spelling assessment covering the following words. 1. smoky
6. candy
11.
describe
2. buttery
7. baked
12.
corner
3. hot
8. write
13.
touch
4. blue
9. sense
14.
taste
5. sunset
10.
15.
smell
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picnic
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Writer’s Corner: Pretend that Layne wrote the letter on page 121 to you and that you would like to invite Layne to your home next summer. Write the heading, the greeting, the closing, and the signature for the letter.
Lesson 19 The Body of a Personal Letter Objective: The student will learn or gain the following: The body of a personal letter is where you write your message. Writing a personal letter is like talking on paper to someone you know. Purpose- we write personal letters to someone we know. People write personal letters for different reasons. Here are some common reasons. 1. People write personal letters to tell about something that happened to them. The topics can be anything. You might write about your day at school, your summer, or even a coyote you saw in your backyard.
2. People write personal letters to share news or to tell a story about someone else. You might write to your grandpa about your sister‘s first day in acting class.
Organization of a Personal Letter- a personal letter needs to be organized. In personal letters the writer writes about one topic at a time.
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Spelling: Use the words in a sentence. 1. smoky
6. candy
11. describe
2. buttery
7. baked
12. corner
3. hot
8. write
13. touch
4. blue
9. sense
14. taste
5. sunset
10. picnic
15. smell
Writer’s Corner: Write the body of a letter to a new pen pal. Remember to tell your pen pal about yourself. Ask your pen pal at least one question.
Lesson 20 Filling Out Forms Objective: The student will learn how to fill up the forms carefully. A form is an easy way to give and to get information. There are many different kinds of forms. You might have to fill out a form to get a library card, to order book, or to enter a contest. A form has blank spaces for information. When you fill out a form, you should remember three things. Read the entire form first. Fill in the blanks Print the information clearly. When you have finished filling out the form, reread it carefully. Make sure you have not left out any information or written anything incorrectly.
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Spelling: New spelling words. 1. 2. 3. 4. 5. 6. 7. 8.
carefully anything information contest lead cramming signature people
9. number 10. library 11. separate 12. correct 13. things 14. clearly 15. written
Writer’s Corner: Imagine that you and some friends are starting a new club. Work in small groups to write a form to be filled out by people who want to join your club.
Lesson 21 Compound Subjects
Objective: The student will learn the compound subjects. If two or more subjects in a sentence have the same predicate, they form a compound subject. Example: Chad and Nikki tied for the first place.
In this sentence the compound subject is Chad and Nikki. You can use compound subjects to add variety to your writing. You can also use compound subject to combine, or join, short, choppy sentences. If two sentences have the same predicate, you can combine them.
Activity: Find the subject in each sentence. 1. Kasey planned a pet circus. YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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2. Reggie made poster. 3. Mia rounded up the pets. 4. The owners trained their pets. 5. Karen announced the acts to the audience.
Spelling: Use the words in a sentence. 1. 2. 3. 4. 5. 6. 7. 8.
carefully anything information contest lead cramming signature people
9. number 10. library 11. separate 12. correct 13. things 14. clearly 15. written
Writer’s Corner: Read a page from a story that tells about two or more characters. Write sentences describing where the characters are and what they are doing. Use compound subjects.
Lesson 22-Antonyms
Objective: The student will learn the following antonyms. Antonyms are words that have opposite meanings. For example, little and big are antonyms. These words have opposite meanings of each other. Here are some other antonyms that you might know.
noisy
quiet
good
bad
in
out
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happy
sad
thick
thin
first
last
up
down
fast
slow
Remember that writers use synonyms to make their writing interesting. Writers also use antonyms to make their writing interesting. They use antonyms to show the different between people or things. What are some antonyms for the wards good?
Spelling: Complete a Spelling assessment covering the following words. 1. 2. 3. 4. 5. 6. 7. 8.
carefully anything information contest lead cramming signature people
9. number 10. library 11. separate 12. correct 13. things 14. clearly 15. written
Writer’s Corner: Choose three pairs of antonyms from Activity A. use each pair of antonyms in a sentence.
Lesson 23-Telephone Conversation
Objective: The student will learn the following telephone conversation. Talking on the telephone is something that you might do every day. You might call someone or someone might call you. You might call YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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a family member to catch up or a friend for help with math homework. A salesperson might call to speak to one of your parents. Your mom‘s boss might call. Answering the telephone- when the telephone rings, answer it right away. Before answer it, turn down the radio or television. You can also leave a noisy room. Talking on the telephone- be polite to anyone you talk to on the telephone, even if it is someone you don‘t know. Remember that the person you are talking to can‘t see you. Speak clearly and use your voice to show how you feel. The person on the other end won‘t be able to see you frown or smile.
Taking a Message- suppose a caller wants to speak to your older brother. He‘s at work, and you ask if you can take a message. The caller says yes. What do you do take a message?
Taking a message depends on what your parents want you to do. If they only want the name and phone number of the caller, that‘s all you ask for. Taking a message also depends on the caller. If a caller wants to give you a lot of information, write it down. Here are good questions to ask when taking a message. 1. Who is calling? 2. Who are you calling for? 3. What is the message? 4. What is your phone number? 5. What would be a good time to return your call?
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Making a telephone Call- what do you do when you make a telephone call? The first thing to do is to make sure that you have the right number. If you call the wrong number, don‘t hang up before saying you‘re sorry for calling the wrong number. Spelling: New words for spelling. 1. 2. 3. 4. 5. 6. 7. 8.
message calling someone answer pretend goodbye phone number
9. leaving 10. message 11. questions 12. depends 13. information 14. caller 15. speak
Speaker’s Corner: Prepare a conversation with your partner in which you ask your partner to help with homework. Take turns making the call and answering the Call. Practice taking a message and leaving a message on an answering machine.
Lesson 24-What Makes a Good Book Report?
Objective: The student will learn or gain the following idea: Once you have identified all of the information that will go into a book report, the next step is to write the information in a way that makes a reader interested in the book. Purpose- effective book reports show a clear understanding of their purpose. When you write a book report, think about what you want the reader to know about the book. Think of how you can best organize and present your information to make it interesting and memorable. YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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Introduction- book reports begin by telling what the title of the book is and the name of the author. The introduction of a book report tells who the main characters are and where the story takes place. It also gives an idea of what the book is about. Body- the body of a book report gives more details about the plot and the theme of the book.
Conclusion- the conclusion of a book report tells the reader your opinion of the book. The conclusion should also give reasons and examples for your opinion.
Planning a Book Report
Title Author Setting Characters Plot Summary Theme Personal opinion
Writer’s corner Read a book report or book review in a magazine or on the internet. Answer the following questions. Use complete sentences. 1. Who are the main characters? 2. What is the setting of the book? 3. What main events are included in the plot summary? 4. What is the theme o the book? 5. What is the writer‘s opinion of the book?
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Lesson 25-Character and Plot Objective: The student will learn the following ideas. A character is a person, an animal, or a thing in a story. The plot of a story is what happens in the story. Character- a character is not just a name in a story. A characters someone who seems real to you. You should be able to close your eyes and see the character and the action. Plot- when you think about the plot of a story, remember what the characters did. In most stories, the characters have a problem that must be solved or a goal they want to reach.
Spelling: Use the words in sentences. 1. message 2. calling 3. someone 4. answer 5. pretend 6. goodbye 7. phone 15. speak
8. number 9. leaving 10. message 11. questions 12. depends 13. information 14. caller
Writer’s Corner: Choose a book that you have read. Describe its plot in a few sentences so that the reader would want to read the book. Then think of ways to tell a little about the ending without telling the reader exactly hoe the book ends.
Lesson 26 Parts of a Book Objective: The student will learn the following:
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Most books have the same parts. Look around your classroom. A textbook, a book about making tree houses, and a book about volcanoes probably have the same parts. Cover and Spine- the cover has the title of the book and the author‘s name. The cover might have a picture or design. The part of the cover that connects the front and the back is called the spine. The spine often shows the title of the book, the authors name, and the name of the publisher. Title Page- the title page tells the name of each chapter. It also tells the page where the chapter starts. Glossary- the glossary is a list of important words in the book and what they mean. The words are listed in alphabetical order. A book about volcanoes might have the word magna in its glossary. A book that tells a story wont have a glossary. Index- the index is a list of the topics found in the book. The topics are listed in alphabetical order with the page numbers where they can be found. Spelling: Review the spelling words. 1. 2. 3. 4. 5. 6. 7. 8.
message calling someone answer pretend goodbye phone number
9. leaving 10. message 11. questions 12. depends 13. information 14. caller 15. speak
Writer’s Corner: Find a book in your classroom that has an index. What is the title of the book? Who is the author? How many chapters does the book have? Find an interesting topic from the index and look it up. YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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Lesson 27-Compound Predicates Objective: The student will learn the compound predicates. Two sentences can often give information about the same subject. When sentences have the same subject, you can join the predicates to make one sentence. Read these sentences. Can you see how they can be joined to make one sentence?
My tabby cat sits in the sun. My tabby cat watches the birds,.
These sentences tell about the same subject-My tabby cat. The predicate are different-sits in the sun and watches the birds. You can make one smooth sentences by joining the predicates with the word and. Spelling: Complete a Spelling assessment covering the following words. 1. 2. 3. 4. 5. 6. 7. 8.
message calling someone answer pretend goodbye phone number
9. leaving 10. message 11. questions 12. depends 13. information 14. caller 15. speak
Writer’s Corner: Look in a book or a magazine. Find two sentences that have compound predicates. Write the sentences. Then underline each verb.
Lesson 28 Prefixes Objective: The student will learn or gain the following idea: YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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A prefix is a syllable, or syllables, added to the beginning of a base word that changes the meaning of the word. Knowing what prefixes can help you figure out the meaning of new words as you read.
Prefix misrepre-
Meaning badly, wrongly again before
Example misunderstand rejoin predawn
Activity Use the chart of prefixes on page 172 to tell what these words mean. Use a dictionary to check your answers. 1. 2. 3. 4. 5. 6. 7. 8.
mislead reabsorb misread reuse recharge precut misbehave prepay
Writer’s Corner: Look for words with the prefixes re- or un- in a book you have read. Write what you think the meanings of the words are. Then check answer in a dictionary.
Lesson 30-Oral Book Reports Objective: The student will learn or gain the following: Think of your favorite book. What did you do when you finished it? Did you tell to your friends about it? Did you tell them that they just had to read? An oral book report is a chance to share with an audience a book that you enjoyed. YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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Audience Organization Delivery Activity Make a list of books you have read. Try to think of more than one kind of book. Discuss your list with a partner. Talk about which books might be most interesting for an audience of your classmate. Then choose a book for an oral book report. Speaker’s corner Look at the personal opinion that you listed in Activity B. write down reasons and examples that support it. Share with a partner your reasons and examples. Write on note cards the three best events from the book that you remember. Look through your book to help you remember the characters and the plot. Spelling: Studying the Spelling words. 1. 2. 3. 4. 5. 6. 7. 8.
black, loud, long Rough, smooth, broad Fair, dark,
9. gray, 10. 11. 12. 13. 14. 15.
Small, tall, slim, Round, big, short, Plump, pale, happy Curly, oval, soft
Lesson 31-Oral Book Reports Objective: The student will learn or gain the following: Think of your favorite book. What did you do when you finished it? Did you tell to your friends about it? Did you tell them that they just had YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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to read? An oral book report is a chance to share with an audience a book that you enjoyed. Audience Organization Delivery Have you ever read an interesting book that you wanted to share with friends? Giving an oral report is one way to tell others about a book that you have read. Beginning- begins your talk by stating the name of the book and its author. Bring the book to show your audience. Give your listeners an idea of what the book is about. Middle- in the middle of your talk, tell what happen in the book. You may want to read a short part from the book. Ending- ends your talk by telling your audience what you through of the book. Prepare- after you choose a book for your talk, look through the book and write on note cards the important parts of the plot. Tone of Voice- thinks about the times you‘re told your friends or family about something that you really liked. Practice- practice giving you talks. Ask a partner to listen to it. Ask your partner for ways to make your talk better.
Activity Make a list of books you have read. Try to think of more than one kind of book. Discuss your list with a partner. Talk about which books might be most interesting for an audience of your classmate. Then choose a book for an oral book report. YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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Speaker’s corner
Lesson 32-What Makes Good Persuasive Writing
Objective: The student will learn the following: Persuasive writing asks readers to believe something or to do something. A letter to the editor of a newspaper is an example of persuasive writing. Topic- a persuasive article needs to have a topic. The topic is what you want the reader to believe or do. Imagine that you want your parents to buy a new computer. Reasons- reasons help your audience understand why they should do something. When you write a persuasive article, give at least two reasons why people should agree with you. Research- when you write a persuasive article, you should know a lot about your topic. You need t give reasons for your readers to agree with you. Audience- when you think of reasons keeps in mind who is going to read your article.
Spelling: New spelling words. 1. reasons 2. writing 3. example 4. persuasive 5. newspaper 6. computers 7. library 8. parents 9.agree YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
9. might 10. audience 11. buying 12. reason 13. should 14. partner
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Writer’s Corner Look at the letter to the editor on page 197. Work with a partner. Write one or more reason why people should ask the mayor to buy computers for the library.
Lesson 33-Beginning, Middle, and Ending Objective: The student will learn the following: Most kinds of writing need a beginning, middle, and an ending. In persuasive writing each one has a special job to do. Beginning- the beginning of a persuasive article has a topic sentence. The topic sentence tells exactly what the topic is. it tells readers what you want you want them to do or think. Look at this topic sentence. Example: A swimming pool at school would help students in many ways. Middle- the middle gives the reader reasons to agree with you. Write more than one sentence to support each reason. Ending- the ending retells the topic of persuasive article. Remind the reader what you want him or her to believe or to do.
Spelling: Use in the sentence. 1. reasons 2. writing 3. example 4. persuasive 5. newspaper 6. computers 7. library 15.agree YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
8. parents 9. might 10. audience 11. buying 12. reason 13. should 14. partner
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Writer’s Corner: Imagine that you are writing a persuasive article about going to school all year long. Your topic sentence is ―Students should not have to go to school all year long‖. Write two reasons why readers should agree with your topic sentence.
Lesson 34-Idea Webs Objective: The student will learn the following: If you get lost, a map can help you find where you are. When you are writing, you can use a map to find where your ideas are. We call this kind of map an idea web. An idea web looks a little like a spider web. It helps catch all your ideas.
Spelling: Review the spelling words. 1. reasons
9. might
2. writing
10.
audience
3. example
11.
buying
4. persuasive
12.
reason
5. newspaper
13.
should
6. computers
14.
partner
7. library
15.
agree
8. parents Writer’s Corner: Write a few sentences that tell how you think an idea web can help you improve your writing. Share your sentences with a partner.
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Lesson 35-Compound Sentences Objective: the student will learn the compound sentences. Making a Compound Sentence Sometimes you might find two sentences in your writing that are related to one another. Do these three things to join two sentences into one compound sentence. Change the period after the first sentence to a comma. Pick the word that best fits between the sentences. Use and, or, or but. Put that word after the comma. Change the capital letter at the beginning of the second sentence to a lowercase letter. If the first word is the word I or a proper noun, don‘t change it. A proper noun and the word I always begin with a capital letter.
Check that booth sentences are complete before you join them. Also be sure that the ideas go together. It‘s possible to join any two sentences, but not all sentences belong together as a compound sentence.
Spelling: Complete a Spelling assessment covering the following words. 1. reasons 2. writing 3. example 4. persuasive 5. newspaper 6. computers 7. library 15. compound
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8. parents 9. might 10. audience 11. buying 12. reason 13. should 14. partner
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Writer’s Corner: Write one sentence about something you did after school yesterday. Then write a sentence about something you did after that. Rewrite the two sentences as a compound sentence using the word and.
Lesson 36-Suffixes Objective: The student will learn or gain the following activities. A suffix is a syllable or syllables added to the end of the base word to form a new word. Knowing the meaning of suffixes can help you increase your vocabulary. Adjective Suffixes Suffix
Meaning
Example
-able
capable of being
climbable
-al
relating to
parental
-ful
full of
hopeful
-ic
like a, relating to
artistic
-ish
like a, resembling
childish
-y
full of
cloudy
Activity: Tell the meaning and part of speech of each of these words containing a suffix. Use each word in a sentence. 1. teacher 2. sorrowful 3. chewable 4. inventor 5. colorful 6. personal 7. sunny YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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8. readable 9. athletic 10.
musical
Writer’s corner Brainstorm 10 words with the suffixes listed on page 134. Then write descriptive sentences. Use at least one of your words in each sentence.
Lesson 37-Persuasive Speeches Objective: The student will learn the following idea: You can hear persuasive speech any time you turn on the television. A commercial is a kind of persuasive speech. The people who make the commercials are trying to persuade you to buy something. Do you have a favorite commercial? What do you like about it? Audience- when people make commercials, they have an audience in mind. Have you ever noticed that commercials for toys almost always have kids in them? That‘s because the audience for these commercials is kids. Voice and language- speak calmly when you are trying to persuade people. Try not to use sounds and words such as um, uh, and you know. Spelling: New words of spelling: 1. candy 2. clothes YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
3. rental 4. company Page 59
5. perfume 6. men 7. kids 8. women 9. teenagers 10. partner
11. 12. 13. 14. 15.
invented description invention called possible
Speaker’s Corner: Imagine you have invented something for kids your age. What is it called? What does it look like? What does it do/ write a short description of your invention. Then talk with a partner about it.
Lesson 38-What Makes Good Realistic Fiction? Objective: The student will learn the following: Fiction is a made-up story. Realistic fiction tells about people and events that could be real, even though they are not. Adventure stories and mysteries can be realistic fiction. But they are realistic only if they could really happen. Realistic fiction could be about a boy sneaking into a circus tent to find the missing dog. Characters- the characters in realistic fiction are usually people. They might be teachers, clowns, or taxi drivers. The character that the story is about is called the main character. Sometimes there is a group of main characters. Setting- the setting is the time and place of the story. The setting might be a backyard or an airport in China. The setting also includes the time. Realistic takes place in the past or in the present.
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Problem- fiction is interesting when characters have a problem they need to solve. One character might need to learn to do a flying judo kick for a contest. Plot- the plot is what happens in a story. It tells what the characters do to solve a problem. Spelling: Use the words in a sentence. 1. candy
8. women
2. clothes
9. teenagers
3. rental
10.
partner
4. company
11.
invented
5. perfume
12.
description
6. men
13.
invention
7. kids
14.
called
15.possible Writer’s Corner: Pick one character you made up for Activity A on page 237. Imagine what that characters life is like. Write one problem that character might have to solve.
Lesson 39-Characters Objective: The student will learn the following: In realistic fiction, readers care about the main characters. You can help readers care about your characters by telling what the characters are like. Appearance- readers can picture your characters when you tell how they look. Does your character have curly hair or straight YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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hair? Does your character wear smelly, old sneakers or shiny, new boots? Dialog- dialog is what the charters say in a story. Dialog also tells readers about the characters. Actions- readers learn about characters from the things they do. Different characters might choose different ways to solve a problem. Spelling: Review the following words. 1. candy
9. teenagers
2. clothes
10.
partner
3. rental
11.
invented
4. company
12.
description
5. perfume
13.
invention
6. men
14.
called
7. kids
15.
possible
8. women Writer’s Corner: Think about the character you described in the Writer‘s Corner on page 241. Write what that character would do if he or she were lost in the woods. Lesson 40-Dialog Objective: The student will learn the following: Dialog lets readers know the exact words a character says. Using Dialog- quotation marks show which words a character said. A dialog tag tells the reader which character said the words. Can you tells the readers which character said the words.
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Dialog Tags- dialog tags tell who spoke a line of dialog. Dialog tag can also tell how the character spoke the line. Spelling: Complete a Spelling assessment covering the following words. 1. candy
8. women
2. clothes
9. teenagers
3. rental
10.
partner
4. company
11.
invented
5. perfume
12.
description
6. men
13.
invention
7. kids
14.
called
15.
possible
Writer’s Corner: Imagine that your teacher brought a IIala to class. Write three sentences of dialog your classmate might say.
Lesson 41 Contractions Objective: The student will learn the following contractions of words. A contraction is a short way to write two words. The words are joined into one word with an apostrophe. The apostrophe replaces the letters that are left out. it + is = it‘s The words it and is are joined to make the contraction it’s. An apostrophe takes the place of the letter i. do + not = don‘t
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Activity: Copy these sentences on a separate sheet of paper. Use contractions to make these sentences sound more like the way people talk. 1. Is not Jamal at camp this week? 2. Are not all the visitors gone yet? 3. What not the stories nice and smooth? 4. Is not this a good night for stories? 5. Was not the boat rocking on the waves. Writer’s Corner: Look at the story on page 235. Copy one sentence of dialog that uses a contraction. What are the words that make up the contraction you found? Rewrite the sentence using the two words instead of the contractions. Read both sentence aloud. Can you hear the difference?
Lesson 42-Rhyme Objective: The students will learn the rhyme of different words. Poetry is writing that expresses feelings or idea in a special way. Poets use the sounds of sounds of words to create feelings in the reader. Do you have a favorite poem? Why do you loke it?
Rhyme- many poems rhyme. Words that rhyme start with different sounds but end with the same sound. Look at the example below. share
rhymes with care stare bear wear tear
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Activity: Match each word in Column A to its rhyming word in Column B. Column A
Column B
1. creep
a. bed
2. hop
b. guest
3. care
c. stalk
4. walk
d. leap
5. said
e. wiggle
6. jiggle
f. share
7. test
g. plop
Writer’s Corner: Look at Activity B. Think of other ways that people and animals move and act. Write two rhyming words that compare the people or animals.
Lesson 43-Skits Objective: The student will learn how to make a skit. A skit is a story acted out in front of an audience. A skit has characters, a problem, and a plot. A skit also has dialog. The actors move and talk as the characters would. The audience watches the skit to find out what happens. Characters and Problems- a skit is mostly dialog. Each character talks in a different way. If you think about your characters first, it will be easier to write dialog for them. Plot- the plot is what happens in a skit. The beginning of the skit tells the audience what the problem is. The middle tells what the characters do to solve their problem.
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Writing a Skit- skits are written for the actors to read. The writers skit will help the actors know what to say and do when they perform. Rehearse- when action rehearses, they practice the skit together. Practice your skit. Listening Tips- skits can be fun to watch. You can see people become the characters in the skit. You can imagine where the characters are. Spelling: New spelling words. 1. perform
9. skit
2. amazed
10.
mistake
3. dialog
11.
watching
4. characters
12.
different
5. member
13.
problems
6. costumes
14.
notes
7. audience
15.
trips
8. confusing Speakers’ Corner: Look at the story problem you wrote for Cuba in Activity A. write three lines of dialog that you think Cuba might say in a skit.
Lesson 1
Personal Pronouns Part I
A personal pronoun is a word that takes the place of a noun. Here is a list of personal pronouns. I
she
he
we
it
you
Me
her
him
us
its
yours
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Mine
hers
his
ours
In the second sentence below, they take the place of peasant; him takes the place of king. The peasant cheered for the king. They cheered for him. Pronouns help to avoid repeating nouns, and they make your writing sound smoother. Read this paragraph. The Middle Ages occurred between AD 500 and 1500. During that time nobles lived in castle. Nobles were powerful. Nobles were under a king‘s rule. Nobles promised to serve their king and country. Now read the paragraph with pronouns. What are they? The middle Ages occurred between AD 500 and 1500. During that time nobles lived in castles. They were powerful. Nobles were under a king‘s rule. They promised to serve their king and country. Your are right if you said they. In the third and fifth sentences they takes the place of noun nobles. Exercise 1 Find all the personal pronouns in these sentences. 1. You can see objects from the Middle Ages at a museum. 2. They include things such as swords, armor, and tapestries. 3. The guide told me about life in the Middle Ages. 4. She said it was difficult. 5. We asked how a man became a knight. 6. He had to have enough money to buy armor and a horse. 7. I saw armor for a horse when I went to the museum. YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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8. For a class project we made a model of castle. Exercise 2 Tell what personal pronoun can take the place of each group of words in italics. 1. A lord might have several manors. 2. A manor usually included a castle, a village, and a church. 3. Peasants lived in the village. 4. A woman could be seen spinning wool. 5. A man might be in the field planting crops. 6. Children also worked. 7. A common house was made of mud. Practice Power Write four sentences, each using one these words: castle, knight, lady, horse, moat, or peasants. Then rewrite each sentence, using a pronoun to replace the noun.
Lesson 2
Action Verbs
Many verbs express action. An action verb tells what someone or something does. Aesop wrote many fables. His fables teach lessons. Wrote and teach are action verbs. Wrote tells what Aesop did. Teach tells what the fables do. Here are some more actions verbs. YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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bring brush copy draw drive
eat give laugh sing stir
talk throw touch watch write
Which sentences have action verbs? a. The students read books of folktales b. The students are in the library. c. The students talk about the books. You are right if you said sentences A and C. read and talk are both action verb that tell what the students do. Exercise 1 Find the action verb in each sentence. 1. In one fable by Aesop, a fox fell into a deep well. 2. The fox shouted for help. 3. A goat walked by. 4. It heard the fox‘s shout. 5. The fox gave the goat false information. 6. The goat jumped into the well for water. 7. The fox climbed onto the goats back. 8. The fox then scrambled out of the well. 9. The goat remained in the well. 10.
In this way the fox tricked the goat.
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Exercise 2 Complete each sentence, using an action verb. 1. A slimy worm _____ up my arm. 2. Who _____ the salad? 3. The herons ____ on the beach. 4. Jerome _____ the paper dragon. 5. Terry _____ the cellar door with a gasp.
Practice Power Wrote a sentence for each noun below, using an action verb. Example: trucks Trucks rumble down the highway. 1. astronauts 2. wind 3. waves 4. worm 5. singer 6. waiter
Lesson 3
Being Verbs
Not all verbs show action. A being verb shows what someone or something is.
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Action Verbs The sun shines. The earth revolves around the sun. Being Verbs The sun‘s rays are warm. Too much sun is dangerous.
The actions verbs shines and revolves tell what the sun and the earth do. Are and is are being verbs. They do not express action; they simply tell something about what the rays and the sun are. Here is list of some being verbs: Am
is
Has been
are had been
was
were
have been
will be
Which sentence has a being verb? a. The sun sets at 8:00 p.m. b. The sunsets is beautiful. c. The sun rises in the east. You are right if you said sentence B. the verb is is being verb. Exercise 1 Find the verb in each sentence. Tell whether it is an action verb or being verb. 1. My teacher told us many things about astronomy. 2. The information was extremely interesting. 3. Hot stars send off a blue glow. 4. Red is the color of cooler stars. YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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5. Yellow stars are in-between. 6. A smaller star is a dwarf. 7. Our sun is yellow dwarf. 8. Scientists study the sun to learn more about the stars. 9. The sun is our major source of light and energy. 10.My science report gives many details about the sun.
Practice Power Write about the place you are in now or a place where you have been or will be. Describe it in four sentences with being verbs. Examples: I have been to the library today. The library was very quiet.
Lesson 4
Linking Verb
A being verb can be a linking verb. A linking verb joins the subject of a sentence to a subject of a sentence to a subject complement. The subject complement renames or describe the subject of the sentence. It can be noun, a pronoun, or an adjective.
Subject
Linking verb
Subject
Complement
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The pretzels
are
a
snack.
(noun) The person who Brought pretzels A pretzel
was is
she. (pronoun) salty. (adjective)
In the first sentence the linking verb are joins the subject pretzels with the noun snack. In the second sentence the subject person and the pronoun she are joined by the linking verb was. In the third sentence the linking verb is joins the subject pretzel with the adjective salty,Snack, she and salty are subject complements.
Which sentences have linking verbs? a. The pretzel was delicious. b. The person who ate the last pretzel was he. c. Charlie ate the pretzel. You are correct if you said sentences A and B. Both sentences have the linking verb was. In sentence A is followed by an adjective. In sentence B, was followed by a pronoun.
Exercise 1 The linking verb in each sentence is in italics. Find the subject complement that is linked to the subject. Tell whether it is noun, a pronoun, or an adjective. 1. A monk was the inventor of the pretzel. 2. The first pretzel was leftover bread dough. YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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3. Its shape, like arms folded in prayer, was special. 4. The first pretzels were soft. 5. Hard pretzels were originally a mistake by a baker. 6. The person who cooked the pretzels too long was he. 7. People, however, were delighted. 8. The new pretzels were tasty and crunchy.
Practice Power Choose one foods listed below. Write three sentences about it. Use a linking verb in each sentence. 1. Waffles 2. Tacos 3. Pizza 4. Nachos Example: nachos are cheesy and very tasty.
Lesson 5 Verb Phrases A verb phrase is made up of one or more helping verbs and main verb. Helping verbs: I should have given you funny cartoon. Main verb: I should have given you the funny cartoon. Verb phrase:
I should have given you the funny cartoon.
What is the verb phrase in this sentence? The cartoonist can draw funny characters. YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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a. can b. can draw c. draw You are right if you said b. Can draw is the verb phrase. It is made up of the helping verb can and the main verb draw. A has only the helping verb can, and C has only the main verb draw. Can you find the verb phrase in this sentence? The newspaper will be delivered before 7 a.m.
Exercise 1 Add a helping verb to complete the verb phrase in each sentence. Identify the complete verb phrase you form. 1. I _______________ seen the comics this morning. 2. You ____________ read these when I finish. 3. Wendy _______share the section with me. 4. We _____ laughing about this one. 5. The dog in the cartoon _________ writing a novel? 6. We _______ read the newspaper every day. Practice Power: Think of a news paper or TV cartoon you like. Write four sentences about the cartoon. Use a verb phrase in each sentence. Example: I have seen a Charlie brown movie on TV.
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Lesson 6:
Principal Verb Parts
A verb has four principal parts: present, present participle, past, and past participle.
Present
Present Participle
Past
Past Participle
Play
playing
played
played
learn
learning
learned
learned
walk
walking
walked
walked
The present participle is formed by adding –ing to the present. The past and the past participle of a verb are usually formed by adding –ed to the present. The past and the past participle are formed by adding –d or –ed to the present. The past participle is often used with the helping verb has, have, or had.
The artist painted flowers. (past)
The artist has painted flowers. (past participle) To form the present participle of verbs ending in e, drop the final e and add –ing: use + ing = using. To form the present or past participle of a verb ending in a consonant following a vowel. Double the consonant before adding –ing or –ed:
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Exercise: 1 Tell whether the underline verb is present, present participle, past, or past participle. Look for the verbs before present participle and for have, has, or had before past participle. 1. I like classical music. 2. I was listening to a Mozart symphony just last night. 3. Mozart learned to play piano when he was four years old. 4. He had composed his first symphony by the age of nine. 5. He earned little money from his music.
Exercise 2 Complete each sentence with the form of the verb in parentheses.
1. We always __________ the local art fair. (visit-present) 2. Artists are __________ their works. (show-present participle) 3. Chad is _________ an artist paint. (watch-present participle) 4. Chad _____ a lot by watching the painter. (learn-past) 5. That artist has _______ an original style. (develop-past) 6. The judges _______ him first prize. (award-past)
Practice Power: Write four sentences about something you like to do. Write one sentence using each of the principal parts of a verb.
Lesson 7
Irregular verbs
The simple past and the past participle of irregular verbs do not end in – ed. These parts of irregular verbs take a variety of forms. YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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Present
Past
Past Participle
bring
brought
brought
come
came
come
have
had
had
know
knew
known
teach
taught
taught
Which word correctly completes the sentence?
Richard (begin begins) class at 8:00. You‘re right if you said begins. For the present with a singular subject, use the present form ending in –s.
Exercise 1 Complete each sentence with the correct part of begin.
1. The class _______ the lesson on gravity last week. 2. The teacher ___________ class as soon as the bell rings. 3. We are ______ to understand the concepts. 4. I have ______ my experiment on gravity already. Exercise 2 Complete each sentence with the correct part of break.
1. Tyrone _____________ his arm last week. 2. He had ____________ his toe last year.
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3. He is ____________ lots of things because he can use only one arm. 4. He said he has ____________ a vase at home as well.
Exercise 3 Complete each sentence with the correct part of know.
1. Martina had _________ a lot about gravity before studying it in class. 2. We plan to work together on a project; she ______ about a gravity experiment with a ramp. 3. My brother _______________ about Galileo‘s experiment on gravity before he studied it in sixth grade. 4. I now _____________ something about gravity.
Practice Power Write a paragraph about the origin of something that interest you-a food, a sport, a type of clothing. Underline the irregular verbs and tell whether each is simple past or past participle.
Lesson 8
More Irregular verbs
Choose, do, and teach are irregular verbs. The chart below the principal parts of these verbs.
Present
Present Participle
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Past
Past Participle Page 79
choose do teach
choosing doing teaching
chose did taught
chosen done taught
We generally choose seats in the front. (present) We are choosing our seats. (present participle-with the helping verb are) We choose our seats. (past) We have chosen our seats. (past participle-with the helping verb have)
Note that does is a present form used with singular noun subjects and the pronouns he, she, and it. Arlene always does the supper dishes. Which form of the verb correctly completes the sentence? Have you ever (did done do) a college? You‘re right if you chose done. The past participle form is needed with the helping verb have. Exercise 1 Complete each sentence with the correct part of choose. 1. Chloe _________ pink socks to match her shirt today. 2. The coaches are ________ players. 3. I have _________ a new book from the library. 4. I never ________ to do dishes if I can do another chore. 5. Last night I __________ to vacuum. Exercise 2 Complete each sentence with the correct part of do. YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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1. Who is _____ a computer slide show presentation? 2. Pat _____ his homework every Friday night. 3. Kelly _______ her assignment last Sunday night. 4. Fred and Tom have ________ their presentations. 5. They always ________ their work on time.
Exercise 3 Complete each sentence with the correct part of teach. 1. My mother is ______ me chess. 2. At first she _____ me the names of the pieces. 3. She already has ________ me the basic rules. 4. She and my father are also ___________ me Scrabble. 5. My aunt ___________ chess at the local park.
Practice Power Write four sentences, using the present, the present participle, the past, and the past participle parts of do.
Lesson 9
Simple Present Tense
The tense of a verb shows when an action or a state of being takes place. A verb in the simple present tense tells about something that is always true or about an action that happens again and again. Whales swim in the ocean. Whales eat fish. A whale leaps from the water.
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The verb swim, eat, and leaps are in the simple present tense. The verbs tell things that are true about whales. They tell about actions a whale does again and again. A verb in simple present tense ends in –s when the subject is a singular noun or the pronoun he, she, or it. A verb in the simple present tense does not end in –s when the subject is plural. Which sentence is in the simple present tense? a. Amy always watches for whales at the aquarium. b. I saw a whale at the aquarium. Exercise 1 Choose the correct verb to complete each sentence. 1. Bottlenose dolphins (live lives) in groups called pods. 2. A calf (stay stays) with its mother for three to six years. 3. Dolphins (jump jumps) up to 16 feet in the air. 4. A bottles dolphin ordinarily (swim swims) at speeds of 3 to 7 miles per hour. 5. Every so often its usual speed (increase increases). 6. Scientists (record records) dolphin speeds of up to 22 miles per hour. Practice Power Write four sentences about dolphins or other interesting animals you have seen. Use the simple present tense in your sentences.
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Lesson 10
Simple Past Tense
A verb in the simple past tense tells about something that happened in the past. Dinosaurs lived thousands of years ago. Last year we studied about dinosaurs. The teacher showed a video about T. rex. The verbs lived, studied, and showed are in the simple past. Most past tense verbs end with –ed. Remember that irregular verbs in the past do not end in –ed. We discussed dinosaurs in class. (regular verb) I read a book on dinosaurs last year. (irregular verb) Here are some spelling rules for –ed endings. If a verb in e, just add –d: name + d = named If a verb end in y following a consonant, change the y to I and add –ed: try + ed = tried. If a verb ends in a consonant following a vowel, double the consonant and add the ending: wrap + ed= wrapped Which sentence shows the simple past tense? a. The class is learning about fossils. b. We learn about fossils in science. c. We learned about dinosaurs fossils. You are right if you said sentence C. the –ed ending on learned indicates a past action.
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Exercise 1 Write the simple past tense of each verb. Be careful! Some verbs are irregular. Check a dictionary if you need to. 1. 2. 3. 4. 5. 6. 7. 8. 9.
sing chew stomp serve growl smell grab dry grow
10.walk
Exercise 2 Complete each sentence with the verb in parentheses. Use the simple past tense. Some verbs are irregular. 1. Dinosaurs _______ out about 65 million years ago. (die) 2. Paleontologists recently ______ a Titanosaur skull and skeleton together. (find) 3. Most skulls _______ over the centuries. (disappear) 4. The scientist _____ carefully to remove this rare fossils from the ground. (work) 5. Titanosaurs _________ plants. (eat) 6. They ______ to the group of dinosaurs called sauropods. (belong) 7. They _______ long necks. (have) 8. Scientist also _________ Titanosaur eggs. (discover)
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Practice Power Write four sentences about dinosaurs. Use the simple past tense in each.
Lesson 11
Future Tenses
The word will and the phrase going to are ways to express something that will take place in future. Both forms are used to talk about predictions and to express future tense.
Many families will donate food to the food pantry. The supermarket is going to be busy tomorrow. The helping verb will is used with the present to form a future tense; for example, will + help = will help. The helping verb will is often when someone agrees to do something soon. I will go to the supermarket with my parents. When the future is expressed with going to, the verb am, is or are precedes going to, which is followed by the present form of the verb; for example, is + going to + make = is going to make. The form going to is often used when someone wishes to express an action that has already been planned. He is going to buy canned goods. Which sentence expresses the future? a. Sam‘s family helps out at the food pantry. b. Sam bought cereal at the supermarket. c. Sam will donate boxes of cereal. Exercise 1 Identify the verb or verb phrase in each sentence. Tell the tense of each verb. YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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1. We will make a shopping list. 2. We are going to walk to the store. 3. Sonny found a cart. 4. I am going to put apples in it. 5. Pam wants doughnuts. 6. Mom is going to say no. Exercise 2 Rewrite each sentence in the future tense, using will. 1. I volunteer at St. Mary‘s food pantry. 2. My family shops for groceries. 3. We donate the food. 4. We put the food into bags. Exercise 3 Rewrite each sentence in the future tense, using going to. 1. Who brings the groceries to the food pantry? 2. Dad delivers the food. 3. I ride with him. 4. We bring food twice a month.
Practice Power Write five sentences about things you could do to help people in need. Use the future tense with will or going to. Example: I will donate several items of clothing.
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Lesson 12
Progressive tenses
A verb in the present progressive tense tells about an action that is happening now. The present progressive tense is formed with am, is, or are and the present participle. A verb in the past progressive tense tells what was happening over a period of time in the past. The past progressive tense is formed with was or were and the present participle. Lucy is brushing her teeth. (present progressive) Lucy was brushing her teeth when her dad shouted, ‗Hurry up!‘ (past progressive) Which sentences are in a progressive tense? a. Marcus brushes his teeth after diner. b. He is plugging in his electric toothbrush. c. Marcus was searching for his cinnamon-flavored toothpaste this morning. Exercise 1 Write the present progressive tense and the past progressive tense of each verb. Use the pronoun in parenthesis as the subject of the verb phrase. 1. rinse (you) 2. wash (we) 3. scrub (he) 4. chew (they) 5. comb (she) 6. floss (they) 7. change (we) 8. bathe (I) YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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Exercise 2 Find the verb phrase in each sentence. Tell whether it is in the present progressive tense or the past progressive tense. 1. Felicity was flossing her teeth. 2. The dentist was examining my teeth. 3. The hygienists were cleaning teeth. 4. He is polishing Jake‘s teeth. 5. She was taking X-rays. 6. Dr. Palazzo is telling me about tooth care. 7. She was showing me how to brush. 8. Are you taking good care of your teeth? Practice Power Be a reporter! Imagine you are at a concert, a sporting event, or a parade. Write four sentences about what is going on around you. Use the present progressive tense in your sentences. Then rewrite the sentences, using the past progressive tense.
Lesson 13
Present Perfect Tense
A verb in the present perfect tense tells about an action that happened at some indefinite time in the past. It can also tell about an action that started in the past and continues into the present. The present perfect tense is formed with has or have and the past participle. Lucy has traveled to many states. She and her family have taken a long road trip each year. Lucy has kept a diary of her travels since she was seven. YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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Which sentence uses the present perfect tense? a. I have read a book about South Dakota. b. I read a book about South Dakota last week. c. I will read a book about South Dakota soon. Exercise 1 Write the present perfect tense of each verb. Be careful. Some verbs are irregular. Use the pronoun in parentheses as the subject of the verb phrase. Example: leave (I)
I have left
1. pack (you) 2. buy (we) 3. drive (he) 4. ask (they) 5. take (it) 6. eat (they) 7. try (she) 8. forget (I)
Practice Power Write four sentences about places you have been and things you have seen there. Lesson 14
Past Perfect Tense
A verb in the past perfect tense tells about an action that was finished before something else happened in the past. YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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The past perfect tense is formed with had and the past participle. I had finished my report before I called my friend. After I had chosen Elizabeth Blackwell as the topic of my report, I went to the library to find books about her life. Which sentence uses the past perfect tense? a. I think Elizabeth Blackwell was strong and courageous. b. I had read two books about Blackwell before I started to write my report. c. The library has several books about Blackwell. Exercise 1 Write the past perfect tense of each of each verb. Use the pronoun in parentheses as the subject of the verb. Example: play (I) I had played 1. visit (you) 2. look (we) 3. talk
(he)
4. lose (they) 5. help (she) 6. fall (it) Practice Power Write four sentences in the past perfect tense about things you did yesterday. Include two actions in each sentence.
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Lesson 15
Future Perfect Tense
A verb in the future perfect tense tells about an action that will have been completed at some time in the future. The future perfect tense is formed by adding will have to the past participle of verb. Corinne will have saved enough money to go to the movie by Saturday. Will have saved tells that Corine will have completed the action 9saving money) before sometime in the future (Saturday) Which sentence uses the future perfect tense? a. She will have eaten dinner by 7:00 p.m b. He eats dinner every night. c. We will have dinner at 6: 30 tonight Exercise 1 Write the future perfect tense of each verb. Some verbs are irregular. Use the pronoun in parentheses as the subject of the verb phrase. Example: speak (I)
I will have spoken
1. pack (you) 2. schedule (we) 3. drive (he) 4. arrive (they) 5. stop (it) 6. wait (they) 7. more (it) 8. sit (I)
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Practice Power Imagine you are leaving for a trip. Write four sentences that tell the things that will have happened by the time you leave. Use future perfect tense in each sentence. Example:
Before I leave, I will have taken the cat to my
neighbor‘s house.
Lesson 16
Subject-Verb Agreement
A subject and verb must agree, whether the verb is a helping verb or the main verb.
Present
Past
I
am, do
was, did
you, we, they
are, do
were, did
he, she, it
is, does
was, did
Singular Subject
Verb
The girl
is petting the dog.
The dog
does tricks
Plural Subject
Verb
Kevin and Kurt
are brushing the dog.
They
were at the dog show.
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Which
verb completes this sentence correctly?
Several breeds ____________ shown at the dog show. a. is b. are c. was
Exercise 1 Choose the verb that agrees with the subject. 1. We (is are) bringing our dogs to the dog show. 2. Our wolfhound (was were) a winner last year. 3. He (do does) all sorts of tricks. 4. I (am is) nervous 5. (Does Do) you know where to go? 6. The girls (is are) grooming their dogs. Exercise 2 Complete each sentence correctly with am, is, are, was, were, do, or does. 1. The dog show _______ at the kennel club every year. 2. The toy dogs _________ fun to watch-they looked cute. 3. A funny dachshund _______ in line after as they paraded across the stage. 4. ______________ this collie follow commands? 5. _____________ you think our spaniel will win? 6. Those Greta Danes ___________ large dogs. Do you see them? 7. Rex ______ a mixed bread, but I love him. 8. __________ you coming to the show next year. YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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Practice Power Use am, is, are, was, were, do, or does in four sentences about dogs. Make sure subject and verbs agree. Examples: Some dogs are guides I am the owner of a collie.
Lesson 17
There Is and There Are
When a sentence starts with there is, there are, there was, or there were, the subject follows the verb. The verb must still agree with the subject. Verb There
Singular Subject is
a
Verb There
sea
around Japan.
Singular Subject are
many
islands
in
Japan. In the first sentence the singular subject sea comes after the verb is. In the second sentence the plural subject islands comes after the verb are. What is the subject in this sentence? Which verb correctly completes it? There _____ noisy monkeys called macaques in Japan. a. is b. are c. was YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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Exercise 1 Find the subject and the verb in each sentence. Tell whether the subject is singular or plural. 1. There are four main islands in Japan. 2. There is a beautiful mountain, Mount Fuji, and inactive volcano. 3. There are many people in Japanese cities. 4. There was much pollution in the past. Exercise 2 Complete each sentence with there is, there are, there was, or there were. Make sure the subjects and verbs agree. 1. _______________ emperors in Japan in the past. 2. _______________ still an emperor today. 3. _______________ a prime minister too. 4. _______________ once fierce warriors in Japan called samurai. 5. _______________ tea at nearly every meal in Japan even today. 6. _______________ raw fish in some sushi, a popular Japanese food. 7. _______________ arcades with games in Tokyo. 8. _______________ a big festival every year for new Year‘s 9. _______________ many earthquakes in Japan.
Practice Power Write four sentences about things in your town. Begin your sentences with There is, There are, There was, or There were.
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Lesson 18
Adverbs of Time and Place
An adverb tells more about a verb. An adverb can tell when, how often, or where.  An adverb of time answer the question when or how often.  An adverb of place answer the question where. When:
He will bring his lunch tomorrow
How often: I always bring my lunch. Where;
She ate outside.
Study the list of some common adverbs of time and place. Adverbs of Time again already always before immediately late never now often sometimes soon then today tomorrow usually yesterday
Adverbs of Place above ahead away back below down far forward here in inside near out overhead there up
Exercise 1 Tell whether each adverb tells when, how often, or where. 1. 2. 3. 4. 5.
immediately below far now above
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6. 7. 8. 9.
near always never up
10.sometimes
Exercise 2 Find the adverb of time or place in each sentence. 1. Yesterday my sister and I decided to make apple pancakes. 2. We had never made them. 3. We got the ingredients out. 4. Soon we started mixing ingredients. 5. Then I knocked over the bag of flour. 6. The four flew everywhere. 7. We immediately started to clean.
Practice Power
Think of an activity you like to do with your family, your friends, or your class. Write it using adverbs of time and pace. Circle the adverbs you use.
Lesson 19 Simple and Compound sentences A simple sentence contains a subject and a predicate. Either or both may be compound. A compound sentence contains two or more independent clauses. An independent clause has a subject and a predicate and can stand alone as a sentence. A compound sentence is formed when two or more independent clauses are connected by the coordinating conjunction and, but, or or. YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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Practice Power: Write a paragraph about an event at which you were a spectator. Describe what happened and what you saw. Use at; east two compound sentences in your writing. Underline the independent clauses. Write sentence using the words as described. 1. arcs, rays- as the compound subject of a simple sentence and as subject in a compound sentence. 2. Appear, shine- as the compound predicate of a simple sentence and as predicates in a compound sentence Lesson I – The Paragraph Follow Through with Grammar
A paragraph is a group of sentences that communicate one main idea. The first line of a paragraph is always indented. A paragraph is made up of two or more sentences with one main idea. All the other sentences should support the topic sentence. It has beginning, middle, and ending
Example: Today is a great day to celebrate! The sun is out and the weather seems to welcome the happy occasion? The family reunion will start soon.
Analyze A.
Number the sentences 1- 3 to show the beginning, middle, and
ending part of the paragraph. 1. ______ He knew he had done wrong and immediately apologized for his actions. YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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2. ______ In a rush to get to the line first, Anton thoughtlessly dashed through the crowd of people. 3. ______ He accidentally shoved a little boy who was thrown to the floor. 4. ______ Jeff is the new kid at Red Hill School. 5. ______ He went into the girl‘s bathroom by mistake. 6. ______ The school is so big the corridors and doors all look the same to him. 7. ______ I should not have doubted that the weatherman was right. 8. ______ It rained hard and I got soaked. 9. ______ I did not bother to bring my raincoat and umbrella because the weather report could be wrong. 10. ______ Carla is Miss Davis. 11. ______ Jeff cannot believe that he has a new friend in Carla. 12. ______ Miss Davis offers her friendship to Jeff. 13. ______ New children in school often feel afraid of the new place and new people. 14. ______ It is up to you whether their experience will be good or bad. 15. ______ You should ask yourself how you would want to be treated if you were new. B. Write an appropriate ending sentence for each paragraph: 1. Nowadays, a person‘s fitness must be one of his biggest concerns. A balanced diet and exercise are the best ways to keep oneself healthy. _____________________________________________________ _____________________________________________________ _____________________________________________________ ___________________________________________________ 2. God rested from Him work of creation on the seventh day. He then commanded that the seventh day be kept holy and dedicated unto Him. _____________________________________________________ _____________________________________________________ _____________________________________________________ ___________________________________________________ YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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3. Jeff went to sit Beside Bradley. But, the other kids said that no one ever wanted to be near Bradley. _____________________________________________________ _____________________________________________________ _____________________________________________________ ___________________________________________________ 4. There is so much to expect in the coming months. After the tests in March, we will have our year-end programs to recognize various achievements and congratulate the graduates. _____________________________________________________ _____________________________________________________ _____________________________________________________ ___________________________________________________ 5. It is Sunday. My family and I will go to church this morning. _____________________________________________________ _____________________________________________________ _____________________________________________________ ___________________________________________________ Highlight Learning A. Put a check (/) in the blank if the sentence is an appropriate beginning sentence for a paragraph. ____1. In the end, basketball team won the game with a score difference of 12 points. ____2. So they agreed to avoid any more discussions. ____3. She always obeyed her parents. ____4. The Sierra Madre is a mountain range that traverses many provinces. ____5. This century has signaled the beginning of any age. ____6. Afterwards, everybody went home happy. ____7. Mass remains constant while weight changes according to the force of gravity. ____8. Greg was so tired he just went home. ____9. Once upon a time, there was a lovely princess. YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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____10. Second, add the vegetables to the boiling water. B. Put a check (/) in the blank if the sentences in each paragraph are in the proper order. Rewrite the sentences in the correct order in the blanks below the paragraph if they are not. ___1. Highly effective people are those who are sincere and are dedicated to what they do. They set goals and make plans to achieve them. These people usually climb to the top of the ladder of success. _________________________________________________________ _________________________________________________________ ________________________________________________________ _________________________________________________________
____2. Today, the Braille Alphabet system is named after its inventor. Louis Braille lost his sight in a freak accident. Through his persistence, his loss of sight proves to be of benefit to blind people even to this day. _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________________________________________ ____3. Jesus knew that His hour had come. In his sorrow, He went to the Garden to pray. He asked His disciples to pray with Him as they watched and waited for him. _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________________________________________ ____4. Electric and telephone cables were strewn and cut. As a result, the communication in a large of the Metro was cut off. The strong winds strong and fast. _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________________________________________ ____5. What‘s in a name? So many people indulge themselves in branded or signature merchandise notwithstanding the price tag that YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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comes with it. Are they truly after the quality and investment or just the prestige it carries? _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________________________________________
Lesson II – Selecting a Paragraph’s Topic
A few example of what to write about. sport: swimming, archery, ice skating, event likes Olympics etc. Theater: play, musical. Dance: hiphop, ballet street dance, folk dance Books: picture books, novels graphic novel author. Parties: birthday parties, party concept, Christmas party, weeding People: a relative, your favorite teacher, singer, politician, hero, etc. Occupations: geologists, artist, composer, musician, doctor. Etc. An unforgettable memory (pleasant or not) A family anecdote that is often retold at gathering love stories (your parent‘ for example) A topic sentences tell the main idea of the paragraph topic sentences are often found on the start of the paragraph, but they can also be found elsewhere in paragraph.
Supporting details- or more ideas about the topic sentences, are found in the rest of the sentences of a paragraph.
Analyze Read the paragraph. Underline the topic sentences
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Choreographers are dance who create or compose dances. They make un different steps to show off dances skill or just to show the beauty possible in the movement on the human being. They use music to inspire news, step and the use these movement to give the music a visual quality that surprise entertains, enlightens, even trills and audiences. Though staging the dance, they can also encourage appreciation of other art- the music costumes, decorations and object used, as well as a dramatic aspect as a story-telling can be emphasized. Thus, we can say that choreographers are true artist. Which of the following sentences could be include in the paragraph above as a supporting details. a. Through their work they are able to showcase, preserve, revitalize, and expand the culture of a people. b. Lisa Macuja-Elizalde is choreographers who trained at the Vaganova Choreographer Institute in Leningrad; she become a principal dancer of the Kirov Ballet. c. Put a check beside the title which suggests the main idea of the paragraph in Activity A. _________ Come Dance with Me _________ Born to Dance _________ The Choreographer‘s Art _________ Get You Movin‘ A. Read the paragraph
Its is policeman job to hunt down criminals. These criminal are often armed, desperate, and willing to engage in battle. The weapon that evil element use are powerful—high-powered guns, grenades, and evens bomb. Policemen sometimes lack equipment to do their jobs well like Kelvar helmet, bulletproof vests, are bullets.____________________. They often have to deal with the element of surprise, and they put themselves in harm way in order to protect other people. From the choices below, select the appropriates topic sentences. a. It‘s the policemen‘s job to hunt down criminal. YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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b. These criminals are often armed, desperate, and willing to engage in bottle. Choose the sentences that support the topic sentences of the paragraph that should go in the middle of the paragraph (m). a. Policemen have to undergo training to learn self-defense. b. Policemen have to be physically fit to catch criminals. c. There are times when the police have to run after crooks or take part in high speed chases. Write an appropriate title for the paragraph: _________________ B. Read the paragraph. Policemen don‘t always literally chase the bad guys. _____________(1)_____________. Of course, they carry out investigations, gather evidence, question witnesses, and interrogate suspects. They look for tell-tale fingerprints, hair, skin, and blood sample that contribute DNA evidences to definitely pinpoint the bad guys or rules out the innocent.________(2)_________. Doctors called medical examiners find out how victims died, even how long a go they died. Police psychologist try find out what makes criminals do the things they do, and why. 1. From the choices below, select the letter of the topic sentences that would fit in the blank number 1. a. Police use variety of methods to track down criminals and solve crimes. b. The police department has different types of crime. 2. Choose the sentences that support the topic sentences of the paragraph that should go in the middle of the paragraph (blank number). c. Some policemen are in charge of watching the criminals in the jails.
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d. Police crime labs conduct tests to prove that chemicals and poisons were used in a crime. Write an appropriate title for a paragraph.
Lesson 3 DEVELOPING PARAGRAPHS
Paragraph is a group of sentence that talks about one main idea. It has three main part: topic sentences, supporting sentences, and closing sentences. Topic sentences- tells the main idea and usually found and beginning of paragraph. it is sometimes called The Controlling Idea of paragraph because its help keep the writing under control by focusing on only one main idea. The Supporting Sentences gives more detail about the main idea. It is also called the Body Of The Paragraph. All supporting sentences must relate to and explain the main idea clearly. They should makes whole paragraph interesting and easy to understand. The Closing Sentences retells the main idea in the different way. It is written after all the details are given. It concludes the paragraph and reminds the reader what the topic is all about. Here are the rules for writing a good paragraph. 1. 2. 3. 4.
Indent the first line to indicate the beginning to each paragraph. Capitalize the first letter of the first word of each sentences. Punctuate each sentences correctly. Stick to one main idea.
Example My dog Romeo is so much fun to play with. One reason he‘s fun is because he loves to play catch. What‘s also fun is that he follows me around the house with a toy and drops it at my feet, so I will kick it. Additionally, he can catch just about anything, but his favorite thing to catch is a Frisbee. Finally, he loves it when I pretend that I‘m falling YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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dead. He runs over to lick me. All theses reason show why I reall have fun playing with Romeo.
Copy the topic sentences on the line: _________________________________________________________ _________________________________________________________ ________________________________________________________ Copy the closing sentences on the lines: _________________________________________________________ _________________________________________________________ ________________________________________________________ Underline the supporting sentences or body paragraph.
1.
The Philistines called their army together to fight Israel. They had three thousand chariots, six thousand cavalry, and as many foot soldiers as there are grains of sand on the beach. They went to Michmash and set up camp there east of Beth-Aven. They were well trained for battle against any enemy, including Israel.
Topic sentence :_________________________________________________________ _________________________________________________________ ______________________________________________________ Closing sentence: _________________________________________________________ _________________________________________________________ ________________________________________________________ Underlines the supporting sentences. 2.
The Israelite army realized that they were outnumbered by the Philippines and were going to lose the battle. Some of the Israelite men hid in caves or in clumps or bushes, and some ran to place were they could hide among large rocks. Other hid in tombs or in deep dry pits. Still other went to Gad and Gilead on the other
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side of the Jordan River. Saul stayed at Gilgal. His soldiers were shaking with fear, and they were starting to run off and leave him. The Israelite army was losing hope for winning the bottle. Topic sentences: _____________________________________________________ _____________________________________________________ __________________________________________________ Closing sentences: _____________________________________________________ _____________________________________________________ __________________________________________________ Underline the supporting sentences. 3. Jonathan told his armor-bearer that he wanted to attack the Philistine camp. He believed that the Lord Almighty was able to save, whether by many or by few. He told his armor-bearer his plan of attack. The armor-bearer said that his heart and soul was the Jonathan and supported him all the way. Jonathan and his armor-bearer succeeded in attacking the enemy by killing twenty Philistine soldiers easily. Topic sentences: _____________________________________________________ _____________________________________________________ __________________________________________________ Closing sentence: _____________________________________________________ _____________________________________________________ __________________________________________________
Underline the supporting sentences. 4.
The Philistine army was camped at Michmash. Each and they sent out patrols attack and rob villages and the destroy them. One patrols would go north along the road to Ophrah in the region of Shual. Another patrol would go west along the road to BethHoron. A third patrol would go east toward the desert on the road to the ridge that overlooks Zeboim Valley. In the Philistine attack
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left the Israelite without any sword or other weapon, which were hidden in the camp at Michmash. Topic sentences : _____________________________________________________ _____________________________________________________ Closing sentence: _____________________________________________________ _____________________________________________________ Underline the supporting sentences. 5.
―You didn‘t obey the Lord your God. If you had obeyed him, someone from your family would always have been king of Israel. But no, you disobeyed, and so the Lord wont choose anyone else from your family to be king. In fact, he has already chosen the one he wants to be the next leader of his people. This would not have happened if only you obeyed‖ Topic sentence: _____________________________________________________ _____________________________________________________ __________________________________________________ Closing sentence: _____________________________________________________ _____________________________________________________ __________________________________________________ Underline the supporting sentences.
Jonathan trust in God was stronger that his trust in his father Saul. Even in the uncertainty of war he told his armor-bearer that ― the Lord can help a few soldiers win a battle just as easily as he can help a whole army. Maybe the Lord will help us win this battle.‖ The Lord rewarded Jonathan great faith by giving him victory over his enemies even though the odds where against him. He and
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his armor-bearer only had one sword between them to defeat twenty Philistines. Remember Jonathan‘s example whenever you face a problem or trial and place your full faith in God. He will answer you by giving you the wisdom ti know what to do sending you help just when you need it.
Lesson 4 Types of paragraph Chronological order. The sequences of event should be determined by the order by happen in time. This type of organization is often used in storytelling. It is also use in how-to paragraph where as step-by-step explanation is needed. A recipe, for example, should be written this way. Use signal words likes first, second, next and finally to alert the reader to important ideas. Spatial order. In descriptive paragraph that describe a place, the written has to decide whether to go front to back., left to right, right to left, bottom to top, or outside to inside. Least to most important. Arrange your ideas this way. Going from the least important to the biggest, most exciting, important details lets the reader get the full impact or effect of what you are saying. Just as in a story, the most interesting part is the climax. General to specific. If you were to report to your class about reptiles, you would first give general information that is related to all reptiles. Then, you could talk more specifically about snake, turtles, lizards, crocodiles, or dinosaurs. For instance what makes them different from each other or examples of each type of animals. YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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Cause to effect. These types of organization is useful when writing about history and social studies or science. For example, it can be used to write about how the invention of the cell phone has had various consequences, both good ang bad. Effect to cause. This type or organization tries to answer question solve mysteries, or to provide a scientific explanation for something. For example an explanation of the formation of the Chocolate Hills, could start with what we see now and then it could trace back to the event that cause the hills to from. A flashback is another example of this technique. Psychological effect. In fiction, writers often arranges ideas and details in a way that catches the reader‘s attention. The writer often gives a general impression, or else shows details that are significant to a particular character. Read the paragraph and tell what type of organization is used 1. ____________________ From the stand, Mart Ramos watched Ben play basketball, wondering if his trip out here would be worth it. Ben‘s coach had sent him videos of Ben games urging him to consider taking Ben into the university sports scholarship program. ―just give me a chance,‖ Ben‘s coach had said, ―he can‘t afford collage without it.‖ The six-foot-one high school senior caught a pass, spun around, and tossed it to his team mate, who quickly dunks into the basket. Score! ―Well, he‘s got the height, and speed, and he works with the team,‖ thought Mart. Ben was one of the games starters, and he played through to the second quarter, scoring the goals in the first and another three goals including a three points in the second. ―Decent scorer, consistently accurate.‖ Number 16, the other team‘s most offensive player fouled him toward the end of the second quarter. But ―Ben remained cool end didn‘t bite the bait to tangle with him, end he was able to put in the both free throw.‖ Coach made him sit out the second half of the third quarter. The team was down eight points in the middle of the four quarter, so YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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coach called in Ben again. Their opponent was the toughest, most experienced team in the league, but Ben played the game the coach laid out by keeping the ball in play and away from number 16. The game was at a pounding pace as they ran back and forth between the goals, but he was able to keep possession of the ball by skillful weaving, making some turn that remained Mart of Kobe. ―Hmm… the kid‘s got heart and talent,‖ thought Mart, ―kid you‘re going to college. 2. _______________ Dad took me to the bank today. At the door, the guard passed has metal detector over us. Then, gave us a number. We would know it was our turn at the teller when the electronic board flashed our number in light. There were many people before us so I, go bored waiting and pulled out my cell phone to play a game. The guard came over and said I don‘t use the cell phone inside. Dad wouldn‘t let me go outside alone, so I did a Sudoko puzzle in the newspaper. Finally it was out turn and Dad cashed his check. Finally we went shopping. 3. _______________ Right away, Rod drove to the clinic for a tetanus shot. He had stepped on snail in a plank that had fallen while he has clearing the debris the storm had left behind. He often volunteered during times likes this, and he knew that the poison produced by the organism that cause tetanus was deadly. Rod had already seen one case of tetanus in an injured man who was unable to get medical attention because he lived to far from town. The man‘s family said that a week after he was injured, he complained of pained on the wound and teaching in the muscles hear out. Chills fever, headache and irritability occurred followed by stiffness of the muscles on the neck are jaw. His jaw seemed to be locked. His facial muscles here so contracted that his eyebrow were permanently raised and his mouth stretched out in a stiff grin. He suffered horrible spasm. It was impossible to save him by then. 4. _______________ YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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Poch smiled. He hadn‘t expected thing to go so well, but somehow, they had. He had managed to the carabao to Juan in the field, and start a fire to heat the lunch aunt Becca had sent. He had been allowed to try his hand at the plow. After that, he had spent the afternoon picking mangoes. What‘s more, tomorrow there would be fishing! He hadn‘t wanted to come here at first, but now—why, this was heaven. 5. ________________ The truck turned onto the rough road to the right, pass coconut tree and mangoes tree onto rolling hills. These were the foothills of the Caraballo mountains. They drove on, through zigzag roads as the vegetation changed. Now, there were no cultivated fruit trees. Instead, there were strange jungle trees were large leaves to catch the sun and cycads! The air got nipper, as they ascended the mountain. Strange black rocks jutted out from the slop. Then there were those evergreens pines! ―Agoho, they grow naturally at this elevation,‖ said the guide. Suddenly, they reached the summit. On one side of the view there were chains of mountains and on the other was a stretch of valley far below. 6. ________________ Among the arthropods, or animals with jointed legs, the insect are the largest groups. All insects bodies are the composed the three part: the head, the truck, and the abdomen. Insect have three pairs of legs, and most have a pair of wings. Different types of insect are ants, bees, butterflies, dragonflies, and damsel flies, flies, cockroaches, beetles, mosquitoes, and grsshoppers. 7. ________________ The Bencab exhibit consisted of drawing and prints whose subject matter was set in an earlier time of Filipino history, the Spanish era. Their colors were in earth tones—burnt sienna and cinnabar, muted roses, mahogany. There was a drawing of a woman reclining on some sort of pallet that was borne on the shoulders of men. There was a print of drowsy women with fans entitled ―Siesta Hour‖. An etching of a mother and child hung in a YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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small frame. Katipuneros and heroes were immortalized by the artist‘s hand. These give hints that the artist Benedicto Cabrera found the Filipino spirit: fiercely nationalistic, socially-aware, and freedom-loving. Lesson 5-Similes and Metaphors
A simile compares two things using the words like or as. Example: The ballerinas in their white tutus are as graceful as swans. Renee was like a dazzling burst of sunshine in her bright yellow gown. A metaphor takes a more direct approach by stating that one thing is the other.
Example: ―Rows and flows of angel hair, and ice cream castles in the air, and feathered canyons, everywhere, I‘ve looked as clouds that way…‖
Put a check (/) beside the phrase that makes the most appropriates comparison to each item. 1. The teenager who eats up everything on the menu—the biggest pizzas, the super-sized sandwiches the large order or fries… _______ A wolf pack that hunts its prey _______ a silkworm that eats mulberry leaves almost nonstop until it spin a cocoon 2. A pipit hopping on the pavement _______a child playing hopscotch _______ a bunny in a meadow 3. The mumbling and ranting of a forgetful person YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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_______ a radio turned on the AM frequency but isn‘t quite tuned to a particular station, so its full of static _______the boom and crashes of a thunderstorm 4. The poisonous zebra fish is a swift predator _______a helicopter gunship _______a sleeping viper
5. A gathering of bespectacled professors in brown and gray suits _______ a flock of starling _______ a convocation of owls
Activity Identify the figure of speech as a simile or metaphor. Draw an arrow to connect the two things being compared ______________ 1. The king was a lion—haughty, powerful, fearless. _______________2. Listening to her lyrical soprano voice was like listening to an angel sing. _______________ 3. Anger blazed like free from his eyes. _______________4. She looked at her husband Raymund, her big teddy bear who gave her such comfort, such joy, such love. _______________5. Oh, those kids next door! They‘re like little monkey---always chattering and getting into such scrapes! I hear them being scolded almost every day. Give two example of simile and three example of metaphors. Simile 1. _____________________________________________________ 2. _____________________________________________________ Metaphors 3. _____________________________________________________ YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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4. _____________________________________________________ 5. _____________________________________________________
Lesson 6 -Writing News Stories The headline, or title of the news story, usually states the main idea of the story. The journalist will often write most of the necessary information about the ―who, what, when, where, why‖ of a story in the first sentences or lead. The lead summaries the story, which can go into greater detail later. News story are report of current event or recent event. For a school or class paper, you might want report on field trips, the visit of a special personality, school activity, likes a book fair, science fair, participating in activity outside of school, or some remarkable event likes the occurrences of an earthquake. An editorial or an commentary goes beyond the effect in the states the writer‘s opinion. This type is writing tries to persuade reader to think or believes s the writer does. There is a need for this type of writing, but it should be written as undisguised opinion, never as news. Human interest stories that focus of life events. some newspaper or magazine story present
―how-to‘s‖ such as recipe of crafts.
Book and movie review can be enlightening. Interviews of different personalities can also be interesting, as the interview does research on the person to the interviewed and prepares a list of question that reader might want to know about. If your school or class makes plan to have a regular paper, (quarterly, monthly, or YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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fortnightly) you can plan to run interviews of different people: teachers, authors, school staff, parents, or even a new student.
1. In the news story above, does the lead inform you of at least four of the five wh-question? _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _______________________________________________ 2. Is the writer objective or do you detect any bias? _____________________________________________________ _____________________________________________________ _____________________________________________________ 3. How do think the same news story would be written for the school paper of the first prize winner? For the school paper of the second prize winner? For a major newspaper with nation-wide circulation? _____________________________________________________ _____________________________________________________ _____________________________________________________ YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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4. Does the headline reflect the main idea? _____________________________________________________ _____________________________________________________ _____________________________________________________
Lesson 7 The form of a Personal letter The heading contains the writer‘s address and the date the letter is written. The heading is placed in column on the top right corner of the
paper. The address may be the writer‘s residence.
Salutation or greeting is address to the intended recipient of the letter. It is placed on the left hand top of the paper spaced down from the heading. The greeting is begun with the capital letter and punctuated by a comma. You may personalized your salutation as desired; the degree of formality or informality is dictated by the closeness of the relationship between the sender and the recipient. YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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Example My dearest Aunt Dorothy, Dearest cousin Lynlyn, Dear BFF Sylvia, The body- of the letter contains what the writer wishes to convey. It may be brief and concise, or as a long and chatty as the writer wants. The content is determined by the type of the personal letter. Complimentary closing- contains some pleasantry or else identifies the writer. Put the complimentary closing a space or two below the body of the letter and align it with the heading, ending with a comma. As in the greeting the relationship between the writer and the recipient will determine the formality of the closing. Example Fondly, Your loving grandson,
The signature is the name of the writer, not the identifying signature on check as required by banks. Signing a letter as you would a check might pose a big puzzle to the recipient. Write the part of the personal letter that is described in the blank. 1. _______________________ Your big bro, 2. _______________________ Rob 3. _______________________518 Eligio Road, Danac Bunga 2202 Botolan, Zambales YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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October 15 2012 4. _______________________ Dear Cher and Gab, 5. _______________________Hey guys the house is almost done!
Lesson 8 Different types of personal letter
Invitation are usually pleasant, for they anticipate coming together for a joyous event. You invited your friends and relatives to birthday parties, graduation, picnic, weddings, vacation, concert holiday reunions, retirement parties, simple dinners, and bible study meeting. You can ask people to come out hiking, go fishing, or even accompany you to a spa.
Thank you letter. Good manners from character. You exhibit good manners when you empress your thanks for any kindness you receive, whether is a gift, help in any form, or hospitality. Handwritten note is always preferable to a store-bought card.
Congratulation letters.
Congratulation and good wishes
are sent for graduation, receiving school honors, promotion, recognition for achievement, new babies. Aside from mentioning the reason for the good wishes, the writer often expresses some recognition of its merit.
Get well letter. Most people appreciate receiving a get-well letter. Some may not, depending on the illness they have. When
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writing a sick person, it might be helpful to get advice from your parents on whether on mention the disease.
News sharing. Receiving goods news from a friend or relative you don‘t see often is always welcome. Even sharing not-sopleasant news strengthens the bonds with loved ones. But remember, on paper or on-line, ―think before you click.‘
Read the following letter discuss their merit in class. Also, think about how you would respond to these letter.
Dear Grandma Ichu, Thank you for the book you gave me for my birthday. I received many present at my birthday party. I got some fancy scissors that cut scallop, a retractable eraser, watercolors and drawing book, a Hello Kitty umbrella, and metallic ink pens. Mom and Dad gave me a poppy.
Love,
Marina
Dear Alex, I hope your recovering from your appendicitis operation. I can‘t imagine what that was like-I honestly hope I never have to go through that. I heard from your Mom that you will be away from school for two weeks. You‘ll have a lot to catch up on, so I‘ll email
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your assignment everyday as we get them. I‘ll include some highlight of what we discussed in class.
Classmate, Carlo Candy! We‘re spending the look week-end in Subic—come with us!
Gigi, Sandy and Joji
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